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All Journal Vision: Journal for Language and Foreign Language Learning Journal of Education Technology Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Farur Rozi
Department Of English Education Of Universitas Negeri Semarang, Central Java, Indonesia
Arts Humanities Computer Science & IT Education

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THE USE OF CHILDREN'S STORIES IN LEARNING ENGLISH VOCABULARY : PENGGUNAAN CERITA ANAK-ANAK DALAM PEMBELAJARAN KOSAKATA BAHASA INGGRIS Felin Dyah Nur Arifah; Khaulah Afifa; Teni Okty Handayani; Farur Rozi; Ellianawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Progress
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9483

Abstract

English is a foreign language that is quite difficult to understand. However, children's storybooks provide a solution for learning English. The use of storybooks in teaching English vocabulary can improve children's English language skills. This study aims to determine (1) the use of children's fairy tales in English vocabulary learning, (2) the process of implementing learning using fairy tales, (3) students' responses to fairy tale-based learning, (4) supporting and inhibiting factors in the use of children's fairy tales. This study used a qualitative method with observation and interview techniques. This study was conducted at SDN Padarek III on fourth-grade students. The results of the study show that the use of children's fairy tales in learning can improve students English vocabulary skills, and students responses to learning using fairy tales are very positive, where children who tend to be passive become active when learning, learning becomes fun, and students are motivated to learn english. The use of English fairy tales as a teaching medium for fourth grade students can foster students' literacy skills and mastery of new vocabulary.
Adaptive Speaking Performance Training: Enhancing Communication Readiness of Hospitality Students in the Industry 4.0 Era Muhammad Bambang Purwanto; Issy Yuliasri; Widhiyanto; Fahrur Rozi
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.103113

Abstract

The rapid digital transformation of the hospitality industry requires graduates who are not only linguistically competent but also confident and adaptive in digital communication. However, many students remain insufficiently prepared to meet communication demands in professional contexts. This study aims to evaluate the effectiveness of Adaptive Speaking Performance Training in enhancing hospitality students’ communication readiness. Employing a quasi-experimental one-group pretest–posttest design, the study involved 35 sixth-semester students from the English for Business and Professional Communication program. Data were collected using a validated speaking performance rubric (α = 0.87; inter-rater reliability r > 0.85), a digital communication readiness questionnaire, and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests, while qualitative data were examined through thematic analysis. The results reveal statistically significant improvements (p < 0.001) across all speaking performance dimensions, with the greatest gains observed in self-confidence (+2.77) and interactive communication (+2.26). Students also reported substantially higher levels of readiness to engage in digital professional environments. The study concludes that simulation-based and contextual training effectively bridges the gap between academic learning and industry demands. These findings support the integration of task-based, digitally supported speaking training into vocational curricula as a scalable model for preparing the future hospitality workforce in the Industry 4.0 era.
Grammar Correction in AI-Assisted Business English Writing Instruction Fahrur Rozi; Gina Larasty; Sri Wahyuni; Christianti Tri Hapsari; Lulu April Farida; Andy Sutrisno; Yolinda Pramudanti; Amelia Widihastutik; Amrina Rosyada
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i228794

Abstract

This study examines the efficacy of an AI-driven feedback tool in enhancing business English writing skills among higher education students. The research investigated 50 students' perceptions of the tool's advantages and its effectiveness in addressing specific issues in grammar, vocabulary, document organization, and genre conventions in business writing. The investigation employed a mixed-methods explanatory sequential design, integrating a five-point Likert questionnaire to assess learner attitudes and semi-structured interviews to investigate experiences in depth. The analysis employed a thematic approach to discern trends in perceived enhancement, efficiency, confidence, organizational support, and contextual direction. Research indicated that AI-generated feedback improves both mechanical and advanced writing skills, fosters learner independence, and reduces writing anxiety.  These findings highlight the importance of integrating this technology into English for Specific Purposes programs to promote professional-quality writing in commercial contexts. Future researchers should explore the long-term effects of AI-driven feedback tools across diverse ESP contexts and compare the efficacy of multiple AI writing platforms in developing professional writing competence.
Co-Authors Amelia Widihastutik Amrina Rosyada Andy Sutrisno Christianti Tri Hapsari Ellianawati, Ellianawati Felin Dyah Nur Arifah Gina Larasty Issy Yuliasri Khaulah Afifa Lulu April Farida Muhammad Bambang Purwanto Sri Wahyuni Teni Okty Handayani Widhiyanto Yolinda Pramudanti