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This Author published in this journals
All Journal Journal Compound : Improving the Quality of English Education Journal of English Language Teaching, Literatures, Applied Linguistics
Devian Try Gustary
Sekolah Tinggi Bahasa Asing Technocrat Tangerang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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COMBINING THE ENGLISH AND THE AI SKILL AS THE PANACEA FOR BEING EMPLOYABLE: THE CASE OF A STATE VOCATIONAL HIGH SCHOOL Aam Alamsyah; Mutaat Mutaat; Theresia Mundi Astuti; Edy Supriyanto; Mahyati Mahyati; Tubagus Udong Rapiudin; Devian Try Gustary; Anggit Laesa Oktaviani
Journal Compound: Improving the Quality of English Education Vol. 13 No. 2 (2025): December 2025: Journal Compound
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jcp.v13i2.24237

Abstract

Every year, Technocrat Foreign Language School (hereinafter referred to as STBA Technorat Tangerang) conducts annual community service for the surrounding communities. In 2025, STBA Technocrat conducted the training at the same venue, namely The 4th Vocational High School in Tangerang. The community service was conducted in line with Law Number 12 of 2012 concerning Higher Education—the training aimed to provide students with higher-quality English instruction, thereby improving their employability skills. The training incorporated AI as one of the learning sources. The present study aimed to both report the results of the English training and to identify students’ perceptions of their English training, their preferred future employment, and the incorporation of AI into their learning materials. The study was conducted after the training was completed. Forty students from different departments attended the training. The students who joined the training were active members of the English club. The study used a mixed-methods design to capture more data on students’ perceptions of the other aforementioned important matters. The findings indicated that most students expressed positive perceptions of the training provided by the English college. They also indicated different preferences for their future jobs. Specifically, some jobs were identified as popular, such as office/factory work, hospitality, banking, and retail. Regarding incorporating AI, they perceived that it helped them improve their speaking skills. They also thought that, despite being a necessity, AI could not create a natural atmosphere for communication. In fact, both teachers and students are responsible for fostering such an occasion in which the students can speak more naturally and enjoyably.
Interaction Patterns and Verbal Development in a TPR-Based Preschool EFL Classroom: A Qualitative Case Study Anggit Laesa Oktaviani; Devian Try Gustary; Gunawan
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 4 No. 1 (2026): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v4i1.516

Abstract

This study investigates the development of classroom interaction patterns and students’ verbal ability in a Total Physical Response (TPR)-based English classroom for young learners. Conducted as a qualitative case study at Excellent Academy (pre-school EFL classroom), the research involved eight students aged 4 to 6 years with diverse characteristics. Data was collected through classroom observations, field notes, interviews, and verbal coding rubric across six instructional meetings, and analyzed using thematic analysis. The findings reveal that interaction patterns initially followed a highly teacher- entered Initiation–Response–Feedback (IRF) structure, with students responding primarily through physical actions. Over time, interaction evolved into a more dynamic and participatory process, marked by the emergence of peer interaction and studentled activities, although the IRF framework remained dominant. In terms of verbal development, students demonstrated gradual progression from pre-verbal to emerging, developing, and advanced stages. This development was supported by repeated exposure, multimodal input, scaffolding, and opportunities for pushed output. The study supports key theoretical perspectives, including TPR, Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and Swain’s Output Hypothesis, highlighting the importance of structured input and interactive learning environments in early language acquisition. Despite variations in learners’ backgrounds, all students showed improvement in verbal production. The findingssuggest that TPR is an effective approach for fostering both interaction and early language development in young learners,Although integrating more communicative strategies may further enhance peer interaction and language use.
Co-Authors Aam Alamsyah Anggit Laesa Oktaviani Anggit Laesa Oktaviani Edy Supriyanto Gunawan Mahyati Mahyati Mutaat Mutaat Theresia Mundi Astuti Tubagus Udong Rapiudin