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INDONESIA
Indonesian TESOL Journal
Published by Institut Agama Islam Negeri Palopo
ISSN : -     EISSN : 26225441     DOI : https://doi.org/10.24256/itj
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Indonesian TESOL Journal (ITJ) published by LP2M IAIN Palopo is a biannual, refereed, open access, and practitioner-oriented electronic journal dedicated to enhancing and disseminating scholarly work of the current theory and research in the field of TESOL. It publishes both conceptual and research-based articles within the fields of teaching English as a foreign or second language, English language teaching and learning, and English language teachers training and education. Then, it aims to provide a medium for second and foreign language scholars, researchers, teachers, and officials at any level to involve in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. In other words, it also provides a forum for the exchange of information and ideas among members of the profession worldwide about research and theory-based practices as well as practice-oriented theorizing and research.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 111 Documents
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Artificial Intelligence–Based English Instruction: Implementation, Challenges, and Learning Outcomes in Indonesian High Schools Syahriyanti; Sukardi Weda; Iskandar
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.8796

Abstract

This study aims to examine the implementation, challenges, and learning outcomes of Artificial Intelligence (AI)-based English instruction in three Indonesian Islamic senior high schools. Employing a descriptive qualitative research design, the study explores students’ perceptions, learning behaviors, and interactions with AI tools such as ChatGPT, Grammarly, Google Translate, and AI-driven pronunciation systems. Data were collected through open-ended questionnaires and analyzed using thematic procedures. Findings indicate that AI tools contribute positively to students’ vocabulary development, grammatical awareness, writing fluency, and speaking confidence by offering immediate feedback, adaptive support, and opportunities for autonomous learning. Nonetheless, students also experienced key challenges, including misinformation, cognitive overload from complex explanations, overdependence on AI-generated responses, and unequal access to technological resources. These constraints influenced the extent to which AI could be integrated effectively into English instruction. The discussion highlights that although AI serves as a valuable supplementary learning resource, it cannot replace the pedagogical, emotional, and ethical roles fulfilled by teachers. Students emphasized the need for human guidance to interpret AI-generated information, ensure accuracy, and maintain academic integrity. The study concludes that AI-enhanced English learning holds substantial potential when implemented responsibly. It underscores the importance of developing AI literacy, strengthening digital infrastructure, and establishing ethical guidelines to support sustainable integration of AI in Indonesian secondary education.  

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