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INDONESIA
Journal of Education and Teaching Learning
Published by Pusdikra Publishing
ISSN : -     EISSN : 26560283     DOI : -
Core Subject : Education,
Education Other
Journal of Education and Teaching Learning (JETL) invites lecturers, scholars, researchers, and students to contribute the results of their studies and research in fields related to education, which include textual and field studies with various perspectives, Education Management, Education Policy, Technology Education, Educational Psychology, Curriculum Development and Learning Strategies as well as the results of contemporary research in the field of Education. Scope Kategori pendidikan
Arjuna Subject : Umum - Umum
Articles 203 Documents
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Membaca Resitatif sebagai Pendekatan Berorientasi Stabilitas untuk Mengembangkan Otomatisasi Pelafalan pada Pembelajar EFL Dhoni Tata Priya Pradita; Arif Suryo Priyatmojo
Journal of Education and Teaching Learning Vol 8 No 2 (2026): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i2.3427

Abstract

Reading in EFL classrooms has increasingly shifted toward interactive and learner-centered approaches; however, contemporary pedagogy often prioritizes novelty and variation over stability and repetition, potentially overlooking essential processes in skill development. This article aims to conceptually examine the role of recitational reading as a stability-oriented pedagogical approach in fostering pronunciation automaticity among high school EFL learners. Adopting a conceptual research design, this study does not involve human respondents but instead synthesizes existing literature and cognitive theories, particularly Skill Acquisition Theory, to explain how repeated and structured oral reading contributes to language development. The analysis highlights that recitational reading, through repeated exposure and oral performance, strengthens the relationship between decoding and phonological processing, reduces cognitive load, and facilitates the gradual emergence of automaticity. Findings from prior studies indicate that reading aloud improves phonological accuracy, reading fluency, and comprehension, while also supporting learners’ confidence and engagement. Furthermore, pronunciation is positioned not merely as an isolated linguistic skill but as a foundational component underlying fluent reading and meaning construction. This study argues that stability, achieved through repetition and guided practice, precedes learners’ ability to process linguistic novelty effectively. Therefore, reading aloud should be reconceptualized as a cognitive-pedagogical mechanism rather than a conventional classroom activity. The study implies that EFL instruction should revalue repetition-based practices as theoretically grounded and pedagogically essential strategies for developing pronunciation automaticity, fluency, and overall reading proficiency.
Implementasi Pembelajaran Aktif dalam Mata Pelajaran Bahasa Indonesia untuk Meningkatkan Hasil Belajar Siswa Kelas VI Di Sekolah Dasar Apta Fathul Aini Prasya; Dwi Putri Achliyanda; Tito Parta Wibowo; Desiawan Budi Eko Sanjaya; Yudi Ismanto; Zulfah Zulfah
Journal of Education and Teaching Learning Vol 8 No 2 (2026): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i2.3432

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterlibatan siswa dalam pembelajaran Bahasa Indonesia di sekolah dasar yang menyebabkan hasil belajar belum optimal. Proses pembelajaran yang masih berpusat pada guru membuat siswa cenderung pasif dan kurang berpartisipasi dalam kegiatan belajar. Penelitian ini bertujuan untuk mendeskripsikan implementasi metode pembelajaran aktif dalam meningkatkan hasil belajar siswa kelas VI pada mata pelajaran Bahasa Indonesia di SDN Bulakan 1 Cilegon. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik purposive sampling. Subjek penelitian terdiri atas guru Bahasa Indonesia dan siswa kelas VI yang terlibat langsung dalam proses pembelajaran aktif. Data penelitian diperoleh melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan dengan teknik triangulasi sumber dan triangulasi teknik untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa implementasi pembelajaran aktif mampu meningkatkan partisipasi siswa dalam kegiatan diskusi, kerja kelompok, tanya jawab, dan presentasi kelas. Sekitar 79% siswa terlibat aktif selama proses pembelajaran berlangsung. Selain itu, hasil dokumentasi menunjukkan adanya peningkatan nilai rata-rata siswa dari 72 menjadi 83 setelah penerapan pembelajaran aktif. Guru menyatakan bahwa suasana kelas menjadi lebih interaktif dan siswa lebih antusias mengikuti pembelajaran. Penelitian ini menyimpulkan bahwa metode pembelajaran aktif efektif dalam meningkatkan keterlibatan dan hasil belajar siswa sekolah dasar. Implikasi penelitian menunjukkan bahwa guru perlu menerapkan pembelajaran aktif secara konsisten untuk menciptakan pembelajaran yang lebih bermakna dan berpusat pada siswa.
Chatbot as a Speaking Partner: an Applied Linguistics Study on AI Interaction in Enhancing English Speaking Ability Chairunnissa Chairunnissa; Nazli Fahada; Saidatul Hanim; Insan Utama Sinuraya
Journal of Education and Teaching Learning Vol 8 No 2 (2026): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i2.3441

Abstract

This study investigates the role of ChatGPT Voice as an AI-mediated speaking partner in enhancing English speaking ability among EFL learners from an Applied Linguistics perspective. The research employed a descriptive qualitative approach involving undergraduate students who experienced difficulties in spontaneous oral communication, low speaking confidence, and limited access to speaking partners. Data were collected through classroom observation, transcript documentation, and semi-structured interviews during several chatbot-assisted speaking sessions. The findings revealed significant improvement in five major indicators: fluency improvement, confidence increase, vocabulary expansion, response length, and speaking anxiety reduction. Learners gradually produced more continuous speech, longer responses, richer vocabulary, and greater interactional participation during human–AI conversation. The study also found that ChatGPT created a low-pressure communicative environment that encouraged learners to speak more freely without fear of negative judgment. In addition, AI-generated follow-up questions and conversational prompts stimulated discourse continuity and lexical development. The findings support communicative interaction theory, technology-mediated language learning, and AI-assisted willingness to communicate frameworks, which emphasize that oral proficiency develops through sustained and meaningful interaction. This study contributes a new perspective by positioning chatbot not merely as instructional technology, but as an autonomous communicative scaffold that facilitates human–AI interaction in speaking development. Therefore, chatbot-assisted communication can serve as an effective alternative for English speaking rehearsal in contexts where learners have limited opportunities for authentic conversational practice with native speakers.

Page 21 of 21 | Total Record : 203

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