Jurnal Pendidikan Bahasa Inggris Indonesia

AI IN LANGUAGE EDUCATION: SYSTEMATIC REVIEW OF ELSA SPEAK’S IMPACT ON ENGLISH

L.G.Y.M. Aulia, M.H. Santosa — Wed, 07 May 2025 09:53:13 +0800

The use of technology in teaching and learning English significantly helps students in the learning process. Media such as the ELSA Speak app are among the information and communication technology (ICT) resources used to improve language skills, this review focuses on previous studies on the use of ELSA Speak to develop EFL/ESL learners' pronunciation skills. This systematic review investigates the effectiveness of ELSA Speak in improving pronunciation skills among English language learners. This study follows the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) to obtain results. The findings reveal that ELSA Speak, with its interactive features, significantly improves learners' pronunciation skills. The practical implication of this study is that EFL/ESL teachers are encouraged to integrate ELSA Speak into their teaching practices to support the student pronunciation learning process.

THE IMPACT OF MULTIMODAL LEARNING ON VOCABULARY ACQUISITION AMONG EIGHTH-GRADE STUDENTS

A. Mukrim, A.F. Imran — Wed, 07 May 2025 09:58:37 +0800

The multimodality method represents an effective approach for students seeking to enhance their vocabulary. The eighth-grade students from Al-Ikhlash Addary DDI Takkalasi Barru exhibited deficiencies in vocabulary, prompting this research to investigate the impact of employing visual and auditory multimodality techniques to enhance their vocabulary proficiency. A quasi-experimental research method was employed to collect the data, which was subsequently analyzed using the statistical software package SPSS. The pre-test results indicate that 6 participants (20%) demonstrated proficiency, while 7 participants (23%) exhibited a satisfactory level of understanding. Following the implementation of the treatment, the results of the post-test indicate that 8 participants (27%) demonstrated an excellent level of proficiency, 10 (33%) exhibited a very good level of proficiency, and 12 (40%) demonstrated a good level of proficiency. The results demonstrate that the mean pre-test score is 63.13, while the mean post-test score is 89.43. The findings of this research demonstrate that the utilisation of multimodal methods within the classroom environment facilitates enhance vocabulary development among students.

EXPLORING ENGLISH PROFICIENCY AMONG MANDALIKA TOURISM TRADERS: FORMS, LEARNING STRATEGIES, AND IMPACTS ON BUSINESS SUCCESS

Abrar — Wed, 07 May 2025 10:07:20 +0800

This research investigated the level of English proficiency among tourism traders in Mandalika, a prime tourist destination in Indonesia. It focused on identifying the forms of English proficiency, the learning strategies employed, and the impacts on their business success. This research used a qualitative descriptive approach, data were collected through semi-structured interviews and observations with 15 traders. The findings reveale that trader mostly master basic vocabulary, common phrases, and simple conversational patterns. Informal learning strategies, such as interactions with tourists and the use of translation apps, are prevalent. English proficiency contributes significantly to improving customer service, fostering better communication, and increasing revenue. However, traders face challenges such as diverse accents and limited access to formal training. This study emphasized the need for structured language programs to support local traders in the global tourism market.

THE EFFECTIVENESS OF MIND MAPPING TECHNIQUE FOR TEACHING WRITING

N. Adiyani — Wed, 07 May 2025 10:15:27 +0800

The aims of this study are describe the implementation and analyze the effectiveness of mind mapping technique in teaching writing recount text. This study utilized a quasi-experimental research design. The population of this study was the tenth grade students of one Senior High School in Purwokerto, West Java which consists of 67 students. Two classes which comprise Class XA as the experimental group which received mind mapping technique and Class XC as the control group which was not provided with specific treatment. The data were collected through classroom observation and test. The data reveal that the experimental group’s mean score increases from 61 to 71 after the treatment. Additionally, the t-test analysis shows that the result was 2.957, which exceeds the t-table value of 2.037 at a significance level of 0.05. This shows that the use of mind mapping technique significantly affect students’ ability in writing a recount text. Based on classroom observation data, all points are checked which confirm the effectiveness of mind mapping in supporting students’ writing.

DEMOTIVATION FACTORS IN ENGLISH LEARNING AND THEIR DIFFERENCES ACROSS GRADE LEVELS

Istanti Hermagustiana, Syifa Awaliah Hamdiyani, Ida Wardani — Wed, 07 May 2025 10:32:42 +0800

This study explored the factors demotivating students in learning English and tests whether or not there are differences between grade levels in secondary schools with the results to inform strategies for improving English language teaching. This was a quantitative with comparative study including 90 students of SMP Negeri 16 Samarinda as a sample through cluster sampling. Data were collected from responses to a closed-ended questionnaire developed by Sakai and Kikuchi (2009) which was categorized by Hosseini and Jafari (2014) into six demotivation factors. It was discovered VIII grade was demotivated by characteristics of classes and class environment factors. Futhermore, there was a significant difference in demotivation factors in teachers and class environment factors in VII and VIII grades. This study underlined the need to resolve particular demotivating factors in English language learning to enhance students' educational experience.

INTEGRATING AI AND LOCAL CULTURE IN ESP LEARNING: ENHANCING ENGLISH BROADCASTING SKILLS FOR COMMUNICATION SCIENCE STUDENTS

J. Purnamasari, R. Agustiani — Wed, 07 May 2025 10:38:05 +0800

This study explores the integration of Artificial Intelligence (AI) and local cultural identity in English for Specific Purposes (ESP) classrooms in Biak Papua. The purpose is to examine how AI-driven learning can be adapted to include culturally relevant materials, enhancing students’ engagement and language proficiency. A mixed-methods approach was employed, combining surveys, interviews, aclassroom observations. The performance tests were conducted to evaluate language development. Data were analyzed using both qualitative thematic analysis and quantitative statistical methods. The results indicate that AI-assisted learning, when infused with local cultural elements, significantly improves students' motivation, comprehension, and language retention. The study concludes that integrating cultural identity into AI-driven ESP instruction fosters a more meaningful and effective learning experience, bridging global technological advancements with local educational needs.