Inovasi Pengajaran Keterampilan Bahasa Inggris Guru Madrasah Tsanawiyah di Era Teknologi dan Informasi
Keywords:
Artificial Intelligence, English language teaching, ICT, MALLAbstract
This paper explores innovative approaches to teaching English language skills among Madrasah Tsanawiyah teachers in the era of technology and information. The integration of Information and Communication Technology (ICT), mobile-assisted language learning (MALL), and digital platforms has transformed traditional English language teaching into a more interactive, student-centered, and flexible process. This paper highlights how digital tools such as Webtoon, Wattpad, social media, and online learning applications contribute to enhancing students’ engagement and improving their language proficiency across reading, listening, writing, and speaking skills. In particular, technology-supported extensive reading, interactive listening materials, collaborative writing platforms, and communicative speaking activities have shown significant pedagogical benefits in fostering active learning and language acquisition. This paper discusses the role of Artificial Intelligence (AI) in reshaping English language teaching by providing personalized learning experiences, real-time feedback, and adaptive instructional strategies. AI-powered tools enable teachers to design more effective and responsive learning environments while supporting students’ individual needs. However, this paper also identifies several challenges, including limited technological infrastructure, teachers’ digital literacy, and ethical concerns related to academic integrity and over-reliance on AI tools. These challenges highlight the need for continuous professional development and institutional support to ensure effective implementation of technology in language classrooms. This paper emphasizes that the successful integration of technology and AI in English language teaching depends on the synergy between pedagogical competence, technological skills, and ethical awareness. Teachers play a crucial role as facilitators and designers of meaningful learning experiences, ensuring that technology enhances rather than replaces the learning process. The findings suggest that innovative, technology-enhanced approaches can significantly improve students’ engagement, motivation, and language proficiency in the digital era.
References
Amir, R. M. (2019). English Listening Problems Faced by Students at an Indonesian Senior High School [Doctoral dissertation]. Universitas Negeri Makassar.
Asmara, R. (2021). The Implementation Of Extensive Reading Using Line Webtoon To Enhance Students ’ Reading Comprehension In Narrative Story. RETAIN (Research on English Language Teaching in Indonesia). 9(2).75–82.
Azmi, N. (2017). The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges. Journal of Educational and Social Research, 7(1), 111–118. https://doi.org/10.5901/jesr.2017.v7n1p111
Başoğul, D. A. (2021). Wattpad in Youth Literature Based on the Experiences of Turkish Teachers and Secondary School Students. International Journal of Education and Literacy Studies, 9(1), 124–135. https://doi.org/10.7575/aiac.ijels.v.9n.1p.124
Chouit, D., Nfissi, A., & Laabidi, H. (2017). Exploring the Correlation between Professors’ Use of ICT in Teaching and the Levels of Institutional Support. Jeltl, 2(1), 47–63. https://doi.org/10.21462/jeltl.v2i1.39
Dewi, A. E. P., Fauzan, U., & Nadia, N. (2022). The Use of Social Media in Learning English Writing of Indonesian English Department Students. Journal of English Language Teaching and Linguistics, 7(1), 245–253. https://doi.org/10.21462/jeltl.v7i1.882
Ekasari, I. N. (2021). The Correlation of Reading Speed and Reading Comprehension in Xrading. RETAIN (Research on English Language Teaching in Indonesia), 09(03), 51–57.
Ernita, N., Hafis, M., & Meliasari, R. (2022). EFL Teachers’ Difficulties in Teaching Listening Comprehension. JELTE: Journal of English Language Teaching and Education, 3(1), 12-23. https://doi.org/10.1177/2158244020917393
Fatimah, A. S., Kardijan, D., & Sulastri, F. (2020). Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom. Vision: Journal for Language and Foreign Language Learning, 9(1), 81–95. https://doi.org/10.21580/vjv9i14847
Fauzan, U. (2014). The Use of Improvisations Technique to Improve the Speaking Ability of EFL Students. Dinamika Ilmu, 14(2), 264–287. https://doi.org/10.21093/di.v14i2.17
Fauzan, U. (2017). Inducing Critical Discourse Analysis in Speaking Syllabus for EFL Students of Indonesian Islamic Universities. Dinamika Ilmu, 17(1), 129–141. https://doi.org/10.21093/di.v17i1.785
Fauzan, U., & Nadia, N. (2021). The reformation discourse of internet-based learning of Madrasah Aliyah English teachers in Kalimantan. Asian EFL Journal, 28(13), 101–121
Fauzan, U., & Nguyen, H. C. (2025). AI-Powered Writing Assistance Tools in the Foreign Language Classroom: Unveiling ESP Teachers’ Perspectives across Disciplines. International Journal of Multilingualism and Languages for Specific Purposes, 7(02), 33–52. https://doi.org/10.52919/ijmlsp.v7i02.120
Fauzan, U., & Pimada, L. H. (2018). ICT-Based Teaching of English at Madrasah Aliyah in Kalimantan. TARBIYA: Journal of Education in Muslim Society, 5(2), 193–211. https://doi.org/10.15408/tjems.v5i2.10414
Fauzan, U., & Saparuddin, M. (2023). Discourse-based Teaching in English Classrooms in the Indonesian Islamic Universities. Eurasian Journal of Applied Linguistics, 9(3), 73–82.
Fauzan, U., Aulya, S. F., & Noor, W. N. (2020). Writing Error Analysis in Exposition Text of the EFL Junior High School Students. Indonesian Journal of EFL and Linguistics, 5(2), 517–533.
Fauzan, U., Hasanah, N., & Hadijah, S. (2022). The Undergraduate Students’ Difficulties in Writing Thesis Proposal. Indonesian Journal of EFL and Linguistics, 175–192. https://doi.org/10.21462/ijefl.v7i1.515
Gaffar, M. A., Fernanda, V., & Hidayat, H. (2021). The Implementation of Mobile-Assisted Extensive Reading in Senior High School. Metalingua, 19(2), 253–262.
Ghavifekr, S., Athirah, W., & Rosdy, W. (2015a). Teaching and Learning with Technology : Effectiveness of ICT Integration in Schools Teaching and Learning.
Hamri, B. I. (2022). The Impact of Listening Comprehension Difficulties on EFL Students’ Motivation [Master’s thesis]. Larbi Ben M’Hidi University.
Harimurti, K. F., Suryati, N., & Astuti, U. P. (2021). Students’ Perspectives in Using XReading as an Extensive Reading Platform for Higher Education Students. JoLLA: Journal of Language, Literature, and Arts, 1(12), 1627–1643. https://doi.org/10.17977/um064v1i122021p1627-1643
Hasib, S. (2022). Exploring the reasons behind the poor listening ability in EFL content of the secondary level students [Doctoral dissertation]. BRAC University, Bangladesh.
Hudson, Jolanta. (2018). Using Wikis for Collaborative Writing in the ELT Classroom. International Journal of Pedagogy and Teacher Education (IJPTE), 2(2), 413-426.
Hwang, G.-J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1, 100001.
Istiqlal, N. A., Utami, P. P., & Kartini, D. (2021). Portraying Reading Log Strategy Assisting Extensive Reading Activity With Webtoon In Senior High School. Jurnal Pendidikan Tambusai, 5(3), 7292–7299.
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Müller, K.-R., Schölkopf, B., Weller, A., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 12(11). http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
Khaloufi, A., & Laabidi, H. (2017). An Examination of the Impact of Computer Skills on the Effective Use of ICT in the Classroom. Indonesian Journal of EFL and Linguistics, 2(1), 53. https://doi.org/10.21462/ijefll.v2i1.29
Khoudri, I. ., Zeriouh, M., Fauzan, U., & Khoudri, A. (2024). The use of AI in learning English: a comparative study between Moroccan and Indonesian undergraduate students from the English department. Edelweiss Applied Science and Technology, 8(4), 1271–1282. https://doi.org/10.55214/25768484.v8i4.1504
Khoudri, I., & Fauzan, U. (2026). The Impact of Dialogic Approach on ESP University Students’ Speaking Anxiety and Emotional Well-being. Indonesian Journal of EFL and Linguistics, 121–136. https://doi.org/10.21462/ijefl.v11i1.103
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal.
Kuliahana, A., & Marzuki, A. G. (2020). Repetition technique in an EFL speaking class in Islamic higher education in Indonesia. Academic Journal Perspective, 8(1), 20. https://doi.org/10.33603/perspective.v8i1.3295
Kusumawati, I. (2020). The Implementation of Project-Based Learning’s Speaking Skill for Tenth Grade Vocational High School Students. CELT (A Journal of Culture, English Language Teaching & Literature), 19(2).
Latifah, A., & Triyono, S. (2020). Cohesion and Coherence of Discourse in the Story of “Layangan Putus” on Social Media Facebook. Indonesian Journal of EFL and Linguistics, 5(1), 41–56. https://doi.org/10.21462/ijefl.v5i1.215
Mai, L. T. (2020). Benefits and challenges to integrate ICT in EFL teaching and learning activities. IOSR Journal of Research & Method in Education (IOSR-JRME), 10(3), 46–50. https://doi.org/10.9790/7388-1003044650
Miranda, V. H.M. (2022). Perspectives of EFL Students towards the Listening Skill [Master's thesis]. Departamento de Posgrado, Universidad Casa Grande.
Nadhira, S., & Warni, S. (2021, May). Students Listening Difficulties in English as a Foreign Language Learning at Secondary School in the Indonesian Context. In 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020) (pp. 186-193). Atlantis Press.
Nadziroh, Y. A. (2022). A systematic review: The Integration of Technology into English Listening Classroom in Indonesia [S.Pd thesis]. State Islamic University Of Kiai Haji Achmad Siddiq Jember.
Napratilora, M., Lisa, H., & Bangsawan, I. (2020). Using Whatsaap As A Learning Media In Teaching Reading. Mitra PGMI, 6(2), 116–125.
Nasution, Abdul K. R. (2019). YouTube as a Media in English Language Teaching (ELT) Context: Teaching Procedure Text. Journal of Ultimate Research and Trends in Education, 1(1), 29-33.
Nushi, M., & Orouji, F. (2020). Investigating EFL teachers’ views on listening difficulties among their learners: The case of Iranian context. Sage Open, 10(2), https://doi.org/10.1177/2158244020917393
Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27, 7893–7925.
Permatasari, I., Wijayanto, A., & Kristina, D. (2020). The Strengths and Weaknesses of Extensive Reading using Wattpad; Students’ Perceptions. Indonesian Journal of EFL and Linguistics, 5(2), 373–387. https://doi.org/10.21462/ijefl.v5i2.292
Prihartono, D., Miftakh, F., & Rachmawati, M. (2021). Engaging Extensive Reading Practice Mediated By Let’s Read Asia in Online Classroom. ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture. Volume, 5(2), 191–202.
Pujiono, Andrias. (2021). Media Sosial Sebagai Media Pembelajaran Bagi Generasi Z. Didache: Journal of Christian Education, 2(1), 1-19.
Putri, D., & Savitri, W. E. (2022). The Use of Digital Book Let’s Read in Clasroom Reading Activity for Junior High School Student. Yavana Bhāshā: Journal of English Language Education, 5(2), 106–117.
Qasemi, A. S. (2020). Factors affecting students’ speaking performance in English department of Jawzjan University. International Journal of Innovative Research and Scientific Studies, 3(4), 129–134. https://doi.org/10.53894/ijirss.v3i4.46
Rahman, M. N., Chowdhury, S., & Mazgutova, D. (2023). Rethinking Teaching Listening Skills: A Case Study. Language Teaching Research Quarterly, 33, 176-190. https://doi.org/10.32038/ltrq.2023.33.10
Rahman, M.M., Jamila, M., & Siam. M.M.R. (2024). Language Skills Development: EFL Teachers’ and Learners’ Perceptions of the Existing Teaching–Learning Practices. The International Journal of Literacies, 32 (1), 1-20. https://doi.org/10.18848/2327-0136/CGP/v32i01/1-20.
Thornbury, S. (2005). How to teach speaking. Pearson Education.
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15.
Toma, F., Ardelean, A., Grădinaru, C., Nedelea, A., & Diaconu, D. C. (2023). Effects of ICT Integration in Teaching Using Learning Activities. Sustainability (Switzerland), 15(8), 1–21. https://doi.org/10.3390/su15086885
Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235.
Yuyun, I. (2023). Investigating university student engagement in online learning: A case study in EFL classroom. Indonesian Journal of Applied Linguistics, 12(3), 634–653. https://doi.org/10.17509/ijal.v12i3.46035
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(1), 39.
Ziska, I. Y. (2021). Webtoons as an Attractive Media in Teaching Reading Comprehension. UNNES-TEFLIN National Seminar 4, 54–62.
