HOW ARTIFICIAL INTELLIGENCE CAN BE EFFECTIVE FOR TEACHING ENGLISH TO HEARING IMPAIRED LEARNERS?

Deden Novan Setiawan Nugraha; Susiyanti Rusyan; Dianita Dianita

doi:10.31602/muallimuna.v9i1.12374

HOW ARTIFICIAL INTELLIGENCE CAN BE EFFECTIVE FOR TEACHING ENGLISH TO HEARING IMPAIRED LEARNERS?

Deden Novan Setiawan Nugraha^(1*), Susiyanti Rusyan⁽²⁾, Dianita Dianita⁽³⁾

(1) UNIVERSITAS WIDYATAMA
(2) UNIVERSITAS WIDYATAMA
(3) UNIVERSITAS WIDYATAMA
(*) Corresponding Author

Abstract

Many applications and algorithms that were previously impossible to perform on a notebook, computer, or mobile phone may now be readily implemented thanks to growing sophisticated technology and increasingly powerful processing capabilities on computers. Artificial Intelligence (AI) is one technology that is gaining popularity for a variety of applications. To increase hearing impaired knowledge of English, an effective learning technique is required. One method is to apply artificial intelligence to a technology-based learning medium, such as Kahoot. The purpose of this study is to examine the efficiency of teachers in using English learning media based on Artificial Intelligence Kahoot at SDLB B Budi Nurani in Sukabumi City. This research employs a qualitative approach. Several teachers and students participated in this study. Data was collected through interviews, observation, and documentation and was processed descriptively and interpretively. The findings indicated that using Kahoot as a medium for learning English increased students' motivation and grasp of the English subject matter.

Keywords

Artificial Intelligence; English; Hearing Loss, Kahoot.

Full Text:

PDF

References

Alton, Wells M. (1987). College English. New York: Harcourt: Brace and World. Inc.

Alwasilah, A. C. (2007). Pengantar Sosiologi Bahasa. Bandung: Angkasa.

Amrizal, V., & Aini, Q. (2013). Kecerdasan Buatan. Jakarta: Halaman Moeka Publishing

Astuti, Waluya, S. B., & Asikin, M. (2019). Strategi Pembelajan Dalam Menghadapi Tantangan Era Revolusi 4.0. Seminar Nasional Pascasarjana 2019, 2(1), 469–473. https://proceeding.unnes.ac.id/index.php/snpasca/article/view/327

Asikhia, I. S., Vora, A., Chandra, R., & Myint, M. T. (2017). 2.41 Kahoot! A colorful musical tool to enhance engagement for an effective prite review program. Journal of the American Academy of Child & Adolescent Psychiatry, 56(10), S191. https://doi.org/10.1016/j.jaac.2017.09.121.

Barr, Avron, Edward A. Feigenbaum, Paul R. Cohen. 1982. The Handbook of

Artificial Intelligence. Wiley Inc. New York.

Bawa, P. (2019). Using Kahoot to Inspire. Journal of Educational Technology Systems, 47(3), 373–390. https://doi.org/10.1177/0047239518804173

Chen, C. H., & Yeh, H. C. (2019). Effects of integrating a questioning strategy with game-based learning on students’ language learning performances in flipped classrooms. Technology, Pedagogy and Education, 28(3), 347–361. https://doi.org/10.1080/1475939X.2019.1618901

Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching motivation, second edition. In Teaching and Researching Motivation, Second Edition. https://doi.org/10.4324/9781315833750

El-Zraigat, I. & Al-Emam, M. (2005). The problems of students who are deaf and hard-of-hearing and its relation to some variables. Journal of faculty of education/ Al-Mansorah University, 2(58), p. 155-181.

El-Zraigat, I. (2013). Assessing reading skills among hearing-impaired students in Jordan and its relation to some variables. (in press)

Fauziah, & dan Hedwig, R. 2010. Pengantar Teknologi Informasi. Maura Indah. Bandung.

Groff, J. S. (2017). Personalized learning: The state of the field & future directions. Center for Curriculum Redesign, 47.

Halim, C., & Prasetyo, H. (2018). Penerapan Artificial Intelligence Dalam Computer Aided Instructure (Cai). Jurnal Sistem Cerdas, 1(1), 45–51.

Han, L. (2018). Analysis of New Advances in the Application of Artificial Intelligence to Education. Advances in Social Science, Education and Humanities ResearchScience, Education and Humanities Research, 220, 608–611. https://doi.org/10.2991/iceemt-18.2018.118.

Kusumadewi, S., 2003. Artificial Intelligence. (Teknik dan Aplikasinya). Yogyakarta: Graha.Ilmu..

Lo Piano, S. (2020). Ethical Principles in Machine Learning and Artificial Intelligence: Cases from the Field and Possible Ways Forward. Humanities and Social Sciences Communications, 7(1), 1–7. https://doi.org/10.1057/s41599-020-0501-9

Mayer, R. E. (2020). Where is the learning in mobile technologies for learning? Contemporary Educational Psychology, 60(December 2019), 101824. https://doi.org/10.1016/j.cedpsych.2019.101824

Moores, D. F. (2001). Educating the Deaf Psychology, Principles, and Practices. Boston, MA Houghton Mifflin.

Munir, (2008). Kurikulum Berbasis Teknologi Informasi dan Komunikasi, Bandung:Alfabeta.

Nugraha, D. N. S., & Reyta, F. (2019). Modalitas Ganda dalam Bahasa Inggris dan Padanannya dalam Bahasa Indonesia: Kajian Sintaksis dan Semantik. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni, Vol. 3, No. 1, April 2019: hlm 138-147. DOI: http://dx.doi.org/10.24912/jmishumsen.v3i1.3334

Orhan Göksün, D., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers and Education, 135(October 2018), 15–29.

Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(22). https://doi.org/10.1186/s41039-017-0062-8

Prastiwi, C. H. W., & Pujiawati, N. (2019). Penggabungan Artificial Intelligence dan Kecerdasan Alami dalam Pembelajaran Keterampilan Menulis Bahasa Inggris. Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS), 2(1), 172–178.

Purwanti, K.L., Adriyani, Z., & Fatmawati, E. (2022). Analisis Pembelajaran Aktif Berbasis Keterampilan Abad 21 Pada Guru MI di Kota Semarang. Muallimuna: Jurnal Madrasah Ibtidaiyah, 8 (1). DOI: http://dx.doi.org/10.31602/muallimuna.v8i1.5906

Putri, N. L. P. N. S. (2018). The Impact Of Project-Based Instruction On Students’ Engagement And Speaking Skills. Widya Accarya, 9(2).

Plump, C. M., & LaRosa, J. (2017). Using kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151–158. https://doi.org/10.1177/2379298116689783

Ramdani, Z., Widyastuti, T., & Ferdian, F. R. (2018). Penerapan analisis teori klasik, model Rasch, dan computer-based test Moodle: Sebuah pilot studi. Indonesian Journal of Educational Assessment (Vol. 2). https://doi.org/10.26499/ijea.v1i2.9

Rila, A., Estrapala, S., & Bruhn, A. L. (2019). Using technology to increase opportunities to respond. Beyond Behavior, 28(1), 36–45. https://doi.org/10.1177/1074295619835207

Scharle, A., & Szabó, A. (2000). Learner autonomy: a guide to developing learner responsibility. Responsibility and Autonomy.

Siegle, D. (2015). Technology: Learning can be fun and games. Gifted Child Today, 38(3), 192–197. https://doi.org/10.1177/1076217515583744

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818.

Warsihna, J., Ramdani, Z., & Prakoso, B. H. (2019). Using kahoot to improve students’ achievement and critical thinking in undergraduate of psychology students. In IADIS International Conference Cognition and Exploratory Learning in Digital Age 2019 (pp. 144–150).

Xhaferi, B., & Xhaferi, G. (2011). Developing learner autonomy in higher education in Macedonia. Procedia - Social and Behavioral Sciences, 150–154. https://doi.org/10.1016/j.sbspro.2011.01.051

Zoebaidha, Siti. (2020). Penggunaan media prezi dan kahoot serta pemberian reward sebagai upaya meningkatkan hasil belajar akuntansi. Article in press. Jurnal Kwangsaan.

DOI: http://dx.doi.org/10.31602/muallimuna.v9i1.12374