Pembelajaran Bahasa Inggris Berbasis AI pada Mahasiswa Semester Awal: Studi Kuasi-Eksperimen
DOI:
https://doi.org/10.31100/dikdasmatappa.v8i4.4559Keywords:
Artificial Intelligence, Language Learning, Educational ExperimentAbstract
This study investigates the effectiveness of integrating artificial intelligence (AI) tools into English language learning for first-semester students at STAI DDI Maros. A quasi-experimental pretest–posttest design was employed involving three groups: an AI teacher-supported group using ChatGPT, an AI student-centered group utilizing multimodal AI tools (Grammarly, QuillBot, and text-to-speech/voice AI), and a control group receiving conventional instruction. The participants consisted of 90 students assigned through cluster sampling. Data were analyzed using normality and homogeneity tests, paired-sample t-tests, and one-way ANOVA. The results revealed that both experimental groups achieved significantly greater improvements in language skills than the control group (p < 0.05). The AI student-centered group demonstrated the highest learning gains, indicating that autonomous engagement with multimodal AI tools yields the strongest pedagogical impact. These findings suggest that AI functions not only as an instructional support mechanism but also as an effective self-directed learning resource. The key contribution of this study to the literature lies in providing comparative empirical evidence on the effectiveness of two AI implementation models in English language learning within the context of Islamic higher education in Indonesia, a setting that remains underrepresented in existing AI-assisted language learning research.
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