Mutia Hafsah Haerunisa, Mutia Hafsah Haerunisa and Riki Ruswandi, Riki Ruswandi and Paulina Novarita, Paulina Novarita (2026) THE READINESS OF ENGLISH TEACHERS FOR ARTIFICIAL INTELLIGENCE INTEGRATION IN HIGH SCHOOL ENGLISH CLASSES. S1 thesis, UNIVERSITAS ISLAM NUSANTARA.

	Text 01_Bagian_Awal.pdf Download (615kB)
	Text 02_BAB_I_Pendahuluan.pdf Download (258kB)
	Text 03_BAB_II_Kajian_Pustaka.pdf Download (291kB)
	Text 04_BAB_III_Metodologi_Penelitian.pdf Download (443kB)
	Text 05_BAB_IV_Temuan_dan_Pembahasan.pdf Restricted to Repository staff only Download (721kB) | Request a copy
	Text 06_BAB_V_Simpulan_dan_Saran.pdf Restricted to Registered users only Download (209kB) | Request a copy
	Text 07_Referensi_dan_Lampiran.pdf Download (1MB)

Abstract

The use of Artificial Intelligence (AI) in educational institutions is becoming more popular as it can improve teaching and learning process. The efficient application of AI, however, is greatly dependent on teachers' readiness to understand, accept and use AI in their practice. The current research focuses on the English teachers' readiness to implement AI in teaching English in senior high schools by considering three dimensions of readiness: cognitive, affective and psychomotor ones while revealing the possible problems. Previous studies have mostly focused on teachers’ perceptions and attitudes toward AI, while research on teachers’ actual readiness for AI integration in English language teaching remains limited, especially in the Indonesian context. Therefore, this study provides empirical evidence on English teachers’ readiness through cognitive, affective, and psychomotor dimensions to support effective AI implementation in education. For this purpose, descriptive quantitative methodology has been used. In the experiment, 38 English teachers of public and private senior high schools in Bandung have taken part. Data have been gathered through a questionnaire and analyzed with the help of descriptive statistics such as frequencies, percentages, means and standard deviation. The findings showed that English teachers had a very high level of readiness to integrate AI into English language teaching. Affective readiness achieved the highest mean score, followed by cognitive and psychomotor readiness, indicating positive attitudes, strong AI knowledge, and the ability to apply AI in classroom instruction. Although several challenges remained, particularly in professional development and institutional support, the results suggest that teachers are well prepared to implement AI effectively and responsibly. Keywords: Artificial Intelligence, teacher readiness, English language teaching, cognitive readiness, affective readiness, psychomotor readiness

Actions (login required)

View Item