Implementing the AI-Assisted SCENE Model in Teaching Speaking: A Descriptive Qualitative Study of Indonesian EFL Senior High School Students
DOI:
https://doi.org/10.62612/ijelass.v4i2.101Keywords:
AI-Assisted SCENE Model, Descriptive Qualitative, EFL Speaking, Language Classrooms, Role-PlayAbstract
This study aims to describe the implementation of the AI-Assisted SCENE Model in teaching speaking to EFL students and to explore their learning experiences during the learning process. A descriptive qualitative research design was conducted at MA Al Anwar Sarang, Rembang, involving 40 eleventh-grade students selected through purposive sampling. Data were collected through classroom observations, speaking performance rubrics, questionnaires, semi-structured interviews, and video recordings, and were analyzed using thematic analysis supported by descriptive statistics. During the implementation, ChatGPT was utilized to support dialogue development, idea generation, and speaking practice within the SCENE instructional procedures. The findings indicate that the AI-Assisted SCENE Model was implemented through five integrated procedures Starting with Essential Questions, Collaborative Planning and Scheduling, Enacting the Roles, Next-Level Assessment, and Evaluating the Experience which provided a structured and collaborative learning process. Descriptive results showed a higher mean speaking performance score in Role Play 2 (21.3, Very Good) than in Role Play 1 (20.6, Good), while qualitative findings revealed positive learning experiences, with 85% of students expressing favorable responses toward the implementation. These findings suggest that the AI-Assisted SCENE Model offers a structured and engaging approach to AI-assisted speaking instruction and provides practical insights for teachers seeking to integrate collaborative learning and AI-supported activities into EFL classrooms.
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