LECTURER VOICES TOWARD FUTURE ENGLISH LANGUAGE TEACHING: AUGMENTED REALITY (AR) AND ARTIFICIAL INTELLIGENCE (AI) Rizka Indahyanti, Agussatriana

This research was carried out because of the rapid development of the application of English language learning along with the development of technology. The teachers are presented with so many choices of learning applications that are very easy to obtain. In the near future, language learning technology will continue to develop to utilize cutting-edge technology such as Augmented Reality (AR) and Artificial Intelligence (AI). The purpose of this study is to see how the perceptions and understanding of several lecturers in Indonesia related to the development of AR and AI-based learning technology. Then also to see the extent of their support and readiness in concept and application. In the implementation, researchers used a qualitative approach by observing, determining samples, interviewing, studying documents and drawing conclusions. The expected output in this study is to obtain the standard understanding of the lecturers related to the development of learning technology. Thus, there must be a change in the language learning paradigm by developing application-based learning methods. Overall, the results of this study are targeted to be published in a national journal with ISSN. To achieve these targets, this research has been made with a background, conception and objectives that are quite clearly supported with adequate references. Likewise, with the methodology and data analysis process that have been used.


INTRODUCTION
Disruption has become a global study that has been widely discussed in recent months. This is a sign that the journey of the times has entered the gates of the industrial revolution 4.0. The impact is predicted to affect most aspects of life.
Thus, it will have an impact on changing the lifestyle of modern humans in a more practical direction. In a more specific aspect, of course we will speak in the national context, namely Indonesia.
Digital interference is very clearly starting to be present and embedded in filling every aspect of people activity. The ability of Indonesian people to connect between digital applications and the needs of society is the result of a remarkable leap of thinking. The presence of Bukalapak, Tokopedia, Shoopee became the new motor of the nation's economic driving force. In the field of services, Go-Jek, Go-are so many sophisticated technologies with its development teacher can choose in advancing students ability of English (Kessler:2017). The emergence of several learning applications is a sign and real symptoms that we can see. Starting from the use of computers as a support for language learning or more we know (CALL). The next few years with the rapid development of mobile phone technology, there were several innovations in the use of mobile phone applications in learning (MALL).
Even further, several studies related to the development of digital technology in learning have emerged. Like the emergence of the concept of artificial intelligence in learning English.
In language teaching, it becomes both support and inhibitor. The era of information and communication, it should be an opportunity for teachers and lecturers to utilize these various technologies in the learning process. Nevertheless, the development of learning technology as mentioned above certainly does not necessarily just happen. This is because in principle every technology or application is only a tool that if not operated, will not produce anything. Need a skilled hand and sufficient knowledge to operate it. If all of these components are owned, then we will get convenience from the development of a learning technology. This research is focused on seeing the lecturer's readiness from their understanding, perception and point of view in the use of the latest technology, especially Augmented Reality and Artificial Intelligence in teaching English.

Problem Statements
1. How is the future English language-learning model?
2. To what extent do lecturers' Understanding related to Augmented Reality (AR) and Artificial Intelligence (AI)?
3. To what extent are they prepared to use AR and AI in learning English?
1. To find out the views of lecturers related to the English language-learning model in the future.
2. To find out how far they understand about AR and AI.
3. To find out how ready they are in applying AR and AI in learning English.

Research Site
This research was conducted in Universitas Islam Makassar (UIM) particularly; this research applied to the English Education students Faculty of Teachers and Training Education (FKIP).

Research Informants
The subject of this research were some lecturer who are bounded in range 28-30 years old. The Researcher choose the lecturer based on some consideration such as their age, teaching experience and their understanding about technology in teaching English.

Data Collection
As we know that in qualitative research, the researcher becomes the only instrument. As the main instrument, the researcher used three techniques in collecting the data: 1. Non-participant observation where the researcher entering the classroom and observing whole lecturer activities when they are teaching in the classroom.
2. Interview was the main way in collecting the data. The researcher started make some list of questions in the form of semi-structured interview. The questions next were asked by researcher to the lecturers of course in different setting of each lecturer. The researcher then adds or reduce the questions based on the informant respond and until the data saturate.
3. Documentation, the researchers collected some documents from the subject to support the data. Kinds of photos and videos also taken to view on data analysis phase.

Data Analysis
The data analysis of qualitative research is varied and there is no particular technique to be claimed as well. In this research, the data analysis technique adopt the Miles and Huberman data analysis as follows:

Data Reduction
All of the data that have been collected through some techniques will be reduced. It reduced based on the importance of the data. All the data were elaborated one by one and then it simplified in a number of category.

Data Display
In the data display, the data that have been reduced then be categorized further in a similar group. The presentation of data was done using tables, graphs, pictograms, and so on. Through the presentation of data, then the data was organized and arranged in the relationship, so it was more easily understood. Unlike the case in qualitative research, the presentation of data used the form of a short description, chart, among categories, relationships.
According to Miles and Huberman, most often used to present the data in a qualitative study is a narrative text.

Drawing Conclusion and Verification
After those steps are already done, the last step of this data analysis is drawing conclusion and verification. In this step, the researchers viewed the diagram or chart in the data display and reach some conclusion based on the relationship on the data and the problem statements in the first chapter.
Verification is also needed to make sure that the conclusion drawn is match with the research objectives. This research involved eight lecturers from six different universities as informants. One of the main considerations in the selection of informants in this study is the age factor. Our lecturers are in the 29-33 years old range which are still included in the category of young lecturers. In their capacity as young lecturers, of course they have projections related to the future of teaching English. While in the aspect of teaching experience, the data we collect is in the range of 5-9 years. This experience meets the minimum limit of 5 years and they have more time ahead to carry out teaching using the latest technology.   The rest also uses the latest methods but, in its application, has not implemented digital media-based learning. One of the research questions to be answered is the understanding of informants related to AI and AR. This instrument uses interview techniques to the informants and the results of our interviews are as simple as there is a table 4 above.
Above table contains data about their understanding of AR. The answers collected indicate the level of understanding of lecturers related to AR is still not quite right if we refer to the definition of (Arvanitis:2012) who define that Augmented Reality (AR) as a real-time direct or indirect view of the physical real world environment that has been enhanced / augmented by adding virtual computer generated information to it. Various assumptions that appear there who think that AI is the application of 3D technology in the real world (). Some others assume that AI is the application of virtual objects in the real world. Basically, they already have an understanding that AI focuses on visualizing digital objects in 3D. This question is still in their understanding apart from linking AI in the context of learning. We do this to see if they have a comprehensive understanding to continue on the next question. Table 5. The informants' views on their understanding of AR "Technology using systems, this is also commonly referred to as artificial intelligence which is managed in a scientific context" "Technology with the ability to understand computers" "Technology to test the ability of the brain." "Intelligence that can be created, not natural" "the use of technological developments with computational systems that are able to resemble human intelligence at work or in accordance with environmental conditions" After asking the informants' views on their understanding of AR, we then continued the question related to their understanding of AI. Still the same as the response given before, they have not been able to describe AI comprehensively.
Most of them do provide good answers that AI is a technological development whose purpose is to help humans. Some of them are even optimistic that AI will replace the role of humans in the future. Table 6. Lecturers' opinions on its implementation "Can be applied in the form of IT-based teaching through the creation of a databasebased teaching system" "Use certain applications related to English education" "As a multimedia-based learning media" "More lively interactions by combining technology and learning tools or Inserting learning material" "all will use computer and digital systems such as teaching no longer use human power but use technology" "For example in the course that I teach I use smartphone media as a means of learning both in the process of teaching or doing assignments" "The application of Augmented Reality can be used in the form of translation, when for example students read text and find unfamiliar words, they can scan the text and utilize the scan translation feature to find out its meaning. For learning basic speaking, use Augmented books that are audio visual. The application of Artificial Intelligence itself has been widely used in learning English, both in presentations, discussions and other activities." "AR can be applied in learning English such as the skills available in English. for example, in speaking, the teacher/lecturer can use audio-visual contained in the AR itself so that the technology can increase student interest in the learning process. AI can replace the teacher's role in learning English for example as a substitute for the expert and the teacher himself." Basically, AI and AR are not fully created and intended for learning, but rather to the entertainment world and application-based digital business. The informants believe that in the future technological developments will force the world of Education to use AR and AI. So the next question is to explore data on how the forms of AR and AI implementation in learning English in class. The answers obtained are indeed varied and are simply presented in table 5.6 above.
Some informants gave abstract answers assuming that the application was in the form of a databased. Another answer is also by using applications and based on multimedia and combined with technology. There are two informants who answer in detail and dichotomize the specific application between AR and AI. Overall, the informants' answers have illustrated the application of these technologies in learning, although they have not specified the applications used. "Always update about new concepts in the world of education and technology in order to facilitate the delivery of material" "The concept tends to online learning processes, and media-based." "More interactive and innovative" "learning English will be more sophisticated and no longer use human in doing activities but robots or computers" "Learning English in the future is indeed inevitable from technology, especially now that there have been many applications that can facilitate us in teaching English and we are required to be able to master it" "Technological development from a few years ago is growing faster, in a few years the application of technology will be more effective and efficient. Lecturers as educators must update with technological developments in order that be able to apply online learning in the learning process." "Learning English will use the latest technology, but technology also has a negative impact if used excessively. students and lecturers must be wise in using it to produce meaningful learning." In the last part of the interview process, we did it by asking the informants' responses regarding the description of the process of teaching English in the future.
They assume that English language learning in the future must be integrated with existing technological developments. There are also those who expect that in the future there will be a new concept born in facilitating classroom learning activities.