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Tjalla , Magdahalena
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Education Languange, Linguistic, Communication & Media

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The Correlation Between Students’ Writing Anxiety and B2 Level Achievement in Writing Proficiency Adianti, Astrid Dwi; Fakhruddin, Zulfah; Tjalla , Magdahalena; Kalsum, Kalsum
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.14346

Abstract

Achieving B2-level writing proficiency based on the Common European Framework of Reference for Languages (CEFR) remains a challenge for many EFL university students. Beyond linguistic limitations, writing anxiety encompassing somatic, cognitive, and avoidance dimensions constitutes a critical affective barrier influencing students' writing performance. This study examined the correlation between students' writing anxiety and their B2-level writing proficiency in an EFL context at a State Islamic Institute in Indonesia. A quantitative correlational design was employed, involving 42 fourth-semester students of the English Education Program. Writing anxiety was measured using the Second Language Writing Anxiety Inventory (SLWAI), while writing proficiency was assessed through an IELTS Writing Task 2 test aligned with CEFR B2 descriptors. Data was analyzed using descriptive statistics and Pearson Product-Moment Correlation. The findings revealed that 85.7% of students experienced moderate anxiety, while 14.3% experienced high anxiety, with no students in the low-anxiety category. Regarding proficiency, 54.8% were at the B1 level and 45.2% reached B2. A statistically significant moderate negative correlation was found (r = −0.452, p = 0.003 < 0.05), confirming that higher writing anxiety is associated with lower B2 writing performance. The study interprets these findings through the lens of Krashen’s (1982) Affective Filter Hypothesis, Bandura’s (1997) Self-Efficacy Theory, and Sweller’s (1988) Cognitive Load Theory. Pedagogical implications encompass the adoption of low-anxiety classroom environments, process-based writing instruction, and structured feedback strategies to support CEFR-aligned writing development.
The Effectiveness of Differentiated Content through QuizWhizzer on Listening Comprehension and Motivation Fadillah, Fika Nurul; Sunubi, Abdul Haris; Arqam, Arqam; Tjalla , Magdahalena; Dalle, Ambo
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i2.14799

Abstract

This study aimed to investigate the effectiveness of implementing Differentiated Instruction through QuizWhizzer in improving students’ listening comprehension and learning motivation. It employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles. The participants of this study were 21 sixth-grade students. The data were collected through tests and observations. The tests were used to measure the improvement of students’ listening comprehension, meanwhile observations were conducted to assess students’ learning motivation during the teaching and learning process. Differentiated Instruction was implemented by grouping students based on their learning profiles, especially their learning styles and providing the materials (differentiated content) through QuizWhizzer according to students’ learning style. The results revealed that the implementation of Differentiated Instruction through QuizWhizzer was effective in improving students’ listening comprehension. This was evidenced by the increase in the students’ mean scores from 40 in pre-action to 70.52 at the end of Cycle I, and further increased to 79.95 at the end of Cycle II. In addition, students’ learning motivation also improved, as indicated by the observation results, which increased from an average score of 82.15 at the beginning of the implementation to 95.64 at the end of Cycle II, categorized as very good. Based on the findings, it can be concluded that the implementation of Differentiated Instruction through QuizWhizzer was effective in improving the listening comprehension and learning motivation of the sixth-grade students.
Implementing Wordwall Assisted by TaRL Approach to Improve English Vocabulary Mastery Herlinda, Nika; Tjalla , Magdahalena; Sunubi, Abdul Haris; Fakhruddin, Zulfah; Mujahidah, Mujahidah
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i2.14871

Abstract

English vocabulary mastery is one of the fundamental aspects of language learning that supports students’ ability to understand and use English effectively. However, many elementary school students still experience difficulties in understanding, remembering, spelling, and using English vocabulary. This study aimed to improve the English vocabulary mastery of fourth-grade students through the implementation of Wordwall assisted by TaRL approach and to investigate students’ responses toward its use in English vocabulary learning. The study employeed Classroom Action Research followed Kemmis and McTaggart’s model and involved 22 fourth-grade students across two cycles. Instruments included vocabulary tests and observation sheets. Quantitative data came from students’ test scores, while qualitative data were obtained from observations and field notes during the actions. Combining TaRL to map student abilities with Wordwall as a gamified medium distinguishes this study from prior research. Findings indicate the intervention effectively increased students’ vocabulary mastery. The average score rose from 53.14 in the initial test to 84.09 in Cycle II. The percentage meeting the minimum completeness criteria (KKM) increased from 36.36% initially to 90.91% in Cycle II. Observations also revealed positive student responses, shown by increased participation, involvement, enthusiasm, and self-confidence during learning. In conclusion, integrating Wordwall with the TaRL approach is an effective strategy for improving elementary students’ English vocabulary. The approach offers a practical, student-centered way for teachers to enhance vocabulary mastery and make learning more engaging.
Co-Authors Abdul Haris Sunubi Adianti, Astrid Dwi Ambo Dalle Arqam, Arqam Fadillah, Fika Nurul Fakhruddin, Zulfah Herlinda, Nika Kalsum Kalsum Mujahidah Mujahidah