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All Journal Al-Irsyad: Journal of Education Science GLENS: Global English Insights Journal Journal of English Education (Indolish)
Syaiful Syaiful
The University of Adelaide, Australia
Education Languange, Linguistic, Communication & Media Social Sciences

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THE CORRELATION BETWEEN STUDENTS’ GRAMMAR MASTERY AND SPEAKING ABILITY Nur Ayu Rijal; Syaiful Syaiful; Abdul Haris Sunubi; Nanning Nanning
Journal of English Education Vol. 1 No. 1 (2025): Journal of English Education
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v1i1.457

Abstract

The aim of this study is to find out the correlation between students grammar mastery and students speaking ability the 5th semester of English Education Program at IAIN Parepare . This research was carried out from April to May 2022, the sample in this study was the students 5th semester at IAIN Parepare, totaling 20 students. This is part of a population of 85 students. The purpose of this study was to Is there correlation between students‟ grammar mastery and students speaking ability the 5th Semester of English Education Program at IAIN Parepare. The research used grammar mastery test and speaking ability test. The method used is correlation analysis with a survey approach, the calculation uses the product moment correlation formula. The result of data analysis that there is no significant correlation or weak correlation between grammar mastery (X) and speaking ability (Y) the students 3rd semester of English Education at IAIN Parepare. It can be seen from the correlation coefficient value between variable X and variable Y is 0,303, thus the variable can be categorized as a weak category at the index person product moment 0.20-0.399. Then the variable contribution between grammar mastery (X) and speaking ability (Y) was 9.18%.
STUDENTS’ PERCEPTIONS OF ENGLISH TEACHERS’ TEACHING STRATEGIES IN SECONDARY SCHOOL EFL CLASSROOMS Utary Rustam; Hasbiyah Srianah Amir; Dewi Yuliani Lukman; Syaiful Syaiful
Al-Irsyad: Journal of Education Science Vol 5 No 2 (2026): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i2.787

Abstract

Students’ perceptions provide valuable insights into how teaching strategies are experienced in English as a Foreign Language (EFL) classrooms. This study examined secondary school students’ perceptions of the teaching strategies employed by English teachers at SMPN 2 Parepare, Indonesia. A descriptive quantitative survey was conducted with 172 ninth-grade students selected through simple random sampling. Data were collected using a 30-item questionnaire adapted from Barnes and Orlich’s framework of effective teaching strategies (Cronbach’s α = 0.91). The findings revealed a mean perception score of 92.31 out of 120, indicating positive perceptions across all eight instructional dimensions. Teacher–Student Relationship received the highest mean score (M = 3.24), whereas Feedback and Assessment received the lowest (M = 2.93), although both remained within the positive category. These findings highlight students’ positive perceptions of English teachers’ instructional practices and suggest the importance of maintaining supportive teaching strategies while strengthening feedback and assessment practices.
Local Wisdom in English Vocabulary Instruction: A Systematic Review of Trends, Practices, and Future Directions Nur Asiza; Nurul Hasanah; Kalsum Kalsum; Syaiful Syaiful; Suci Pratiwi
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1136

Abstract

This systematic literature review synthesizes empirical evidence on the integration of local wisdom into English vocabulary instruction to identify research trends, pedagogical practices, learning outcomes, and future research directions. Following the PRISMA 2020 guidelines, 58 peer-reviewed empirical studies published between 2018 and 2026 were systematically retrieved from the Scopus and ERIC databases and analyzed using thematic synthesis. The findings reveal a substantial increase in research on local wisdom-based vocabulary instruction, with Indonesia contributing the largest proportion of studies. Five interconnected themes emerged: contextualized vocabulary learning, culturally responsive pedagogy, technology-enhanced instruction, learner engagement and cultural identity, and sustainable directions for English language education. Across diverse educational contexts, integrating local wisdom consistently improved vocabulary acquisition, retention, learner motivation, classroom engagement, communicative competence, and intercultural awareness by connecting English learning with authentic cultural experiences. Beyond synthesizing existing evidence, this review proposes an integrated pedagogical ecosystem that conceptualizes how contextual authenticity, culturally responsive pedagogy, sociocultural interaction, learner engagement, and technology-enhanced learning collectively support sustainable English vocabulary development. Despite these contributions, important research gaps remain, including limited geographical diversity, insufficient longitudinal evidence, and the underexplored use of culturally responsive artificial intelligence.
Co-Authors Abdul Haris Sunubi Dewi Yuliani Lukman Hasbiyah Srianah Amir Kalsum Kalsum Nanning Nanning Nur Asiza Nur Ayu Rijal Nurul Hasanah Suci Pratiwi Utary Rustam