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All Journal Al-Irsyad: Journal of Education Science Journal of English Education (Indolish)
Kalsum Kalsum
Universiti Sains Islam Malaysia, Malaysia
Education

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STUDENTS' ERROR ANALYSIS IN COMPLETING TOEFL READING SECTION AT IAIN PAREPARE Wahyu Pradana T; Kalsum Kalsum
Journal of English Education Vol. 2 No. 1 (2026): 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.v2i1.836

Abstract

This study analyzed students' errors in completing the reading section of the TOEFL test at IAIN Parepare and identified the factors that influenced those errors. The research responded to the need to understand specific reading-test difficulties faced by English Education students, particularly because TOEFL scores are commonly used for academic requirements and language proficiency evaluation. A descriptive qualitative design was employed. The participants were 28 English Education students selected through random sampling. The instruments consisted of TOEFL reading-section documentation containing 50 items and an interview guide. The data were analyzed through reduction, display, conclusion drawing, and percentage calculation. The findings showed that students made errors across all TOEFL reading aspects: main idea questions (62.14%), definition from structural clues (58.93%), tone, purpose, and course questions (65.00%), implied detail questions (67.86%), transition questions (66.43%), stated detail questions (63.57%), unstated detail questions (69.64%), and pronoun reference questions (65.48%). The most dominant error appeared in unstated detail questions. Interview results indicated that time management, unfamiliar vocabulary, and lengthy reading passages were the major factors influencing students' errors. The study concludes that TOEFL reading preparation should strengthen vocabulary mastery, skimming-scanning skills, and timed reading practice.
THE EFFECTIVENESS OF ELSA SPEAK FOR FIRST-SEMESTER EFL STUDENTS Dadan Hidayat; Chodidjah Chodidjah; Rina Lestari; Kalsum Kalsum
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.v5i2.813

Abstract

This study investigated the effectiveness of the ELSA Speak application in improving the speaking ability of first-semester EFL students. Many beginner learners still face difficulties in speaking English, especially in pronunciation, fluency, vocabulary use, and confidence during oral communication. To address these problems, ELSA Speak provides AI-supported speaking exercises, pronunciation feedback, and repeated practice that allow students to learn independently in a flexible environment. The research applied a pre-experimental method using a one-group pre-test and post-test design. The participants were 25 first-semester English students who attended eight treatment sessions over four weeks. Students’ speaking performance was evaluated through several aspects, including pronunciation, fluency, vocabulary, and confidence. The findings showed that students’ speaking scores improved after using the application. The average score increased from 56.12 in the pre-test to 78.36 in the post-test. In addition, the paired-sample t-test indicated a statistically significant improvement (t(24) = 20.31, p < .001). The study suggests that the ELSA Speak application may support speaking development by providing interactive and motivating speaking practice. Furthermore, AI-based mobile learning applications can serve as supportive tools in technology-assisted language learning for EFL students.
Co-Authors Chodidjah Chodidjah Dadan Hidayat Rina Lestari Wahyu Pradana T