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All Journal JURNAL IQRA´ Al-Irsyad: Journal of Education Science GLENS: Global English Insights Journal Journal of English Education (Indolish)
Kalsum Kalsum
Universiti Sains Islam Malaysia, Malaysia
Education Languange, Linguistic, Communication & Media Social Sciences

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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.
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.
The Contestation of Differentiation of Educator Capabilities on Learning Effectiveness in the Digital Era Muhammad Saleh; Ahdar Ahdar; Andi Muhammad Asbar; Henni Sukmawati; Kalsum Kalsum
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i2.7093

Abstract

This study aims to explore the relationship between educator skill differentiation and learning effectiveness in the digital era. A quantitative approach was used to analyze the influence of variables such as lecturer age, length of teaching, technology mastery, experience and depth of material, as well as relationships with students and pedagogical approaches on learning effectiveness. The results of the regression analysis showed that experience and depth of material had the most significant influence on learning effectiveness, with a regression coefficient of 1.679 (t = 4.233, p = 0.001). Furthermore, technology mastery showed a positive effect approaching significance (coefficient = 0.1336, t = 1.966, p = 0.067), indicating the importance of technology integration in learning. However, variables such as lecturer age and length of teaching did not have a significant influence. The F-test yielded an F-statistic of 159.70 with a p-value of 4.57, confirming that the combination of variables in this model has a significant influence on learning effectiveness. The coefficient of determination R2 of 0.980 indicates that 98% of the variation in learning effectiveness can be explained by these variables. These findings emphasize the need for professional development programs that focus on improving mastery of content and technology to achieve effective learning.
Co-Authors Ahdar Ahdar Andi Muhammad Asbar Chodidjah Chodidjah Dadan Hidayat Henni Sukmawati Muhammad Saleh Nur Asiza Nurul Hasanah Rina Lestari Suci Pratiwi Syaiful Syaiful Wahyu Pradana T