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All Journal SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Ali Salim Ali Razaq
Ali Ibn Abi Talib Elementary School, Tripoli, Libya
Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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ORAL TRADITION AS A LEARNING RESOURCE FOR STRENGTHENING STUDENTS' LANGUAGE AND CULTURAL LITERACY IN SCHOOLS Khairil Hadi; Dazrullisa Dazrullisa; Ali Salim Ali Razaq
Sensei International Journal of Education and Linguistic Vol. 5 No. 2 (2025): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v5i2.228

Abstract

Indonesia has many oral traditions such as folktales, proverbs, and traditional songs, but in schools these are rarely used because the teachers usually only use the textbook. Actually oral tradition can be used as a learning resource for language and also for culture. This study discusses oral tradition as a learning resource for language and cultural literacy. The study used a mixed-method design with an experimental class and a control class. The data were collected through a test, observation, interview, and journal. The result shows that the experimental class is better than the control class and the students are more interested and also know more about their own culture. Therefore, teachers are suggested to use oral tradition in language learning.
STUDENTS' DIFFICULTIES IN ACADEMIC WRITING: A CASE STUDY IN HIGHER EDUCATION Dinda Yarshal; Nurmairina Nurmairina; Ali Salim Ali Razaq
Sensei International Journal of Education and Linguistic Vol. 5 No. 3 (2025): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v5i3.236

Abstract

Academic writing is very important for the students in higher education, but many students still find it difficult especially when they must write in English. This study discusses the difficulties of the students in academic writing. The study used a qualitative case study method. The data were collected from the essays of the students, interviews, and also documents. The result shows that the students have difficulties in grammar, vocabulary, and also in arranging the argument and using the references. Besides that, the students also feel that the feedback from the lecturer is not enough. Therefore the lecturers should teach academic writing more explicitly and give more feedback to the students.
THE EFFECT OF STORY MAPPING STRATEGY ON STUDENTS’ READING COMPREHENSION: A STRUCTURED NARRATIVE REVIEW AND PEDAGOGICAL SYNTHESIS Fakhrul Rijal; Zaki Al Fuad; Ali Salim Ali Razaq
Sensei International Journal of Education and Linguistic Vol. 5 No. 4 (2025): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v5i4.242

Abstract

Many students can read the text but they do not understand what the story is about. Story mapping is one of the strategies that can help the students to understand the story because they must find the character, setting, problem, and solution. This article discusses the effect of the story mapping strategy on students' reading comprehension. The method used is literature review. The result shows that story mapping can improve the reading comprehension of the students, especially for the narrative text. But the teacher must guide the students at first because they are not used to making the map. Therefore story mapping is good to be applied in the reading class.
TEACHERS' CHALLENGES IN ASSESSING SPEAKING SKILLS IN EFL CLASSROOMS: A STRUCTURED NARRATIVE REVIEW AND PEDAGOGICAL SYNTHESIS Inayatul Muntaqiyah; Syifa Zia Muharni; Ali Salim Ali Razaq
Sensei International Journal of Education and Linguistic Vol. 6 No. 1 (2026): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v6i1.247

Abstract

Assessing speaking is not easy for the teacher because speaking happens directly and cannot be repeated like a written test. Many teachers feel confused about what should be assessed and how to give the score fairly. This article discusses teachers' challenges in assessing speaking skills in EFL classrooms. The method used is literature review from various journals about language assessment. The result shows that the challenges are about deciding the construct, designing the task, making the rubric, keeping the score consistent, and also the time because the class is big. The teacher also feels that they are not trained enough in assessment. Therefore the teacher needs training and the school must give time for the speaking assessment.
Co-Authors Dazrullisa Dazrullisa Dinda Yarshal Fakhrul Rijal Inayatul Muntaqiyah Khairil Hadi Nurmairina Nurmairina Syifa Zia Muharni Zaki Al Fuad