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Language Laboratory to Overcome the Barrier of Classroom English Learning: Does it Exist and Is it Used in Islamic Schools of Majene? Nurchalis, Nur Fadillah; Ermawati, Ermawati; Sardi, Ahmed; Nursabra, Nursabra
Elsya : Journal of English Language Studies Vol. 3 No. 3 (2021): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v3i3.6824

A staple issue in English language teaching is the fact that individual students in formal classrooms usually have minimal opportunity to speak due to large class sizes. Recent studies have vouched language laboratories to be capable of overcoming this barrier. As far as the researchers know, no study has launched a wide investigation whether a language laboratory exists and is used to optimise the English learning in the Islamic schools in Majene, Indonesia. This research applies descriptive quantitative design, involving 22 Islamic schools in the level of junior high school. 22 English teachers that represents all the schools filled a questionnaire to provide the data. It is found that the Islamic schools at Majene do not yet have a language laboratory even though the English teachers consider it important. Its absence is influenced by the lack of support from leaders. As a result, listening practice activities are rarely carried out. English teachers only carry out practical activities in the classroom with limited tools and materials. This research illuminates a concern for policy makers in the Ministry of Religious Affairs in the field of Islamic school education and the principals to hold a language laboratory at Islamic Schools. To improve English learning activities, the existence of a language laboratory in Islamic schools is matter, so that students at Islamic schools can show their quality in foreign language mastery and compete with others.

Impact of Artificial Intelligence (Chatgpt and Google-Bard) on Undergraduates’ Creative Writing Skills at A University in Northeastern Nigeria Salihu, Abubakar; Aliyu, Muhammad Mukhtar; Nurchalis, Nur Fadillah
Inspiring: English Education Journal Vol 7 No 2 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i2.9567

Artificial intelligence (AI) has a profound influence on various facets of modern-day society, notably within the realm of education. Its application in educational settings is extensive, primarily aimed at improving the methods of instruction and knowledge acquisition. Thus, this research investigates the impact of AI tools (ChatGPT, Google Bard) on the creative writing skills of Nigerian undergraduates using a pretest-posttest quasi-experimental research design. Eighty (80) third-year undergraduates participated in the study. Data were collected using pretest-posttest writing tasks. The writing scripts were graded using creative writing assessment rubrics. Paired sample t-test analysis was conducted to compare the pretest-posttest writing scores using SPSS. The results of the analysis showed a significant improvement in the participants’ overall writing scores after using the AI tools. The results also show significant improvement in all the aspects of creative writing: image, voice, characterization and story. Finally, the study makes some recommendations for practice and further studies.

Pre-service EFL Teachers' Oral Corrective Feedback on Students' Foreign Language Production Nurchalis, Nur Fadillah; Nur Zamzam; Ali H; Muhammad Aswad
Al-Lisan: Jurnal Bahasa Vol 9 No 1 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i1.4231

In the context of classroom communication, offering Oral Corrective Feedback (OCF) carries several advantages for enhancing students' proficiency in speaking a foreign language. It is crucial for pre-service teachers to possess the necessary skills to deliver constructive OCF to students. This research aimed to investigate the kinds of OCF provided by Pre-service EFL teachers. Two pre-service EFL teachers participated in this research. To gain data, the researchers employed recording and observation sheets to capture and document OCF within classroom settings. The data were analyzed by using descriptive analysis. The data were tabulated first. Then, each type was completed with an example of how they delivered it. After that, it was counted which type of OCF was mostly used by pre-service teachers. This research found that when providing oral comments, the two pre-service EFL teachers under observation had distinct preferences. While the other is still restricted, the first is very diversified. Nonetheless, elicitation is the OCF type that both of them employ the most frequently. This study provides benefits for different groups, the lecturer who handles teaching practicum subjects, students as foreign language learners, and pre-service EFL teachers themselves.

OPPORTUNITIES AND CHALLENGES OF ENGLISH EDUCATION INDUSTRY IN POST COVID-19 PANDEMIC Nurchalis, Nur Fadillah; R, Muh. Faizal; Noni, Nurdin
Jurnal Pendidikan Ekonomi (JURKAMI) Vol 9, No 3 (2024): JURKAMI
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpe.v9i3.3697

The language education industry sector has undergone significant transformations due to the Covid-19 pandemic, prompting a need for businesses to adapt to uncertain circumstances. This research aims to explore the opportunities and challenges encountered by entities in the English language education sector after these dynamic times. Employing a qualitative descriptive design, the study focuses on managers of English language courses and training institutions in the South Sulawesi region who volunteered as informants. The selection process utilized a snowball sampling technique, allowing for the inclusion of additional informants when necessary. Data collection involved interviews conducted through both zoom and in-person meetings. Analysis of the gathered data employed techniques from Miles and Huberman. The study's findings reveal interconnected opportunities and challenges faced by post-pandemic course managers, particularly concerning the implementation of distance learning. Consequently, strategies of affirmation are crucial to ensure the continued viability of businesses in the English language education industry.

Research Gap on Oral Corrective Feedback in Second Language Acquisition Theory - Affective Filter Analysis: A Conceptual Framework Ramdani, Amaliah; Musa, Nur Ainun; Nurchalis, Nur Fadillah; Dahlan, Suratman
Journal of Language Learning and Assessment Volume 2, Number 1, June 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i1.110

Purpose Oral corrective feedback, despite its historical precedence, continues to captivate researchers' interest, driving ongoing discourse within the scholarly community. The existing body of research on this subject displays a degree of controversy, with divergent perspectives regarding its efficacy. While proponents endorse its utilization, opposing voices question its impact. This study seeks to identify research gaps within the last decade to provide a comprehensive understanding of the current state of oral corrective feedback literature. Methodology Employing content analysis, data are extracted from pertinent documents, shedding light on the existing landscape. Results/Findings This study suggests that while oral corrective feedback is widely used and debated in language learning, there is insufficient research addressing its potential drawbacks. It calls for further studies to fill this gap and ensure that oral corrective feedback practices effectively benefit language learners. Implications This study emphasizes the importance of future research in refining practices and ensuring positive outcomes in language education.

Pre-service EFL Teachers' Oral Corrective Feedback on Students' Foreign Language Production Nurchalis, Nur Fadillah; Nur Zamzam; Ali H; Muhammad Aswad
Al-Lisan: Jurnal Bahasa Vol 9 No 1 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i1.4231

In the context of classroom communication, offering Oral Corrective Feedback (OCF) carries several advantages for enhancing students' proficiency in speaking a foreign language. It is crucial for pre-service teachers to possess the necessary skills to deliver constructive OCF to students. This research aimed to investigate the kinds of OCF provided by Pre-service EFL teachers. Two pre-service EFL teachers participated in this research. To gain data, the researchers employed recording and observation sheets to capture and document OCF within classroom settings. The data were analyzed by using descriptive analysis. The data were tabulated first. Then, each type was completed with an example of how they delivered it. After that, it was counted which type of OCF was mostly used by pre-service teachers. This research found that when providing oral comments, the two pre-service EFL teachers under observation had distinct preferences. While the other is still restricted, the first is very diversified. Nonetheless, elicitation is the OCF type that both of them employ the most frequently. This study provides benefits for different groups, the lecturer who handles teaching practicum subjects, students as foreign language learners, and pre-service EFL teachers themselves.

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