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All Journal English Review: Journal of English Education QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Martabe : Jurnal Pengabdian Kepada Masyarakat ELT-Lectura JOURNAL OF ENGLISH FOR ACADEMIC GERAM (GERAKAN AKTIF MENULIS) Jurnal Paedagogy Jurnal Pengabdian UNDIKMA JOLLT Journal of Languages and Language Teaching Mejuajua E-CLUE Journal of English Culture, Language, Literature and Education EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Idayani, Andi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Journal : JOURNAL OF ENGLISH FOR ACADEMIC

 1 
Students’ Difficulties with Vocabulary Mastery in English Language Education at the University Level Harselina, Harselina; Idayani, Andi; Sailun, Betty
J-SHMIC : Journal of English for Academic Vol. 11 No. 2 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(2).18668

Abstract

Vocabulary mastery is crucial for facilitating the acquisition of language skills. This research aims to identify students' difficulties with vocabulary mastery in English Language Education at the university level. A quantitative research approach was used, focusing on first-semester students in Class A as the research sample and Class B for test trials. The sample consisted of 33 students (13 males and 20 females) from the English Language Education program at FKIP Universitas Islam Riau. The study employed a vocabulary test in multiple-choice format, and simple purposive sampling was used to distribute the test. The test link was shared via the class chairman, and SPSS version 25 was used for data analysis. The research identified students' difficulties in vocabulary mastery through their test results. The results indicated an average student score of 69, categorized as "Good." Specifically, 3 students scored between 86 and 100 ("Excellent"), 16 students scored between 66 and 85 ("Good"), 11 students scored between 46 and 65 ("Fair"), and 3 students scored between 26 and 45 ("Poor"). Thus, most students performed in the "Good" range on the vocabulary test. The analysis revealed that students faced significant difficulties with prepositions, verbs, and pronouns. In contrast, nouns and conjunctions were less challenging for students. Among the vocabulary areas, prepositions were particularly difficult for students, indicating that questions involving prepositions were the most challenging.
EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading Course Satriani, Estika; Idayani, Andi; Pryanti Kadar, Destry
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research investigates intensive reading instruction at Universitas Islam Riau, Indonesia, using Moodle-based synchronous and asynchronous methods. The qualitative approach was carried out through classroom observation involving 67 students and conducting interviews with 10 students. The study found that students' reading skills enhanced  by engaging in virtual meetings and discussions during synchronous classes, while asynchronous learning allowed them to freely determine when and where to study, access educational resources such as YouTube, e-modules, some files related to materials, quizzes, and feedback. Besides that, various challenges during asynchronous learning such as students often becoming inactive on online screens, experiencing delays in receiving lectures, difficulty finding a location to improve stable internet connectivity, and inadequate access to computer devices, laptops, or smartphones that require installing and uninstalling applications repeatedly that interfere with their learning process. Challenges in asynchronous learning include difficulty understanding the learning material, excessive workload, and lack of motivation. The study recommends integrating both learning approaches for reading classes and other English classes by leveraging more of Moodle's available LMS features, as well as highlighting the importance of improving infrastructure such as stable internet and device compatibility.
Co-Authors ahmad yani Andri Eko Prabowo Anugrah, Bulan Ari Mulyani Betty Sailun Fazri Nanda, Novia Fitriah, Laila Fuady Dharma Harahap, Andes Harselina, Harselina Haryadi, Octadino Kadar, Destry Pryanti Khulaifiyah, Khulaifiyah Muhammad Ilyas Nawir, Erna Pryanti Kadar, Destry Putri, Miranti Eka rizqiani, diyah ayu Roziah, Roziah Rugaiyah Sailun, Betty Satriani, Estika satriani, estika Shalawati, Shalawati Sitti Hadijah, Sitti Sukamto, Nurhalizha Puspa Tri Astuti, Missi Triastuti, Missi Via Elmanisa