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All Journal International Journal of Evaluation and Research in Education (IJERE) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL TARBIYAH VISION BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Scope: Journal of English Language Teaching Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat JIP: Jurnal Ilmu Pendidikan Indonesian Journal of Education (INJOE)
Armin, Diah Safithri
Universitas Islam Negeri Sumatera Utara Medan
Religion Arts Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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An Analysis of Listening Skill Difficulties Faced by Children of Indonesian Migrant Workers in Malaysia Nur Ain Nun; Diah Safithri Armin
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6812

Abstract

This study explores the difficulties in English language comprehension faced by children of Indonesian migrant workers in Malaysia. Using a descriptive qualitative approach, data were collected through questionnaires and interviews with sixth-grade students in a non-formal education center. The findings reveal five major challenges: (1) multilingual environment, which hinders English language comprehension due to the influence of other languages; (2) limited access to education, resulting in difficulties in English language comprehension due to inadequate facilities and resources; (3) social and economic factors, which impede English language comprehension due to limited access to technology and internet; (4) lack of authentic English exposure, leading to difficulties in English language comprehension due to insufficient exposure to authentic English language; and (5) psychological factors, including motivation and self-confidence, which affect English language comprehension due to anxiety and low self-esteem. These factors are interrelated and rooted in the students’ linguistic environment, educational infrastructure, and socio-emotional context. The study underscores the need for inclusive, context-responsive instructional strategies and improved educational support systems to enhance the English listening skills of marginalized learners.
Developing Writing Skill Scoring Rubric for Junior Secondary School Armin, Diah Safithri; Purnomo, Maslathif Dwi; Alvindi, Alvindi
SCOPE: Journal of English Language Teaching Vol 8, No 2 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v8i2.22438

Abstract

This research aims to reveal the development of a writing skill scoring rubric for a Junior Secondary School based on an analysis of teacher needs for a writing skill scoring rubric. This research method uses the ADDIE Research and Development (R & D) research method with limitations of only three stages, namely: 1) Analysis, 2) Design, and 3) Development. The data collection method in this research used interviews and questionnaire validation sheets filled in by evaluation experts and field practitioners. The subjects of this research were seven English teachers from three different junior secondary schools. The results of research product validation by learning evaluation experts concerning content suitability were 96.67%. Then, the validation results for presentation feasibility were 90.62%. Meanwhile, the validity percentage for the linguistic appropriateness aspect was obtained at 96.87%. In addition to these quantitative results, the validator also suggests minor revisions to the appearance and content. In the practicality trial, research subjects were given a questionnaire containing an assessment of the appropriateness of presentation, content, and language appropriateness. Based on the results of the analysis, for the presentation feasibility test, a feasibility percentage of 98.38% was obtained. The analysis results for the content feasibility test showed a feasibility percentage of 98.21%, while for linguistic feasibility, it was 99.1%. Overall, the validation results by learning evaluation experts and practicality tests by field practitioners show that this research's writing skill scoring rubric is valid and practical to use in assessing students' writing skill abilities.
Co-Authors Agung Arif Hakim Batubara Ahmad Ridho Khuailid Alvindi, Alvindi Amelia Faddya Wildhani Anggun Siska Pratiwi Annisa Nur Azizah Asti Ananta Ayu Meita Puteri Siregar Bambang Widi Pratolo Candradewi Wahyu Anggraeni Harahap, Lena Marliana Melani Muhammad Akbar Rizky Nur Ain Nun Purnomo, Maslathif Dwi Raihani Rofiqoh Rofiqoh Sahmiral Amri Rajagukguk Tiara Fadiyah Rambe Veriyansah