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All Journal Englisia Journal English Teaching Journal : A Journal of English Literature, Language, and Education IJoLE: International Journal of Language Education Al-Ta'lim ENGLISH FRANCA : Academic Journal of English Language and Education JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Marhaban, Saiful
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Students’ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students Muslem, Asnawi; Zulfikar, T.; Astilla, Inas; Heriansyah, Hendra; Marhaban, Saiful
International Journal of Language Education Vol. 5, No. 4, 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v5i4.19010

Abstract

The objective of this study was to investigate students’ perceptions towards oral corrective feedback from lecturers in their speaking classes. This survey involved 100 students of English Language Education Department, Ar-Raniry State Islamic University (UIN Ar-Raniry) Banda Aceh from 254 students. The participants of the survey were slected using a simple random sampling technique to represent all off the population.  A modified questionnaire from Calsiyao (2015, p. 397) and Elsaghayer (2014, p. 77) was used to collect the data. The percentages were used to analyse the data collected from the questionnaires. The results showed that the students perceived lecturers’ oral corrective feedback as an important part of language learning. Lecturers’ oral corrective feedback was very helpful in improving the students’ speaking abilities.  It can be concluded that oral corrective feedback gave positive results towards the students’ speaking performances. Therefore, this research was significant to highlight the students’ perceptions towards oral corrective feedback from their lecturers during the teaching and learning of speaking in their classes. Both lecturers and students would benefit from this research so that they can realize how important it is to give and accept oral corrective feedback.
STUDENT'S PERCEPTION ON THE SECOND LANGUAGE ACQUISITION (SLA COURSE) THROGH GOOGLE CLASSROOM Wihastyanang, Wardani Dwi; Perdana, Indra; MARHABAN, SAIFUL
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.19541

Abstract

The researcher was intended to meet the following objectives to know the student's perception regarding Google Classroom and Google form implementation on Second Language Acquisition online learning. Meanwhile, in this study the researchers made changes to the needs of students in using the google classroom application during the Covid-19 pandemic with the subject of the Second Language Acquisition Course using the questionnaire method. This study wil use qualitative through, it was given to both teachers and students to know their experiences. The survey used online questionaire which was adapted from Asnawi (2018), then the descriptive method used to describe the condition of existence and classifying the information. The respondents of this research is students of English Department of UNIVERSITAS PGRI JOMBANG. They were 39 respondents. The result of this study discovered learners' perception of learning using the online media during COVID 19 pandemic. Findings indicated general satisfactory among learners regarding instructional design and delivery of online learning including the provision of materials, supporting learning materials and instructions to tasks submission. Students felt the need for improvement in designing activities to engage their critical thinking. Formative assessment must also be provided timely through each courses. Teachers along with policy makers of the institution have to reshape the dynamic of online learning delivery in order to create greater participation and engagement between students, not only in independent tasks but also tasks that involve group work.
Pronunciation Errors in Speaking Committed by Non-Majoring English Students: Causes and Solution Rizki, Julia; A. Gani, Sofyan; Marhaban, Saiful
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 1 May (2024): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v8i1 May.9513

Abstract

Errors committed by the students while studying English as a foreign language can show the students’ difficulty and be the basis of planning the proper strategy in the teaching and learning process. Therefore, this study aimed at finding out the causes of pronunciation errors in speaking skill committed by EFL learners and discovering the solutions for both students and teachers. It focused on analyzing the causes of pronunciation errors using a diagnosis proposed by Carl James. The method used in this study was a case study. Twenty non-majoring English students from International Tourism College got involved as the subject of this research. The data were collected from documentation of speaking diagnostic test results and interviewing the participants based on the test result. The findings reported that there were three causes of pronunciation errors, namely interlingual, intralingual, and communication strategy-based error. For the solution, the learners and teachers are suggested to develop the learning quality by improving the learners’ motivation to use the target language more often everywhere. Hence, this error analysis can be a reference in designing a learning strategy in teaching speaking.
Student-teacher relationship: Written feedback provision and writing performance Sulistyo, Teguh; Dewantara, Arie; Widiastuti, Oktavia; Marhaban, Saiful
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23104

Abstract

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.
An analysis of students voices towards a regional LMS for ELT in Indonesian Islamic schools Amalia, Syahara Dina; Fata, Ika Apriani; Marhaban, Saiful; Huda, Ismul; Saidu, Abdulhakim
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.38202

Abstract

The current study examined students perspectives on the use of one of the regional learning management systems (LMS), E-Belajar (hereafter EB), at two Islamic boarding schools in Aceh, Indonesia. Fifty EFL Islamic boarding school students agreed to participate in this study. This study used a mixed method design, combining surveys and interviews. The data from the questionnaire was analysed quantitatively. Meanwhile, thematic analysis was performed on the interview data. The results revealed both good and negative attitudes of EB in ELT. Positive replies indicate that EB improved English comprehension and promoted autonomous learning, assisted students in completing English tasks on time by using the alert feature as a reminder, developed enjoyable and engaging learning activities using videos and online games, and encouraged students confidence in expressing ideas. However, negative voices highlighted the teachers failure to advise students on how to use EB properly, resulting in incorrect task submission. Students also preferred in person learning, and students had trouble communicating effectively. Students further pointed out that EB did not enhance listening skill, reading skill, speaking skill, writing skill, or grammar understanding significantly; only few students believed that EB helped promote English language skills, indicating that further efforts through EB was required. Students were also unable to access certain EB services, such as e-counselling and e-monitoring. Furthermore, dormitories have limited access to the internet. These circumstances became another drawback for students.
Artificial Intelligence in Writing: Students' Writing Competencies and Voices Marhaban, Saiful; Sulistyo, Teguh; Widiastuti, Oktavia
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Institut Agama Islam Negeri Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3927

Abstract

Integrating artificial intelligence (AI) in writing instructions may lead to an ongoing debate among scholars. However, the rapid development of technologies of AI technologies cannot be avoided in daily lives, including written language productions. This paper, then, tries to highlight two cases: the impacts of AI and process-based approach on students’ writing competencies and what students perceive about the intervention. The study, which involved 27 Indonesian English language majors, used a mixed-methods approach that included both qualitative and quantitative data. The results showed that the integration of AI and a process-based approach significantly improved global, local, and overall issues. Surprisingly, local issues, which include grammar, vocabulary, and mechanics, had the greatest effect of all. In addition, students have a positive perception of AI in writing instruction. For them, AI promotes their autonomy and creativity through the use of ChatGPT and AI-generated feedback such as Deepl and Grammarly. The implications are also presented and discussed.
Investigating EFL Learners’ Perceptions and Practices Using the Indonesia's Prepaid Mobile Application Ruangguru Marhaban, Saiful; Fata, Ika Apriani
AT-TA'LIM Vol 32, No 2 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i2.996

Abstract

Ruangguru, one of Indonesia's prepaid applications, has facilitated autonomous learning for students. Ruangguru (henceforth RG) is a mobile application enhances online learning organizations by aligning it with Indonesia's curriculum. RG offered students a platform with distinctive characteristics to support online study in several subjects. The present study examines students' viewpoints on using Ruangguru, one of Indonesia's online learning prepaid platforms, and ascertains its advantages and disadvantages. The current study employed a qualitative methodology, utilizing interviews to collect data. The participants comprised senior high school students from several cities in Indonesia who were enrolled in regular classes, subscribed to RG, and willingly provided their consent by signing a consent form. The findings revealed that RG possesses several benefits, including the ability to set one's own pace, user-friendliness, independent learning, and a flexible platform. It allowed pupils to learn without any limitations on time or location. However, the RG was unable to substitute regular classes with the presence of teachers, the decrease of social interactions in learning, the significant disparity between the wealthy and the impoverished, and the diminishing role of teachers. Ruangguru's primary focus is students' academic achievement. Yet, it is crucial to resolve other notable aspects, such as inadequate feedback, teacher guidance, and lack of peer interaction. As a further recommendation, to evaluate the effectiveness of the RG, it is also recommended that students' achievement and the impact of using RG in the EFL classroom be analyzed and cross-referenced.
Student-teacher relationship: Written feedback provision and writing performance Sulistyo, Teguh; Dewantara, Arie; Widiastuti, Oktavia; Marhaban, Saiful
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23104

Abstract

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.
Co-Authors Astilla, Inas Dewantara, Arie Hendra Heriansyah Ika Apriani Fata Indra Perdana Ismul Huda Muslem, Asnawi Najjah, Safinatun Oktavia Widiastuti Rizki, Julia Saidu, Abdulhakim Sofyan A. Gani Syahara Dina Amalia Teguh Sulistyo Tengku Maya Silviyanti Teuku Zulfikar Wardani Dwi Wihastyanang, Wardani Dwi Widiastuti, Oktavia