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All Journal International Journal of Evaluation and Research in Education (IJERE) Language Literacy: Journal of Linguistics, Literature, and Language Teaching
Ningtyas Orilina Argawati
Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Digital-based instruction: Chances and challenges in English language teaching context Ningtyas Orilina Argawati; Lilis Suryani
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i4.20579

Abstract

The use of Digital Based Instruction (DBI) nowadays seems to have many obstacles and difficulties. It is due to lack of digital literacy both lecturers and students. Meanwhile, many advantages also emerge through the use of DBI. It becomes the reason for the lecturers to keep on trying to develop their digital literacy to occupy the need of DBI to their English Language Teaching (ELT) class. This study aimed at revealing the chances and challenges of the implementation of DBI. Descriptive qualitative was employed in this study which involved the use of observation and interview as the instruments. The participants of this study were five English lecturers and 200 students. The findings showed that the chances of applying DBI cover activating students, elevating digital literacy, provoking students’ creativity, and creating new application. While some challenges are also emerged. It is due to limited devices and access, and limited digital literacy. The implementation of DBI could provoke the elevation of digital literacy and creativity if we could handle the challenges.
STUDENTS’ DIFFICULTIES IN LEARNING SPEAKING AT THE UNIVERSITY LEVEL: AN ANALYSIS OF CONTRIBUTING FACTORS Ningtyas Orilina Argawati; Bachrudin Musthafa; Gin Gin Gustine
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11339

Abstract

Mastering speaking as a crucial ability for language learners seems to be challenging.  Students had challenges in acquiring this ability.  Teachers claimed that the challenges stemmed from students' apprehension or lack of desire.  Teachers must identify the underlying issues that hinder learning to effectively address the problems they face. This qualitative research examined the main variables that prevent university students from developing English-speaking abilities.  Data were assessed through classroom observation of one class of the first semester of university-level consisting of 42 students, and interviews with 12 chosen participants, focusing on five major characteristics of speaking: pronunciation, grammar, vocabulary, fluency, and comprehension. Research findings indicate that pronunciation errors, grammatical mistakes, limited vocabulary and expression, fluency and Speech Rhythm Issues, and Comprehension and Responsiveness Challenges were significant factors which contributed to the difficulties faced by students. Findings may inform pedagogical approaches to enhance speaking performance. Furthermore, the result of the data can be used by students and teachers to arrange some plans to overcome the difficulties.
Co-Authors Bachrudin Musthafa Gustine, Gin Gin Lilis Suryani