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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Transformasi: Jurnal Pengabdian Masyarakat Scholaria: Jurnal Pendidikan dan Kebudayaan Register Journal JMM (Jurnal Masyarakat Mandiri) Journal of Advanced English Studies Jurnal Pengabdian Magister Pendidikan IPA Voices of English Language Education Society TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of English Language Teaching Innovations and Materials (Jeltim) Journal of Language and Literature ELTIES (English Language Teaching for EFL Learners) Journal of Advanced Multidisciplinary Research Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching The Art of Teaching English as a Foreign Language (TATEFL) International Journal of English and Applied Linguistics (IJEAL) Foremost Journal Jurnal Begawe Teknologi Informasi Journal of Language and Literature Studies EDUJ : English Education Journal Journal of English Education Forum (JEEF) REGISTER JOURNAL Jurnal Pendidikan Progresif Journal of English Language Proficiency
Soni Ariawan
Universitas Islam Negeri Mataram
Religion Aerospace Engineering Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mechanical Engineering Nursing Public Health Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Exploring EFL Student Teachers’ Experiences on the Roles of Teacher Mentors during Teaching Practicum Ika Rama Suhandra; Soni Ariawan
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8742

Abstract

Teacher mentors play a crucial role in supporting and guiding student teachers during their teaching practicum. While the benefits of teaching practicum and mentorship are well-documented, this qualitative study aims to delve deeper into the experiences of five EFL student teachers to understand the role of  teacher mentor during student teacher practicum. Through in-depth interviews, the research explores the perceptions of student teachers towards the practicum and mentorship. The results reveal that the role of teacher mentors is positively perceived by most of the students, because most of the mentors play a pivotal role in providing guidance and motivation, desiging a lesson plan and giving constructive feedback.  However, some students experienced lack of guidance, support as well as constructive feedback from the teacher mentors. In general, the mentorship aspect is particularly valued, as it offers essential support and professional growth opportunities. However, amidst the positive experiences, the study also uncovers various challenges encountered by student teachers such as lack of class management skill, limited student engagement and active involvement in the learning process, inadequate facilities, limited technology or classroom space and lack of sufficient preparation.
Video Strategy as Scaffolding to Foster Students’ Grammar Proficiency and Writing Skills in EFL Learning Leona Patria Devi; M. Zaenal Abidin; Yuyun Yulia; Roi Boy Jon; Soni Ariawan; Rangga Alif Faresta; Siti Hanum Afuwani
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10351

Abstract

Despite its significance particularly when it comes to writing competence, numerous studies have revealed that grammar is still considered complicated to grasp and used by students. The purpose of this study was to determine how video-based instruction affects students' understanding of grammar in writing assignments. This sequential explanatory mixed-method study aimed to investigate how students' grammatical skills especially in degree of comparison might be improved. Quantitative evaluations such as creating written test materials for the students and qualitative interviews with both teachers and students were employed. The findings showed that students' comprehension of grammatical rules for statistical tests had improved. Descriptive data evidenced that the students were clearly excited, enthralled, and actively involved with the tactics; served as a scaffold to lower obstacles; enhanced language learners' understanding; and increased students' vocabulary. Both quantitative and qualitative approaches evidenced the significance of implementing English videos to promote students’ grammatical competence in writing skills. The study's implications and suggestions are discussed.
Exploring EFL Student Teachers’ Experiences on the Roles of Teacher Mentors during Teaching Practicum Suhandra, Ika Rama; Ariawan, Soni
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8742

Abstract

Teacher mentors play a crucial role in supporting and guiding student teachers during their teaching practicum. While the benefits of teaching practicum and mentorship are well-documented, this qualitative study aims to delve deeper into the experiences of five EFL student teachers to understand the role of  teacher mentor during student teacher practicum. Through in-depth interviews, the research explores the perceptions of student teachers towards the practicum and mentorship. The results reveal that the role of teacher mentors is positively perceived by most of the students, because most of the mentors play a pivotal role in providing guidance and motivation, desiging a lesson plan and giving constructive feedback.  However, some students experienced lack of guidance, support as well as constructive feedback from the teacher mentors. In general, the mentorship aspect is particularly valued, as it offers essential support and professional growth opportunities. However, amidst the positive experiences, the study also uncovers various challenges encountered by student teachers such as lack of class management skill, limited student engagement and active involvement in the learning process, inadequate facilities, limited technology or classroom space and lack of sufficient preparation.
Video Strategy as Scaffolding to Foster Students’ Grammar Proficiency and Writing Skills in EFL Learning Devi, Leona Patria; Abidin, M. Zaenal; Yulia, Yuyun; Jon, Roi Boy; Ariawan, Soni; Faresta, Rangga Alif; Afuwani, Siti Hanum
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10351

Abstract

Despite its significance particularly when it comes to writing competence, numerous studies have revealed that grammar is still considered complicated to grasp and used by students. The purpose of this study was to determine how video-based instruction affects students' understanding of grammar in writing assignments. This sequential explanatory mixed-method study aimed to investigate how students' grammatical skills especially in degree of comparison might be improved. Quantitative evaluations such as creating written test materials for the students and qualitative interviews with both teachers and students were employed. The findings showed that students' comprehension of grammatical rules for statistical tests had improved. Descriptive data evidenced that the students were clearly excited, enthralled, and actively involved with the tactics; served as a scaffold to lower obstacles; enhanced language learners' understanding; and increased students' vocabulary. Both quantitative and qualitative approaches evidenced the significance of implementing English videos to promote students’ grammatical competence in writing skills. The study's implications and suggestions are discussed.
Exploring EFL Students’ Perceptions and Learning Experiences in Utilizing Smalltalk2me Media in Enhancing Speaking Skills Muhamad Zulpiani Hamdi; Nur Hairunnisa Annuri; Jingga Sulistia Putri; Siti Muawanah; Rahmat Alfin; Soni Ariawan; Ika Rama Suhandra; Dong Bae Lee; Heri Rahmat
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.15682

Abstract

This study investigates EFL students’ perceptions and learning experiences in using SmallTalk2Me, an AI powered speaking platform, to support speaking development. Employing a descriptive qualitative design, the study involved ten students from the English Education Study Program at the State Islamic University of Mataram, selected through purposive sampling. Data were collected through classroom observation during a mini workshop and semi structured interviews. The findings reveal that students generally perceived SmallTalk2Me positively because it provided immediate and useful feedback on fluency, pronunciation, grammar, and vocabulary. Contextualized prompts, interactive features, and CEFR based evaluations increased learners’ confidence, motivation, and willingness to speak more spontaneously. Participants also appreciated the platform’s natural conversational practice and its support for self directed learning. However, several challenges emerged, including limited access to free features, unstable internet connections, difficulty understanding some features, and a lack of topic variety, especially for beginners. Students suggested expanding conversation topics, providing more detailed corrective feedback, and making premium services more affordable. Overall, SmallTalk2Me shows strong potential as an adaptive medium for enhancing EFL speaking practice, although further development is needed to improve accessibility, inclusivity, and effectiveness in broader instructional contexts.
Co-Authors Afuwani, Siti Hanum Ahmad Aprillah Ahmad Munjizun Al Viana, Silvi Aprillah , Ahmad Armadita, Baiq Nadya Ashari, Naufal Ibrahim Aulia, Nada Baiq Imroatul Hasanah Desi Rusmana Devi, Leona Patria Dian Syafitri Chani Saputri Dini Damayanti Dong Bae Lee Dwi Ratnasari Edi Sukmojati Fadila, Aulia Listi Faresta, Rangga Alif Farizi, Muh. Ikhlasul Habibullah, Bukran Hajimia, Hafiza Halawiyah, Izza Hamdi, M. Zulpiani Haryadi S Hasanah, Syafaatul Heri Rahmat Hery Rahmat Hilmawan, Lana Givan Hilwa Alfiani Fitri Hurniati, Hurniati Ika Rama Suhandra Inayah, Salsabila Quranisa Irawan, Lalu Ari Jingga Sulistia Putri Jon, Roi Boy Juniardi Juniardi KAMARUDIN, SAMSUL Kasyfur Rahman Leona Patria Devi Lia Astuti Muliana Ningsih Lumbantobing, Panca M. Zaenal Abidin M. Zaenal Abidin Maknun, Joharatil Malisa Malisa Melia Nova Meliana Meliana Muarniati, Muarniati Muh Azhar Kholidi Muhamad Zulpiani Hamdi Muhsinin Muhsinin, Muhsinin Mulyono Putra Nafiah, Silvia Umrotun Nazira, Arni Nur Hairunnisa Annuri Nurul Lailatul Khusniyah Payung, Naftalia Fany Pratiwi, Ika Aditya Rahmat Alfin Rahmatdiyansyah, Aditya Ramdhani, Nia Rangga Alif Faresta Riza, Yunisa Rizal M. Suhardi Ro'izki, Fahul Roi Boy Jon Romy Hidayat Sahni, Sahni Saqinah, Rizky Febriyanti Septiyani, Winda Siti Hanum Afuwani Siti Muawanah Siti Zurriyatun Sholihah Sukmojati, Edi Sulaiman Sulaiman Syarifudin Syarifudin Syarifudin Syarifudin Syarifudin Teti Zubaidah Titik Agustina, Titik Ulfa, Aulia Widiyastuti, Nanik Yananda, Yeni Yek Amin Aziz Yusran, Giofanny Yuyun Yulia Yuyun Yulia Zaikalina, Rabbania Zainal Abidin Zainal Abidin Zulkarwin Zulkarwin