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All Journal ELT Worldwide: Journal of English Language Teaching Al Lughawiyaat International Journal of Business English and Communication (IJoBEC) International Journal of Language, Education, and Literature (IJLEL)
Ryan Rayhana Sofyan
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Humanities Education Languange, Linguistic, Communication & Media

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 1 
Teacher Talk in Classroom Interaction: A Study at an English Department in Indonesia Ryan Rayhana Sofyan; Murni Mahmud
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (115.197 KB) | DOI: 10.26858/eltww.v1i1.841

Abstract

The research aims at analyzing teacher talk in classroom interaction based on Foreign Language Interaction Analysis (FLINT) system in speaking classroom of English department of Language and Literature Faculty of State University of Makassar. The method used in this research was a descriptive method. The instruments were FLINT system. The participants of the research were the lecturer and students of a speaking class during the second semester of academic year 2011/2012 at English Department of Language and Literature Faculty of State University of Makassar. The results of the research are: teacher talk of giving praises and encouragement is approximately less, the asking questions category dominate the teacher talk category, which means it is in the beneficial function. The lecturer asked the questions to the students and the students responded it well by speaking eagerly. The utterances of giving direction occurred in relatively short times. While in student talk, there are students’ problems and difficulties in speaking. The extracts of student talk in classroom interaction revealed the students problems such as the lack of vocabulary, anxiety, inability to form ideas in English language form, and grammar error. The teacher talk frequency was still excessive, but the lecturer made group and pair discussions to balance the effective talk for students in student-student interaction. Keywords: Classroom, interaction, FLINT, Speaking
THE IMPACT OF APPLYING ENGLISH CHATS OF WHATSAPP APPLICATION ON STUDENTS’ ENGLISH VOCABULARY MASTERY Iradatullah Suhadi; Ahmad Talib; Ryan Rayhana Sofyan
International Journal of Business English and Communication Vol 2 No 2 (2024): April
Publisher : Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijobec.v2i2.1929

Abstract

This study aims to determine the impact of applying English chat on students' English vocabulary mastery through the WhatsApp application. It employs a qualitative research method with a qualitative descriptive design involving 10 students. Data collection techniques include observation, interviews, and documentation. The study reveals several impacts on students' English vocabulary mastery as a result of using English chats on WhatsApp, including improvements in word meaning, contextual usage, spelling, pronunciation, and understanding of word forms. However, there is a noted limitation regarding pronunciation development due to the nature of WhatsApp as a communication application, suggesting that face-to-face learning may be more effective in this aspect. Students perceive the impact of using English chats on WhatsApp positively, as they enjoy the learning experience and find teachers responsive to their questions. WhatsApp is regarded as a user-friendly application with potential educational benefits, accessible anytime and anywhere.
The Use of Google Sites in Teaching Descriptive Text in EFL Classroom Aulia, Nur; Abdullah; Ryan Rayhana Sofyan
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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

Abstract

This study aims to examine (1) the effectiveness of Google Sites in enhancing students’ descriptive writing skills and (2) students’ perceptions of using Google Sites for learning English. A quasi-experimental method was used, involving questionnaires and writing tests. The study included 50 students: 25 in the experimental was Class X TSM (Teknik Sepeda Motor) using Google Sites and 25 in the control group was Class X TKR (Teknik Kendaraan Ringan) using conventional methods. Results showed that Google Sites significantly improved writing skills. The experimental group's mean score increased from 70.20 (pre-test) to 90.80 (post-test), while the control group improved from 66.96 to 88.40. These findings confirm Google Sites as an effective learning tool. Aside from that, the average score for the students' questionnaire replies was 46.24. According to the interval scale, the mean score of students' thoughts on using Google Sites to study descriptive texts was extremely favorable. As a result, using Google Sites effectively improves students' descriptive writing skills, and the majority of students see Google Sites proved to be an effective learning tool for English, especially when it comes to producing descriptive texts.
Analyzing EFL Students’ Intrinsic and Extrinsic Motivation in Grammar Learning through Quizizz Agussalim, Devi Triani; Yunitari Mustikawati; Ryan Rayhana Sofyan; Tahir, Muhammad
AL LUGHAWIYAAT Vol. 6 No. 1 (2025): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i1.12114

Abstract

This study aims to analyze the level of EFL students’ intrinsic and extrinsic motivation in grammar learning after being taught using Quizizz, a digital game-based learning platform. The research employed a quantitative approach with a posttest-only quasi-experimental design. The participants were 60 eighth-grade students from MTs DDI Baru, divided into two groups: an experimental group receiving grammar instruction through Quizizz and a control group taught using conventional methods. A validated motivation questionnaire based on Self-Determination Theory was administered to both groups after the treatment. The results revealed that students in the experimental group demonstrated higher levels of both intrinsic and extrinsic motivation compared to the control group. These findings suggest that integrating Quizizz into grammar instruction can enhance students’ motivation by providing an interactive, engaging, and learner-centered learning environment. The study contributes to the growing body of literature on gamified learning in EFL contexts, particularly in the affective domain. Recommendations for future research include exploring long-term motivational impacts and comparing various digital learning platforms.
Co-Authors Abdullah Agussalim, Devi Triani Aulia, Aulia Iradatullah Suhadi La Sunra Muhammad Tahir Murni Mahmud Nurkaidah Talib, Dr. Ahmad Yunitari Mustikawati