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Enhancing English proficiency through social circle and vocabulary among Malaysian adult learners Astri Yulia; R. Malatesha Joshi; Nor Azilah Husin; Sakhiyyah A. Rahim
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

For second language learners, language proficiency is normally gained through formal instructions in the English as a second language classroom. However, besides the classroom, language can also be learned in a natural setting, for example, through social interactions. This study examines social interaction as an alternative approach to improving English language proficiency. A total of 93 students participated in the study. Sixty of the students were from the school of education, and 38 were from a private university. The participants took an Online English level and vocabulary test as part of data collection of this study. The data analysis was conducted using two multiple regression models in SPSS version 22. The multiple regressions yielded a correlational report between the social circle and English language proficiency among the students. Results demonstrated that the students’ social circle was close (M=60). These variables are not critical when accounting for social and close circles independently in a regression model. Only vocabulary was detected as a significant factor influencing the students’ English proficiency. However, the interaction between the social circle and vocabulary positively contributes to English proficiency. This finding supports the social capital in which learning can be enhanced through social interactions within a social circle. Furthermore, this finding calls for teachers’ and education practitioners’ attention to facilitate vocabulary learning through social interactions.

Channeling assessments in English language learning via interactive online platforms Astri Yulia; Nor Azilah Husin; Faiz I Anuar
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.

STUDENT PERCEPTIONS ON THE ACADEMIC STAFF SERVICE QUALITY AT BUNG HATTA UNIVERSITY INDONESIA Yeasy Darmayanti; Daniati Puttri; Neva Novianti; Siti Rahmi; Suryadimal Suryadimal; Nor Azilah Husin
AKUNTABILITAS Vol 17, No 1 (2023): AKUNTABILITAS
Publisher : Department of Accounting, Faculty of Economics, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29259/ja.v17i1.21022

Optimizing services to students is an important aspect that must be managed seriously by all tertiary institutions. Moreover, with the PT-BHMN regulation, state universities also play a role like private universities in reaching the number of students. Therefore, service is one of the key factors and promotional media for prospective students in choosing a tertiary institution. In this study, we investigated student perceptions of the service quality of academic staff at Bung Hatta University. Data was collected from 488 students. Sample data were statistically analyzed using the modified Servqual model using 6 dimensions (ie: physical evidence, reliability, responsiveness, assurance, empathy, information systems). The findings reveal that the responsive tangibles dimension shows the highest negative gap, while the reliability dimension has the lowest negative gap among all dimensions. So the conclusion is that overall improvements must be made in order to be able to provide optimal service for users of educational services, especially in West Sumatra, Indonesia.

Enhancing English proficiency through social circle and vocabulary among Malaysian adult learners Astri Yulia; R. Malatesha Joshi; Nor Azilah Husin; Sakhiyyah A. Rahim
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.25740

For second language learners, language proficiency is normally gained through formal instructions in the English as a second language classroom. However, besides the classroom, language can also be learned in a natural setting, for example, through social interactions. This study examines social interaction as an alternative approach to improving English language proficiency. A total of 93 students participated in the study. Sixty of the students were from the school of education, and 38 were from a private university. The participants took an Online English level and vocabulary test as part of data collection of this study. The data analysis was conducted using two multiple regression models in SPSS version 22. The multiple regressions yielded a correlational report between the social circle and English language proficiency among the students. Results demonstrated that the students’ social circle was close (M=60). These variables are not critical when accounting for social and close circles independently in a regression model. Only vocabulary was detected as a significant factor influencing the students’ English proficiency. However, the interaction between the social circle and vocabulary positively contributes to English proficiency. This finding supports the social capital in which learning can be enhanced through social interactions within a social circle. Furthermore, this finding calls for teachers’ and education practitioners’ attention to facilitate vocabulary learning through social interactions.

Channeling assessments in English language learning via interactive online platforms Astri Yulia; Nor Azilah Husin; Faiz I Anuar
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i2.14103

Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.

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