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This Author published in this journals
All Journal VISION Journal of English Teaching and Applied Linguistics (JETAL) Journal of English Education and Linguistics
Fitriani Fitriani
STAIN Mandailing Natal
Education Languange, Linguistic, Communication & Media Social Sciences Other

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DIGITAL TOOLS AND STUDENTS’ SPEAKING SKILL Fitriani Fitriani
VISION Vol 16, No 2 (2020)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (619.051 KB) | DOI: 10.30829/vis.v16i2.814

Abstract

Teaching speaking to EFL learners is tremendouslychallenging. Having learned English for years at school andacquired sufficient vocabulary and grammatical features,students remain struggling to speak English effortlessly. Forthat matter, employing digital tools in teaching speaking canbe regarded as a prospective solution since some of which areparticularly designed for English language learning. Thesetools equip teachers with unlimited and up-to-date resourcesas well as facilitate students to be a lot more involved in thelearning activities and are expected to better perform theirspeaking ability. Accordingly, researcher utilized some digitaltools to teach students speaking skill to figure out the impacton their learning growth. This research employed quantitativeapproach to portray in detail the statistic descriptive ofstudents’ scores which reflects students’ speaking proficiencyprogress and their perspective and attitude regarding theelectronic devices use. From this data, further, it could beconsidered the benefits, disadvantages and follow up steps toescalate the potential application of such tools in teachingspeaking.
WHATSAPP TO TEACH ENGLISH REMOTELY IN A LOW-TECH CLASS: TEACHER’S PERSPECTIVE Fitriani Fitriani
Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v1i2.245

Abstract

This study aims at addressing English teacher’s perspective about integrating WhatsApp (WA) into a university-level English class in STAIN Mandailing Natal. The data includes interviews with the teacher and observation on class postings in WA group and student-teacher timeline for four meetings. The data were analyzed qualitatively, and interpretively, resulting in three emerging themes about the WA to teach English remotely in low-tech classroom: the implementation of WA for online teaching, managing online learning activities in WA group and teacher’s constrains in applying WA in teaching online. The result of analysis indicates that WA is considered effective to teach English remotely in a limited internet connection classroom. With some adjustments to the instructional design, teaching and learning process could run well. However, due to the lack of students-teacher direct interaction, virtual class could not go as engaging as face-to-face learning in the classroom.
How Mastery of Linking, Reduction and Assimilation Predicts EFL Learners’ TOEFL Listening Proficiency Fitriani Fitriani; Akhrif Yahsya
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2051

Abstract

TOEFL is an international benchmark of academic English proficiency, yet its listening section remains the most demanding because it requires the rapid, real-time processing of natural speech. The difficulty intensifies when connected-speech features—linking, reduction, and assimilation—shift word boundaries and alter pronunciations, posing considerable challenges for test-takers. This study examined how learners’ mastery of these features relates to their listening performance, particularly in TOEFL, using a convergent mixed-method design. Learners completed a TOEFL-like listening test and a connected-speech test developed from a connected-speech analysis of the listening materials. Results indicated that connected-speech skills significantly predicted listening comprehension, with linking generally easier to process, while reduction and assimilation frequently caused misperceptions. These findings highlight that limited mastery of connected speech directly affects listening performance and underscore the need for targeted, feature-specific instruction. Pedagogically, to enhance listening instruction—especially in TOEFL preparation training—the curriculum should integrate intensive practice with authentic materials that train students to comprehend and produce connected speech, thereby improving their listening performance and maximizing their TOEFL listening outcome.
Co-Authors Akhrif Yahsya