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Unveiling English Speaking Competence: A Portrait of First-Semester Students in the Foreign Language Development Program Wafi, Abdul; Febrianingrum, Lasmi; Rahmawati, Fithriyah
PANYONARA: Journal of English Education Vol. 7 No. 1 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i1.16731

This research delves into the English-speaking competence of first-semester students enrolled in the Foreign Language Development Program (FLDP) at IAIN Madura. Through a survey of 279 students across four faculties, the study investigates the current state of English-speaking proficiency and identifies factors influencing it. The findings reveal that a majority of students self-rate their speaking skills as basic, with limitations in vocabulary, pronunciation, and confidence hindering their fluency. This highlights the need for targeted interventions, including increased speaking practice, vocabulary instruction, and a supportive classroom environment to enhance students' English-speaking competence and prepare them for academic and professional communication in a globalized world. The study identifies key factors influencing speaking fluency, including lack of self-confidence, low motivation, and limited prior exposure to English. It emphasizes the importance of addressing these factors through effective language instruction, incorporating task-based learning, communicative approaches, and providing adequate institutional support. The research underscores the need for a comprehensive approach to language instruction that prioritizes increased speaking practice, vocabulary instruction, and a supportive classroom environment to improve students' English-speaking competence and prepare them for the demands of academic and professional communication in a globalized world.

Fostering 21st-Century Skills for Sustainable Education through Language Learning Beliefs and Practices: A Narrative Inquiry Rahmawati, Fithriyah; Putikadyanto, Agus Purnomo Ahmad; Efendi, Agik Nur
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 1st International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v1i.19130

Moving further to the 21st century, education needs to provide students with essential knowledge and the abilities required for succeeding in a global interconnection and sustainable environment. The role of foreign language education is crucial in this transformation, but the perceptions of teachers and students regarding language learning are just as significant. Through narrative inquiry, this study explored the foreign language teachers' beliefs toward language learning and a story of how the beliefs foster 21st-century skills- like critical thinking, communication, and global awareness- within a sustainable education context. The analysis revealed two topics of discussion: 1) the influence of personal beliefs on teaching practices and 2) the emphasis on 21st-century skills in classroom practice for sustainable education. The study provides implications for teachers, practitioners, educational institutions, and stakeholders.

The Implementation of Authentic Assessment in Speaking Tests for Secondary School Students Karisma Putri Lestari, Leady; Rahmawati, Fithriyah; Amelia, Indah; Utami, Nita Aprilia; Handayani, Rini
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 10 No. 2 (2025): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v10i2.1231

The use of authentic assessment in speaking tests has gained greater significance to close the gap between theory and practice in the classroom. Although its value in measuring actual language skills in everyday life is known, its effective implementation by teachers remains a problem and inconsistencies in measuring students' speaking skills are the result. This study aims to explore the implementation of authentic assessment in speaking tests in SMA Negeri 5 Pamekasan, namely the implementation processes employed by teachers and the impact towards the students' actual speaking abilities. Conducting a qualitative descriptive study, data were collected using interviews, observation, and documents to represent the naturalistic nature of the classroom and the teachers' assessment strategies. The study reveals that SMA Negeri 5 Pamekasan teachers have informal and formative tests that involve reading aloud, pronunciation, intonation, and confidence measures in classroom interactions. Question-answer and reading aloud are some of the strategies used to overcome the students' shyness to speak and judge more realistically their communications. The study concludes that authentic assessment, when properly understood and implemented, exactly measures students' speaking skill under actual circumstances and helps teachers know how to direct further improvement. This study provides implications and pedagogical suggestions for teachers to enhance authentic assessment practice in English speaking courses.

The Implementation of Authentic Assessment in Speaking Tests for Secondary School Students Karisma Putri Lestari, Leady; Rahmawati, Fithriyah; Amelia, Indah; Utami, Nita Aprilia; Handayani, Rini
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 10 No. 2 (2025): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v10i2.1231

The use of authentic assessment in speaking tests has gained greater significance to close the gap between theory and practice in the classroom. Although its value in measuring actual language skills in everyday life is known, its effective implementation by teachers remains a problem and inconsistencies in measuring students' speaking skills are the result. This study aims to explore the implementation of authentic assessment in speaking tests in SMA Negeri 5 Pamekasan, namely the implementation processes employed by teachers and the impact towards the students' actual speaking abilities. Conducting a qualitative descriptive study, data were collected using interviews, observation, and documents to represent the naturalistic nature of the classroom and the teachers' assessment strategies. The study reveals that SMA Negeri 5 Pamekasan teachers have informal and formative tests that involve reading aloud, pronunciation, intonation, and confidence measures in classroom interactions. Question-answer and reading aloud are some of the strategies used to overcome the students' shyness to speak and judge more realistically their communications. The study concludes that authentic assessment, when properly understood and implemented, exactly measures students' speaking skill under actual circumstances and helps teachers know how to direct further improvement. This study provides implications and pedagogical suggestions for teachers to enhance authentic assessment practice in English speaking courses.

Relevansi Prinsip Kesopanan Leech dengan Pendidikan Karakter pada Tuturan Guru dalam Interaksi Pembelajaran Siswa Usia Dini Rahmawati, Fithriyah; Luthfatun Nisa'
Kiddo: Jurnal Pendidikan Islam Anak Usia Dini SPECIAL EDITION: ARAKSA I
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/kiddo.v1i1.10253

This research aims to discuss the extent to which politeness strategies are applied by teachers and students in classroom interactions and to analyze the types of politeness maxims based on the theory proposed by Geoffrey Leech. The method used in this research is qualitative with a descriptive approach. The research subjects involved are 1st-grade elementary school students, educators, educational staff, and parents of students at SDI Al Uswah Pamekasan. The findings of this research consist of the distribution of maxims analyzed based on Leech's politeness principles theory, with the percentage of usage of politeness principles and the 6 maxims of the politeness principle of tact ranking highest in their usage in conversations between teachers and students during the course of learning. The six maxims proposed by Leech include the maxim of tact, the maxim of generosity, the maxim of praise, the maxim of modesty, the maxim of agreement, and the maxim of sympathy. The conclusion of this research is that each maxim proposed by Leech can be found in the interaction process between teachers and students, with language delivery based on the principle of politeness.

Program Bimbingan Belajar Bahasa Asing bagi Siswa Sekolah Dasar Selama Masa Libur Sekolah di Desa Larangan Dalam Kecamatan Larangan Kabupaten Pamekasan Rahmawati, Fithriyah; Komariyah, Elita Isti; Ardiansyah, Ferdi
Dharma: Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2023): Juni
Publisher : LPPPM STAI Darul Hikmah Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35309/dharma.v3i2.57

This community service was about a foreign learning course for elementary students in the Larangan Dalam Village during the semester break. By conducting this program, the students had an interesting activity that enable them to improve their skills in Arabic and English languages. The current program was one of the agendas of the facilitators of the Community Service Lecture (KPM) of the Tarbiyah Faculty IAIN Madura in 2022. The community service was attended by approximately 20 students in every meeting. The result of the community service was about their interest in learning and their achievement after the course. During the course, the students were learning Arabic and English language calmly, comfortably, and enthusiastically. The program also gained positive responses from the students, parents, and community of Larangan Dalam.

Examining The Relationship Between AI-Based Language Learning Engagement and Grammar Achievement: Evidence From Duolingo Use Ghafur, Abdul; Rahmawati, Fithriyah; Baidawi, Achmad
re-JIEM (Research Journal of Islamic Education Management) SPECIAL ISSUE OF 1-ST INCOME (INTERNATIONAL CONFERENCE ON MANAGEMENT AND EDUCATION)
Publisher : Islamic Education Management Study Program, Tarbiyah and Teacher Training Faculty, State Islamic University of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/re-jiem.vi.24288

Nowadays, the usage of AI-based language learning applications has been increasing over time, where students are able to learn any languages easily anytime and anywhere. This such phenomenon raised some questions related to its usage duration (screen time) alongside the learners’ grammatical competence. Therefore, this research aimed to explore and examine the relationship between students’ screen time of an AI-based language learning app, namely Duolingo, and their grammar achievement. This research was conducted using a quantitative, non-experimental design. The data were analyzed on IBM SPSS Statistics, including descriptive analysis, normality test, and Spearman rank-order correlation. The correlation coefficient (ρ) at 0.061 and the p-value at 0.749, with the set of significance level at alpha (α) 0.05. Those results revealed an extremely weak and not statistically significant relationship between Duolingo screen time and grammar achievement. Furthermore, these findings suggest that the duration of learning on Duolingo alone may not be strongly enough associated with their grammar competence. Alongside these findings, the authors would like to emphasize the importance of learning quality over the duration of usage itself.

Improving a Skills of EFL Students Using Duolingo in a Rural Madurese School Aini, Syarifah; Raihany, Afifah; Rahmawati, Fithriyah
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107467

Speaking skill is one of the main challenges for EFL (English as a Foreign Language) learners, especially in rural areas with limited access to authentic communication and digital technology. This study aimed to examine the effectiveness of the Duolingo application in improving the English-speaking skills of eighth-grade students at MTs Nurul Huda Al Maroniyah Sampang. This research employed a pre-experimental one-group pretest-posttest design with a total of 30 students as participants. The research procedure consisted of a pretest, three weeks of treatment using Duolingo, and a posttest. The main research instrument was a speaking test that assessed five aspects: fluency, grammar and accuracy, pronunciation, vocabulary use, and comprehensibility, scored on a 1–5 Likert scale. Data from the pretest and posttest were analyzed using the Wilcoxon Signed-Rank Test via SPSS 25 to determine the statistical significance, and effect size was calculated to measure the magnitude of improvement. The results revealed a statistically significant improvement in students’ speaking skills (p = 0.000) with a very large effect size (r = 0.861). These findings indicate that Duolingo can be an effective, engaging, and practical tool for developing speaking skills in resource-limited educational contexts, particularly in rural Islamic junior high schools in Indonesia. Future studies are recommended to explore the combination of Duolingo with live speaking practice or compare its effectiveness with other mobile-assisted language learning applications.Keterampilan berbicara merupakan salah satu tantangan utama bagi siswa EFL (English as a Foreign Language), terutama di daerah pedesaan yang memiliki akses terbatas terhadap komunikasi autentik dan teknologi digital. Penelitian ini bertujuan untuk mengetahui efektivitas aplikasi Duolingo dalam meningkatkan kemampuan berbicara bahasa Inggris siswa kelas VIII MTs Nurul Huda Al Maroniyah Sampang. Penelitian ini menggunakan desain pra-eksperimental one-group pretest-posttest dengan total 30 siswa sebagai peserta. Prosedur penelitian meliputi tahap pra-ujian, perlakuan menggunakan aplikasi Duolingo selama tiga minggu, dan pasca-ujian. Instrumen penelitian berupa tes berbicara yang menilai lima aspek, yaitu kefasihan, tata bahasa dan ketepatan, pelafalan, penggunaan kosakata, dan keterpahaman, dengan skala penilaian Likert 1–5. Data pretest dan posttest dianalisis menggunakan uji Wilcoxon Signed-Rank melalui SPSS 25 untuk melihat signifikansi perbedaan, serta dihitung ukuran efek (effect size) untuk mengetahui besar pengaruh perlakuan. Hasil penelitian menunjukkan peningkatan kemampuan berbicara yang signifikan secara statistik (p = 0,000) dengan ukuran efek yang sangat besar (r = 0,861). Temuan ini menunjukkan bahwa Duolingo dapat menjadi alat yang efektif, menarik, dan praktis untuk mengembangkan keterampilan berbicara di lingkungan pendidikan yang minim sumber daya, khususnya di madrasah tsanawiyah pedesaan di Indonesia. Disarankan agar penelitian selanjutnya mengeksplorasi kombinasi Duolingo dengan praktik berbicara langsung atau membandingkan efektivitasnya dengan aplikasi pembelajaran bahasa lainnya.

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