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All Journal Jurnal Ilmiah Mandala Education (JIME) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of Language and Literature Studies
Tawali Tawali
Universitas Pendidikan Mandalika
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Problems of Online Learning during Covid-19 Pandemic in Speaking For Professional Context Class Sri Ariani; Tawali Tawali
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 1 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i1.3783

Abstract

Indonesia's Government has made policy in the education sector due to the COVID-19  pandemic situation. Previously teaching and learning process especially in the higher institution is held face to face, and it switches to fully online learning. This situation forces the lecturer and students to adopt online learning and effected to their learning experiences. This current study is aimed at analyzing the students’ difficulties during online learning in speaking for professional context subject during COVID-19  situation. This research was held using a descriptive qualitative method approach. The data was obtained from an online questionnaire and interview conducted to 45 students of the second semester of the English Department who joining speaking for professional context class at Universitas Pendidikan Mandalika in Mataram, West Nusa Tenggara, Indonesia. The findings of the research revealed various problems for students as indicated in the current research. A total of 5 problems arose during online learning in the Speaking for Professional class. The arisen problem was: The first problem was related to Youtube video as the source of learning materials. The second problem was dealing with the students’ difficulties in elaborating the materials given by the lecturer during an online class. The third problem was related to the students’ procedure in doing the project or assignment given by the lecturer. The fourth problem was dealing with Students’ limitations in accessing ZOOM Meetings. The Students’ learning equipment and supporting facilities also contributed as the fifth arisen problems of the students while having online learning during COVID-19  pandemic situations. The findings provide information for further development and improvement in online teaching and learning procedures. Further research on the strategy of how the students face the challenge and adapt are encouraged.
Enhancing Vocabulary Mastery through Applying Visual Auditory Kinesthetic (VAK): A Classroom Action Heri Hidayatullah; Sirojil Munir; Tawali Tawali
Journal of Language and Literature Studies Vol. 2 No. 1 (2022): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (184.988 KB) | DOI: 10.36312/jolls.v2i1.721

Abstract

Vocabulary mastery is paramount to support the four language skills and it determines the success of students’ communication after grammatical competences. lexical competence is assumed as the second competence to that of the grammar. One of the alternatives in teaching vocabulary is visual auditory kinesthetic (VAK). This classroom action research (CAR) aimed at applying the VAK due to the students’ difficulties in memorizing new vocabulary especially the abstract noun. The procedure of the CAR comprises planning, acting, observing, and reflecting. Each stage has activities to attain the research goals. The subjects of this study were the Seventh Graders of SMP Islam Al-Badriyah. There were a  vocabulary test, questionnaire, and observation sheet as the research instruments. Then, the data was analyzed using both quantitatively and qualitatively. The findings from the vocabulary test showed that 21 out of 25 students passed the settled minimum criteria or the mean score fell on 77. It found out the students were active participation, paid good attention to the material and showed enthusiasm in the English class. It can be concluded that the application of the VAK could increase not only the students’ vocabulary mastery but also classroom participation. In addition, the result of this current study proved that the application of VAK as one of the teaching alternatives could lead the students in memorizing abstracted vocabularies.
Exploring Metacognitive Strategies In English Language Learning For Non-Language Students Fathurrahman Imran; Tawali Tawali; Jumadil Jumadil
Jurnal Ilmiah Mandala Education (JIME) Vol 12 No 1 (2026): Jurnal Ilmiah Mandala Education (Januari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v1i2.9983

Abstract

This study aims to describe the application of metacognitive strategies in English language learning among students of the Management Study Program at Mandalika University of Education. Metacognitive strategies are considered important because they help students manage their thinking processes, organize learning strategies, and reflect on learning outcomes. This study uses a mixed methods approach with quantitative and qualitative descriptive approaches. A total of 35 active students were selected as respondents through purposive sampling. Data were collected using a metacognitive strategy questionnaire and semi-structured interviews. Descriptive analysis results show that the overall level of metacognitive strategy application among students is in the high category with an average score of 3.98. The planning dimension ranked highest with an average score of 4.18, followed by the monitoring dimension with a score of 3.92, and the evaluating dimension with a score of 3.85. Qualitative findings supported these results by showing that most students had good learning awareness, although the aspects of reflection and self-evaluation were not carried out consistently. The results of this study confirm that the application of metacognitive strategies plays an important role in shaping independent and reflective learners, as well as forming the basis for the development of a more effective English learning model for non-language students in higher education.
Co-Authors Heri Hidayatullah Imran, Fathurrahman Jumadil Jumadil Sirojil Munir Sri Ariani