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All Journal Tarling : Journal of Language Education Al Lughawiyaat Journal of English Language Teaching and Literature (JELITA)
Magdahalena Tjalla, Magdahalena
STAIN Parepare
Arts Education Languange, Linguistic, Communication & Media

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Personalized English Online Assessments to Improve Students Engagement Based on Learning Oriented Approach (An Action Research) Rahmayani; Tjalla, Magdahalena; Arqam; Haris Sunubi, Abd.; Zulfa
Tarling : Journal of Language Education Vol. 8 No. 2 (2024): Desember
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v8i2.11180

Abstract

Problems related to the assessment such as technical issues, attitude toward the assessment, honesty, and participation, became highlight issues in researcher’s online classroom. The researcher experienced that there seemed a tendency where the previous assessments were only required to achieve the minimum completeness criteria with less regard to the learning engagement, impression as well as the value of learning. This research used an action research as the design. For data collection, the researcher obtained them through deep interview to the students, continues observation, as well as students assessment result in all cycles. The data analysis technique used a simple statistical data analyses for students assessment result, and domain analysis for interview and observation. The finding of the research showed that the personalized online learning assessment administered by the researcher was focusing on how the assessment brought impact to the students learning. The personalization was done in three classroom segments; pre, while, and post class, with two cycles. It was concluded that the personalization had given impressions on students’ learning engagement. As the result, it could be seen that the assessment had given a significant improvement to their learning outcomes; either to their daily test, classroom participations, as well as motivation.
The Professional Role of Teachers in Integrating Interactive Media in English Language Learning in Schools Audina, Mia; Zulfah, Zulfah; Sunubi, Abdul; Mujahidah, Mujahidah; Tjalla, Magdahalena
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.v6i1.11520

Abstract

This study aims to describe the level of English teachers' professionalism in integrating interactive media in learning and to identify the factors that influence its implementation in schools. A descriptive quantitative approach was employed, involving a sample of 50 English teachers from various education levels. The research instrument consisted of a Likert-scale questionnaire that measured aspects of teacher professionalism, frequency of interactive media use, and supporting or inhibiting factors. The results showed that the overall mean score for teacher professionalism was 3.65 with a standard deviation of 0.90. The highest score was found in the student engagement indicator (mean = 3.80; SD = 0.97), and the lowest was in the frequency of media use (mean = 3.42; SD = 0.86). Regarding factors influencing media use, the highest mean scores were in perceived learning effectiveness (mean = 4.28; SD = 0.78), student interest (mean = 4.24; SD = 0.87), and teachers' motivation for self-development (mean = 4.20; SD = 0.95). Meanwhile, training support from schools showed the lowest score (mean = 3.98; SD = 1.06), indicating the need for stronger institutional support. In conclusion, while teachers show a positive attitude toward interactive media, its optimal integration is still limited by training, facilities, and time management constraints.‎   Keywords:‎ Teacher Professionalism, Interactive Media, English Language Learning
Students’ Self-Efficacy in Learning English: A Case Study of Seventh-Grade Students at Mts Putri DDI Mangkoso M, Ulfah Hani; Sunubi, Abdul Haris; Arqam, Arqam; Tjalla, Magdahalena; Dalle, Ambo
JELITA Vol 7 No 1 (2026): IN-PRESS Issue Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i1.1221

Abstract

This study examines the impact of students’ self-efficacy on their performance in classroom English learning and identifies factors influencing the self-efficacy of seventh-grade students at MTs Putri DDI Mangkoso. Employing a qualitative case study design, data were collected through participant observation, semi-structured interviews, and documentation involving seven purposively selected students. Data were analysed using an interactive model consisting of data reduction, data display, and conclusion drawing/verification. The findings indicate that self-efficacy positively influences English learning performance; students with higher self-efficacy achieved better scores and demonstrated more active participation. Mastery experiences emerged as the strongest source of self-efficacy, followed by vicarious experiences through peer observation, verbal persuasion from teachers and peers, and physiological or emotional states such as speaking anxiety. Key challenges included fear of negative evaluation, limited English exposure beyond the classroom, and restricted access to authentic practice within the boarding school context. Strengthening self-efficacy through gradual success experiences, supportive classroom environments, constructive feedback, and emotional regulation is essential to enhance students’ motivation and performance. This study offers in-depth qualitative insights and practical implications for teachers and school administrators.
Co-Authors Abdul Haris Sunubi Ambo Dalle Arqam Arqam, Arqam Haris Sunubi, Abd. M, Ulfah Hani Mia Audina, Mia Mujahidah Mujahidah Rahmayani Sunubi, Abdul Zulfa Zulfah Zulfah