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All Journal Journal of Language Education, Linguistics, and Culture 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: JOURNAL OF ENGLISH LANGUAGE TEACHING 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): 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.
Creating an English-Speaking Community: A Qualitative Case Study of Students’ Experiences of Using English Beyond the Classroom Wulandari, Amelia; Fajriansyah, Syukron; Tjalla, Magdahalena
J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 6 No. 2 (2026): J-LELC: Journal of Language Education, Linguistics, and Culture
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/j-lelc.2026.30332

Abstract

English clubs are widely studied in Indonesian EFL research, yet most existing studies frame such clubs primarily as instruments for producing measurable gains in speaking competence, leaving the social and experiential processes through which an English-speaking community is created comparatively unexamined. This qualitative case study explored students’ experiences of using English beyond the classroom through the English Club of the English Education Study Program, Faculty of Tarbiyah, IAIN Parepare, using Communities of Practice as an interpretive lens. Data were collected through a semi-structured written questionnaire distributed to English Club members; following screening against the study’s inclusion criteria, sixteen of twenty original responses (P1–P16) were retained for reflexive thematic analysis. Findings showed that students experienced English use in the club as a progression from initial nervousness to gradually increasing confidence, facilitated by a relaxed, non-judgmental atmosphere and by learning mediated through peers rather than pursued individually. English use was encouraged by peer support, peer modelling, tutor encouragement, and habitual practice, and discouraged by fear of mistakes, limited vocabulary, classroom-carried evaluation apprehension, and a social concern about being perceived as showing off; language choice was managed through flexible, situation-dependent code-switching. Participation contributed to the creation of an English-speaking community through newcomers’ peripheral participation, internalized shared expectations, and a shared improvement goal sustained by peer and tutor relationships, although the sense of community was not uniformly stable across members or sessions. The study extends the Communities of Practice framework to a student-run, extracurricular English-speaking community within an Islamic higher education context and offers a process-oriented alternative to outcome-oriented framings of English clubs in prior research.
Co-Authors Abdul Haris Sunubi Ambo Dalle Amelia Wulandari Arqam Arqam, Arqam Fajriansyah, Syukron Haris Sunubi, Abd. M, Ulfah Hani Mia Audina, Mia Mujahidah Mujahidah Rahmayani Sunubi, Abdul Zulfa Zulfah Zulfah