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All Journal Cakrawala Pendidikan ELITE Journal: Journal of English Linguistics, Literature, and Education REiLA: Journal of Research and Innovation in Language Al-Mujahidah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah JEELS (Journal of English Education and Linguistics Studies) ELOQUENCE: Journal of Foreign Language Dirasatul Ibtidaiyah Journal of English Teaching and Linguistic Issues (JETLI) Innovative: Journal Of Social Science Research Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan)
Andi Nurwati, Andi
IAIN Sultan Amai, Gorontalo, Indonesia
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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The impact of language environment and learning motivation on English learning outcomes in Indonesian Islamic university Nurwati, Andi; Gusnawaty, Gusnawaty
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.4897

Abstract

In response to the growing demand for transformative English education in Islamic higher education, this study investigates the interplay among language environment, school background, and learning motivation in shaping English learning outcomes in Islamic higher education. Employing a quantitative research design with path analysis, the study examines both the direct and indirect effects of these variables on students’ English proficiency. Data were collected from 77 undergraduate students at State Islamic Institution of Sultan Amai Gorontalo through objective English proficiency tests and structured questionnaires. The findings reveal that learning motivation plays a pivotal mediating role, accounting for 27.98% of the variance in English learning outcomes. Although the language environment exerts a significant indirect effect through motivation (1.60%), its direct influence on learning outcomes is minimal (0.31%). Likewise, school background shows no significant direct effect on English achievement, suggesting a “transitional reset effect” as students adjust to the higher education context. These results challenge traditional assumptions regarding the roles of prior schooling and learning environment, emphasizing motivation as a central factor in English learning. The study contributes to second language acquisition theory by integrating institutional and psychological perspectives within Islamic higher education and highlights the need for motivation-driven, culturally responsive instructional strategies.
Students’ and Teachers’ Perceptions of Diagnostic Tests in English Language Learning: A Case Study at Vocational High School 1 Limboto Daud, Sintiya; Nurwati, Andi; Habibie , Alvons
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

This study explores students’ and teachers’ perceptions of diagnostic tests in English language learning at Vocational High School 1 Limboto, aiming to understand their roles, benefits, and implementation challenges within the Merdeka Curriculum context. Using a qualitative case study design, data were collected through in-depth interviews, classroom observations, and document analysis conducted between March–May 2025. Findings reveal that teachers routinely administer diagnostic tests at the beginning of each semester to map students’ initial abilities—particularly in grammar, vocabulary, and reading—and possess a strong conceptual understanding of diagnostic assessments as tools for identifying strengths and weaknesses, grouping learners, and designing differentiated instruction. Students perceive these tests as valuable reflective tools that enhance awareness of their learning needs and support focused skill development. Implementation is effective in preparation and administration stages but suboptimal in follow-up, as grouping and remedial actions remain informal. Supporting factors include teachers’ experience, clear planning, and positive classroom environments, while constraints involve limited time and institutional support. The study contributes to the literature by contextualizing diagnostic assessment in vocational education, highlighting the gap between understanding and practice, and emphasizing the need for systematic follow-up strategies to fully leverage assessment results in improving learning outcomes.
Co-Authors Afrianti Uwente Akhmad, Zulkifli Ali, Putri R Aljunaid Bakari Andi Muhammad Akhmar, Andi Muhammad Asmiati S. Ape B. Kasamo, Nur Afni Cindy Pobela Daud, Sintiya Dewi Yulianti Enni Akhmad, Enni Febry Rizki Susanti Kalaka Gusnawaty Gusnawaty Habibie , Alvons Hamdana, Sri Andini Harni Jusuf Helingo, Adimawati Hikmawati Hikmawati Ilham, Moh. Iskandar, Suhendra Ismi S. Otoluwa Kadir Ismail, Abdul Karmila Iskandar La Aba LUKMAN, LUKMAN Moji, Erlina Nadjamuddin, Asriyati Putri Ananda Radjulani, Azmi Ratna Hestiana Rinaldi Datunsolang Sabrina Najib Mohamad Sefiawanda Mamonto Sitti Rahmawati Talango Sukma Ayu Tuluki, Nurhayati Wiwik Handayani Zohrawaty Hiola