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All Journal Jurnal Pendidikan dan Pengajaran Al-Lisan EDULITE: Journal of English Education, Literature and Culture EDUVELOP (Journal of English Education and Development) ELS Journal On Interdisciplinary Studies in Humanities MATAPPA: Jurnal Pengabdian Kepada Masyarakat Journal of English Teaching and Applied Linguistics (JETAL) Inspiring: English Education Journal Pedagogy : Journal of English Language Teaching Borneo Educational Journal (Borju) Interference: Journal of Language, Literature, and Linguistics Journal Of Academia In English Educations (JADEs) LETS: Journal of Linguistics and English Teaching Studies International Journal of Research on English Teaching and Applied Linguistics Al-Lisan: Jurnal Bahasa EPIGRAM (e-journal) Room of Civil Society Development AKSELERASI: Jurnal Pengabdian Masyarakat Malaqbiq : Jurnal Pengabdian kepada Masyarakat. Room of Civil Social Development
Nihla Afdaliah
Sekolah Tinggi Agama Islam Majene
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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An Analysis of Phonological, Morphological and Syntactical Errors on Teachers’ Talk in EFL Classroom NIHLA AFDALIAH
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 1 (2022): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i1.790

Abstract

This study investigated the teachers’ talk errors from phonological, morphological and syntactical aspects committed by EFL teachers during classroom instruction. It employed descriptive qualitative research. Through recording and transcription of teachers’ classroom meetings, the researcher found that the errors of teachers' talk occurred 96 times and the phonological errors dominated the teachers’ talk errors. It reached 55.2 % or occurred 53 times. The phonological errors covered the mispronouncing of pure vowels, diphthongs, triphthongs and some consonants. Furthermore, the second type of error was syntactical errors. They were committed 34 times or reached 35.4%. the errors comprised the incorrect word order and sentence structure or the misuse of tense. Meanwhile, the morphological errors were done 9 times or only reached 9.4 %. The errors included the misuse of verb, noun and pronoun. The result of the study revealed that the EFL teachers who are supposed to be role models in using proper English, frequently make errors during classroom interaction. so that the result of the study is significant and expected to be able to raise the awareness of the EFL teachers about the importance of teacher talk in classroom interaction.
The Diagnostic TOEFL Reading Pretest as a Self-Efficacy and Motivational Catalyst in an IndonesianIslamic University EFL Classroom Wahyu Wahyu; Nirwana Darwis; Dewi Purwati; Nihla Afdaliah; Arifuddin Balla
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14555

Abstract

Diagnostic pretests are routinely administered in EFL classrooms yet remain underexplored as motivational and self-efficacy events. This qualitative case study examines how a single pre-instructional TOEFL reading diagnostic pretest shaped the self-efficacy beliefs, motivational orientations, and learning intentions of 32 fourth semester Indonesian EFL students at one of the Islamic universities in Bone Regency, South Sulawesi. Semi structured interview data collected immediately after the pretest but before any formal instruction reveal three consistent patterns: the pretest functioned as a reality check that recalibrated rather than discouraged students; the discovery of specific knowledge and skill gaps through the pretest triggered purposeful rather than avoidant responses; and the encounter produced concrete, student generated learning intentions that students articulated without any instructional prompting. These findings extend self-efficacy theory and assessment for learning frameworks into the Indonesian Islamic EFL context and offer practical implications for the intentional pedagogical use of diagnostic assessment in reading courses.
INTEGRATING DUOLINGO AND QUIZIZZ IN ENGLISH LANGUAGE LEARNING FOR CIVIL ENGINEERING STUDENTS: A LITERATURE REVIEW Juvrianto Chrissunday Jakob; Sylvia Irene Persulessy; Reynold Pieter Jordan Vigeleyn Nikijuluw; Phuong Le-Hong; Nihla Afdaliah
Epigram Vol 23 No 1 (2026): Vol. 23 No. 1 Tahun 2026
Publisher : Politeknik Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32722/epi.v23i1.8348

Abstract

English proficiency is an essential skill for civil engineering students, as it supports their ability to access technical information, understand engineering literature, and communicate ideas in academic and professional contexts. However, many students still face challenges in developing adequate English language skills due to limited motivation and conventional learning approaches. The integration of digital technology has emerged as a promising solution to enhance language learning in higher education. This study aims to examine the potential use of Duolingo and Quizizz in supporting English language learning for civil engineering students. The study employs a literature review method by analyzing previous studies related to technology-assisted language learning. The results indicate that Duolingo contributes to vocabulary acquisition and grammar development through gamified learning activities, while Quizizz enhances student engagement and supports formative assessment through interactive quizzes. The findings suggest that integrating mobile learning applications into English language learning can create more engaging and flexible learning environments. Therefore, technology-based learning tools have the potential to improve English language competence among civil engineering students and support more effective language learning practices in higher education.
Strategy-Pedagogy Mismatch in Teaching Grammar to Gen Z EFL Learners in West Sulawesi Nihla Afdaliah; Sri Ananda Pertiwi; Wahyu; Muhammad Mukhtar Aliyu
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6208

Abstract

Despite continuous pedagogical refinement and extensive use of multimedia resources, grammar learning outcomes among EFL learners often remain below academic expectations, particularly in higher education contexts where grammatical accuracy is essential for academic writing. This study aims to investigate the mismatch between grammar teaching strategies and grammar learning strategies among Gen Z EFL learners, and to examine how such mismatch influences grammar learning effectiveness. Employing an explanatory mixed-method design, quantitative data were collected through a grammar learning strategy questionnaire administered to undergraduate students and a grammar teaching strategy inventory completed by the lecturer, while qualitative data were obtained from semi-structured interviews and analysis of grammar-related writing tasks. The findings indicate that learners employ a range of grammar learning strategies, with a strong reliance on technology-mediated strategies. Grammar instruction is characterized by explicit explanation and intensive multimedia use; however, opportunities for interactive practice and application-oriented assessment remain limited. This condition generates strategy–pedagogy mismatch, manifested in instruction–practice mismatch, assessment–application mismatch, and strategy–cognition mismatch. Qualitative evidence shows that although learners perceive grammar instruction as clear and supportive, many struggle to retain grammatical knowledge and apply it independently in writing tasks. These conditions contribute to fragile grammar retention, limited grammar internalization, and cognitive passivity in grammar learning. The study concludes that persistent grammar learning difficulties are not caused by insufficient instructional effort, but by strategy–pedagogy mismatch. Pedagogically, the findings suggest the need for grammar instruction that integrates practice-intensive learning cycles, application-oriented assessment, and pedagogically guided use of digital tools to strengthen grammar retention and promote independent grammatical control among Gen Z EFL learners.
Peningkatan Kompetensi Dasar Analisis Data melalui Webinar SPSS bagi Peneliti Pemula di Indonesia Timur Sri Ananda Pertiwi; Heri Alfian; Wahyu Wahyu; Rawuh Yuda Yuwana; Nihla Afdaliah
AKSELERASI: Jurnal Pengabdian Masyarakat Vol 4 No 2 (2026): AKSELERASI: Jurnal Pengabdian Masyarakat
Publisher : PT. Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/ajpm.v4i2.236

Abstract

Kemampuan analisis data merupakan kompetensi esensial dalam penyusunan karya ilmiah, namun masih banyak mahasiswa, guru, dan peneliti pemula mengalami kesulitan menggunakan perangkat lunak IBM SPSS. Pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi dasar peserta dalam melakukan pengolahan dan interpretasi data menggunakan SPSS melalui webinar berbasis praktik. Kegiatan dilaksanakan secara daring melalui Zoom pada 29 Agustus 2026 diikuti oleh 18 peserta yang terdiri atas mahasiswa tingkat akhir dan dosen di wilayah Indonesia Timur. Metode yang digunakan meliputi tahap persiapan, implementasi, dan evaluasi melalui pre-test dan post-test. Hasil menunjukkan peningkatan nilai rata-rata dari 55,56 pada pre-test menjadi 69,00 pada post-test dengan kenaikan sebesar 13,44 poin. Selain itu, standar deviasi menurun dari 19,62 menjadi 12,87 yang menunjukkan kemampuan peserta menjadi lebih merata setelah pelatihan. Webinar SPSS Starter terbukti efektif sebagai sarana untuk meningkatkan literasi analisis datadan dapat menjadi model pelatihan daring yang mudah diakses bagi masyarakat akademik.
Co-Authors Achmad Taqlidul Chair Fachruddin Afredy Krismahuddin Arifuddin Balla Darwis, Nirwana Devi Triani Dewi Purwati Djalaluddin, Mawardi Harclinda Heri Alfian Jakob, Juvrianto Chrissunday jelita, jelita Kamariah, A. Marliana, Rina Mufti Hatur Rahmah Muhammad Mukhtar Aliyu Muhyiddin Muhyiddin Mukrimaturrezqi, Mukrimaturrezqi Mulyani ,, Mulyani Nur Fadillah Nurchalis Nuralima, Rizka Nurchalis, Nur Fadillah Nurhamdah, Nurhamdah Nursia Persulessy, Sylvia Irene Pertiwi, Sri Ananda Phuong Le-Hong Rabiatul Adawiah Raden Mohamad Herdian Bhakti Rahmah Bakoko Rahman, Riswandi Rawuh Yuda Yuwana Reynold Pieter Jordan Vigeleyn Nikijuluw Rismawati Rismawati Sariana Sariana, Sariana Selvianah Selvianah Sidratul Muntaha Syamsinar Syaphira, Syaphira Uswatunnisa Wahyu Wahyu