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All Journal Journal on English as a Foreign Language (JEFL) Journal Of English Language and Education Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Journal of Educational Sciences Al Lughawiyaat Jurnal Abdimas
Suhartini Syukri, Suhartini
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Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : Al Lughawiyaat

 1 
EFL Students’ Digital Skill Challenges during Online Service Learning Lumiati, Lumiati; Nurfaidah, Sitti; Pehala, Ilfan Askul; Syukri, Suhartini; Abidin, Azwar
AL LUGHAWIYAAT Vol. 5 No. 1 (2024): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v5i1.5807

Abstract

This study aims to explore the challenges faced by EFL students when creating digital content during online service learning amidst the Covid-19 pandemic. Six students from the English Education Department at a higher education institution in Southeast Sulawesi participated in this study, selected based on their involvement in online service-learning activities during the pandemic. Data were collected through reflective journals. The findings revealed that participants encountered various internal and external challenges. Internal challenges included technical issues such as difficulties in memorizing scripts, editing videos, selecting suitable editing applications, designing thumbnails, and creating captions, all requiring creativity. Situational internal challenges involved filming independently, selecting appropriate content, engaging effectively in collaboration, and managing publicity. Emotional challenges encompassed uncertainty about starting the video production process and maintaining patience during the content creation. External technical issues included unstable internet connections and limited camera storage. Situational external challenges involved environmental noise, poor weather conditions, and the requirement to independently produce ten content videos.
EFL Students’ Common Errors in L2 Writing Amalia, Nurul Halisa; Syukri, Suhartini; Zur, Sarjaniah
AL LUGHAWIYAAT Vol. 5 No. 1 (2024): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v5i1.6415

Abstract

The purpose of this study is to investigate common errors that often occur in student writing The researcher used a qualitative design to explain and explore this research. The data was gathered from the students of first grade class of accounting at one of senior high school in Southeast Sulawesi, Indonesia and the number of samples was eight students out of thirty-four students. There is one type of instrument that is document of writing in recount text. It was used to collect this research data. The result showed that that there are some errors that often occur in student writing. However, in this study only took the four most common errors made by students especially in the form of words, punctuation, and capitalization and word choices. This study provides suggestion for teachers and students to improve teaching and learning process in the class.
EFL Students’ Experiences of Video Project Making in Teaching English for Young Learner Class Nur Hasanah Safei; Yusdiawati, Nur Rahma; Syukri, Suhartini
AL LUGHAWIYAAT Vol. 6 No. 1 (2025): April
Publisher : IAIN KENDARI

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Abstract

This study aims to investigate EFL students’ experiences of video project making in Teaching English for Young Learners class. Thematic analysis methods were used to analysed qualitatively the written reflections of five EFL students from English Education department. This study found that some of EFL students impressed positive toward making video storytelling. It also found that they did some preparation such as looking for several fairy tales types from various sources, selecting one story, composing dialogues, and dividing roles. Systematic stages, proceeding with benefits and challenges were found as well in their phase of making video storytelling. The implication of this study pedagogically is better for the educators and students in minimizing errors and deficiencies that occur in online collaborative project. It is also beneficial for EFL students to have digital literacy and digital skills in the near future.
From Culture Shock to Academic Life: Narratives of an Indonesian Exchange EFL Student at a Midwest University in the United States Musaldin, La Ode; Halim, Abdul; Zur, Sarjaniah; Atikah, Dewi; Syukri, Suhartini; Nurfaidah, Sitti
AL LUGHAWIYAAT Vol. 5 No. 1 (2024): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v5i1.11423

Abstract

This study aims to explore and narrate the culture shock experienced by the first author, an Indonesian EFL exchange student, during an academic exchange program at a Midwestern university in the United States. Using an autoethnographic approach, data were collected from the author's personal reflections, journals, and social media archives, then analyzed through a narrative method to present the lived experiences in a clear, chronological structure. The findings reveal that the first author experienced a range of emotions throughout all four stages of culture shock: honeymoon, frustration, adjustment, and adaptation. Each stage had a notable impact on his academic performance, emotional well-being, and motivation to engage with the host university’s academic and social environments. The study highlights the importance of cultural readiness and emotional resilience for exchange students. It also recommends that higher education institutions strengthen orientation programs and offer more holistic, culturally responsive support systems to help students navigate cross-cultural transitions effectively.
The Use of Mentoring in Uplifting EFL Students’ Self-Regulated Language Learning in Speaking Muchlisha, Tita; Halim, Abdul; Syukri, Suhartini
AL LUGHAWIYAAT Vol. 6 No. 2 (2025): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i2.9882

Abstract

This study examined the impact of mentoring programs on EFL students’ self-regulated language learning as a strategy utilized in their speaking processes. Qualitative methodology was employed in this research. The study involved 15 EFL students who participated in a mentoring program with at least 3 meetings. Data were collected from students’ written reflections using Google Forms, which were then distributed through a WhatsApp Group. The researcher analyzed the data using thematic coding. The analysis revealed significant positive changes in students’ self-regulated learning through mentoring, including expanding ideas, enriching vocabularies, building critical thinking, developing self-confidence, enhancing motivation, increasing awareness of learning, and creating a positive mindset. This study suggests that both teachers and students should consider implementing mentoring as an effective strategy for developing self-regulated learning in a speaking context. Keywords: Learning Speaking, Self-Regulation, Mentoring
Students’ Response to Visual Scaffolding Activity in the EFL Classroom Wahid, Kaharudin; Halim, Abdul; Syukri, Suhartini
AL LUGHAWIYAAT Vol. 4 No. 1 (2023): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i1.3454

Abstract

The main purpose of this research is to analyse the students' respond toward Visual Scaffolding activity in the EFL classroom. The data in this study is taken from twenty five EFL students’ reflection they have narrated based on their class participation about Visual Scaffolding activty. The researcher collected the results of their reflections through Microsoft Word documents that have been shared by the researcher before they wrote their reflective journal. Then, those reflective journal were analyzed by using thematic analysis (TA) adopted from Braun and Clarke (2006) through coding the data by underlining some words as a code. The results of the research revealed that the students perceive visual scaffolding positively and enthusiastically since it was able to support them to understand the presented material throughout the teaching and learning process in the class. The students also felt that visual scaffolding could  motivate them to study. On the other hand, there were a few students stated that they were not feel any positive changes after participating Visual Scaffolding activity in their class but they admit that Visual Scaffolding can help them to understand the learning material properly.
Teacher's Encouragement Factor Influencing EFL Students' Willingness to Communicate in Speaking Class Syukri, Suhartini; Haseng, Husnul Fahimah; Halim, Abdul
AL LUGHAWIYAAT Vol. 3 No. 2 (2022): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v3i2.5542

Abstract

This case study investigates the teacher’s encouragement factor influencing EFL students’ willingness to communicate in a speaking classroom context. The data in this study involved five EFL students from the English Education Department at a higher education institution in South East Sulawesi who were recruited based on their participation in the speaking class. Data were collected using the reflection of five EFL students and an online interview as a follow-up instrument to dig deeper into the data. The data were thematically analyzed using. Therefore, the researcher used the thematic analysis, then color-coding and categorized based on the willingness to communicate (WTC) framework. The findings indicate that students' WTC in speaking class is closely related to the four factors influencing the teacher's wait time, error correction, support, and teacher’s strategy as encouragement elements. Students with self-motivation acknowledged being more encouraged and confident to communicate in the classroom context. This study suggests future research can be conducted with many participants.Keywords: case study; L2 speaking class; teacher encouragement; willingness to communicate.
Individual Factors Affecting Learner’s Willingness to Speak in EFL Classroom Syukri, Suhartini; Wahyuni, Sri; Abidin, Azwar
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.8609

Abstract

This qualitative study aims at investigating what individual factors affecting learners Willingness to Communicate (WTC) in EFL classroom. Data were gernered using reflection which were distributed to 15 learners of the fifth semester at the English Education program in one of universities in Southeast Sulawesi. The researcher analyzed the learners’ reflection using thematic analysis (TA) through  coding  the  data  by underlining  code and conceptual framework  of WTC. The study result shows that several individual factors were identified as having an influence on learners’ willingness to speak, including perceived opportunity to communicate, emotions, interest, anxiety, feeling of insecurity, self-confidence, L2 proficiency and personalities. This study implies that these nine individual factors were found to be influential in effecting students’ WTC in English in this particular study, and the teachers need to pay more attention to these factors in providing instructions in EFL classroom.Keywords:    English foreign language classroom; English foreign language learners; individual factors; willingness to communicate.
Factors Influencing Willingness to Communicate in Classroom: EFL Students’ Voices Syukri, Suhartini; Adam, Rikki Ramadhan; Safei, Nur Hasanah
AL LUGHAWIYAAT Vol. 6 No. 2 (2025): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i2.13947

Abstract

This study elaborates EFL students’ perceptions toward factors that affect their WTC in the classroom. This qualitative research applied a survey study by qualitative research utilizing 28 close ended questions and an open-ended question to elaborate on 33 participants’ voices toward factors influencing their willingness to communicate in EFL classroom instructed by native teacher. This study revealed that several factors emerge as factors influencing students’ WTC. Psychological variables such as L2 self-confidence, perceived communicative purpose, L2 learning anxiety, L2 learning motivation and situational variables such as effect of task type, topic, teacher’s role, and classroom atmosphere are contributed in raising students’ WTC in the classroom. The implication of this study pedagogically is better for the lecturers of university in reflecting the concept of teaching to scaffold students’ WTC for better learning and communication in English.
Co-Authors A Halim Abidin, Azwar Adam, Rikki Ramadhan Amalia, Nurul Halisa Atikah, Dewi Farman, Farman Ganes Gunansyah Hakim, La Ode Abdur Rauf Rahman Haseng, Husnul Fahimah Isna Humaerah, Isna Jamilarin, Patrick Anthony P. Khairunnisa, Ulfah Kurniawan, Muhammad Hari Lumiati, Lumiati Muchlisha, Tita Musaldin, La Ode Nur Hasanah Safei Pehala, Ilfan Askul Safei, Nur Hasanah Sitti Nurfaidah, Sitti Sri Wahyuni Vivin, Meyta Wahid, Kaharudin Wiryanto Wiryanto Yusdiawati, Nur Rahma Zur, Sarjaniah