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All Journal Psychology, Evaluation, and Technology in Educational Research Education and Human Development Journal JL3T (Journal of Linguistics, Literature and Language Teaching)
Adelita, Devika
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Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Distance learning in developing EFL students’ attitudes during post-pandemic: Effectiveness and barriers Daulay, Sholihatul Hamidah; Dalimunte, Muhammad; Adelita, Devika
Psychology, Evaluation, and Technology in Educational Research Vol. 6 No. 1 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v6i1.160

Abstract

The objectives of this study were to investigate what the students thought about the effectiveness of distance learning in developing attitudes and the barriers that came after the pandemic. This research was conducted using the qualitative research method. Forty EFL students from a senior high school in Medan took part in this study, twelve statements on questionnaires with the options strongly agreed, agreed, neutral, disagreed, and strongly disagree, as well as a semi-structured interview with four students who volunteered to participate, were used to gather the data. The findings indicated that the students have a positive attitude toward the effectiveness of distance learning in ELT classrooms. Besides the effectiveness, it was found that there were some barriers to the utilization of distance learning in the case of attitudes such as students’ lack of preparation (doing other activities during learning), lack of concentration (asleep), and lack of dress etiquette (not neat).
A Critical Review of IELTS Speaking Test Ginting, Rita Seroja; Dalimunte, Ahmad Amin; Dalimunte, Muhammad; Kurniati, Eka Yuni; Adelita, Devika
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 9 No 2 (2023): JL3T Vol. IX No. 2 2023
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v9i2.7161

Abstract

The present study on content analysis attempts to give detailed examinations of the IELTS Speaking Test. It provides an overview of the aim of tests, as well as their reliability and validity, along with a discussion of language testing during the previous three decades. The merits and limitations of the IELTS Speaking Test were investigated, with an emphasis placed on exam scenarios. Validity, reliability, and application served as the evaluation criteria for this study. The IELTS speaking test is accurate and reliable in general; however, there are a few contentious aspects that may have an effect on the test's reliability and validity. These aspects were investigated and described in this paper. In general, the IELTS speaking test is accurate and reliable. There, the following potential proposals were made: A double-marking technique, a video conference delivery, and an intervention are all examples. The IELTS Speaking Test is one specialized component that is administered in a distinct place from the IELTS Listening, Reading, and Writing tests on the same or a different day. By using the face-to-face method, the examiner only needs to do an evaluation of the candidate's performance once, and the entire process is recorded so that there is a record in case something goes wrong. A few weeks after the test, candidates will receive the results online and by mail. Subjective factors like candidate preferences and marker performance will have a significant impact on the entire testing process and evaluation findings.
Difficulties and Strategies in Producing English Writing Text: What do EFL Students’ Perceive? What do EFL Students’ Perceive? Adelita, Devika; Kurniati, Eka Yuni; Daulay, Sholihatul Hamidah
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 8 No 1 (2023): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v8i1.3698

Abstract

This study aimed to discover the EFL students' viewpoints on the difficulties they encountered when writing in English, as well as their strategies for overcoming these hurdles. This study was conducted on EFL students in a senior high school in Medan. This research involved the involvement of twenty-nine eleventh-graders. The researchers utilized a questionnaire and an interview to collect data following their research themes. The questionnaire aims to identify the barriers students face when writing in English. The questionnaire was sent using a Google form with closed-ended questions based on Bryne's (1988) categories and a five-point Likert scale (strongly agree, agree, neutral, disagree, and strongly disagree). Subsequently, an interview was conducted with a subset of participants (n = 5) specifically chosen to elicit further information about their strategies for overcoming writing difficulties. The interview was recorded using a cell phone by the researchers. Before data processing, the audio cassette was transcribed word-for-word. Thus, data collected with three instruments were analyzed using three approaches: frequency count for questionnaire data and content analysis for interview data. According to the findings, students encountered linguistic (grammar, vocabulary, language use, sentence construction) and psychological issues when composing English texts (lack of teacher instruction and feedback). There are no cognitive appearance issues. The students use mind mapping, translating materials from Indonesian to English, maintaining practice, and peer evaluation to overcome their writing difficulties. This research was expected to contribute to minimizing the difficulties experienced by students in writing English through the strategy revealed in this study
Co-Authors Dalimunte, Ahmad Amin Dalimunte, Muhammad Daulay, Sholihatul Hamidah Ginting, Rita Seroja Kurniati, Eka Yuni