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Using Memrise as a Technology-Based Learning Media in Improving Students' Speaking Skills Subhan, Roni; Syariatin, Nur; Ihsan, Rodiyal; Musdalifah, Andi; Waruwu, Yaredi
Journal International of Lingua and Technology Vol. 3 No. 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i2.674

This study aims to investigate the effectiveness of using technology-based learning platforms, especially Memrise, to improve students' speaking skills. At a time when technology continues to develop rapidly, the use of digital learning platforms is becoming increasingly important in efforts to improve student learning outcomes. This study involved students as participants in a learning environment to conduct experiments using Memrise as a learning medium to develop speaking skills. This study applies a class action research approach with a qualitative approach. Data collection was carried out through observation, interviews, and documentation review of the learning activities carried out by students using Memrise. The results of the study show that the use of Memrise as a technology-based learning medium is effective in increasing student motivation, developing speaking skills, and increasing active participation in the learning process. This platform provides an interactive environment that supports independent and collaborative speaking practice. The results of this study have important implications for the design of learning strategies that focus on developing speaking skills through the use of technology. These findings also highlight the importance of integrating technology into education to address communication challenges in everyday life. So, the use of Memrise as a technology-based learning media can be seen as a suitable solution to improve students' speaking skills.

Students Intercultural Competence in Their Ability to Communicate from Diverse Cultural Backgrounds Ratag, Linda Patricia; Hampp, Paula L.; Rombepajung, Paula A.; Syariatin, Nur
Journal of English Culture, Language, Literature and Education Vol. 12 No. 2 (2024): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v12i2.11062

Intercultural competence is an essential skill for students in today’s globalized educational landscape, particularly in English language learning contexts. This study investigates students’ intercultural competence, focusing on their ability to adapt and communicate effectively across diverse cultural boundaries. Employing a quantitative survey approach, data were collected from 53 university students engaged in English language programs. Findings reveal varying levels of competence: while 35.8% of participants reported ease in adapting to cultural differences, nearly half (49.1%) expressed neutrality, indicating limited confidence or experience. Challenges such as language barriers (62.3%) and unfamiliarity with social customs (20.8%) were identified as significant obstacles. Despite these challenges, students participating in cultural exchange programs or engaging with diverse peers demonstrated enhanced competence, gaining enriched perspectives, improved communication skills, and stronger social bonds. Positive experiences included language acquisition, cultural understanding, and mutual respect. To address gaps, the study recommends integrating intercultural communication training, cultural awareness workshops, and experiential learning programs into curricula. Additionally, fostering supportive environments through mentorship and safe spaces for dialogue is essential. These interventions aim to empower students, equipping them for effective communication and collaboration in multicultural academic and professional settings.

Students Intercultural Competence in Their Ability to Communicate from Diverse Cultural Backgrounds Ratag, Linda Patricia; Hampp, Paula L.; Rombepajung, Paula A.; Syariatin, Nur
Journal of English Culture, Language, Literature and Education Vol. 12 No. 2 (2024): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v12i2.11062

Intercultural competence is an essential skill for students in todayÃ¢â‚¬â„¢s globalized educational landscape, particularly in English language learning contexts. This study investigates studentsÃ¢â‚¬â„¢ intercultural competence, focusing on their ability to adapt and communicate effectively across diverse cultural boundaries. Employing a quantitative survey approach, data were collected from 53 university students engaged in English language programs. Findings reveal varying levels of competence: while 35.8% of participants reported ease in adapting to cultural differences, nearly half (49.1%) expressed neutrality, indicating limited confidence or experience. Challenges such as language barriers (62.3%) and unfamiliarity with social customs (20.8%) were identified as significant obstacles. Despite these challenges, students participating in cultural exchange programs or engaging with diverse peers demonstrated enhanced competence, gaining enriched perspectives, improved communication skills, and stronger social bonds. Positive experiences included language acquisition, cultural understanding, and mutual respect. To address gaps, the study recommends integrating intercultural communication training, cultural awareness workshops, and experiential learning programs into curricula. Additionally, fostering supportive environments through mentorship and safe spaces for dialogue is essential. These interventions aim to empower students, equipping them for effective communication and collaboration in multicultural academic and professional settings.

A Correlational Study of Gadget Used Towards Reading Interest Chadijah, Siti; Syariatin, Nur; Rohmiyati, Yuli; Utomo, Jepri; Rukmana, Arief Yanto
Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i1.6056

The purpose of this study was to determine the relationship between the use of gadgets and reading interest of class XII students in one of the high schools The approach in this study uses descriptive quantitative methods with a correlation approach The population of this study were all XII grade students and the sample used was 30 students The technique used in sampling is proportional stratified random sampling Data collection was carried out using questionnaires observation and documentation Variable measurement was carried out using a questionnaire with a Likert scale The data analysis technique is descriptive analysis and correlation test The results of this study found that there is a relationship where the use of smartphones affects students reading interest Based on the result the product moment correlation test analysis with a value of X = 67 77 and Y = 80 4 nbsp; resulting in r = 0 949 meaning that there is a significant correlation between gadget used toward reading interest This evidenced by the value of the product moment coefficient which shows that r gt; 0 01 Therefore Teachers parents are expected to be able to minimise students gadget use in addition the role of teachers parents in motivating providing reading materials or reading activities can be one aspect of supporting students interest in reading < p>

Students Intercultural Competence in Their Ability to Communicate from Diverse Cultural Backgrounds Ratag, Linda Patricia; Hampp, Paula L.; Rombepajung, Paula A.; Syariatin, Nur
Journal of English Culture, Language, Literature and Education Vol. 12 No. 2 (2024): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v12i2.11062

Intercultural competence is an essential skill for students in today s globalized educational landscape particularly in English language learning contexts This study investigates students intercultural competence focusing on their ability to adapt and communicate effectively across diverse cultural boundaries Employing a quantitative survey approach data were collected from 53 university students engaged in English language programs Findings reveal varying levels of competence: while 35 8 of participants reported ease in adapting to cultural differences nearly half 49 1 expressed neutrality indicating limited confidence or experience Challenges such as language barriers 62 3 and unfamiliarity with social customs 20 8 were identified as significant obstacles Despite these challenges students participating in cultural exchange programs or engaging with diverse peers demonstrated enhanced competence gaining enriched perspectives improved communication skills and stronger social bonds Positive experiences included language acquisition cultural understanding and mutual respect To address gaps the study recommends integrating intercultural communication training cultural awareness workshops and experiential learning programs into curricula Additionally fostering supportive environments through mentorship and safe spaces for dialogue is essential These interventions aim to empower students equipping them for effective communication and collaboration in multicultural academic and professional settings < p>

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