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All Journal EDUCAFL : E-Journal of Education of English as a Foreign Language JELL (Journal of English Language Learning
Nur Asiza
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Humanities Education Languange, Linguistic, Communication & Media Other

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Students’ Motivation in Learning English Listening Skills Independently Ahmad, Annisa; Zulfah; Mujahidah; Nur Asiza
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 2 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.02.01

Abstract

The achievement of English listening skills among students still requires serious attention, with many students finding these skills difficult due to various factors, including lack of practice and motivation. This study aims to measure students' level of motivation in learning English listening skills independently. The methodology used was a descriptive quantitative approach with a survey design, involving 28 students from the English Education study program at Parepare State Islamic Institute. Data was collected through a questionnaire consisting of 11 statements using a Likert scale. The results showed that the majority of students were highly motivated in learning English listening skills independently, driven by their ability to set personal learning goals and access to a variety of engaging resources, including materials and media. Nonetheless, some students showed challenges in time management and lack of external support, which may hinder their motivation. These findings underscore the importance of creating a supportive learning environment and utilizing technology to improve students' motivation and learning outcomes in English listening skills.
Optimizing Students’ Mastery of Sentence Construction Through Jumbled Words Activities: A Study of Grade XI at MAN 2 Parepare Nurul Waliyya Alam; Munawir; Magdahalena Tjalla; Nur Asiza
Journal of English Language Learning Vol. 10 No. 1 (2026)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v10i1.18267

Abstract

Grammatical knowledge plays an important role in English as a Foreign Language (EFL) learning; however, many students still experience difficulties in constructing grammatically correct sentences. This study aimed to investigate students’ sentence construction ability before and after the implementation of jumbled word activities and to determine whether there was a significant difference after the treatment. This study employed a quantitative approach with a pre-experimental one-group pretest-posttest design. The research was conducted at MAN 2 Parepare involving 30 students of class XI A1 selected through purposive sampling. The data were collected through pre-test and post-test sentence construction tasks and analyzed using descriptive and inferential statistics. The findings showed that the students’ mean score increased from 56.43 to 76.30. The paired sample t-test also revealed a significance value of p < 0.001, indicating a significant difference between the pre-test and post-test scores. Therefore, jumbled word activities were effective in improving students’ sentence construction mastery, particularly in constructing simple and compound sentences.
Co-Authors Ahmad, Annisa Mujahidah Munawir Nurul Waliyya Alam ZULFAH