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All Journal Jurnal IPTEK Bagi Masyarakat JELTEC: Journal of English Language Teaching, Literature and Culture
Fatima, St. Nur Aima
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mechanical Engineering Physics Public Health Social Sciences Other

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The Correlation Between Students’ English Proficiency and Their Academic Achievement at Assalam Orphanage Fatima, St. Nur Aima; Langodai, Yohanes Olak; Nasir, Nasrul
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 2 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v4i2.12767

Abstract

The objective of this research was to find out whether or not there was a correlation between differentiated learning and students’ English scores. The research was conducted at UPT SMAN 14 Jeneponto, with data collected through questionnaires distributed to students and from English teachers. The results of the correlation analysis using the Pearson Product Moment showed a correlation coefficient of 0.522, indicating a quite strong correlation between differentiated learning and students’ English scores. This suggests that differentiated learning had a positive influence on students’ academic performance in English. Although the correlation was not very strong, the findings indicated that when students were taught according to their individual needs, interests, and learning styles, their English achievement tended to improve. It can be concluded that differentiated learning contributed to students’ English learning outcomes.
E-Portfolio Assessment in Language Learning: Exploring Students’ Perceptions and the Development of Self-Assessment Skills in EFL Classroom Fatima, St. Nur Aima; Syahrullah, Syahrullah
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 1 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v4i1.12635

Abstract

This research investigates how e-portfolio assessment is perceived by students and how it helps them develop self-assessment abilities in the EFL classroom. The research adopted qualitative descriptive case research method for an in-depth exploration of students’ perceptions and development of self-assessment skill regarding e-portfolio assessment in EFL classroom at STAI Al-Gazali Bone. Data were gathered using a semi-structured interview consisting ten questions to measure the Students’ Perceptions of the benefits and challenges of using e-portfolio assessment in the EFL classroom. The findings of this research reveal that e-portfolio assessment has a significant impact on students’ learning experiences in the EFL classroom, particularly in enhancing self-assessment, motivation, and engagement. Students generally expressed positive perceptions toward the use of e-portfolio, citing its flexibility, ease of access, and ability to accommodate a variety of task formats (text, audio, video) as major benefits. Another important finding is the development of self-assessment skills. Students engaged in reflective activities, such as reviewing their progress, comparing their work with peers, and analyzing feedback. Despite the benefits, students also reported several challenges. Technical issues such as unstable internet connections and unclear instructions were common obstacles. In summary, while e portfolio assessment offers meaningful advantages for language learning and reflective practice, its effectiveness depends on how it is implemented, the support provided by lecturers, and the technological readiness of both students and the institution. Keywords: E-portfolio assessment, self-assessment, students’ perception, EFL classroom
Toward Effective Vocabulary Acquisition in EFL Classrooms: Examining the Effect of Differentiated Learning at the Junior High School Level Fatima, St. Nur Aima; Noni, Nurdin; Aeni, Nur
Jurnal IPTEK Bagi Masyarakat Vol 5 No 3 (2026)
Publisher : Ali Institute of Research and Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55537/j-ibm.v5i3.1651

Abstract

This study examined the effect of the differentiated learning approach on EFL students’ vocabulary acquisition at the junior high school level. Vocabulary is a fundamental component of language learning; however, many EFL students still experience difficulties due to differences in readiness levels, interests, and learning profiles. Although differentiated learning has been widely discussed in previous studies, its empirical implementation in improving vocabulary acquisition in junior high school EFL contexts remains limited. Therefore, this study aimed to determine whether the differentiated learning approach significantly affects students’ vocabulary acquisition. This study employed a quantitative method using a quasi-experimental design with a non-equivalent control group. The population consisted of all ninth-grade students at UPT SMPN 3 Kelara, and the sample was selected through purposive sampling, involving two classes as the experimental and control groups. Data were collected through pre-tests and post-tests, and analyzed using statistical tests to measure the differences between groups. The findings revealed that the experimental group demonstrated significantly greater improvement compared to the control group. The mean score of the experimental group increased substantially from 30.71 in the pre-test to 65.95 in the post-test, indicating the effectiveness of differentiated learning in enhancing students’ vocabulary acquisition. In conclusion, the differentiated learning approach significantly improves EFL students’ vocabulary acquisition and provides an effective alternative to conventional teaching methods in promoting student-centered learning at the junior high school level.
Co-Authors Langodai, Yohanes Olak Nasir, Nasrul Noni, Nurdin NUR AENI Syahrullah Syahrullah