cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Azhar Aziz Lubis
Contact Email
azharlubis@unib.ac.id
Phone
-
Journal Mail Official
azharlubis@unib.ac.id
Editorial Address
-
Location
Unknown,
Unknown
INDONESIA
SALTeL Journal (Southeast Asia Language Teaching and Learning)
Published by Association of Language Teachers in Southeast Asia
ISSN : -     EISSN : 26142864     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Southeast Asia Language Teaching and Learning (SALTeL) is a double-blind peer-reviewed international journal dedicated to promoting scholarly exchange among teachers and researchers in the field of Language Teaching. The journal is published online twice a year. The scope of SALTeL includes the following fields: theory and practice in language teaching and learning, teaching a second or foreign language, language teachers’ training, and education.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 5 No. 1: January 2022" : 5 Documents clear
Remediating the Writing Performance of Struggling Writers through a Self-regulated Strategy Development Approach Rodny Giverson Garcia; Zayda Asuncion
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 1: January 2022
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v5i1.80

Abstract

This study explored the writing difficulties of struggling writers and attempted to improve their performance in argumentative writing using Self-Regulated Strategy Development approach (SRSD). Using a diagnostic writing test, 39 senior high school students were identified as struggling writers in a secondary school. The participants were involved in a four-week writing intervention. During the process, they were trained to write using two writing strategies. The scoring of the outputs in the diagnostic and post-tests was mediated by two inter-raters following the criteria on writing performance (Jacobs et al., 1981). Initial results showed that struggling writers tend to perform poorly in all areas of writing performance. But after the intervention, the essay of the participants improved in terms of scores and characteristics. The study further explores the activities that worked during the intervention and the perception of participants towards their writing performance. Finally, implications to teaching argumentative writing to struggling writers are provided based on the intervention process.
The Utilization of MOOCs Using Kahoot and Student Engagement in Digital Learning During Covid-19 Pandemics Rakhmat Wahyudin Sagala; Tri Indah Rezeki
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 1: January 2022
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v5i01.82

Abstract

New technology advancements have frequently been credited as holding the potential to cause significant contributions to education. This study contributes to high-quality learning by putting students in real-world e-learning situations while still allowing them to use scientific techniques to complete their project assignments. The subjects of this study were 80 first-year undergraduate students enrolled in the Bahasa Inggris (English) course. The snowball method questionnaire was obtained, and questionnaires were distributed to the students’ WhatsApp groups by performing snowball operational. The Lectures combined virtual face-to-face video conferencing applications on e-learning. Kahoot is an add-on application used. In general, online learning has a positive effect on students’ learning success. However, there are still learning obstacles in academic performance in online learning. On the other hand, learning obstacles occur because of students' limitations in developing themselves or their mental readiness to learn. As a result, digital learning may blend real issues with theoretical concepts in the classroom without neglecting the learning objectives that have been set for student engagement.
EFL Learners’ Self Efficacy and Its Relation to Reading Comprehension in Online Learning Fatin Nadifa Tarigan; Siti Aminah Hasibuan; Lia Agustina Damanik; Rika Wahyuni Tambunan
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 1: January 2022
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v5i1.83

Abstract

Self-efficacy plays an influential role in iniating any action  including reading especially in online learning. Reading comprehension, along with all other language skills, has become a big concern in ELT, while self-efficacy is a pyschological aspect that affect the learners’ success in mastering the skill. In this regard, this study attempts to find out whether EFL learners’ self-efficacy affects the learners’ reading comprehension in Universitas Pembinaan Masyarakat Indonesia. The study applied correctional study with quantitative design. Participants in this study were 50 learners of English Education Department. A self-efficacy questionnaire (SEQ) and reading comprehension test were applied to the participants as parts of the correlational research model. The collected quantitative data were analyzed by Statistical Package for the Social Sciences (SPSS) program. The finding shows that the result of r-calculation for learners’ self-efficacy and their reading score is .765. The score of significance level is < 0.05 (0.000 < 0.05) which means that Ha was accepted and H0 was rejected. This score indicates that there is a positive correlation between the two variables.
A Development of a Word Guessing Game to Enhance Critical Thinking Skills and Learning Motivation for Junior High School Students Watchara Yenprem
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 1: January 2022
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v5i1.86

Abstract

The objectives of this study were; 1) to develop the “Word Guessing” game which can improve critical thinking skills and learning motivation of the junior high students, and 2) to evaluate the learning satisfaction of the junior high students towards the “Word Guessing” game in terms of critical thinking skills and learning motivation improvement. The research samples were 50 junior high school students of Watphraphutthabath Khaolukchang School (Phiphitphatthananukroh), Phetchaburi Province, Thailand. The sample group was selected by purposive sampling. A questionnaire with the IOC of 0.90 was used for data collection. From the study, it was found that the “Word Guessing” game presented with PowerPoint software consists of 8 questions with 5 clues that require the students playing in teamwork system to think critically in order to give the correct answers under the set of rules and using the game itself motivates them to like learning. The students had a positive attitude in critical thinking skills and learning motivation improvement at a high level ( =3.94 - 4.62).
Living Self-produced Digital Video as a Convenience for Experiential Learning in Fostering L2 Speaking Skill: A Study of Psycholinguistic from Vocational College Students View Dian Heriani
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 1: January 2022
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v5i1.87

Abstract

Learning a language is formed as a cognition process. Ideally, L2 learner engagement and speaking competence for college-level students build 21st-century communication that needs experiential learning. Meanwhile, college students (one academic semester) actively animate them in complex projects with real speaking experiences that indicate the novice L2 learner views speaking skills in the communication context. In addition, students perform reflective activities that revive them articulate the relevance and implications of the experience for continuing learning to link the academic, employability skills and knowledge they generate through these projects. To fill this study discloses a narrative case study that investigates how vocational college students (N=55) develop their experiential learning as a cognition process in learning English and learn 21st-century communication by self-produced video as novice L2 learners. Drawing on the contribution of psycholinguistics' perceptions (cognitive theory) and language exposure of students' experiential learning, focus on speaking skills through a video project. The study concluded that creating practical activities as experiential learning helps novice L2 learners successfully communicate and be aware of a cognitive area in learning English during online learning.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2022 2022


Reset
Filter By Issues
All Issue Vol. 8 No. 2: July 2025 Vol. 8 No. 1: January 2025 Vol. 7 No. 2: July 2024 Vol. 7 No. 1: January 2024 Vol. 6 No. 2: July 2023 Vol. 6 No. 1: January 2023 Vol. 5 No. 2: July 2022 Vol. 5 No. 1: January 2022 Vol. 4 No. 2: July 2021 Vol. 4 No. 1: January 2021 Vol. 3 No. 2: July 2020 Vol. 3 No. 1: January 2020 Vol 3, No 1: January 2020 Vol 2, No 2: July 2019 Vol. 2 No. 2: July 2019 Vol. 2 No. 1: January 2019 Vol 2, No 1: January 2019 Vol 2, No 1: January 2019 Vol 1, No 2: July 2018 Vol. 1 No. 2: July 2018 Vol 1, No 1: January 2018 Vol. 1 No. 1: January 2018 Vol 1, No 1 (2018) More Issue