IALLTEACH (Issues In Applied Linguistics & Language Teaching)
The language, be it verbal or non-verbal, has been the primary medium of human interactions to take place. However, there still seems to be a little attempt for a thorough investigations in understanding problematic issues that may emerge because of the language. Issues in Applied Linguistics & Language Teaching (IALTEACH) aims at bringing together scholars whose interests fall upon the areas of applied linguistics and language teaching to publish their scholarly articles in IALTEACH. As the term applied implies, this journal combines interdisciplinary discussions on language issues that would bridge not only systematic investigations of the language , but also the theories, research methods, and practices within the scope of applied linguistics and language teaching. Therefore, the contributions are welcome in the following areas (but not limited to) of study; current trends in ELT, language learning & acquisitions, teaching media &technology, linguistic aspects of language learning & teaching, English for specific purposes, and Englishes in Southeast Asia.
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<![CDATA[The Self-Regulated Learning Strategies in Vocabulary Learning Using Socrative App ]]>
<![CDATA[Octaviani, Regina]]>;
<![CDATA[Setyarini, Sri Setyarini]]>;
<![CDATA[Rodliyah, Rojab Siti]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.6720
<![CDATA[Self-Regulated Learning (SRL) strategies has been implemented in psychological learning context. The research regarding the SRL has dynamically spread to some recent issues in the learning process, including the language learning and technology to obtain students’ learning achievement. Therefore, this study hisghlights the English language learning among secondary school students regarding the vocabulary learning achievement through one of the Mobile Apps called Socrative. This study employed a qualitative research to investigate the issue and involved 21 students as participants who were observed and interviewed. The findings figured out that the students implemented two out of fourteen SRL strategies in the EFL vocabulary learning; (1) Seeking assistance and (2) Organization, but the fact revealed that the students did not make an outstanding result based on their work on Socrative regarding to the vocabulary learning.]]>
<![CDATA[The Correlation Study Between Students’ Metacognitive Strategy and Self-Efficacy in Learning English ]]>
<![CDATA[Afdal, Taufik]]>;
<![CDATA[Mayasari, Eka]]>;
<![CDATA[Anwar, Nurul]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.7320
<![CDATA[The objective of this research was to find out the correlation between students’ metacognitive strategy and their self-efficacy in speaking skills at the third grade of language major of MAN Tanjungpinang. The subject of this research was all of the students of the third grade of language major of MAN Tanjungpinang. The object of the research is students in the third grade of language major of MAN Tanjungpinang. The population of this research was 197 students of the third grade in MAN Tanjungpinang with 19 of the students being used as samples of the research. To collect the data, the researcher used observation and questionnaires. To analyze the data the researcher used descriptive statistics with a Pearson Product Moment and tested of the significance of the correlation coefficient. The result indicated that the value of the correlation coefficient (r) is 0.425, with level of correlation is moderate because it is in the coefficient interval between 0.40 - 0.599, while the value of tcomputed is greater than the value ttable (1,935>1,734) and the significance value is 0,035, which is 0,035<0,05 (1-tailed). H0 is rejected and Ha is accepted. It means that there is a significant correlation between students’ metacognitive strategy and their self-efficacy in speaking at the third grade of language major of MAN Tanjungpinang at 0,05 level (1-tailed).]]>
<![CDATA[Students’ Opinion on English Group Discussion to Improve Collaboration Skill ]]>
<![CDATA[Prayudha.S, Joko]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.7650
<![CDATA[Collaboration skills are one of the skills that are emphasized in 21st century learning where students are asked to be able to cooperate well in facing and overcoming problems that arise in learning, including when learning English. Collaboration skills in learning English enable students to be able to work together in helping and overcoming problems encountered when learning English. Therefore, this study aims to find out students' opinions on English group discussions to improve collaboration skills in learning English. The method used in this research is to use qualitative through a descriptive approach. The sample used in this study consisted of 36 students who were learning English. Data was collected through observation and interviews to determine students' perceptions of the English group discussion method in improving collaboration skills. After the data is collected, the data is analyzed through three stages, namely data reduction, data display and data conclusion. The results showed that some students had a good and positive interest in increasing collaboration skills using the English group discussion method. In fact, students tend to be able to do their best in doing English assignments by collaborating and studying together so that there is an increase in English achievement.]]>
<![CDATA[E-Portfolio's Impact on Writing Abilities (A Case Study on Second Semester Students of English Education) ]]>
<![CDATA[Fasa, Raden Hasby Isnaindy]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.7730
<![CDATA[This study aimed to explore the utilization of Wattpad as an E-Portfolio platform in teaching writing and assess the improvements in students' writing qualities. This study took a qualitative approach and used a case study design. Ten students from the English Education Department in Bandung, West Java, took part in the experiment. The data were gathered through observations to determine the process of developing students' writing ability through the E-Portfolio platform, as well as examination of students' writing to determine students' writing ability improvement. The purpose of the writing analysis was to examine how students improved during the writing activities, which was reflected in their writing from the first to the third writing. The result showed that the use of E-Portfolio Platform was not only increased the students’ participation and motivation to actively involved in the writing process but also improved students’ writing ability. The findings suggest that incorporating such platforms in educational settings can positively impact students' engagement and motivation, leading to improved writing skills. Educators and institutions can consider integrating E-Portfolio platforms into their curriculum to enhance student learning outcomes in writing.]]>
<![CDATA[Language Input, Learning Environment, and Motivation of Successful Indonesian EFL ]]>
<![CDATA[Bulain, Medlin]]>;
<![CDATA[Linuwih, Endar Rachmawaty]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.7757
<![CDATA[Second language acquisition is the process of learning the second language after an individual's first language has been established. The successful second language learner is affected by many factors. Three significant Second Language Acquisition (SLA) factors are Language Input, Learning environment, and motivation. This descriptive qualitative research aims to analyze the three significant components of SLA of two successful EFL undergraduate students, as evidenced by their advanced TOIEC scores and academic transcript demonstrating great achievement in English. This research shows that the language inputs of the two participants come from both inside and outside the classroom. The learning environment experienced by the participants included all three types of SLA learning environments: physical, psychological, and academic. Moreover, both participants have instrumental motivation, followed by intrinsic and extrinsic motivations]]>
<![CDATA[The Effect of Thesaurus Application on Students’ Writing Ability of Recount Text at SMAN 3 Palangka Raya ]]>
<![CDATA[Indina, Gina Yati]]>;
<![CDATA[Karani, Elanneri]]>;
<![CDATA[Retsi, Olga Dona]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.7761
<![CDATA[English is an international language that all school levels make it one of the subjects in their school program. Many students still faced difficulties in writing recount text such as they do not know how to make a good sentence and lack of vocabularies. This research was conducted to find out the effect of Thesaurus application on students’ writing ability of recount text at the tenth grade students of SMAN 3 Palangka Raya. The method used in this research was a pre-experimental research. The sample was taken by Purposive Sampling technique from class of X MIPA 3, tenth-grade students of SMAN 3 Palangka Raya in the academic year 2022/2023. Test in form of writing recount text was used as the instrument to collect the data needed. The data of test were analyzed by using the non-parametric statistics of the Wilcoxon test. The results showed that Sig (2-tailed) higher than 0.005 (0.406 > 0.005). It means that the alternative hypothesis (Ha) was rejected and the null hypothesis (Ho) was accepted. It can be concluded that there is no significant effect of Thesaurus application on students’ writing ability at the tenth-grade students of SMAN 3 Palangka Raya in the academic year 2022/2023.]]>
<![CDATA[Uncovering Students' Perceptions of Slido: An Innovative Engagement with Real-Time Interactive Technology in ESP ]]>
<![CDATA[Ningsih, Fitria]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.7773
<![CDATA[The integration of technology in education, particularly in English for Specific Purposes (ESP) courses, has become increasingly important in providing students with effective and engaging language learning experiences. However, traditional teaching methods have long been criticized for their inability to engage students and promote active participation in the learning process. Thus, this study explored the impact of Slido, an interactive platform, on classroom engagement and learning outcomes in an ESP course. The research design employed mixed methods, including a questionnaire to collect data from ESP students. The findings indicated that Slido technology influenced students' perceptions of classroom engagement, motivation, and satisfaction. The interactive features of Slido, such as quizzes, polls, and surveys, fostered immediate feedback and increased student engagement. ESP teachers were encouraged to incorporate interactive technology like Slido to enhance student learning experiences, while students were encouraged to actively participate in such activities. Further research was recommended to investigate the long-term effectiveness of Slido technology, as well as its impact on ESP teachers' practices and professional development. Overall, Slido technology shows the potential in transforming ESP classrooms into interactive and engaging learning environments. It has the potential to revolutionize language learning and provide students with practical language skills for real-world contexts.]]>
<![CDATA[The Issue of Native and Non-Native English-Speaking Teachers: Which is the Ideal English Teacher? ]]>
<![CDATA[Fitria, Tira Nur]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.7800
<![CDATA[This research investigates the perceptions of Indonesian students regarding the ideals of native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in English Language Teaching (ELT). This research is library research that reviews recent research on native English teachers and non-native English teachers related to the implications of the research in ELT. The analysis shows that NESTs and NNESTs demonstrate significant distinctions in their teaching. These distinctions can be influenced by their strengths and weaknesses. It cannot be denied that the differences may influence students’ perceptions/opinions of the ideal English teachers. Several previous studies state the students’ positive perceptions between NESTs and NNESTs in teaching. The research tries to combine the perceptions of the two. Both NESTs and NNESTs should ideally have identical opportunities to become ideal English teachers within the context of English as a Foreign Language (EFL). Both NESTs and NNESTs have an equal opportunity to be ideal teachers and play the main functions in the educational context in Indonesia. However, they should have a strong command of the language, strong teaching skills, and positive personal qualities. Teaching English must emphasize the content of the teacher's skills rather than the irrelevant non-native status. It is expected that the issue of nativeness does not affect student perceptions of NESTs and NNESTs in terms of ideal for English teachers later. For the continued development of EFL in Indonesia, the availability of qualified English teachers is crucial. They must possess at least three essential skills including linguistic, pedagogical, and cultural.]]>
<![CDATA[Students’ Perception of Learning English with E-Learning During Covid-19 Pandemic ]]>
<![CDATA[Rahman, Diana Merliana]]>;
<![CDATA[Febria, Desty]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.7837
<![CDATA[This study aims to find out the perceptions and difficulties of Univesitas Internasional Batam students in learning English online using E-Learning (Learning Management System), what are the difficult factors that affect UIB students in learning using E-Learning during the Covid-19 pandemic. This research was conducted using quantitative methods. Participants in this study were Universitas Internasional Batam students totaling 100 students from the 2019-2021 batch from various majors. Data was obtained by using a questionnaire. To evaluate the data, the researcher used a Likert scale and categorizes it in the form of strongly agree, agree, disagree, and strongly disagree. The results of the perception of this study indicate that most of UIB students have a very positive perception with the use of E-Learning in online English learning during the Covid-19 pandemic, this is supported by the perception factor from question no 9 that the learning materials in UIB's E-Learning are easy accessed anywhere, the average of these questions is 3.49. However, from the results of this study, there were 5 difficulty factors that affected UIB students, namely (1) question 15: low motivation statements when studying online using E-Learning with an average data of 2.77. (2) question 12: statement of lack of understanding about E-Learning features with an average data of 2.57. (3) question 20: statement of increasing internet quota on the use of E-Learning with an average data of 2.48. (4) question 18: statement Using E-Learning to learn English during this pandemic is uncomfortable with an average of 2.29. (5) question 19: the statement that it is difficult to access the internet network at E-Learning sites with an average data rate of 2.27.]]>
<![CDATA[Language Test Anxiety Between Gender and Proficiency Among Foreign Language Learners ]]>
<![CDATA[Fibiyani, Fibiyani]]>;
<![CDATA[Pratiwi, Theodesia Lady]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.7842
<![CDATA[The purpose of this research was to examine the level of anxiety of students in facing an English test at Batam International University, taking into account the gender and proficiency of the students. This study wanted to find out whether there were significant differences in the level of test anxiety between the gender of students and proficiency scores, and to look for interactions between these two variables on test anxiety. This research uses a quantitative method using a survey research design. 100 learners (59 females and 41 males) became respondents to this research. The data were then analyzed using descriptive analysis. To examine significant differences and interactions between student gender and proficiency in test anxiety, Two Way Anova was used as a hypothesis testing tool. The results of this research indicate that learners at Batam International University experience and face moderate levels of test anxiety. The results of testing the hypothesis show that there is a significant difference in the level of exam anxiety between male and female students, where female students report higher levels of test anxiety (53.19) compared to male students (43.61). However, there was no significant difference in test anxiety levels among proficiency learners. In addition, there was no significant interaction between gender and proficiency in influencing the level of test anxiety among learners. Therefore, further research is needed to build stronger research on the effect of gender and proficiency on exam anxiety, and how it influences students' English test performance.]]>
