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IALLTEACH (Issues In Applied Linguistics & Language Teaching)
Published by Universitas Internasional Batam
ISSN : -     EISSN : 25979825     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 156 Documents
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Classroom Action Research: Improving Students Speaking Skills Through Role Play Technique Andien, Andien Aisyah Putri; Leil Badrah Zaki
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10256

Abstract

This study investigates the effectiveness of role play in improving students’ speaking skills and explores the challenges and strategies associated with its implementation. Employing Classroom Action Research (CAR) as the methodology, the study involved 19 students over three weeks, incorporating pre-tests, role play activities, and post-tests. The results revealed significant improvements in students’ speaking abilities, with the average score rising from 27.2 to 42. Pronunciation, fluency, and comprehension improved from the “poor” to “fair” category, while vocabulary and grammar showed progress but remained “poor.” The role play activities, based on realistic scenarios, enhanced students’ confidence and interactive communication skills. Data from rubrics, observations, and questionnaires supported these findings, confirming the technique’s effectiveness. However, the study highlights the need for additional strategies to address persistent weaknesses in vocabulary and grammar. These findings contribute to practical teaching methods, offering insights into integrating role play to foster more effective communication in diverse educational settings.
Developing Assessment in Indonesian EFL Speaking Classroom Widiastuti, Oktavia
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10400

Abstract

Recently, considerable debate has emerged regarding the assessment of students’ speaking performance, particularly due to the influence of cultural and subjective factors that shape lecturers’ approaches to constructing speaking assessments. These ongoing discussions highlight the need for heightened awareness among educators about the complexities involved in evaluating oral proficiency. The primary aim of this paper is to propose a method for designing speaking assessments that are specifically tailored to the Indonesian higher education context. In doing so, the paper emphasizes the importance of adopting the criteria for effective assessment as outlined by (Brown & Abeywickrama, 2020). According to these scholars, an effective speaking assessment should be grounded in clearly defined criteria, involve tasks that are both appropriate and maximally productive, and utilize practical as well as reliable scoring procedures. Based on these principles, this paper recommends that lecturers develop speaking assessments that are not only methodologically sound but also contextually relevant and responsive to the unique needs of their students. By doing so, lecturers can ensure that their assessment practices are both fair and meaningful within the Indonesian university setting. The implementation of the proposed assessment model enables lecturers to conduct speaking evaluations that are fair, objective, and tailored to the Indonesian EFL context. This approach not only enhances the validity and reliability of speaking assessments but also supports students’ communicative competence and improves the overall quality of English language instruction at the university level. 
Postmodern Teachers’ Self-understanding in Sekolah Penggerak Prasetyo, Aditya Pandu; Ratri, Devinta Puspita; Unsiah, Frida; Prasodjo, Pandu
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10415

Abstract

This study investigated how teachers enhanced their professional self-understanding as educators and how this self-understanding influenced their teaching performance. The study adopted a narrative inquiry research design. Qualitative data were collected through semi-structured interviews, guided by Kelchtermans’ theory. The data were gathered from seven teachers in Sekolah Penggerak, categorized into two groups: novice teachers and experienced teachers. Thematic data analysis was used to analyze the qualitative data. The research drew two main conclusions regarding teachers’ professional identities and the impact of continuous learning on their performance. First, most teachers unequivocally identify themselves as educators. Second, professional self-understanding significantly impacts teachers' teaching performance. The study suggested several recommendations for future research to expand upon its findings and provided more comprehensive insights into professional self-understanding in various educational contexts.
Video-assisted Instruction for Pronunciation Improvement: An Intervention Study with Indonesian EFL Students Mukarrama, Asma; Kalsum; Fajriansyah, Syukron
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10417

Abstract

This study examined the effectiveness of video-based instruction in improving the English pronunciation skills of 32 second-year students at a public senior high school in South Sulawesi. Using a one-group pre-test–post-test design over one month, students participated in eight sessions incorporating video materials that modeled vowels, consonants, stress, intonation, and rhythm. Quantitative data from pre- and post-tests were analyzed using SPSS. Results showed a significant improvement in pronunciation scores—from an average of 48.50 (“poor”) to 65.75—with a paired-samples t-test (t = –10.213, p = 0.000) confirming the statistical significance. Students made notable gains in producing unfamiliar phonemes and recognizing word stress, though intonation and rhythm remained more challenging. These findings suggest that video-assisted learning can enhance pronunciation outcomes in EFL classrooms. Practically, this implies that teachers should integrate multimedia tools into instruction to increase student engagement, provide authentic models, and foster more effective and inclusive pronunciation learning environments.
Material Process in Electrical Products Catalogues: A Systemic Functional Analysis Nugraha, Hendra; Selinna
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10418

Abstract

This study aims to analyze the type of material process, focusing on the Electrical field, specifically using electrical product catalogue. Therefore, this study employed the Systemic Functional Linguistic (SFL) framework to analyze the descriptive qualitative data obtained, a total of 50 data of clauses were collected from two electrical products catalogues. The data were categorized and analyzed in a table. The result of this research showed that there are 42% of Creative Transitive clause, 36% of Creative Intransitive clause, 20% of Transformative Transitive clause, and 2% of Transformative Intransitive clause.
Maximizing ELSA Speak for Developing English Fluency and Reducing Speaking Barriers in Language Learners Annisa Qatrunnada Mardiah; Saadillah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10421

Abstract

Many language learners face challenges in developing English speaking fluency, including mispronunciation, limited vocabulary, and low self-confidence. This study examines the effectiveness of the ELSA Speak application in improving speaking skills and reducing speaking barriers. Using an Explanatory Sequential Design, the research includes a quantitative phase followed by a qualitative phase. In the quantitative phase, students took pre-tests and post-tests to measure progress. Results showed significant improvement, especially in pronunciation. The qualitative phase involved interviews to explore students’ experiences using the app. Findings revealed increased confidence, reduced anxiety, and positive responses to the app’s real-time feedback and pronunciation correction features. Despite minor technical issues, students found ELSA Speak engaging and helpful for independent practice. The study concludes that ELSA Speak is an effective tool for enhancing fluency and addressing speaking difficulties. These results suggest that digital applications can support traditional language learning by providing structured and interactive speaking practice.

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