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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 177 Documents
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The Effect of Show and Tell Method on Students’ Speaking Descriptive Text Ability Santiur Maida Hutagalung; Gabby Maureen Pricilia; Habib Rahmansyah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): 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.v8i1.12268

Abstract

The primary objective of this inquiry was to evaluate how the Show and Tell Method influences the descriptive oral performance of eighth-graders at SMP Negeri 3 Sibabangun. Methodologically, the investigation framed its data collection within a quantitative, pre-experimental framework, specifically employing a single-group pre-test and post-test arrangement. The entire sample, comprising 28 students, was selected via a total sampling technique. To gather the necessary data, the researcher employed speaking tests and observation sheets. Based on classroom observations, the execution of the Show and Tell Method successfully secured an 80% score, the observation results reached a score that was categorized as “Good.” The students’ mean score increased from 45 in the pre-test to 70 in the post-test. In addition, based on the Wilcoxon Signed Rank Test, the calculated W value (391) was higher than the critical W value (116) at the 5% significance level. This result indicated a statistically significant improvement in the students’ ability to speak descriptive texts after the implementation of the Show and Tell Method. Consequently, the alternative hypothesis (Ha) was accepted, while the null hypothesis (H₀) was rejected. Therefore, the Show and Tell Method was proven to have a significant effect on students’ descriptive text speaking skills and enhanced their oral performance through object presentation and descriptive activities.
The Effect of Spaced Repetition Strategy on Students’ Vocabulary Mastery Silvana Inul Aprilia; Lollo Rosa Lubis; Melwan Ady Rezki Harahap
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): 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.v8i1.12269

Abstract

This research was conducted to investigate the effect of the Spaced Repetition Strategy on the vocabulary achievement of seventh-grade students at SMP Negeri 11 Padangsidimpuan. A quantitative method with a pre-experimental one-group pre-test and post-test design was applied in this study. The sample comprised 55 students who were selected using the total sampling technique. Data were obtained through observation checklists and a vocabulary assessment. The results showed that the students’ average pre-test score was 54.91, which improved to 74.94 in the post-test following the application of the Spaced Repetition Strategy. Furthermore, the observation of the strategy's implementation yielded a score of 90%, classified as “Very Good.” The hypothesis test demonstrated that the calculated t-value exceeded the critical t-value at the 5% level of significance (13.73 > 2.01). This finding confirmed that the alternative hypothesis was accepted, whereas the null hypothesis was rejected. Consequently, it can be inferred that the Spaced Repetition Strategy significantly enhanced students’ vocabulary mastery and supported more effective vocabulary retention through scheduled and repeated review practices.
Reduplicative Words in English Vocabulary: A Literature-Based Analysis Nabila Saprani Ritonga; Yolanda Vanesa Andrini; Juni Sharah Lubis; Diah Nanda Amelia Siregar; Nurazizah Nurazizah; Fadillah Nursakinah; Rizky Ananda
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): 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.v8i1.12270

Abstract

This paper examines the use of reduplicative words in English vocabulary by analyzing their types, structural patterns, and communicative functions. The study employed a qualitative descriptive method through a library research approach using books, journal articles, and previous studies related to reduplication and morphology. The literature analysis indicates that English reduplicative words are generally classified into full reduplication, rhyming reduplication, and ablaut reduplication. Furthermore, reduplicative forms mainly function as expressive and stylistic elements used to convey emphasis, emotional expression, playfulness, and informal meaning in communication. The study concludes that reduplication remains a creative and meaningful feature of English vocabulary and communication. The study employed a qualitative descriptive design through library research by analyzing 18 scholarly sources related to reduplication and morphology.
An Analyzing Teacher’s Interactional Strategies in Classroom Discourse: A Study at MAS Hidayatul Quran Puding Besar Hairul Hairul; Rahma Aini
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): 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.v8i1.12304

Abstract

Interaction plays an important role in supporting language learning, especially in developing students’ classroom interaction. This study aimed to analyze the teacher’s interactional strategies in classroom discourse at MAS Hidayatul Quran Puding Besar. The participants were one of English teacher and 26 students of Grade XII IPA (Science). The data were collected through classroom observation during 2x45 minutes for 2 meetings and analyzed by using Walsh’s (2006) SETT Framework. The study used a qualitative approach to interpret the classroom discourse and a quantitative approach to describe the frequency of strategies.  The result showed that the teacher performed interaction strategies Display Question, Teacher Echo, and Extended-teacher Turn as the most frequently used. Extended-learner Turn, Confirmation Checks, Content Feedback, and Seeking Clarification were interaction strategies occasionally used. These findings imply that the teacher needs to use more interactional strategies to promote longer response and meaningful classroom talk.
Improving Students’ Reading Comprehension of Descriptive and Narrative Texts Through Canvas-Based Gamification Desty Febria; Inne Dasilva Angel
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): 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.v8i1.12308

Abstract

Reading comprehension is one of the essential skills in English language learning. However, many students still encounter difficulties in understanding vocabulary, identifying detailed information, and comprehending descriptive and narrative texts. This study aimed to improve students’ reading comprehension skills through the implementation of Canvas-based gamification. The study employed a Classroom Action Research (CAR) design involving 37 tenth-grade students at a public senior high school in Batam. The research was conducted in two cycles, consisting of planning, action, observation, and reflection stages. The gamification strategies implemented in Canvas included the use of points, interactive quizzes, and direct feedback to enhance students’ engagement and motivation in reading activities. Data were collected through reading comprehension tests, observation sheets, and field notes. The findings revealed a significant improvement in students’ reading comprehension skills. The mean score increased from 64.27 in Cycle I to 74.11 in Cycle II, representing a 15.31% improvement. In addition, the percentage of students categorized as Very Good increased from 8.11% to 51.35%. The observation results also indicated that students became more active, engaged, and motivated in reading activities through the integration of gamification features within the Canvas Learning Management System (LMS). Therefore, Canvas-based gamification can serve as an effective instructional strategy for improving students’ reading comprehension of descriptive and narrative texts in English language learning.
The Influence of Language Attitudes on Language Choice among Mandarin Education Students at UNESA Siska Pratiwi; Kaesyanandra Syifa Frilyrizatna Pangestuti; Maria Mintowati; Rokhishotul Amaliyah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): 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.v8i1.12309

Abstract

This study explores how language attitudes relate to language choice among 34 Mandarin Education students at Universitas Negeri Surabaya (UNESA) batch 2025. Using a mixed-method approach, data were collected through an online questionnaire and analyzed through descriptive statistics, simple linear regression, and thematic analysis. The findings reveal that students generally perceive Mandarin positively and recognize its value in academic and professional contexts. However, the regression analysis indicates that the influence of language attitudes on language choice was positive but statistically insignificant (R² = 0.094; p = 0.078). The qualitative findings indicate that Mandarin use is shaped by students’ confidence, opportunities for practice, learning environment, and language difficulties, particularly in vocabulary, tones, and pronunciation. This study highlights that Mandarin learning should move beyond building positive perceptions by providing supportive communication environments and practical speaking activities to encourage active language use.
Bilingual Teachers’ Competencies in Language Teaching: A Systematic Literature Review Reni Dwita Putri; Ummi Rasyidah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): 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.v8i1.12310

Abstract

The increasing diversity of multilingual classrooms has heightened the demand for competent bilingual teachers in language education. This study aimed to systematically review existing literature on bilingual teachers’ competencies in language teaching. A systematic literature review (SLR) following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was conducted for the period 2021–2025 using databases including Scopus, Web of Science, ERIC, and Google Scholar. A total of 117 records were identified, and following a rigorous screening process, 35 peer-reviewed studies were included in the final synthesis. The findings identified four core competency dimensions: linguistic, communicative and intercultural, cognitive, and bilingual pedagogical competence. Dominant bilingual teaching methods included translanguaging, Content and Language Integrated Learning, structured code-switching, and bilingual scaffolding. Professional development emerged as a critical yet unevenly distributed pillar across educational systems globally  a gap documented consistently across studies from diverse national contexts  encompassing pre-service preparation, reflective practice, and collaborative learning communities. This review concluded that bilingual teacher competence is multidimensional and must be developed holistically. Practically, teacher education institutions are urged to redesign pre-service curricula to incorporate translanguaging pedagogy and intercultural competence, while policymakers should establish evidence-based competency frameworks supported by adequate resources and mentorship structures.

Page 18 of 18 | Total Record : 177

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