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<![CDATA[The Second Semester Students' Communication Apprehension in Learning English as Foreign Language at PGRI Silampari University: Introduction: Types of Communication Apprehension, Factors of Communication Apprehension. Research method, findings and discussion, conclusion and suggestions ]]>
<![CDATA[Ayu Oktaviani]]>;
<![CDATA[Pransiska, Ayu]]>;
<![CDATA[Hamdan]]>
<![CDATA[ E-Link Journal Vol 11 No 2 (2024): E-Link Journal ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v11i2.1090
<![CDATA[The aimed of this research to find out what were the types of second semester students’ communication apprehension and to find out the factors of second semester students’ communication apprehension in learning English as foreign language at PGRI Silampari University. The researchers used descriptive qualitative method and data collection was done through observation checklist and interview. The research involved 23 students of second semester English Education study program at PGRI Silampari University. The results showed that students communication apprehension experienced trait-like, context-based, audience-based and situational of CA. the factors of students’ communication apprehension in learning English as foreign language were nervous, lack of vocabulary, not confident, shy or embarrassed, afraid making mistakes, not comfortable with the situations, insecure and afraid for bad judgement or negative evaluation from others. In addition, the conclusion of this research were mostly students experienced trait-like and situational of CA and the factors students experiencing both types were due to nervous, lack of vocabulary, afraid making mistakes and afraid for negative evaluation or bad judgement.]]>
<![CDATA[Online Quiz in English Assessment at Islamic University ]]>
<![CDATA[Pratama, Aryawira]]>
<![CDATA[ E-Link Journal Vol 11 No 2 (2024): E-Link Journal ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v11i2.1100
<![CDATA[This research investigates the impact of online quizzes on student engagement and learning outcomes in English courses at an Islamic university in Jambi. Utilizing a quantitative approach and survey design, the research employed a questionnaire with 20 positive statements across four themes: ease of use, interactivity and engagement, learning effectiveness, and user satisfaction. The sample consisted of 150 students who completed the survey. Results revealed that 80% of respondents expressed positive feedback across all themes. Students reported that online quizzes are easy to use, engaging, and effective in enhancing their understanding and retention of course material. The interactive features, such as instant feedback and gamification, were particularly appreciated for maintaining motivation. Overall, the high level of student satisfaction highlights the effectiveness of online quizzes as a supplementary educational tool. These findings suggest that integrating online quizzes into the curriculum can significantly improve student engagement and learning outcomes. The research underscores the broader potential of educational technology in transforming learning experiences and emphasizes the need for continuous refinement and innovation in digital learning tools.]]>
<![CDATA[Students' Perceptions on Using Extending Concept Through Language Activities to Improve Students' Reading Comprehension Skill ]]>
<![CDATA[Lutviana, Rizky]]>;
<![CDATA[Rafika Sinta Nurrona]]>;
<![CDATA[Maria Purnawati]]>;
<![CDATA[Novi Sriwulandari]]>
<![CDATA[ E-Link Journal Vol 11 No 2 (2024): E-Link Journal ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v11i2.1124
<![CDATA[The pupose of this study was to understand students' perceptions about potential and benefits of improving Extending Concept Through Language Activities (ECOLA) method as a tool for improving students' reading comprehension skill. This study used a descriptive qualitative with the subjects of 19 students of the 10th grade of Vocational High School of SMK Islam Gondanglegi. Data collection was carried out through questionnaire based on likert scale and interview. In collecting data, questionnaire were made to collect information on respondents’ perceptions of the ECOLA method and its impact on their reading comprehension skills, while the interview were made to obtain further information regarding students perceptions about using the ECOLA method. Based on the analysis of the results, researcher concluded that the ECOLA method generally has positive acceptance for improving reading comprehension skills. This is evident from the results of the questionnaire which shows the high motivation and enthusiasm of the participants. 65% of respondents agreed that this method had improved their reading comprehension skills. Additionally, 80% of respondents agreed that ECOLA helped them understand reading material better. Likewise, in interviews, participants expressed appreciation and satisfaction with ECOLA's approach, which includes interactive discussions and enhanced learning experiences.]]>
<![CDATA[Students’ Attitude in Using Artificial Intelligence Based Speaking Activity in Classroom ]]>
<![CDATA[Darmawan, Achmad Anang]]>;
<![CDATA[Alfan Hariri, M.Pd]]>;
<![CDATA[Dimas Vega]]>
<![CDATA[ E-Link Journal Vol 11 No 2 (2024): E-Link Journal ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v11i2.1125
<![CDATA[With the vast applications that can be used for language learning, there are many research concern about the use of artificial intelligence based in language classroom. This research aims to explore students’ attitude toward the use of Speechace in speaking activity. This research uses qualitative research method which Students’ attitude can be explored deeply through comprehensive observation in the classroom activity such as how students’ response toward teacher elicitation by using chat boot. In addition, to confirm the finding from observation students thought need to be dig through interview. The subject of the study were 20 students of 8th grades MTS Alif lam miim Surabaya. The research revealed that students have positive attitude toward the Speechace in speaking activity. There are some reasons underlie this attitude such as content, features, and feasibility. In term of content, studnets assume that the contents of Speechace are relevant to their context either in school or home. In addition, Speechace are vary in features such as speaking, writing, listening or even writing. Last but not least, Speechace is user-friendly so students easily access features and contents even for the first visit of the application. Thus, students enjoy to use and continuously use Speechace in speaking class activity. Keywords: Artificial Intelligence (AI); Students’ attitude;Speaking activity; etc.]]>
<![CDATA[Speed vs. Understanding: A Study of Student Readers ]]>
<![CDATA[Wulandari, Sri]]>;
<![CDATA[nursawalina, Nursawalina]]>;
<![CDATA[Kristanti Yuntoro Putri]]>
<![CDATA[ E-Link Journal Vol 11 No 2 (2024): E-Link Journal ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v11i2.1126
<![CDATA[Reading is one of four skills that is needed to learn the English language. However, if it only reads without comprehending the passage, it only wastes time and will be useless. Therefore, a good reader should have a reading technique to make the reading process more effective. This research aimed to determine whether there is a correlation between students' reading speed and reading comprehension in the fourth-semester English Education Study Program of Universitas Islam Kadiri. This research used a correlation method. The sample of this research was used Non-Probability Sampling. It was a saturated sample. The sample of this research was 4th semester of class A English Students at Kadiri Islamic University. In collecting the data, the researcher used reading speed and multiple choices tests as instruments. A reading speed test was used to know students" reading speed, and a multiple choice test was used to know their reading comprehension. The researcher used SPSS program to analyze the data and to find out the correlation between two variables. The result showed that there is no significant correlation between students" reading speed and reading comprehension The result show that data is 0,879 level (2-tailed) , it means that 0,879 > 0,05. So, Null hypothesis (Ho) accepted alternative and hypothesis (Ha) is rejected. Thus, it can be concluded that there is no positive correlation between students" reading speed and their reading comprehension in the fourth semester English Education Study Program of Universitas Islam Kadiri.]]>
<![CDATA[Analysis of English Learning Activities for Medical Students ]]>
<![CDATA[Islam, Raudhatul]]>
<![CDATA[ E-Link Journal Vol 11 No 2 (2024): E-Link Journal ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v11i2.1128
<![CDATA[English for Specific Purposes is needed by people who work in specific fields such as medicine, military, business, and other fields. This research aims to analyze the ESP learning method applied by a lecturer at Hafsawaty Zainul Hasan University. This research method is based on a descriptive method concerning a qualitative approach. This research is proposed to focus on teaching English to medical students. The result of this research is that most students have difficulty understanding English learning due to the lack of supporting media and non-innovative learning. Therefore, in teaching English, the lecturer not only tends to the material in the module but also recommends that students watch YouTube channels relevant to the material being taught or use applications such as Quizizz, which support the learning process. The ESP lecturers stated that ESP learning for students (medical students) is quite well developed but requires a little auxiliary media to make it easier for students to understand English or ESP lessons. As in the current era, a teacher must apply innovative and creative learning methods so students do not experience monotonous learning. Students often feel bored and are not interested in the learning system, which tends to be monotonous. Therefore, lecturers use technology as a teaching medium to support teaching and learning.]]>
<![CDATA[Investigating Students’ Multimodal Literacy on Prose in Language Education Course at Billfath University ]]>
<![CDATA[Rahmah, Anita]]>;
<![CDATA[Fitriyana, Eka]]>
<![CDATA[ E-Link Journal Vol 11 No 2 (2024): E-Link Journal ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v11i2.1129
<![CDATA[This research aims to investigate multimodal literacy on Prose in Language Education course at Billfath University, focusing on how students understand and create meaning through text, images, sound, and digital media. Using qualitative methods, data from 20 sixth-semester students (academic year 2023/2024) were collected through observations, interviews, surveys, and document analysis. Findings indicate the integration of multimodal literacy in activities such as creative writing and digital application use. Students effectively applied multimodal literacy in tasks such as text analysis and digital presentations, despite challenges like limited technology access and technical skills. The research recommends continuous integration of multimodal literacy into the English language curriculum to enhance students' language skills.]]>
<![CDATA[Improving Eleventh Grade’s Speaking Skill Through Youtube Video at Man 5 Jombang ]]>
<![CDATA[Dinda Arofatus Sa’adah]]>;
<![CDATA[Sakhi Herwiana]]>;
<![CDATA[Mukminatus Zuhriyah]]>
<![CDATA[ E-Link Journal Vol 11 No 2 (2024): E-Link Journal ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v11i2.1131
<![CDATA[English is a foreign language in Indonesia and has an important role in education. There are four skills in learning English, namely listening, speaking, reading and writing. These skills are important to master without neglecting each other. For most people, mastery of speaking skills is the most important aspect in learning a foreign language and the success of mastering a language is measured by the ability to have a conversation. There are many ways to learn speaking skills, one of which is through media, namely YouTube. This study aims to determine whether the use of YouTube Videos can improve the speaking skills of students in grade eleven at MAN 5 Jombang in the 2020/2021 academic year. This study uses the collaborative classroom action research (CCAR) method. The results of the study showed that the use of YouTube Videos can improve students' speaking skills, as evidenced by the results of the post-test with a success rate of 94% and the questionnaire, where 74% of students were enthusiastic about this media.]]>
<![CDATA[Student Achievement: Assessing the Impact of Project-Based Blended Learning on Academic Scores in the English Department ]]>
<![CDATA[Sarwadi]]>;
<![CDATA[Mujtahidin]]>;
<![CDATA[Syaiful Huda]]>
<![CDATA[ E-Link Journal Vol 11 No 2 (2024): E-Link Journal ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v11i2.1134
<![CDATA[Project-Based Blended Learning is an educational method that integrates conventional classroom instruction with online learning and practical projects. The technique used in this research was quantitative; the research aim was to investigate the impact of Project-Based Blended Learning to improve students’ academic achievement in the English department of Qamarul Huda University. The result of this study was Improved Academic Performance and Increased student engagement and Motivation; the combination of project-based learning and online resources can increase student motivation by providing meaningful and relevant learning experiences. When students see the real-world applications of their learning and have the autonomy to explore topics of interest, they are more likely to excel academically. It was shown in the data analysis that before applying project-based blended learning, students got an average score of 77.00, and after applying project-based blended learning, students increased their score to 87.00.]]>
<![CDATA[The The Use of Scramble Technique in Teaching Literacy For Fourth Grade Student At Sanggar Bimbingan Hulu Kelang Malaysia ]]>
<![CDATA[Fadhilah]]>;
<![CDATA[zulfa]]>
<![CDATA[ E-Link Journal Vol 11 No 2 (2024): E-Link Journal ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v11i2.1147
<![CDATA[This can be seen from the lack of knowledge in making simple sentences owned by students and difficulties in composing sentences properly. In addition, students' lack of attention to the teacher's explanation, lack of writing practice and feel less confident and worried that they will be laughed at by the surrounding environment if they make mistakes. So this research want to know the implementation of scramble technique in teaching literacy and students and teacher perception on the use of scramble teachnique in teaching literacy. This study uses case study. . The object of research is fourth grade students at Sanggar Bimbingan Hulu Kelang Malaysia as many as 6 students. From this study suggest that scramble technique is an effective pedagogical tool to improve writing skills of fourth grade. By combining structured guidance with engaging and interactive activities, this method successfully improves the ability to write simple sentences and self-confidence of fourth grade students of Sanggar Bimbingan Hulu Kelang Malaysia.]]>
