cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Zuhri Dj
Contact Email
ijretal@iain-bone.ac.id
Phone
+6282346440868
Journal Mail Official
ijretal@iain-bone.ac.id
Editorial Address
Institut Agama Islam Negeri (IAIN) Bone Jl. HOS. Cokroaminoto No. 9, Watampone, 92731, Indonesia
Location
Kab. bone,
Sulawesi selatan
INDONESIA
International Journal of Research on English Teaching and Applied Linguistics
Published by Institut Agama Islam Negeri Bone
ISSN : 27748294     EISSN : 27749312     DOI : 10.30863
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Research on English Teaching and Applied Linguistics (IJRETAL) provides a forum for disseminating information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. IJRETAL publishes articles, book reviews, conference reports, and academic exchanges concerning the linguistic, sociolinguistic, and psycholinguistic description of English as it is used for the purposes of academic study and scholarly exchange. A wide range of linguistic, applied linguistic, and educational topics may be treated from the perspective of English for academic purposes; these include: -classroom language, -teaching methodology, -teacher education, -assessment of language, -needs analysis; -materials development and evaluation, -discourse analysis, -acquisition studies in EAP contexts, -research writing and speaking at all academic levels, -the socio-politics of English in academic uses and language planning.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 7 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2025)" : 7 Documents clear
STUDENTS’ SELF-DIRECTION IN LEARNING ENGLISH LISTENING SKILLS AT AN ISLAMIC UNIVERSITY Rachman, Muhammad Fajaruddin; Yauri, Andi Muhammad; Nursidah
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.10553

Abstract

This study explores how students at an Islamic university engage in self-directed learning (SDL) to enhance their English listening skills and what motivates that engagement. Using a qualitative descriptive design, semi-structured offline interviews were conducted with seven 6th–8th semester English majors (June 16–17, 2025). Data were transcribed, coded, and member-checked. Findings show that students set academic/professional goals (e.g., TOEFL/IELTS, postgraduate study, employability) as well as social/personal goals (e.g., reducing insecurity, building confidence). They select authentic, accessible materials YouTube, podcasts/TED Talks, films, songs, TikTok and employ repetition, note-taking, shadowing, and self-evaluation (e.g., prediction tests), with technology functioning as a central enabler. Key challenges include wavering motivation, focus and consistency, time constraints, and distracting environments; feedback from lecturers/peers and perseverance (personal drive, family support, future aspirations) help sustain progress. Intrinsic (interest, enjoyment, competitiveness) and extrinsic factors (exams, career targets, lecturer cues, peer influence) jointly shape SDL. The study concludes that SDL is vital for listening development when autonomy is supported by purposeful goals, strategic routines, constructive feedback, and technology use. Implications include designing autonomy-oriented tasks, guiding critical use of digital resources, and improving institutional supports (labs, study groups, workshops) to foster lifelong learning.
EFL STUDENTS' MASTERY OF ENGLISH SUFFIXES Nuralizah, Nuralizah; Ardiana, Ardiana
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.8499

Abstract

The This study aimed to assess students' proficiency in using derivational suffixes, focusing on their ability to apply four types of suffixes through the online platform Google Forms. A quantitative descriptive approach was employed, with a sample of 38 fifth-semester English education students from Muhammadiyah University of Makassar. Data were collected using multiple-choice tests and analyzed by calculating total scores, percentages, and average proficiency levels. The findings revealed that 10.53% of students achieved 'Excellent' and 'Very Good' proficiency, while 23.68% were classified as 'Good'. Additionally, 7.89% fell into the 'Fairly Good' and 'Fair' categories. However, 28.95% of students were in the 'Poor' category, and 10.53% were classified as 'Very Poor'. Further analysis showed that students demonstrated the highest competence in verb suffixes, with an average score of 66.45%, followed by adverbial suffixes at 55%, adjective suffixes at 26%, verb suffixes at 10%, and noun suffixes at 9%. These results indicate that overall proficiency in suffix usage among fifth-semester students remains relatively low, highlighting the need for targeted instructional strategies to improve their understanding and application of derivational suffixes.
MIND OVER SPEECH: THE ROLE OF ANXIETY IN EFL STUDENTS’ ORAL PRESENTATION PERFORMANCE Almagsodi, Aysha
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.10522

Abstract

Oral presentation is a crucial academic and professional skill that reflects communicative competence and self-confidence, yet it remains one of the main sources of anxiety among English as a Foreign Language (EFL) learners. Despite extensive research on speaking anxiety, limited attention has been given to the specific demands of oral presentations, where students must perform under evaluation and linguistic pressure. This study aimed to examine the role of anxiety in EFL students’ oral presentation performance, focusing on Saudi female undergraduates at King Khalid University. A quantitative descriptive design was adopted, and data were collected through a validated questionnaire administered to thirty students in the Department of English. The instrument, showing high reliability (Cronbach’s α = 0.81), measured four dimensions: psychological, linguistic, situational, and preparation-related factors. Descriptive statistical analysis using SPSS revealed that psychological anxiety was the most influential variable, followed by preparation and linguistic limitations. Participants reported shyness, fear of mistakes, and concern over negative evaluation as key stressors. Although structured rehearsal improved confidence, overreliance on memorization increased tension. The findings highlight that effective oral performance depends on both linguistic ability and psychological readiness. The study concludes that integrating anxiety-reduction strategies, reflective practice, and confidence-building training within EFL curricula can enhance learners’ oral communication skills and overall performance.
THE IMPACT OF USING MINDOMO ON HIGH SCHOOL STUDENTS' ANALYTICAL EXPOSITION TEXTS Fitriya, Nida Aida; Rahmawati, Eva
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.10656

Abstract

Students often experience difficulties in writing analytical exposition text, especially in conveying their thoughts in a coherent and organized form. To address this problem, Mindomo was implemented to help students organize their writing. This research aims to find out the impact of using Mindomo as a digital mind mapping tool on high school students’ analytical exposition text writing by conducting quasi-experimental research. The implementation focused on two 10th grade classes of a Public Islamic High School in Ngawi, divided into one control class and one experimental class consisting of 30 students each. Each class underwent five sessions, starting with a pre-test, then the experimental class underwent treatment using Mindomo while the control class underwent learning using manual mind mapping, and ended with a post-test. The result shows experimental class's average post-test score increased to 83.79 after Mindomo implementation, up from a pre-test average of 75.20. Despite this gain, the hypothesis test (0.801) indicated no statistically significant difference between the control and experimental classes. This study found new information that the use of Mindomo in writing analytical exposition text in 10th grade has insignificant results.
UNDERSTANDING FRESHMEN STUDENTS’ PERCEPTIONS OF BASIC ENGLISH SKILLS, LEARNING BARRIERS, AND STRATEGIES IN AN INDONESIAN UNIVERSITY Syam, Ferawaty; Fienta, Annery; Sultan, Muhammad Asrul; Hardianti
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.10701

Abstract

This study investigates freshmen students’ self-perceived basic English abilities in a non-English department at an Indonesian university. Using a descriptive quantitative survey design, data were collected from 101 participants through a six-item multiple-choice questionnaire administered via an online survey platform. The findings reveal that most students rate their overall English proficiency as poor and show low confidence in using English in daily contexts. Speaking and listening emerged as the most frequently identified weak skills, while grammar, vocabulary, fluency, and reading comprehension were cited as major challenges. Students’ experiences learning English in high school were mixed, with many reporting inadequate preparation for university-level demands. In terms of learning strategies, students primarily relied on self-study and reading, with fewer attending formal courses, and some reporting no deliberate strategy at all. These results suggest a gap between students’ secondary education experiences and their readiness for academic English tasks. The study highlights the need for universities to provide early support focusing on communicative competence, foundational language skills, and confidence-building activities. Limitations include the exclusive use of self-reported data, a limited number of survey items, and a single-site sample. Recommendations for future research include larger samples, mixed-methods approaches, longitudinal studies, and evaluations of targeted interventions to improve students’ basic English competence
THE PROJECT-BASED LEARNING AND ITS IMPACT ON ENGLISH PRESENTATION SKILL DEVELOPMENT Permatasari, Armita; Juniati, Sri Rahayu
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.10755

Abstract

Abstract Project-Based Learning (PBL) has increasingly gained attention in English as a Foreign Language (EFL) instruction because it creates meaningful, student-centered learning experiences that support communicative competence. However, despite its recognized benefits, research focusing on the impact of PBL on the English presentation skills of non-English majors in General English classes remains limited, particularly within Indonesian private universities. To address this gap, this study aimed to examine the effect of PBL on non-English majors’ English presentation skills at Universitas Muhammadiyah Sinjai. A quasi-experimental design was employed involving a pretest–posttest control group. The experimental group was taught using PBL, while the control group received conventional instruction. An analytic rubric assessing content, organization, language accuracy, pronunciation, delivery, and use of visual aids was used to measure students’ presentation performance. The results indicated that students taught through PBL showed a significant improvement in overall presentation skills compared to those in the control group. The qualitative observations also revealed increased motivation, collaboration, and confidence among students in the PBL class. These findings suggest that PBL offers a more engaging and effective learning environment for developing presentation skills, especially for non-English majors who often have limited exposure to authentic English-speaking tasks. The study concludes that integrating PBL into General English courses can enhance students’ oral communication abilities and support more meaningful learning outcomes. Implications for teaching practice and recommendations for future research are also provided. Keywords: Project-Based Learning, Presentation Skills, English Foreign Language
TASK-BASED LANGUAGE TEACHING FOR WORKPLACE-ORIENTED SPEAKING IN VOCATIONAL EDUCATION: A QUALITATIVE CASE STUDY Annisa Novianti Mawaddah
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.11106

Abstract

English instruction in many vocational schools remains dominated by traditional grammar-focused approaches that offer limited opportunities for authentic speaking practice and do not align with students’ practical learning styles. This study aims to explore the implementation of Task-Based Language Teaching (TBLT) in speaking instruction at a vocational high school and to examine students’ and teachers’ experiences, perceived relevance, and challenges in using TBLT to prepare for workplace communication. Using a qualitative case study design, the research was conducted in one vocational high school within the construction and sanitation program. Data were collected through classroom observations, semi-structured interviews with one English teacher and selected students, and document analysis. The data were analyzed using thematic analysis to identify recurring patterns related to the implementation and impact of TBLT. The findings indicate that TBLT offers meaningful opportunities for students to practice speaking through real-world tasks such as job interview simulations, client–worker role-plays, and technical presentations. Students perceived these activities as relevant to their future careers and reported increased confidence and fluency in speaking English. However, affective factors, such as anxiety and linguistic limitations, remained challenges, particularly during the initial stages of implementation. The study concludes that TBLT is a relevant and practical approach for teaching speaking in vocational contexts, as it supports workplace-oriented communication and aligns with vocational students’ learning needs.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2025) Vol. 6 No. 1 (2025) Vol. 5 No. 2 (2024) Vol. 5 No. 1 (2024) Vol. 4 No. 2 (2023) Vol 4, No 1 (2023) Vol 3, No 2 (2022) Vol 3, No 1 (2022) Vol 2, No 2 (2021) Vol 2, No 1 (2021) Vol 1, No 2 (2020) Vol 1, No 1 (2020) More Issue