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Al Lughawiyaat
Published by Institut Agama Islam Negeri Kendari
ISSN : -     EISSN : 27466035     DOI : https://doi.org/10.31332/
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Al Lughawiyaat is a scientific journal publishing articles mainly related to English Education, Linguistics, Literature, and Applied Linguistics concerned on the theory of language and practice of language learning including second language acquisition and the teaching and learning of second or foreign language.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol 2, No 1 (2021): June" : 6 Documents clear
Error analysis of Students’ Recount Writing Text Izla Wardany; Isna Humaera; Suhartini Syukri
AL LUGHAWIYAAT Vol 2, No 1 (2021): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (287.314 KB) | DOI: 10.31332/alg.v2i1.2756

Abstract

In this research, the researcher intended to find the significant error that occur in class X MIPA 1 SMAN 11 Kendari. By this research, the aim was to describe the main problem, the most common error which students made in their recount text writing at X MIPA 1 SMA Negeri 11 Kendari. Data is collected using Students writing draft. Students were asked to write a recount text at least 100 words in 45 minutes. The results of data analysis revealed that omission of auxiliary was the common error done by students X MIPA 1 SMA Negeri 11 Kendari. In students’ writing there are several errors that researcher have found that namely; omission of articles, omission of preposition, omission of apostrophe, omission of auxiliary, omission of countable and uncountable nouns. Based on the results, analysis students’ error is giving many the descriptions of students’ writing ability.
Students’ Cognitive Attitude toward the Use of Direct Written Corrective Feedback in L2 Writing Nur Sailah; Abdul Halim
AL LUGHAWIYAAT Vol 2, No 1 (2021): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (363.443 KB) | DOI: 10.31332/alg.v2i1.2963

Abstract

ABSTRACTThe purpose of this research was to analyse and investigate students’ cognitive attitude toward the use of direct written corrective feedback in L2 Writing. The participants of this study consist of 17 students from Senior High School in MAN 1 Konsel at X Agama who were selected based on their participated in the classroom in the learning process. The students were done to follow the learning process used direct written corrective feedback method from the researcher. The qualitative data were analyzed byobservation form video recorded and reflection from the students. The results of the research indicated that direct written corrective feedback led the students have positive attitude. The students felt happy, motivated, and perceive that this method is useful to apply in L2 Writing. Regardless of positivity, there were some students that showed negative cognition after applied direct written corrective feedback that given by teacher. This study implies that, the use ofdirect written corrective feedback that was given is really helped crossing out the students’ errors in spelling and writing the correct form near the errors in order to assist them to acquire correct English direct corrective feedback is the way the teacher provides the student with the correct form of the student’s mistake in writing.      
The Engagement of EFL Learners in Speaking Class Using WhatsApp Abdul Halim; Wa Ode Zulhidjah Awalyah
AL LUGHAWIYAAT Vol 2, No 1 (2021): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (289.308 KB) | DOI: 10.31332/alg.v2i1.3754

Abstract

This study was conducted under qualitative design. It aimed to unveil the use of WhatsApp in engaging EFL learner in speaking class. This mode of learning did not intend to replace the face to face speaking class meeting which was done once a week. This research was used as input for the teachers to engage more students to use English after speaking class.  The subjects of this study were 9 students of speaking 4 class. To obtain the data, this study used the printed WhatsApp communication and written open ended questions. This study revealed two findings: firstly, WhatsApp has helped students to speak English as indicated as follows: WhatsApp improved students’ vocabulary; feedback made in WhatsApp help students learn what is correct and incorrect; WhatsApp engaged the students with global issues which help students develop their ideas when addressing their conversation; WhatsApp could improve other language skills, such as grammar, writing, reading, and vocabulary; WhatsApp improved students’ confidence in speaking class. Secondly, the challenges faced by the students to participate actively in WhatsApp group of speaking class are: unmanaged time, assignments, and irrelevant comments. This study found that students did not really consider financial, grouping them with students who have similar interest, and use of other social media as the barrier for them to participate actively in WhatsApp group of speaking class
EFL Students' Preference on Seating Arrangement in Speaking Class Raodahtul Jannah; Sitti Nurfaidah
AL LUGHAWIYAAT Vol 2, No 1 (2021): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (413.053 KB) | DOI: 10.31332/alg.v2i1.2919

Abstract

This study aims to identify students' choice for seating arrangement in speaking class.The researcher uses qualitative design. As a result this study focuses on students’ preference on seating arrangement in speaking class. The researcher conducted a case study involving 19 participants of the third semester at the English Education Study Program in IAIN Kendari and gathered data from observation, students’ reflection and questionnaire.The finding show that 72% buzz group seating, 10% horseshoe seating, 5% traditional seating, 5% pair seating, and 8% cluster seating. This study implies that seating arrangement help the students’ focus and interest in learning process, participating and engaged in cooperative learning. Therefore, improve their language skills to interact with each other in a more fluent way. Keywords: Seating arrangement, Speaking Class
Seating Arrangements in Discussion Groups as the Factor of the Students' Willingness to Speak English in Foreign Language Classroom Ella Ismi Anggriani; Isna Humaera
AL LUGHAWIYAAT Vol 2, No 1 (2021): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (397.807 KB) | DOI: 10.31332/alg.v2i1.2912

Abstract

This research reports the extent to which the teacher factor causes the willingness of students to speak in a foreign language class. Looking at the majority of students who do not speak when in a foreign language class, this study is therefore conducted to see in terms of which teacher factors can make students want to talk. This research uses a qualitative approach with student reflection documents. The researcher selected 25 students as participants in this study. This research was conducted by observation and taking data through filling reflections conducted by students through Google Form. From the results of the reflection analysis the researcher found that each student had the same opinion in expressing their way to want to talk in class, that is by looking at or depending on what method the teacher used in the classroom. In this case, the method used by the teacher in the classroom is the method of seating arrangements in discussion groups. Then this is the teacher’s factor that causes the willingness of students to speak in a foreign language class.Keywords: Teachers’ Factor; Willingness to Communicate (WTC)  
EFL Students' Perception on Strengths and Weaknesses of Group Working in Project-Based Learning Sri Munianti; Suhartini Syukri
AL LUGHAWIYAAT Vol 2, No 1 (2021): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.038 KB) | DOI: 10.31332/alg.v2i1.2891

Abstract

This study investigates the EFL students' perception on Strengths and weaknesses of group working in project-based learning. This implements qualitative research of study. Data were collected using reflections, which were distributed to 15 students of the fifth semester at the English Education Study Program in higher education at Kendari as participant. The finding showed that there were strengthen and weaknesses in implementing group work on PBL. Some strengthen on group work do PBL are brainstorming ideas, providing easier learning, and understanding material, practicing cooperation skills, sharing the task inside team and developing responsibilities. Meanwhile, for the weaknesses of group work on PBL namely the students’ feel their group member was incohesive team these included of lack unity and think of themselves, difficulties to set time, uneven assigment, and misunderstanding in the discussion group. This study implies the lecturer or prospective teacher should have some considerations when they want to use group work activities in the class. 

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