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Dewi Atikah
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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. 4 No. 2 (2023): December" : 6 Documents clear
Female EFL Pre-Service Teachers’ Experiences During Field Teaching Practice at Vocational School Nurfaidah, Sitti; Ramadhani, Aulia; Malaka, Sartina
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.3698

Abstract

In the context of teacher training, the integration of gender dynamics within the educational setting has received increasing attention, particularly in environments where gender roles are distinctly emphasized. However, there remains a significant gap in the literature concerning the specific challenges and strategies of female EFL pre-service teachers in male-dominated vocational schools, which this study seeks to explore. This qualitative study aims to uncover the experiences of female EFL pre-service teachers during their field teaching practice in a male-dominated vocational school. The data were gathered from the reflections of nine female pre-service teachers. The findings revealed a variety of experiences encountered by the participants. They shared their initial reactions and feelings upon being assigned to teach at the school, the challenges they faced during the teaching practice, the difficulties encountered when interacting with male students, and the strategies they developed to overcome these interaction challenges.Keywords: Female EFL pre-service; field teaching practice; vocational school
Voices in the Classroom: Unraveling the Impact of Teacher Beliefs on Speaking Skills Halim, Abdul; Yang, Chen Ching; Nasril, Nasril
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.4164

Abstract

Focusing on teacher beliefs in language instruction, this research explores their nuanced influence on speaking classes. By examining teacher reflections and students' experiences, the study reveals a multifaceted process wherein educators employ innovative techniques to foster critical thinking and active participation. The findings emphasize the transformative potential of teacher-student interactions, underscoring the importance of recognizing and leveraging these beliefs for more effective language instruction. Keywords: Teacher belief, Speaking skill, Reflective practice, Student centered-learning
Students' Perceptions of Memrise App Use in Learning Vocabulary Baniara, Mirdad; Halim, Abdul; Abidin, Azwar
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.4250

Abstract

This study aims to investigate the students’ perceptions in using Memrise app in learning vocabulary. To achieve this aim, this research applied qualitative methodology as qualitative research. The participants of this study were 20 students with non-English major study programs. The data of this study were obtained from students’ written reflections through Google form that spread by WA Group. Thematic analysis was implemented in this study based on the concept of students’ perceptions. The result of the analysis showed that students’ perceived usefulness in learning vocabulary with the Memrise application has positively increased. The students also felt entertained in learning vocabulary, such as playing a game. The result also revealed that students implemented their words knowledge in speaking, pronunciation, listening and writing. The students were satisfied in learning vocabulary after exposing them with range of built-in features of the application, such as videos, audios, pronunciation guidance and reviewing learning systems. The pedagogical implication of this study is that the teacher/lecturer, university, and students can utilize this application as learning and teaching media to bridge them to acquire good range of lexical.Keywords: Learning Vocabulary; MALL; Memrise App; Students’ Perceptions
The Students’ Perception on Summarizing as Learning Strategy in L2 Reading Sugesti, Tika Andria; Humaera, Isna
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.6082

Abstract

This case study aimed to investigate the students’ perception of summarizing as a learning strategy in L2 reading. The study was conducted at one of the universities in Southeast Sulawesi with data gathered from five students in the fourth semester from the English education department. Reflection documents were used to obtain the data. Through a thematic analysis method, the data were analyzed qualitatively. The findings revealed that the summarizing strategy in L2 reading learning was perceived tend to be positive by most students. As reported by participants, summarizing strategy provided advantages for enhancing the L2 reading learning process. Moreover, numerous barriers faced by students in the summarizing process were also conveyed in the findings of this study. It implies that this strategy can be an alternative for L2 reading class as the students prefer this strategy as well.Keywords: Learning strategy; perception; summarizing.
EFL Students’ Perceptions on Grammarly Use in Proofreading Essay Tasks Wahyu, Tri; Zur, Sarjaniah
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.8046

Abstract

The mixed method sequential explanatory study aimed to investigate the EFL students’ responses to writing acquisition learning facilitated by Grammarly in terms of lexical process based on their cognitive perspectives in one of the higher Islamic universities in Kendari. The study utilized documentation, questionnaires, and reflection in collecting the data. The data was gathered from 8 participants based on inclusion criteria. The study found that students had responded positively to using Grammarly in proofreading essay tasks. The findings showed that Grammarly had several strengths, such as easiness in using Grammarly, increased student confidence in writing, efficiency in revision, writing improvement, convenience in using Grammarly, writing accuracy, time management, and satisfaction with feedback provided by Grammarly. Meanwhile, Grammarly's weaknesses were consistency and accuracy with the feedback. The study implied that the lecturer or prospective teacher could help improve students' writing in proofreading by using a helpful technology such as Grammarly.Keywords: EFL student’s perceptions; essay tasks; Grammarly; proofreading.
Individual Factors Affecting Learner’s Willingness to Speak in EFL Classroom Syukri, Suhartini; Wahyuni, Sri; Abidin, Azwar
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.8609

Abstract

This qualitative study aims at investigating what individual factors affecting learners Willingness to Communicate (WTC) in EFL classroom. Data were gernered using reflection which were distributed to 15 learners of the fifth semester at the English Education program in one of universities in Southeast Sulawesi. The researcher analyzed the learners’ reflection using thematic analysis (TA) through  coding  the  data  by underlining  code and conceptual framework  of WTC. The study result shows that several individual factors were identified as having an influence on learners’ willingness to speak, including perceived opportunity to communicate, emotions, interest, anxiety, feeling of insecurity, self-confidence, L2 proficiency and personalities. This study implies that these nine individual factors were found to be influential in effecting students’ WTC in English in this particular study, and the teachers need to pay more attention to these factors in providing instructions in EFL classroom.Keywords:    English foreign language classroom; English foreign language learners; individual factors; willingness to communicate.

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