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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. 6 No. 2 (2025): July" : 6 Documents clear
The Use of Mentoring in Uplifting EFL Students’ Self-Regulated Language Learning in Speaking Muchlisha, Tita; Halim, Abdul; Syukri, Suhartini
AL LUGHAWIYAAT Vol. 6 No. 2 (2025): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i2.9882

Abstract

This study examined the impact of mentoring programs on EFL students’ self-regulated language learning as a strategy utilized in their speaking processes. Qualitative methodology was employed in this research. The study involved 15 EFL students who participated in a mentoring program with at least 3 meetings. Data were collected from students’ written reflections using Google Forms, which were then distributed through a WhatsApp Group. The researcher analyzed the data using thematic coding. The analysis revealed significant positive changes in students’ self-regulated learning through mentoring, including expanding ideas, enriching vocabularies, building critical thinking, developing self-confidence, enhancing motivation, increasing awareness of learning, and creating a positive mindset. This study suggests that both teachers and students should consider implementing mentoring as an effective strategy for developing self-regulated learning in a speaking context. Keywords: Learning Speaking, Self-Regulation, Mentoring
The Effectiveness of Story Grammar Strategy in Teaching Reading Comprehension of Narrative Text Musfirah; Mujahidah, Mujahidah; Sunubi, Abdul Haris; Zulfah; Ambo Dalle
AL LUGHAWIYAAT Vol. 6 No. 2 (2025): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the effectiveness of the Story Grammar Strategy in improving students’ reading comprehension of narrative texts. Utilizing a Classroom Action Research approach, the research was conducted in two cycles comprising planning, implementation, observation, and reflection stages. The participants consisted of 35 eleventh-grade students. The results showed a substantial improvement in reading comprehension scores, with the average increasing from 55.07 in the first cycle to 89.71 in the second cycle. Students demonstrated enhanced abilities in identifying narrative elements such as setting, characters, conflict, and resolution, along with increased engagement and motivation during learning activities. The findings suggest that the Story Grammar Strategy is an effective instructional method that fosters both cognitive and affective development in reading narrative texts within EFL classrooms.
Utilizing Digital Game Based Learning to Enhance English Grammar Mastery Learning for the Third Year Students Firdaus; Sunubi, Abdul Haris; Ambo Dalle; Arqam; Mujahidah
AL LUGHAWIYAAT Vol. 6 No. 2 (2025): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i2.11803

Abstract

This research aims to examine the effectiveness of Digital Game-Based Learning (DGBL) in improving the English grammar mastery of third-year students. The study also investigates student responses and engagement in the learning process. This research used a Classroom Action Research (CAR) design conducted in two cycles, involving 25 third-year students. The learning process utilized digital platforms such as Duolingo, Baamboozle, and Blooket as interactive grammar learning media. Data were collected through grammar tests, observation sheets, and field documentation. The results showed a significant improvement in students’ grammar mastery, with the average score increasing from 58.52% in Cycle I to 91.20% in Cycle II. In addition, students demonstrated very positive responses and increased engagement during the DGBL activities. The learning atmosphere became more dynamic, and students were more motivated to participate actively in class. The study concludes that Digital Game-Based Learning not only enhances grammar skills but also promotes positive attitudes and high engagement among students in a pesantren context.
The Analysis of Phonemes in the Duri Dialect and the Pattinjo Dialect : A Descriptive Study of Segmental Phonemes in the Duri and Pattinjo Dialects Yukir, Muh; Ambo Dalle; Zulfah; Mujahidah; Sunubi, Abdul Haris
AL LUGHAWIYAAT Vol. 6 No. 2 (2025): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i2.11630

Abstract

This research aims to conduct phoneme analysis in the Duri dialect and the Pattinjo dialect, two dialects located in South Sulawesi, Indonesia. With a focus on analyzing the phonemes between these two dialects, this research examines the linguistic variations that emerge in the northern Enrekang and Pinrang regions. The Duri dialect is located in the Enrekang region, while the Pattinjo dialect dominates the northern Pinrang area. The research method involved collecting data from local informants speaking both dialects, as well as phonematic analysis to identify phoneme differences and similarities between the two. The results of this research provide in- depth insight into the unique phoneme characteristics of each dialect, enriching our understanding of the region's linguistic diversity. This research can contribute to the regional linguistic literature and provide a basis for further research on language variation in South Sulawesi.
Mismatched Perceptions of Mentors and Pre-Service Teachers in Implementing Warm-Up Activity During Field Teaching Program Warahma; Azwar Abidin; Suhartini Syukri
AL LUGHAWIYAAT Vol. 6 No. 2 (2025): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i2.11903

Abstract

This qualitative study aims to explore the mismatched perceptions of mentors and pre-service teachers in implementing warm-ups during a field teaching program. The study involved four mentor teachers and six pre-service teachers as participants. Through thematic analysis of reflections and in-depth interviews, the study revealed that there are several mismatched perceptions among mentors and pre-service teachers when implementing warm-ups, including time allocation and the benefits of these activities. Mentor teachers consistently advocated for a concise 5-minute warm-up during the opening stage. In contrast, pre-service teachers preferred 10-15 minutes for these activities. This study also identified mentors and pre-service teachers who acknowledged the benefit of these activities. Mentor teachers stated that these benefits include preparing students, stimulating students' thinking, and generating student enthusiasm. Pre-service teachers stated these benefits, including activating prior knowledge, increasing engagement and motivation, facilitating review and reinforcement, fostering communication, and creating a fun and relaxed atmosphere. The findings highlight the importance of balancing the benefits of warm-ups with efficient time management as an optimal approach for opening lessons.
Factors Influencing Willingness to Communicate in Classroom: EFL Students’ Voices Syukri, Suhartini; Adam, Rikki Ramadhan; Safei, Nur Hasanah
AL LUGHAWIYAAT Vol. 6 No. 2 (2025): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i2.13947

Abstract

This study elaborates EFL students’ perceptions toward factors that affect their WTC in the classroom. This qualitative research applied a survey study by qualitative research utilizing 28 close ended questions and an open-ended question to elaborate on 33 participants’ voices toward factors influencing their willingness to communicate in EFL classroom instructed by native teacher. This study revealed that several factors emerge as factors influencing students’ WTC. Psychological variables such as L2 self-confidence, perceived communicative purpose, L2 learning anxiety, L2 learning motivation and situational variables such as effect of task type, topic, teacher’s role, and classroom atmosphere are contributed in raising students’ WTC in the classroom. The implication of this study pedagogically is better for the lecturers of university in reflecting the concept of teaching to scaffold students’ WTC for better learning and communication in English.

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