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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 94 Documents
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An Exploratory Study of EFL Students’ Perceptions of Peer and Lecturer Feedback in Developing Writing Skills Elviani, Mutia; Martunis, Martunis; Hamdanur, Roobby; Losi, Rizky Vita
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i2.14384

Abstract

This exploratory study investigates EFL students’ perceptions of peer feedback and lecturer corrective feedback in developing their writing skills, particularly in business letter writing within the Business Administration Study Program at Politeknik Negeri Medan. Writing business letters is an essential skill in Business Correspondence courses, especially in vocational higher education, where clarity, accuracy, and professionalism are highly required. However, many EFL students continue to face challenges in organizing ideas, applying appropriate business formats, and using accurate grammar and vocabulary. This study employed a qualitative research design, utilizing questionnaires to explore students’ perceptions and experiences regarding peer feedback and lecturer corrective feedback. The participants were third-semester students of the Business Administration Study Program at Politeknik Negeri Medan who had completed the Business Correspondence courses. The analysis focused on how students perceive the role of both feedback types in supporting their writing development. The findings indicate that students perceive both peer feedback and lecturer corrective feedback as beneficial but serving different functions in the writing process. Peer feedback is perceived as useful for fostering collaboration, critical thinking, and awareness of writing structure, particularly in the early stages of writing. In contrast, lecturer corrective feedback is perceived as more authoritative and reliable, especially for improving grammar accuracy and adherence to formal writing conventions. The findings also suggest that both feedback types are viewed as complementary in supporting students’ writing development. The study concludes that students perceive the integration of peer and lecturer feedback as creating a more supportive and effective learning environment for developing writing skills in an EFL context.
A Pragmatic Analysis of Speech Acts in Instructional Videos and Their Role in Enhancing Students’ Comprehension Yahsya, Akhrif
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i2.14402

Abstract

This study examines the role of speech acts in instructional videos and their impact on students’ comprehension in an English as a Foreign Language (EFL) context. Drawing on Pragmatics and speech act theory proposed by John Searle, this research aims to identify the types of speech acts used in instructional videos, analyze their pragmatic functions, and explore how they influence students’ understanding. This study employed a descriptive qualitative design with a pragmatic discourse analysis approach. The data were collected from instructional videos and semi-structured interviews involving 30 undergraduate students at STAIN Mandailing Natal. The findings reveal that directive speech acts dominate instructional discourse, accounting for approximately 65–70% of all utterances. However, the effectiveness of these directives varies depending on their degree of explicitness. Direct instructions significantly enhance comprehension, while indirect and mitigated forms often lead to pragmatic failure. The study also identifies several instances of misunderstanding, where students interpret indirect directives as optional rather than obligatory. These findings indicate that pragmatic clarity plays a crucial role in determining the effectiveness of instructional communication. This study contributes to the fields of pragmatics and educational technology by highlighting the importance of linguistic factors in digital learning environments. It suggests that effective instructional videos should prioritize explicit and pragmatically appropriate language to support students’ comprehension and engagement. Keywords:‎ Pragmatics, Speech Acts, Instructional Videos, EFL, Comprehension
The Effectiveness of Differentiated Content through QuizWhizzer on Listening Comprehension and Motivation Fadillah, Fika Nurul; Sunubi, Abdul Haris; Arqam, Arqam; Tjalla , Magdahalena; Dalle, Ambo
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i2.14799

Abstract

This study aimed to investigate the effectiveness of implementing Differentiated Instruction through QuizWhizzer in improving students’ listening comprehension and learning motivation. It employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles. The participants of this study were 21 sixth-grade students. The data were collected through tests and observations. The tests were used to measure the improvement of students’ listening comprehension, meanwhile observations were conducted to assess students’ learning motivation during the teaching and learning process. Differentiated Instruction was implemented by grouping students based on their learning profiles, especially their learning styles and providing the materials (differentiated content) through QuizWhizzer according to students’ learning style. The results revealed that the implementation of Differentiated Instruction through QuizWhizzer was effective in improving students’ listening comprehension. This was evidenced by the increase in the students’ mean scores from 40 in pre-action to 70.52 at the end of Cycle I, and further increased to 79.95 at the end of Cycle II. In addition, students’ learning motivation also improved, as indicated by the observation results, which increased from an average score of 82.15 at the beginning of the implementation to 95.64 at the end of Cycle II, categorized as very good. Based on the findings, it can be concluded that the implementation of Differentiated Instruction through QuizWhizzer was effective in improving the listening comprehension and learning motivation of the sixth-grade students.
Implementing Wordwall Assisted by TaRL Approach to Improve English Vocabulary Mastery Herlinda, Nika; Tjalla , Magdahalena; Sunubi, Abdul Haris; Fakhruddin, Zulfah; Mujahidah, Mujahidah
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i2.14871

Abstract

English vocabulary mastery is one of the fundamental aspects of language learning that supports students’ ability to understand and use English effectively. However, many elementary school students still experience difficulties in understanding, remembering, spelling, and using English vocabulary. This study aimed to improve the English vocabulary mastery of fourth-grade students through the implementation of Wordwall assisted by TaRL approach and to investigate students’ responses toward its use in English vocabulary learning. The study employeed Classroom Action Research followed Kemmis and McTaggart’s model and involved 22 fourth-grade students across two cycles. Instruments included vocabulary tests and observation sheets. Quantitative data came from students’ test scores, while qualitative data were obtained from observations and field notes during the actions. Combining TaRL to map student abilities with Wordwall as a gamified medium distinguishes this study from prior research. Findings indicate the intervention effectively increased students’ vocabulary mastery. The average score rose from 53.14 in the initial test to 84.09 in Cycle II. The percentage meeting the minimum completeness criteria (KKM) increased from 36.36% initially to 90.91% in Cycle II. Observations also revealed positive student responses, shown by increased participation, involvement, enthusiasm, and self-confidence during learning. In conclusion, integrating Wordwall with the TaRL approach is an effective strategy for improving elementary students’ English vocabulary. The approach offers a practical, student-centered way for teachers to enhance vocabulary mastery and make learning more engaging.

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