Articles
72 Documents
<![CDATA[Students’ Response towards Game Use as a Warming-up Activity in TEYL ]]>
<![CDATA[Isna Humaera]]>;
<![CDATA[Rahmadina Mukhtar]]>
<![CDATA[ AL LUGHAWIYAAT Vol 2, No 2 (2021): December ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v2i2.2427
<![CDATA[This research aims at investigating on how students’ response toward the use of games as warming up activity in teaching English for young learners. This research is implemented by the researchers to teach English in classroom by using games in the beginning of lesson for eight meetings. The data were collected by using observation, questionnaire, and students’ reflection. The collected data were analyzed by using qualitative methods. The result of the study shows that when games use as warming up activity, it is entertaining in that it makes students feel fun and happy while learning. This study suggests that English teacher can use games as teaching method since games give pleasant class atmosphere and make students relax.Keywords: Games; Warming up activity; Young learners. ]]>
<![CDATA[The Engagement of EFL Learners in Speaking Class Using WhatsApp ]]>
<![CDATA[Abdul Halim]]>;
<![CDATA[Wa Ode Zulhidjah Awalyah]]>
<![CDATA[ AL LUGHAWIYAAT Vol 2, No 1 (2021): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v2i1.3754
<![CDATA[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]]>
<![CDATA[Improving Students’ L2 Writing through Teacher’s Written Corrective Feedback ]]>
<![CDATA[Tinsi Ayu Feren]]>;
<![CDATA[Abdul Halim]]>;
<![CDATA[Azwar Abidin]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 1 (2020): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i1.1958
<![CDATA[This qualitative study aims to improve students’ writing skill through teacher’s written corrective feedback based on 12 students’ writing at one of vocational schools in Kendari. It is expected that the students’ writing skill can be improved, and the students can participate actively in the English teaching and learning process. The instrument used in this study is documentation of students’ writing from the first draft until the third draft. To analyze the data, the researcher uses Creswell’s frame in 2009, such as: the data, displaying the data and concluding the data. The result of the study reveals that most of students improve their writing skill after being given teacher’s written corrective feedback and in the third draft, they make less mistake than the first draft. This study implies that, the use of teacher’s written corrective feedback in writing activity should be encouraged to improve the students’ writing ability.Keywords: Feedback; Qualitative; Teacher; Writing.]]>
<![CDATA[EFL Students' Preference on Seating Arrangement in Speaking Class ]]>
<![CDATA[Raodahtul Jannah]]>;
<![CDATA[Sitti Nurfaidah]]>
<![CDATA[ AL LUGHAWIYAAT Vol 2, No 1 (2021): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v2i1.2919
<![CDATA[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]]>
<![CDATA[Students’ Attitude on the Benefits of Project-Based Learning in the Multimodal Platform ]]>
<![CDATA[Sukiawati Sukiawati]]>;
<![CDATA[Sitti Nurfaidah]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i2.2279
<![CDATA[This study attempts to investigate the benefits of Project-based learning in the multimodal platform. It is exploring students’ perception towards the implementation of Project-based learning (PBL) in the multimodal platform based on students’ experience in working on the project used the multimodal platform in English instructional context. This study adopted a descriptive qualitative method. Data gathered through students’ reflection. The study was conducted in the English Language Education study program, at the University of IAIN Kendari. The participants of this study are fifth-semester students in the academic year of 2019-2020 who taking the Syntax course which the learning process of this course used PBL. Twenty-six students participated in this study by were wrote reflections to obtain information related to their perception toward Project-based learning implementation through the multimodal platform in their classroom. The collected data from students’ reflection then was highlighted, collated, and analyzed through coding and categorization. The results of the research reveal that PBL has advantages to students’ learning process. Besides, this study also shows that students have a positive perception of PBL implementation in the multimodal platform in their English classroom. Thus, this study implies that language teacher and teacher educators could utilize Project-based learning in the multimodal platform as a teaching-learning technic to develop students’ perception as well as students’ performance in the English teaching-learning process.]]>
<![CDATA[Rationales for Classroom Seating Arrangements: An EFL Teacher’s Voice ]]>
<![CDATA[Sitti Nurfaidah]]>;
<![CDATA[Abdul Halim]]>;
<![CDATA[Hildayanti Hildayanti]]>;
<![CDATA[Riski Riski]]>
<![CDATA[ AL LUGHAWIYAAT Vol 2, No 2 (2021): December ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v2i2.3364
<![CDATA[This article aims to present a case study of an EFL teacher’s rationales in implementing certain seating arrangements in his classrooms. Using thematic analysis, the analyzed transcript of semi-structured interview indicates that the teacher’s rationales behind a certain seating arrangement in his class are various. The teacher reveals that traditional seating is considered suitable for explaining the lesson and also catching the students’ attention whenever they do not seem to be ready to study. Meanwhile, the U-shape seating is used when he wants to help and engage the students in activities which could foster their active participation. Pair seating becomes the teacher’s choice when he wants to encourage the shy students to speak. The teacher believes that group seating is of importance to help building the students’ confidence to speak. This study implies that the seating arrangement aspect in EFL classroom management should be well considered.Keywords: EFL classroom; group seating; pair seating; seating arrangement; traditional seating; U-shape seating]]>
<![CDATA[Seating Arrangements in Discussion Groups as the Factor of the Students' Willingness to Speak English in Foreign Language Classroom ]]>
<![CDATA[Ella Ismi Anggriani]]>;
<![CDATA[Isna Humaera]]>
<![CDATA[ AL LUGHAWIYAAT Vol 2, No 1 (2021): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v2i1.2912
<![CDATA[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) ]]>
<![CDATA[Improving Students’ Oral Skill Using Photovoice ]]>
<![CDATA[Sarno La Janu]]>;
<![CDATA[Abdul Halim]]>;
<![CDATA[Sarjaniah Zur]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 1 (2020): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i1.1991
<![CDATA[The objective of this research is to improve Grade XI students’ oral skills of MAN 1 Kendari. This research is classroom action research. It is conduct in two cycles, which is held for three meetings in the first cycle and three meetings in the second cycle. The subjects of this research are 29 students of class XI English Major at MAN 1 Kendari. The instruments of the study are observation sheet and students’ reflection. The actions implement in this research are using photovoice in teaching and learning process of speaking, implementing picture-based activities, giving feedback to students’ performances, accustoming students to speak English, and some other activities (actions). The results of the research show that the use of photovoice in the teaching and learning process of speaking is believe to be effective to improve the students’ speaking skills. The students’ motivation also increases. The result revealed that the mean score of the students’ speaking performance increase from 57% in the first cycle to 81% in the second cycle.Key words: Classroom Action Research, Oral Skill and Photovoice]]>
<![CDATA[Students' Ability to Comprehend English Idioms ]]>
<![CDATA[Ernida Hamid]]>
<![CDATA[ AL LUGHAWIYAAT Vol 2, No 2 (2021): December ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v2i2.3363
<![CDATA[Using English idiomatic expressions fluently is not an easy thing for students of English as a Foreign Language (EFL). Attempts to translate literally from native speakers always lead to confusion and students are often forced to use language that is complex and difficult to comprehend. This research was conducted with the aim of describing students' ability to comprehend English Idioms and the factors that tend to influence the students’ ability to comprehend idioms. The research population was the third year students of language department with census system. The research data obtained by using test and interview. The collected data from the test analyzed by descriptive statistic while the data from interview were identified to support explanation in relation to students’ ability to comprehend English Idioms. The results of this study showed that the ability of the third-year students of language department to comprehend English idioms and to use in sentences is categorized into insufficient ability. At average the mean of the students’ marks is 4, and the factors which tend to influence the ability of the third year students of language department included students’ internal and external factors. The students’ intenal factor is students perception on english in general and on English idioms in particular. The students’ external factors are teacher and unavailability of books of English idioms.Keywords: Students ability;English Idioms.]]>
<![CDATA[Types of Commentary Feedback ]]>
<![CDATA[Kurnia Mukhlis]]>;
<![CDATA[Suhartini Syukri]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i2.2282
<![CDATA[This study aims to investigate types of lecturer commentary feedback on EFL students’ L2 writing through online class (Schoology) in writing class semester 4 of English Education major at IAIN Kendari. This study is conducted to classify types of commentary feedback which can help students to revise their own writing. Besides, this study is expected to ease another researcher or teacher to express their comments hsing these types of commentary feedback as a reference. This study utilized students’ draft as the instrument. To obtain the data, the researcher used qualitative research design. In analyzing the data, the researcher gathered students' draft which contained lecturer commentaries feedback that has been classified by coding the data to get the result. The result of this study reveals that there are five types commentary feedback that the lecturer applied to the students.]]>
