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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 77 Documents
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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.
The Correlation Between Emotional Intelligence and English Achievement Among High School Students Susanti, S.; Nurcahyana, Waode
AL LUGHAWIYAAT Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i3.12239

Abstract

This study investigates the correlation between Emotional Intelligence (EI) and English achievement among second-grade senior high school students. Utilizing an ex post facto design, data were collected from 116 students via questionnaire and document study. Emotional intelligence was measured using an adaptation of Goleman’s model. Results indicated that students’ EI levels were predominantly in the “high” and “very high” categories. However, the correlation between EI and English achievement was very low (r = .137, p = .142). Despite the weak overall correlation, the motivation component of EI demonstrated a significant contribution to students’ English performance. The findings suggest that while EI may not strongly predict language achievement, specific EI components, particularly motivation, play a crucial role in supporting language learning.‎ Keywords:‎ emotional intelligence, English achievement, high school students, motivation, language learning
Gamified Learning in Islamic Higher Education: A TAM-Based Descriptive Study on Kahoot Usage in EFL Rezki, Anita; Atikah, Dewi; Tonn-Meller, Horst
AL LUGHAWIYAAT Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i3.12495

Abstract

This study aims to evaluate students' perceptions of using Kahoot! as a gamified learning tool in the context of English language instruction at IAIN Kendari. Involving 62 students from various academic programs, the research adopts the Technology Acceptance Model (TAM) framework, which includes four main constructs: Perceived Ease of Use, Perceived Usefulness, Attitude Toward Use, and Behavioral Intention to Use. A structured questionnaire, adapted from Suh & Han, 2002 and Davis, 1989, was used to quantitatively measure student perceptions. The findings indicate that the majority of respondents provided positive feedback across all measured constructs. Students reported that Kahoot! was easy to use, improved their learning productivity, and created an enjoyable and interactive classroom environment. Furthermore, most students expressed their intention to continue using Kahoot! in future lessons and to recommend it to peers and lecturers. These results reinforce the effectiveness of gamification, particularly through Kahoot!, in enhancing student engagement, motivation, and academic outcomes. The study recommends broader integration of gamified platforms like Kahoot! to foster dynamic and participatory learning environments in higher education.
Noun Phrase in the USS Feed Instagram Captions Fajrhi, Nur; Maricar, Farida
AL LUGHAWIYAAT Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i3.12861

Abstract

A noun phrase (NP) is a syntactic category that plays an important role in forming a sentence, along with a verb phrase. The form required at least one noun as the head, and may be accompanied by  pre- and post-modifiers. This study aims to examine whether NP structures continue to play a vital role in shaping meaning in emerging forms of communication. This study was carried out in three stages: data collection, data analysis, and presentation of results.  The data were collected through observation, while the basic technique employed was tapping. The data used is the 10 most popular USS Feed Instagram post captions during April.  In the data analysis, the data were classified into NP’s categorisation based on (Quirk, Randolph; Greenbaum, Sidney; Leech, Geoffrey; Svartvik, 1985). The data were then presented both formally and informally. The result shows that out of 10 Instagram captions, a total of 310 NPs were identified, 193 basic NPs, and 117 complex NPs. The basic NPs appear in the form of a noun and its premodifier (s), while a post-modifier or both pre-modifiers and post-modifiers may accompany the complex NPs. The complex NP can sometimes be confusing because it includes too much information within one structure.
EFL Pre-Service Teachers’ Coping Strategies Of Reducing Anxiety In Teaching Safei, Nur Hasanah; Serliana, Serliana; Halim, Abdul
AL LUGHAWIYAAT Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i3.13892

Abstract

This study investigates the coping strategies employed by EFL pre-service teachers to reduce teaching anxiety during their practicum at an Islamic institute in Southeast Sulawesi. The research is essential to address the psychological barriers that often compromise classroom engagement and teacher efficacy. It differentiates itself from previous research by focusing specifically on the unique field practice context in Southeast Sulawesi using Lazarus and Folkman’s transactional model. Adopting a qualitative case study design, the study involved five pre-service teachers selected via purposive sampling. Research instruments included a screening questionnaire and semi-structured interviews using pre-determined questions to collect in-depth qualitative data. The results reveal that participants utilized both problem-focused strategies (planful problem solving and seeking social support) and emotion-focused approaches (self-controlling, distancing, and positive reappraisal). Problem-focused methods were found to be more frequent as they directly resolved immediate classroom challenges and preparation needs. These findings conclude that proactive coping, supported by emotional regulation, effectively manages teaching pressure. The study implies the necessity of integrating formal coping-based training into teacher education programs to better prepare future teachers for the psychological demands of the classroom and improve their overall teaching performance.
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.

Page 8 of 8 | Total Record : 77

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