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INDONESIA
Indonesian Journal of Elt and Applied Linguistic
Published by Universitas Muslim Nusantara Al Washliyah Medan
ISSN : -     EISSN : 2809557X     DOI : https://doi.org/10.32696/ijeal
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The issues of English language teaching keeps being a major focus discussed by scholars in education area. International Journal of ELT and Applied Linguistics (IJEAL) is established by Magister of English language Education study program, Universitas Muslim Nusantara Al Washliyah. IJEAL is a peer-reviewed journal that focuses on English language teaching, and applied linguistics. IJEAL invites all the researchers and authors to submit the research articles, conceptual papers, brief reports, book reviews both in EFL and ESL context from all over the world. The publication will be carried out twice a year through the reviewing processes and it matters the plagiarism, readability, relevance, and quality. IJEAL is open-access; authors are charged fee to enable us to make online and printed versions.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 44 Documents
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THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN RAISING TERTIARY STUDENTS' PROFICIENCY ULFA, KURNIA
Indonesian Journal of ELT and Applied Linguistics Vol. 4 No. 2 (2024): INDONESIAN JOURNAL OF ELT AND APPLIED LINGUISTICS (IJEAL)
Publisher : Magister of English language Education study program, Universitas Muslim Nusantara Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ijeal.v4i2.5095

Abstract

English speaking proficiency is a critical skill in both academic and professional contexts, especially for English as a Foreign Language (EFL) learners. Traditional language instruction, which often emphasizes grammar and writing, frequently fails to develop learners’ speaking fluency and confidence. This study investigates the effectiveness of Project-Based Learning (PBL) in enhancing English-speaking skills among first-semester Informatics students at the tertiary level. Grounded in constructivist and communicative language teaching theories, PBL emphasizes real-world communication, collaboration, and learner autonomy. Using a descriptive method, students participated in a one-month instructional project that culminated in video presentations, assessed across five key speaking indicators: comprehension, grammar, vocabulary, pronunciation, and fluency. After a one-month PBL intervention, it was shown that 20% of students reached the highest proficiency level (score 85-90), then 55% performed at an average level (score 75-80), and 25% remained at a lower proficiency level (score 60-70). 100% of students showed improvement: high and average performers improved by 15 points on average, and low performers improved by 10 points. Results showed significant improvement across all proficiency levels, particularly among high- and average-performing students. The findings indicate that PBL effectively improves learners’ speaking abilities by promoting engagement, authentic language use, and confidence. However, lower-performing students may require additional scaffolding and support. This study supports the integration of PBL into EFL curricula to promote more interactive and meaningful language learning experiences.
THE ALM (AUDIO-LINGUAL METHOD) FOR ENHANCING SPEAKING SKILL OF EFL STUDENTS IN INFORMATION TECHNOLOGY DEPARTMENT: METODE ALM (AUDIO-LINGUAL) UNTUK MENINGKATKAN KETERAMPILAN BERBICARA MAHASISWA EFL DI JURUSAN TEKNOLOGI INFORMASI Ramadhani, Putri
Indonesian Journal of ELT and Applied Linguistics Vol. 4 No. 2 (2024): INDONESIAN JOURNAL OF ELT AND APPLIED LINGUISTICS (IJEAL)
Publisher : Magister of English language Education study program, Universitas Muslim Nusantara Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ijeal.v4i2.5098

Abstract

THE ALM (AUDIO-LINGUAL METHOD) FOR ENHANCING SPEAKING SKILL OF EFL STUDENTS IN INFORMATION TECHNOLOGY DEPARTMENT Putri Ramadhani pramadhaniput@gmail.com Fakultas Ilmu Komputer dan Teknologi Informasi, Universitas Budi Darma Medan Abstract Investigating the efficacy of the audio-lingual approach taught in the classroom by an English lecturer to second-semester information technology students who are learning English as a foreign language (EFL) is the significance of this study. ESP (English for Specific Purpose) is taught to EFL students with an emphasis on computers and technology. The teaching approach known as the audio-lingual method (ALM) is founded on psychological behaviorism and structural linguistics. Enabling students to speak the target language like native speakers is the aim of this approach. This approach can help EFL students develop language habits through drilling and mimicry. It can be difficult to teach speaking to EFL students in Indonesia because of the influence of mother tongues and traditional languages. Prior studies indicate this method is able to improve speaking skill ability. The result of this research shows speaking skill of EFL students gradually improve week by week by doing observation with pre-test and post-tet during four weeks Keywords: Audio-Lingual Method, EFL students, Speaking Skill
An ANALYSIS AR-BASED SPEAKING MATERIALS BY IMPLEMENTING PROJECT-BASED LEARNING USING FONDI APPLICATION FOR VISUAL COMMUNICATION DESIGN STUDENTS Gading Dasopang, Baginda Saeto; Lubis, Nazriani; Prawiyata, Yugi Diraga; Arfanti, Yulia
Indonesian Journal of ELT and Applied Linguistics Vol. 4 No. 2 (2024): INDONESIAN JOURNAL OF ELT AND APPLIED LINGUISTICS (IJEAL)
Publisher : Magister of English language Education study program, Universitas Muslim Nusantara Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ijeal.v4i2.4902

Abstract

This study aims to develop English-speaking materials based on Augmented Reality (AR) by implementing Project-Based Learning (PjBL) using the Fondi application for tenth-grade Visual Communication Design students at SMK Swasta Istiqlal Delitua. Based on observations and interviews, it was found that students faced difficulties with pronunciation and lacked confidence in speaking English. In addition, the existing learning materials were not tailored to their major and lacked integration with interactive digital media. Through the development of materials aligned with students’ field of study and the use of AR technology and the Fondi application, students expressed high interest in contextual and collaborative learning. The use of AR-based projects and interactive discussions via Fondi encouraged students to be more active, confident, and engaged in real English-speaking practices. The findings indicate that this approach enhances students' motivation and provides a more meaningful and relevant learning experience.
IMPROVING STUDENT’S WRITING ABILITY THROUGH THE TASK-BASED LEARNING WORKSHEETS MODEL Putri, Rini
Indonesian Journal of ELT and Applied Linguistics Vol. 5 No. 1 (2025): INDONESIAN JOURNAL OF ELT AND APPLIED LINGUISTICS (IJEAL)
Publisher : Magister of English language Education study program, Universitas Muslim Nusantara Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ijeal.v5i1.6353

Abstract

The four language skills that must be mastered by students include listening skills, speaking skills, reading skills, and writing skills. Among the four skills, writing skills are the least possessed by students. This can be seen from the value of the assignments given to students. This value does not meet the minimum completeness requirement of 75. Students only complete sober assignments without want to try as much as possible. This problem was also confirmed by the results of the interviews, which stated difficulties and confusion in understanding the assignments given, and even students had difficulty expressing ideas in written form. The purpose of this research is to improve students' writing skills through the application of task-based learning worksheets model. The research method is classroom action research. The sample used was 25 students, and the data collection technique used was observation and testing. The increase in writing ability occurred in cycle III. The results in cycle III for each indicator were good, as shown as follows: the composition achievement indicators obtained a value of 94%; cohesion and cohesion obtained a value of 98%; style and form of language obtained a value of 93%; mechanics and punctuation obtained a value of 95%; grammar and spelling obtained a value of 90%; and neatness of writing obtained a value of 90%.

Page 5 of 5 | Total Record : 44

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