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Amirullah Abduh
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Journal of Language Learning and Assessment
Published by Yayasan Naifaderu Cipta Sejahtera
ISSN : -     EISSN : 30315115     DOI : https://doi.org/10.71194/jlla.v2i2
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
The Journal of Language Learning and Assessment is the journal of the National Association for Language and Assessment Educators. Journal of Language Learning and Assessment aims to provide a forum for scholarly contributions on current aspects of a first language, second language, and foreign language education and assessment. Journal of Language Learning and Assessment is a peer-reviewed and open-access journal that is intended for researchers and practitioners. The scopes of the journals include: language education language learning methods and approaches of language learning language identity cultural identity, assessment and testing assessment of language learning language test accountability language proficiency assessment language achievement test language and gender
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Volume 1, Number 1, June 2023" : 5 Documents clear
Students’ Learning Styles in Blended English Learning in an Indonesian Private School Husnia; Sahrir Nur; Amirullah Abduh
Journal of Language Learning and Assessment Volume 1, Number 1, June 2023
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v1i1.68

Abstract

Purpose This research aimed at finding out the learning styles of Year 11 students of a private school in Makassar. The research particularly aims to explore students’ perception of Blended English Learning (BEL) and strategies in accommodating students’ learning styles. Methodology This research employed the explanatory sequential mixed-method design with quantitative and qualitative data. The participants consisted of 19 students and an English teacher. Data collection used some instruments, namely observation sheets, questionnaires, and semi-structured interviews. Results/Findings The results showed that the Year 11 students were dominated by auditory learning style with a minor preference category which means that the students used this learning style, but usually as a second choice or in conjunction with other learning styles. Next, the interview results revealed students’ views on the BEL differ according to their learning styles and most of them preferred face-to-face learning. Then, the findings on the teacher's observation and interviews showed that the teacher used differentiated strategy and thematic webbing. So, it helps him to implement different strategies for each student. Implications The results suggest that learning styles are the significant elements in the learning which help students achieve their learning goals. On this basis, this research will convey valuable information for future research that will explore the students' learning styles in a private school.
Verbal Phatic Expressions in EFL Student Teachers' Classroom Interaction Alek Alek; Van Tuyen Nguyen
Journal of Language Learning and Assessment Volume 1, Number 1, June 2023
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v1i1.71

Abstract

Purpose The present study explores the types and utilization of verbal phatic expressions used by student teachers of English as a Foreign Language (EFL) during classroom interactions. This teaching strategy is perceived as being crucial for communicative EFL teaching especially in high-context cultures. Methodology The present study adopted a qualitative approach utilizing a descriptive research design to address the research inquiries. The data collection process involved a series of observations and semi-structured interviews, with a cohort of seven participants. Results/Findings The findings indicate the existence of twelve types of phatic expressions observed in the study. These encompass greetings, small talk, compliments, apologies, expressions of gratitude, farewells, polite phrases, affirmative expressions, negative responses, interjections, hedges, and filler words. Meanwhile, an examination of the data revealed that among the various phatic expressions employed by EFL student teachers in the context of classroom interaction, ten of them were found to be the most frequently utilized. These include greetings, small talk, compliments, apologies, expressions of gratitude, farewells, polite phrases, affirmative expressions, hedges, and filler words. The utilization of these expressions by student teachers served the purpose of facilitating a seamless continuity of interaction within the classroom. Implications This qualitative study presents pedagogical implications that are relevant to both EFL teachers and students, as it highlights the significance of exposure to both language competence and performance in the educational setting.
Using Illustration Images to Enhance Junior High School Students’ Writing Skills Katharina Barbe; Geminastiti Sakkir; Evi Syafitri; Syarifuddin Dollah
Journal of Language Learning and Assessment Volume 1, Number 1, June 2023
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v1i1.74

Abstract

Purpose The purpose of this research is to explore the use of visual media illustration images in improving secondary school students' paragraph writing skills. Methodology This study used a pre-experimental one-group pretest-posttest design method. This research was conducted in one of the Indonesian public secondary schools. The population in this study were all students enrolling in the final year of their education. The researcher used a purposive random sampling technique due to the suitability of the purpose of the research. The instrument for the research is a written pre and post-tests Results/Findings Based on the results of the study, it is clear that the use of visual illustration media can improve students' paragraph writing skills, with the mean posttest is greater than the mean of pretest (57.08, 73.36). The significance value of this research is <000, which means it is smaller than the significance level of 0.05. The results of the pretest and post-tests obtained t-table 2.063, t-count 12.629, df 24, and p<000. From this data, it indicates that the use of visual media illustration images can improve students' paragraph writing skills. Implications The evidence from the research shows that the use of visual media illustration images can have pedagogical impact on teaching writing including the improvement of the understanding of paragraph writing components. This media can be an alternative tool for educators for teaching paragraph writing.
Students’ Strategies and Self-Efficacy in Reading Comprehension Sri Fatta Meldawati; Aida Hanim A Hamid
Journal of Language Learning and Assessment Volume 1, Number 1, June 2023
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v1i1.75

Abstract

Purpose This study aims to contribute theoretically and practically. Theoretically, this study provides new insights into reading strategies, self-efficacy, and reading comprehension. In addition, it is expected to be used as information for students in choosing the right reading strategy to complete the task at schools. Practically, the analysis presented in this study provides valuable information for future research exploring students' reading strategies and self-efficacy. Methodology This type of research is qualitative research in nature. This method aims to describe the phenomena related to the topic of this study. The researcher used purposive sampling technique. Data were obtained through observations and interviews of second semester students who took literal reading courses and who had high grades in the first semester. Results/Findings The results showed that the undergraduate EFL students in a public university used cognitive strategies, compensatory strategies and social strategies. These undergraduate students’ reading strategies can affect reading comprehension based on the results of observations, self-efficacy affects reading comprehension. The interview results show that reading strategies used by the students in this study affect their English improvement in terms of English comprehension. Students have high self-efficacy in comprehending different English texts. Implications The evidence of this study identifies that it is very important to apply strategies that are appropriate to the characteristics of students especially those that encourage students' self-efficacy in learning. With high self-efficacy, students can improve their reading comprehension. Lecturers and teachers can also consider it as a reference in teaching reading strategies in class and student efficacy.
Mobilizing Metacognitive Strategies Through Zoom for EFL Classrooms: An Innovative Practice Amidst Covid 19 Luís Miguel Cardoso; Nur Aeni; Muthmainnah Muthmainnah
Journal of Language Learning and Assessment Volume 1, Number 1, June 2023
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v1i1.77

Abstract

Purpose The goal of this study is to investigate student’s metacognitive skill online learning via Zoom app during the Covid-19 pandemic.  The online lectures are the primary method of instruction. Lecturers and students mostly used Zoom apps to deliver lectures amidst Covid 19 pandemic. Methodology This study used quantitative research and the data collection was conducted through questionnaires on student’s metacognitive skill spread by google form to the EFL students at a private university completed a questionnaire via Google Form. There were 24 students in total. Results/Findings This study results showed students perception online learning via Zoom was used its highly involved student’s metacognitive skill. It is considered as an effective platform to enhance students’ interactions and engagement. Implications This study result in Zoom class lecturer develops metacognitive strategies to support higher order thinking skill and 21th century skill of students. This result of the study can be used by other educators in mobilizing metacognitive strategies. 

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