Articles
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<![CDATA[Students’ Response towards Cooperative Learning in English Classroom ]]>
<![CDATA[Sitti Nurmila]]>;
<![CDATA[Isna Humaera]]>;
<![CDATA[Dewi Atikah]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 1 (2020): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i1.1960
<![CDATA[This qualitative study aims to investigate the use of cooperative learning in English classroom based on students’ response at one of vocational schools in Kendari. The instruments used in this study were reflection and documentation with 36 students acted as the respondents who were chosen by using purposive sampling. The reflection guideline consists of five questions related to cooperative learning. This study reveals that the response of cooperative learning had positive response. Students’ reflection reveals that students are happy with cooperative learning, students found it easy to understand the material, and students could express their ideas analyzed based on the students’ reflection after learning process. This study implies that students’ response toward cooperative learning can help the students in learning foreign language. This approach helped them to acquire the knowledge through working in a team easily and made the learning process more interesting. The students also became more active to participate in the teaching and learning process.Key words: cooperative learning; English classroom; reflection; response.]]>
<![CDATA[Motivating Students in Learning English Using Icebreaking ]]>
<![CDATA[Anita Rezki]]>;
<![CDATA[Abdul Halim]]>;
<![CDATA[Tegar Sentosa]]>
<![CDATA[ AL LUGHAWIYAAT Vol 3, No 1 (2022): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v3i1.3554
<![CDATA[This qualitative study explored to what extent ice breaking motivates students to learn English at one of the Islamic states junior high school in Southeast Sulawesi. This study employs two methods: a questionnaire and reflective writing. This study used two instruments: questionnaire and reflection. Students were handed questionnaires twice, at the beginning of the meeting before implementing Icebreaking and at the end of the meeting after implementing Icebreaking, in order to observe improvements and significantly increase student motivation. At the end of the meeting, in addition to providing in-depth information, the researcher provided reflection so that students may describe more precisely what they felt and gained during the Icebreaking application. This study revealed two aspects: motivation and Attraction. Aspects pertaining to motivation indicate that Icebreaking motivates students to study English. While the intriguing feature exposed by Icebreaking helps students avoid boredom during the teaching and learning process and increases their enjoyment of class activities. In addition, a number of students reported that English became their favorite subject.Keyword: Icebreaking, learning English, Students’ Motivation]]>
<![CDATA[Error analysis of Students’ Recount Writing Text ]]>
<![CDATA[Izla Wardany]]>;
<![CDATA[Isna Humaera]]>;
<![CDATA[Suhartini Syukri]]>
<![CDATA[ AL LUGHAWIYAAT Vol 2, No 1 (2021): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v2i1.2756
<![CDATA[In this research, the researcher intended to find the significant error that occur in class X MIPA 1 SMAN 11 Kendari. By this research, the aim was to describe the main problem, the most common error which students made in their recount text writing at X MIPA 1 SMA Negeri 11 Kendari. Data is collected using Students writing draft. Students were asked to write a recount text at least 100 words in 45 minutes. The results of data analysis revealed that omission of auxiliary was the common error done by students X MIPA 1 SMA Negeri 11 Kendari. In students’ writing there are several errors that researcher have found that namely; omission of articles, omission of preposition, omission of apostrophe, omission of auxiliary, omission of countable and uncountable nouns. Based on the results, analysis students’ error is giving many the descriptions of students’ writing ability.]]>
<![CDATA[Storytelling as Students' Speaking Skill Enhancement Technique ]]>
<![CDATA[Masyita - Nurfadillah]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i2.2283
<![CDATA[ABSTRACT In frame of mixed method research, the researcher intended to find the significant difference that occur in class XI IPA1 MAN 1 Konawe students. Through this research, the aim was to describe the main problem, how to solve it and what the improvements in speaking that are seen in students. Data is collected using observation, interview and students’ test. The test used pre-test in the first meeting and post-test in last meeting. To find the preliminary data through observation, researcher need six students from 23 students of class XI IPA 1 MAN 1 Konawe. To analyze the data, this study uses test normality to gain the result from Paired sample test (t-test) formula. The result that is calculated from SPSS V.26 shows that tcount is bigger than t-table (13.122 > 1.717). The calculation proves the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. It means that there was significant improvement in students’ speaking skill after using Storytelling in their English class of XI IPA 1 MAN 1 Konawe. This study implies that students really need not just material but also technique which can facilitate them in understanding the subject and mastering it. Keyword: Normality test, Paired sample test, Speaking skill, Storytelling]]>
<![CDATA[EFL Students’ Experience of Online Writing Class during Covid-19 ]]>
<![CDATA[Suhartini Syukri]]>;
<![CDATA[Fitryani Fitryani]]>
<![CDATA[ AL LUGHAWIYAAT Vol 2, No 2 (2021): December ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v2i2.3325
<![CDATA[This qualitative descriptive research discussed students' experiences during an online writing lesson. This research focuses on the questionnaire and reflection writing experience of second-semester students of English Department during the Covid-19 pandemic. The study used two indicators namely interaction and environment during online writing learning. The researcher found the experience of students affected by their environment is the constraints of the internet network and the cost of purchasing quotas. It caused by some student residential areas are still in remote areas. Positively some students feel it is facilitated by online learning because it can be done flexibly. In the interaction indicator, some students find it difficult if they are not taught directly, while others find it easier to understand because they can access wider learning.Keyword: Covid-19; EFL Students’ Experience; Online class; Writing.]]>
<![CDATA[Students’ Reflection on Pair-work Information Gap (PIG) Activity in an EFL Instructional Context ]]>
<![CDATA[Wa Ode Zulhidjah Awalyah]]>;
<![CDATA[Abdul Halim]]>;
<![CDATA[Dewi Atikah]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i2.2295
<![CDATA[This qualitative research aims to investigate the students' response to pairwork information gap (PIG) activity in an EFL classroom. Reflective accounts of eighteen senior high school students were analyzed. The findings of this study indicated that the students enjoyed the classroom activities under PIG technique. The students revealed their enthusiasm, happiness, and enjoyment in learning English. They also acknowledge that activities under PIG could foster them to study and follow the lesson more dynamically. This present study implies that the use of PIG activity in the classroom should involve a variety of activities to raise students’ participation in the learning process. Keywords: EFL classroom; pairwork information gap; reflective account; senior high school; students' response]]>
<![CDATA[Secondary High School Students’ Perception towards Teacher Response on EFL Writing ]]>
<![CDATA[Fitrah Pupus Prahara]]>;
<![CDATA[Isna Humaera]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 1 (2020): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i1.1990
<![CDATA[This article is a qualitative study conducted to investigate students’ perceptions towards teacher’s response on EFL writing. The data collected from the students’ reflection of 12 students after receiving feedback from the teacher during three drafting times at one of senior high school in Kendari. The instruments of the study are students’ reflection, and observation sheet. The result of the study showed that students interest towards teacher response (feedback) because it has positive affect in learning English especially on EFL Writing.However,teacher responses help them in correcting their errors in writing. Students assume it can help in developing new ideas, identify error words, punctuation and also build new inspiration in writing process. The implies of the study, teacher response in learning English especially writing skill can improve students insight and knowledge to be better than before. Teacher feedback makes easier for students to know their mistakes in writing process. Key words: Error writing, Students’ reflection, Teacher response.]]>
<![CDATA[Teacher Perception on EFL Students' Engagement in Project-Based Learning ]]>
<![CDATA[Nur Hasanah Safei]]>;
<![CDATA[Salmah Salmah]]>
<![CDATA[ AL LUGHAWIYAAT Vol 3, No 1 (2022): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v3i1.2753
<![CDATA[This qualitative study is aims to find out the teacher perception of EFL student's engagement in ptoject-based learning (BPL). Project-based learning may enhance their skills of English (i.e., speaking, reading and writing). The participantsof this study the syntax lecturer from class B of five semester of English education department. The qualitative data were analyzed by interview from the syntax lecturer and students' artifact/documents. The results revealed that students showed significant progress in their learning process. Theu also confirmed that project based learning in student involvement to help students to understand the practice and challenges of the industries. In addition, based on the result of this study, it seems that project-based learning has a positive impact on the learning process.]]>
<![CDATA[Students’ Cognitive Attitude toward the Use of Direct Written Corrective Feedback in L2 Writing ]]>
<![CDATA[Nur Sailah]]>;
<![CDATA[Abdul Halim]]>
<![CDATA[ AL LUGHAWIYAAT Vol 2, No 1 (2021): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v2i1.2963
<![CDATA[ABSTRACTThe purpose of this research was to analyse and investigate students’ cognitive attitude toward the use of direct written corrective feedback in L2 Writing. The participants of this study consist of 17 students from Senior High School in MAN 1 Konsel at X Agama who were selected based on their participated in the classroom in the learning process. The students were done to follow the learning process used direct written corrective feedback method from the researcher. The qualitative data were analyzed byobservation form video recorded and reflection from the students. The results of the research indicated that direct written corrective feedback led the students have positive attitude. The students felt happy, motivated, and perceive that this method is useful to apply in L2 Writing. Regardless of positivity, there were some students that showed negative cognition after applied direct written corrective feedback that given by teacher. This study implies that, the use ofdirect written corrective feedback that was given is really helped crossing out the students’ errors in spelling and writing the correct form near the errors in order to assist them to acquire correct English direct corrective feedback is the way the teacher provides the student with the correct form of the student’s mistake in writing. ]]>
<![CDATA[Widows and Marriage Institutions in Short Story “Perempuan Pesisir” ]]>
<![CDATA[Ramis Rauf]]>;
<![CDATA[Afriani Ulya]]>;
<![CDATA[Risma Santi Rauf]]>;
<![CDATA[Eko Harianto]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i2.2303
<![CDATA[The main problem of this paper focused on a female major character, namely Laila who was portrayed as a weak woman that faithfully waited for her husband to return home after sailing. This paper tried to reveal how the form of misogyny towards Laila's character through a feminism perspective. The status of a widow, the husband's debt, and her baby's child were a burden of her life that must be borne by herself. The status that she carried became the trigger for the misogynistic practices. This “Perempuan Pesisir” short story explained the reality of how the domestication motives of women in Southeast Sulawesi had become global-local issues, starting from our immediate environment, the environment in the capacity of the larger community, to the wider community at the level of the state and nations. Such a topic could have just emerged in the past few decades. However, it had been tormenting women centuries ago. Thus, this short story could be a source of reference or teaching material for the initial knowledge of feminism to the people on a patriarchal basis that was deeply rooted in Southeast Sulawesi.]]>
