Language Laboratory Research Articles

Development of Animated Video of Graha Maria Annai Velangkanni Spiritual Tourism Object in Medan

The purpose of this study was to make an animated video about Graha Maria Annai Velangkanni in Medan using Sparkol-Videoscribe by applying a 4-D creation model from Thiagarajan. The steps of this model are: (i) definition phase, (ii) planning phase, (iii) creation phase and (iv) deployment phase. Brochures, the official website of Graha Maria Annai Velangkanni Medan and interviews with Sr Angelina are used as data sources. This research was conducted at the Language Laboratory, Faculty of Languages and Arts, State University of Medan. The result of this production is an animated video made with Sparkol-Videoscribe. This video is 09:43 minutes long and is 388 megabytes long. This video is published on YouTube with https://youtu.be/AZ4Mw96mfrQ?feature=shared link and validated by material experts and media experts. The validator gave a score of 87.5 (good) to the material. Overall, the video received a score of 85.71 which was categorized as good by media experts. Therefore, it can be concluded that the animated video about Graha Maria Annai Velangkanni in Medan is valid and valid.

ANALYSIS OF THE FACTORS CAUSING DIFFICULTIES IN SPEAKING ENGLISH FOR GRADE 10 STUDENTS OF SMA ISLAM PAGERUNGAN BESAR

This study aims to analyze the factors causing difficulties in speaking English grade 10 students at SMA Islam Pagerungan Besar. The ability to speak English is very important where in this era, English is the language used in international communication. However, there are still many 10 grade students at SMA Islam Pagerungan Besar who have difficulties in speaking English. This study uses a qualitatve method with case study approach, data were collected through interviews, classroom observations, and analysis of related documents. The results of the study indicate that there are 2 main factors causing difficulties experienced by students, namely internal and external factors. Internal factors include lack of confidence, limited vocabulary mastery, difficulty in pronunciation, afraid of making mistakes, and lack of motivation. Meanwhile, external factors include less supportive environment, learning facilities are inadequate, less effecttive teaching methods, lack of support from teacher and friends, and lack of opportunity to practice speaking. Based on these findings, it is suggestions that teachers and school create more supportive learning environment to increase students’ self-confidence, provide more opportunities for students to practice speaking through activities outside the classroom, and use more interactive and innovative teaching methods. In addition, improving learning facilities such as providing language laboratories and digital learning resources, as well as providing books on speaking skills are needed to help students improve their English speaking skills.

Exploring the Practical Teaching Mode of Language Laboratory based on Artificial Intelligence

With the rapid development of artificial intelligence (AI) technology, its application in the field of education is becoming more and more extensive, especially in the teaching mode of language laboratory, AI technology shows great potential and innovation space. The purpose of this paper is to explore the practical teaching mode of language lab based on artificial intelligence, and to reveal its advantages and challenges in language learning by analysing the current status of the application of AI technology in teaching. This study aims to explore the in-depth analysis of the research on the practical teaching mode of language labs based on artificial intelligence. Firstly, it introduces the problems of language labs and analyses the limitations and problems of traditional labs. Secondly, the language laboratory solution measures are elaborated in detail to construct the practical teaching mode of language laboratory based on artificial intelligence. Then, the practical teaching mode of language laboratory based on artificial intelligence is explored. Finally, the application value of the language laboratory of artificial intelligence in the aspects of linguistic research and teaching practicability is discussed. As an innovative application of educational technology, the language laboratory of artificial intelligence has a positive role in promoting the transformation of the modern language teaching mode, and provides new perspectives and methods for foreign language teaching. This paper focuses on the design and construction of the practical language teaching mode of artificial intelligence. With the rapid development of artificial intelligence technology, its application in the field of education has become increasingly widespread. In language teaching, the construction of an AI-based practical teaching model can help to improve teaching efficiency and quality and stimulate students’ interest in learning. This paper elaborates the design principles, construction elements, implementation process and effect evaluation of this teaching mode from various aspects.

Facilitating Students’ Pronunciations on Plosive Consonant Sounds Through Sephonics Software

This research was about facilitating students’ pronunciations on plosive consonant sounds through Sephonics software. It was done at 3rd semester students of ELT Department of Walisongo State Institute for Islamic Studies in the academic year of 2011/2012. The background of this research was the difficulty in learning pronunciation. This research was aimed to responding the following questions; (1) How was the implementation of using sephonics software for teaching pronunciation (plosive consonant sounds) at third semester students of ELT Department, State Islamic Institute of Walisongo, Semarang? (2) Was there any improvement of students’ pronunciation of plosive consonant sounds after being taught using sephonics software? The participant of this research was the 3rd semester students of ELT Department of Education Faculty, Walisongo State Institute for Islamic Studies, Semarang that consisted of 28 students. It was a classroom action research that had two cycles. They were pre-cycle, cycle 1, and cycle 2. The use of sephonics software was used in cycle 1 and cycle 2. The methods of data collection were test and observation in all cycles. The test form was reading aloud that asked students to pronounce some words that contained plosive consonant sounds. Then, the result of test scores was analyzed by using mean to determine whether there was an improvement in each cycle. This study showed that: (1) the first thing that the teacher needed to do to use this software as a teaching aid was that he or she must conduct the class in a language laboratory. If it was not possible, the teacher could conduct the class in a regular classroom by providing several computers or laptops. Then, the students must be grouped based on the number of the computers. The second thing was that this was CALL learning based; the teacher might explain how to use the software in order that the students could practice by themselves outside of class schedule. (2) After collecting data, the result was found that the average (mean) of pre cycle test was 69. Then, it had very significant improvement in cycle 1 and cycle 2. It became 98.7 from cycle 1 test and 99.6 from cycle 2 test. It meant that the research was successful to improve the students’ pronunciation abilities. In conclusion, Sephonics software was successful to facilitate students’ pronunciations on plosive consonant sounds.

Needs Analysis of English for Specific Purposes for Health Sciences Students: A Cross-Sectional Study at a University in the U.A.E.

This paper presents findings from a needs analysis survey to determine the extent to which the current English for Specific Purposes (ESP) course for healthcare students meets the needs of this population. A structured questionnaire was shared with the students (N=180) from different healthcare departments to examine the preferability of different aspects. Many participants gave great value to ESP courses whose importance was mainly to learn medical or pharmaceutical terminology and communicative skills. Yet, the participants preferred the conversational content over the grammatical one. Most participants perceived the four English skills as important. The overall conclusion shows that the main objective of an ESP course is language fluency to be able to communicate and achieve any requirement in their career. Moreover, the study shows that the conventional methods of assessment are less preferred and that students prefer assessments where teamwork is involved. They also preferred to receive the learning materials via online or technological methods, and they preferred class activities and audio/video aids. Yet, a great number did not prefer using an English Language Laboratory. Finally, most of them agreed that being in a mostly English-speaking community at the university is convenient to enhance their communication skills in English.

Utilization of Language Laboratories in Istima’ Learning at Darul ‘Ulum Islamic University Lamongan

Language laboratories are considered an effective medium for foreign language learning, facilitating teachers and learners to study more effectively. The modern language laboratories used today represent a new and innovative approach, incorporating various types of media with specific functions. This study aims to analyze the use of language laboratories for Istima' learning, the different tools available in language laboratories, students' perceptions of using language laboratories in Istima' learning, and the challenges or obstacles encountered during the use of language laboratories in Istima' learning. The research was conducted at Darul ‘Ulum Islamic University Lamongan. A qualitative descriptive method was used in this study. Data collection techniques included interviews and questionnaires. The findings of this study indicate that: 1) The tools used in the language laboratory for Istima' learning include earphones, LCD screens, projectors, the internet, Wi-Fi, YouTube, and e-learning platforms; 2) The utilization of language laboratories, media, and learning resources is primarily for delivering content and for evaluation or assignments in Istima' learning; 3) Students' perspectives indicate that the media and learning resources used in the language laboratory positively impact their enthusiasm and engagement in Istima' learning.

Examining Foreign Language Learners’ Speaking Anxiety: The Case of English L2 Learners

Examining speaking anxiety in learners of foreign languages is important not only for the learners but also for teachers and curriculum designers. The study aimed to examine foreign language learners’ speaking anxiety in 100 M.A. students at Prince Sattam bin Abdulaziz University in Saudi Arabia. The survey was directed to M.A. students. The study used the PSCAS. The findings demonstrated that a variety of factors, including a limited vocabulary, pronunciation difficulties, social pressure, a lack of confidence, and negative past experiences, might contribute to speaking anxiety. Together, these components create a complex web of worry that keeps students from being open to vocal communication. However, the study also discovered several practical strategies that M.A. candidates could employ to boost their speaking confidence and lessen their speaking anxiety. These strategies included role-playing games, conversations in small groups, the use of technology, group projects involving collaborative speaking, regular constructive criticism, availability of interactive language labs, practical language application, progressively more difficult assignments, cultural immersion programs, and workshops on public speaking. By using these strategies, students can establish a supportive learning environment that promotes language proficiency and confidence. Based on the findings of this study, several recommendations were proposed, such as integration of supportive learning environments, utilization of technology, implementation of practical language application, training in public speaking, gradual complexity in assignments, and promotion of positive thinking.

The Significance of the Language Laboratory for Arabic Non-Native Speakers in the Arabic Teaching Institutes of Sri Lanka

In Sri Lanka, where Arabic is not a native language, the Establishment of Arabic language laboratories presents significant opportunities for enhancing linguistical proficiency among non-native speakers. This study aims to explore the impact of Arabic language laboratories on language proficiency and cultural understanding among non-native speakers in the Arabic teaching institutes of Sri Lanka and evaluate the effectiveness of technological tools in Arabic language laboratories for facilitating language acquisition among non-native speakers in the Arabic teaching institutes of Sri Lanka. This study concluded that Establishing Arabic language labs in the Arabic teaching institutes of Sri Lanka is a strategic investment, offering diverse benefits beyond linguistic proficiency. These labs foster cultural awareness and open avenues for academic and professional growth. Recommendations include investing in technology, updating the curriculum to reflect linguistic and cultural trends, and providing teacher training. Cultural immersion programs and ongoing research are also crucial. Collaboration with international partners and promoting Arabic learning are essential for enriching educational experiences and fostering a globally competitive workforce.

An impact Study on the oral Proficiency of Students from tamil Medium Schools tutored in digital Language Laboratory

An impact Study on the oral Proficiency of Students from tamil Medium Schools tutored in digital Language Laboratory

The Implementation of Authentic Assessment in Arabic Language Learning

This study was conducted to investigate the implementation of Authentic Assessment in Arabic and the obstacles experienced by teachers. This study used a descriptive qualitative approach. The data collection techniques were observation, interviews and documentation. The technique used is the analyzing the data was the Miles and Huberman model, namely data collection, data reduction, data presentation, and conclusions. The result of this study showed that there where three aspects of student assessment, namely the cognitive realm which includes oral, written, and assignment-based evaluations with oral; the affective realm which assesses student attendance through a liaison attendance system and evaluates student attitudes; the psychomotor realm which involves practical assessment by making calligraphy in groups. The obstacles faced were the absence of a language lab, limited time, and uneven student backgrounds. The benefits of this authentic assessment are that everything students do is valuable and gets points. Students can express ideas. Students are passionate about learning Arabic. Students can know and interpret their own scores according to their behavior and activeness in class.

Research on the Concept, Architecture and Construction Strategy of Intelligent Language Laboratory

With the rapid development of artificial intelligence technology, smart language laboratory plays an increasingly important role as an important research platform in the field of artificial intelligence. This paper discusses the concept, characteristics and functions of the smart language laboratory, and analyzes the architecture of the smart language laboratory, including the construction of hardware facilities, software system, data resources and talent team. Meanwhile, the construction strategy of smart language lab is proposed, including construction planning, technology selection, team building and operation mode. The practical experience of smart language labs at home and abroad is analyzed through case studies, and the development trend and future outlook of smart language labs are summarized.

Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking

The objective of this qualitative case study is to investigate BSD issues, solutions, and collaborative learning approaches in EFL courses. As part of a case study, researchers examined the design and gathered information through open-ended interviews, documents, digital recorders, forum group discussions (FGD), and pertinent literature. All the gathered data were examined through exploration. Accordingly, the FGD forum was used to its fullest potential during the data analysis process for cross-checking, validation, verification, and confirmation. Teachers used pre-teaching (planning), cooperation (observing, supporting, and consolidating), reflection, and evaluations to achieve their goals. In this way, teachers encounter issues such as (1) choosing topics based on what students already know, (2) lack of group cohesion, (3) distinction between group and individual assessment, (4) lack of constructive interdependence, (5) variety of learning styles, and (6) inactivity. More research will be required in the future, as the study only examined a limited sample of people. There are recommendations for future experimental language lab classes. Blended EFL classes typically require the construction of an EFL curriculum through collaboration and technology, based on spontaneous speech activities, to ensure students' preparation before and after their participation.

Challenges and opportunities of English as the medium of instruction in diploma midwifery programs in Bangladesh: a mixed-methods study

BackgroundEnglish is generally recognized as the international language of science and most research on evidence-based medicine is produced in English. While Bangla is the dominant language in Bangladesh, public midwifery degree programs use English as the medium of instruction (EMI). This enables faculty and student access to the latest evidence-based midwifery content, which is essential for provision of quality care later. Yet, it also poses a barrier, as limited English mastery among students and faculty limits both teaching and learning.MethodsThis mixed-methods study investigates the challenges and opportunities associated with the implementation of EMI in the context of diploma midwifery education in Bangladesh. Surveys were sent to principals at 38 public midwifery education institutions, and 14 English instructors at those schools. Additionally, ten key informant interviews were held with select knowledgeable stakeholders with key themes identified.ResultsSurveys found that English instructors are primarily guest lecturers, trained in general or business English, without a standardized curriculum or functional English language laboratories. Three themes were identified in the key informant interviews. First, in addition to students’ challenges with English, faculty mastery of English presented challenges as well. Second, language labs were poorly maintained, often non-functional, and lacked faculty. Third, an alternative education model, such as the English for Specific Purposes (ESP) curriculum, has potential to strengthen English competencies within midwifery schools.ConclusionsESP, which teaches English for application in a specific discipline, is one option available in Bangladesh for midwifery education. Native language instruction and the middle ground of multilingualism are also useful options. Although a major undertaking, investing in an ESP model and translation of technical midwifery content into relevant mother tongues may provide faster and more complete learning. In addition, a tiered system of requirements for English competencies tied to higher levels of midwifery education could build bridges to students to help them access global evidence-based care resources. Higher levels might emphasize English more heavily, while the diploma level would follow a multilingualism approach, teach using an ESP curriculum, and have complementary emphasis on the mother tongue.

Breaking Down Walls: Challenges in Teaching English to School Level Students

This paper addresses the challenges associated with English language instruction in rural schools of India. The language policy in school education poses both societal and individual hurdles. The prevailing quality of English language education in many Indian schools is concerning, with issues such as teacher proficiency, access to language resources, and instructional materials being primary concerns. Rural students face particularly arduous circumstances, lacking the resources and opportunities available to their urban counterparts, such as language labs and audio-visual aids. English is often perceived as a subject rather than a language by rural students, hindering their engagement and proficiency. Many students approach English studies solely for examination purposes, focusing on rote memorization rather than genuine language acquisition. This fear of English is compounded by the limited vision of some teachers, who prioritize exam results over long-term student development. Key Words: Rural, proficiency, circumstances, acquisition, resources memorization

Revitalization of Indonesian Navy Language Education System in Promoting Human Resources Resilience

The writer concentates on the research about Indonesian Navy language education system. The method of the research is decriptive qualitative. In resulting the outcome of education program, there are some problem findings that are required to be solved: the education program curriculla that are still obsolete and temporary, the incompetent educators and educational staff, lack of the standardized education facilities, as well as the low intensity of education cooperation programs.The problems cause the education process of international languages not running well, so it cannot result the qualified Indonesian Navy’s graduates. To achieve the expected Indonesian Navy personnel’s graduates, the language education system in Indonesian Navy institutions can be revitalized by updating, establishing and composing the new education program curriculums, managing the human resources by adding more educators and educational staff, improving the professional development and providing more wellfare or rewards, standardizing the education facilities, such as classrooms, language laboratories, libraries, dormitories and course book references, as well as collaborating with the other foreign languange education units domestically, regionally and internationally. After that, the writer finds the strategy of revitalizing the language education system in Indonesian Navy units. By revitalizing the system, it can result the qualified graduates of Indonesian Navy personnel that can support the Resilience of Human Resources.

English Language Lab

At the first year of students in diploma, they have ENGLISH subject to study. The most commonly used medium to express oneself is language. First-year college students can face a variety of challenges when it comes to learning practical English. So we have developed this software for the students because of this they learn the English language in better way. We have converted all there manual practicals in online so they don’t need to do any written work. And it is easy to use so the faculty can teach directly using the software.

Language Lab Software

This research paper presents research paper presents a comprehensive analysis of Language Lab Software, discussing the challenges faced by students in the language learning process and proposing a solution-oriented approach to optimize traditional methods. Through a case study, various software options are evaluated, considering factors such as features, scalability, user-friendliness, and cost. The research aims to provide valuable insights and recommendations for students to enhance their language skills and knowledge. First-year diploma recipients are required to take an English course. Language is the most widely used medium for self-expression. Learning practical English can provide several problems for first-year college students. These are a few of the most typical ones: Confidence and Anxiety: Students may hesitate or remain silent out of fear of making mistakes or out of concern that their English skills will be evaluated. Insufficient self-assurance when speaking in front of others: For some people, English classes might act as a spotlight, which heightens their fear of public speaking. Language Skills: Since college-level English demands a wider vocabulary, having a limited vocabulary can make it difficult to communicate effectively. Grammar difficulties: Although pupils might understand grammar on a fundamental level, It can be difficult to use it in conversation effectively and naturally. Problems with pronunciation: Certain English sounds may not be recognizable to you, and accents can make it difficult to be understood. Learning Environment and Habits: It might be challenging to locate opportunities for extracurricular English practice, particularly if friends or classmates aren't comfortable speaking the language. Ineffective learning strategies: It's possible that students didn't have good practices for practicing grammar in real-world situations or for picking up new vocabulary. Lack of motivation: Students may find it difficult to muster the will to put in the work if they don't have a compelling purpose to get better in English

IMPLEMENTATION OF ARTICLE 46 LAW NUMBER 18 OF 2019 CONCERNING ISLAMIC BOARDING SCHOOLS SIYASAH FIQIH PERSPECTIVE

Islamic boarding schools are community-based institutions and founded by individuals, foundations, Islamic community organizations, or communities that instill faith and devotion to Allah SWT, which creates noble morals and upholds the Islamic teachings of rahmatan lil'alamin which are reflected in a humble, tolerant, balance, moderation, and noble values of the Indonesian nation through education, Islamic preaching, example, and community empowerment. The data analysis method used is a qualitative descriptive method using an inductive thinking process. The implementation of Article 46 of Law Number 18 of 2019 concerning Islamic Boarding Schools (Studies at the Jabal An-Nur Al-Islami Islamic Boarding School, West Betung Bay, Bandar Lampung City) has been implemented with the efforts of Ustadz-Ustadz to provide facilities and infrastructure in the santri education process. The rules at the Jabal An-Nur Al-Islami Islamic Boarding School in terms of facilities and infrastructure are quite good, but the suitability of the Islamic Boarding School is not sufficient to be said to be good, such as the lack of a language lab and computer lab like other modern Islamic Boarding Schools so it is said to not be in accordance with Article 46 Law Number 18 of 2019 concerning Islamic Boarding Schools. Planning for educational facilities and infrastructure at the Jabal An-Nur Al-Islami Islamic Boarding School was created to support student educational facilities. Planning for program facilities and infrastructure is made by the Islamic boarding school with the coordination of the foundation through a series of stages, namely the Islamic boarding school coordination meeting which is held once a year. Fiqh Siyasah Review of the Implementation of Article 46 of Law Number 18 of 2019 concerning Islamic Boarding Schools at the Jabal An-Nur Al-Islami Islamic Boarding School was not carried out in accordance with Siyasah Tanfidziyyah because the Jabal An-Nur Al-Islami Islamic Boarding School and the Regional Government did not carry out their mandate. in Article 46 of Law Number 18 of 2019 concerning Islamic Boarding Schools.

ANALYSIS LANGUAGE ENVIRONTMENT OF ENGLISH DEPARTMENT AT MADURA UNIVERSITY IN ENGLISH LANGUAGE LEARNING

Speaking English in Indonesia is still a foreign language learning. where the students' ability in using English is still low. The use of English is only used when they are studying English subjects in class, without being practiced directly in daily communication like other countries.the reason because the students are shy and afraid. The aim of this research to describe the naturalness of environment on English speaking skills at English study program Madura University. This research is qualitative research by using narrative. Researched obtained data from, observation, interview and documentation. Based on the result of the study show the students in the English study program feel in the English study program feel insecure when speaking in public, mix English and Indonesian when the student don’t know the vocabulary. The English study program does not have a language laboratory facility that helps students to develop their abilities, the students often communicate with their classmates and with teacher, but when talking to the lecturer most are afraid of being wrong. Students only talk in class and during class. When, outside class rarely to speak English

Perspectives about U-Learning in the Oral Expression Class: Facts and Fiction

Amongst the four language skills, the speaking proficiency grows to surface as the most significant to be mastered, not only for educational purposes but for extra-educational aspirations as well. Speaking is a life handiness that requires full training and complete preparation. Hence, being able to express one’s thought fully and clearly, especially in front of a mass, has become one field of interest of personal development trainers. In the specific context of EFL classes, enhancing students’ speaking mastery has always been an integral part of FL training. The rapid technological developments have facilitated the changing over of the teaching skill from sole reliance on the teacher to reference to authentic data. Language laboratories are supposed to be a miniature of the bigger native speakers’ community, so if they were further consolidated with a net connection they would smooth the teaching of oral expression skills. Technology is the medium through which access to genuine instances of the FL is realized. The research seeks out checking the pros and cons of combining technology-based applications with the classroom realities; it relies on the use of a students’ Likert scale and a teachers’ interview. The findings of the interview proved that FL teachers in Algeria are totally aware of the vitality of mixing up U-Learning with the classroom traditional teaching for better enhancement of the quality of speaking skill. However, they explained that it is still theory rather than real practice because of a collection of inconveniences. The students’ scale showed that the latter are ready to exploit technological tools for bettering their oral expression skills. It showed as well that they rely on some applications but they declared that they lack perseverance, said very helpful to achieve the required goals.