Language Skills Of Students Research Articles

Implementation of the Use of Instagram @gramatika_arab in Developing Arabic Language Skills for Students of Arabic Language Education of UIN Sunan Kalijaga

Instagram is one of social media equipped with various features and used as a medium of information and communication. One of its functions is to make it easier for Arabic learners to access Instagram accounts that provide several audio-visual-based Arabic content. This research is a qualitative content analysis with Instagram @gramatika_arab as the subject. Data sources in this study consist of primary data sourced from Instagram @gramatika_arab and secondary data in the form of several scientific journals relevant to this study. The data collection method used is the documentation method while data analysis is carried out during the research. The results showed that Instagram @gramatika_arab become one of the accounts providing audio-visual based Arabic content that is widely accessed by Arabic language learners, especially for students of state islamic universities in Indonesia. It is even accessed by several other countries such as Malaysia, Thailand, and Morocco. Content in the form of Arabic quizzes, pamphlets, and handwriting can attract and facilitate Arabic learners in understanding the material. In addition, Arabic language learners can easily access these contents anytime and anywhere.

Upaya Meningkatkan Kompetensi Guru, Konsentrasi, dan Kemampuan Bahasa Anak melalui Metode Bermain Tepuk di Kelompok Bermain XYZ

Student learning concentration, student language skills, and teacher competency are very important in achieving student development in early childhood education. These three competencies in the XYZ Playgroup Class in Jakarta have not been well developed. This research aims to analyze the effectiveness of the clapping playing method on teacher competence, the development of student learning concentration, improving students' language skills, as well as the implementation of the learning process in the classroom. The research method used is classroom action research which includes three cycles, each cycle includes the stages of planning, observation, action and reflection. The research subjects were 16 students, two observers. The research instrument is an assessment rubric to measure teacher competency, student learning concentration, and student learning ability. The research results showed that teacher competency increased from Cycle 1 to Cycle 2 with an N-Gain of 03, but from Cycle 2 to Cycle 3 there was no increase because the N-Gain value was still the same (0.3). Meanwhile, the comparison of teacher competency from Cycle 1 to Cycle 3 achieved good development, because the N-Gain value reached 0.6. Student learning concentration has increased, as can be seen from the N-Gain from Cycle 1 to Cycle 2, an increase of 0.4 was obtained. Then the N-Gain from Cycle 2 to Cycle 3 obtained an increased value of 0.6. Students' language skills experienced an increase in N-Gain from Cycle 1 to Cycle 2, resulting in an increase of 0.4. Then the N-Gain from Cycle 2 to Cycle 3 obtained an increased value of 0.5.

THE USAGE OF PAIR WORDS IN RUSSIAN LANGAUAGE

The method of teaching Russian language begins to teach language to students in primary school. The first method of teaching Russian language is practicing technique. Psychological and pedagogical laws of the learning process are like the needs of the society. At the beginning of these needs are communication tools. The communication tools define the ways of teaching Russian to students according to their language characteristics. The method of teaching Russian language consists of the literary parts of the language skills of students, the concepts of grammar, the change of language system over time (assimilation) and other parts of language science. Methodology; pedagogy, psychology and philosophy at the intersection of disciplines. These disciplines have a common interest.

Effectiveness of Editing and Proofreading Skills in Improving Academic Writing of Law Students

Writing skills are the most difficult language skills for students, especially those students with English as a Second Language (ESL) and as an English Foreign Language (EFL) in various academic institutions. This situation has made most college students fail to write effective academic works. This study assessed the effectiveness of the Editing and Proofreading Skills Course in improving the academic writing of law students in Tanzania. Specifically, the study assessed the common errors made by law students in academic writing. The study involved the action research design consisting of pre- and post-interventions. Data were collected through observations and questionnaire methods. Data were analysed statistically through the Wilcoxon Signed-rank test and the McNemar exact test at 95% confidence intervals to analyse the before and after intervention data. The study found that law students had a limited basic understanding of the editing and proofreading techniques before the intervention. After the intervention, there was a significant improvement in students’ writing skills as the results showed an exact p-value of 0.000. It recommends the inclusion of specific instructions on Editing and Proofreading Skills Courses as part of the Legal Education Curriculum in Tanzania.

EFFECTIVE TEACHING METHODS

The method of teaching Russian language begins to teach language to students in primary school. The first method of teaching Russian language is practicing technique. Psychological and pedagogical laws of the learning process are like the needs of the society. At the beginning of these needs are communication tools. The communication tools define the ways of teaching Russian to students according to their language characteristics. The method of teaching Russian language consists of the literary parts of the language skills of students, the concepts of grammar, the change of language system over time (assimilation) and other parts of language science. Methodology; pedagogy, psychology and philosophy at the intersection of disciplines. These disciplines have a common interest.

The Application of Case Teaching Method in Maritime English Education: The Practice of Improving Students Problem-solving Ability

As a student-centered teaching method, the case teaching method is widely used in various educational fields. This paper discusses the application of case teaching method in nautical English education and analyzes its practical effect on improving students problem-solving ability. By introducing practical navigation cases, students can learn and apply English in real situations to improve their language skills and their ability to solve practical problems. Research shows that the case teaching method not only improves students language skills, but also enhances their critical thinking and teamwork spirit.

Impact of Digital Storytelling on Motivation in Middle School English Classrooms

Motivation is a key factor in the learning process, especially in language acquisition. This research examines the effects of using digital storytelling (DST) on motivation in English classrooms. The study, which used a mixed methods approach, involved 100 middle school students in Bengaluru selected through convenience sampling. Data collection methods included questionnaires and semi-structured interviews. Students were divided into experimental and control groups, with the former receiving DST-integrated instruction and the latter being taught using traditional methods. The results of the quantitative analysis showed a positive influence on motivation in the experimental group compared to the control group. Qualitative results showed that implementing DST increased students' motivation, engagement, and understanding of the English language more effectively than traditional teaching methods. Further research is encouraged to explore the full potential of DST to improve student language skills and motivation.

Pengembangan Pembelajaran Bahasa Inggris di Madrasah Jamiyatut Tholibin Desa Soket Dajah Bangkalan Madura

This article discusses the English language learning development program at Madrasah Jamiyatut Tholibin, Soket Dajah Village, Bangkalan, Madura. This program was motivated by the low English language skills of students in the area, which were caused by limited educational facilities, lack of teaching resources, and ineffective teaching methods. This program aims to improve students' English skills through a more interactive and contextual approach, which is relevant to their daily lives. In addition, this program also involves training for teachers to improve their competence in teaching English, including the use of media and technology as learning aids. The results of this program showed a significant increase in students' English skills, both in terms of comprehension and communication skills. In addition, this program also succeeded in increasing students' learning motivation and developing teachers' capacity in teaching English. Thus, this program is expected to be a model for the development of English language learning in other rural areas in Indonesia.

Effectiveness of English language teaching methods and language learning skills among college students in public higher education institutions in Sulu

English is the most widely spoken language in the world, serving as a common medium for people from different linguistic backgrounds. It is the primary or secondary language in many countries and is often used as the international language of business, diplomacy, science, and technology. Hence, there was a need for effective teaching and instructional strategy to enhance the competence of the college students. This study investigated the effectiveness of various English language teaching methods and assessed the language learning skills of college students in public higher education institutions (HEIs) in Sulu, Philippines. Quota sampling (n=200) was carried out to sample the college students from four (4) different public HEIs in Sulu. Close-ended questionnaires were administered to determine the effectiveness of three different English language teaching methods—(i) Grammar-Translation Method, (ii) Direct Method, and (iii) Audio-Lingual Method. This study also analyzed the level of English language learning competence of college students based on their (i) listening skills, (ii) speaking skills, (iii) reading skills, and (iv) writing skills. Key findings indicated that different teaching methods, namely the Grammar-Translation Method, the Direct Method, and the Audio-Lingual Method, each offered distinct advantages for language learning. In assessing the language learning skills of the students, the study found high competence across all four key areas: listening, speaking, reading, and writing. Inferential analysis indicated that the effectiveness of English language teaching methods can be correlated to the language competence of college students. Further studies shall be done to determine whether the teaching methods could directly influence the language skills of students.

Strategies for Teaching Written Language to Students with Attention Deficits

The issue of including students with attention deficits in the educational process is a highly relevant pedagogical challenge due to the high prevalence of these disorders. Attention Deficit Hyperactivity Disorder (ADHD) is the most common condition, but attention deficits can also arise from social causes, such as experiencing psychologically traumatic situations like war. This article presents key strategies for improving written language skills in students with attention deficits of various etiologies and comorbid disorders to facilitate their inclusion in the educational process. Additionally, presented are the results of a two-stage study confirming the practical effectiveness of these strategies.

Advancing Inclusivity, Equity, and Diversity in English Language Education: Empowering Underrepresented Students in Africa

This study investigates the effects of English Medium Instruction (EMI) on African educational systems, focusing on the barriers to education that students encounter due to limited English proficiency in countries where English is not the native language. The authors employed a mixed methods approach, uncovering students' systemic challenges, particularly the high English proficiency requirements for university admissions, which risk excluding those with lower English fluency. By addressing the complex challenges that African students face with EMI, this study advocates for an educational system that respects and aids students from various linguistic backgrounds. The research emphasizes the critical role of English language skills in students’ academic success across all subjects, given the exclusive use of English for teaching. Drawing from a dataset of 36 participants, the study offers a range of pedagogical and policy recommendations to advance inclusivity, equity, and diversity in EMI settings. These recommendations include recognizing student diversity, implementing fluency-centered teaching methods, differentiated instruction, task-based and flipped classroom approaches, cultural exchange activities, the integration of bridge English courses into higher education, parental involvement, curriculum reform, focused teacher training, professional development, equitable resource allocation, bilingual education programs, controlled translanguaging adoption, and gradual policy implementation. These recommendations will help educational systems accommodate diverse linguistic backgrounds, provide essential language support, and promote a supportive academic environment. This paper contributes to the broader discussion on inclusion, equity, and diversity in second-language education, offering valuable insights and recommendations for policymakers, educators, and researchers.

Strategi Dakwah Di Era Digital (Studi Kasus pada Ma’had Al-Jami’ah UIN Sumatera Utara Medan)

The aim of this research is to determine the Da'wah Strategy in the Digital Era, specifically focusing on the case of Ma'had Al-Jami'ah UIN SU. This research method uses a qualitative approach which focuses on providing a detailed description of the subject matter. Data collection methods include the use of observation, interviews, and documentation practices. Based on research findings, analysis and interpretation, taking into account various ideas, the following conclusion can be drawn: the da'wah strategy in the digital era (case study at Ma'had Al-Jami'ah UIN SU) is to improve the da'wah skills of students in the digital era , the use of social media in the digital era and improving the language skills of students in the digital era. Through the implementation of activities carried out by Ma'had Al-Jami'ah UIN SU, namely celebrating the Ma'had Al-Jami'ah UIN SU event, holding regular muhadharah for students, carrying out night and mudasah study activities, murottal Qur'an and creativity art

Factors Affecting the Improvement of English Language Proficiency of Students in Bali for Internships Abroad

This study aimed to identify factors that play a role in improving English language skills in students in Bali who intend to undergo internships abroad. The research method used is quantitative with a factor analysis approach. The research sample involved students from various study programs at universities in Bali. The results of the factor analysis show that there are several main factors that significantly affect the improvement of English language skills in students. The research found out that learning motivation and formal education are the main factor in improving English Language proficiency of students in Bali for intership abroad. However, there are other factors including basic capabilities, learning environment and study habit to have basic knowledge of English which also affected the ability to speak English for students who want to do internship abroad. Thus, among other factors, this research found two factors affected most improvement of English proficiency of students in Bali for joining intership overseas are learning motivation and formal education.

Role of Primary School in Promoting Media Education and English Language Skills for Students

The study aimed to identify the reality of the primary school’s role in promoting media education and thus imparting English language skills to students in Al-Ahsa Governorate, and to reveal whether there are statistically significant differences between the responses of the study sample regarding the reality of the school’s role according to type of work and years of experience. A mixed approach (quantitative and qualitative) was used. A questionnaire was applied to a stratified random sample of female school leaders (102) and teachers (619). Personal interviews were also conducted with 21 primary school teachers in Al-Ahsa Governorate. The most important results revealed that the reality of the role of primary schools in enhancing media literacy skills among primary school students was to a high degree, and that the role of primary school in enhancing media literacy skills in the emotional aspect came in first place, followed by enhancing the cognitive aspect, while enhancing the behavioral aspect in Third place. There were also differences between the averages of the study sample’s responses at the level of (0.01) according to the type of work for female school leaders. The media education at primary school has a role in providing female students with listening and speaking skills in English, and that listening to short sentences was ranked first among English listening skills, while speaking single words was ranked first among English speaking skills for female primary school students.

Group Discussion Method In Improving English Language Skills For Students of STIKOM UyelindoKupang

English courses at STIKOM Uyelindo are given in semesters 1 and 2. In implementing English courses at STIKOM Uyelindo Kupang, there are still several obstacles in the teaching and learning process. One of them is the lack of absorption of English language material by students. This is because the method used in teaching is still teacher centered. The lecturer delivers the material and students listen and take notes. After delivering the material, the lecturer provides students with several exercises to do. During English lectures using this method, the results achieved were not optimal. Students' abilities in five English skills are less than optimal. The five skills referred to include: reading, writing, listening, translating, and speaking. In studying, a student is usually supported by several aspects to achieve maximum results. Several aspects that support learning include students being able to collaborate with other students. Apart from being influenced by learning methods, student learning outcomes are also influenced by student participation. The results obtained from the research are that there is a correlation between the group discussion method and increased student learning achievement in English courses, in reading, writing, listening and speaking skills. The correlation between group discussions and student test results in class A is 0.60 which means that the two variables have a strong relationship, while in class B the correlation between group discussions and student test results in class B is 0.71 which means that The two variables have a very strong relationship.

Development of Language Skills of Students by Establishing Inter-Subject Connections Between the Kazakh Language and the History of Kazakhstan Subjects

Development of Language Skills of Students by Establishing Inter-Subject Connections Between the Kazakh Language and the History of Kazakhstan Subjects

Teachers' Opinions on Second Grade Language Skills of Students Who Learned Initial Literacy Through Distance Education

This study examines teachers' opinions on how the language skills in the second grade (listening, speaking, reading, writing) of students who learned initial literacy in the first grade of elementary school (2020-2021) through distance education due to the pandemic were affected. This study was conducted using a descriptive qualitative research model. The study group comprised 18 teachers who conducted first-grade initial literacy teaching via distance education in 2020-2021 academic year and worked in the second grade during 2021-2022 academic year. Each teacher had instructed first grade at least three times in their career. A semi-structured interview form served as the data collection tool, and thematic analysis was employed for data analysis. The data yielded four themes: listening skills, speaking skills, reading skills, and writing skills, with corresponding sub-themes identified and interpreted. Participants reported that the pandemic led to temporary school closures and a shift from face-to-face to distance learning for first-grade literacy. Consequently, students missed the opportunity to develop listening, speaking, reading, and writing skills through direct interaction in the classroom. They stated the limitations and conditions of distance education were cited as reasons for this shortfall. As a result, they stated that there are inadequacies in students' listening, speaking, reading and writing skills, and that these inadequacies have a negative impact on their listening skills in the second grade. This resulted in inadequacies in students' listening, speaking, reading, and writing skills, negatively impacting their second-grade. It was reported that there were lack of gains in the achievements of this group compared to the students of previous years, and that these were due to the fact that the initial literacy teaching was carried out through distance education.

Basics of Scientific-Methodological Formation of Written and Spoken English Language Skills of Students in Medical Direction

Basics of Scientific-Methodological Formation of Written and Spoken English Language Skills of Students in Medical Direction

Students’ Perceptions of English Medium Instruction (EMI) in Secondary School Bilingual Classes: A Case Study

In contemporary international secondary education in Indonesia, English-Medium Instruction (EMI) has gained popularity and expanded into a rising global phenomenon. Recognizing this phenomenon and the importance of English language skills for students from an early age, this study aims to investigate the perceptions of junior high school students in bilingual classes on the use of EMI in schools. A qualitative research design in the form of a case study was adopted in this study. It involved thirteen (13) junior high school students (2 males, 11 females) of two bilingual class programs at a private junior high school in Bandung, West Java, Indonesia. Data were collected through questionnaires, semi-structured interviews, and an FGD (forum group discussion) session. The findings indicate that all participants show positive perceptions of the EMI implementation in terms of the importance of EMI for Learning, the importance of EMI for career, and the use of EMI associated with the preservation of tradition issue. This study also reveals the obstacles that are often faced in the use of EMI such as a lack of understanding of technical terms in the content course and teachers' low proficiency in English. Therefore, it is expected that this study will offer recommendations from the perspectives of EFL practitioners in order to optimize the advantages of the EMI policy in an EFL context.

The Influence of Digital and Technology Equipment in Learning Activities on Students' Written Skills

This research aims to observe how students develop their written narrative skills. This research uses survey instruments and questionnaires as data collection methods. Statistical methods are used in data analysis. One hundred students were involved in this research, except those who only wrote less than seven texts from the research sample. The study results show that students experience significant development in their linguistic expression in written communication situations. Their ability to produce texts becomes richer at the linguistic level, with increased lexical diversity in nominal and verbal areas. They also showed a better ability to use sentence-connecting devices. However, there are differences between students who use their mother tongue and those who use their second language in terms of lexis and syntax. Students who use their mother tongue tend to use less and less varied lexis than their second language. In addition, students also showed higher linguistic uncertainty, especially in terms of case inflection and syntax. Nevertheless, there are no significant differences between the two language groups regarding the global structure of the texts. The results of this study provide important insights for language education at the primary school level, showing that students who use their mother tongue have sufficient ability to carry out narrative tasks in a manner comparable to students who use a second language of the same age. However, it should be noted that the development of language skills in students who use their mother tongue may take longer and require special attention in language learning.