The Effect of Computer Assisted Language Learning and Students' Learning Motivation Toward Students' Grammar Mastery of the First Year Students at AMIK Selatpanjang Kabupaten Kepulauan Meranti

In learning grammar, appropriate teaching strategy and great motivation can enhance students' grammar mastery. CALL stratey was used as the variation ofteaching and learning toward grammar mastery. The goal of this research was to find out the effect of CALLstrategy and learning motivation toward students' grammar mastery. The design of this research wasquasi experimental research. The population of this research was the students of first year in academic 2016/2017 at AMIK Selatpanjang Kabupaten Kepulauan Meranti. The techniqueused in selecting the sample was Cluster Random Sampling. The sample of this research was A1 as the experimental class and B1 as the control class. The instrumentsused in this research were grammar mastery test and questionnaire test. The hypotheses were analyzed by using t-test and Two Ways ANOVA. The finding showed that (1) Students taught by using CALL strategy produced better achivementtoward students'grammar masteryas compared to CLT strategy.(2) Students with high learning motivation taught by using CALL strategy produced better achievement toward grammar mastery than high motivated learning students taught by using CLT strategy. (3) Students with low learning motivation taught by using CALL strategy produced lower achievement toward grammar mastery than low motivated learning students taught by using CLT strategy. (4) There was nointeraction between teaching strategies (CALL and CTL) and students' learning motivation toward grammar mastery. In conclusion, CALL strategy worked effectively to produce better achievement as the teaching and learning strategy toward grammar mastery at AMIK Selatpanjang Kabupaten Kepulauan Meranti

THE EFFECT OF COMPUTER ASSISTED LANGUAGE LEARNING AND STUDENTS’ LEARNING MOTIVATION TOWARD STUDENTS’ GRAMMAR MASTERY OF THE FIRST YEAR STUDENTS AT AMIK SELATPANJANG KABUPATEN KEPULAUAN MERANTI

In learning grammar, appropriate teaching strategy and great motivation can enhance students’ grammar mastery. CALL stratey was used as the variation ofteaching and learning toward grammar mastery. The goal of this research was to find out the effect of CALLstrategy and learning motivation toward students’ grammar mastery. The design of this research wasquasi experimental research. The population of this research was the students of first year in academic 2016/2017 at AMIK Selatpanjang Kabupaten Kepulauan Meranti. The techniqueused in selecting the sample was Cluster Random Sampling. The sample of this research was A1 as the experimental class and B1 as the control class. The instrumentsused in this research were grammar mastery test and questionnaire test. The hypotheses were analyzed by using t-test and Two Ways ANOVA.  The finding showed that (1) Students taught by using CALL strategy produced better achivementtoward students’grammar masteryas compared to CLT strategy.(2) Students with high learning motivation taught by using CALL strategy produced better achievement toward grammar mastery than high motivated learning students taught by using CLT strategy. (3) Students with low learning motivation taught by using CALL strategy produced lower achievement toward grammar mastery than low motivated learning students taught by using CLT strategy. (4) There was nointeraction between teaching strategies (CALL and CTL) and students’ learning motivation toward grammar mastery. In conclusion, CALL strategy worked effectively to produce better achievement as the teaching and learning strategy toward grammar mastery at AMIK Selatpanjang Kabupaten Kepulauan Meranti.   

Effectiveness Of Gboard Application on Motivation to Learn Indonesian Language Through Direct Learning

This study investigates the influence of the Gboard application, a virtual keyboard that provides immediate translation of voice or text on motivation for language learning. This study centers on the acquisition of the Indonesian language through the usage of English. This research aims to determine how the use of the Gboard application effects motivation to learn Indonesian. The research was carried out among students from different countries learning Bahasa Indonesia in 2023.This quantitative research employs an online survey utilizing Likert scales. The results suggest that the majority of students who utilize Gboard for social media conversations with Indonesians people perceive it as beneficial for enhancing their proficiency in the Indonesian language. Consequently, Gboard has been regarded as a highly efficient educational system. A significant number of participants have reported an impressive increase in their motivation to learn Indonesian, attributing it to the utilization of Gboard.The study concludes that Gboard, when combined with the direct learning model, greatly enhances language learning motivation among foreign students. The result emphasizes the crucial role of technology, specifically Gboard, in augmenting motivation. These insights are advantageous for educators and academics seeking to use technology into learning a new language

تعلم اللغة العربية بمساعدة الحاسب عن طريق الكلمات المتشابهة = Computer assisted language learning for Arabic using cognates

يتحدث الناس حول العالم بالعديد من اللغات المختلفة والتي تمتد بعض منها إلى مئات أو الآف السنين، ونشأت هذه اللغات بطرق مختلفة وانحدر بعض منها من لغات أخرى، ومع مرور الوقت توسع استخدام بعض هذه اللغات لتصبح لغات عالمية بينما تعرضت لغات أخرى إلى الاندثار. كما أن العديد من اللغات قد تعرضت للتحوير الذي يطرأ بشكل طبيعي على أي لغة مع مرور الوقت وبنفس الوقت تمت ولادة لغات جديدة من أعقاب لغات أخرى ولا شك ان هناك تشابهًا كبيرًا بين هذه اللغات الطبيعية، وتختلف نسبة التشابه ليشكل في بعض الأحيان ما يزيد عن نصف كلمات بعض اللغات والتي تعتبر مستلة من لغات أخرى. توسع استخدامات الحاسب الآلي في السنوات الماضية بشكل كبير حتى شملت استخداماته تعلم وتعليم اللغات الحية، ومن هذه اللغات حظيت اللغة الانجليزية بجانب كبير من هذا الاهتمام بينما لم تحظ اللغة العربية إلا على جانب قليل منه، وقد طورت في السنوات القليلة الماضية العديد من البرنامج والتطبيقات المستخدمة لتعليم اللغات ومنها اللغة العربية عن طريق الدروس والأمثلة والمسابقات والأسئلة والأجوبة والألعاب الحيوية التعليمية، بينما لا يوجد أي برنامج يقوم باكتشاف الكلمات المتشابهة في اللفظ والمعنى بين اللغة العربية واللغات الأخرىبشكل تلقائي ويستفيد من ذلك في تعليم اللغة، والتي تساعد هذه العملية على تسريع التعلم بشكل سهل وفعال وممتع، حيث ان المستخدم سيسهل عليه تذكر الكلمات ذات اللفظ المتشابه مع لغته الأم. يهدف هذا البحث إلى استخدام الحاسب وتقنية المعلومات لتسريع تعلم وتعليم اللغة العربية للمتحدثين بغيرها (اللغة الانجليزية أنموذجا في هذا البحث) وذلك عن طريق التركيز على الكلمات المتشابهة بين اللغة العربية واللغة الانجليزية، سيتمكن المتعلم عن طريق البرنامج من إنشاء وإضافة الدروس وسيتم استخراج الكلمات المتشابهة آلياً عن طريق الحاسب، سيتم استخدام المنهج التحليلي لدراسة وتحليل الطرق والخوارزميات المستخدمة لإيجاد التشابه بين اللغات المختلفة ومن ثم تطوير نظام لإيجاد التشابه بين اللغة العربية والانجليزية. وتعد هذه الأنظمة إحدى طرائق معالجة اللغات الطبيعية. ***** People around the world speak many different languages, some of which extend back to hundreds or thousands of years, and these languages arose in different ways and some of them descended from other languages. Many languages have undergone modification that occurs naturally in any language with time. At the same time, new languages were born from other languages, and for sure there are large similarities between these languages, and the similarity rate varies. Therefore, it sometimes can be more than half of the language’s words, which are considered derived from other languages. The use of computers in the past years has expanded greatly to be used in various aspects of human life including learning and teaching living languages. Among these languages, English language received a large part of this attention, while the Arabic language received only a small part of it. In the past few years, many programs and applications used to teach Languages, including the Arabic language, through lessons, examples, competitions, questions and answers in addition to educational games. While there is no program that detects words that are similar in pronunciation and meaning between Arabic and other languages, this process helps to accelerate learning in an easy, effective and enjoyable way. Thus, the learner will find it easier for him to remember words with pronunciation similar to his mother tongue. This research aims to use the computer and information technology to accelerate the learning and teaching of the Arabic language to non-native speakers (the English language is a model in this research) by focusing on the similar words (cognates) between Arabic and English, through the program, the learner will be able to create and add lessons, then the cognates will be extracted automatically by computer. The analytical approach will be used to study the methods and algorithms used to find similarities between different languages, and then developing a new algorithm to find similarities between Arabic and English languages, and this method is considered one of the Natural Language Processing techniques

THE DEVELOPMENT OF MULTIMEDIA-ASSISTED LANGUAGE LEARNING TO IMPROVE ENGLISH SKILL OF ELEMENTARY SCHOOL STUDENTS

The purpose of this study is to analyze (1) the phases of developing a Multimedia Assisted Language Learning (MALL) for Elementary school students, (2)the attractiveness of the MALL, and (3)the effectiveness by analyzing the student’s achievement. Formative evaluation is done to measure the quality of MALL. This product was evaluated by 1 subject matter expert and 1 media specialist. The subjects of the research trial included 91 students, consisted of 34 students for the research instruments trial, 7 students for the small group trial, and 50 students for the field trial. Data were collected using questionnaires and tests (pre-test and post-test). The data were in the form of recommendation for the product improvement, Likert-scale analysis, and test scores. The result of this research and development shows that the attractiveness of the developed multimedia, observed from: (1)the product appearance aspect is in a good category, with the average score of 4.00, (2)the learning material aspect is in a good category, with the average score of 4.02, (3)the motivation of learning using the multimedia is in a very good category, with the average score of 4.09. The average score improvement of the pre-test score to the post-test is around 20 or equal to 35%. The t-test result indicates that there is a significant improvement of student’s average scores from the pre-test to the post-test, with p < 0.05, we can conclude that the developed MALL are effective for Elementary School students

The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing

This research aimed at investigating the use of Grammarly software and in what terms it was more effective in reducing students' errors in EFL writing compared to teacher corrective feedback (indirect corrective feedback). This research used the quantitative approach with a quasi-experimental design. There were 40 university students from English Education Study Program of a private university in Indonesia who were selected and randomized clustered into two; experimental and control groups. The students were tested at the beginning and the end of the research. The quantitative data were analyzed by using t-test formula. The results of the research confirm that the students whose work is evaluated by using Grammarly have a significant reduction in their errors compared to those whose work is evaluated by the teacher (indirect corrective feedback). The software is shown to be more effective to reduce the errors in terms of vocabulary USAges (diction), language use (grammar), and mechanics of writing (spelling and punctuation). However, it is less effective to improve the content and organization of students' EFL writing. This research can suggest EFL/ESL teachers with an alternative assessment for students' writing that supports an autonomous learning environment

The Impact of ICT Towards Saudi EFL Students’ Writing Skills: A Quasi-Experimental Study

This study aimed to investigate the impact of using the word processor application on the writing achievement of Saudi EFL learners at Jubail Technical Institute. It used embedded-experimental mixed methods research design in which the qualitative data set provides an auxiliary role in a study that is primarily quantitative. Nested sampling technique was used to select participants for both the dominant quantitative and the auxiliary qualitative phases of the study. The participants were divided into two groups: the experimental group, which studied writing using the word processor, and the control group, which learnt writing using the traditional method. It was hypothesized that the experimental group participants would have a higher achievement in a writing performance test than those of the control group. After establishing that the two groups had homogenous writing abilities before the treatment, post-test results showed that the experimental group participants had a statistically significantly higher achievement in the writing performance test (t(67) = 6.21, p < .001) than the control group. The study recommended introducing computer-assisted writing programs in composition classes and training teachers on how to use such programs to help students develop their writing skills

Pre-service English teachers' experience with various CALL applications: Hindrances and reflection

Computer assisted language learning (CALL) is one of the alternative ways used by teachers in teaching English. This research aims to find out various CALL applications used by the pre-service English teachers, the difficult skills faced by students, hindrances, and pre-service teachers’ reflection. A mixed-method approach with questionnaires, interviews guideline, and observation checklist were employed by the researchers. The sample consisted of 30 pre-service English teachers and 750 students. The data analyses were done by using simple statistics calculations, codes, and categories. The results showed that pre-service English teachers applied various CALL applications, in which the majority of them used Hello English for speaking in the classroom because of the ease of use of the application. The most difficult skills learned by students were listening, and the easiest skill was reading. Another finding is related to hindrances during CALL applications which included internet connection, material understanding, CALL application procedures, assessment, discipline, cost, and learning style. However, those problems were eventually solved by pre-service English teachers. Furthermore, pre-service teachers wrote their teaching reflection to know their evaluation of their teaching. The reflections showed that they could solve the problems, made, and revised lesson plans, and brought good role models in the classroom

The use of tell me more software to teach listening skills : an experimental study with the tenth grade students of SMK Miftahul Huda Kendal in the academic year of 2017/2018

The objective of this study is to explain the students’ responses towards the use of Tell Me More software and to investigate the use of Tell Me More in listening in SMK Miftahul Huda Kendal. The population of this research was the tenth grade students of SMK Miftahul Huda Kendal. The research method was an experimental research that is conducted in two classes; the experimental class (X PBS) and control class (X TKJ 1). The X PBS was taught by using Tell Me More software while the X TKJ 1 was taught without Tell Me More software. The instruments used to collect the data were documentation, observation, questionnaire and test. The formula that was used to analyze the data was t-test. After the data had been collected, the result of pre test average of the experimental group was 51.67 and control group was 49.67. Then the post test average of the experimental group was 76.33 and control group was 58.83. The obtained t-test was 8.944 whereas the t-table was 2.00 for alpha (α) 5%. The t-test score was higher than t-table (8.944 > 2.00). It was meant that Ha was accepted while Ho was rejected. Since t-test score was higher than the t-table, Tell Me More software was effective in teaching listening skill of descriptive texts SMK Miftahul Huda Kendal in the academic year of 2017/2018. Finally Tell Me More software is suggested to the teachers that can be used as one of media in teaching listening of descriptive texts