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All Journal Litera Jurnal Pendidikan Bahasa Inggris International Journal of Education Jurnal English Education: Jurnal Tadris Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics Englisia Journal VIVID Journal of Language and Literature EXPOSURE JOURNAL LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Journal of English Language Teaching and Linguistics JET (Journal of English Teaching) JOLLT Journal of Languages and Language Teaching Journal of English Education and Linguistics TELL - US JOURNAL MATAI: International Journal of Language Education Dimar : Jurnal Pengabdian Masyarakat
Anam, Syafi'ul
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Developing ESP students' online text reading performance and strategies in small group discussion Erlangga, Fajar; Setiawan, Slamet; Anam, Syafi'ul
LITERA Vol. 23 No. 2: LITERA (JULY 2024)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v23i2.73099

Abstract

Reading English text is often regarded as a difficult task by English for Specific Purposes (ESP) students during their individual reading time. Therefore, this research investigates the impact of a small group discussion on ESP students' online text reading performance and strategies. The quantitative research, employing a pre-experimental design, purposively recruited 90 students from the Computer Science and Engineering Faculty. The data were collected through pre- and post-assessments on reading comprehension and a survey on reading strategies. Analyzed using SPSS 27.0, the data of the research show that the small group discussion highly affects reading performance of ESP students. Besides, their reported reading strategy use demonstrates a high frequency of use in all three strategy categories (PROB, GLOB, SUP), with no significant difference found in all categories by age and major. In conclusion, the implementation of a small group discussion in the ESP classroom can effectively improve the online text reading performance and develop reading strategies of the students. It also positively implies that educators can employ a small group discussion to promote other reading aspects in various educational settings.
Self-Regulated Learning Strategies in Teenage Writers: A Focus on Self-Assessment and Feedback Cangkat, Stephanie Rosalina; Setiawan, Slamet; Anam, Syafi'ul
MATAI: International Journal of Language Education Vol 6 No 1 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v6i1.19620

Abstract

Adolescent learners often face significant challenges when developing writing skills in a second language, as they must navigate both linguistic complexity and cognitive demands. This study examines how secondary school students in Indonesia engage in self-regulated learning within English writing tasks, focusing on their use of planning, self-assessment, and response to teacher feedback. Using a qualitative approach, the research involved journal reflections, interviews, and analysis of students’ written work. The findings reveal that while students are beginning to demonstrate self-regulatory behaviors such as setting goals, monitoring their progress, and revising based on feedback their ability to do so independently remains limited. Most learners benefited substantially from scaffolding and teacher support, especially in language accuracy and idea development. Feedback was a powerful catalyst for revision, helping students become more aware of their writing choices and areas for improvement. However, gaps in metacognitive skills and feedback literacy were evident, highlighting the need for more explicit instruction in self-assessment and reflective practice. This study advances our understanding of how self-regulation unfolds in teenage writers and emphasizes the importance of integrating structured reflective tools and responsive feedback into writing pedagogy. By fostering these practices, educators can support the growth of autonomous, engaged learners capable of managing their own learning and improving their writing performance over time.
The Effect of Indonesian EFL Senior High School Students’ Anxiety on Their Writing Achievement in Explanation Text Kurniawati, Karisma; Anam, Syafi'ul
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 2 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i2.47997

Abstract

Abstract. Writing is considered to be one of the most challenging skills to learn. Accordingly, some issues appeared and may be faced by the students while writing. One of the writing issues that can be a serious problem is writing anxiety. Hence, in this study, the researcher tried to find out the eleven graders students' writing anxiety levels and investigate the significant difference of writing anxiety on students' writing achievement in an explanation text writing. This study used quantitative approach with ex-post facto research design. The researcher conducted this study at one of the public senior high schools in Gresik. There were 30 eleven graders taken as subjects from one class. Then, to gather the data, two instruments were used. First were the Second Language Writing Anxiety Inventory (SLWAI) close-ended questionnaires. Second was students' writing scores in an explanation text writing. To analyze the data, the researcher used both descriptive statistics and inferential statistics (ANOVA). The results found that the eleven grades’ students had a moderate level of writing anxiety. And the somatic anxiety was dominant had by them. Another result revealed that there is no significant difference in each type of writing anxiety on the students' writing achievement in explanation text. And only cognitive anxiety had a moderate size effect on the student's scores. So, based on this study, the writing anxiety did not influence whether the students succeed in their explanation text writing. Keywords: Writing Anxiety, Writing Achievement, Explanation Text
Co-Authors AHMAD MUNIR Ali Mustofa Amalia, Inkarizki Swedianisa Arik Susanti, Arik Asteria, Prima Vidya Camelia, Ika Anggun Cangkat, Stephanie Rosalina Daning Hentasmaka, Daning Erlangga, Fajar Fahmy Imaniar FAURIS ZUHRI Ika Wulandari Karisma Kurniawati Lailatus Sa’adah Laksono, Kisyani LIES AMIN LESTARI Luh Diah Surya Adnyani Masitho, Prianka Ratu Maulidyah, Difa Salsa Mega Fatimah Rosana Nugroho, Him'mawan Adi Nur Rahman, Taufiq OIKUREMA PURWATI Padmadewi . Pratama, Raga Driyan Purnamasari, Rike Rochmawati, Laila SLAMET SETIAWAN Sugianti, Lilik Timur, Zulfikar Muria Wardani, Andini Dwi