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How about an extensive reading guidebook? A case study in a higher education Rahmawati, Henny; Nurisma, Radina Anggun
Journal of Applied Studies in Language Vol. 7 No. 2 (2023): December 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i2.227-235

This study was aimed at investigating the lecturers’ need of a guidebook in the ER enactment within a classroom. The method used in this study was a qualitative research method making use of an online questionnaire and a semi-structured interview as the instruments to compile the data. The participants of this study were six lecturers implementing Extensive Reading in their classroom, three of whom are seniors, and the other three are novice lecturers. The data compiled from an online questionnaire and a semi-structured interview were then qualitatively analyzed and discussed. The result showed that an ER guidebook is, indeed, needed by those who are still lacking of experience in teaching extensive reading in which the contents are about choosing the appropriate books, accessing online repository, conducting ER, ER fun activities, and the potential evaluation, but it is not that urgent though it benefits to some cases for those who have been the so-called ER expert having years of experiences—more than two years—teaching extensive reading at class. However, using extensive reading guidebook might be a stimulus, for both lecturers in teaching, which is still open to innovative teaching invention in teaching extensive reading.

EFL Learners’ Literacy with and Without ER in Reading English Rahmawati, Henny; Mazhabi, Zobi
Jurnal Ilmu Pendidikan Vol 26, No 1 (2020): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v26i1p8-14

This study aimed at exploring the students’ beliefs towards reading between those who have followed ER and those who have not in the distinct level of reading ability—high, intermediate, and low level. This present study was a qualitative study concerning the students’ perception towards a particular issue. The findings show that the students’ beliefs towards reading English, for those who have followed ER with a high level of competency, remains the same as intensive reading principles. While, unexpectedly, those who have not yet followed ER at the same level have some beliefs which refer to ER principles. For the intermediate and low level for either those who have or have not yet followed ER, their principles remained the same reflecting those of intensive reading. This study contributes practically to ER practitioners in implementing ER in order that ER, within classroom activities, can run as it is by minimizing the biases and maximizing its benefits based on the outcomes, the students’ beliefs towards reading in English. Theoretically, the contribution lies at an additional confirmation that the outputs of ER, in the form of students’ beliefs, may result unexpectedly for many factors contributing to its success must really be well-monitored. The conclusion and suggestions are then attached to the end of this paper.

Analysis of Indonesian Students’ Language Transfer of English Idiomatic Sentences Widowati, Diah Retno; Rahmawati, Henny; Ismiatun, Febti
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 6 No 2 (2020): JL3T Vol. VI No. 2 2020
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v6i2.1927

The complexity of transferring language might mislead students as translators to mistranslate texts due to errors. Errors can be in the form of a message (meaning) or language, which also consists of grammar and lexicon. Transferring language also needs consideration of equivalent language transfer from the source language (SL) to the target language (TL). The present research identifies the error types, the source of errors, and the types of idiomatic translation that were done by English Department students of University of Islam Malang. The subjects of the research were 77 of the fifth semester students who took Translation course. The core data of this research were the students' translation works from English to bahasa Indonesia and unstructured interviews. This study employed a descriptive qualitative design. The data of the research were obtained from the result of the students' translation during the course. The data obtained also showed that more students commit errors on language than errors on message. The errors of language exist in the form of lexical aspect; they are conjunction, verb, and noun. In addition, the source of errors tends to happen because of the interlingual factors than the intralingual factors. The idiomatic transfer from the source language to the target language was done by shifting the meaning of idiom, instead of through word to word translation.

PORTRAYING THE USE OF AUTHENTIC MATERIALS IN EFL READING CLASSES: A STUDY ON STUDENTS’ PERCEPTIONS Mayarega, Hevin; Rahmawati, Henny; Azami, Mochamad Imron
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i2.7473

Using authentic materials in EFL reading classes is essential as a medium to help students practice their reading skills. This study uses mixed methods to determine student perceptions, motivation, and anxiety when using authentic texts in EFL reading classes. The participants of this study were 19 students of a university in Malang in the third semester. The data collection instruments used include questionnaires and interviews. The results of this study indicate that students tend to give positive perceptions. Nevertheless, it is undeniable that some students give negative responses for several reasons. Positive responses indicate that students feel authentic texts have many benefits. In contrast, negative responses indicate that they cannot understand the contents of the reading and do not feel the benefits that can be obtained. The level of student motivation is also higher than student anxiety. Students feel motivated because they can improve their English skills, gain knowledge, and feel challenged. However, they also encounter difficulties that make them anxious when reading authentic texts. The reason is that they find many uncommon words, language, and sentence structures. For future researchers, doing more research on students and conducting more profound interviews is suggested so that the data obtained is more varied than the current one.

Senior high school students’ challenges in speaking English across proficiency levels: A narrative inquiry Shalehah, Ayunda Baqiyatus; Rahmawati, Henny
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 1 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i1.22605

This study aims to identify and analyze the challenges Islamic high school students faced in speaking English, focusing on the different levels of speaking ability among students. Using a qualitative approach and narrative research design, the study involved three students with different speaking abilities (high, medium, and low) selected through purposive sampling. Data were collected through semi-structured interviews which took around 10 minutes for each student that revealed various internal and external factors affecting students' speaking ability. The results showed that students faced various difficulties, including lack of confidence, nervousness, vocabulary, limited access to resources, and peer support. In addition, an educational environment that emphasizes religious learning reduces students' opportunities to practice English. Nonetheless, students also developed strategies to overcome these challenges, such as increasing self-confidence and finding study buddies. The findings provide important insights for educators and researchers to design more effective interventions to improve English speaking skills among students of different ability levels. This study is believed to highly contribute to both students and teachers in practice and teaching and as a reference for the future researchers.

The Students’ Perception on Academic Reading Log for Essay Writing Literacy: Some Influential Points: Persepsi Siswa tentang Academic Reading Log untuk Literasi Penulisan Esai: Beberapa Poin yang Berpengaruh Rahmawati, Henny; Sholihah, Fitri Awaliyatush
JEES (Journal of English Educators Society) Vol 4 No 1 (2019): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v4i1.1948

Reading log or the so-called reading journal is a journal to monitor how far the students read within their own pace and time. This study aimed at investigating some influential points of using reading log in order to enhance the students’ ability in writing academic article. The participants of this study were twenty sophomores pursuing their study at Universitas Islam Malang taking Writing IV class. They were asked to fill reading logs given after reading academic articles. They had to read one academic article each day for one week. Questionnaire and interview were used as the instruments to collect the data which were then analyzed descriptive qualitatively. The findings show that reading log is very beneficial for the students specifically when they are reading academic articles.

How about an extensive reading guidebook? A case study in a higher education Rahmawati, Henny; Nurisma, Radina Anggun
Journal of Applied Studies in Language Vol. 7 No. 2 (2023): December 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i2.227-235

This study was aimed at investigating the lecturers’ need of a guidebook in the ER enactment within a classroom. The method used in this study was a qualitative research method making use of an online questionnaire and a semi-structured interview as the instruments to compile the data. The participants of this study were six lecturers implementing Extensive Reading in their classroom, three of whom are seniors, and the other three are novice lecturers. The data compiled from an online questionnaire and a semi-structured interview were then qualitatively analyzed and discussed. The result showed that an ER guidebook is, indeed, needed by those who are still lacking of experience in teaching extensive reading in which the contents are about choosing the appropriate books, accessing online repository, conducting ER, ER fun activities, and the potential evaluation, but it is not that urgent though it benefits to some cases for those who have been the so-called ER expert having years of experiences—more than two years—teaching extensive reading at class. However, using extensive reading guidebook might be a stimulus, for both lecturers in teaching, which is still open to innovative teaching invention in teaching extensive reading.

Extensive Reading Online while Writing Academic Articles: An Embedded Mixed Method Study Rahmawati, Henny; Dzulfikri, Dzulfikri
Indonesian Research Journal in Education |IRJE| Vol. 6 No. 1 (2022): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (413.277 KB)

Writing an academic article is a must for scholars to fulfil their academic demands. Departed from the input hypothesis proposed by Krashen (2011) saying that input knowledge very matters in language learning and so as in writing an academic article, reading has undoubtedly been agreed to gain language inputs. The pandemic Covid-19 outbreak, recently, forces a face-to-face meeting to the fully virtual mode of learning. Hence, the lecturers are getting another challenge to find another way to cope with online learning. To fill this gap, this study, then, aimed to investigate whether the er-central, an online extensive reading platform by which the students can acquire the input knowledge, can positively contribute to writing scholarly articles in terms of the studentsâ€™ attitudes towards reading per se. The participants were sophomores of a private university in Indonesia consisting of twenty-seven students taking a required writing course in eight meetings conducted fully virtually, at the end of which a scholarly article must be an outcome for each student. The method used in this study was a mixed-method, the participants were divided into two groups, experimental and control groupâ€”seventeen and ten respectively. The data gathered were then both qualitatively and quantitatively analysed to gain the most appropriate information. The result showed that the use of er-central did not significantly affect, though itâ€™s very helpful in improving the studentsâ€™ attitudes towards reading when writing academic articles. Reflecting on this study, to attain better results the lecturers and future researchers as well should focus more on how the students enjoy reading and on how to promote purposeful reading that is reading for writing an academic article. Â

ONLINE VS OFFLINE READING CLASSES: THE EFL UNIVERSITY STUDENTS’ PERSPECTIVES Utomo, Nabila; Ni’mah, Dzurriyyatun; Rahmawati, Henny
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.635

This qualitative study was conducted to identify the EFL university students' perspectives on online and offline reading classes. This study involved ten English students of the seventh semester, from one of the private universities in Malang who have excellent scores in English reading classes. Using a semi-structured interview, the students were asked about problems, difficulties, advantages, and reading understanding in online and offline classes. The data were analyzed using content analysis. The investigation triangulation was performed by involving two data analysts to triangulate the data. The result found in this study are students frequently experience problems with unstable internet connections, communication difficulties with lecturers, textbook download troubles, and eyestrain from reading online content. Whereas, the advantages are students have more reading sources, have time and reading topics flexibility, and are cost-effective. Moreover, EFL university students' problems or difficulties in offline reading classes are more cost, limitation of reading time and topics, and few reading resources. While the advantages of offline reading classes are enjoyable, interactive, and communicative.

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