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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah IRJE (Indonesian Research Journal in Education) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Singh, Charanjit Kaur Swaran
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Cohesive Devices in EFL Students' Essays and Problems Encountered during Writing Zahara, Rita; Yusuf, Yunisrina Qismullah; Samad, Iskandar Abdul; Singh, Charanjit Kaur Swaran
Indonesian Research Journal in Education |IRJE| Vol. 7 No. 1 (2023): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v7i1.23128

Abstract

The research investigated the cohesive devices used in EFL students' recount texts and the problems encountered during their writing. 33 high school students' essays were analyzed, and the students were interviewed. The findings showed that all five types of cohesive devices appeared in the students' writings, with reference the most, followed by a conjunction, lexical cohesion, ellipsis, and substitution the least. Three types of cohesive devices were identified as problematic to the students: conjunction, reference, and lexical cohesion. Four reasons were further found for the students' difficulty in using the cohesive devices: pure error, absence of knowledge, overuse, and lack of writing practice. These findings may give new insights for language teachers in the attempt to understand the causes that lead to cohesion problems in students' writing so that proper measures can be taken to address them and improve the quality of their writing generally.  
Tripartite Analysis of Empowering Indicators to Student Engagement: Informing A Conceptual Framework Yan, Li; Singh, Charanjit Kaur Swaran
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.698

Abstract

Student engagement has been labelled as the latest buzzword in the field of higher education. As it gains wide recognition as critical to learning improvement and student development, the ways contributing to engagement appear to be necessary to fully understand the definitions and potential factors. Therefore, this article employed a method of tripartite analysis to ideas on portrait engagement and comprehensively synthesized impacting variables which can empower learning engagement. Findings demonstrated an operational definition of student engagement as well as a conceptual framework illustrated in three broad factors including socio-cultural integration, structural variables and psychological dimension. The operational definition and conceptual framework provided deep insights into student engagement and implies educators systematically devise courses and teaching practices.
Technology-enhanced task-based language teaching toward their self-directed language learning: ESP learners views Mulyadi, Dodi; Singh, Charanjit Kaur Swaran; Setiawan, Anjar; Prasetyanti, Dian Candra
Studies in English Language and Education Vol 10, No 3 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i3.27910

Abstract

Utilising technologies to enable language learners to accept authentic and communicative assignments is proliferating, but its effect on their self-directed language learning (SDLL) needs to be investigated. To this end, the present study aimed to investigate English for specific purpose (ESP) learners views on using technology-enhanced task-based language teaching (TBLT) toward their self-directed language learning. A mixed-method approach with a sequential explanatory design with 103 nursing students as research participants. This study used two research instruments: the Likert scale and an open-ended questionnaire. Descriptive statistics, Path analysis, and thematic analysis were employed to analyse the data. The findings from quantitative data revealed that students learning needs and utilising skills of SDLL categories have a strong influence on English mastery after receiving technology-enhanced TBLT. Consequently, ESP students must also improve process planning and use skills. They should be encouraged to schedule more consistent English lessons in and out of class. Meanwhile, the qualitative data disclose that technology-enhanced TBLT assists the learners in improving their language learning, i.e., planning process, completing tasks, and internal attributions. ESP students expressed their concerns and reported some challenges in applying language skills during speaking activities. This study implies that ESP lecturers can adopt various ways to assist ESP students in mastering English language goals through technology-enhanced TBLT.
An Overview of Students’ HOTS to Develop Instructional Kit for Disaster Mitigation based on Vocational Education Novyanti, Yuwita; Rahmayanti, Henita; Azwar, Sylvira Ananda; Ichsan, Ilmi Zajuli; Singh, Charanjit Kaur Swaran; Rahman, Md. Mehadi; Darussyamsu, Rahmawati; Ali, Ahmad
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 6 No 1 (2021): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v6i1.8689

Abstract

Flooding that occurred recently has become a very detrimental disaster for the victims. This flood disaster is still a concern for people in Indonesia. Flood mitigation needs to be done to all levels of society, especially vocational school students. Vocational school students must be responsive in any situation because, after graduation, they are ready to work. Disaster mitigation is essential to be included in learning at school. Disaster mitigation is also related to the Higher-Order Thinking Skills (HOTS) to always be ready and alert. In measuring vocational school students' understanding of disaster mitigation, initial research was carried out related to disaster mitigation and HOTS. The research subjects were 100 students of Vocational School in Jakarta who were randomly selected. This study used Google Forms as a data collection technique. The results showed that the students’ HOTS score was still low. The results showed that the Students’ HOTS scores on flooding were still low. The average score obtained by the whole students was 43.34. The male students obtained 30.27, and the female students obtained 45.97. All schools in Indonesia should implement early mitigation education that is integrated with HOTS learning.
Bridging language and nursing proficiency: Technology-enhanced TBLT integrated into CLIL in ESP instruction Mulyadi, Dodi; Wijayatiningsih, Testiana Deni; Hartiti, Tri; Singh, Charanjit Kaur Swaran
Studies in English Language and Education Vol 12, No 3 (2025): In Progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.43482

Abstract

The research examined the perspectives of ESP learners and lecturers regarding the implementation of technology-enhanced task-based language teaching (TBLT) integrated into content language integrated learning (CLIL) in ESP instruction, and it identified key factors affecting its effective integration. A qualitative research design was employed, involving 95 nursing students and 10 ESP lecturers, who completed an open-ended questionnaire. Moreover, participants took part in focus group discussions (FGDs), including ESP students, heads of the nursing program, ESP lecturers, nursing lecturers, stakeholders, and professional nurses. Thematic data analysis of the open-ended questionnaire and FGDs results revealed that students and lecturers viewed the implementation of technology-enhanced TBLT integrated into CLIL as beneficial for integrating nursing theory with English language proficiency, thereby significantly improving content knowledge and language competence. Nonetheless, substantial obstacles arose, encompassing technology limitations, insufficient instructor preparation, and limited interdisciplinary collaboration. The results indicate that successful implementation necessitates a robust technology infrastructure, continuous professional development for educators, and enhanced collaboration between language teachers and nursing departments. The results of this study also show that technology-enhanced TBLT integrated into CLIL can relate theoretical lessons to real-world applications. These results create a complete learning environment that gives nursing students the skills they need to meet the high standards of the medical field.
Co-Authors Ahmad Ali Azwar, Sylvira Ananda Darussyamsu, Rahmawati Dian Candra Prasetyanti, Dian Candra Dodi Mulyadi Henita Rahmayanti Ilmi Zajuli Ichsan Iskandar Abdul Samad LI Yan Novyanti, Yuwita Rahman, Md. Mehadi Rita Zahara, Rita Sugeng, Santoso Testiana Deni Wijayatiningsih TRI HARTITI Yunisrina Q. Yusuf