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All Journal LingTera Wiralodra English Journal (WEJ) REiLA: Journal of Research and Innovation in Language Austronesian: Journal of Language Science & Literature
Ratih, Elisa
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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DIRECT VS INDIRECT CORRECTIVE FEEDBACK FOR WRITING IMPROVEMENT: STUDENTS’ PREFERENCES Abidah, Khilda Husnia; Ratih, Elisa
Wiralodra English Journal Vol 6 No 1 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i1.151

Abstract

This research presents the students’ preference for feedback in deciding what specific feedback will be valuable and positively affect the students’ writing performance. There might be a mismatch between students’ preferences and lecturer’s practice from a few past studies. A quantitative research design was utilized in this study. It was conducted in Muhammadiyah Malang University with 70 English Language Education Department students as the participants. A data set of 10 questions in the survey for students was adjusted from Aridah et al. (2017). Further, the data were scored using the “Feedback Scale” with a scale ranging from 0 to 1. The finding showed that the feedback preference of the students is direct corrective feedback, in which the mean score was higher (M=6.53) than indirect corrective feedback. The students believed that direct corrective feedback gave more additional clearness. Therefore, this study recommended that the lecturer give feedback based on the students’ preference which is direct corrective feedback to improve their writing skills easily and effectively.
Understanding How Ideas are Linked in Compare and Contrast Essays: A Discourse Marker (DM) Study Abidah, Khilda Husnia; Ratih, Elisa; Zen, Evynurul Laily; Lumbanbatu, Ira Maria Fran
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 3 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i3.15636

Abstract

Discourse markers (DMs) are important when linking the first sentence and another sentence. The previous study showed that DMs can be varied in argumentative text of The Jakarta Post. However, some undergraduate students still face difficulties in using DMs, especially in academic writing, in the context of comparing and contrasting the essays, different from argumentative text. Therefore, this study aims to shed light on the various DMs employed by undergraduate students to establish logical transitions and also to find out the frequency of the DMs used within the context of compare and contrast essays. This study used qualitative methods to collect the data. The subjects of this study were 29 students majoring in English Literature from one of the state universities in Malang, East Java. To collect the data, the instruments used were the students' writing and AntConc 3.5.7 as the corpus analysis. The results were subsequently presented as percentages, offering valuable insights into the differences in DMs usage. The results showed that the students can demonstrate their ability to construct the compare and contrast paragraphs using the DMs properly. The findings contribute to the understanding of DMs usage in academic writing and provide practical implications for educators and learners seeking to improve their writing skills.
The use of English discourse markers across gender: A corpus-based study Ratih, Elisa; Abidah, Khilda Husnia
LingTera Vol. 9 No. 1 (2022)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v9i1.52970

Abstract

The current study aims to investigate the kinds of discourse markers (DMs) used by Indonesian university students in their cause-and-effect essay writing with consideration of gender groups. Twenty-nine cause-and-effect essays composed by 10 male and 19 female university students were analyzed using the DM taxonomy adapted from Fraser's (1999) and Halliday and Hasan's (1976) studies. AntConc 3.5.7 was utilized to find out the types and the frequency of the discourse markers in a corpus-based data analysis. The analysis identified 191 DMs from the 29 cause-and-effect essays. The findings revealed that, in terms of DM variability, there were no notable differences between the use of DMs by the male and female students. However, the study also observed some excessive use of DMs and a general lack of consideration of punctuations following the DMs by some of the male students. Taken together, our findings suggest a degree of similarities between the use of DMs by the male and female students with some potential limitations shown by the male students. Implications for the teaching of discourse markers as well as recommendations for future research are discussed.
How Ready Are English Instructors for Multimodal Instruction in Vocational Colleges? Isa, Muhammad; Ratih, Elisa
Austronesian: Journal of Language Science & Literature Vol. 4 No. 3 (2025): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59011/austronesian.4.3.2025.237-253

Abstract

In response to the growing importance of English for Specific Purposes (ESP) in vocational higher education, multimodal teaching strategies have emerged as essential approaches to address diverse learning needs in the 21st century. This study explores the preparedness of English instructors in Indonesian vocational colleges to integrate multimodal strategies into their instructional practices. Using a convergent mixed-method research design, the study collected data from ESP instructors across various majors via a semi-structured online questionnaire. The findings reveal that while most instructors demonstrate a positive disposition toward multimodal teaching and recognize its value in enhancing learner engagement, motivation, and 21st-century skills, significant challenges persist. These include limited access to digital tools, time constraints in lesson preparation, uneven student digital literacy, and difficulty in assessing multimodal outputs. Moreover, despite alignment with the Merdeka Curriculum, some instructors remain uncertain about the curriculum’s articulation of multimodal literacy. The study also highlights a preparedness gap stemming from inadequate training and institutional support. Nevertheless, instructors reported using a range of multimodal techniques, such as interactive media, group discussions, and digital projects, to foster communicative and task-based learning. The results underscore the necessity for structured professional development, institutional investment in digital infrastructure, and context-sensitive pedagogical models to enable sustainable multimodal integration. This research contributes to the growing body of literature on multimodal pedagogy by offering insights into instructors’ perceptions, challenges, and the enabling conditions needed to promote effective multimodal English teaching in vocational education settings.
Co-Authors Abidah, Khilda Husnia Evynurul Laily Zen Ira Maria Fran Lumbanbatu Muhammad Isa