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All Journal Journal of English Education and Teaching (JEET) Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Sufiyandi, Sufiyandi
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Humanities Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences

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Metacognitive Strategies Employed by English Students in Reading Comprehension Devina Septiani; Azhar Aziz Lubis; Sufiyandi, Sufiyandi
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1009-1022

Abstract

This research aims to investigate the metacognitive strategies employed by English students at Bengkulu University in reading comprehension. This research was a descriptive quantitative study with the design was survey. The design intends to describe the students’ frequencies in employing metacognitive strategies and also the students’ awareness of metacognitive strategies appropriateness in reading comprehension. The population of this study was English students in KIP Faculty at Bengkulu University. The sample was 92 of English students overall. The sample was taken by using simple random sampling technique. The data were collected by using MARSI questionnaire by Mochtari & Reichard. The data obtained from questionnaire was analyzed by using scoring rubric of MARSI questionnaire and used mean formula to calculate the students’ results. The results have revealed that students highly preferred to employ Problem Solving Strategies (3.00) in reading. Global Reading Strategies was the medium strategy preferred by students (2.88). The least strategy preferred by students was Support Reading Strategies (2.82).The result also indicated that English students are frequently employee metacognitive strategies in reading. As conclusion, this study has revealed that students most frequently employed problem-solving strategies (PROB). The study has also found that students have medium awareness of metacognitive strategies appropriateness in reading.
Online Peer Feedback on English Writing: The Economics Students’ Voices Sufiyandi, Sufiyandi; Emilia , Emi; Damayanti , Ika Lestari; Maisarah , Ira
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.418-436

Abstract

Online peer feedback on writing has been studied by many scholars to examine the applications, the effectiveness, the weaknesses, and the students' perceptions in the context of learning English for general purposes, but little attention has been paid to its use in the area of English for specific purposes. The present study aims to reveal the Economics students’ experiences with the use of online peer feedback in writing. This study was designed as a mixed-method inquiry that involved 140 Economics students at a university in Bengkulu Province, Indonesia, who took English courses. The data was gathered using a questionnaire and a semi-structured interview, which were analyzed based on each type, quantitatively and qualitatively, to reach the objective of the study. The results show that economics students viewed the use of online peer feedback in writing activities very positively. The results of this research contribute theoretically and practically to encouraging the use of online peer feedback in improving student effectiveness and skills.
Impacts of authentic texts on EFL students' reading comprehension Millenia, Raihan Dwi Adinda; Mukhrizal, Mukhrizal; Sufiyandi, Sufiyandi
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran Vol. 22 No. 1: Wacana, Vol. 22, No. 1, Januari 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jwacana.v22i1.22865

Abstract

The purpose of this research was to explore the effect of authentic texts on students' reading comprehension of the English Education Study Program at the University of Bengkulu. This research applied a quantitative method, in the form of a quasi-experimental study. The subjects of the research were 68 sixth-semester students in which 34 students as the experimental group and 34 other students as the controlled group. The experimental group got treatment of authentic text, while the controlled group got treatment of textbooks. The instrument of the research used was the test. The mean score of the experimental group was higher than the scores of the controlled group (75.88: 68.24). The t-test calculation = (p<α); (0.005<0.05). It means alternative hypothesis was accepted, and null hypothesis was rejected. In other words, there was an effect of using authentic texts on students’ reading comprehension. It was recommended that it was a good idea for English lecturers, apart from other texts, pay close attention to authentic texts as well.
INTEGRATING BLENDED LEARNING INTO A GENRE-BASED APPROACH TO TEACHING ACADEMIC WRITING Sufiyandi, Sufiyandi; Emilia, Emi; Damayanti, Ika Lestari; Mukminin, Amirul
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 1 (2026): Volume 10, Nomor 1, February 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i1.53470

Abstract

The Genre-Based Approach (GBA) has been widely reported as an effective framework for teaching writing; however, its implementation through the teaching cycle in blended learning environments remains underexplored. This study aims to investigate how the genre-based teaching cycle is implemented in teaching writing through blended learning and how it contributes to students’ academic writing development. A qualitative case study was conducted involving 30 students enrolled in a genre writing course at the English Language Department of a university in Indonesia. Data were collected through classroom observations, students’ reflective journals, and analyses of students’ written texts by comparing the diagnostic text to those written at the independent construction stage. The study revealed that teaching academic writing through GBA in a blended learning setting led to observable improvements in the teaching-learning process through GBA stages and in students’ academic writing in terms of genre, register, discourse, grammar, and graphic features. These findings show the value of integrating face-to-face and online learning within the genre-based teaching cycle to support academic writing development. The study also provides empirical insights into how GBA can be integrated into blended learning and offers useful guidance for academic writing instruction in higher education through technology-mediated pedagogy, with broader applicability as an instructional model for science-related study programs that require structured and discipline-specific academic texts.
Co-Authors Amirul Mukminin Azhar Aziz Lubis Devina Septiani Emi Emilia Emilia , Emi Ika Lestari Damayanti Maisarah , Ira Millenia, Raihan Dwi Adinda Mukhrizal, Mukhrizal