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Indonesian EFL Learners' Refusal: Refusal-Speech Act Specific Motivation on Refusal Realization Dwiana, Nadya Rezkhita; Syahri, Indawan
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 9(1), May 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v9i1.763

Knowing how to produce speech act especially refusal appropriately is necessary since it is known as â€˜face-threateningâ€™ act, otherwise it would lead to discomfort between interlocutors. This ability may be influenced by many factors, one of which is motivation. One of the pragmatic motivation types is Speech Act Specific Motivation (SASM), which was found to have explanatory power to predict production of a certain speech act. This study aimed to investigate the correlation between learnersâ€™ refusal-SASM and their refusal. The subject was the students of English Education Program of Universitas Muhammadiyah Palembang. Discourse Completion Task (DCT) and refusal-SASM questionnaire were used in collecting the data needed. The results showed that the correlation between the two variables was insignificant, the refusal-SASM contributed only 3% towards the learnersâ€™ refusal. The recent study also found that the leaners tended to use indirect strategy in refusing to almost all situations. The reason of this phenomenon is likely to be the influence of L1 culture. However, further studies are highly suggested in this matter.

THE USE OF SKETCH-TO-STRETCH STRATEGY TO IMPROVE STUDENTS’ LISTENING COMPREHENSION Rezkhita Dwiana, Nadya
Global Expert: Jurnal Bahasa dan Sastra Vol. 11 No. 2 (2023): December
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v11i2.3462

This study aimed at investigating whether or not there was any significant difference in listening comprehension achievement between before and after the students were taught by using Sketch-to-Stretch strategy, and to find out whether or not there was any significant difference in listening comprehension achievement between the students who were taught by using Sketch-to-Stretch strategy and those who were not. The population of the study was the eleventh grade students of SMA N 18 Palembang with a total number of 265 students. The two classes were chosen as the samples of the study by using purposive sampling method. In collecting the data, the pre-test and post-test were given to both groups. The data were analysed by using paired samples t-test and independent samples t-test. The results of paired samples t-test showed that the p-value (0.000) was lower than 0.05, therefore the null hypothesis (Ho1) was rejected while the alternative hypothesis (Ha1) was accepted. Thus there was a significant difference in listening comprehension achievement before and after the students were taught by using Sketch-to-Stretch strategy. The results of independent samples t-test showed that p-value (0.000) was lower than 0.05, then the null hypothesis (Ho1) was rejected and the alternative hypothesis (Ha1) was accepted. Thus, there was a significant difference in listening comprehension between the students who were taught by using Sketch-to-Stretch strategy and those who were not. To sum up, Sketch-to-Stretch strategy was effective in improving listening comprehension achievement of the eleventh graders of SMA N 18 Palembang Keywords: listening comprehension achievement, Sketch-to-Stretch strategy

“I’m afraid I can’t”: Initiating Acts on Refusal Strategy Realization Dwiana, Nadya Rezkhita; Basthomi, Yazid; Anugerahwati, Mirjam; Syahri, Indawan
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.716

This study aimed to investigate how initiating acts affect refusal strategies realization. The subjects were 45 English Education Program students of Universitas Muhammadiyah Palembang. The study used Discourse Completion Task (DCT) which consisted of 12 situations covering four initiating acts; suggestion, request, offer, and invitations, and the classification of refusal strategy by Beebe et al was also used to categorize refusal strategies realized. The results showed that initiating acts were not insensitive towards the use of direct strategy. However, it has an impact on the realization of indirect strategies and adjuncts. It was also found that both initiating acts and the social status of interlocutors play an important role in producing refusal utterances. Hence, it is highly suggested to introduce initiating acts and social status factors to EFL learners so that they would be able to produce an appropriate refusal depending on the context.

From Constraint to Agency: The Phenomenology of EFL Writing Development in Process-Oriented Pedagogy Putri, Hikmah Zalifah; Herizal, Herizal; Marzulina, Lenny; Erlina, Dian; Holandyah, Muhammad; Dwiana, Nadya Rezkhita
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v12i2.31573

Writing remains one of the most demanding skills for EFL learners, who often face difficulties in generating ideas, organizing content, and producing coherent and accurate texts. This study aimed to explore EFL students’ writing practices through a qualitative thematic analysis of their engagement in the writing process identify recurring patterns in students’ writing behaviors and perceptions.The participants were third-semester university students enrolled in an Intermediate Writing course. Data were collected through classroom observations, student reflections, questionnaires, and teacher journals, and analyzed thematically. Findings revealed three major themes: (1) the evolving awareness of writing as a recursive process, (2) the development of self-regulated strategies during revising and editing, and (3) the emergence of more positive attitudes toward writing. The thematic analysis suggests that implementing the writing process supports learners’ writing development not only in terms of textual quality but also in their metacognitive engagement and confidence as writers. The study highlights the pedagogical value of process-oriented instruction in fostering meaningful writing practices in EFL classrooms.

From cultural exchange to identity formation: Intercultural experiences of Indonesian pre-service English teachers in the Philippines Indawan Syahri; Rini Susanti; Nadya Rezkhita Dwiana
English Learning Innovation Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i2.40964

In today's global educational landscape, pre-service teachers must be equipped to teach in culturally diverse classrooms. This research examines three Indonesian pre-service English teachers undertaking teaching practicum in the Philippines as part of the South East Asia-Teacher (SEA-Teacher) program. The objective is to understand their intercultural learning experiences during the practicum and their impact on their identities as educators. This study employs a narrative inquiry methodology, with data collected through in-depth interviews, journal writing, and focus group discussions. The theoretical framework is derived from Byram's (1997) concepts of intercultural communicative competence, Mezirow's (2000) theory of transformative learning, and Norton's (2013) perspectives on identity. The results indicate several key factors that shape the participants’ experiences, including exposure to new educational methods, engagement with diverse cultural norms, and encounters with unfamiliar religious practices. Valuable experiences include acquiring new educational methodologies and embracing diverse cultures. Challenges sometimes arise, such as confusion around religious practices and novel educational methodologies. This significantly influences their self-perception as educators and their confidence in teaching in multicultural classrooms. This research proposes that teacher programs incorporate more foreign practicums to better prepare students for global teaching opportunities

“I’m afraid I can’t”: Initiating Acts on Refusal Strategy Realization Dwiana, Nadya Rezkhita; Basthomi, Yazid; Anugerahwati, Mirjam; Syahri, Indawan
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.716

This study aimed to investigate how initiating acts affect refusal strategies realization. The subjects were 45 English Education Program students of Universitas Muhammadiyah Palembang. The study used Discourse Completion Task (DCT) which consisted of 12 situations covering four initiating acts; suggestion, request, offer, and invitations, and the classification of refusal strategy by Beebe et al was also used to categorize refusal strategies realized. The results showed that initiating acts were not insensitive towards the use of direct strategy. However, it has an impact on the realization of indirect strategies and adjuncts. It was also found that both initiating acts and the social status of interlocutors play an important role in producing refusal utterances. Hence, it is highly suggested to introduce initiating acts and social status factors to EFL learners so that they would be able to produce an appropriate refusal depending on the context.

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