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All Journal Journal of ELT Research Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora International Journal of Educational Research
Syaadiah Arifin
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Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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L2 Writing Strategies Used by EFL Graduate Students Syaadiah Arifin
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (816.028 KB) | DOI: 10.22236/JER_Vol2Issue2pp115-129

Abstract

This study investigates the writing strategies and the predominantly strategies used by four Indonesian graduate students when writing in L2 (English). They were divided into 2 groups, skilled and less skilled writers, to examine what strategies they applied when writing. The main instrument of this study is Think Aloud Protocols (TAPs). The analysis of data collected discovered some findings: (1) both skilled and less skilled writers used varied strategies. However, the frequency of using each strategy was different. Skilled writers used each strategy in high frequency. On the other hand, less skilled writers only used each strategy in low frequency, while skilled writers understand the recursive nature of writing. (2) Skilled writers used reading and rereading strategies in high frequency for several purposes: revising and editing the text, developing ideas, and getting new ideas, while less skilled writers rarely used those strategies. They wrote whatever ideas came into their mind, and reread the text once in a while. These findings suggest that effective writing strategies should be introduced explicitly when student writers have already mastered the foundation of writing. Unfortunately, they are seldom guided on the use of writing strategies in the process of their writing. In fact, effective writing strategies and the frequency of using each strategy could help them become good writers and influence the quality of their writing. Based on these findings some suggestions are discussed. 
Peningkatan Kompetensi Guru melalui Pelatihan Strategi Pengerjaan TOEFL: Studi Kasus di SMA Muhammadiyah 13 Tomang Syaadiah Arifin; Hamzah Puadi Ilyas; Risna Saswati
ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Vol. 4 No. 1 (2025): Maret 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/abdisoshum.v4i1.5072

Abstract

The Test of English as a Foreign Language (TOEFL) serves as a key competency assessment, yet many teachers struggle with its format and effective answering strategies. This issue is particularly prominent at SMA Muhammadiyah 13 Tomang, where a significant number of teachers face challenges in preparing students for this exam due to limited exposure to effective test strategies. This study aims to improve teachers' competence through interactive TOEFL strategy training. A mixed-method approach was employed, integrating quantitative and qualitative analysis. Pre-test and post-test measured score improvements, while interviews, observations, and open-ended questionnaires explored participants’ challenges and strategy effectiveness. The three-day training covered Reading, Listening, and Structure sessions, applying skimming, scanning, note-taking, and sentence structure analysis strategies. Results showed improved comprehension in Reading (+19%), Listening (+14%), and Structure (+10%). A paired t-test confirmed a significant increase (p < 0.05). Qualitative findings highlighted that skimming and note-taking were more effective than traditional methods, although grammar comprehension remained a challenge. Beyond improving TOEFL scores, this training enhances English teaching methodologies in schools. Teachers are expected to implement the acquired strategies in classrooms and support students' TOEFL preparation. This study confirms that the mixed-method approach provides a comprehensive understanding of learning strategy effectiveness in enhancing educators’ English proficiency.
When Blogging Meets News Writing: Indonesian EFL Student Teachers’ Experiences in a Journalism Course Dwi Sloria Suharti; Syaadiah Arifin; Diah Aryani; Hani Dewi Ariessanti
International Journal of Educational Research Vol. 3 No. 2 (2026): June: International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v3i2.504

Abstract

This study explores Indonesian EFL student teachers’ experiences of learning to write news articles through blogging in a Journalism course. The study was motivated by the need to provide meaningful and genre-based writing practice for EFL student teachers, who often face difficulties in generating ideas, organizing information, meeting genre expectations, and writing for authentic aences. Employing a qualitative case study design, the study involved twenty undergraduate student teachers from a private Islamic university in Tangerang, Indonesia; all participants completed an online quetaire, and five volunteers joined follow-up semi-structured interviews. The questionnaire data were alysed descriptively, while the interview data were examined thematically. The findings indicate that blogging supported regular writing practice, helped students understand news text structure, enouraged clearer organization of headlines, leads, and supporting details, and increased engagement by allowing students to publish and share their work. Blogging also promoted peer interaction and selfevaluation because students could read, compare, and comment on one another’s posts. However, some paticpants eprienced challenges related to technical blogging skills, uncertainty about writing standards, limited peer feedback, and discomfort with public online publication. The study concludes that blogging can serve as a useful platform for EFL news writing when it is supported by explicit istrucion, relevant tasks, clear assessment criteria, structured feedback, and ethical awareness in using digital and AI-driven tools.
Co-Authors Diah Aryani, Diah Elfrida Ratnawati Hamzah Puadi Ilyas Hani Dewi Ariessanti Henny Merizawati Indah Sulita Muta'allim, Muta'allim Saswati, Risna Suharti, Dwi Sloria