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All Journal RETORIKA: Jurnal Ilmu Bahasa Journal of ELT Research Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora
Syaadiah Arifin
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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. 
Enhancing Students’ Speaking Proficiency Through Storytelling Method at Education College of Togo Ambarsari Bondowoso Henny Merizawati; Ahmad Munawir; Indah Sulita; Syaadiah Arifin; Muta’allim
RETORIKA: Jurnal Ilmu Bahasa Vol. 9 No. 3 (2023)
Publisher : Program Studi Magister Ilmu Linguistik Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55637/jr.9.3.8585.321-330

Abstract

The use of the storytelling method at STITTA Bondowoso is investigated to measure its effectiveness in improving the English speaking skills of students. This research aims to examine the enhancement of students' speaking abilities through the implementation of the Storytelling method. The study falls under the category of qualitative research. The data in this study consist of students' storytelling discourse, with the data source being students enrolled in English courses at STITTA Bondowoso. The method used to collect data is the observe-participate-transcribe method. The researcher observed the context of English language learning in the classroom, particularly related to the Storytelling method. Additionally, interviews were conducted with English language instructors, students, and relevant parties at STITTA regarding the implementation and impact of the Storytelling method on improving students' speaking abilities, supplemented with recording and note-taking techniques. The collected data were then reduced and classified based on their types. Subsequently, data analysis and in-depth interpretation were conducted. The research results indicate that 1) STITTA students experience a significant improvement in speaking abilities in English learning; 2) students feel happy, enthusiastic, and entertained in learning English; 3) students are motivated to compete in English learning; and 4) students are eager to compete for achievements. The findings of this research demonstrate a positive correlation between the use of storytelling techniques and the improvement of students' speaking abilities. The depth and inherent appeal in the storytelling process not only enhance language retention but also create a more interactive and dynamic learning environment. The implications of this research have broad impacts, involving language educators, curriculum developers, and policymakers. This research emphasizes the urgency of integrating innovative methods and experiences to enhance speaking abilities in the context of language education. The contribution of this research lies in strengthening the discourse on effective language pedagogy, emphasizing the importance of adopting diverse and interactive teaching strategies to meet the evolving needs of students in the language learning process.
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.
Co-Authors Elfrida Ratnawati Hamzah Puadi Ilyas Henny Merizawati Indah Sulita Muta'allim Muta'allim Risna Saswati