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Rhetorical structure mastery of tertiary students’ speech: Challenges and possible solutions Syafryadin Syafryadin; Andy Makhrian; Dian Eka Chandra Wardhana
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Rhetorical structure in speaking is essential to guiding students through speaking and making public speeches. Thus, this research explores the students’ mastery of rhetorical structure in making a speech, their challenges, and potential solutions. A mixed method with an explanatory design was employed to achieve the objectives. The data were collected through a speaking test and interviews using instruments validated by peer researchers. The data were analysed quantitatively and qualitatively; while the quantitative data were analysed using a simple statistical analysis, the qualitative data were examined using several stages, namely data reduction, data display, and conclusion. The results show that the students’ average mastery of the rhetorical structure of speaking was not significantly high. Some students faced challenges such as language problems and problems with rhetorical structures. Language issues were articulated in grammar, anxiety, and the excessive use of fillers. The rhetorical structure became problematic because the students were unfamiliar with how to attract the audience when making a speech, they insufficiently used supported illustrations in their speech, and they rarely concluded their speech. The possible solutions to those challenges include training in public speaking and continual guidance from their lecturers. With the guidance of the lecturers, it is anticipated that the students will be able to implement the three components of speech to deliver more convincing speeches.

ICT platforms for Indonesian EFL students viewed from gender during the COVID-19 pandemic Eka Apriani; Safnil Arsyad; Syafryadin Syafryadin; Dadan Supardan; Paidi Gusmuliana; Santiana Santiana
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

The aims of this study are to find out (1) ICT (Information and Communications Technology) platform used by male and female students from Islamic universities in Indonesia, (2) their perception of using ICT, and (3) their barriers to using ICT in English language learning during the COVID-19 pandemic. The data was collected from an online questionnaire (Google Form) from students majoring in English from seven Islamic universities in Indonesia. There were 30 male students and 30 female students from every university who participated in this research, making a total of 210 student respondents. The data were analyzed quantitatively by using the SPSS computer program. First of all, female students used more various types of ICT platforms compared to male students. Second, the female students viewed ICT use more positively than male students in language learning. And lastly, even though the females deemed ICT more optimistically compared to male students, nevertheless the females encountered more barriers in using the ICT platforms compared to the male students in this study. Again, even though male students were more skillful in ICT literacy than female students, female students constructively regarded ICT use in language learning as more beneficial to them in terms of skill, knowledge, and motivational improvement.

Pre-service English teachers' experience with various CALL applications: Hindrances and reflection Syafryadin Syafryadin; Veronika Unun Pratiwi; Dian Eka Chandra Wardhana
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Computer assisted language learning (CALL) is one of the alternative ways used by teachers in teaching English. This research aims to find out various CALL applications used by the pre-service English teachers, the difficult skills faced by students, hindrances, and pre-service teachers’ reflection. A mixed-method approach with questionnaires, interviews guideline, and observation checklist were employed by the researchers. The sample consisted of 30 pre-service English teachers and 750 students. The data analyses were done by using simple statistics calculations, codes, and categories. The results showed that pre-service English teachers applied various CALL applications, in which the majority of them used Hello English for speaking in the classroom because of the ease of use of the application. The most difficult skills learned by students were listening, and the easiest skill was reading. Another finding is related to hindrances during CALL applications which included internet connection, material understanding, CALL application procedures, assessment, discipline, cost, and learning style. However, those problems were eventually solved by pre-service English teachers. Furthermore, pre-service teachers wrote their teaching reflection to know their evaluation of their teaching. The reflections showed that they could solve the problems, made, and revised lesson plans, and brought good role models in the classroom.

ICT platforms for Indonesian EFL students viewed from gender during the COVID-19 pandemic Eka Apriani; Safnil Arsyad; Syafryadin Syafryadin; Dadan Supardan; Paidi Gusmuliana; Santiana Santiana
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21089

The aims of this study are to find out (1) ICT (Information and Communications Technology) platform used by male and female students from Islamic universities in Indonesia, (2) their perception of using ICT, and (3) their barriers to using ICT in English language learning during the COVID-19 pandemic. The data was collected from an online questionnaire (Google Form) from students majoring in English from seven Islamic universities in Indonesia. There were 30 male students and 30 female students from every university who participated in this research, making a total of 210 student respondents. The data were analyzed quantitatively by using the SPSS computer program. First of all, female students used more various types of ICT platforms compared to male students. Second, the female students viewed ICT use more positively than male students in language learning. And lastly, even though the females deemed ICT more optimistically compared to male students, nevertheless the females encountered more barriers in using the ICT platforms compared to the male students in this study. Again, even though male students were more skillful in ICT literacy than female students, female students constructively regarded ICT use in language learning as more beneficial to them in terms of skill, knowledge, and motivational improvement.

Pre-service English teachers' experience with various CALL applications: Hindrances and reflection Syafryadin Syafryadin; Veronika Unun Pratiwi; Dian Eka Chandra Wardhana
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.17609

Computer assisted language learning (CALL) is one of the alternative ways used by teachers in teaching English. This research aims to find out various CALL applications used by the pre-service English teachers, the difficult skills faced by students, hindrances, and pre-service teachers’ reflection. A mixed-method approach with questionnaires, interviews guideline, and observation checklist were employed by the researchers. The sample consisted of 30 pre-service English teachers and 750 students. The data analyses were done by using simple statistics calculations, codes, and categories. The results showed that pre-service English teachers applied various CALL applications, in which the majority of them used Hello English for speaking in the classroom because of the ease of use of the application. The most difficult skills learned by students were listening, and the easiest skill was reading. Another finding is related to hindrances during CALL applications which included internet connection, material understanding, CALL application procedures, assessment, discipline, cost, and learning style. However, those problems were eventually solved by pre-service English teachers. Furthermore, pre-service teachers wrote their teaching reflection to know their evaluation of their teaching. The reflections showed that they could solve the problems, made, and revised lesson plans, and brought good role models in the classroom.

Rhetorical structure mastery of tertiary students’ speech: Challenges and possible solutions Syafryadin Syafryadin; Andy Makhrian; Dian Eka Chandra Wardhana
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.25084

Rhetorical structure in speaking is essential to guiding students through speaking and making public speeches. Thus, this research explores the students’ mastery of rhetorical structure in making a speech, their challenges, and potential solutions. A mixed method with an explanatory design was employed to achieve the objectives. The data were collected through a speaking test and interviews using instruments validated by peer researchers. The data were analysed quantitatively and qualitatively; while the quantitative data were analysed using a simple statistical analysis, the qualitative data were examined using several stages, namely data reduction, data display, and conclusion. The results show that the students’ average mastery of the rhetorical structure of speaking was not significantly high. Some students faced challenges such as language problems and problems with rhetorical structures. Language issues were articulated in grammar, anxiety, and the excessive use of fillers. The rhetorical structure became problematic because the students were unfamiliar with how to attract the audience when making a speech, they insufficiently used supported illustrations in their speech, and they rarely concluded their speech. The possible solutions to those challenges include training in public speaking and continual guidance from their lecturers. With the guidance of the lecturers, it is anticipated that the students will be able to implement the three components of speech to deliver more convincing speeches.

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