Garuda - Garba Rujukan Digital

The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework Syamdianita Syamdianita; Bambang Yudi Cahyono
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

This study aimed to explore the EFL (English as a Foreign Language) pre-service teachers’ experiences in designing and implementing teaching materials by using the Technological Pedagogical Content Knowledge (TPACK) framework through the Learning by Design (LBD) approach. It also identified the challenges faced by the pre-service teachers in designing and implementing the teaching materials. This study involved EFL pre-service teachers in the Province of East Kalimantan, Indonesia. Semi-structured interviews and document analysis were used to gather data needed to accomplish the research objectives. The results of the study showed that the LBD approach was found to be beneficial for the pre-service teachers in designing and implementing teaching materials by using the TPACK framework. The LBD approach helped the pre-service teachers in combining the technological tools and applications with teaching. The EFL pre-service teachers believed that the process that they experienced, enabled them to have a positive change in designing the teaching materials. However, some challenges were still faced by the EFL pre-service teachers in designing and implementing the teaching materials. These included the EFL pre-service teachers’ low level of computer skill, their lack of proficiency in content knowledge, and the availability of media. Moreover, the challenges they faced did not make them afraid of having more experience in LBD activities to promote their abilities in designing teaching materials and in teaching using the materials.

Assessing episodes in verbalization process of EFL students’ collaborative writing Ani Susanti; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Tengku Sharif
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.

EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study Roghibatul Luthfiyyah; Bambang Yudi Cahyono; Francisca Maria Ivone; Nunung Suryati
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.

Metacognitive reading strategies awareness and metacognitive reading strategies use of EFL university students across gender Zhenita Deliany; Bambang Yudi Cahyono
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

This study investigates EFL students’ metacognitive reading strategies awareness and their metacognitive reading strategies use. It also compares female and male EFL students in terms of their metacognitive reading strategies awareness and metacognitive reading strategies use. The quantitative research method is used through the survey research design. The study involves 53 undergraduate students, consisting of 33 females and 20 males. The data are collected by using a questionnaire of Metacognitive Awareness of Reading Strategy Inventory (MARSI-R inventory) developed by Mokhtari et al. (2018). The strategies on the MARSI-R inventory were scored on 1-5 scales. The data were analyzed through a simple calculation to find out the level of awareness of the students, and the statistical test of independent sample t-test were conducted to know the difference between females and males. The results show that all of the students possess high metacognitive reading strategies awareness, indicating high metacognitive reading strategies use. Despite there is a different level of awareness between female and male students, further analysis using an independent sample t-test shows that the level of awareness between the two is .742 (p0.05), meaning that the difference is not significant. The result of the research also shows that there are no significant differences in all subscales of metacognitive reading strategies use across gender. The p-value for global reading strategies is .224, for problem-solving strategies is .486, and for support reading strategies is .249. Thus, gender plays no role in determining the metacognitive reading strategies awareness and metacognitive reading strategies use.

Exploring Indonesian EFL teacher-student interactions in online learning Siti Mafulah; Yazid Basthomi; Bambang Yudi Cahyono; Nunung Suryati
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.23804

The use of online platforms has been shown to help students engage in learning writing. The student’s engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teacher’s and students’ discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students’ understanding of the teacher’s instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teacher’s interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students’ responses toward the teacher’s patterns of interaction depend on the teacher’s talk. There is no initiative from the students to start the discussion. The student’s background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.

EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study Roghibatul Luthfiyyah; Bambang Yudi Cahyono; Francisca Maria Ivone; Nunung Suryati
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.23459

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.

Metacognitive reading strategies awareness and metacognitive reading strategies use of EFL university students across gender Zhenita Deliany; Bambang Yudi Cahyono
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.17026

This study investigates EFL students’ metacognitive reading strategies awareness and their metacognitive reading strategies use. It also compares female and male EFL students in terms of their metacognitive reading strategies awareness and metacognitive reading strategies use. The quantitative research method is used through the survey research design. The study involves 53 undergraduate students, consisting of 33 females and 20 males. The data are collected by using a questionnaire of Metacognitive Awareness of Reading Strategy Inventory (MARSI-R inventory) developed by Mokhtari et al. (2018). The strategies on the MARSI-R inventory were scored on 1-5 scales. The data were analyzed through a simple calculation to find out the level of awareness of the students, and the statistical test of independent sample t-test were conducted to know the difference between females and males. The results show that all of the students possess high metacognitive reading strategies awareness, indicating high metacognitive reading strategies use. Despite there is a different level of awareness between female and male students, further analysis using an independent sample t-test shows that the level of awareness between the two is .742 (p0.05), meaning that the difference is not significant. The result of the research also shows that there are no significant differences in all subscales of metacognitive reading strategies use across gender. The p-value for global reading strategies is .224, for problem-solving strategies is .486, and for support reading strategies is .249. Thus, gender plays no role in determining the metacognitive reading strategies awareness and metacognitive reading strategies use.

The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework Syamdianita Syamdianita; Bambang Yudi Cahyono
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.19202

This study aimed to explore the EFL (English as a Foreign Language) pre-service teachers’ experiences in designing and implementing teaching materials by using the Technological Pedagogical Content Knowledge (TPACK) framework through the Learning by Design (LBD) approach. It also identified the challenges faced by the pre-service teachers in designing and implementing the teaching materials. This study involved EFL pre-service teachers in the Province of East Kalimantan, Indonesia. Semi-structured interviews and document analysis were used to gather data needed to accomplish the research objectives. The results of the study showed that the LBD approach was found to be beneficial for the pre-service teachers in designing and implementing teaching materials by using the TPACK framework. The LBD approach helped the pre-service teachers in combining the technological tools and applications with teaching. The EFL pre-service teachers believed that the process that they experienced, enabled them to have a positive change in designing the teaching materials. However, some challenges were still faced by the EFL pre-service teachers in designing and implementing the teaching materials. These included the EFL pre-service teachers’ low level of computer skill, their lack of proficiency in content knowledge, and the availability of media. Moreover, the challenges they faced did not make them afraid of having more experience in LBD activities to promote their abilities in designing teaching materials and in teaching using the materials.

Assessing episodes in verbalization process of EFL students’ collaborative writing Ani Susanti; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Tengku Sharif
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.20165

One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.

Implementing double-entry journal assisted with Instagram to foster engagement in EFL writing Radina Anggun Nurisma; Wahyu Indah Mala Rohmana; Titik Lina Widyaningsih; Bambang Yudi Cahyono
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30425

Student engagement has critical impacts on students to excel academically. Integrating social media in a classroom can potentially affect students’ engagement. The present study aims to examine student engagement in EFL writing using Double-Entry Journal (DEJ) on Instagram, to examine the correlation between cognitive engagement and achievement, and to reveal the challenges in implementing DEJ. The researchers employed a mixed-method design, involving 42 undergraduate students from the English Department of one of the state universities in Indonesia, and obtained the data through questionnaires, writing portfolios, and Instagram documentation. The close-ended and open-ended questionnaires were distributed to the students, whereas writing portfolios and Instagram documentation were observed to examine the students’ writing performance. The collected data were managed, classified, and analyzed. The findings reveal that the students are behaviorally, cognitively, and affectively engaged by DEJ assisted with Instagram.’ There was a positive correlation between cognitive engagement and writing achievement. Yet, challenges had been found, including lack of interaction, student anxiety, and insufficient knowledge during the learning process. The challenges are lessened when teachers and peers offer support with DEJ. The results provide pedagogical implications for teachers to employ instructional strategies that promote engagement in all three dimensions, behaviorally, cognitively, and affectively to attain the students’ outcomes.

Title

Found 12 Documents
Search
Journal : Studies in English Language and Education

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 12 Documents Search Journal : Studies in English Language and Education

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 12 Documents
Search
Journal : Studies in English Language and Education