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All Journal ETERNAL(english, teaching, learning, and Research Journal) Voices of English Language Education Society The Progress: Journal of Language and Ethnicity
Kasyfur Rahman
Universitas Islam Negeri Mataram
Education Languange, Linguistic, Communication & Media Social Sciences

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LEARNING AMID CRISIS: EFL STUDENTS’ PERCEPTION ON ONLINE LEARNING DURING COVID-19 OUTBREAK Kasyfur Rahman
ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 2 (2020)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V62.2020.A1

Abstract

This paper investigated tertiary EFL students’ overall perception of the use of fully online learning during the Covid-19 pandemic. By administering a survey to 125 students of the English Language Education Program in a State Islamic University in West Nusa Tenggara, Indonesia, using 26 items of a questionnaire with a five-point Likert scale, this study unravelled students’ responses in terms of three constructs including Perceived Usefulness (PU), Perceived Ease of Use (PEOU) and Perceived Instructor Characteristics (PIC). The findings suggested that in terms of PU, even though the data mostly demonstrated neutral responses for most of the questionnaire items, the students tended to perceive online learning as to provide flexible time for their learning and foster their autonomy/independence and confidence. However, the students tended to perceive online learning as less facilitating for their understanding of subjects. In terms of PEOU, the responses reflected the students’ readiness to employ online learning as the data suggested that they possessed both the technology and the knowledge to use it. However, they tended to encounter problems when operating the technology, especially concerning the internet connection. On the other hand, these students perceived instructor characteristics as mostly positive. Therefore, online learning seemed to have not been designed to engage all students, yet seemed to be an inevitable option during the outbreak as the report from the interviews demonstrated that F2F classes were still preferred over online learning. Finally, these findings imply the need for redesigning online learning to better engage students in virtual classes.
Perceived Use of Metacognitive Strategies by EFL Undergraduates in Academic Reading Kasyfur Rahman
VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i1.1975

Abstract

While investigations on metacognitive awareness in reading comprehension have yielded inconsistent results despite similar instruments, there is a need to expand the previous studies particularly into Indonesian tertiary EFL context in order to validate the findings. This paper seeks to quantitatively explore perceived use of metacognitive strategies in reading academic texts through an online questionnaire administered to 66 final year EFL undergraduates in an Indonesian university. Generally, the findings suggest moderate to high use of metacognitive strategies. More specifically, the findings demonstrate a high frequency of problem-solving strategies in comparison with the global and support strategies.  Least moderate perceived use of several strategies is likely to be influenced by the students’ limited academic reading experience and limited reading schemata. Therefore, this research confirms the previous research that demonstrates problem-solving strategies as mostly perceived strategies by English nonnative students in their reading. The findings also advocate the need for the teaching of several strategies that demonstrate moderate frequencies yet highly needed for academic reading purposes.
Unmasking Student Struggles: Speaking Challenges at UIN Mataram's English Study Club Khairun Nisya Naam; Kasyfur Rahman
The Progress: Journal of Language and Ethnicity Vol. 2 No. 1 (2023): The Progress: Journal of Language and Ethnicity
Publisher : Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/theprogress.v2i1.2674

Abstract

Speaking skills are imperative to master when learning English and become one of the challenges for students who join the English Study Club (ESC). ESC, an extracurricular community for English language learning under the auspices of the State Islamic University of Mataram, provides an ideal platform for students to enhance their speaking abilities. This study aims to identify the problems students experience in learning to speak English and the factors that contribute to their difficulties. Using a qualitative descriptive approach, this study utilizes observations and interviews to gather relevant data. The findings reveal three primary challenges faced by students in learning to speak English: inhibition, low or uneven participation, and the use of their native language. Furthermore, two factors are identified as causing difficulties in students' English speaking skills: insufficient mastery of vocabulary and grammar.
Co-Authors Khairun Nisya Naam