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All Journal English Education Journal Jurnal Pendidikan Indonesia English Review: Journal of English Education Voices of English Language Education Society Research in English and Education Journal Studies in English Language and Education Jurnal Pendidikan Progresif
Asnawi Muslem
Universitas Syiah Kuala
Arts Humanities Education Languange, Linguistic, Communication & Media

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Journal : Studies in English Language and Education

 1 
Strategies employed by EFL doctoral candidates in dissertation writing completion Saiful Marhaban; Nur Mukminatien; Utami Widiati; Teguh Sulistyo; Wardani Dwi Suhastyanang; Yunita Puspitasari; Asnawi Muslem
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 | Full PDF (199.191 KB) | DOI: 10.24815/siele.v8i2.17694

Abstract

This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing.  This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.
Assessment design, learning strategies and obstacles in facing Computer-Based Madrasah Exam on the English subject Bahrun Bahrun; Rizki Maulana; Asnawi Muslem; Yulianti Yulianti
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.v10i2.31954

Abstract

The objectives of this study were to describe how teachers design the Computer-Based Madrasah Exam (CBME) questions for English subjects, to investigate learning strategies students use, and to explore the obstacles the students face in this exam. Questionnaires and interviews were used as the instruments to collect data for this study. A number of 95 ninth-grade students and two English teachers of Madrasah Tsanawiyah Negeri No. 1 (MTsN 1; this school level is equivalent to junior high schools) in South Aceh, Indonesia, participated in this study. The data were analyzed quantitatively and qualitatively using thematic analysis. The results revealed that in designing the assessment of CBME, the teachers used four strategies which were preparing for the change in the final exam model, selecting sources in designing the exam questions, preparing students to face the exam in the new model, and resolving obstacles in developing the exam questions. Meanwhile, the students used five strategies in facing the exam, they are managing time, motivating themselves, creating study groups, practicing, and strengthening basic abilities. Furthermore, the obstacles that the students faced in the exam are a lack of skill in using a computer for the exam, slow internet access, limited computer availability, limitation of vocabulary mastery, taking time to understand questions, and peers’ interventions. Thus, this study suggests that more training is still needed for teachers in designing the assessment model of CMBE and the school also need sufficient facilities before they enforce CMBE to their students.
Strategies employed by EFL doctoral candidates in dissertation writing completion Saiful Marhaban; Nur Mukminatien; Utami Widiati; Teguh Sulistyo; Wardani Dwi Suhastyanang; Yunita Puspitasari; Asnawi Muslem
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.v8i2.17694

Abstract

This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing.  This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.
The contribution of online multimodal feedback-based weblogs toward students’ writing skills enhancement Asnawi Muslem; Saiful Marhaban; Sofyan A Gani; Siti Hamdalah; Dina Amalia; Emma Hankinson
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.v11i1.31389

Abstract

Writing correctly and accurately in English is essential for communicating formally with others in this 4.0 era. Various approaches, methods, techniques, strategies, and media have been used to improve students’ writing skills. However, students still require help with writing correctly and accurately in English. This study aims to investigate whether online multimodal feedback-based weblogs improve students’ writing skills and to discover the students’ perceptions of using this teaching model. Fifty students were included in this quasi-experimental study. They were divided into two groups: experimental and control groups, with 25 students in each group. The experimental group was taught writing with online multimodal feedback-based weblogs, and the control group was taught writing using the traditional method. A written test was used to collect data in both pre-test and post-test. A set of questionnaires was also used to collect information about the students’ perceptions of the teaching model used. The research results showed that online multimodal feedback-based weblogs could improve the students’ writing skills. Furthermore, students in the experimental group positively responded to the use of online multimodal feedback-based weblogs in teaching and learning writing. Hence, it can be inferred that weblogs incorporating online multimodal feedback have the potential to enhance both the writing proficiency and motivation of students.
Co-Authors Anhar Anhar Arifin Syamaun Aulia Fitri Aulia Rahmani Aulia Rusdy Bahrun Bahrun Bukhari Daud Burhanuddin Yasin Bustami Usman Cut Iqa Martia Cut Meurak Bulan Aflah Aksyah Cut Misria Cut Mulia Zuhra Diana Achmad Diana Fauzia Sari Dina Amalia Dohra Fitrisia Emma Hankinson Fadhilah Muktabar Fitri Marhamah Humaira Irfan Khan Ika Apriani Fata Iskandar Abdul Samad Lathifah M.Nur Mahdalena Mahdalena Muhammad Aulia Muhammad Hasbi Muhammad Ilham Muslim Mursyida Mursyida Nira Erdiana Nur Mukminatien Nur Mulia Nanda Nurbaiti Nurbaiti Nurul Hayati Nurul Inayah Rahmatul Ukhra Rahmi Akmal Hussin Rahmi Rahmi Ramzi Yusyac Rini Maulini Rizki Maulana Saiful Marhaban Salviana Salviana SATRIYAS ILYAS Silvi Listia Dewi Siti Hamdalah Siti Sarah Fitriani, Siti Sarah Siti Wulandari Sofyan A Gani Sofyan A. Gani Teguh Sulistyo Tia Rahmanita Ulya Zuhairati Usman Kasim Usman Usman Utami Widiati Wardani Dwi Suhastyanang Yuliana Natsir Yulianti Yulianti Yunisrina Q. Yusuf Yunita Puspitasari Zatulhimmi Zatulhimmi