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All Journal Jurnal Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Jurnal Vidya Karya Vidya Karya Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat J-REaLL Prominent : Journal of English Studies Jurnal Penelitian, Pendidikan, dan Pembelajaran KOPEMAS
Hamiddin Hamiddin
Universitas Islam Malang
Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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Metacognitive Strategies of EFL Students in Reading Online Academic Text Munawaroh, Kholilatul; Hamiddin, Hamiddin; Widowati, Diah Retno
Prominent Vol 8, No 1 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i1.13339

Abstract

This study aimed to identify metacognitive strategies that EFL students  may employ when reading online academic text. Seventy-seven of seventh-semester English Education Department students from a private institution in Malang participated in this mixed-methods study. Since they were finishing their theses, these students were chosen considering that they were EFL students who frequently read academic text online. As the research’s instruments, the Online Survey of Reading Strategies (OSORS) and interviews, data were acquired. Microsoft Excel was used to evaluate the questionnaire data, while content analysis was used to examine the interview data. The findings from questionnaire indicated that problem-solving strategies are the ones that EFL students apply the most when reading academic text online. Moreover, each student uses metacognitive strategies in a distinctive manner, according to the interviews with the three students. The strategies assist EFL students understand academic text in online settings and they are useful in online learning environments. The results show how crucial reading strategies especially for academic text online. Future research on this topic is anticipated to include an inquiry with a wider range of participants and across competency levels.
Teacher competencies and their role in promoting pre-service teachers’ professional growth Hamiddin, Hamiddin; Ismiatun, Febti; Ilmi, Yuli Ismi Nahdiyati; Wicaksono, Helmi
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24314

Abstract

This study examined how teacher support, through mentorship, instructional guidance, and relational encouragement, shapes the professional development of pre-service teachers in Indonesian teacher education programs, particularly in influencing their perceptions, readiness, and development of core teaching competencies. A descriptive quantitative design was employed, involving 85 participants who completed a structured questionnaire measuring four key domains of teacher competence: personality, pedagogical, social, and professional. Data were analysed using SPSS, incorporating reliability testing, classical assumption tests, and path analysis to examine the hypothesized directional relationships among these competencies, where personality, pedagogical, and social competencies were modeled as predictors of professional competence. The results indicated that personality, pedagogical, and social competencies significantly and directly influenced professional competence as the outcome variable representing pre-service teachers’ preparedness for teaching. Among these, personality competence had the strongest individual impact. These findings highlighted the multifaceted nature of the relationship between teacher educators and pre-service teachers, both formal and informal, which played a critical role in fostering professional identity and instructional confidence by strengthening foundational competencies. By focusing on pre-service teachers’ perspectives, this study addressed an essential gap in the literature concerning how competency domains interact to form overall professional competence and provided evidence-based insights for enhancing teacher education programs. Ultimately, the study underscored the need for holistic and responsive teacher training models that integrated interpersonal, ethical, and instructional dimensions aligned with the competency pathways identified in this study to better equip future educators.
Co-Authors Afriza Dwi Ningtyas Ainiyah, Inayatul Ali Saukah Ayunda Baqiyatus Shalehah Ayunda Primastina Dea Khoirunnisa Diana Khalidah, Nur Dzurriyyatun Ni'mah Eka Putri Aprelia Eko Suhartoyo Erwin Setyawan Febti Ismiatun Fira Alfiana Afifah Firdausy Nuzula Haris Wijayanto Ischaq Maulana Ismiatun, Febti Mac Donald, Kara Moh. Andika Verell Virgirisanto Muhammad Farza Imdad Munawaroh, Kholilatul Rulam Ahmadi Sholihah, Fitri Awaliyatush Siti Nur Azizah Wangi Puspa Muslim Wicaksono, Helmi Widowati, Diah Retno Yuli Ismi Nahdiyati Ilmi