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All Journal International Journal of Educational Dynamics (IJEDS) Jurnal Sasindo Unpam
Afdal Ade Hendrayana
English Department FBS UNP
Education Languange, Linguistic, Communication & Media

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The Effect of Online Corrective Feedback (OCF) on Learners’ Relative Clauses Competency Hendrayana, Afdal Ade
International Journal of Educational Dynamics Vol. 7 No. 2 (2025): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v7i2.506

Abstract

The study explored the use of OCF for giving feedback in constructing relative clauses for Indonesian English learners. Using a quasi-experimental design, the sample covers 47 learners. The two classes were randomly assigned as the experiment group (N=25) using the OCF method and the control group (N=22) with the conventional one. Pre- and post-tests were given by asking learners to construct two sentences into relative clauses based on the theory of English grammar (Azar, 1998; 2009). The independent sample t-test and Mann-Whitney U test with the SPSS software program were used to analyze the data. The result revealed there was a statistically significant score difference.
How Have We Approached Teaching Our Son To Read English?: An Autoethnography Hendrayana, Afdal Ade; Pujowati, Epi Stiyo
Jurnal Sasindo UNPAM Vol. 12 No. 2 (2024): Jurnal Sasindo UNPAM
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/sasindo.v12i2.1-12

Abstract

This autoethnographic study explores the process of teaching English reading to a young child, starting at the age of two, in a non-native English-speaking family. The study aims to understand the nuances and effects of early literacy interventions, highlighting the importance of systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies. Through detailed personal experiences, the study illustrates the progression of learning stages from alphabet recognition to the development of sight word recognition and orthographic mapping. By integrating education theories with longitudinal personal experiences, this study provides insights into effective teaching practices and child-centered learning approaches that can significantly influence early literacy development. The findings suggest that early, structured reading education is critical in fostering reading proficiency, offering a blueprint for parents and teachers in similar educational settings.  
Co-Authors Pujowati, Epi Stiyo