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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris
Asfar Arif Nurharjanto
Yogyakarta State University
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media

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THE EFFECT OF LANGUAGE LEARNING STRATEGY AND TECHNOLOGY TOWARD STUDENTS’ WRITING SKILLS Asfar Arif Nurharjanto; Agus Widyantoro
Jurnal Kependidikan Vol 4, No 2 (2020)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v4i2.34103

Abstract

This study aims to find relationship between students’ use of language learning strategies and technology to their writing performance. This study sought to find whether there is influence of students’ language learning strategies to their writing skill, students’ technology use to the writing skills, and combination of both to the writing skills. This study was quantitative research. The respondent were 459 high school students from six High schools. The students were 11 grade students in the first semester. The study employed Strategy Inventory Language Learning questionnaire, students’ technology use questionnaire, and a writing test to collect the quantitative data. The instruments were through experts to ensure the validity and reliability. The quantitative data were analyzed using SPSS to look for the regression value between variables. Findings suggest that both language learning strategies and students’ technology use significantly influence their writing performance. Moreover, language learning strategies as well as technology use, when analyzed separately, positively influence students’ writing performance. The findings confirm that including and promoting both language learning strategies and technology use could help student improve their performance in the classroom.
EFL STUDENTS’ PREFERENCES FOR CLASSROOM FEEDBACKS Asfar Arif Nurharjanto
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.4060

Abstract

Language learners’ environment holds vital contribution to learners’ language development. It provides them with the target language, in this case, English as a Foreign Language, which is usually taken in the form of input and feedback. Learners may choose the feedback variously depending on their proficiency and background. However, prior studies in this area show inconsistent results regarding the effect of learners’ background and proficiency on their preference for feedback.  Hence, this study aimed to explore EFL University students’ preferences for classroom feedback. The data were gained through interviews involving 20 students of the Graduate Program of English Education whose English competencies are mostly upper intermediate to advanced level. This study found that the learners could accommodate all types of given feedbacks and they do not significantly tend to choose particular types of feedback. This implies that learners’ language proficiency and surrounding environment could determine their choice of feedback. As a result, teachers or other language trainers should take their learners’ current language development into account in order to give those appropriate types of feedback.
Co-Authors Agus Widyantoro