Garuda - Garba Rujukan Digital

Tengku Intan Suzila Tengku Sharif

Universiti Teknologi MARA

Author-ID : 2997371

Education Languange, Linguistic, Communication & Media

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Articles

Assessing episodes in verbalization process of EFL students’ collaborative writing Ani Susanti; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Tengku Sharif
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.

Assessing episodes in verbalization process of EFL students’ collaborative writing Ani Susanti; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Tengku Sharif
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.20165

One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.

Enhancing Students’ Motivation in English Learning through Deep Learning, Teacher Self-Efficacy, and AI-Based Instruction Santi Fira Novia; Djoko Sutrisno; Tengku Intan Suzila Tengku Sharif
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.471

This study aimed to explore the integration of a deep learning-based pedagogical approach, teacher self-efficacy, and AI-based instructional media in enhancing students’ motivation in learning English at SMA Muhammadiyah 1 Temanggung. The study investigated how innovative teaching approaches, teachers’ confidence in their instructional abilities, and the integration of artificial intelligence in classroom practices contribute to creating a more engaging, interactive, and student-centered learning environment. The topic was considered important because students’ motivation has become a major challenge in English language learning, particularly in technology-mediated classrooms and non-urban educational settings where learning resources and instructional innovation may still be limited. This research employed a qualitative approach, data were collected through interviews, classroom observations, and focus group discussions involving English teachers and students at SMA Muhammadiyah 1 Temanggung. The collected data were analysed thematically to identify recurring patterns, meanings, and experiences related to students’ motivation in learning English. This study was expected to contribute to the development of more effective, student-centered, and technology-enhanced instructional practices in English language teaching. The findings of this study were also expected to support teachers and educational institutions in developing more adaptive and motivating learning environments for students in the digital era.

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