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All Journal English Language and Literature International Conference (ELLiC) Proceedings JOLLT Journal of Languages and Language Teaching Studies in English Language and Education
Merliyani Putri Anggraini
Doctorate Program In ELT, Faculty Of Letters, Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media

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EFL University Students' Reading Strategy Use across Personality Types in Understanding English Online Texts Merliyani Putri Anggraini; Bambang Yudi Cahyono; Mirjam Anugerahwati; Francisca Maria Ivone
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Reading strategies are the crucial factors in determining the success of reading comprehension, moreover in an online environment. However, previous research moderating participants' personalities in determining the reading strategy use is still inconclusive. This study aimed to explore the reading strategies used by EFL university students across personality types in understanding English online texts, and to examine the relationship between personality types and reading strategies. A quantitative study was administered to answer the research questions using a survey of online reading strategies (SORS). The research participants included 248 second-year university students in one of the universities in Indonesia. They were asked to attend the personality test to know whether they were extroverts or introverts. The findings revealed that extroverted students tended to use socio-affective strategies. Meanwhile, introverted students preferred to use global strategies. Interestingly, both types of students were noticed to employ support reading strategies occasionally. The significant but weak relationship between personality types and strategy use was merely found in global and socio-affective strategies. The results suggest that teachers in online reading classes should train their students to use various reading strategies so that the students with extroverted or introverted personalities can maximize their online reading comprehension
Exploring self-regulated writing strategies: A comparison between paragraphs and essays Ratih Novita Sari; Atik Umamah; Merliyani Putri Anggraini; M. Affandi Arianto; Kurniasih Kurniasih; Nur Mukminatien
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.v10i2.26146

Abstract

Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students’ writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.
Click It: The Effect of Integrating Socrative and KWL on Students’ Academic Reading Comprehension Dewi Nur Suci; Merliyani Putri Anggraini; Ary Ningrum; Inas Nadifah; Qoidatul Marhumah
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8910

Abstract

Socrative as one of educational technologies provides the students an ease to learn language through reading activities. They can practice reading on screen as the students in global era have commonly familiarized with. However, the teacher can apply certain reading strategies for students’ understandings on materials when trying to integrate technology for reading. Thus, this research proposes to investigate the effectiveness of Socrative and Moodle in reading classrooms that employ Kow-Want to Know-Learned (KWL) strategy. By using causal comparative study, seventy students of English Department at one of Islamic state universities in East Java Indonesia who are in the third semester are divided into intervention and control groups. The previous group is directed to read by using Moodle and do quiz with Socrative, while the latter read and do the quiz in Moodle. Here, KWL strategy is integrated with both technologies. The results of study exemplify that there is no significance difference between the students in the intervention and the control group. However, the mean scores of posttest on the intervention group increased better than the control group.
Co-Authors Ary Ningrum Atik Umamah Bambang Yudi Cahyono Dewi Nur Suci Francisca Maria Ivone Inas Nadifah Kurniasih Kurniasih M. Affandi Arianto Mirjam Anugerahwati Nur Mukminatien Pradana, Satria Adi Qoidatul Marhumah Ratih Novita Sari