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All Journal Edulangue Indonesian Journal of EFL and Linguistics
Bimo Teguh Prasetyanto
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Dwelling Into the Realm of Self-Regulated Learning within Students Stories in Extensive Reading Activities Bimo Teguh Prasetyanto; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 4 No. 1 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i1.3256

Abstract

This research aimed to discover students’ choice of actions of self-regulated learning in doing Extensive Reading (ER) activities. It also attempted to describe students’ experiences from their perspective on their self-regulated learning capability. Three students in English Education Department aged early 20s who had finished their ER course were interviewed, and their narratives were taken as the data of the research. Their stories were garnered to provide insights on how they regulated themselves in the ER activities and how they perceiveed their the experiences. The findings of this study showed that students with different levels of self-regulated learning capability chose different actions in response to the ER activities. Overlaps and development of action choices could occur among students despite their unique and different self-regulated learning capabilities. The last phase of self-regulated learning also had crucial effects on the students’ self-regulated learning capability.
Teacher’s Reinforcements Affecting Students’ Willingness to Communicate (WTC): A Photovoice in EFL Classroom Bimo Teguh Prasetyanto; Diyah Ayu Wibawani; Erika Novia Wardani; Nur Arifah Drajati
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 4(1), May 2019
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.825 KB) | DOI: 10.21462/ijefl.v4i1.98

Abstract

In teaching English, a teacher should stimulate students’ activeness to engage in a class. One way to do it is by giving reinforcement. A good reinforcement has a significant role in the students’ speaking activeness. It can be a source of students’ motivation to learn and in this case, their activeness to speak in class. This research aims to discover what reinforcement that triggers students’ willingness to communicate. The result is intended to discover the effects of teacher’s reinforcement towards students’ willingness to communicate. The data for this research is collected by the photovoice method in which more practical is needed by collaborating with SHOWeD in analyzing the data. The participants of this research are 28 college students, consisting 7 male students and 21 female students ranging from 19 to 21 years old in English Education Department who are currently attending college. Based on the data analysis, the finding of the research is teacher reinforcement in EFL classroom affect students’ willingness to communicate, particularly self-confidence, interpersonal motivation, and intergroup motivation. The research implied to help teachers to understand more about the way teacher’s reinforcement affect the students’ speaking activeness seen from the students’ perspective. 
Co-Authors Diyah Ayu Wibawani Ellisa Indriyani Putri Handayani Erika Novia Wardani Nur Arifah Drajati