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All Journal Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature JELT (Jambi-English Language Teaching)
Yulhenli Thabran
Universitas Jambi
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Making Sense of Collaborative Writing: A Student-Experience-Based Perspective Yulhenli Thabran; Dony Efriza; Reny Heryanti
Scope : Journal of English Language Teaching Vol 5, No 2 (2021): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (253.679 KB) | DOI: 10.30998/scope.v5i2.8549

Abstract

The present study examines four pairs or eight students who wrote their creative writing assignments collaboratively. As opposed to the popular view, which stated that writing is one of the most difficult subjects to learn for EFL students, many studies have reported that collaborative writing (henceforth CW) is regarded as a technique that can improve students’ productive writing skills to a great extent. The researchers would like to see how effective CW was for the students who did their writing assignments with their pairs by employing a qualitative case study to examine the eight students’ experiences in writing their essays and fictional stories. The researchers wanted to know why some students could adapt to this learning model, and others faced some problems or failed to achieve the target of learning outcomes. Opened-ended questionnaire and in-depth interviews are used to elicit data from the students. The first pair was the most successful example of partnership in writing since they opened themselves for critiques and suggestions. In contrast, the second pair had some problems that disturbed their collaboration as they did not seem to open themselves for critiques and suggestions. The third pair failed to do an effective partnership because they could not solve problems that blocked their cooperation right from the beginning. The fourth pair found their way for an effective collaboration when they opened themselves for critiques and suggestions. The success or failure in the partnership heavily depends on each student collaborator's willingness to open themselves for criticism and suggestion.
Teaching Critical Thinking Skills Using Case-Based Method: A Case Study in Critical Reading and Writing Course Yulhenli Thabran; Nunung Fajaryani; Mukhlas Abrar
Ethical Lingua: Journal of Language Teaching and Literature Vol. 9 No. 1 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.363

Abstract

The following research examined the experiences and perspectives of five students who took a case-based critical reading and writing course. Many university students in Indonesia lack critical thinking skills due to our learning system, which places little emphasis on critical reasoning in assessing and solving problems. They are used to be taught to memorize information rather than examining, analyzing, and solving problems. In this regard, we designed a case study to examine our students' perceptions of the difficulties associated with case-based learning and their strategies for resolving the issues as they moved throughout their case-based learning. We chose five students who had taken the course and collected data from them to learn about their experiences and perspectives. We gathered information about their experiences through observation, note-taking, a survey, an analysis of their writing, and an in-depth interview. Our findings indicated that the students encountered difficulties working in groups, identifying appropriate cases and resolving them, and writing critical commentary for reflective writing. However, as the lectures continued, they overcame their difficulties by developing a collaborative spirit throughout the course, mastering the art of case construction, and paying close attention to their grammar when completing their writing assignments.
NURSING STUDENTS’ ALUMNI NEEDS IN STUDYING ENGLISH AT SMK KESEHATAN DHARMA ANANDA BUNGO Fitriyani Fitriyani; Yulhenli Thabran; Nunung Fajaryani
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2023): Vol. 7 No. 2 (2023)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v7i2.17306

Abstract

Abstract SMK Kesehatan Dharma Ananda is the only health vocational school in Bungo Regency. It has two majors, namely Pharmacy major and nursing major. Learning English at Vocational High School uses the same curriculum as Senior High School, namely K13. The English Materials they learned were general English, for example learning about general vocabulary; the topic not specific to their major; and others. The purpose of this research was to investigate the needs of nursing students alumni at SMK Kesehatan Dharma Ananda Bungo Regency in learning English. This study used a descriptive method with a qualitative approach. A questionnaire and interview were conducted to gather the data. 15 Alumni students of nursing at SMK Kesehatan Dharma Ananda Bungo participated in this research. 6 out of 15 students were also interviewed to clarify needs. The findings of this research showed that the nursing students at SMK Kesehatan Dharma Ananda Bungo needed English material according to their major. Their needs in learning English are to read, write, speak, and listen in English well in the field of nursing. The results of the research showed that the needs of the nursing students alumni at SMK Kesehatan Dharma Ananda Bungo is learning materials related for nursing students but unfortunately, the students are still provided with general English learning materials. Keywords: Needs, Nursing Students, ESP, Vocational High School, Learning English
Co-Authors Dony Efriza Fitriyani Fitriyani Mukhlash Abrar Nunung Fajaryani Reny Heryanti