Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal PROJECT (Professional Journal of English Education) English Review: Journal of English Education
Daflizar Daflizar
Institut Agama Islam Negeri Kerinci
Humanities Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
THE EFFECTIVENESS OF QUESTION-ANSWER RELATIONSHIP (QAR) STRATEGY IN ENHANCING STUDENTS’ READING COMPREHENSION ABILITIES Daflizar Daflizar; Maria Roza
PROJECT (Professional Journal of English Education) Vol 5, No 3 (2022): VOLUME 5 NUMBER 3, MAY 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i3.p622-628

Abstract

The study reported here aimed to examine the effectiveness of the Question-Answer Relationship (QAR) strategy on students’ ability in comprehending narrative texts. Using a quasi-experimental method, this study compared two English classes: one was assigned as the experimental group and the other as the control group, in terms of reading comprehension improvement, which was measured through a pretest and posttest. The study involved a total of 46 eighth-graders of a junior high school in Kerinci regency, Jambi Province, Indonesia. The control group was taught using a conventional strategy while the experiment group was engaged in the QAR strategy to answer reading comprehension questions of narrative texts. The findings revealed that the QAR strategy was effective in enhancing students’ scores in reading comprehension, which was indicated by a significant difference in the pretest and posttest scores of the experimental group. The findings of this study add to the current literature on the significance of using the QAR strategy to foster student reading. Practical implications for EFL teaching in the Indonesian context are put forward. Keywords:  Effectiveness, Question-Answer Relationship (QAR) Strategy, Reading Comprehension, Narrative Texts
LEVELS OF LEARNER AUTONOMY IN ONLINE LEARNING AMONG INDONESIAN EFL TERTIARY STUDENTS Daflizar Daflizar; Okti Wilymafidini
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.124

Abstract

In the 21st century, promoting learner autonomy has become a central objective in education, especially in the context of language learning. Encouraging students to take responsibility for their learning is believed to enhance their motivation and engagement in learning English. One increasingly popular tool that supports this goal is the English Online Platform, which facilitates autonomous learning by offering easily accessible resources and opportunities to improve English proficiency. Although many studies on learner autonomy have been conducted in Indonesia, most have focused on conventional classroom settings, with relatively few addressing autonomy in online learning contexts. This study investigated the readiness of Indonesian EFL undergraduate students for autonomous learning in online English courses and examined whether their perceptions of autonomy differed by gender or year of study. Data were obtained from 164 English education students across seven higher education institutions in three provinces in Indonesia through an online questionnaire. Both descriptive and inferential statistics were used to analyze the data. The findings revealed that students demonstrated moderate to high levels of autonomy across the four dimensions: self-control, self-reflection, self-interaction, and self-motivation. Among the dimensions, self-reflection was rated the highest, which indicates that students strongly perceived themselves as reflective learners who could assess their performance and articulate reasons behind their successes and failures, while self-interaction was the lowest, suggesting their limited confidence in online communication and collaboration. While gender did not significantly affect students’ perceptions, differences were noted based on years of study. The study offers implications for EFL teachers and higher education institutions in the Indonesian context.
Co-Authors Maria Roza Okti Wilymafidini