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Rhetorical Styles of the Theoretical Framework in Thesis Reports of English Language Education Students: Problems and Suggested Actions Purnawan, Ari; Margana, Margana; Putro, Nur Hidayanto Pancoro Setyo; Rasman, Rasman; Fitrianingsih, Ihtiara
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.10376

This paper began with concerns about the lacks of sharp rhetorical styles in writing, the methods of citing references, and the formulations of theories and arguments within the conceptual framework in thesis reports written by students of the English Language Education Department. The study was carried out to explain the rhetorical styles of students’ theoretical framework in their thesis report, to reveal weaknesses or the lack of strong arguments in conveying ideas in a straightforward and structured manner, and to suggest actions to prevent the problem form reoccurring in the future. The data were collected from the final project manuscripts written by students of the English Education Study Program, totaling 110 works. The analysis followed the stages of data collection, data display, data reduction and drawing conclusions. The general results of the research showed that the students did not include too many elements of critical thinking in their thesis literature review. In general, they used attribution quite excessively (78%), followed by elements of establishing links between sources (15%), and comparing their own findings or interpretations with other sources 4%. Meanwhile, the elements of application, evaluation, and statement of use had the smallest portion, each 1%. Problems found in the sample were listed based on the comparison between the data and the standard commonly used to regulate the procedure of writing a scientific paper. Recommendations were then formulated which can be used as guidelines for final project writers or any other parties related to writing scientific papers in general; they are training students of the importance of using all rhetorical styles in their citation when preparing a strong conceptual framework.

Exploring EFL Learning Barriers and Support Mechanisms of Indonesian Middle Socio-Economic Status Learners Azzahra, Jasmine Aussie; Purnawan, Ari
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12787

A learner's EFL learning can be affected by various factors, one of which is socio-economic status (SES), with most Indonesians belonging to the middle SES. This study employs a case study approach and semi-structured interviews to explore the barriers faced by middle SES Indonesians in EFL learning and the potential support mechanisms. The findings reveal three key themes: support from surroundings, access to learning resources, and self-efficacy. Support from surroundings and resource access are interrelated external factors, highlighting the importance of ease of access in the learning environment. Conversely, self-efficacy reflects learners' internal beliefs in their ability to succeed in EFL. The study suggests several support mechanisms, such as providing equitable opportunities for practice, enhancing access to learning materials, and fostering a supportive educational environment. Resources like visual aids, culturally relevant materials, and free language platforms can significantly benefit not only middle SES learners but others as well. Despite these insights, the study has limitations, including reliance on interviews and a small participant pool of four graduates. Future research should utilize multiple instruments and larger, more diverse samples for stronger findings. The insights gained can inform policymakers, educators, and families in enhancing EFL implementation, emphasizing that support should also come from home. Implementing educational policies that address the needs of all socio-economic classes can make learning more relevant and engaging.

Rhetorical Styles of the Theoretical Framework in Thesis Reports of English Language Education Students: Problems and Suggested Actions Purnawan, Ari; Margana, Margana; Putro, Nur Hidayanto Pancoro Setyo; Rasman, Rasman; Fitrianingsih, Ihtiara
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.10376

This paper began with concerns about the lacks of sharp rhetorical styles in writing, the methods of citing references, and the formulations of theories and arguments within the conceptual framework in thesis reports written by students of the English Language Education Department. The study was carried out to explain the rhetorical styles of studentsâ€™ theoretical framework in their thesis report, to reveal weaknesses or the lack of strong arguments in conveying ideas in a straightforward and structured manner, and to suggest actions to prevent the problem form reoccurring in the future. The data were collected from the final project manuscripts written by students of the English Education Study Program, totaling 110 works. The analysis followed the stages of data collection, data display, data reduction and drawing conclusions. The general results of the research showed that the students did not include too many elements of critical thinking in their thesis literature review. In general, they used attribution quite excessively (78%), followed by elements of establishing links between sources (15%), and comparing their own findings or interpretations with other sources 4%. Meanwhile, the elements of application, evaluation, and statement of use had the smallest portion, each 1%. Problems found in the sample were listed based on the comparison between the data and the standard commonly used to regulate the procedure of writing a scientific paper. Recommendations were then formulated which can be used as guidelines for final project writers or any other parties related to writing scientific papers in general; they are training students of the importance of using all rhetorical styles in their citation when preparing a strong conceptual framework.

Exploring EFL Learning Barriers and Support Mechanisms of Indonesian Middle Socio-Economic Status Learners Azzahra, Jasmine Aussie; Purnawan, Ari
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12787

A learner's EFL learning can be affected by various factors, one of which is socio-economic status (SES), with most Indonesians belonging to the middle SES. This study employs a case study approach and semi-structured interviews to explore the barriers faced by middle SES Indonesians in EFL learning and the potential support mechanisms. The findings reveal three key themes: support from surroundings, access to learning resources, and self-efficacy. Support from surroundings and resource access are interrelated external factors, highlighting the importance of ease of access in the learning environment. Conversely, self-efficacy reflects learners' internal beliefs in their ability to succeed in EFL. The study suggests several support mechanisms, such as providing equitable opportunities for practice, enhancing access to learning materials, and fostering a supportive educational environment. Resources like visual aids, culturally relevant materials, and free language platforms can significantly benefit not only middle SES learners but others as well. Despite these insights, the study has limitations, including reliance on interviews and a small participant pool of four graduates. Future research should utilize multiple instruments and larger, more diverse samples for stronger findings. The insights gained can inform policymakers, educators, and families in enhancing EFL implementation, emphasizing that support should also come from home. Implementing educational policies that address the needs of all socio-economic classes can make learning more relevant and engaging.

Enhancing Students’ Narrative Writing Skills through Dictogloss: Evidence from a Vocational High School Context Kali, Marius Randan; Widyantoro, Agus; Yulia, Yuyun; Putro, Nur Hidayanto Pancoro Setyo; Purnawan, Ari
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16230

Students’ English narrative-writing skills remain weak, yet writing competence is essential in today’s global context. This study investigated the effectiveness of the Dictogloss technique for improving students’ narrative writing through a mixed-method classroom action research design involving eleventh-grade students at SMK N 1 Tanjung Selor. Data were gathered from observations, students’ worksheets, and writing tests, and analyzed using direct observation notes, self-assessment, and an analytical writing rubric. Findings revealed consistent gains across the five key aspects of writing—content, organization, vocabulary, grammar, and mechanics. From the pre-test to Cycle 1 and Cycle 2, students’ average scores steadily increased, and by the second cycle 34 students (91.2 %) surpassed the passing mark of 75, demonstrating a substantial improvement in overall writing performance. These results confirm the strong positive impact of the Dictogloss method on students’ narrative-writing ability. Pedagogically, teachers are encouraged to integrate Dictogloss as a regular classroom practice by providing structured note-taking activities, guiding pair or group reconstruction of texts, and offering focused feedback on content development, text structure, and precise vocabulary use. Such targeted strategies help students strengthen listening, collaborative, and writing skills simultaneously, ensuring more meaningful engagement and measurable progress in narrative writing. Overall, the research underscores Dictogloss as an integrative method that enhances not only writing accuracy but also collaboration and higher-order thinking skills highly relevant for vocational students preparing for the demands of a global workforce. The implication of the study is that students are encouraged to actively engage in the Dictogloss activities, as these activities help improve writing by developing listening, note-taking, and collaborative skills. It is important to focus on the text's content, structure, and vocabulary when working in pairs, as this will enhance their writing skills.

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