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All Journal Borneo Educational Journal (Borju) JOLLT Journal of Languages and Language Teaching Journal of Language and Literature Studies
Edi Firman
Universitas Pendidikan Mandalika
Education Languange, Linguistic, Communication & Media Mathematics Other

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Investigating English Lecturers’ Strategies of Committing Online Written Corrective Feedback during Covid-19 Pandemic Ahmad Hanan; Edi Firman; Terasne Terasne
Journal of Languages and Language Teaching Vol 10, No 1 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i1.4471

Abstract

Written corrective feedback is essential in the teaching of writing skills to help prospective teacher enhance their writing performance. Lecturers try to apply strategies in committing written corrective feedback in fully online learning. In addition, written corrective feedback can improve learners’ metalinguistics, metacognition, teachers-learners interaction, and peer connection. Consequently, the present study will be aimed at investigating English lecturers’ common practices and strategies in committing online written corrective feedback during Covid-19 pandemic at higher education. This study is classified as a qualitative study which is a descriptive qualitative study. It is chosen because the data of this study relates to opinions or attitudes in the form of lecturers’ strategies in the teaching of writing skills and online corrective feedback. The data are elaborated in the form of words, phrases, sentences, and paragraphs. To attain the data, researchers use interview technique. There are five English lecturers involved in the current study. The data are analyzed by using qualitative processes which are data condensation, data display, and conclusion drawing or verification. The novelty of this study lies on written feedback, written corrective feedback, and online written corrective feedback. Due to Covid-19 pandemic, the teaching-learning process is done in fully online learning.
EFL Teachers’ Soft-Skill Strategies in Teaching Speaking Ni Putu Astrini; Edi Firman
Borneo Educational Journal (Borju) Vol. 3 No. 2 (2021): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v3i2.780

Abstract

Some learners get difficulties in speaking English because of a weak soft-skill they have, such as motivation, social skill, and self-efficacy. Therefore, teachers’ role in embedding soft-skill in teaching speaking is essential because learning success is influenced more by soft-skill than IQ. This study discussed kinds of soft-skills embedded by teachers in teaching speaking. This study uses qualitative analysis approach by using descriptive research design. The data are gained from three English teachers of SMAN 6 MATARAM by observation and interview. The results revealed that there are five kinds of soft--skills embedded by EFL teachers, such as self-perceptions, motivation, creativity, metacognitive and social competencies. Moreover, the steps teacher embed them are by using classroom discussion, giving reward, telling story or information, ordering students to describe a picture in front of class, ordering students to perform dialogue, and sometimes teacher use the same steps in the next meeting if the previous materials have not finished. Those soft-skills contributed to the students’ speaking ability, such as making them more interactive, more communicative and used more various language.
Students’ Abilities and Difficulties in Comprehending English Reading Texts at Secondary Schools; An Effect of Phonemic Awareness Edi Firman; Haerazi Haerazi; Sadaf Dehghani
Journal of Language and Literature Studies Vol. 1 No. 2 (2021): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (331.947 KB) | DOI: 10.36312/jolls.v1i2.613

Abstract

Reading comprehension in the EFL context requires abilities not only linguistic competences but also reading strategies. The timely acquisition of this competence has a crucial effect for language learners. Unfortunately, most language learners in all level have low skills and high difficulties to acquire reading skills. This study aims to explore students’ abilities and difficulties in comprehending English reading texts as secondary level. This study is categorized as qualitative study consisting of three main data gathering methods: semi-structured interviews, classroom observations, and group discussions. The data collected then are analyzed in stages, namely data condensation, data display, and data conclusion. Based on the result of analysis, this study showed that students have low reading achievement at secondary level. The low achievement is affected by some reading difficulties such as low reading exercises, unwilling to read out loud, low reading skills, low vocabulary, low phonemic awareness, low reading strategies, and low grammatical competence. For further studies, reading exercises and phonemic awareness in reading activities should be paid intention with giving students with various reading texts to train them comprehend EFL texts.
Co-Authors Ahmad Hanan Haerazi, Haerazi Ni Putu Astrini Sadaf Dehghani Terasne Terasne