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All Journal Indonesian Journal of Applied Linguistics (IJAL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature CaLLs : Journal of Culture, Arts, Literature, and Linguistics Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya Jambura Journal of English Teaching and Literature JEES: Journal of English Educational Study TLEMC (Teaching and Learning English in Multicultural Contexts) Borneo Educational Journal (Borju) Journal of Language and Literature Studies E3L : Journal of English Laguange Teaching, Linguistics and Literature Educational Studies: Conference Series
Dyah Sunggingwati
Universitas Mulawarman
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : tlemc teaching and learning english in multicultural contexts

 1 
Mismatched Expectations and Perceptions in Undergraduate Thesis Supervision Sunggingwati, Dyah; Setyowati, Dea Rini; Hermagustiana, Istanti
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 2 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v8i2.14385

Abstract

Thesis supervision involves both supervisors and supervisees that have different perceptions and expectations. This study aims to explore the perceptions of supervisors and expectations of supervisees. An exploratory case study design was applied in this study. Eleven of 24 supervisors who participated in this study responded to questions about their supervisory given via Google Form. Nine English undergraduate students who are currently working on their undergraduate thesis were involved. A set of questions was distributed to supervisors and semi-structured interview was applied to supervisees. The data were analyzed thematically. The findings revealed that there are mismatched expectations and perceptions that contribute to the complexity of thesis supervision. The supervisors have a positive perception about their relationship with the supervisees. They recognize their supervisees' needs and have professional relationships with their supervisees. They provide help and guidance, such as providing online links of material to support the supervisee’s thesis. Furthermore, they expect their supervisees to have autonomy in learning for their own thesis, have adequate research knowledge and skills, and have good communication skills. However, the supervisees expected that their supervisors recognized each supervisee's characters, needs, and weaknesses. They expect to receive clear and structured instructions to outline their research schedules and activities and to receive oral specific feedback on specific parts of their thesis. This study highlights a need for clarity about the expectations of each party to minimize mismatched expectations.Keywords: thesis expectations, thesis perceptions, undergraduate thesis supervision
Reading Strategies Used by 12 Graders in an EFL Context: A Correlational Study Sunggingwati, Dyah; Ungau, Septiwin
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 7, No 2 (2023): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v7i2.9403

Abstract

This correlation study investigates three major strategies of cognitive, metacognitive, and socio-affective as the strategies that are generally applied in reading comprehension and reading achievement at secondary level in Indonesia. The participants were 127 of 12 graders. The reading strategy questionnaire adopted from Strategy Inventory for Language learning (SILL, ESL/EFL version 7.0) and reading comprehension test were the used instruments. Using one-way analysis of variance, the results reveal that there was significant correlation of metacognitive strategies and reading comprehension achievement but not with cognitive and socio-affective strategies. In addition, metacognitive was the most frequent strategies employed to reading comprehension.Keywords: reading strategies, comprehension, secondary level
Co-Authors Ahada, Ichi Aridah, Aridah Asrianti, Nana Astuti, Tripuji Chris Asanti Chris Asanti, Chris Desy Rusmawaty Fitriani, Alfisyahrin Hamidah, Umy Herlina Herlina Hermagustiana, Istanti Husni, Amelia Ida Wardani Indah Sari Lubis, Indah Sari Intan Rebecca Siburian Istanti Hermagustiana Iwan Setiawan Kalukar, Ventje Kalukar, Ventje Jany Lilik Kosiaroh Limbong, Effendi Maharyadin, Andi Musringatin, Musringatin Nabilah, Jihan Nadeak, Magdalena Febriwati Nasrullah Nasrullah Nita Maya Valiantien Noor Rachmawaty Novitasari, Andhini Nurhajar, Ayu Sukma Nurul Fauziyah Priswalia Anggariana Putri Rahayuningsih, Herdiana Rahmania Rahmania Ramadhani, Audi Risky Rini Setyowati, Dea Risdayani, Nadila Rusmawaty, Desy Saidah, Nur Satyawati Surya Sella Ayu Nindya Setya Ariani Setyowati, Dea Rini Sunardi Sunardi Sunardi Susilo Susilo Susilo Syamdianita Syamdianita, Syamdianita Teodora Ping, Maria Tri Puspa Juwita Ungau, Septiwin Utami Asih, Yuni Wahyuni Putri Weningtyas Parama Iswari, Weningtyas Parama