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Research Trends of EFL Students in English Education Program: A 2005-2015 Survey Iftanti, Erna; Shofiya, Arina
Dinamika Ilmu Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v17i1.636

One of the purposes of English Education Program of State Islamic Institute of Tulungagung, Indonesia, is to lead the graduates to do research on linguistics and language teaching and to write a thesis accordingly. However, the preliminary study shows that there is some repeatedly done research of the same topics, because the students commonly spend their time copying and pasting or modifying their seniorsâ previous studies during writing the research proposals. If the advisors are not punctual in advising their advisees, it is possible to do some unintentional plagiarism which furthers block the contribution toward the body of knowledge in English language and education. Therefore, this article is intended to describe research trends of EFL students in English education. This descriptive study done through a questionnaire survey to 450 out of 849 studentsâ theses reveals that during the last eleven year, TEFL is the most popular research topic, because it is their mainstream topic. Still, they include other topics than TEFL which are mostly researched by using Descriptive (Qualitative). However, the studentsâ theses also indicate the development of implementing various research methods i.e. Quantitative, Classroom Action Research, and Research & Development. Moreover, although it is revealed that the research has already indicated the appropriateness of research objective with its title and research background, the EFL studentsâ theses need some improvement on writing research gap, reviewing related literature and previous studies, and on drawing conclusion and stating suggestion and research contribution as well. This study is then useful as the basis to make a research road map and important to avoid plagiarism and set a thorough research contribution to the body of knowledge on TEFL in Indonesia. Â Â Â

STRENGTHENING STUDENTSâ LITERACY THROUGH REFLECTIVE ESSAY WRITING: AN IMPLEMENTATION OF WRITING TO READ PROGRAM IN HIGHER EDUCATION Shofiya, Arina
Jurnal Bahasa Lingua Scientia Vol 9, No 2 (2017)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Literacy is a condition where a person has capability to read for knowledge, write to share knowledge, and think critically. Studentsâ literacy is a never-end issue in the field of English Language Teaching. Studies have been carried out to investigate literacy practices in various level of education including higher education. Among the problems of studentsâ literacy in higher education are the amount of their reading and writing practices and their motivation to read and write. The current paper is intended to share an experience in strengthening studentsâ literacy at the English Department of State Islamic Institute (Institut Agama Islam Negeri/IAIN) Tulungagung, East Java. The preliminary investigation of the present study revealed that many students have low motivation to read. In addition, their comprehension was relatively low as represented in their paper works. Under a Classroom Action Research Design, the present study was conducted to propose writing to read program to strengthen the studentsâ literacy. In such program, the students were required to write a reflective essay based on the selected topics that they had to read prior to classes. The findings showed that writing reflective essay helped students strengthen their literacy as well as improve their motivation to read and to write because the reading and writing activities were done in a more relax and supportive environment that was at home.

EFL Studentsâ Responses on The Implementation of Extensive Reading Program to Build Love of Reading in English Iftanti, Erna; Shofiya, Arina
Jurnal Bahasa Lingua Scientia Vol 10, No 1 (2018)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

People agree that reading is essential skill to get any knowledge in order to get the success of life either academically or socially. Reading needs to be embedded and nurtured because it is not a born skill. Still, the fact shows that EFL students in Indonesian context have not established good habits in reading English, as also experienced by EFL students in IAIN Tulungagung who are also categorized as reluctant readers due to their lack of vocabulary knowledge and number. Many studies on Extensive Reading (ER) indicate its positive impact on nurturing good habits of EFL reading in English. Accordingly implementing Extensive Reading Program to help them build love of reading is necessary. This article is then intended to dig up their responses on the implementation of ER program to the establishment of their love of reading. This research objective was achieved by distributing Reading Log during implementing Guided Extensive Reading Program (GERPro), distributing Questionnaire, and conducting interview to those involved in this ER program. The result of this research reveals that the EFL students joining this ER program claim that for those who do not establish good habits in reading English, ER proved to be able to embed their awareness of love of reading in English, and for those who already built reading love in their mother tongue-Indonesian language, their reading love in both Indonesian language and English gets increased. In addition, this GERPro contributes to the establishment of EFL studentsâ love of online reading. In short, this research result can be pedagogically implemented by EFL teachers who would like to help their students nurturing good reading habits in English. However, for those who are moody, this GERPro does not work well. Consequently, the next researcher needs to conduct a research on how to work with moody EFL students so that their reading habits can be well established.

Research Trends of EFL Students in English Education Program: A 2005-2015 Survey Iftanti, Erna; Shofiya, Arina
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

One of the purposes of English Education Program of State Islamic Institute of Tulungagung, Indonesia, is to lead the graduates to do research on linguistics and language teaching and to write a thesis accordingly. However, the preliminary study shows that there is some repeatedly done research of the same topics, because the students commonly spend their time copying and pasting or modifying their seniorsâ€™ previous studies during writing the research proposals. If the advisors are not punctual in advising their advisees, it is possible to do some unintentional plagiarism which furthers block the contribution toward the body of knowledge in English language and education. Therefore, this article is intended to describe research trends of EFL students in English education. This descriptive study done through a questionnaire survey to 450 out of 849 studentsâ€™ theses reveals that during the last eleven year, TEFL is the most popular research topic, because it is their mainstream topic. Still, they include other topics than TEFL which are mostly researched by using Descriptive (Qualitative). However, the studentsâ€™ theses also indicate the development of implementing various research methods i.e. Quantitative, Classroom Action Research, and Research & Development. Moreover, although it is revealed that the research has already indicated the appropriateness of research objective with its title and research background, the EFL studentsâ€™ theses need some improvement on writing research gap, reviewing related literature and previous studies, and on drawing conclusion and stating suggestion and research contribution as well. This study is then useful as the basis to make a research road map and important to avoid plagiarism and set a thorough research contribution to the body of knowledge on TEFL in Indonesia. Â Â Â

WRITING STRATEGIES EMPLOYED BY SECOND LANGUAGE LEARNERS Shofiya, Arina
Jurnal Bahasa Lingua Scientia Vol 5, No 1 (2013)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

In second language context, learning writing is often considered burdensome for learners due to the complexity of the process in producing a piece of writing. To succeed in L2 writing, some strategies are employed by learners which are different from learners to learners across L2 contexts or nations. This article attempts to review some theories in L2 writing and altogether, synthesizes some findings of research about strategies employed by L2 learners in writing. Theoretically, there are at least four theory of L2 writing, namely, Contrastive Rhetoric Theory, Cognitive Development Theory, Communication Theory, and Social Constructionist Theory. Meanwhile, there is storage of strategies in L2 writing different in name but similar in practice.

ELT IN KOREA: ENGLISH AS A COMPULSORY SUBJECT IN ELEMENTARY SCHOOL AND ITS CHALLENGES Shofiya, Arina
Jurnal Bahasa Lingua Scientia Vol 3, No 2 (2011)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

As the impact of colonization, the teaching of English in Korea experiences some ups and downs. During Japan colonization, the teaching of English was discouraged, even there was an effort to annihilate English from Korea. After the liberation, the teaching of English was started again for a purpose of maintaining international relationship. To foster people?s capability of English, the Korean government has placed English as a compulsory subject in elementary school starting at Grade 3 to Grade 6 under the Seventh Curriculum Reform in 1997. Such policy leads to some pros and contras among English practitioners. This paper discusses three different opinions from three different writers whose recommendations of such issues are related to each other. First, it presents briefly the writers? opinions about the policy of implementing English education in elementary schools in Korea. Second, it discusses the writers? recommendations related to the unsolved issue. Eventually, the conclusion is taken based on the discussion and presented in the form of summary.

THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION IN ISLAMIC HIGHER EDUCATION Shofiya, Arina
Jurnal Bahasa Lingua Scientia Vol 11, No 2 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.

Together with the development of technology and knowledge in English Language Teaching, teaching model develops variously. There is no single model of teaching meets all the students? needs, especially in Islamic higher education institution. Content-Based Instruction (CBI) offers a teaching model which integrates the teaching of subject matters and language skills in a class. The findings of the present research reveal the benefits of the implementation of CBI cover cognitive and affective aspect. The knowledge of the Islamic contents and foreign languages increases and the behavior gets better. However, the more substantial finding is that the implementation of CBI eases the burden of the lecturers in doing two main tasks, namely, teaching (internalizing) Islamic values and teaching language skills.

STRENGTHENING STUDENTS’ LITERACY THROUGH REFLECTIVE ESSAY WRITING: AN IMPLEMENTATION OF WRITING TO READ PROGRAM IN HIGHER EDUCATION Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 9 No 2 (2017)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2017.9.2.281-292

Literacy is a condition where a person has capability to read for knowledge, write to share knowledge, and think critically. Students’ literacy is a never-end issue in the field of English Language Teaching. Studies have been carried out to investigate literacy practices in various level of education including higher education. Among the problems of students’ literacy in higher education are the amount of their reading and writing practices and their motivation to read and write. The current paper is intended to share an experience in strengthening students’ literacy at the English Department of State Islamic Institute (Institut Agama Islam Negeri/IAIN) Tulungagung, East Java. The preliminary investigation of the present study revealed that many students have low motivation to read. In addition, their comprehension was relatively low as represented in their paper works. Under a Classroom Action Research Design, the present study was conducted to propose writing to read program to strengthen the students’ literacy. In such program, the students were required to write a reflective essay based on the selected topics that they had to read prior to classes. The findings showed that writing reflective essay helped students strengthen their literacy as well as improve their motivation to read and to write because the reading and writing activities were done in a more relax and supportive environment that was at home.

EFL Students’ Responses on The Implementation of Extensive Reading Program to Build Love of Reading in English Erna Iftanti; Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 10 No 1 (2018)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2018.10.1.143-158

People agree that reading is essential skill to get any knowledge in order to get the success of life either academically or socially. Reading needs to be embedded and nurtured because it is not a born skill. Still, the fact shows that EFL students in Indonesian context have not established good habits in reading English, as also experienced by EFL students in IAIN Tulungagung who are also categorized as reluctant readers due to their lack of vocabulary knowledge and number. Many studies on Extensive Reading (ER) indicate its positive impact on nurturing good habits of EFL reading in English. Accordingly implementing Extensive Reading Program to help them build love of reading is necessary. This article is then intended to dig up their responses on the implementation of ER program to the establishment of their love of reading. This research objective was achieved by distributing Reading Log during implementing Guided Extensive Reading Program (GERPro), distributing Questionnaire, and conducting interview to those involved in this ER program. The result of this research reveals that the EFL students joining this ER program claim that for those who do not establish good habits in reading English, ER proved to be able to embed their awareness of love of reading in English, and for those who already built reading love in their mother tongue-Indonesian language, their reading love in both Indonesian language and English gets increased. In addition, this GERPro contributes to the establishment of EFL students’ love of online reading. In short, this research result can be pedagogically implemented by EFL teachers who would like to help their students nurturing good reading habits in English. However, for those who are moody, this GERPro does not work well. Consequently, the next researcher needs to conduct a research on how to work with moody EFL students so that their reading habits can be well established.

WRITING STRATEGIES EMPLOYED BY SECOND LANGUAGE LEARNERS Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 5 No 1 (2013)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2013.5.1.93-103

In second language context, learning writing is often considered burdensome for learners due to the complexity of the process in producing a piece of writing. To succeed in L2 writing, some strategies are employed by learners which are different from learners to learners across L2 contexts or nations. This article attempts to review some theories in L2 writing and altogether, synthesizes some findings of research about strategies employed by L2 learners in writing. Theoretically, there are at least four theory of L2 writing, namely, Contrastive Rhetoric Theory, Cognitive Development Theory, Communication Theory, and Social Constructionist Theory. Meanwhile, there is storage of strategies in L2 writing different in name but similar in practice.

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