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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Magister Scientiae Celt: A Journal of Culture, English Language Teaching & Literature Journal of Educational Research and Evaluation Voices of English Language Education Society
Susana Teopilus
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Arts Humanities Education Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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Journal : Journal of Educational Research and Evaluation

 1 
English Oral and Written Receptive Skills of Vocational Lecturers Hartani, Tuti; Sulindra, Eric; Tedjo, Ester Widawati; Teopilus, Susana
Journal of Education Reseach and Evaluation Vol 6 No 4 (2022): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i4.53517

Abstract

Reading and listening as receptive skills have been investigated from multiple angles. The current research is a descriptive study aiming to find the correlation between the two receptive skills. In addition, it investigates the strengths and weaknesses in terms of four subskills (finding the main idea, answering stated-detail questions, answering implied-detail questions, and identifying the meaning of the expressions used in an oral or written discourse) performed by the respondents who were grouped as the high achievers and the low achievers. The research findings confirmed a significantly positive correlation between reading and listening skills. In the listening test, the high achievers had strengths in all of the subskills, whereas the low achievers’ performance in all the subskills was below 50%, which implied that they had weaknesses in all of the listening subskills. In the reading test, the high achievers had strengths in all subskills. The low achievers showed strong reading performance in the subskills of finding main ideas and answering stated-detail questions. At the same time, they had weaknesses in the subskills of answering implied-detail questions and identifying the meaning of the expressions used in the written discourse. This result implies that vocabulary is the most important factor to upgrade to anticipate the weakness in the subskills of answering implied-detail questions and identifying the meaning of the expressions used in the written discourse.
Tertiary Students’ Metacognitive Strategies in EFL Writing: A Longitudinal Study Wijaya, Alberik Ryan Tendy; Teopilus, Susana; Cendra, Anastasia Nelladia
Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i2.94220

Abstract

University students often encounter difficulties in academic writing in English due to the complexity of managing the writing process. Limited understanding and application of metacognitive strategies in various writing stages are among the main obstacles to producing high-quality texts. This study aims to conduct an in-depth and longitudinal analysis of the metacognitive strategies employed by students before, during, and after the academic writing process in English. A quantitative approach was adopted, using a descriptive survey method with a longitudinal design. The participants were 74 students from three different cohorts of an English Education program, observed over two to three semesters depending on their cohort. Data were collected through an adapted version of the LLMWSIME questionnaire contextualized to the study, and supplemented with secondary data such as student writing samples, classroom observations, and writing assignment scores. Descriptive statistics were used to calculate means, standard deviations, and percentages, while qualitative analysis was conducted to interpret contextual data. The results show a positive development in students’ use of metacognitive strategies across the three writing stages, with the highest achievement observed in the evaluation stage. However, improvement is still needed in the planning and execution stages. The study concludes that metacognitive strategies develop gradually and play a vital role in enhancing students’ academic writing quality. The findings imply the importance of integrating balanced metacognitive skill development into writing curricula to support students in becoming reflective and independent academic writers.
Co-Authors Alberik Ryan Tendy Wijaya Anastasia Nelladia Cendra Eric Sulindra Ester Widawati Tedjo Hartani, Tuti Hendra Tedjasuksmana Ivanna Maria Long Lestariningsih, Diana Rachel Gisela Purba Siti Tamah, Siti Tedjo, Ester Widawati Tuti Hartani