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All Journal EDUKASI JOLLT Journal of Languages and Language Teaching Cakrawala Bahasa English Department of UMMU Journal (EDU Journal) Jurnal Bilingual
Indry Widyasti Anwar
Universitas Khairun
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Academic Reading Difficulties in Higher Education Indry Widyasti Anwar; Sartika Putri Sailuddin
Journal of Languages and Language Teaching Vol 10, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4849

Abstract

Academic reading is one of the challenges commonly faced by university students especially EFL learners. This study aims to identify academic reading difficulties in higher education focusing on Indonesian university students. It used mixed-method by collecting quantitative data from close-ended questionnaires and qualitative data from one open-ended question. In this study, 60 students were asked to rate the reading aspects listed in the questionnaires based on its level of difficulty and provide commentaries as well as possible additional aspect. The statistic results showed that overall students considered academic reading easy (M=2.445, SD=0.568). Reading carefully to understand the text was found as the aspect with the least difficulty (M=2.16, SD= 0.963) and working out the meaning of difficult words was identified as the most difficult one (M=2.75, SD=1.235). These statistics are supported by the qualitative finding whereas 43% students having problems translating and understanding difficult and formal words.
Willingness to Communicate and Its Influencing Factors among Indonesian Pre-Service Teachers Indry Widyasti Anwar; Min Jung Jee; Sutisno Adam; Sartika Sailuddin
Journal of Languages and Language Teaching Vol 9, No 4 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v9i4.4201

Abstract

Willingness to communicate (WTC) can be defined as the readiness of a language learner to enter communication situation. This study aims to identify factors affecting pre-service teachers’ WTC and to explore their perspective on the importance of WTC in relation to the study program. The study implemented both quantitative and qualitative method in order to gain deeper understanding from questionnaires and interview data. Questionnaires were used to explain interrelated relationship between variables affecting WTC among pre-service teachers. Interview data were used to report their perspective on the significance of WTC in relation to their study program.  The result inferred that pre-service teachers have relatively high WTC. Motivation variable  scale  indicated direct positive relation to pre-service teachers’ WTC while anxiety showed a negative relationship.  Language learning beliefs items were reported to be moderately agreed upon among pre-service teachers influencing their WTC. Interview result inferred that pre-service teachers mostly agreed upon the significance of enhancing WTC among learners. Implications for learning as a result from this study suggested that teachers and curriculum makers to improve teaching techniques and approaches in order to enhance learners’ WTC.
Co-Authors Anwar Ismail Aprilisa R. Taher Fachria Yamin Marasabessy Min Jung Jee Misna Rusli Putri Nabila Ismail Rini Heart Sartika Putri Sailuddi Sartika Putri Sailuddin Silvani Umar Ali Susana R. Bahara Sutisno Adam