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All Journal Journal of English and Arabic Language Teaching Indonesian Journal of Integrated English Language Teaching
Riza Amelia
uin suska riau
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Indonesian EFL Students' attitude toward Oral Presentations Riza Amelia
Indonesian Journal of Integrated English Language Teaching Vol 8, No 1 (2022)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v8i1.17434

Abstract

The present study aims at investigating Indonesian EFL students’s attitude toward oral-presentations in the local context. The design of the study was qualitative descriptive research. The participants were twenty-one English major students in semester 5. The data collection technique was open-ended questionaires. Data analysis was conducted by content analysis. The findings revealed that the EFL students’ view toward oral presentations were twofold, on one side they found it challenging, however, on the other side, they also found it useful to develop their skills. The challenges were some psychological issues and insufficient presentation skills during oral presentations.  The benefits were that the EFL students thought that their L2 and academic skills were gradually improved through oral presentations. Furthermore, the findings recommend that future researchers may address how to solve the the problems and how to maximize the opportunities that were offered by oral presentations. Keywords: oral presentations, learner-centered approach, speaking skills.
REALIZING GENRE PEDAGOGY IN LITERATURE-BASED LESSON PLANS: A QUALITATIVE DOCUMENT ANALYSIS OF EFL PRE-SERVICE TEACHERS AT A PUBLIC UNIVERSITY IN INDONESIA Riza Amelia
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

This study examined how genre pedagogy was realized in literature-based lesson plans developed by EFL pre-service teachers. Employing a qualitative document analysis, the study analyzed five lesson plans collaboratively developed by Semester 6 pre-service teachers enrolled in an English Education program at a public university in Riau, Indonesia. The analysis was guided by the Teaching and Learning Cycle (TLC) proposed by Martin and Rose (2008) and Rose and Martin (2012), focusing on the pedagogical realization of Building Knowledge of the Field, Modelling of the Text, Joint Construction, and Independent Construction. The findings revealed that all lesson plans incorporated the four stages of the TLC, indicating that the participants generally understood the overall instructional sequence of genre pedagogy. The lesson plans were observed to activate prior knowledge, contextualized literary texts, and engaged students in collaborative and independent learning activities. However, the pedagogical purposes of individual stages were realized to varying degrees. For example, explicit genre instruction, teacher-guided joint text construction, and opportunities for independent genre production received comparatively limited attention. These findings suggest that the lesson plans have reflected the Teaching and Learning Cycle (TLC) but only partially realized the pedagogical principles of genre pedagogy. The study contributes to the literature by highlighting teaching and learning cycle aspects of genre pedagogy that may require greater emphasis in preparing EFL pre-service teachers to design literature-based instruction.
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