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LEARNING STRATEGIES TOWARDS READING SKILLS DEVELOPMENT Fazri Nur Yusuf; Ridha Aska Amanda
Celt: A Journal of Culture, English Language Teaching & Literature Vol 8, No 2: December 2008, Nationally Accredited
Publisher : Soegijapranata Catholic University

Identified as the core skill in academic setting. the importance of reading skill is deniable. This study investigated reading strategies employed by 8th graders of a public school in Bandung. It aimed at identifying the most frequent-used reading strategies and discovering their similarities and differences between higher and lower achievers. This study employed questionnaires and interviews to collect data. The findings of this study suggested that cognitive strategies are the most frequently-used strategies. Both higher and lower achievers were identified using nine high-frequency strategies. The differences were in identifying appropriateness and willingness to use the strategies. and students' intreat in reading materials. As a conclusion. higher and lower achievers might have different reading strategies due to time allotment. reading frequency, and strategic investment. Therefore. highlighting reading strategies is vital. and having a more comprehensive. integrated class room based reading study is strongly required.

Text-Based Approach & The Students’ Writing Skill: Case at Different Proficiency Levels Rahman, Eny Yuniati; Yusuf, Fazri Nur; Juhana, Juhana
Journal of Education Research Vol. 5 No. 1 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i1.426

Tujuan penelitian ini adalah untuk menemukan permasalahan siswa, apa yang dilakukan siswa untuk mengatasi permasalahannya, dan pengaruh TBA dalam menulis. Metodologi yang paling efektif untuk menerapkan silabus berbasis teks. Permasalahan dalam menulis adalah penggunaan huruf kapital, tanda baca, pengorganisasian, ejaan, dan tata bahasa. Metodologi dalam penelitian ini dalam bingkai penelitian deskriptif kualitatif. Peneliti mengambil tiga puluh dua siswa SMP sebagai objeknya. Untuk menganalisis data peneliti menggunakan rumus Kuartil dan tampilan data. Itu dicatat menggunakan program Excel. Hasil penelitian menunjukkan permasalahan yang paling dominan dalam menulis teks recount adalah mekanika. Sarannya bagi peneliti lain untuk menyelidiki teks lain dengan menggunakan TBA atau teks yang sama dengan menggunakan pendekatan lain.

CONVERGENCES AND DIVERGENCES BETWEEN AN EFL TEACHER’S BELIEFS AND CLASSROOM PRACTICES IN TEACHING SPEAKING Ainun, Nabila Hasri; Yusuf, Fazri Nur
TELL - US JOURNAL Vol 9, No 4 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i4.7471

Revealing teachers’ beliefs about teaching in EFL speaking contexts may help better teaching practice. This research was conducted to investigate a teacher’s belief about teaching speaking focusing on convergences and discrepancies between the beliefs and the practices in the classroom. Grounded in a qualitative case study with interviews and classroom observations, an experienced English teacher with more than 10 years of teaching speaking in English participated in the study. The results of the study indicated that the teacher paid more attention to fluency and gave practical speaking tips when the students encountered communication breakdowns. Further, the teacher generally practiced her belief in the classroom, even though she encountered some discrepancies. It was due to some students’ factors including students’ language proficiency and their affective factors. Therefore, it is essential for EFL teachers to systematically and regularly monitor the relations between their beliefs and practices through reflective practices in order to improve their everyday practice of teaching speaking in particular. It is further suggested that teachers get engaged in some reflective practices to bridge their beliefs and teaching practices and find out how the reflection can benefit their beliefs and instructional decisions.

STUDENTS' MOTIVATION TOWARDS LEARNING ENGLISH DURING COVID-19: A QUANTITATIVE STUDY Denarti, Rizki; Kurniawan, Eri; Yusuf, Fazri Nur
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.6779

This study investigates the kind of students' motivation in studying English during the Covid-19 Pandemic, whether they had intrinsic or extrinsic motivation. Random sampling was used in collecting the data. This study employed 40 master students from a population of 63 from the second semester of the English Education Study Program of one of the universities in Bandung. The data was collected using a questionnaire and analyzed using Likert-Scale and descriptive statistic SPSS. The results showed that the students have intrinsic and extrinsic motivation in learning English during the Covid-19 Pandemic, with a total mean score of intrinsic motivation 3. 07 > 2.78 for extrinsic motivation. It showed that intrinsic motivation plays a big role in succeeding the students' learning process amid the Covid-19 situation.

A NEEDS ANALYSIS OF TECHNOLOGY-INTEGRATED BASIC ENGLISH GRAMMAR COURSE IN THE INDONESIAN CONTEXT Suharti, Dwi Sloria; Musthafa, Bachrudin; Yusuf, Fazri Nur
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.50391

Needs analysis is essential for developing a curriculum and teaching materials. Integration of technology in courses provides a supportive environment for learners across a wide range of courses. However, the needs analysis on the technology-integrated Basic English Grammar course learning is insufficient. This report aims to determine students' needs for studying Basic English Grammar courses through technology integration. For this purpose, the researchers used a descriptive qualitative design by distributing questionnaires. Twenty-four students completed the questionnaire, and the researchers recruited several students for interviews. The results of this study reveal students' expectations for technology-integrated assignments, such as submitting writing caption chores to Instagram, with a 48 per cent success rate. The technology-integrated Basic English Grammar course learning presences depict the most commonly used technologies such as YouTube, Instagram, the Quiz app, Google Classroom, Webbing, and e-Books. The researchers identified the lack of internet connection and an overabundance of information that perplexes students—this suggests the necessity to provide training to cope with the technological challenges of learning Basic English Grammar. The study proposes a teaching-learning situation in the Basic English Grammar course with technology integration as learning activities materials in the syllabus so that the teachers as the curriculum makers can develop the curriculum according to the needs of students. This report highlights that lecturers and universities perform periodic assessments of their students' needs as a basis for developing a curriculum with these reflective needs. In addition, the pedagogical implications for technology-integrated tools in the Basic English Grammar course are discussed.

TEACHER TALK IN A BRITISH SITCOM: INSIGHTS FROM EMBODIED ACTIONS TO CLASSROOM INTERACTION COMPETENCE Sugianto, Ahmad; Yusuf, Fazri Nur
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5788

Teacher talk is one of the essential elements through which learning opportunities for pupils are facilitated. Nevertheless, to the best of the researchers’ knowledge, investigations regarding the ways a native teacher illustrated in a British Sitcom utilizes embodied actions that influence opportunities for learning characterized as classroom interaction competence are found to be limited. Thus, the present study aimed at unfolding the native teacher talk concerning the ways the teacher uses embodied actions along with verbal language to provide learning opportunities illustrated in a British Sitcom. By utilizing a conversation analysis approach, the artifact, namely a British Sitcom entitled Mind Your Language, was scrutinized. The findings revealed several embodied actions involving gesture, facial expression, and gaze accompanying the teacher's talk significantly facilitate and mediate the students’ learning. Also, the skills and systems constitute the most frequently occurring mode whereas the least frequently occurring mode was the classroom context mode. Lastly, the study arrived at conclusions that the use of embodied actions is necessarily required for its significant functions and use for teacher talk that lead to classroom interaction competence.

OPTIMIZING SCAFFOLDING TO IMPROVE STUDENTS' WRITING ANALYTICAL EXPOSITION IN AN EFL CLASSROOM CONTEXT [MENGOPTIMALKAN SCAFFOLDING UNTUK MENINGKATKAN KEMAMPUAN MENULIS EKSPOSISI ANALITIS SISWA DALAM KONTEKS KELAS EFL] Nurlatifah, Lala; Yusuf, Fazri Nur
Polyglot Vol 20, No 2 (2024): JULY 2024
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.8139

Abstract The preliminary study of the present research showed that students faced problems in writing English analytical exposition text. Framed in classroom action research, this study aims to investigate how using scaffolding as a strategy in teaching writing can improve students' writing in analytical exposition text. This qualitative study employed document analysis and interviews to answer the research questions. The participants of this study were 26 EFL students in a senior high school in Bandung, and six students participated in interview sessions. The result indicated that the scaffolding process implemented in two action research cycles improved students' skills in writing analytical exposition text in all aspects of writing: content, organization, grammar, vocabulary, and mechanics. Besides, students also showed a positive perception toward implementing scaffolding through various activities in the classroom. This study recommends that scaffolding writing be applied using multiple online tools in more diverse educational settings since the rapid progress of information technology enables learners to acquire knowledge and improve skills online. Bahasa Indonesia Abstrak Studi pendahuluan dari penelitian ini menunjukkan bahwa siswa menghadapi masalah dalam menulis teks eksposisi analitis menggunakan bahasa Inggris. Dibingkai dalam penelitian tindakan kelas, penelitian ini bertujuan untuk menyelidiki bagaimana penggunaan scaffolding sebagai strategi dalam pengajaran menulis dapat meningkatkan kemampuan menulis siswa dalam teks eksposisi analitis. Penelitian kualitatif ini menggunakan analisis dokumen dan wawancara untuk menjawab pertanyaan penelitian. Partisipan dari penelitian ini adalah 26 siswa EFL di sebuah sekolah menengah atas di Bandung, dan enam siswa berpartisipasi dalam sesi wawancara. Hasil penelitian menunjukkan bahwa proses scaffolding yang diterapkan dalam dua siklus penelitian tindakan meningkatkan kemampuan siswa dalam menulis teks eksposisi analitis di semua aspek penulisan: konten, organisasi, tata bahasa, kosakata, dan mekanik. Selain itu, siswa juga menunjukkan persepsi yang positif terhadap penerapan scaffolding melalui berbagai kegiatan di kelas. Penelitian ini merekomendasikan agar penulisan scaffolding dapat diterapkan dengan menggunakan berbagai alat online dalam lingkungan pendidikan yang beragam karena kemajuan teknologi informasi yang pesat memungkinkan siswa untuk memperoleh pengetahuan dan meningkatkan keterampilan online.

Students' Voices on E-Portfolio-Based English Listening Assessment Using Google Sites Hanifa, Eisha Sabila Dieni; Yusuf, Fazri Nur; Gunawan, Muhammad Handi
JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 1 (2024)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v8i1.12639

As assessment becomes more important in education, teachers must be advanced in both assessment and teaching course materials. The most recent way of assessing the performance of students in listening classrooms is value-added assessment using Google Sites as e-portfolios, one of among the strongest instruments used to assess the efficacy of teachers as well as recognise growth in students. Nonetheless, the use of e-portfolios in EFL students' listening classrooms and how it influences their learning enjoyment remains undetermined due to neither researchers nor students have addressed these issues in depth, and studies on using Google Sites as an e-portfolio-based assessment for teaching listening comprehensions have also been underutilised. Thus, this research aims to gain insight towards EFL students' views on using Google Sites as an e-portfolio-based value-added assessment tool in listening classrooms. It made use of a qualitative case study and included second-year university students. Students' course reflections and semi-structured interviews were both utilised to collect data, which was thereafter analysed qualitatively using coding and thematic analysis. The results of the study revealed that creating e-portfolios with Google Sites proves helpful in assessing students' learning achievement, tracking and measuring students' progress, and diagnosing deficiencies that need to be addressed. This study renders a recommendation for the use of other well-developed assessment tools in future studies.

Genre-Based Approach in Writing Explanation Text: A Systematic Literature Review Hitimala, Hardianto; Damayanti, Ika Lestari; Yusuf, Fazri Nur
EduLite: Journal of English Education, Literature and Culture Vol 9, No 1 (2024): February 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.9.1.32-49

This paper presents an analysis of a systematic review based on published studies on the genre-based approach (GBA) in writing explanation texts. The studies reviewed were from 2019-2023 with a total of ten studies. The objective of this review is to show how GBA enhances students’ writing skills in explanation texts, as well as the research trends related to GBA in the context of explanation texts. This review used thematic analysis to categorize the main themes that emerge in the selected studies. The findings show that the genre-based approach to writing explanation texts is very effective and enables students to understand and produce coherent, cohesive, and well-organized written works, as well as to improve their awareness and creativity skills, as they learn to examine, evaluate, and produce explanation texts, especially with the support of media or other techniques such as images, and jigsaw. These findings confirm that the genre-based approach improves students’ skills in writing explanation texts. Regarding the publication trends by year, there has been a limited number of research on GBA in the genre of explanation texts in the last 5 years, with the peak of publication in 2023 and 2020 (3 articles each), and the lowest in 2019 and 2022 (1 article each). In addition, most of the publications on this topic in the last 5 years came from Asian countries, with Indonesia leading the list, followed by Thailand.

OPTIMIZING SCAFFOLDING TO IMPROVE STUDENTS' WRITING ANALYTICAL EXPOSITION IN AN EFL CLASSROOM CONTEXT [MENGOPTIMALKAN SCAFFOLDING UNTUK MENINGKATKAN KEMAMPUAN MENULIS EKSPOSISI ANALITIS SISWA DALAM KONTEKS KELAS EFL] Nurlatifah, Lala; Yusuf, Fazri Nur
Polyglot Vol 20 No 2 (2024): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.8139

Abstract The preliminary study of the present research showed that students faced problems in writing English analytical exposition text. Framed in classroom action research, this study aims to investigate how using scaffolding as a strategy in teaching writing can improve students' writing in analytical exposition text. This qualitative study employed document analysis and interviews to answer the research questions. The participants of this study were 26 EFL students in a senior high school in Bandung, and six students participated in interview sessions. The result indicated that the scaffolding process implemented in two action research cycles improved students' skills in writing analytical exposition text in all aspects of writing: content, organization, grammar, vocabulary, and mechanics. Besides, students also showed a positive perception toward implementing scaffolding through various activities in the classroom. This study recommends that scaffolding writing be applied using multiple online tools in more diverse educational settings since the rapid progress of information technology enables learners to acquire knowledge and improve skills online. Bahasa Indonesia Abstrak Studi pendahuluan dari penelitian ini menunjukkan bahwa siswa menghadapi masalah dalam menulis teks eksposisi analitis menggunakan bahasa Inggris. Dibingkai dalam penelitian tindakan kelas, penelitian ini bertujuan untuk menyelidiki bagaimana penggunaan scaffolding sebagai strategi dalam pengajaran menulis dapat meningkatkan kemampuan menulis siswa dalam teks eksposisi analitis. Penelitian kualitatif ini menggunakan analisis dokumen dan wawancara untuk menjawab pertanyaan penelitian. Partisipan dari penelitian ini adalah 26 siswa EFL di sebuah sekolah menengah atas di Bandung, dan enam siswa berpartisipasi dalam sesi wawancara. Hasil penelitian menunjukkan bahwa proses scaffolding yang diterapkan dalam dua siklus penelitian tindakan meningkatkan kemampuan siswa dalam menulis teks eksposisi analitis di semua aspek penulisan: konten, organisasi, tata bahasa, kosakata, dan mekanik. Selain itu, siswa juga menunjukkan persepsi yang positif terhadap penerapan scaffolding melalui berbagai kegiatan di kelas. Penelitian ini merekomendasikan agar penulisan scaffolding dapat diterapkan dengan menggunakan berbagai alat online dalam lingkungan pendidikan yang beragam karena kemajuan teknologi informasi yang pesat memungkinkan siswa untuk memperoleh pengetahuan dan meningkatkan keterampilan online.

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