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All Journal Nusantara Hasana Journal English Language Study and Teaching Journal (ELASTE)
Zuhri Efendi
STKIP Muhammadiyah Aceh Barat Daya
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Nursing Social Sciences

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Teacher Corrective Feedback VS Cambridge English Write and Improve (CEWI) in Improving EFL Students’ Writing Performance Puan Tursina; Henny Susanty; Zuhri Efendi
English LAnguage Study and TEaching Vol 2, No 1 (2021): ELASTE
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (409.587 KB) | DOI: 10.32672/elaste.v2i1.3337

Abstract

This study aimed to explore the students’ preference toward teacher’s feedback with different proficiency levels, to describe the most students’ preference in receiving feedback between teacher written feedback and CEWI at different proficiency levels and to figure out the strengths and weaknesses between teacher corrective feedback and CEWI. A qualitative design was chosen to conduct the study. 16 students from department of English education at STKIP Muhammadiyah Aceh Barat Daya in Aceh, Indonesia, were involved in this study. The participants were assigned into two different groups; high proficient students and risk proficient students after receiving the treatments. Students’ essays and semi-structured interviewed were used to collect the data. Data from the interview were coded and classified in a word processor by using NVivo 12 to get the conclusion. The findings showed that (1) all of them had a positive attitude toward the feedbacks because it helped them to improve their writing performance, (2) No matter high proficient students or risk proficient students assumed that most of them preferred teacher corrective feedback to Cambridge English Write and Improve (CEWI). Also, more than 10 students preferred to receive indirect feedback to direct feedback. In addition, teacher corrective feedback could check both global and local errors made by students meanwhile CEWI only focused on the local errors and (3) The strength of teacher corrective feedback was able to ask for the clarification directly and it provided the suggestions for both errors. While, CEWI provided the valuable feedback instantly in their writing. On the other hand, the weakness of teacher corrective feedback was spending a lot of time, while CEWI was only focused on local error and was not able to discuss. In conclusion, a teacher must be able in choosing and providing the appropriate feedback to students. A lot of things must be taken as his or her consideration so the feedback might assist and functional to students’ writing skill. In addition, both of feedback could give students benefit but a teacher’s role is the most important aspect needed by students to help them improving their writing.
ADULT EFL STUDENT ATTITUDES TOWARD PERFORMANCE-BASED ASSESSMENT Munawarah; Sukri Adani; Zuhri Efendi
Nusantara Hasana Journal Vol. 3 No. 2 (2023): Nusantara Hasana Journal, July 2023
Publisher : Yayasan Nusantara Hasana Berdikari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59003/nhj.v3i2.913

Abstract

Performance-based assessments such as portfolios, presentations, and participation are now widely used in many English language education programs in public and private universities. There is significant research in the literature on teachers' attitudes toward these types of assessment approaches, but few have explored students' views on these types of assessment techniques. The aim of this study was to find out the attitudes of adult students towards performance based assessments and traditional tests and to see the relationship between length of study and performance based assessments and tests. This research applied a questionnaire to explore the opinions of adult English students (N=110) regarding performance-based assessments (portfolios, presentations and participation) and traditional types of test assessments. The quantitative findings indicate that the four forms of assessment were positively perceived by the participants in this study. The analysis of the background variables revealed that the length of the study had an interactive effect on students' opinions regarding this assessment method. Other background characteristics did not influence the students’ attitudes.
THE CORRELATION BETWEEN STUDENT MOTIVATION AND STUDENT SPEAKING SKILLS AT SMPN 1 JEUMPA ACEH BARAT DAYA Elfiza Ola; Zuhri Efendi
Nusantara Hasana Journal Vol. 3 No. 7 (2023): Nusantara Hasana Journal, December 2023
Publisher : Yayasan Nusantara Hasana Berdikari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59003/nhj.v3i7.1031

Abstract

Students' speaking skills are skills that are difficult and a challenge in themselves for students in Indonesia as foreign language users. This research aims to find out whether there is a significant relationship between student motivation and student speaking skills. This research a quantitative approach and correlation research methods which are used through statistical tests. The population in this study was 60 students’ consisting of 25 male students and 35 female students and the sample taken was 30 students consisting of 15 male students and 15 female students. In collecting research data, a questionnaire was used to collect data about motivation. students and oral tests to collect data on speaking skills. After analysis by researchers, it was found (0.427 > 0.361), which means there is a relationship between these two variables.
Co-Authors Elfiza Ola Henny Susanty Munawarah Sukri Adani Tursina, Puan