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An Investigation on The Use of Social Strategies in Online EFL Learning Ismiatun, Febti; Suhartoyo, Eko
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 7 No 01 (2022): Education Human and Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v7i01.2314

Abstract: This study aims to investigate the use of social strategies in English as A Foreign Language (EFL) learning. This was inspired by the learning condition that has been changing from face-to-face atmosphere to the online-based due to the Covid-19 pandemic. This changing situation requires teachers and students to be more aware of applying suitable strategies in online learning mode, especially social strategies. Using the descriptive qualitative approach, this study was conducted on the fourth semester EFL students in a private university. To elicit the required data, set of online questionnaires was disseminated to 50 participants to obtain information on social strategies use in online EFL learning. The result of the descriptive analysis showed that average students exhibited a high frequency of using social strategies in their learning processes. In asynchronous learning, students preferred doing ‘collaboration and discussion’ to assess their completed task. The strategies of ‘using tools to improve interaction and communication as well as asking for clarification’ were more influential in synchronous learning in which technology effected the use of social strategies in the online class participation. Therefore, it becomes crystal clear that social strategies are deemed effective to aid online EFL learning. Further suggestions regarding the use of social strategies are also accessible at the end of this article.

Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study Kurniasih; Suhartoyo, Eko; Fransiskus, Ferdinan
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.1464

At higher education, students at the end of the study are required to write a final project. Writing English papers is challenging and might create writing anxiety. Therefore, it is necessary to look at what strategies are used by the teachers and their effect on anxiety levels and performance. Furthermore, it is also crucial to accommodate students’ perceptions of the strategies so that students’ voices provide valid information on how the classroom should be. This research uses a mixed-method methodology to analyze lecturers' anxiety-reduction strategies and students' perceptions of them. Three instruments were used to collect data, namely a Second Language Writing Anxiety Inventory (SLWAI), open-ended questions about the perception, and students’ writing scores. A paired sample t-test was used to compare students' writing anxiety and performance before and after treatment. Content analysis was used to assess student opinions of the strategies. The statistics showed that students' writing anxiety fell from high (71.35) to moderate (66.47). Meanwhile, students' writing grade rises from 72.00 to 79.03. SPSS analysis showed that anxiety-reducing strategies significantly affect writing anxiety and student performance (p = 0.000). Consequently, this study's findings should be beneficial in writing classes.

THE COMMON MISTAKES OF UNDERGRADUATE EFL STUDENTS IN WRITING ARGUMENTATIVE ESSAYS Suhartoyo, Eko; Ni’mah, Dzurriyyatun; Ismiatun, Febti
Proceedings of English Linguistics and Literature Vol. 2 (2020): Seminar on Post-Truth in Cultural Construction through Literature, Linguistics, and C
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

The argumentative essay seems to be challenging for university students (Ka-kan-dee & Kaur, 2015), including in Indonesia. Despite its prominence, this writing genre needs complex thoughts in the process of text making. As an impact, these troubles create hinders so that students show the poor quality in developing the essay. This issue motivated a study that aimed at highlighting the students’ mistakes in writing an argumentative essay through a mixed-method approach. The participants were chosen disorderly from university students majoring in English education and engaged in filling out the questionnaires and interviews sequentially. The explanation data analysis was then applied by means of construing the common problems coped with the participants quantitatively as well as qualitative analysis. The results of the analysis remarked that participants encountered numerous complexities in building the argumentative essay, especially low achievers. They revealed that the features of introduction, conclusion, and grammar were so stressful and high demanding to write so they required effective strategies as well as writing digital tools to resolve the challenges. Foreclosing, the last part of this study provides meaningful insight regarding the curricula of teaching argumentative essays, such as materials and instructions.

Bridging cultures and classrooms: A narrative inquiry into pre-service teachers' international teaching practicum experience Yuyun, Yuyun; Suhartoyo, Eko; Ubaidillah, M. Faruq; Arepin, Mazlen
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i1.89844

While prior research has widely examined domestic teaching practicum, limited attention has been given to the specific challenges EFL pre-service teachers face in international settings and how these experiences inform their development as educators. Adopting a narrative research design, this study delves into the lived experiences of Indonesian EFL pre-service teachers, uncovering nuanced insights through their stories. The findings reveal four primary challenges: distinguishing academic orders, navigating instructional culture shock, adapting to language barriers, and managing insufficient learning facilities. Despite these hurdles, the PSTs employed innovative coping strategies, transforming obstacles into meaningful learning opportunities. The narrative accounts also highlight five significant benefits gained from the practicum: increased teaching confidence, enhanced skills in lesson planning and activity supervision, alignment of teaching methods with diverse learning styles, improved proficiency in constructing learning assessments, and expanded professional networks. This study encourages teacher education programs to include global teaching competencies and an international teaching curriculum into the teaching and learning enactment.How to cite this paper: Yuyun, Y., Suhartoyo, E., Ubaidillah, M. F., Arepin, M. (2025). Bridging cultures and classrooms: A narrative inquiry into pre-service teachers' international practicum experience. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 123"“145. http://dx.doi.org/10.26418/jeltim.v7i1.89844

Pembelajaran Kontekstual Dalam Mewujudkan Merdeka Belajar Suhartoyo, Eko; Wailissa, Sitti Ainun; Jalarwati, Saika; Samsia, Samsia; Wati, Surya; Qomariah, Nur; Dayanti, Elly; Maulani, Imas; Mukhlish, Imam; Rizki Azhari, Muhammad Holqi; Muhammad Isa, Hidayatulloh; Maulana Amin, Ilham
Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Vol. 1 No. 3 (2020)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jp2m.v1i3.6588

Gagasan merdeka belajar yang disampaikan oleh Mendikbud bahwa salah satunya adalah pembelajaran itu harus menyenangkan, tidak membuat peserta didik merasa tertekan, peserta didik bebas memilih arah kreatifitas mereka sendiri. Adapun peran seorang guru tidak lagi menjadi satu satunya sumber belajar, sebaliknya seorang guru yang dapat membantu peserta didik menemukan bakat mereka sendiri. Desa Sukorejo masih banyak memiliki lingkungan yang pure belum banyak diubah oleh teknologi, kemerdekaan belajar dapat diwujudkan melalui pembeljaran kontekstual learning dengan cara guru menggunakan pendekatan humanis. Peserta didik di berikan materi yang hubungannya dekat dengan lingkungan mereka. Kemerdekaan belajar memang seharusnya diterapka dilingkungan belajar peserta didik, karena hal ini sangat menentukan output sekolah, terlebih jika peserta didik dipandang sebagai insan kamil, bukan sebauh robot yang harus memenuhi perintah tuannya sama persis 100%.

"I can rise up from my adversity”: Situational language learning strategies Ismiatun, Febti; Widowati, Diah Retno; Suhartoyo, Eko
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.512

Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper. HIGHLIGHTS: The use of strategies is varied in changing learning situation. The appropriate strategies assist students in fulfilling the English learning needs. The application of strategy training in EFL classroom is noteworthy because it is teachable.

Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study Kurniasih; Suhartoyo, Eko; Fransiskus, Ferdinan
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.1464

At higher education, students at the end of the study are required to write a final project. Writing English papers is challenging and might create writing anxiety. Therefore, it is necessary to look at what strategies are used by the teachers and their effect on anxiety levels and performance. Furthermore, it is also crucial to accommodate students’ perceptions of the strategies so that students’ voices provide valid information on how the classroom should be. This research uses a mixed-method methodology to analyze lecturers' anxiety-reduction strategies and students' perceptions of them. Three instruments were used to collect data, namely a Second Language Writing Anxiety Inventory (SLWAI), open-ended questions about the perception, and students’ writing scores. A paired sample t-test was used to compare students' writing anxiety and performance before and after treatment. Content analysis was used to assess student opinions of the strategies. The statistics showed that students' writing anxiety fell from high (71.35) to moderate (66.47). Meanwhile, students' writing grade rises from 72.00 to 79.03. SPSS analysis showed that anxiety-reducing strategies significantly affect writing anxiety and student performance (p = 0.000). Consequently, this study's findings should be beneficial in writing classes.

A decade of Indonesian EFL students Aimah, Firda Rohmatul; Suhartoyo, Eko
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7247

The discussion regarding the utilization of peer feedback necessitates careful consideration, particularly within the university context. However, the impact of using peer feedback remains indeterminate. This study investigated Indonesian EFL students' perceptions of implementing peer feedback during synchronous and asynchronous periods. A systematic literature review (SLR) method was applied in this study. The data were gathered using the Lens database, evaluated using PRISMA, and coded based on the research questions. The data were separated into two parts over ten years: synchronous (2012-2018) and asynchronous (2019-2022). The findings indicated positive and negative comments. In terms of positive comments, students claimed they got a better understanding; however, in terms of negative comments, students mentioned that the feedback was questionable. The students implemented peer feedback via online and offline media. For online media, students use social media, such as Instagram, Facebook, and websites. In terms of offline media, students used papers. The students also implemented some types of peer feedback, such as support comments, knowledge sharing, negotiation, appreciation, and criticism. The current research limitations and suggestions underscore the need for broader investigations across diverse educational levels and geographical contexts, emphasizing the imperative to enhance the study's generalizability and validity.

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