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All Journal E-Journal of Linguistics JOURNEY : Journal of English Language and Pedagogy JEELS (Journal of English Education and Linguistics Studies)
Sahiruddin Sahiruddin
Universitas Brawijaya, Indonesia
Education Languange, Linguistic, Communication & Media

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The Relationship between Language Learning Strategies used by Vocational Students and Level of Proficiency Hilda Yustitiasari; Esti Junining; Sahiruddin Sahiruddin
e-Journal of Linguistics Vol 14 No 1 (2020): e-jl January
Publisher : Doctoral Studies Program of Linguistics of Udayana University Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.852 KB) | DOI: 10.24843/e-jl.2020.v14.i01.p13

Abstract

The vocational college students instructed by the teacher to used self-directed learning in learning English outside classroom or during the internship. Due to the requirement of graduation which they should pass the TOEFL test after the internship. The self-directed learning is exercised by managing students’ Language Learning Strategies (LLS) which known could improve language proficiency. Hereby, this study identifies: (1) the language learning strategy used by vocational college learners based on high and low proficient, (2) the relationship between language learning strategy and English proficiency of high proficient, (3) the relationship between language learning strategy and English proficiency of high proficient. The participant of this study is 52 students of Politeknik Kota Malang which willing to complete the Strategy Inventory of Language Learning (SILL) and done the TOEFL test. This study employed correlational research design to identify the relationship between variables which is multiple regression analysis employed in this study. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. The result showed that Although, language learning strategy cannot simultaneously predict the English proficiency of high proficient and low proficient, compensation strategy reported as high frequently used by high proficient learners. While metacognitive strategies reported used by low proficient learners.
Textual Syntactic Complexity and Its Role In Second Language Reading Outcomes In Indonesia Sahiruddin
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (445.506 KB) | DOI: 10.30762/jeels.v6i2.1268

Abstract

This paper examines the role of syntactic complexity in L2 reading outcomes across different EFL proficiency levels in an Indonesian university. Indonesian university students (N = 148) at Intermediate and Advanced levels of proficiency read four English passages differing in syntactic complexity. The latter was measured by several widely used text modelling tools. Participants read two low and two high complexity texts and completed a post-test comprehension test. Syntactic complexity had a statistically significant but low magnitude effect size, accounting for 2%-5% of the variance of reading performance between the L2 English proficiency levels. There were also noticeable differences in text analysis measures across the different complexity tools. The usefulness of syntactic complexity as an isolated dimension of text complexity is evaluated. The contribution of this study to the field both in theory and practice is presented.
The Perspectives of EFL Students on the Technological Pedagogical Content Knowledge (TPACK) of Their Teachers Putri Ika Ayundha Ningtyas; Sahiruddin Sahiruddin; Putu Dian Danayanti Degeng
Journey: Journal of English Language and Pedagogy Vol 6 No 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : IKIP Budi Utomo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.2498

Abstract

The objective of this current research was examining EFL students' point of views on their teachers' TPACK (technological pedagogical content knowledge). A growing body of research had been conducted to investigate instructors' TPACK. However, few research have addressed the evaluation of TPACK from the perspective of EFL students. The students’ view offers a relatively objective perspective of instructors' TPACK to provide valuable feedback for further evaluation on their classroom practice. A survey method was employed by administered a TPACK student-based questionnaire adapted from Tseng (2014). The respondents were English education department students who had experience studying with technology, especially e-learning in the midst of pandemic. The findings showed that EFL students typically thought their teachers were knowledgeable about certain aspects of TPACK. Nevertheless, it was discovered that CK instructors were regarded as the greatest aspect of TPACK, whereas TK domain was thought to be the least important aspect. The results suggested that EFL teachers may need further TPACK training to attain the competency needed to properly incorporate technology more successfully in English lessons.
Co-Authors Degeng, Putu Dian Danayanti Esti Junining Hilda Yustitiasari Putri Ika Ayundha Ningtyas