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All Journal Al Ishlah Jurnal Pendidikan Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra
Sitti Syakira
Universitas Siliwangi
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Utilizing Haiku as a Learning Reflection: Students’ Perception Fera Sulastri; Melisa Sri; Sitti Syakira
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (437.343 KB) | DOI: 10.35445/alishlah.v14i3.1545

Abstract

Haiku, the 5-7-5 syllables of Japanese poetry, has been known widely as a tool to express voice and reflect on what happens to personal life experiences. Therefore, this study aimed to uses Haiku as a learning reflection on the Children’s Literature Class. Two questions were addressed to examine (1) Students’ perception of writing Haiku as a learning reflection and (2) challenges in writing Haiku as a learning reflection. Descriptive case A descriptive case study was used as the research methodology, while 49 students taking children's literature class participated. In data collection, this study used open-ended questionnaires given to all participants, while semi-structured interviews were delivered to 11 representative students. Students’ Haiku also were used as additional data. In addition, the data were analyzed thematically, using the framework of Braun and Clark (2006) and students’ Haiku were analyzed through document analysis. The findings show that students find that writing haiku as a learning reflection is fun and interesting. It also promotes their creativity in writing. However, since Haiku is fixed verse poetry, it does not cover students’ ideas of expressing their experience of learning freely and effectively. Eventually, Haiku still supports creativity, not effectiveness.
Learners' Perceptions on the Use of Oral Corrective Feedback in One-to-One EFL Classroom Sitti Syakira; Sahril Nur
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 2 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i2.26177

Abstract

Abstract. Learners’ perception plays an important role in evaluating the teaching and learning process and has an impact to the teacher’s performance during the teaching and learning process. Applying descriptive qualitative method with case study design, this study highlighted the learners’ perceptions and their preference of oral corrective feedback utilized by the teachers during the teaching and learning process. By using purposive sampling, this research involved one teacher and two learners as research participants at an English course called Amsterdam Institute located in Makassar. The data, collected through semi-structured interview and observation, resulted that the learners found themselves facilitated in responding the teacher’s utterances since the teacher’s oral corrective feedback were helpful to lead the learners’ accuracy or just to help them acknowledge their errors in terms of grammar, lexis, the use of L1, and particularly in phonology (pronunciation). Furthermore, inconsistencies between the students’ preference and the teacher’s feedback use in terms of the time to provide oral corrective feedback are identified.  Students preferred being given time to work out their error, while teacher mostly gave feedback directly. Thus, it can be concluded that giving more time for students to provide self-repair can be a way for students to make sense of error they committed. The results further highlight a significant impact for teachers’ beliefs on their corrective feedback practices, especially for those teaching using a tailor-made system. Finally, the implication of this study is discussed.Keywords: Learners’ Perceptions, Oral Corrective Feedbacks, One-To-One EFL Classroom.
A Narrative Inquiry of Indonesian Higher Education Students’ Vocabulary Learning Strategies Amid Extensive Reading Activities Asri Siti Fatimah; Nur Hidayanto Pancoro Setyo Putro; Jamilah Jamilah; Sitti Syakira; Melisa Sri
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7966

Abstract

Vocabulary knowledge plays a crucial role in reading comprehension, particularly in extensive reading contexts. However, limited research has explored how Indonesian EFL higher education students employ vocabulary learning strategies (VLSs) during extensive reading activities. This study employed a qualitative narrative inquiry approach to investigate the vocabulary learning strategies used by three first-year undergraduate students from a university in Tasikmalaya, Indonesia. Data were collected through narrative frames and semi-structured interviews, and analyzed thematically based on Schmitt’s taxonomy of VLSs. The findings revealed that participants employed a range of strategies, primarily contextual guessing and memory association (cognitive strategies), along with social and metacognitive approaches. One student relied heavily on social interaction, particularly with family, to understand new words. Another participant integrated vocabulary learning with personal interests, such as singing, to enhance retention (metacognitive strategy). All participants reported limited reliance on dictionaries, preferring to infer meaning from context or relate new words to prior knowledge. These findings suggest that vocabulary learning in extensive reading is influenced by learners’ autonomy, motivation, and personal engagement. The pleasurable nature of extensive reading encouraged strategy use that was both adaptive and individualized. Narrative inquiry provided rich insights into learners' thought processes and behaviors during vocabulary acquisition. The study offers practical implications for integrating reflective, learner-centered activities into EFL reading instruction.
Co-Authors Fatimah, Asri Siti Fera Sulastri Jamilah Jamilah Melisa Sri Nur Hidayanto Pancoro Setyo Putro Sahril Nur