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All Journal PREMISE: Journal of English Education and Applied Linguistics Englisia Journal Ta´dib Jurnal Didascein Bahasa English Community Journal IRJE (Indonesian Research Journal in Education) Voices of English Language Education Society Journal of English Education and Teaching (JEET) Dialectical Literature and Education Journal Ethical Lingua: Journal of Language Teaching and Literature ENGLISH FRANCA : Academic Journal of English Language and Education Beyond Linguistika: Journal of Linguistics and Language Education Innovative: Journal Of Social Science Research Jurnal Pendidikan Progresif
Farnia Sari, Farnia
Universitas Tridinanti Palembang
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Examining the Roles of Cognitive and Metacognitive Activities in Translation Performance: Think Aloud Protocol (TAP) Analysis Saputri, Kurnia; Sari, Farnia; Amaliah, Amaliah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.10961

Abstract

The purpose of this study is to investigate the cognitive and metacognitive strategies implemented by an English teacher at a Senior High School in Jakarta to understand the cognitive and metacognitive processes used in translating English text into Indonesian text, and vice versa, within a time frame of about 25-30 minutes. This qualitative study aims to explore how cognitive and metacognitive activities may impact students' translation process and help them develop sub-competencies by guiding them through the translation process and identifying strategies used to complete the task. The translation tasks involve translating English text into Indonesian text and vice versa. The tasks provide source text (ST) and Google translation (GT) output as references to assist in translating the texts that are put in post-editing. Each ST consists of 10 sentences that are translated using cognitive and metacognitive activities. The analysis used was the Think Aloud Protocol (TAP) based on Waden’s theory (1991). TAP was used to analyses the taxonomy of cognitive and metacognitive strategies. As the results of the study revealed, the frequency of cognitive strategies used in the Source Text (ST) is higher, indicating a higher complexity that requires additional cognitive effort. On the other hand, the use of cognitive activities decreased, affecting cognitive knowledge and reading strategies that influence cognitive activities. Additionally, metacognitive strategies were found to be more frequently associated with translational problems.
Raising an Awareness of World Englishes in ELT Classroom through Listening Journal Budiyanto, Darmawan; Tridinanti, Gaya; Sari, Farnia
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.303-321

Abstract

The use of listening journals is a useful pedagogy tool that will be applied in the classroom activities. Listening journal is a tool to promote the varieties of English of speakers from any cultural background. The aims of the study (1) to extend awareness of English varieties in the ELT class, (2) To extend listening journals reflected awareness of existing English varieties in ELT, (3) to describe students’ attitudes towards English varieties. The methodology is a qualitative research method. The sample of the study is the students of the English Education Study Program located in Palembang South Sumatera, Indonesia. The total sample are students of the English Education Study Program located in Palembang South Sumatera, Indonesia. The researchers use intake sampling techniques to select the sample. All the participants will be used as a sample. The interview and reflection will be measured to answer the problems of the study. Thematic analysis will be used to analyze the data.
Analyzing non-English major students’ needs, attitudes, and English language learning strategies Sari, Farnia; Atmanegara, Yunani; Manurung, Jenny Elvinna; Ali, Helena Verusha; Amaliah, Amaliah
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19423

Abstract

Students learn English with different educational backgrounds at university level. Through this course, students can get the opportunity to develop their English competence for their learning success and future professional needs. To maximise the attainments of the goals, ESP teachers need to design ESP courses relevant to the students’ needs and conditions. This study surveyed 180 non-English major students to investigate their needs in learning English, learning attitude, and language learning strategies. The results reveal students still lacking in all English skills and language use. Therefore, ESP teachers should provide learning materials and inputs that can develop students’ English competence. ESP teachers need to struggle to make non-English major students hold a positive attitude toward English language learning. This finding showed that even though the students had confidence and motivation in learning English, they felt anxious and insecure during the teaching and learning process. Since this study involved non-English major students from different educational backgrounds, it was found that students’ language learning strategies were various. The results did not show certain strategies used by the students in learning English in higher education. ESP teachers should provide a variety of teaching techniques that can help students maximise their English language learning.
Exploring Effective Written Feedback Strategies in Business Writing Education: Teachers’ Approaches and Students’ Views Listiana, Tri Ananti; Ali, Helena Verusha; Sari, Farnia; Wahyudi, Agus
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.23923

Abstract

The importance of business correspondence mastery for students in business schools is critical, as it differs significantly from academic writing in humanities programs. Its primary aim is to prepare students for professional success and service excellence in their future careers. This study explores the subtleties of written corrective feedback in business writing courses. It examines the types and techniques used by lecturers and analyzes students' perceptions of this feedback. Employing a mixed-methods research design, the study combines observational and qualitative data through document analysis, questionnaires, and semi-structured interviews. It involves lecturers and 65 students from a business writing course, with a specific focus on analyzing 64 student assignments for lecturers' feedback practices. The results indicate a preference for indirect feedback, primarily addressing grammatical errors through techniques like circling, underlining, and highlighting, complemented by direct comments and questions. Most students viewed this feedback positively, noting its benefit in improving grammatical skills, though some preferred more direct feedback on content and structure. These findings underscore the need for diverse feedback methods in business writing education to accommodate varied student needs and enhance engagement and learning outcomes. The study emphasizes the significance of customized feedback strategies in the effectiveness of teaching and learning in business writing courses.Top of Form
From Critique to Insight: Student Voices on English Writing Feedback Wahyudi, Agus; Sari, Farnia; Amaliah; Pamuji, Arief; Yanu Dharmawan, Yanuarius
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.25659

Abstract

This study delves into the pivotal role of feedback in English writing instruction, a crucial element for enhancing language proficiency and writing skills among English language learners. The primary aim of the research is to examine students' perceptions of teacher feedback and to identify the types of feedback they receive, which are essential for improving teaching strategies and student outcomes. Utilizing a qualitative methodology, the research analyzed responses from 22 students, collected through a questionnaire adapted from the frameworks of Lee (2011) and Ellis & Sheen (2011) to reflect the local educational setting. The results reveal a mixed reception to teacher feedback: while it is valued for improving writing skills, it also sometimes causes confusion and anxiety due to unclear instructions or the use of complex metalinguistic symbols. The types of feedback reported include direct, indirect, and metalinguistic feedback. Direct feedback proved effective in enhancing clarity and understanding, whereas indirect and metalinguistic feedback was occasionally linked to negative emotions such as anxiety and embarrassment. Despite these challenges, the study concludes that properly structured feedback can significantly foster cognitive development, prompting students to refine their thought processes, explore ideas independently, and become adept at self-correction. This underscores the need for educators to consider both the content and delivery of feedback to maximize its effectiveness and minimize potential stressors for learners.
Using Peer Editing and Peer Feedback Techniques in Writing to Private University Students Tridinanti, Gaya; Roni, Rusman; Sari, Farnia
Jurnal Pendidikan Progresif Vol 10, No 3 (2020): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Using Peer Editing and Peer Feedback Techniques in Writing to Private University Students. Objectives: this reserach is to find out whether there was any significant difference betweeen the students are taught by using Peer Editing and Peer Feedback Technique. Methods: Quasi-Experimental method was used by providing two groups as an experimental group and control group. The total of students from both groups was 100 students. The data were analyzed by paired sample t-test and independent sample t-test. Findings: The result of paired sample ttest innexperimental and control group showed that value of p-value was .000. At the signicance level p > 0.05 for two tailed test. Conclusion: the use of Peer Editing and Peer Feedback technique can improve students’ in writing narrative text. Keywords: peer-editing technique, peer feedback technique, writing skill DOI: http://dx.doi.org/10.23960/jpp.v10.i3.202001
The Effect of Mastery of Writing Theory and Writing Motivation on Writing Practices TRIDINANTI, GAYA; RONI, RUSMAN; SARI, FARNIA; NURULANNINGSIH, NURULANNINGSIH
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.533 KB) | DOI: 10.22437/irje.v4i1.8041

Abstract

ABSTRACT : The purpose of this study to determine the correlation among writing theory, writing motivation and the writing practice of narrative text. The method used is survey with correlational techniques. The analytical method used is correlational analysis. The population is all students of English Department. The sample is 75 students with total sampling technique. The result shows that (1) there is significant correlation between Writing Theory and Writing Practice, proven by t value = 5.579 and Sig0.000 <0.05;(2) there is significant correlation between Writing Motivation and Writing Practice, proven by t value = 2.167 and Sig. 0.000 <0.05; (3) there is significant contribution of Writing Theory and Writing Motivation toward Writing Practice, proven by Fo = 64.936 and Sig. 0.000 <0.05. It can be concluded that the writing practice of narrative text is correlated by writing theory and writing motivation both partially and simultaneously. Keywords: motivation, narrative text, practice, theory, writing
Co-Authors Agus Wahyudi Agus Wahyudi Ali, Helena Ali, Helena Verusha Amalia Hasanah Amaliah Amaliah , Amaliah Amaliah Amaliah Anggraini, Risa Arief Pamuji Arief Pamuji, Arief Bambang Sulistyo Bayu Andika Prasatyo Budiyanto, Darmawan Gaya Tridinanti, Gaya Haryanti Haryanti Hendrety, Yuyun Heru Setiawan Jenny Elvinna Manurung, Jenny Elvinna Kurnia Saputri, Kurnia Listiana, Tri Ananti Nita Ria, Nita NURULANNINGSIH Nurulanningsih Nurulanningsih, Nurulanningsih Patricia Vamelaa Rahma Dianti, Rahma Ririn Martuti Rivani , Falizar Roni, Rusman Rusman Roni Sri Wahyuni Susanta, Mulyana Wahyudi , Agus Yanuarius Yanu Dharmawan Yunani Atmanegara YUNANI ATMANEGARA, YUNANI Yuyun Hendrety