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All Journal Journal of English Education and Entrepreneurship (JEEP)
Refa'i Refa'i
Universitas Muhammadiyah Metro
Education Languange, Linguistic, Communication & Media

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STRATEGIES OF EFL UNDERGRADUATE STUDENTS AS GENERATION Z IN ACADEMIC WRITING DURING THE PANDEMIC Fitri Palupi Kusumawati; Syaifudin Latif Darmawan; Refa'i Refa'i; Zenal Akbar
Journal of English Education and Entrepreneurship (JEEP) Vol 2 No 2 (2022): JULY
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jeep.v2i2.3227

Abstract

The spread of Covid 19 has changed the educational learning system and learning strategies. The use of unlimited charge of internet, easiness of access, and the online classroom situation might change the students’ strategies in learning. Thus, this study aimed to investigate types of writing strategies and factors underlying the strategies preferences by EFL as Z generations Muhammadiyah University of Metro Academic year 2022/2023. The researcher conducted a descriptive qualitative study. The data were collected through 47 items of 5-Likert questionnaire and interview. The questionnaire consists of six strategies such as memory, metacognitive, compensation, cognitive, affective, and social. In regards to the first research question, the result revealed that the participants were medium strategy users with affective strategies to be the most dominant Nstrategies used. Then, followed by metacognitive, compensation, memory, and social strategies with cognitive to be the least strategies used. To respond objectives related to the internal and external factors underlying the participants’ preferences in selecting the strategies they chose, the researcher found internal factors consisting of self-motivation, self-confidence, lack of knowledge and feeling of under pressure. While external factors including the teacher's teaching style, classroom atmosphere, materials, and writing aspects.
Developing English Learning Materials for Accounting Students: Language Challenges and Accounting Education Refa'i Refa'i
Journal of English Education and Entrepreneurship (JEEP) Vol. 3 No. 2 (2023): JULI
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jeep.v3i2.4331

Abstract

This study explores the relationship between language challenges and accounting education in the S1 AccountingProgram at Universitas Muhammadiyah Metro. Using a meticulous mixed-methods approach involving language assessments, surveys, and focus group discussions, the research examines students' perceptions of language barriers. The findings emphasize the role of tailored English learning materials in addressing these challenges, enhancing language proficiency, and boosting students' confidence in comprehending complex accounting content.Collaboration between language instructors and accounting experts is highlighted as a key factor in achieving effective integration. The study also underscores the broader relevance of this approach, aligning with the evolving demands of the global business landscape and improving students' employability. The study offers practical recommendations for institutions, students, educators, and researchers to address language challenges holistically and foster specialized discipline proficiency. By implementing these suggestions, stakeholders can bridge the language-discipline gap and cultivate graduates skilled not only in their chosen field but also in effective cross-disciplinary communication. Ultimately, this research contributes to the discourse on integrating language and specialized education, presenting practical avenues for implementation.
Co-Authors Amirudin Latif Fitri Palupi Kusumawati Syaifudin Latif Darmawan Vina Febriana Zenal Akbar