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All Journal Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora AL-TA´LIM Englisia Journal OKARA: Jurnal Bahasa dan Sastra Vision: Journal for Language and Foreign Language Learning LET: Linguistics, Literature and English Teaching Journal LLT Journal: A Journal on Language and Language Teaching al-Afkar, Journal For Islamic Studies Tarbawi : Jurnal Ilmu Pendidikan Globish: An English-Indonesian Journal for English, Education, and Culture Islamika : Jurnal Ilmu-Ilmu Keislaman Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Al-Ta'lim Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Jurnal Paedagogy ELTR Journal SALEE: Study of Applied Linguistics and English Education JEELS (Journal of English Education and Linguistics Studies) Islam Realitas: Journal of Islamic and Social Studies PPSDP International Journal of Education Alfuad: Jurnal Sosial Keagamaan International Journal of English Language and Pedagogy RANGGUK: Jurnal Pengabdian Kepada Masyarakat Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Heri Mudra, Heri
Institut Agama Islam Negeri Kerinci
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : ELTR Journal

 1 
EFL STUDENTS’ ATTITUDES TOWARDS ACADEMIC READING IN WRITING FOR INTERNATIONAL PUBLICATION Mudra, Heri
ELTR Journal Vol. 8 No. 2 (2024)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v8i2.195

Abstract

Although academic reading has gained positive attention in EFL classrooms, very little research has been undertaken regarding the descriptive relationship between such types of reading attitudes and article writing. This study focused on determining the academic reading attitudes of EFL students who were writing an article for an international journal. A total of 173 undergraduate and magister students enrolled in an EFL major voluntarily participated in the survey study. By using the AR attitude scale, the survey was undertaken via an online app (e.g., Google Form). The results reveal that there are three dimensions of students’ AR. Behavior factor seems to be negative for the students who read academic texts. They encountered difficulties in comprehending the texts during the article writing process. They believed in AR benefits for article writing, but most students were not confident in their reading competence. In short, AR has important values in developing article writing quality, but strategies are needed to fulfill the expectation.
NON-ENGLISH MAJOR STUDENTS’ INSIGHTS ON TEACHER SUPPORT IN EFL CLASSROOMS Mudra, Heri
ELTR Journal Vol. 9 No. 2 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i2.248

Abstract

Teacher support (henceforth TS) in EFL classrooms emerges as psychological empowerment for non-English major students (henceforth NEMS), even though not all EFL teachers are aware of such communicative interaction. Grounded on the rationale, this current study investigated how the EFL teachers contributed to the English skill development of students who did not engage with English majors. A total of 279 students from various majors voluntarily participated in an online survey, ensuring that they selected appropriate perceptions. The findings disclosed that the EFL teachers had both positive and negative contributions towards NEMS English learning experiences. However, such imbalanced supports seemed to be randomly performed by different teachers in different contexts, meaning that similar EFL teachers treated students’ English learning differently when they were influenced by other factors, such as students’ difficulty level or teacher competence. In short, it is believed that TS leads to NEMS positive attitude and understanding towards English skills. A recommendation is highly expected to configure how every EFL teacher determines academic or social support for all NEMS in the current and future EFL classrooms.  
Co-Authors A.A. Ketut Agung Cahyawan W Ahmad Jamin Ahmad Jamin Aini Nurul Candra, Hadi Daflizar, Daflizar Diakbar, Teddy Agustian Ferry, Dharma Hermairi Hermairi Indrayadi, Toni Indrayadi, Toni Jamin, Ahmad Lia Angela Mckinnon, Timothy Mirdad, Jamal Mukhlash Abrar Musdizal Musdizal Nurul Aini Putri, Aisyah Latifah Rodi Hartono Seprianto Seprianto Suhaimi . Sulistiyo, Urip Wulandari, Bunga Ayu Yuliandra, Yuliandra