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Learner's Perceived Benefits in Employing Proofreader as a Vehicle for Developing his English Writing Competency Achmad Kholili
EDUCAFL : Journal of Education of English as Foreign Language Vol 5, No 1 (2022): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2022.005.01.02

Anchored by narrative lens, the current study attempts to delve into EFL learner's exposure to utilizing Proofreader as a tool for improving English writing competency. One Indonesian EFL learner from a private University shared his experiences of the power of using Proofreader for accomplishing his tasks and for improving his writing proficiency. Written reflection and semi-structured interview were held by the researchers with the research participant. The results indicated that the EFL learner felt way more improved in their writing after using the application for learning English writing. He perceived that Proofreader application has helped him elevate their writing proficiency in terms of enriching vocabulary for writing, translating English tasks, including correcting errors in sentences, finding out contextual synonym, as well as improving readability and style

Tenses, Voices, and Moves in the ELT Research Abstracts: A Corpus-based Study Achmad Kholili
English Learning Innovation (englie) Vol. 3 No. 2 (2022): August
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v3i2.19829

In writing a research paper, the writers will, of course, include a concise report or the so[1]called abstract to pass on information to the readers concerning their studies. The problems not only arise in presenting an idea in reporting the study but also have trouble using grammatical structures and patterns established in the abstract they write. To this effect, this study was conducted to investigate elements used in the abstracts of ELT Journal. The aim of this study was to provide the researchers with the proper guideline in writing abstracts appropriately. The twelve journals ranging from 2015 to 2018 publications were selected to analyze with respect to tenses, voices, and move structures employed in the abstracts. Swales & Feak’s (2004) move structures were adopted in this study so as to analyze the moves in the abstracts. The findings of the study show variations with regard to tenses, moves, and voices used in the abstracts. In tenses, introduction and results of the study employed present tense, whereas past tense was frequently used in aims, methods, and results. In the meantime, in terms of voice, four moves showed active voices in the abstracts including Move 1, Move 2, Move 4, and Move 5 in spite of the fact that Move 3 used passive voice. Furthermore, the rhetorical move following Swales & Feak’s (2004) only certifies 8.3 %. In other words, only 1 article abstract followed it, whereas others demonstrated variation in moves. This finding makes a substantial contribution to the writers, especially for the novice writers in an ELT research context.

Upaya Meningkatkan Pemahaman Membaca Bahasa Inggris melalui Pembelajaran Berbasis Inkuiri (Inquiry-Based Learning) Achmad Kholili
Literasi: Jurnal Pengabdian Masyarakat dan Inovasi Vol 2 No 2 (2022)
Publisher : Pengelola Jurnal Politeknik Negeri Ketapang

One of the difficulties that are often experienced by students in learning English is reading. Reading is an activity that occurs every day at school, at home, or in public places. Students in Indonesia have difficulty understanding English reading, mainly due to lack of practice, lack of vocabulary they have, and lack of knowledge about strategies for understanding English reading text. This education service is done to address the problems in reading by using training methods. The approach used in this service is inquiry-based learning. The results of this education service can be concluded that students can understand English reading well after they are trained to cope with problems in reading comprehension through an inquiry-based learning approach by collaborating and consulting with the educator. Therefore, the inquiry-based learning approach is very effective to be applied in both formal and non-formal school environments

Investigating Factors Underlying Boredom in Learning English: The Case of Secondary School Achmad Kholili
Al-Lisan: Jurnal Bahasa Vol 8 No 1 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v8i1.3185

Former studies have demonstrated that the success of language learning is influenced by several factors such as cognitive, affective, and social factors. Learners with high motivation in learning will surely influence their success in language learning. On the other hand, those who have a poor motivation to learn will result in poor academic achievement. One of the affective factors that have also affected learners’ progress in language learning is boredom in language learning. Drawing on the qualitative lens, the current study has attempted to investigate factors underlying this notion at the secondary school level. Six learners voluntarily participated in this study as the research participants. In the meantime, a written reflection (WR) and Focus-Group Discussion (FGD) were distributed to them so as to know such factors underlying their boredom in learning English. The findings indicated that factors underlying learners’ boredom in language learning include classroom factors, linguistic factors, teaching and learning factors, and environmental factors. These findings have given an empirical contribution to the school. Suggestions are also put forward at the end of this paper.

Investigating Factors Underlying Boredom in Learning English: The Case of Secondary School Achmad Kholili
Al-Lisan: Jurnal Bahasa Vol 8 No 1 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v8i1.3185

Former studies have demonstrated that the success of language learning is influenced by several factors such as cognitive, affective, and social factors. Learners with high motivation in learning will surely influence their success in language learning. On the other hand, those who have a poor motivation to learn will result in poor academic achievement. One of the affective factors that have also affected learners’ progress in language learning is boredom in language learning. Drawing on the qualitative lens, the current study has attempted to investigate factors underlying this notion at the secondary school level. Six learners voluntarily participated in this study as the research participants. In the meantime, a written reflection (WR) and Focus-Group Discussion (FGD) were distributed to them so as to know such factors underlying their boredom in learning English. The findings indicated that factors underlying learners’ boredom in language learning include classroom factors, linguistic factors, teaching and learning factors, and environmental factors. These findings have given an empirical contribution to the school. Suggestions are also put forward at the end of this paper.

The Effectiveness Of (Esa) Engage Study Activate Method On Studentâ€™s Speaking Ability At The Eight Grade Students Of Islamic Junior High School of Syech Abdul Qadir Al Jailani Fifin Andika Aprilia; Ainol Ainol; Achmad Kholili
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.45515

The study investigates the effectiveness of the Engage-Study-Activate (ESA) method on the speaking ability of eighth-grade students at Islamic Junior High Schools. A quasi-experimental design was employed, involving a pre-test/post-test control group design. The study took place at Mts Sirajut Thalibin Racek Junior High School, which included two classes with a total of 48 students. Class VIII A, the experimental group, consisted of 24 female students, while Class VIII B, the control group, was made up of 24 male students. In this study, data collection was conducted using observation, tests (including pre-tests and post-tests), and documentation. Descriptive statistical analysis was employed to analyze the data. The statistical analysis aimed to determine the mean, frequency, total score, standard deviation, and percentage. The pre-test values for the experimental and control classes were 57.29 and 48.33, respectively, while the post-test values were 83.96 for the experimental class and 60.00 for the control class. The average scores reveal that the experimental group, taught using the ESA method, outperformed the control group, which did not employ the ESA method. Based on data analysis and research findings, it can be concluded that the ESA method significantly improved students' speaking abilities. This is evidenced by the experimental group's average score of 76.36 compared to the control group's average score of 61.82. The mean value of the experimental group is higher than that of the control group, and the t-test value is 3.754, with a 2-tailed significance of 0.001. This suggests that the ESA method can be effectively integrated into speaking instruction in Islamic Junior High Schools to enhance students' speaking proficiency. The study's implications include the importance of adopting learner-centered approaches in language instruction to foster better communication skills in students.Â

Directed Reading Thinking Activity (DRTA) Strategy on Students’ Reading Comprehension of Narrative Text Ayu Lutfiah Dewi; Ainol Ainol; Achmad Kholili
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i1.7302

DRTA is a reading comprehension strategy for students, especially narrative texts. Balajthy (2003) in his book says Russell Stauffer in 1975 developed the directed reading thinking activity (DRTA) as a more attractive alternative to the course outline model used in most basic guided reading courses. The DRTA strategy was advanced to encourage active reading comprehension and move the student to assume critically to understand the text. The design of a quasi-experimental with a design non-equivalent control class was employed since this investigates the efficacy of using the DRTA strategy for improving students’ reading comprehension of the narrative text. The observation, test, and documentation were collected in this study. The question test consisted of 20 items using pretest-posttest, in the VIIIA class, which included 22 female students were used as an experimental class, and the VIIIB class, which included 14 male students was used as the control class. An independent sample t-test was used to analyze the evidence to find out whether the DRTA strategy improved the students’ reading comprehension. The result showed that the T-test value was 4,698 with probably Sig two-sided 0,001, the score Sig two-sided 0,001 < 0,05. The experimental class that received the DRTA strategy differs significantly from the control class that did not receive treatment. As a result, it will draw a conclusion that the DRTA strategy is effective for the education and studying of the activity of eight grade students at the MTS Miftahul Jannah.

Applying Read, Cover, Remember, and Retell (RCRR) Strategy to Increase Students’ Reading Comprehension of Recount Text Nihayati Putri Suseno; ainol ainol; Achmad Kholili
SALEE: Study of Applied Linguistics and English Education Vol. 4 No. 2 (2023)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v4i2.794

In 2013 curriculum, reading competence section, students in high school are anticipated to be able comprehend concise functional texts in everyday situations, such as narrative, analytical exposition, recount, and descriptive texts. Meanwhile, a quasi-experimental design was used a test was given. Therefore, as to know students’ reading comprehension with pre-tests and post-tests. In current study, the writer therefore analyzes the data using Independent Sample T-test to find out if there is a significant in the mean, which compared the two distinct groups. This study's population 52 students were divided into two classes for the sample. using the purposive sampling method; X D the RCRR strategy was not applied to the controlled class, while X C was the experimental class. The study's findings demonstrated that students' reading comprehension of recount texts varied significantly between those who used the RCRR strategy and those who did not. It demonstrated that the RCRR method significantly improved the reading comprehension of recount texts for tenth-grade students at SMA Zainul Hasan 1 Genggong.

Understanding non-English Major’s Students’ Motivation in Learning English via Photovoice: Insights from Tertiary EFL Students Achmad Kholili; Aziza Restu Febrianto
EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v6i2.8792

Despite various studies on the motivation in the ELT context, there is a lack of study that centers on the learners’ motivation of non-English majors through photovoice research. The current study attempts to fill this gap. This study was conducted in a private university in Indonesia, involving five non-English major students. A photovoice study was utilized so as to capture and understand their learning motivation. It was found that the photographs the students took illustrated that the students have now been learning English in much more critical ways. Various reasons for their learning English include the ideas that English is a beautiful and a useful language. They also perceived that learning English can help us get a better job; traveling is much easier with a good knowledge of English; and having knowledge of English can help you study abroad. They perceived that they should study English harder to achieve such goals. The findings also show that they belong to non-English majors. Suggestions for future studies are also offered in this paper.

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