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All Journal Voices of English Language Education Society LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Maab, Siti Husna
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Alignment Between Student Learning Needs and Classroom Learning Models: Case Study Amalia, Irda; Pratiwi, Dwiyani; Razieb, Luthfy Al; Maab, Siti Husna
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.4627

Abstract

This research aims to identify the learning needs of students at SMP Muhamadiyah 3 Depok and the main concern of researcher is analyze the alignment between student learning needs and the learning model applied by teachers. Knowing students' learning needs and using appropriate learning models in the classroom is very important in supporting students to achieve learning objectives. The method used in this research is case study. The data were collected by interview and observation. The structure interview distributed to six students from two different VIII classes in the 2023/2024 academic year students and two teachers. Data analysis techniques in this study used narrative analysis. The findings of this research shows that that students' English language skills are still at A1 or Pre-A1 level and face problems such as regular and irregular verbs, spelling, pronunciation, lack of vocabulary, self-confidence speaking in English, limited learning resources, and lack of motivation in learning English. Furthermore, regarding to their learning needs, they wanted more practical learning in English such as speaking English, prefer teaching materials related to fiction and storytelling, and prefer to learn using a combination of learning media such as pictures and videos rather than just using books and worksheets. While, the implementation of the learning model, in this case, did not align with the students' needs, and the teacher still used the lecture method and teacher centers which made students less motivated and contributed during the learning process. Therefore, based on the research findings, it is recommended that teachers have a good understanding of what students need in their learning so the teacher can implement the appropriate model learning that facilitates their learning and able to achieve the learning objectives.
Critical Thinking in Academic Reading: EFL Students’ Perceptions and Challenges Maab, Siti Husna; Ramadhanti, Safira Fauzia; Payung, Naftalia Fani; Yulia, Yuyun
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.v8i1.25096

Abstract

Academic reading and critical thinking are pivotal in higher education, particularly for university students, including those who are English as a Foreign Language (EFL) learners. This study explores the perceptions of second-semester English Education students at Yogyakarta State University regarding the interrelationship between academic reading and critical thinking skills. It identifies the challenges they face in this area. The research involved 19 participants and employed a mixed-methods design, utilizing both Likert-scale questionnaires and semi-structured interviews for data collection. The data were analyzed through descriptive statistics and thematic analysis. Results indicate that participants generally hold positive views about their critical thinking and academic reading capabilities across all aspects of Bloom's Taxonomy. The findings suggest a correlation between students proficient in academic reading and those who exhibit strong critical thinking skills. They expressed confidence in their ability to understand, evaluate, and analyze texts. Furthermore, the study reveals that these students face several challenges, such as language complexities, interdisciplinary comprehension issues, and subjective biases, which affect their learning processes in critical thinking and academic reading.
Co-Authors Amalia, Irda Dwiyani Pratiwi Payung, Naftalia Fani Ramadhanti, Safira Fauzia Razieb, Luthfy Al Yuyun Yulia