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All Journal Parole: Journal of Linguistics and Education Journal Of English Language and Education Dinamika Ilmu
Inayati, Dian
Universitas Brawijaya
Education Languange, Linguistic, Communication & Media Social Sciences

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The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration Inayati, Dian; Emaliana, Ive
Dinamika Ilmu Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v17i1.664

Abstract

This paper elucidates the relationship among pre-service teachers’ beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration by utilizing structural equation modeling (SEM). SEM was applied to model the relationships in a set of three domains: beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. A questionnaire was administered to 103 pre-service EFL teachers who have accomplished their teaching practice in secondary schools. The results of the three types of beliefs obtained from the questionnaire were then analyzed through Structural Equation Model (SEM). It was revealed that there was a significant positive relationship between beliefs about language learning and pedagogical beliefs, and that between the former and beliefs about ICT integration, while a positive correlation between pedagogical beliefs and beliefs about ICT integration was not found. Insightful implications to EFL teaching and learning were discussed.
Chinese literature students’ attitudes toward EFL learning at an indonesian university Gabriel, Rafil Achmad; Inayati, Dian
(JELE) Journal Of English Language and Education Vol 4, No 1 (2018)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (39.191 KB) | DOI: 10.26486/jele.v4i1.296

Abstract

Considering the importance of attitudes, this study was conducted to identify the attitudes of Chinese Literature Students toward learning English, which is divided into three specific aspects namely: cognitive, affective, and conative. 91 Chinese Literature Students at a University in Indonesia were chosen as the research participants. Using survey design to achieve the objectives of the study, 91 questionnaire sheets were administered to the participants. It was found that the participants have positive attitudes based on three aspects: mean score of 3.73 (74.59%) for cognitive, 3.40 (68%) for affective, and 3.61 (72%) for conative aspects. In terms of attitudes level, 16 (18%) students were low, 56 (62%) were high, and 19 (21%) students were very high. Based on the findings, it can be concluded that Chinese Literature students have positive attitudes towards EFL learning with mean score of 3.58 (72%). Some suggestions are provided regarding the finding and discussion of this research for Chinese Literature students, English teachers/lecturers, curriculum developers, and for future researchers.
EFL Student Writers‘ Engagement Strategies in Technology-Mediated Communication Dian Inayati
PAROLE: Journal of Linguistics and Education Vol 11, No 1 (2021): Volume 11 Number 1 April 2021
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v11i1.73-84

Abstract

The pivotal role of readers/audience in helping shape students’ writing has led to attempts to engage them in their composition. This reader awareness is further enhanced with the integration of Web 2.0 technology, say blogs, into writing pedagogy. This study aims to investigate the engagement strategies EFL writers employ in their blogs, and the readers’ responses toward the strategies. In this content analysis study, twenty-seven learning English blog entries retrieved from three student bloggers were analyzed using Hyland’s (2005) and Myers’ (2010) engagement strategies. The findings reveal the student bloggers’ use of almost all the eleven engagement strategies proposed in the model albeit the extent of which varied depending on the type of the blog post, their personal background, and writing purposes. The use of such strategies as “Pronoun” and “Image” drew numerous comments from readers on the blogs, implying a strong sense of readership. It is thus recommended for EFL writing teachers to introduce varieties of engagement strategies within digitally-mediated writing environments to their students to enhance reader/writer interactions.
Co-Authors Gabriel, Rafil Achmad Ive Emaliana