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This Author published in this journals
All Journal Journal of Language Learning and Assessment GLENS: Global English Insights Journal
Sri Fatta Meldawati
STAI YAPNAS Jeneponto, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ Strategies and Self-Efficacy in Reading Comprehension Sri Fatta Meldawati; Aida Hanim A Hamid
Journal of Language Learning and Assessment Volume 1, Number 1, June 2023
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v1i1.75

Abstract

Purpose This study aims to contribute theoretically and practically. Theoretically, this study provides new insights into reading strategies, self-efficacy, and reading comprehension. In addition, it is expected to be used as information for students in choosing the right reading strategy to complete the task at schools. Practically, the analysis presented in this study provides valuable information for future research exploring students' reading strategies and self-efficacy. Methodology This type of research is qualitative research in nature. This method aims to describe the phenomena related to the topic of this study. The researcher used purposive sampling technique. Data were obtained through observations and interviews of second semester students who took literal reading courses and who had high grades in the first semester. Results/Findings The results showed that the undergraduate EFL students in a public university used cognitive strategies, compensatory strategies and social strategies. These undergraduate students’ reading strategies can affect reading comprehension based on the results of observations, self-efficacy affects reading comprehension. The interview results show that reading strategies used by the students in this study affect their English improvement in terms of English comprehension. Students have high self-efficacy in comprehending different English texts. Implications The evidence of this study identifies that it is very important to apply strategies that are appropriate to the characteristics of students especially those that encourage students' self-efficacy in learning. With high self-efficacy, students can improve their reading comprehension. Lecturers and teachers can also consider it as a reference in teaching reading strategies in class and student efficacy.
Implementing Pedagogical Competence in Developing ESP Curriculum at Vocational High Schools Mustaqimah Mustaqimah; M.N. Jamalia; Sri Fatta Meldawati; Rafiqa Rafiqa
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.743

Abstract

The implementation of the Merdeka Curriculum in Indonesian vocational education mandates a shift toward instructional autonomy and industry-aligned pedagogy. In fact, the transition from standardized English instruction to contextualized English for Specific Purposes (ESP) remains uneven across different institutional frameworks. This study aims to investigate how vocational English teachers integrate students’ needs and industry demands into curriculum development within the public and private school sectors. Following a qualitative case study design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving five English teachers in Parepare, South Sulawesi. The findings indicate that while all participants attempt to synchronize their instruction with vocational requirements, their pedagogical agency is heavily mediated by institutional resources. Teachers in public schools demonstrate a designer approach, utilizing collaborative networks to develop customized modules. In contrast, private school teachers often adopt a consumer approach, relying on standardized textbooks while employing spontaneous improvisation to maintain classroom relevance. This study suggests that teacher agency is not merely an individual capacity but a situated achievement facilitated by professional learning communities. These results imply that policymakers must provide targeted material support and formalized collaborative time, particularly for resource-constrained private institutions, to ensure equitable curriculum innovation.
Co-Authors Aida Hanim A Hamid M.N. Jamalia Mustaqimah Mustaqimah Rafiqa Rafiqa