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All Journal J-REaLL Journal of Linguistics and Social Studies
Salam, Hamidah
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Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring EFL undergraduate students’ academic procrastination in thesis writing: A narrative study in Indonesia Muslim, Baihaqi Zakaria; Rosida, Emy; Salam, Hamidah; Wardani, Anfi
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23757

Abstract

While a substantial body of literature has investigated the phenomenon of academic procrastination among undergraduate students, research specifically exploring academic procrastination among English as a foreign language (EFL) undergraduate students during thesis writing remains limited. To address this glaring gap, this narrative study aims to gain an in-depth understanding of the interplays of factors contributing to EFL undergraduate students' academic procrastination during their thesis writing process. By employing a purposive sampling technique, this study identified three EFL undergraduate students who volunteered to be involved as research participants. Semi-structured interviews were employed as the primary data collection method to collect the data from participants' live experiences. Through thematic analysis, this study found various factors contributing to EFL students’ thesis writing procrastination, such as learners' inadequate self-regulated capability, language mastery, writing ability, supervisor guidance, and emotional regulation. Additionally, this study also found detrimental effects of thesis writing procrastination on EFL undergraduate students’ wellbeing. By understanding contributing factors and hazardous effects of thesis writing procrastination, this study discussed possible interventions in order to mitigate and overcome thesis writing procrastination among EFL undergraduate students, which ultimately offers implications for future pedagogical practice and research. However, as this study relied solely on interviews for data collection, the findings may not fully reflect the complexity of the issue. Finally, the suggestions and recommendations of this research were also discussed.
Effective Reading Techniques for English for Young Learners Rosalina, Irene; Salam, Hamidah
Journal of Linguistics and Social Studies Vol 1, No 2: 2024
Publisher : STAI Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jls.v1i2.33

Abstract

Reading is an important skill to be mastered by the learners. How and when a child learns to read is one of the key educational milestones. Positive communication between the teacher and the student facilitates the easy acquisition of reading comprehension abilities (Ramsa Rawian, 2021). Reading calls for specialized training as well as deliberate effort (Ericsson, 2008). It is not a simple undertaking to teach English to young learners. In order to keep students interested and motivated in the teaching and learning process, teachers must employ effective teaching strategies (Ayua, 2017). Therefore, a study on the theme of how effective reading strategies for young learners are employed in this research is conducted. Library research was done as a method to enrich the insight and answer the question. Some reading strategies are advised to be applied in teaching reading, such as emergent literacy, the Mnemonic Technique, Read-Aloud techniques, Deciphering techniques, and the Language Experience Method. 
Co-Authors IRENE ROSALINA Muslim, Baihaqi Zakaria Rosida, Emy Wardani, Anfi