Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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All Journal English Language Teaching Educational Journal Teaching English as a Foreign Language Journal ADJES (Ahmad Dahlan Journal of English Studies)
Nguyen, Tran Thi Hoang
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ strategies in learning writing online: A case at English Education Department Hapsari , Mustika Dwiki Herning; Nur Fatimah; Nguyen, Tran Thi Hoang
Teaching English as a Foreign Language Journal Vol. 3 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i2.951

Abstract

Writing is one of the fundamental language skills. To address the need for effective writing strategies, this study aims to describe students' learning strategies for developing writing skills when learning writing online. This research employs a mixed-method approach. Data collection techniques include a questionnaire and interview. The Inventory of Learning Strategies, based on and modified from Oxford (1990), was validated and used for this study. The questionnaire was distributed to 190 sixth-semester students in the English Education Department. The questionnaire data was analyzed using Microsoft Excel to determine the frequency of each strategy. Additionally, interviews were conducted with 12 students from the same department, and the results were classified according to Oxford's learning strategy classifications. The research findings indicate that students in the English Education Department utilize all learning strategies: metacognitive, memory, cognitive, compensation, affective, and social strategies. Compensation strategies were the most frequently used (19.46%). It is followed by metacognitive strategies (16.67%), affective strategies (16.65%), social strategies (15.36%) and memory strategies (14.95%) in learning writing online. This can facilitate teachers to find out the suitable teaching methods that accommodate the strategies used by students so that they can learn the language especially in writing more easily and more effectively.
Challenges in English Language Learning at SMP Muhammadiyah Piyungan: A Case Study Konipa, Monica Gita; Pratolo, Bambang Widi; Nguyen, Tran Thi Hoang
Ahmad Dahlan Journal of English Studies Vol. 12 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v12i1.1306

Abstract

This study explores the challenges faced in teaching English at SMP Muhammadiyah Piyungan, focusing on variations in student proficiency, motivational issues, technological constraints, assessment difficulties, and classroom management. Using qualitative research methods, including classroom observations, semi-structured interviews with teachers, and student surveys, the study identifies strategies to address these challenges. Findings reveal that differentiated instruction and interactive teaching methods enhance student engagement and motivation. However, issues such as limited access to technology and inadequate assessment methods persist. The study emphasizes the importance of collaboration among teachers, parents, and administrators to create a supportive learning environment. Recommendations include professional development for teachers and the integration of culturally responsive teaching practices to improve English language education at the junior secondary level.
A framework for playful pedagogy: Nurturing child imagination in second language learning Bao, Dat; Nguyen, Tran Thi Hoang
English Language Teaching Educational Journal Vol. 8 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i2.14368

Abstract

This conceptual article argues that although imagination is a highly important dynamic of the mind with strong potential to assist language development, imagination alone does not work by itself. Instead, a strategic framework is needed to support imagination by connecting it with playful teaching and amusing content. The article begins by pinpointing what playful pedagogy means and what role imagination plays in the learning process. Secondly, the discussion presents some challenges to such learning, delving particularly into some constraints on child imagination and other constraints on English learning among children. Thirdly, the discussion highlights the need for a playful pedagogy and amusing content to support it. This is followed by some insights into nurturing imagination for learning. Finally, the article unpacks the above-mentioned framework in ways that would assist task design in language education.
Co-Authors Bambang Widi Pratolo Bao, Dat Hapsari , Mustika Dwiki Herning Konipa, Monica Gita NUR FATIMAH