Articles
<![CDATA[Peer review in writing activities: outcomes and perceptions of EFL students ]]>
<![CDATA[Theresia Adventris Ndohna Ruru]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6845
<![CDATA[This study aims at investigating the effect of peer review on students’ writing ability and the students’ perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.]]>
<![CDATA[CALL-Mediated task-based language teaching: A speaking project with online audience in Indonesia ]]>
<![CDATA[Oktavia Widiastuti]]>;
<![CDATA[Fransisca Maria Ivone]]>;
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Didik Hartono]]>;
<![CDATA[Emy Sudarwati]]>;
<![CDATA[Santi Prastiyowati]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46427
<![CDATA[Tasks and technology are reciprocally related since the integration of technology can benefit task-based language teaching (TBLT) implementation. This study investigates students’ speaking performance, learning experiences, and perceptions in a speaking course specially designed with video recording activities involving online audiences based on the principles of TBLT. Thirty-eight undergraduate students majoring in English and enrolled in the speaking class served as the respondents. The data were collected through speaking tests, Likert scale questionnaires, and interviews. The findings indicated that the students developed their speaking performance after experiencing speaking class through a computer-assisted language learning (CALL)-mediated TBLT with video recording activities. They were also able to find their strengths and weaknesses by watching their own video recordings on YouTube. The findings also showed that the students had positive learning experiences and perceptions of video recording activities with online audiences on YouTube. Nevertheless, a further investigation of the online interactions toward the use of tasks and digital learning platforms with online audiences is highly advised.]]>
<![CDATA[Study of The Implementation of Merdeka Belajar-Kampus Merdeka Program: The Prevalence of Motives and Perceptions of Competitive Readiness in The Business and The Industrial World ]]>
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Ayu Liskinasih]]>;
<![CDATA[Maria Purnawati]]>
<![CDATA[ Jurnal Inspirasi Pendidikan Vol 12 No 1 (2022): Januari 2022 ]]>
Publisher : <![CDATA[Universitas Kanjuruhan Malang ]]>
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DOI: 10.21067/jip.v12i1.6412
<![CDATA[Merdeka Belajar Kampus Merdeka (MBKM) is a relatively new program, so there are still many obstacles in the process of preparation, implementation, and evaluation. This study aims to see students' motives and perceptions of the implementation of the MBKM program they have carried out in preparation for facing competition in the business / industrial world (DUDI). This research applies quantitative methods with exploratory designs. The respondents in the study were 62 students of the English Literature Study Program at PGRI Kanjuruhan University malang semesters 1, 3, 5, and 7 who were selected using stratification sampling techniques. This study indicates that students get many benefits from MBKM regardless of the obstacles and concerns they face. The MBKM program brings students closer to the business and industrial world because they can directly experience work life. Students have confidence that they can compete in business and industry after they graduate, so they think that MBKM benefits soft skills and hard skills according to their respective passions.]]>
<![CDATA[Scaffolding students' interaction with texts using QAR strategy ]]>
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Journal on English as a Foreign Language Vol 2, No 1 (2012): Issued in March 2012 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v2i1.47
<![CDATA[The teaching of reading as a foreign language (EFL reading) in Indonesia aims at enabling students to read and comprehend texts and other materials written in English. Due to the importance and lack of reading skills of students, this study was conducted to overcome the students’ difficulties in reading comprehension and encourage students to actively participate in the teaching-learning process through Question-Answer Relationship (QAR) strategy. The findings of the research, taken at Kanjuruhan University of Malang, showed that QAR strategy was worthy to improve the students’ reading skills, especially critical and scanning skills, and activate students to participate in the teaching-learning process of reading. ]]>
<![CDATA[Encouraging students to write a paragraph by using semantic mapping strategy ]]>
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[M.G. Sri Ningsih]]>
<![CDATA[ Journal on English as a Foreign Language Vol 3, No 1 (2013): Issued in March 2013 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v3i1.61
<![CDATA[Of four English language skills, writing is considered the most difficult skill which must be mastered by Indonesian students since it is a very complex process that drives students to explore their thoughts, experiences, schemata, and ideas. Due to the problems faced by the students of Kanjuruhan University in creating ideas related to the topic and construct the ideas into a good unity of a paragraph, this study was conducted to facilitate the students to compose a descriptive paragraph. The findings of the research, taken at Kanjuruhan University of Malang, proved that Semantic Mapping strategy was valuable to increase the students’ writing skills. ]]>
<![CDATA[Peer review in writing activities: outcomes and perceptions of EFL students ]]>
<![CDATA[Theresia Adventris Ndohna Ruru]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6845
<![CDATA[This study aims at investigating the effect of peer review on students' writing ability and the students' perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.]]>
<![CDATA[Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications ]]>
<![CDATA[Suhartawan Budianto]]>;
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Oktavia Widiastuti]]>;
<![CDATA[Dwi Fita Heriyawati]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ Studies in English Language and Education Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v7i2.16569
<![CDATA[This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.]]>
<![CDATA[Portfolio assessment: Learning outcomes and students’ attitudes ]]>
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Katharina Poptrisia Nona Eltris]]>;
<![CDATA[Siti Mafulah]]>;
<![CDATA[Suhartawan Budianto]]>;
<![CDATA[Saiful Saiful]]>;
<![CDATA[Dwi Fita Heriyawati]]>
<![CDATA[ Studies in English Language and Education Vol 7, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v7i1.15169
<![CDATA[This paper is aimed at (1) investigating whether the implementation of portfolio assessment had an impact on students’ writing ability, and (2) obtaining the students’ attitudes towards portfolios. The method used in this study was quasi-experimental research design, and the data were collected through a set of writing tests (pre-test and post-test) and a questionnaire. The results show that the implementation of portfolio assessment increased the students’ writing ability. It was also found that the students’ knowledge of global issues (content and organization) also increased more significantly than the local issues (grammar, vocabulary, and mechanics). In addition, the results of the questionnaire proved that the secondary level students had positive attitudes towards the implementation of the portfolio assessment. Therefore, it is suggested that the portfolio assessment should be implemented in the teaching-learning process especially in English writing since it could give regular feedback, and help the students in monitoring their writing progress.]]>
<![CDATA[The sustainable impacts of teacher action research on EFL teachers in Indonesia ]]>
<![CDATA[Yunita Puspitasari]]>;
<![CDATA[Utami Widiati]]>;
<![CDATA[Saiful Marhaban]]>;
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Rofiqoh Rofiqoh]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i3.21388
<![CDATA[Action research has been a prominent topic in continuous professional development literature. Studies have evidenced its potentials for teachers, but not many have discussed the sustainability of the research as a means of Teacher Professional Development (TPD) as well as its sustainable impact. Underpinning the issue of sustainability, the present study aims at investigating what factors made the teachers choose to continue conducting teacher action research, and what pedagogical and professional competences perceived changed as sustainable impacts of Teacher Action Research (TAR). This qualitative study with a phenomenological undertone adapted Seidman’s framework to conduct in-depth interviews with five English as a Foreign Language (EFL) teachers. The results showed that motivation and self-efficacy belief, institutional supports, and collaboration with academics/universities were essentials for sustainable engagement with the research. Pedagogically, the teachers increased their awareness of the students’ characteristics, knowledge of effective learning, and ability to carry out reflective teaching. In terms of professional competence, they felt very confident and were able to make more publications. This study implies that TAR is a model of TPD that is able to develop EFL teachers’ professionalism where they can establish a better practice and develop themselves as professionals and individuals on daily basis, without leaving their students.]]>
<![CDATA[Aspects of writing knowledge and EFL students' writing quality ]]>
<![CDATA[Rofiqoh Rofiqoh]]>;
<![CDATA[Yazid Basthomi]]>;
<![CDATA[Utami Widiati]]>;
<![CDATA[Yunita Puspitasari]]>;
<![CDATA[Saiful Marhaban]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i1.20433
<![CDATA[Writing knowledge pertaining to process, system, content, and genre plays an essential role to produce an intelligible composition. The purpose of the present study is twofold – to investigate the correlation between aspects of writing knowledge and quality of writing, and to investigate the contribution of the overall and individual aspects of writing knowledge to writing quality. The participants were 54 second-year ELT undergraduate students of a university in Indonesia. A writing test and multiple-choice test on writing knowledge were used as the instruments of data collection. The analysis employed Pearson correlation coefficient and multiple regressions. The result revealed a significant positive correlation between writing knowledge and writing quality. As a unit, the knowledge of process, system, content, and genre, indicates a significant contribution to the writing quality. Individually, however, only process knowledge significantly contributes to the writing quality. It provides additional pieces of evidence that process knowledge be given special attention, thus writing instruction should allow students to learn writing knowledge explicitly and implicitly.]]>
