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[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.]]>
<![CDATA[Strategies employed by EFL doctoral candidates in dissertation writing completion ]]>
<![CDATA[Saiful Marhaban]]>;
<![CDATA[Nur Mukminatien]]>;
<![CDATA[Utami Widiati]]>;
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Wardani Dwi Suhastyanang]]>;
<![CDATA[Yunita Puspitasari]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.17694
<![CDATA[This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing. This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.]]>
<![CDATA[Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences ]]>
<![CDATA[Saiful Marhaban]]>;
<![CDATA[Usman Kasim]]>;
<![CDATA[Arifin Syamaun]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.26026
<![CDATA[The present study highlighted the importance of pre-service teachers’ teaching competences in English Language Teaching (ELT). Facts show that empowering pre-service teachers is very important, but inspiring lecturers to implement a suitable teaching model takes time. Thus, this study aimed to determine how student-teacher conferences and video-recorded microteaching sessions (VRMS) affected pre-service teachers’ competences. Besides, the self-reflection of the pre-service teachers after watching their own teaching performance video and the conference with the lecturer was also investigated to see their behaviors towards their teaching performances. This mixed-method study involved one group and applied three main instruments to collect data: interviews (student-teacher conferences), checklists of teacher self-evaluation forms, and teaching practicum performance tests using a scoring rubric adapted from Brown (2000). There were 20 participants who were taking the Microteaching Course at the Department of English Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The study was conducted in one consecutive semester consisting of 16 meetings, each of which was 200 minutes long (4 credits). The results proved that student-teacher conferences and VRMS stimulated pre-service teachers’ teaching competences. Pre-service teachers grew their self-reflection after watching their own teaching videos and understood their strengths and weaknesses after getting student-teacher conferences. It implies that the improvement of their teaching competences resulted from a process involving the willingness to do self-reflection and the lecturer’s help in understanding what areas the pre-service teachers had to improve. The implications of the study are also presented and discussed in this paper.]]>
<![CDATA[Enhancing Students’ Writing Skills using Mind Mapping Strategy ]]>
<![CDATA[Izzatul Laila]]>;
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Irma Lusia Apriliani]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 7 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[This study aimed to enhance students' writing skills by using mind mapping strategy. In order to enhance students' writing skills, teachers need to realize a strategy that is suitable with students' needs. A Collaborative Classroom Action Research (CAR), which was conducted in two cycles, was used in this study. Each cycle included the step of planning, acting, observing, and reflecting. The population of this research was the seventh-grade students of junior high school in the academic year of 2022/2023 consisting of 34 students. The average score of the preliminary study was 61, which was very low and below the expectations of the teacher and the students. After the implementation of the mind mapping strategy in two cycles, the students' writing scores improved. It can be seen from the average score of the students, which was 75 in the first cycle and 89 in the second cycle. In addition, the implementation of this strategy also received a positive response from the students based on the results of the attitude scale. It can be concluded mind mapping strategy can be used as a strategy to improve students' writing skills and students have a positive insight on this strategy]]>
<![CDATA[Improving Students' Writing Ability through Tea Party Technique Using English Song ]]>
<![CDATA[Frida Alifah]]>;
<![CDATA[Tasrikha Ikawati]]>;
<![CDATA[Umi Tursini]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 8 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[Writing might be a complex skill for the students rather than other three skills because there are many aspects that have to understand. Thus, to help students’ difficulty on writing, it needs the effective and efficient technique in teaching and learning process. This study aims to find out whether there is a significant improvement on students’ scores on writing ability through Tea Party Technique using English song. The population of this research was the eleventh grade students of SMA Negeri 8 Malang, and the sample was eleventh grade students of Science 1. Classroom Action Research was used as a research design. The technique included of planning, action, observing, and reflecting phases, and the research was applied in three cycles. The result of this study shows that there is significant improvement of students’ writing skill. It can be seen on students’ score in pre-test, middle test, and post-test. The average score of the students grew by 4.27 between the pre-test and middle test, and by 15.24 between the middle test and post-test. In short, the integration of the Tea Party Technique with English song can enhance students' writing skills, especially in writing descriptive text.]]>
<![CDATA[Maximizing Students’ Vocabulary Mastery by Using Liveworksheet Apps ]]>
<![CDATA[Melyna Hariana Wati]]>;
<![CDATA[Sugeng Hardi]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 8 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[This class action research focuses on maximizing vocabulary mastery in 7th grade, especially in the 7H class at SMPN 1 Papar Kediri. In this class action research involves technology-based media, namely liveworksheet apps. With the help of this application, it is hoped that teachers can increase children's interest in learning English because by using this application formative or summative assessments can be formed in a game. The researchers used one of the game features, namely drag-drop. The major instrument used was a test to measure the students’ vocabulary mastery. Also, it applied an interview to evaluate students’ opinions about the application. The results obtained are that the majority of students claim to be happy to use this media because they are considered easy and as many as 75 percent of the total students in one class get results, namely their grades improve]]>
