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Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom Hawin Amalia, Zaky Dzulhiza; Fauziati, Endang; Marmanto, Sri
Humaniora Vol 10, No 1 (2019): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v10i1.5248

This research aimed at investigating the male and female students’ preferences on the six types of Oral Corrective Feedback (OCF). This qualitative research used observation and interview to collect data. The observation was done to know the practice of the six types of OCF in speaking class and the interview was conducted to reveal the students’ preferences for OCF. The result from the observation shows that the lecturer mostly uses Explicit Correction to correct the students’ error. Then, the result from the interview indicates that male students prefer to have Explicit Correction because this type is the easiest type to know the error and correction clearly. Whereas the female students prefer to have Recast and Metalinguistic Feedback because Recast does not encourage them and Metalinguistic Feedback can make them think critically under the lecturer’s clue. Subsequently, both male and female students perceive Clarification Request and Repetition as the ambiguous type to grasp what the lecturer’s mean. The result of this current research is expected to provide an additional information about the practice of OCF strategies in speaking classroom which is appropriate with the students’ preferences.

Male and female students' uptake in responding to oral corrective feedback Zaky Dzulhiza Hawin Amalia; Endang Fauziati; Sri Marmanto
Journal on English as a Foreign Language Vol 9, No 1 (2019): Issued in March 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

This study aims at investigating male and female students’ ‘uptake’ to the lecturer’s oral corrective feedback (OCF). This study used a qualitative method using a case study design. Thirty-nine students in the English Education Department participated in this study. They consisted of eleven male students and twenty-eight female students. All participants in this study were taking Survival Speaking class. The data were collected through observation of six hours of speaking classroom interaction. It was then analyzed through three stages: data condensation, data displays and drawing conclusion, and verification. The findings revealed that explicit correction is the most widely used and leads to the most amount of repair. The data obtained from the male students show that explicit correction leads to uptake with repair, whereas the four implicit feedback strategies i.e. clarification request, metalinguistic feedback, elicitation, and repetition mostly lead to uptake with need-repair. Furthermore, the data obtained from the female students show that explicit correction, recast, and metalinguistic feedback mostly lead to uptake with repair, whereas clarification request, elicitation, and repetition mostly lead to uptake with need-repair. Hence, the results of this study will show us which type of oral corrective feedback induces successful feedback and uptake.

Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom Zaky Dzulhiza Hawin Amalia; Endang Fauziati; Sri Marmanto
Humaniora Vol. 10 No. 1 (2019): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v10i1.5248

This research aimed at investigating the male and female students’ preferences on the six types of Oral Corrective Feedback (OCF). This qualitative research used observation and interview to collect data. The observation was done to know the practice of the six types of OCF in speaking class and the interview was conducted to reveal the students’ preferences for OCF. The result from the observation shows that the lecturer mostly uses Explicit Correction to correct the students’ error. Then, the result from the interview indicates that male students prefer to have Explicit Correction because this type is the easiest type to know the error and correction clearly. Whereas the female students prefer to have Recast and Metalinguistic Feedback because Recast does not encourage them and Metalinguistic Feedback can make them think critically under the lecturer’s clue. Subsequently, both male and female students perceive Clarification Request and Repetition as the ambiguous type to grasp what the lecturer’s mean. The result of this current research is expected to provide an additional information about the practice of OCF strategies in speaking classroom which is appropriate with the students’ preferences.

PREFERENCES FOR THE ORAL CORRECTIVE FEEDBACK TYPES IN SPEAKING CLASSROOM: VOICES FROM MALE AND FEMALE UNIVERSITY STUDENTS Zaky Dzulhiza Hawin Amalia; Endang Fauziati; Sri Marmanto
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Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1083.939 KB)

Oral Corrective Feedback (OFC) in language classrooms has received considerable attention for the last few decades. However, most of the studies focus on teachers’ practices, and how learners perceive these practices still needs investigation. Based on this, the current studyaims atinvestigating the male and female students’ preferences on thesix types of oral corrective feedback as proposed by Lyster and Ranta (1997), and revealing their underlying reasonbased on their preferences. This study was qualitative study. A set of questionnaires wasdistributed to a random sample of thefirst-year university students (15 males and 15 females), and interview was providedas the follow-up activity from the result of questionnaires. The result from the survey indicates that most of the male students have a higherpreference to explicit correction and most of the female students have a higher preference to metalinguistic feedbackcompared to other types of OCF. Furthermore, there are some reasons behind their choice of OCF types.They perceived that clarification request is the most ambiguous type to be comprehended,whereasexplicit correction and metalinguistic feedback are the easiest way to be recognized. Theresult of this studyaims to improve the practice of oral correctivefeedback in speaking classroom.

Male and female students' uptake in responding to oral corrective feedback Zaky Dzulhiza Hawin Amalia; Endang Fauziati; Sri Marmanto
Journal on English as a Foreign Language Vol 9, No 1 (2019): Issued in March 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v9i1.1047

This study aims at investigating male and female students’ ‘uptake’ to the lecturer’s oral corrective feedback (OCF). This study used a qualitative method using a case study design. Thirty-nine students in the English Education Department participated in this study. They consisted of eleven male students and twenty-eight female students. All participants in this study were taking Survival Speaking class. The data were collected through observation of six hours of speaking classroom interaction. It was then analyzed through three stages: data condensation, data displays and drawing conclusion, and verification. The findings revealed that explicit correction is the most widely used and leads to the most amount of repair. The data obtained from the male students show that explicit correction leads to uptake with repair, whereas the four implicit feedback strategies i.e. clarification request, metalinguistic feedback, elicitation, and repetition mostly lead to uptake with need-repair. Furthermore, the data obtained from the female students show that explicit correction, recast, and metalinguistic feedback mostly lead to uptake with repair, whereas clarification request, elicitation, and repetition mostly lead to uptake with need-repair. Hence, the results of this study will show us which type of oral corrective feedback induces successful feedback and uptake.

Charting the Development of Multimodality in English Language Teaching within Higher Education: A Bibliometric Perspective Zaky Dzulhiza Hawin Amalia; Heppy Mutammimah; Ummy Khoirunisya’ Masyhudianti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7961

Multimodality has become a crucial component of 21st-century learning as students increasingly engage with diverse modes of communication in their daily lives. While multimodality has been widely studied, limited attention has been given to its development in English Language Teaching (ELT) within higher education. This study fills that gap by mapping global research trends, leading contributors, and thematic directions through a bibliometric analysis using the Scopus database. A total of 265 documents were initially retrieved, and 184 English-language journal articles published between 2015 and 2024 were included for analysis. Data were processed using VOSviewer to visualize keyword co-occurrence and identify emerging research clusters. The findings reveal that China is the most productive country with 58 publications, followed by the United States with 23, and that National Yunlin University of Science and Technology is the leading institutional contributor. Six thematic clusters were identified, covering multimodality, discourse analysis, digital storytelling, and teacher education. These insights provide a comprehensive overview of the field’s evolution and offer practical implications for educators and researchers aiming to enhance multimodality and pedagogical innovation within higher education.

MENTORSHIP PROGRAM FOR KINDERGARTEN TEACHERS OF TK NIDZAMIYAH ON FUN ENGLISH TEACHING THROUGH DIGITAL STORYTELLING Uswah, Maulidiyyatul; Masyhudianti, Ummy Khoirunnisya'; Rasyidah, Umi Imtitsal; Amalia, Zaky Dzulhiza Hawin; Anu, Raghib Mehfuz; Lutfiah, Raina
Journal of Community Empowerment Vol 4, No 3 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i3.36771

ABSTRAK Pelaksanaan pengabdian kepada masyarakat ini berfokus kepada peningkatan kemampuan guru TK Nidzamiyah dalam menggunakan media digital untuk pembelajaran bahasa Inggris melalui metode storytelling. Pendekatan ini diterapkan untuk memperkuat kualitas pembelajaran yang interaktif dan sesuai dengan karakteristik anak usia dini. Metode penelitian menggunakan observasi, dokumentasi, dan refleksi kolaboratif bersama empat guru. Hasil penelitian menunjukkan bahwa para guru berhasil mengintegrasikan media digital dengan teknik bercerita secara efektif, sehingga menciptakan suasana belajar yang menarik dan komunikatif. Anak cenderung aktif dalam merespon alur cerita, gambar, maupun instruksi sederhana selama kegiatan berlangsung. Meskipun demikian, kemampuan guru dalam memberikan stimulus verbal berbahasa Inggris serta kualitas interaksi dua arah masih perlu ditingkatkan agar respons anak semakin optimal. Penelitian ini menyimpulkan bahwa penggunaan media digital berbasis storytelling memiliki potensi besar untuk memperkaya pengalaman belajar bahasa Inggris, dengan catatan perlu ada penguatan lanjutan pada aspek interaksi guru–anak.Kata kunci: Pembelajaran Melalui Pelayanan Masyarakat, Cerita Digital, Pengajaran Bahasa Inggris untuk usia dini. ABSTRACTThis community service research focuses on improving the ability of TK Nidzamiyah teachers to use digital media for English language learning through the storytelling method. This approach is applied to strengthen the quality of interactive learning that is appropriate for early childhood characteristics. The research method uses observation, documentation, and collaborative reflection with four teachers. The results showed that the teachers successfully integrated digital media with storytelling techniques effectively, creating an engaging and communicative learning environment. Children tended to actively respond to the storyline, images, and simple instructions during the activities. However, the teachers' ability to provide verbal stimuli in English and the quality of two-way interaction still need to be improved to optimise children's responses. This study concludes that the use of storytelling-based digital media has great potential to enrich the English learning experience, provided that there is further strengthening of the teacher-child interaction aspect.Keywords: Community Service Learning, Digital Storytelling, Teaching English for Young Learners.

ENHANCING ENGLISH FOR NETWORKING, PRESENTATION, AND COLLABORATION (ENPC) COMPETENCIES THROUGH AN INTERNATIONAL VISITING LECTURE: A DESCRIPTIVE REFLECTIVE CASE STUDY Permatasari, Ela Kristi; Dibekulu, Dawit; Lutfiana, Lutfiana; Amalia, Zaky Dzulhiza Hawin; Sholikhah, Estiningtyas; Pahlevi, Ryan Fitrian
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2152

English language education in higher education increasingly emphasizes authentic and competency-based learning to prepare students for global academic and professional communication. Within this context, international visiting lectures are often positioned as part of internalization at home initiatives that provide intercultural exposure without physical mobility. This study aims to document and examine the implementation of an international visiting lecture entitled “Beyond the Classroom: English for Networking, Presentation, and Collaboration” and to explore how such an activity supports the development of English for Networking, Presentation, and Collaboration (ENPC) competencies among undergraduate English Education students at Universitas Muhammadiyah Brebes. Adopting a descriptive reflective case study design, qualitative data were collected from 47 participants through online survey responses, individual reflection logs, and selected student produced learning artifacts. The data were analyzed thematically and triangulated across sources to identify recurring patterns in participants’ experiences and perceived learning outcomes. The findings indicate that students reported increased awareness and confidence in using English for networking, presentation, and collaborative communication, alongside heightened intercultural awareness and learning motivation. Reflection narratives and learning artifacts further suggest that participants began to view English less as a classroom subject and more as a practical lingua franca for academic and professional interaction. Challenges related to varied English proficiency levels and limited opportunities for sustained collaboration were also identified. Overall, this study suggests that a well-structured international visiting lecture can serve as a pedagogically meaningful learning experience that supports competency-oriented English instruction and contributes to internationalization at home practices in non-Anglophone higher education contexts, while acknowledging the contextual and descriptive scope of the case study.

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