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REGISTER JOURNAL
Published by Universitas Islam Negeri Salatiga
ISSN : 19798903     EISSN : 2503040X     DOI : https://doi.org/10.18326/register.v17i2.250-278
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Register Journal is the Journal of English for Islamic Educational Institutions and Moslem Communities
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 8 Documents
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Search results for , issue "Vol. 16 No. 2 (2023): REGISTER JOURNAL" : 8 Documents clear
Exploring EFL Supervisors' Feedback on Postgraduates' Research Proposals: Functions and Foci Atef AbuSaaleek; Aied Alenizi
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.207-223

Abstract

Supervisory feedback plays a crucial role in supervising research in higher education. Feedback is a crucial component of successful teaching practices in the context of postgraduate research proposal writing. Effective supervisory feedback can promote supervisees' academic writing and enhance the quality of their research proposals. Therefore, this study aimed to examine the feedback functions and feedback foci that EFL supervisors employ in their written feedback when refining postgraduate research proposals. A qualitative approach and simple descriptive quantitative measures were adopted to address the study's aims and estimate the prevalence of feedback forms. The study's sample included (N = 5) supervisors (4 male and 1 female supervisor) supervising postgraduate students as part of the M.A. in Applied Linguistics program. Data were collected from five supervisory feedback reports on postgraduates' research proposals and proposal drafts. The finding revealed that the EFL supervisors predominantly used directive feedback (52%) in their feedback provision instead of referential (30%) and expressive feedback (18%). Additionally, the findings showed that the EFL supervisors primarily focused on content issues (53%), followed by organization (29%) and appropriateness (19%), and the lowest number of supervisory feedback focused on linguistic accuracy (16%). The study provides pedagogical implications for supervisors and recommendations for further studies.
Exploring Learning Challenges Coping Strategies Among EFL Business English Learners: Learning Challenges Coping Strategies Al Homoud, Faisal; Ibrahim , Mohamed
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.267-285

Abstract

The present study investigated the nature of learning challenges inherent in studying Readings in Business through the English medium instruction (EMI) and the coping strategies business English learners use to overcome those learning challenges. The study adopted a quantitative approach and collected the data through an online questionnaire. The findings revealed that business English learners face challenges related to the language used in the textbook, and some may find the textbook's language more difficult to comprehend. Further, the findings revealed that business English learners in the context of language proficiency-based challenges face challenges that affect their comprehension of textbook content, ability to answer tests effectively, exam scores, and participation in classroom discussions. Furthermore, the findings revealed that business English learners have mixed perceptions regarding instructor-based challenges. Finally, in terms of coping strategies, the findings revealed that business English learners adopted a variety of coping strategies, such as using Google Translate to translate the paragraphs, using their native language to inquire and ask questions, creating a glossary to memorize new words, using bilingual dictionaries and translation tools, and seeking help from classmates and instructors. The study provides a number of implications and recommendations for further studies.
The Potentials of ChatGPT for Language Learning: Unpacking its Benefits and Limitations Arif Nugroho; Nur Hidayanto Pancoro Setyo Putro; Kastam Syamsi
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.224-247

Abstract

The present study aims to unpack the potentials of ChatGPT for language learning based on students’ perspectives. Specifically, this study scrutinizes language learning needs that can be fulfilled by ChatGPT, potential benefits of ChatGPT, and limitations of ChatGPT for language education. Drawing on exploratory case study, this study involves 18 language students majoring in English education and linguistic studies from two public universities in Indonesia. The findings of semi-structured interviews and FGD reveal that ChatGPT shows great promise as a digital platform that can support personalize learning, stimulate authentic interactions, and boost student productivity. This study suggests that students can gain several advantages from ChatGPT to support their language learning, such as enhancing their writing skills (e.g., translation, paraphrasing, outlining, and receiving assistance with grammar and syntax), improving vocabulary acquisition, providing learning materials, and serving as conversation partner. However, students might encounter certain challenges when using ChatGPT for language learning, such as the risk of cheating and plagiarism, inaccurate responses, and ambiguous information which can lead to confusion and misunderstanding. This study offers fruitful insights for language education stakeholders (especially teachers and students) to enhance their digital competencies specifically related to the use of AI tools in language education.
Affect and Characterization in Narrative Texts Written by Senior High School Students Djatmika, Djatmika; Santosa, Riyadi; Wiratno, Tri; Sugiarti, Rara; Wibowo, Agus Hari; Sugiarti, Tati; Lianisyah, Ulfah Yanuar; Rudiansyah, Rudiansyah
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.323-343

Abstract

This article discusses the attitudinal lexis representing feelings to support the process of characterization in narrative texts written by senior high school students in Plupuh, Sragen. Six best stories were selected from twenty texts produced by the students to be analyzed for their text structure and for the way the writers exploit the emotive words representing feelings to support the process of characterization for the participants in the stories. The results show that all of the writers have good skills in arranging discourse units to be a narrative text. All of the texts are structured with the obligatory discourse units for a narrative such as Orientiation, Complication, and Resolution. Furthermore, they are also good in selecting the emotive words representing feelings in the forms of Quality and Process. However, they did not have the words in the form of Comment in their stories. The language units representing feelings are distributed along the units of the narrtive texts to support the discourse functions of each unit. Overall, the exploitation of the emotive words can help the writers in the process of characterization of the participants of the stories they produced.
Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs Martono; Nur Arifah Drajati; Dewi Rochsantiningsih; Surya Agung Wijaya
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.186-206

Abstract

English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
Glocalizing English Language Teaching in the Arabian Gulf: Professional Development's Mediating Influence Ahmad, Hussain
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.301-322

Abstract

Methods and materials in English Language Teaching (ELT) are influenced by the unique socio-cultural contexts of instruction. Nonetheless, English as a Foreign Language (EFL) teaching practices in the Arabian Gulf tend to adopt a one-size-fits-all approach when it comes to teaching methods and pedagogical approaches. This study investigates the influence of the Cambridge English Teacher (CET) professional development program on the classroom practices of EFL instructors in the Arabian Gulf and its role in facilitating the contextualization of teaching in alignment with Saudi cultural norms. The study involved 120 Saudi EFL university teachers as participants. Employing a convergent parallel design that incorporated a survey questionnaire and semi-structured interviews, the results demonstrated that the CET program empowered participants to contextualize their teaching methods and adapt their classroom delivery to the local teaching environment. Specifically, the findings revealed that participants perceived their learning experience in the CET program in four distinct dimensions: contextualizing teaching methods, localizing Communicative Language Teaching (CLT) principles, diversifying teaching methodologies and materials, and comprehending context-specific classroom management strategies. Moreover, the study highlighted the significant impact of contextually tailored in-service professional development programs in the process of "glocalizing" teaching methods. In conclusion, the research findings carry implications for EFL educators, professional development initiatives, and provide valuable directions for future research endeavors.
Exploring Strategies of Teaching Speaking among Indonesian and Malaysian Secondary English Teachers Widiati, Utami; El Khoiri, Niamika; Nindya, Meyga Agustia; Sharif , Tengku Intan Suzila Tengku
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.286-300

Abstract

The current study aims at exploring strategies of teaching speaking among EFL/ESL teachers in Indonesian and Malaysian secondary schools. The data were obtained from 55 Indonesian teachers and 9 teachers from Malaysia, who were asked to voluntarily fill out an open-ended questionnaire consisting of 11 items. The questions ranged from teaching strategies to challenges in teaching speaking and the use of IT in the classroom setting. The findings of the descriptive analysis showed that teachers in both countries used relatively similar strategies, except for the aspect regarding the proportion of English use in the classroom. In this case, Malaysian teachers used English most of the time in their speaking class, compared to their Indonesia counterparts who admitted using L1 in various proportions and/or situations. It can be safely assumed that the status of English in Indonesia and Malaysia (EFL vs. ESL) is responsible for this difference, with Malaysian teachers and students being more comfortable with the use of English in their daily encounters.
The application of Kahoot as an online assessment tool to foster student’s engagement: Student’s experiences and voices Wahyuni, Sri; Etfita, Fauzul
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.248-266

Abstract

The advancement of technology has an impact on numerous aspects, including assessment. Students tend to feel bored, nervous, and anxious while doing the test. Consequently, the educators are required to create a meaningful atmosphere in the classroom. Kahoot can be used as an alternative assessment tool. The purpose of this study was to gain knowledge about the students’ voices and experiences with the use of Kahoot as an assessment tool in their English grammar class at the end of each of the fourteen meetings. This research was conducted at a private university in Riau with seventy-five participants in the English language education study program. This research was descriptive-qualitative by applying a questionnaire and interview. The findings show that most of the respondents are giving positive responses to using Kahoot as an assessment tool. The result of the research revealed that Kahoot is more preferred by the students than a paper-based test, which offers challenges, an interactive interface, sound, and music, helps students focus on the subject, and increases their interest and motivation. Meanwhile, the researcher found that the weaknesses of Kahoot are the time limit given and the unstable internet connection. Overall, the researcher suggests employing Kahoot as an assessment tool to boost students’ engagement.

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