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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 186 Documents
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Thematic Structure in Students’ Writings: Implications on their Ideas Organization and Development Zefki Okta; Ashadi Ashadi; Sulis Triyono; Dwiyanto Djoko Pranowo
Register Journal Vol. 16 No. 1 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i1.49-72

Abstract

Thematic structure is an important concept in organizing ideas in academic writing. Although numerous studies have focused on investigating how it is realized in students' writing, only a few focus on investigating thematic structure in students' text across different proficiency levels. This article is based on a study analyzing idea organization and development in 24 high and low-scoring essays through Systemic Functional Linguistics (SFL). It was a qualitative content analysis with complementary quantitative data. The results show significant differences in how ideas are organized and developed in high and low-scoring essays. Even though all types of Themes (topical, interpersonal, textual Theme) were observed in both groups, the high-scoring essays elaborated more themes than the low ones indicating that the high-scoring essays comprised more clauses. As for Thematic Progression, all the patterns were present in the essays. The Linear Theme pattern was primarily applied in high-scoring essays, while the Constant Theme pattern was applied frequently in the low-scoring ones. The Split Rheme pattern was less observed in all the students' essays. These findings indicate that the high achievers provided more expounded ideas through linear theme patterns, whereas their counterparts tended to focus on a subject reflected through Theme reiteration. Thus, this implies that proficiency characterized writers in organizing and developing ideas in writing as reflected through thematic Choice and Progression.
Exploring Qualities that Prevent EFL Teachers from Redundancy I Dewa Gede Rat Dwiyana Putra; Sayit Abdul Karim; Iswandany Kaslan
Register Journal Vol. 16 No. 1 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i1.95-111

Abstract

The practice of English language teaching has dramatically changed with the existence of Internet-based learning platforms. The educational technology provides EFL students with a variety of language learning materials that can be accessed at any time and anywhere. These phenomena might threaten the teacher's existence. Thus, this study aims to figure out whether or not EFL teachers’ roles can be replaced by technology and to explore what qualities they should possess and maintain to prevent them from redundancy due to the domination of mobile-based language learning applications. A mix-method design was utilized to obtain the quantitative data through an online survey and qualitative data through an open-ended question. 199 EFL learners participated in the online survey, which consisted of a yes/no question on whether teachers could be replaced by mobile apps and an open-ended question to record the reasons. The findings showed that 132 students (66.3%) thought that teachers could not be replaced by mobile technology; meanwhile, around one-third of the respondents, 67 students (33.7%) had the opposing thought. The students still require human interaction, a sense of emotion, and delivery over the mobile tech features that could provide availability, flexibility, and practicality. It is highly recommended that English teachers maintain their humane qualities while keep adapting to technology to save themselves from redundancy.
Teachers’ Intercultural Communicative Competence and Intercultural Sensitivity: An Investigation of Emergency Online Classes in Higher Education Amir Ghajarieh; Samaneh Safiyar
Register Journal Vol. 16 No. 1 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i1.73-94

Abstract

The study aims to ascertain whether intervention workshops held for Iranian EFL teachers had any effect on their knowledge of intercultural communicative competence (ICC) or of intercultural sensitivity (IS). The study investigated the effect of knowledge about ICC and IS on the practice of EFL teachers. 30 EFL teachers participated in a six-session workshop on ICC and IS, and completed the ICC Questionnaire (Zhou, 2011) and the IS Questionnaire (Chen & Starosta, 2000) before and again after the workshops. A further 10 teachers underwent a semi-structured interview designed to obtain their knowledge of ICC and IS. In addition, 10 classes were observed and 10 students took part in a semi-structured interview to identify the effect of ICC and IS knowledge on teachers’ practice. The results indicated that the intervention workshops had a significant effect on both the teachers’ ICC and IS knowledge. All respondents considered themselves interculturally competent and sensitive English teachers who showed respect for different cultures. It was also found that knowledge about ICC and IS had influenced EFL teachers’ practice. These findings have the potential to raise EFL teachers’ awareness of the prominence of ICC and IS, and inspire them to seek opportunities for improvement and consequently improve their job performance.
Ten Years after Sutton (2012): Quo Vadis Feedback Literacy? (A Bibliometric Study) Imelda Gozali; Abdul Syahid; Nunung Suryati
Register Journal Vol. 16 No. 1 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i1.139-167

Abstract

Drawing on the construct of Academic Literacy, Paul Sutton coined the term "Feedback Literacy" in 2012. Since then, a growing body of research on Feedback Literacy has emerged from scholars worldwide. This bibliometric study then intended to trace the historical development of Feedback Literacy research over a decade and identify future trends and directions in the field. Extracting from the Scopus database and employing Bibliometrix R-tool, this study seeks to reveal the performance analysis and science mapping of the construct. PRISMA 2020 was utilized to guide the articles' search, screening, selection, and reporting. The result of the performance analysis revealed the most prominent journal (Assessment and Evaluation in Higher Education), author (David Carless), article (Carless & Boud, 2018), and keywords (students-related feedback) in feedback literacy research. The conceptual, intellectual, and social structure analyses under science mapping provided insight into popular and fundamental research themes and the collaboration network among feedback literacy authors, with Australian researchers at the forefront. The findings imply that feedback literacy is a fertile ground for further research on topics such as students-related feedback, online feedback, ecological factor, and dialogic feedback. Studies outside of the context of higher education are still under-represented. This study can also aid novice scholars m finding relevant references or outlets for publication.
Mobile-assisted English language learning for young learners during COVID-19 distance learning: Teachers’ experiences and voices Misdi; Anisa Andiani Ramadina; Nor Syamimi Iliani Che Hassan; Kardi Nurhadi
Register Journal Vol. 16 No. 1 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i1.168-185

Abstract

Despite a number of previous studies investigating online learning during the COVID-19 outbreak, more needs to be reported about TEYL teachers’ insightful experiences in photovoice. To fill this gap, the current phenomenological case study aimed at exploring TEYL teachers’ experiences in enacting MALL during the distance learning period amidst the COVID-19 pandemic using photovoice. Two teachers were recruited as the study participants. The data were garnered from the participants’ photovoice collections depicting critical incidents and interviews. The results showed that MALL was perceived as a powerful instructional method in distance English learning amidst the COVID-19 pandemic. The teachers reported that they encountered several obstacles caused by unstable internet networks, difficulty in direct supervision of young learners, and the requirement of extra effort to prepare interesting teaching materials. On a positive note, MALL has benefited the teachers by enriching their experiences using various mobile applications for their English language instructions. The enactment of MALL has also foregrounded parents’ important roles in monitoring their children’s use of mobile devices. Drawing from the findings, this research implies that photovoice can be used to explore teachers' and students’ life experiences with distance learning in Indonesian teacher education.
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.

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