The aim of this research was to find out the effectiveness of using Insert learning media to improve reading comprehension at eleventh Grade SMAN 1 Arosbaya. The method used quantitative which was experimental research design. In this research, the researcher chose 13 students as a sample. The result of this research that there was a significant difference in students' reading achievement on recount text before and after being taught using insert learning media, was confirmed. Since the level of significance of the different achievement was not more than 0,025, the different achievement between pre-test and post-test was significant. Meanwhile, the researcher tested the hypothesis by using t-test formula in which the result is 8,06. The total of the participants or the objects of this research was 13 students. Therefore, the degree of freedom is 12 taken by formula df = N – 1. Then, the t-table is 2,18. The score of t-table is higher than the score t-table. As a result, insert learning was an effective medium to improve students reading comprehension especially in recount text because this media can make students easier in comprehending the text.
本研究的目的是探讨使用Insert学习媒体对提高高一学生阅读理解能力的有效性。方法采用定量实验研究设计。在本研究中，研究者选择了13名学生作为样本。本研究的结果证实，使用插入式学习媒体教学前后，学生在复述文本阅读成绩上存在显著差异。由于成绩差异的显著性水平不大于0.025，故前测与后测成绩差异显著。同时，研究者使用t检验公式对假设进行检验，结果为8,06。本次研究的参与者或对象共计13名学生。因此，自由度为12，用公式df = N - 1表示。然后t表是(2,18)t表的得分高于得分t表。因此，插入式学习是提高学生阅读理解能力的有效媒介，特别是在叙述文本中，因为这种媒介可以使学生更容易理解文本。
{"title":"THE EFFECT OF INSERT LEARNING MEDIA ON STUDENS’ READING COMPREHENSION IN RECOUNT TEXT AT THE ELEVENTH GRADE OF SMAN 1 AROSBAYA","authors":"Latifah Fatimatuz Zahroh, Dzulfikri -, Saiful Koher","doi":"10.24127/pj.v11i2.4858","DOIUrl":"https://doi.org/10.24127/pj.v11i2.4858","url":null,"abstract":"The aim of this research was to find out the effectiveness of using Insert learning media to improve reading comprehension at eleventh Grade SMAN 1 Arosbaya. The method used quantitative which was experimental research design. In this research, the researcher chose 13 students as a sample. The result of this research that there was a significant difference in students' reading achievement on recount text before and after being taught using insert learning media, was confirmed. Since the level of significance of the different achievement was not more than 0,025, the different achievement between pre-test and post-test was significant. Meanwhile, the researcher tested the hypothesis by using t-test formula in which the result is 8,06. The total of the participants or the objects of this research was 13 students. Therefore, the degree of freedom is 12 taken by formula df = N – 1. Then, the t-table is 2,18. The score of t-table is higher than the score t-table. As a result, insert learning was an effective medium to improve students reading comprehension especially in recount text because this media can make students easier in comprehending the text.","PeriodicalId":237864,"journal":{"name":"Premise Journal of English Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133948737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Agustine Andriana Ayu Mahardika, Paulus Kuswandono
Self-regulation is required to retain or even improve the students’ motivation to achieve the targeted goal. Students can arrange, observe, and assess their learning and thinking processes. In the process of reading, students might find difficulties that can make them unmotivated, and they need better motivation-regulation to help them attain their motivation to achieve the targeted goal. Therefore, it can be understood that motivation is a key factor to help the students’ strategies in regulating their motivation in academic reading. Nineteen graduate students of the English Education Master’s Program (EEMP) of Sanata Dharma University batch 2021 were the participants in this research. One research question to be answered in this research is “what are the strategies undertaken by graduate students’ in regulating their motivation in academic reading?” Mixed-method was implemented to answer the research question and discover nineteen graduate students’ strategies in regulating their motivation in academic reading. The data were gathered using questionnaires and interview instruments. The result revealed that the students used some motivation-regulation strategies to boost and maintain their motivation in reading academic journals namely interest enhancement, goal-oriented self-talk, self-consequating, and environmental control. This research also has implications for the students, thesis advisors, and future researchers.
{"title":"INDONESIAN GRADUATE STUDENTS’ STRATEGIES IN REGULATING THEIR MOTIVATION IN ACADEMIC READING","authors":"Agustine Andriana Ayu Mahardika, Paulus Kuswandono","doi":"10.24127/pj.v11i2.4825","DOIUrl":"https://doi.org/10.24127/pj.v11i2.4825","url":null,"abstract":"Self-regulation is required to retain or even improve the students’ motivation to achieve the targeted goal. Students can arrange, observe, and assess their learning and thinking processes. In the process of reading, students might find difficulties that can make them unmotivated, and they need better motivation-regulation to help them attain their motivation to achieve the targeted goal. Therefore, it can be understood that motivation is a key factor to help the students’ strategies in regulating their motivation in academic reading. Nineteen graduate students of the English Education Master’s Program (EEMP) of Sanata Dharma University batch 2021 were the participants in this research. One research question to be answered in this research is “what are the strategies undertaken by graduate students’ in regulating their motivation in academic reading?” Mixed-method was implemented to answer the research question and discover nineteen graduate students’ strategies in regulating their motivation in academic reading. The data were gathered using questionnaires and interview instruments. The result revealed that the students used some motivation-regulation strategies to boost and maintain their motivation in reading academic journals namely interest enhancement, goal-oriented self-talk, self-consequating, and environmental control. This research also has implications for the students, thesis advisors, and future researchers.","PeriodicalId":237864,"journal":{"name":"Premise Journal of English Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125928141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to explore, analyze, and determine the possibility of Moodle platform accommodating English learning personalization. The study applied a convergent parallel design mixed-method and was concerned with a quantitative survey and qualitative case study (deductive approach). The findings indicated and determined the personalization of English learning Moodle-based, and those elements included adjustable material and mechanism, concentrated instruction, component-based decisions, and English language learner observation. The adaptability Moodle system accommodated the personalization approach in learning English Moodle-based. The feature involved is isk, file, folder, IMS Content Package, Label, Page, URL (Resources) and Choice, Database, Feedback, Forum, Glossary, Lesson, (LTI) External tool, Quiz, SCORM, Wiki, Workshop (Activities). According to the findings, the Moodle environment became a relevant system to accommodate English pedagogy with a personalization approach. Online learning personalization choices range from simple settings to applications and Moodle capabilities to offer intelligent assistance. This scenario includes modifying developed on interactivity and communication Moodle settings
{"title":"ENGLISH EDUCATIONAL MOODLE-BASED ENVIRONMENT ON ACTUALIZING PERSONALIZATION VIRTUAL COURSE","authors":"R. Prasetya, Novanda Alim Setya Nugraha","doi":"10.24127/pj.v11i2.4911","DOIUrl":"https://doi.org/10.24127/pj.v11i2.4911","url":null,"abstract":"The study aims to explore, analyze, and determine the possibility of Moodle platform accommodating English learning personalization. The study applied a convergent parallel design mixed-method and was concerned with a quantitative survey and qualitative case study (deductive approach). The findings indicated and determined the personalization of English learning Moodle-based, and those elements included adjustable material and mechanism, concentrated instruction, component-based decisions, and English language learner observation. The adaptability Moodle system accommodated the personalization approach in learning English Moodle-based. The feature involved is isk, file, folder, IMS Content Package, Label, Page, URL (Resources) and Choice, Database, Feedback, Forum, Glossary, Lesson, (LTI) External tool, Quiz, SCORM, Wiki, Workshop (Activities). According to the findings, the Moodle environment became a relevant system to accommodate English pedagogy with a personalization approach. Online learning personalization choices range from simple settings to applications and Moodle capabilities to offer intelligent assistance. This scenario includes modifying developed on interactivity and communication Moodle settings","PeriodicalId":237864,"journal":{"name":"Premise Journal of English Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130218710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nine types of multiple intelligence theories are proposed by Gardner (1999), which include the following: verbal-linguistic, musical, logical-mathematical, visual-spatial, bodily-kinesthetic, and existential. Since all these types of intelligence are on an equal footing, educators can use various strategies to help students develop their full potential. Silent Way, Suggestopedia, CLT, etc., are some methods used to incorporate multiple intelligence into teaching and learning activities. However, the use of multiple intelligence in learning English is still rare. This results in teachers not using the most effective methods for teaching and learning the English language. Following the steps outlined in this paper can help teachers integrate at least some of these nine types of intelligence. This paper provides teachers with new ideas for improving the quality of teaching and learning through multiple intelligence. This paper attempts to answer the following questions: 1) What exactly is multiple intelligence, and how can it be encouraged? 2) In the context of teaching English as a foreign language, what methods are most effective in fostering multiple intelligences? This study is descriptive qualitative work being done in preparation for a conceptual paper. The method consists of reviewing all related literature to provide sufficient arguments. The discussion focuses on multiple intelligence theory, English language instruction, and incorporating multiple intelligence into teaching-learning activities.
{"title":"INTEGRATING MULTIPLE INTELLIGENCES THEORY IN ENGLISH LANGUAGE TEACHING","authors":"Pahrozi Ahmad","doi":"10.24127/pj.v11i2.4823","DOIUrl":"https://doi.org/10.24127/pj.v11i2.4823","url":null,"abstract":"Nine types of multiple intelligence theories are proposed by Gardner (1999), which include the following: verbal-linguistic, musical, logical-mathematical, visual-spatial, bodily-kinesthetic, and existential. Since all these types of intelligence are on an equal footing, educators can use various strategies to help students develop their full potential. Silent Way, Suggestopedia, CLT, etc., are some methods used to incorporate multiple intelligence into teaching and learning activities. However, the use of multiple intelligence in learning English is still rare. This results in teachers not using the most effective methods for teaching and learning the English language. Following the steps outlined in this paper can help teachers integrate at least some of these nine types of intelligence. This paper provides teachers with new ideas for improving the quality of teaching and learning through multiple intelligence. This paper attempts to answer the following questions: 1) What exactly is multiple intelligence, and how can it be encouraged? 2) In the context of teaching English as a foreign language, what methods are most effective in fostering multiple intelligences? This study is descriptive qualitative work being done in preparation for a conceptual paper. The method consists of reviewing all related literature to provide sufficient arguments. The discussion focuses on multiple intelligence theory, English language instruction, and incorporating multiple intelligence into teaching-learning activities.","PeriodicalId":237864,"journal":{"name":"Premise Journal of English Education","volume":"332 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124679547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes a contrastive study of the Philippine and Indonesian newspaper editorials in order to see similarities and differences in their physical size in terms of words and how Filipino and Indonesian editorialists utilized their discourse strategies through metadiscourse markers. To this end, 30 editorials of the Philippine Daily Inquirer and the Jakarta Post were examined through the lens of contrastive rhetoric analysis. The investigation of metadiscourse devices was grounded on the metadiscourse framework of Hyland (2005). Regarding the length of the editorials, the data revealed that the Philippine editorials employed more words compared to the Indonesian ones. The findings also show that both groups of editorialists used more interactional category, especially subcategory attitude markers in their writing, although the frequencies of the counts were different. The Philippine editorials contain more metadiscourse markers in all subcategories compared to the Indonesian editorials. The findings may indicate that as a genre, newspaper editorials have a generic feature of metadicourse markers, namely attitude markers. By using attitude markers effectively, editorialists make clear their stance on particular public issues and try to persuade readers to accept the opinion of the newspaper editors. The study shows that newspaper editorials are reader-oriented texts.
{"title":"CONTRASTIVE RHETORIC ANALYSIS OF METADISCOURSE MARKERS OF THE PHILIPPINE AND INDONESIAN NEWSPAPER EDITORIALS","authors":"Ubaldus Djonda","doi":"10.24127/pj.v11i2.5012","DOIUrl":"https://doi.org/10.24127/pj.v11i2.5012","url":null,"abstract":"This paper describes a contrastive study of the Philippine and Indonesian newspaper editorials in order to see similarities and differences in their physical size in terms of words and how Filipino and Indonesian editorialists utilized their discourse strategies through metadiscourse markers. To this end, 30 editorials of the Philippine Daily Inquirer and the Jakarta Post were examined through the lens of contrastive rhetoric analysis. The investigation of metadiscourse devices was grounded on the metadiscourse framework of Hyland (2005). Regarding the length of the editorials, the data revealed that the Philippine editorials employed more words compared to the Indonesian ones. The findings also show that both groups of editorialists used more interactional category, especially subcategory attitude markers in their writing, although the frequencies of the counts were different. The Philippine editorials contain more metadiscourse markers in all subcategories compared to the Indonesian editorials. The findings may indicate that as a genre, newspaper editorials have a generic feature of metadicourse markers, namely attitude markers. By using attitude markers effectively, editorialists make clear their stance on particular public issues and try to persuade readers to accept the opinion of the newspaper editors. The study shows that newspaper editorials are reader-oriented texts.","PeriodicalId":237864,"journal":{"name":"Premise Journal of English Education","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123297905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since classroom-based instruction has been replaced by a hybrid of in-person interaction and online study, technology has transformed how knowledge is transferred and acquired. During covid-19 pandemic to overcome the situation, Learning From Home (LFH) is being implemented in all majors. This day, Moodle which is one of Learning Management System (LMS) is mostly used during online learning as a learning platform. The aim of this research is to investigate the students’ attitude in learning English by using Moodle. The researcher done this research by using descriptive qualitative research method. In collecting the data, the researcher has interviewed the students of University of Islam Malang as the subject. After that, the researcher analyzes and describes the result of interview sessions. However, it was found that the students of University Islam Malang have a positive attitude towards using Moodle which can improve their grade and motivation in learning English.
{"title":"THE EFFECTIVENESS OF USING MOODLE TO THE STUDENTS ATTITUDE IN EFL CLASSROOM","authors":"P. Rahayu, Dita Aulia Rahman, M. Mustofa","doi":"10.24127/pj.v11i2.4540","DOIUrl":"https://doi.org/10.24127/pj.v11i2.4540","url":null,"abstract":"Since classroom-based instruction has been replaced by a hybrid of in-person interaction and online study, technology has transformed how knowledge is transferred and acquired. During covid-19 pandemic to overcome the situation, Learning From Home (LFH) is being implemented in all majors. This day, Moodle which is one of Learning Management System (LMS) is mostly used during online learning as a learning platform. The aim of this research is to investigate the students’ attitude in learning English by using Moodle. The researcher done this research by using descriptive qualitative research method. In collecting the data, the researcher has interviewed the students of University of Islam Malang as the subject. After that, the researcher analyzes and describes the result of interview sessions. However, it was found that the students of University Islam Malang have a positive attitude towards using Moodle which can improve their grade and motivation in learning English.","PeriodicalId":237864,"journal":{"name":"Premise Journal of English Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116072113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Prasetyaningrum, M. Asrobi, Siti Ayu Surayya, Zahratul Fikni
The goals of this study were to find out the most dominant types of grammatical cohesion used in undergraduate thesis belonged students of study program of English language education at Hamzanwadi university by M.A.K Halliday’s theory. This study was classified into descriptive qualitative research with discourse approach. The author used documentation in the form of students’ undergraduate thesis for collecting the data. There were two kinds of data taken, namely primary and secondary data. The primary data referred to the thesis written by the learners of the eight semesters as their partial fulfilment task before having bachelor degree. The secondary data was data that complete the main data. The author showed the data in line with Creswell and Poth theory in which the author related the theory by examining the grammatical of the thesis. The research finding revealed the most dominant type of grammatical cohesion was reference which appear 6149 times or 65, 29 % then conjunction which was found 3107 times or 32, 99 %. Meanwhile, the least dominant types of grammatical cohesion were substitution which appeared 145 times (1, 53%) and ellipsis which appeared 16 times (0, 16%).
{"title":"GRAMMATICAL COHESION IN STUDENTS’ UNDERGRADUATE THESIS","authors":"A. Prasetyaningrum, M. Asrobi, Siti Ayu Surayya, Zahratul Fikni","doi":"10.24127/pj.v11i2.4744","DOIUrl":"https://doi.org/10.24127/pj.v11i2.4744","url":null,"abstract":"The goals of this study were to find out the most dominant types of grammatical cohesion used in undergraduate thesis belonged students of study program of English language education at Hamzanwadi university by M.A.K Halliday’s theory. This study was classified into descriptive qualitative research with discourse approach. The author used documentation in the form of students’ undergraduate thesis for collecting the data. There were two kinds of data taken, namely primary and secondary data. The primary data referred to the thesis written by the learners of the eight semesters as their partial fulfilment task before having bachelor degree. The secondary data was data that complete the main data. The author showed the data in line with Creswell and Poth theory in which the author related the theory by examining the grammatical of the thesis. The research finding revealed the most dominant type of grammatical cohesion was reference which appear 6149 times or 65, 29 % then conjunction which was found 3107 times or 32, 99 %. Meanwhile, the least dominant types of grammatical cohesion were substitution which appeared 145 times (1, 53%) and ellipsis which appeared 16 times (0, 16%).","PeriodicalId":237864,"journal":{"name":"Premise Journal of English Education","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122583216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The impact of the COVID-19 pandemic caused the teaching-learning process to be done online. The online learning environment required EFL teachers to increase their technology use, including teaching literature classes. This influenced the teachers’ technology use in the long run, especially in post-pandemic teaching. To the best of researchers’ knowledge, only a few studied teachers’ perceptions of their technology use in EFL teaching and the post-pandemic era, especially for teaching literature. Therefore, this study aimed to investigate EFL teachers’ perceptions of their technology use for teaching literature and the technology use for teaching literature in the post-pandemic era. This study used a narrative inquiry design and a semi-structured interview to gather data from six senior high school teachers and analyzed using thematic analysis. The results showed that teachers had challenges in using technology for teaching literature at first because of low experience, but they had positive views on their current technology use for teaching literature, had positive perceptions on hybrid learning, and perceived that they had to make more adjustments for teaching literature in the post-pandemic era. This study may help teachers reflect on their technology use and adjust their technology use in online learning to meet the needs of the teachers and students.
{"title":"TECHNOLOGY USE IN TEACHING LITERATURE AMID AND POST-PANDEMIC: TEACHERS’ PERCEPTIONS","authors":"Erina Andriani, Barli Bram","doi":"10.24127/pj.v11i2.4908","DOIUrl":"https://doi.org/10.24127/pj.v11i2.4908","url":null,"abstract":"The impact of the COVID-19 pandemic caused the teaching-learning process to be done online. The online learning environment required EFL teachers to increase their technology use, including teaching literature classes. This influenced the teachers’ technology use in the long run, especially in post-pandemic teaching. To the best of researchers’ knowledge, only a few studied teachers’ perceptions of their technology use in EFL teaching and the post-pandemic era, especially for teaching literature. Therefore, this study aimed to investigate EFL teachers’ perceptions of their technology use for teaching literature and the technology use for teaching literature in the post-pandemic era. This study used a narrative inquiry design and a semi-structured interview to gather data from six senior high school teachers and analyzed using thematic analysis. The results showed that teachers had challenges in using technology for teaching literature at first because of low experience, but they had positive views on their current technology use for teaching literature, had positive perceptions on hybrid learning, and perceived that they had to make more adjustments for teaching literature in the post-pandemic era. This study may help teachers reflect on their technology use and adjust their technology use in online learning to meet the needs of the teachers and students.","PeriodicalId":237864,"journal":{"name":"Premise Journal of English Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130597176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research examined the rhetorical pattern of thesis background, particularly the undergraduate scripts of English education department students. The purpose of the study is to find out the tendency of rhetorical patterns by students in writing thesis backgrounds. The approach used in this study is a qualitative method. The researcher investigates twenty English education undergraduate scripts from UIN Ar-Raniry and Syiah Kuala University. To collect the data, documentation of undergraduate thesis background was used as the instrument. The data were collected from the electronic repository thesis and dissertation from both universities. Then, the researcher examined the data based on the framework of Swales’s CARS model (2004). The results of this research revealed that the undergraduate students of English departments have similar rhetorical patterns in the thesis background. Furthermore, the research identified the cyclical pattern which showed that the students tend to repeat the cycle. Students tend to use the first language style that led the students to write circumstantially to deliver their points in the thesis background. In conclusion, the rhetorical pattern of the thesis background used by students is compatible with the theoretical framework. Bearing the problems in mind, this research has implication on the students majoring in English Education to employ more effective rhetorical patterns in the background of undergraduate scripts crafted in English.
本研究主要考察了英语教育专业本科生的论文背景修辞模式。本研究的目的是了解学生在撰写论文背景时的修辞倾向。本研究采用的方法是定性方法。研究者调查了来自UIN ararraniry和Syiah Kuala University的20份英语教育本科脚本。为收集资料，本研究以大学生毕业论文背景资料为工具。数据来源于两所大学的电子知识库论文和论文。然后，研究者基于Swales的CARS模型(2004)的框架对数据进行了检验。研究结果表明，英语系本科学生在论文背景中具有相似的修辞模式。此外，研究还发现了这种循环模式，表明学生倾向于重复这种循环。学生倾向于使用第一语言风格，引导学生在论文背景下写作，以表达他们的观点。综上所述，学生使用的论文背景修辞模式与理论框架是一致的。针对这些问题，本研究对英语教育专业学生在英语写作背景下使用更有效的修辞模式具有启示意义。
{"title":"THE PATTERN OF UNDERGRADUATE THESIS BACKGROUND RHETORIC OF TWO UNIVERSITIES IN ACEH","authors":"Imam Al Farisyi, I. A. Samad, Saiful Marhaban","doi":"10.24127/pj.v11i2.4237","DOIUrl":"https://doi.org/10.24127/pj.v11i2.4237","url":null,"abstract":"This research examined the rhetorical pattern of thesis background, particularly the undergraduate scripts of English education department students. The purpose of the study is to find out the tendency of rhetorical patterns by students in writing thesis backgrounds. The approach used in this study is a qualitative method. The researcher investigates twenty English education undergraduate scripts from UIN Ar-Raniry and Syiah Kuala University. To collect the data, documentation of undergraduate thesis background was used as the instrument. The data were collected from the electronic repository thesis and dissertation from both universities. Then, the researcher examined the data based on the framework of Swales’s CARS model (2004). The results of this research revealed that the undergraduate students of English departments have similar rhetorical patterns in the thesis background. Furthermore, the research identified the cyclical pattern which showed that the students tend to repeat the cycle. Students tend to use the first language style that led the students to write circumstantially to deliver their points in the thesis background. In conclusion, the rhetorical pattern of the thesis background used by students is compatible with the theoretical framework. Bearing the problems in mind, this research has implication on the students majoring in English Education to employ more effective rhetorical patterns in the background of undergraduate scripts crafted in English.","PeriodicalId":237864,"journal":{"name":"Premise Journal of English Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131274380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of the Internet is one of the solutions to tackle the communication problems during the covid-19 pandemic. Online activity, which can be done to facilitate learning a language, especially English, is preferable to be synchronous and asynchronous online communication. This research focuses on using asynchronous online communication of the learning management system to enhance students' writing ability in pre-intermediate writing subjects during the covid-19 pandemic. The method of the research is a quantitative method with One-Group Pretest-posttest design. The research population is the second-semester students, and the sample of the research is pre-intermediate writing class C, which consists of 23 students. The data analysis results show that the student's average score on the pre-test is 76.96, and the mean score of the post-test is 79.83, which means that the mean score of the post-test is higher than the mean score of the pre-test. In other words, the gained score is 2.87. Wilcoxon test for non-parametric statistics is applied to decide the hypothesis. The calculation of the test statistic showed that the z test result is 2.62 with a 2-tailed significance is 0.009. It indicates that the result is significant since 0.009 is less than 0.05 (0.009 < 0.05). It means that the Null hypothesis (H0) is rejected, while the Alternative hypothesis (H1) is accepted. Therefore, it can be concluded that there is a significant effect of using asynchronous online communication of the learning management system (www.schoology.com) on students' writing ability. The study implies that this LMS model is visible in ELT, especially to improve the students' four skills, such as writing ability.
{"title":"ASYNCHRONOUS ONLINE COMMUNICATION OF THE LEARNING MANAGEMENT SYSTEM FOR STUDENTS’ WRITING ABILITY","authors":"L. Sholihah","doi":"10.24127/pj.v11i2.3564","DOIUrl":"https://doi.org/10.24127/pj.v11i2.3564","url":null,"abstract":"The use of the Internet is one of the solutions to tackle the communication problems during the covid-19 pandemic. Online activity, which can be done to facilitate learning a language, especially English, is preferable to be synchronous and asynchronous online communication. This research focuses on using asynchronous online communication of the learning management system to enhance students' writing ability in pre-intermediate writing subjects during the covid-19 pandemic. The method of the research is a quantitative method with One-Group Pretest-posttest design. The research population is the second-semester students, and the sample of the research is pre-intermediate writing class C, which consists of 23 students. The data analysis results show that the student's average score on the pre-test is 76.96, and the mean score of the post-test is 79.83, which means that the mean score of the post-test is higher than the mean score of the pre-test. In other words, the gained score is 2.87. Wilcoxon test for non-parametric statistics is applied to decide the hypothesis. The calculation of the test statistic showed that the z test result is 2.62 with a 2-tailed significance is 0.009. It indicates that the result is significant since 0.009 is less than 0.05 (0.009 < 0.05). It means that the Null hypothesis (H0) is rejected, while the Alternative hypothesis (H1) is accepted. Therefore, it can be concluded that there is a significant effect of using asynchronous online communication of the learning management system (www.schoology.com) on students' writing ability. The study implies that this LMS model is visible in ELT, especially to improve the students' four skills, such as writing ability.","PeriodicalId":237864,"journal":{"name":"Premise Journal of English Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129013505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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