Pub Date : 2023-07-22DOI: 10.31764/leltj.v11i1.15678
Diana Rahmawati Rozak, Maisa Maisa, S. Hartati
The purpose of this study is to explore the students’ preferences and perceptions toward implicit corrective feedback on their speaking performance. This research is qualitative case study research with data collection techniques using observation, questionnaires, and interviews. The participants of this study were 12th-grade, high school students. The author found the most preferred types and timing in the corrective feedback implementation such as: Recast CF, and Immediate CF as the method to correct the errors in their speaking performance given by the teacher. Researchers also found that students have positive perceptions toward implicit corrective feedback. Most participants prefer to be corrected by their teacher when they make an error in their speaking performance.
{"title":"EXPLORING IMPLICIT CORRECTIVE FEEDBACK PREFERENCES ON STUDENTS’ SPEAKING PERFORMANCE","authors":"Diana Rahmawati Rozak, Maisa Maisa, S. Hartati","doi":"10.31764/leltj.v11i1.15678","DOIUrl":"https://doi.org/10.31764/leltj.v11i1.15678","url":null,"abstract":"The purpose of this study is to explore the students’ preferences and perceptions toward implicit corrective feedback on their speaking performance. This research is qualitative case study research with data collection techniques using observation, questionnaires, and interviews. The participants of this study were 12th-grade, high school students. The author found the most preferred types and timing in the corrective feedback implementation such as: Recast CF, and Immediate CF as the method to correct the errors in their speaking performance given by the teacher. Researchers also found that students have positive perceptions toward implicit corrective feedback. Most participants prefer to be corrected by their teacher when they make an error in their speaking performance.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81715498","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}
Pub Date : 2023-07-16DOI: 10.31764/leltj.v11i1.14628
Fitriawati Fitriawati
The purpose of this study is to determine the impact of student learning outcomes by using Project Based Learning (PjBL) in the Indonesia Education Department at the University of Borneo Tarakan. This research uses descriptive method with qualitative approach. The researcher uses 3 techniques to collect data which include observation, interview, and documentation. Students must create a project that will be displayed at the end of the lesson. The results of this study show that student learning outcomes in applying PjBL indicated satisfactory results of 77% of the tasks given and integrated in 4 PjBL steps, namely Preparation, Implementation, Development, and Presentation.
{"title":"The Impact of Project-Based Learning on English Subject for Third Semester Students of Indonesian Education Study program, Faculty of Teacher Training and Education, University of Borneo, Tarakan","authors":"Fitriawati Fitriawati","doi":"10.31764/leltj.v11i1.14628","DOIUrl":"https://doi.org/10.31764/leltj.v11i1.14628","url":null,"abstract":"The purpose of this study is to determine the impact of student learning outcomes by using Project Based Learning (PjBL) in the Indonesia Education Department at the University of Borneo Tarakan. This research uses descriptive method with qualitative approach. The researcher uses 3 techniques to collect data which include observation, interview, and documentation. Students must create a project that will be displayed at the end of the lesson. The results of this study show that student learning outcomes in applying PjBL indicated satisfactory results of 77% of the tasks given and integrated in 4 PjBL steps, namely Preparation, Implementation, Development, and Presentation.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75307989","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}
Pub Date : 2023-07-16DOI: 10.31764/leltj.v11i1.14629
W. Winarno, Fitriawati Fitriawati
The objectives of the study were to analyze online learning media used by English teachers at SMA Negeri in Tarakan and find out the important factors that influence the successful use of online learning media by English teachers at SMA Negeri in Tarakan North Kalimantan. The study was descriptive qualitative. The subjects were the teachers of English at SMA Negeri in Tarakan. To collect the data used observations, interviews and documentation and to analyze the data used the stages of Miles and Huberman. The stages are data collection, data reduction, data display, and conclusions: drawing and verifying. The results of the study showed that 1) the online learning media platforms used by English teachers at SMA Negeri in Tarakan were quite varied. The online learning media platforms include google classroom (84.6%), google meet (76.9%), Whats-App group (76.9), zoom meeting application (61.5%), Microsoft teams (15.4), telegram (46.2), rumah belajar (7.7%), you-tube (61.5%), madrasah e-learning (7.7%), google form (7.7%), quiziz (7.7%), online test provider websites (7.7%) and eduku (7.7%). Most of the English teachers at SMA Negeri in Tarakan used the Google Classroom online learning media platform, 2) The success of online learning on English at SMA Negeri in Tarakan was influenced by teacher factors, technological factors and design and content factors.
{"title":"Analysis of Online Learning Media and Its Usage in English Learning in SMA Negeri in Tarakan","authors":"W. Winarno, Fitriawati Fitriawati","doi":"10.31764/leltj.v11i1.14629","DOIUrl":"https://doi.org/10.31764/leltj.v11i1.14629","url":null,"abstract":"The objectives of the study were to analyze online learning media used by English teachers at SMA Negeri in Tarakan and find out the important factors that influence the successful use of online learning media by English teachers at SMA Negeri in Tarakan North Kalimantan. The study was descriptive qualitative. The subjects were the teachers of English at SMA Negeri in Tarakan. To collect the data used observations, interviews and documentation and to analyze the data used the stages of Miles and Huberman. The stages are data collection, data reduction, data display, and conclusions: drawing and verifying. The results of the study showed that 1) the online learning media platforms used by English teachers at SMA Negeri in Tarakan were quite varied. The online learning media platforms include google classroom (84.6%), google meet (76.9%), Whats-App group (76.9), zoom meeting application (61.5%), Microsoft teams (15.4), telegram (46.2), rumah belajar (7.7%), you-tube (61.5%), madrasah e-learning (7.7%), google form (7.7%), quiziz (7.7%), online test provider websites (7.7%) and eduku (7.7%). Most of the English teachers at SMA Negeri in Tarakan used the Google Classroom online learning media platform, 2) The success of online learning on English at SMA Negeri in Tarakan was influenced by teacher factors, technological factors and design and content factors.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85228378","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}
Pub Date : 2023-06-30DOI: 10.31764/leltj.v11i1.15775
W. Kusmaryani, Fitriawati Fitriawati
This article is intended to reveal students’ Intralingual and Interlingual Grammatical Error on their writings. The design of this research was descriptive qualitative. This research was conducted at Junior High School Level with 21 participants through purposive sampling method. Students’ writings were the main data used in this research. Based on the students' writings, the researchers pinpointed the errors' sources. Using Richards' categorization, the errors were then divided into intralingual transfer and interlingual transfer. Intralingual transfer was the first and most frequent source of errors. This type contained 66 errors, or 84%. Interlingual error was the second most common type of error, accounting for 13 or 16% of all errors. The target language itself, which led to the students' errors. Interlingual error occurred when students employed the first language system to produce language because they were unaware of the rules or grammar of the target language they were learning. It is crucial for teachers explain to students how grammatical notions function in context. Giving constructive feedback on English grammar assignments will enable teachers and students to gain a better idea of where each person sits in terms of their knowledge level.
{"title":"Intralingual and Interlingual Grammatical Error Analysis on Students’ Writing","authors":"W. Kusmaryani, Fitriawati Fitriawati","doi":"10.31764/leltj.v11i1.15775","DOIUrl":"https://doi.org/10.31764/leltj.v11i1.15775","url":null,"abstract":"This article is intended to reveal students’ Intralingual and Interlingual Grammatical Error on their writings. The design of this research was descriptive qualitative. This research was conducted at Junior High School Level with 21 participants through purposive sampling method. Students’ writings were the main data used in this research. Based on the students' writings, the researchers pinpointed the errors' sources. Using Richards' categorization, the errors were then divided into intralingual transfer and interlingual transfer. Intralingual transfer was the first and most frequent source of errors. This type contained 66 errors, or 84%. Interlingual error was the second most common type of error, accounting for 13 or 16% of all errors. The target language itself, which led to the students' errors. Interlingual error occurred when students employed the first language system to produce language because they were unaware of the rules or grammar of the target language they were learning. It is crucial for teachers explain to students how grammatical notions function in context. Giving constructive feedback on English grammar assignments will enable teachers and students to gain a better idea of where each person sits in terms of their knowledge level.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90870312","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}
Pub Date : 2023-06-30DOI: 10.31764/leltj.v11i1.15163
Riris Sugianto, L. Rahman, Lalu Jaswadi Putera
This study aims at identifying and analyzing linguistic and textual errors in writing narrative texts committed by male and female students of the fourth-semester English department students. The focus is on finding the significant differences between male and female students in terms of the frequencies of linguistic and textual errors in their narrative texts and the factors contributing to the errors. Data were collected through writing tests. Data were analyzed and interpreted by quantitative descriptive analysis and multivariate analysis using Two Ways ANOVA (F-Test) to investigate the significant differences linguistic and textual errors. Then the types of linguistic and textual errors in the two groups of male and female students were compared using descriptive analysis and statistical analysis. The results show that 57.93% of linguistic errors occurred in female’s narrative writing, with 42.07% occurred in male’s. Meanwhile, 46.29% of textual errors occurred in female’s narrative writing, with 53.71% found in the male’s. Statistically, there was no significantly different interaction between male and female students in terms of textual error frequency in writing narrative text, with p = 0.975 (p > 0.05) at the level of significance a = 5 %. And there was a significantly different interaction between male and female students in terms of linguistic error frequency in writing narrative texts, with p = 0.029 (p < 0.05) at the level of significance a = 5%. Several factors that affect female and male students’ errors in their narrative text are intralingual interference, language transfer, lack of knowledge about the narrative text, and gender difference.
{"title":"Gender Difference and Errors in Writing Narrative Texts among Indonesian EFL College Students","authors":"Riris Sugianto, L. Rahman, Lalu Jaswadi Putera","doi":"10.31764/leltj.v11i1.15163","DOIUrl":"https://doi.org/10.31764/leltj.v11i1.15163","url":null,"abstract":"This study aims at identifying and analyzing linguistic and textual errors in writing narrative texts committed by male and female students of the fourth-semester English department students. The focus is on finding the significant differences between male and female students in terms of the frequencies of linguistic and textual errors in their narrative texts and the factors contributing to the errors. Data were collected through writing tests. Data were analyzed and interpreted by quantitative descriptive analysis and multivariate analysis using Two Ways ANOVA (F-Test) to investigate the significant differences linguistic and textual errors. Then the types of linguistic and textual errors in the two groups of male and female students were compared using descriptive analysis and statistical analysis. The results show that 57.93% of linguistic errors occurred in female’s narrative writing, with 42.07% occurred in male’s. Meanwhile, 46.29% of textual errors occurred in female’s narrative writing, with 53.71% found in the male’s. Statistically, there was no significantly different interaction between male and female students in terms of textual error frequency in writing narrative text, with p = 0.975 (p > 0.05) at the level of significance a = 5 %. And there was a significantly different interaction between male and female students in terms of linguistic error frequency in writing narrative texts, with p = 0.029 (p < 0.05) at the level of significance a = 5%. Several factors that affect female and male students’ errors in their narrative text are intralingual interference, language transfer, lack of knowledge about the narrative text, and gender difference.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72707665","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}
Pub Date : 2023-06-30DOI: 10.31764/leltj.v11i1.15525
Ni Made Ayu Purnami, Ni Made Ernila Junipisa, Luh Made Dwi Wedayanthi
Postulating the language as means of communication playing crucial role in our daily lives is truly indisputable. A lot of problems occurred in the field of phonology by the students in delivering their speaking performance. This research is intended to analyze the phonological error in the second semester students in performing stories in the form of speaking. The kind of this research is classified as qualitative research which focuses on analyzing students’ utterances, particularly in terms of English phonology. In this study, the data were collected in the form of video-recorded speaking performance and written transcription by the subjects of the research. Furthermore, after a careful and detailed analyzing process by the researcher, it is concluded that most students made several phonological errors in pronouncing some English words. The result of the study showed that diversity of language skills and components particularly pronunciation, fluency, and accuracy is dominantly due to the previous educational background, students’ motivation in learning, the intensity of students’ exercise, students’ current efforts in learning English, and having a grit. By having a grit, the students have passion and perseverance to train themselves in learning English and practicing the English skills for long-term.
{"title":"Phonological Analysis in Delivering Stories through Video Recording","authors":"Ni Made Ayu Purnami, Ni Made Ernila Junipisa, Luh Made Dwi Wedayanthi","doi":"10.31764/leltj.v11i1.15525","DOIUrl":"https://doi.org/10.31764/leltj.v11i1.15525","url":null,"abstract":"Postulating the language as means of communication playing crucial role in our daily lives is truly indisputable. A lot of problems occurred in the field of phonology by the students in delivering their speaking performance. This research is intended to analyze the phonological error in the second semester students in performing stories in the form of speaking. The kind of this research is classified as qualitative research which focuses on analyzing students’ utterances, particularly in terms of English phonology. In this study, the data were collected in the form of video-recorded speaking performance and written transcription by the subjects of the research. Furthermore, after a careful and detailed analyzing process by the researcher, it is concluded that most students made several phonological errors in pronouncing some English words. The result of the study showed that diversity of language skills and components particularly pronunciation, fluency, and accuracy is dominantly due to the previous educational background, students’ motivation in learning, the intensity of students’ exercise, students’ current efforts in learning English, and having a grit. By having a grit, the students have passion and perseverance to train themselves in learning English and practicing the English skills for long-term.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87648057","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}
Pub Date : 2023-06-27DOI: 10.31764/leltj.v11i1.15528
Vina Nurviyani
This study explored the learning process of reading multimodal Narrative text promoting students' social and emotional competencies. Moreover, the advantages and disadvantages of the learning process were investigated. A qualitative (a single case study) through observations, open-ended questionnaires, and documents was applied as the research design. Forty-one college students studying at a private university participated as the research participants. The research results show that the learning processes of multimodal Narrative text promoting students' social and emotional competencies are manifested in three stages (RSR): 1) Reading text, 2) Synthesizing text, and 3) Retelling text. In the stages of RSR, the students read the multimodal Narrative text presented on the webs, then synthesize it using digital apps and inserted by an image; in the end, they retold the text orally in front of the class for three to five minutes. Some learning activities of reading multimodal Narrative text promoting students’ social and emotional competencies conducted in the stages, i.e., a) they had to manage their minds and made the responsible decision for selecting the multimodal Narrative text and the digital apps used to summarize or synthesize the text, b) they had to control their emotions and confidence when retelling the text orally in front of their friends, and c) they should show empathy and good responses as their friends perform and retell the text. The students with good social and emotional competencies successfully participate in all stages. However, some students needed confidence improvement in synthesizing and retelling the text. They needed more practice and guidance to develop their social and emotional competencies, particularly self-awareness and self-management competence. In addition, all stages of the learning process were carried out over a long time and a long process. Nevertheless, the learning process of reading multimodal Narrative text had encouraged the student's social and emotional, and literacy competencies.
{"title":"Learning Process of Reading Multimodal Narrative Text: Promoting Students' Social and Emotional Competencies","authors":"Vina Nurviyani","doi":"10.31764/leltj.v11i1.15528","DOIUrl":"https://doi.org/10.31764/leltj.v11i1.15528","url":null,"abstract":"This study explored the learning process of reading multimodal Narrative text promoting students' social and emotional competencies. Moreover, the advantages and disadvantages of the learning process were investigated. A qualitative (a single case study) through observations, open-ended questionnaires, and documents was applied as the research design. Forty-one college students studying at a private university participated as the research participants. The research results show that the learning processes of multimodal Narrative text promoting students' social and emotional competencies are manifested in three stages (RSR): 1) Reading text, 2) Synthesizing text, and 3) Retelling text. In the stages of RSR, the students read the multimodal Narrative text presented on the webs, then synthesize it using digital apps and inserted by an image; in the end, they retold the text orally in front of the class for three to five minutes. Some learning activities of reading multimodal Narrative text promoting students’ social and emotional competencies conducted in the stages, i.e., a) they had to manage their minds and made the responsible decision for selecting the multimodal Narrative text and the digital apps used to summarize or synthesize the text, b) they had to control their emotions and confidence when retelling the text orally in front of their friends, and c) they should show empathy and good responses as their friends perform and retell the text. The students with good social and emotional competencies successfully participate in all stages. However, some students needed confidence improvement in synthesizing and retelling the text. They needed more practice and guidance to develop their social and emotional competencies, particularly self-awareness and self-management competence. In addition, all stages of the learning process were carried out over a long time and a long process. Nevertheless, the learning process of reading multimodal Narrative text had encouraged the student's social and emotional, and literacy competencies.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81686008","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}
Pub Date : 2023-06-27DOI: 10.31764/leltj.v11i1.14487
H. Humaira, Fauzi Bafadal, Isnaini Isnaini
Essentially, language professionals have offered a plenty of fascinating and enjoyable language education approaches and ideas. Media realia is one of the alternative strategies presented in this study. The purpose of this research is to investigate the impact of using realia media to teach English to young children. The study was conducted at the Sang Surya Muhammadiyah Boarding School Kindergarten in Mataram with 11 children as the sample. The pre-experimental approach, namely pre-test and post-test group design was applied in this research. The instruments to gather the data were observation, a vocabulary test and recording, while the data collection procedure was done through pre-test, treatment and post test. Finally, the data were analyzed using a pre-experimental formula in the form of statistical computation. The result shows that the comparison of the t-test and t-table is 3.21 ≥ 2.60, or the test results exceed the minimal accomplishment levels. It revealed that the use of the "realia" technique has a significant impact on the development of children's vocabulary learning. In another words, the use of "Realia" technique in teaching English to young children at MBS Batu Ringgit is "effective" when used in the teaching and learning process.
{"title":"Teaching English Based-Realia for Young Learners in MBS (Muhammadiyah Boarding School) Mataram NTB","authors":"H. Humaira, Fauzi Bafadal, Isnaini Isnaini","doi":"10.31764/leltj.v11i1.14487","DOIUrl":"https://doi.org/10.31764/leltj.v11i1.14487","url":null,"abstract":"Essentially, language professionals have offered a plenty of fascinating and enjoyable language education approaches and ideas. Media realia is one of the alternative strategies presented in this study. The purpose of this research is to investigate the impact of using realia media to teach English to young children. The study was conducted at the Sang Surya Muhammadiyah Boarding School Kindergarten in Mataram with 11 children as the sample. The pre-experimental approach, namely pre-test and post-test group design was applied in this research. The instruments to gather the data were observation, a vocabulary test and recording, while the data collection procedure was done through pre-test, treatment and post test. Finally, the data were analyzed using a pre-experimental formula in the form of statistical computation. The result shows that the comparison of the t-test and t-table is 3.21 ≥ 2.60, or the test results exceed the minimal accomplishment levels. It revealed that the use of the \"realia\" technique has a significant impact on the development of children's vocabulary learning. In another words, the use of \"Realia\" technique in teaching English to young children at MBS Batu Ringgit is \"effective\" when used in the teaching and learning process.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89643583","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}
Pub Date : 2023-01-17DOI: 10.31764/leltj.v10i2.12807
Etika Ariyani Ariyani
this research aims to improve students reading comprehension by using SQ3R method. This research was a classroom action research and it was conducted in two cycle, each cycle consist of 3 meetings.
{"title":"Improving Students Reading Ability Using SQ3R Method","authors":"Etika Ariyani Ariyani","doi":"10.31764/leltj.v10i2.12807","DOIUrl":"https://doi.org/10.31764/leltj.v10i2.12807","url":null,"abstract":"this research aims to improve students reading comprehension by using SQ3R method. This research was a classroom action research and it was conducted in two cycle, each cycle consist of 3 meetings.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86501741","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}
Pub Date : 2023-01-06DOI: 10.31764/leltj.v10i2.11987
Endah Yulia Rahayu, Moesarofah Moesarofah
EFL undergraduates have been making every effort to finish their theses throughout the process of thesis proposal, thesis proposal exam, writing thesis, oral thesis test, and thesis revision. This study invited four graduates of the English department who had finished their thesis within six months or less. They were interviewed in-depth via Zoom to reveal the tactics and solutions they had used to succeed in their undergraduate thesis. The authors used a narrative inquiry case study to justify their experiences, solutions, and strategies in writing their thesis. The participants understood the difficulty of conducting research and writing a thesis but overcame it through perseverance, determination, and self-discipline. They did various research preparation tasks during the thesis proposal, such as reading related sources to strengthen their references and learning how to create a thesis. They lacked the confidence to attend the thesis proposal exam, but they prepared it at their best. They could complete each section of the thesis with the help of their peers and advisor. Maintaining positive relationships with one's mentor, examiner, and peers could help them feel more confident in their writing and reduce the stress associated with writing a thesis. They calmed their tension, reread all thesis chapters, and practiced their presentation to ace their thesis examination. They were able to complete their thesis revision on schedule due to the guidance of their thesis mentor and an encouraging examiner. How further research solutions of the four participants were elucidated in this study.
{"title":"The Solutions of Writing Undergraduate Thesis: A Narrative Inquiry Case Study","authors":"Endah Yulia Rahayu, Moesarofah Moesarofah","doi":"10.31764/leltj.v10i2.11987","DOIUrl":"https://doi.org/10.31764/leltj.v10i2.11987","url":null,"abstract":"EFL undergraduates have been making every effort to finish their theses throughout the process of thesis proposal, thesis proposal exam, writing thesis, oral thesis test, and thesis revision. This study invited four graduates of the English department who had finished their thesis within six months or less. They were interviewed in-depth via Zoom to reveal the tactics and solutions they had used to succeed in their undergraduate thesis. The authors used a narrative inquiry case study to justify their experiences, solutions, and strategies in writing their thesis. The participants understood the difficulty of conducting research and writing a thesis but overcame it through perseverance, determination, and self-discipline. They did various research preparation tasks during the thesis proposal, such as reading related sources to strengthen their references and learning how to create a thesis. They lacked the confidence to attend the thesis proposal exam, but they prepared it at their best. They could complete each section of the thesis with the help of their peers and advisor. Maintaining positive relationships with one's mentor, examiner, and peers could help them feel more confident in their writing and reduce the stress associated with writing a thesis. They calmed their tension, reread all thesis chapters, and practiced their presentation to ace their thesis examination. They were able to complete their thesis revision on schedule due to the guidance of their thesis mentor and an encouraging examiner. How further research solutions of the four participants were elucidated in this study.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77628097","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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