Pub Date : 2024-01-31DOI: 10.24815/siele.v11i1.26774
Khusnul Khotimah, D. A. Batunan, Nur Mukminatien
Despite the urgency of assessment instruments in teaching foreign language writing, evidence regarding how teachers develop assessment instruments and maintain their quality, particularly for comparison and contrast essay writing based on a genre-based approach to teachers’ classroom practices, is scantily reported. To address this empirical need, this article showcases how a set of teacher-made assessment instruments for a comparison and contrast essay based on a genre-based approach in a writing essay course at a public university in East Java was carefully and deliberately developed. To attain the research objective, this research enacted design-based research (DBR) inspired by Cavallaro and Sembiante (2021). In addition to content validity, face validity and inter-rater reliability were ensured by involving ten students, three fellow writing teachers, and two trained raters. This assessment instrument development project produces a set of valid formative assessment instruments, comprising a writing prompt and scoring rubric. The inter-rater reliability shows a high degree of positive correlation with a reliability coefficient of 0.862 from a correlational analysis based on Pearson correlation coefficient. This in-practice assessment instrument development can be used as a reference, contributing to the teachers’ assessment literacy development. It also serves as a valuable model for future researchers to develop and expand nested classroom assessment scholarship. A well-structured validity and reliability process of assessment instrument development will practically enhance the teaching practices in the essay writing course in particular and EFL teaching in general.
{"title":"Teachers’ made writing assessment instrument: Pedagogical insight from process to product","authors":"Khusnul Khotimah, D. A. Batunan, Nur Mukminatien","doi":"10.24815/siele.v11i1.26774","DOIUrl":"https://doi.org/10.24815/siele.v11i1.26774","url":null,"abstract":"Despite the urgency of assessment instruments in teaching foreign language writing, evidence regarding how teachers develop assessment instruments and maintain their quality, particularly for comparison and contrast essay writing based on a genre-based approach to teachers’ classroom practices, is scantily reported. To address this empirical need, this article showcases how a set of teacher-made assessment instruments for a comparison and contrast essay based on a genre-based approach in a writing essay course at a public university in East Java was carefully and deliberately developed. To attain the research objective, this research enacted design-based research (DBR) inspired by Cavallaro and Sembiante (2021). In addition to content validity, face validity and inter-rater reliability were ensured by involving ten students, three fellow writing teachers, and two trained raters. This assessment instrument development project produces a set of valid formative assessment instruments, comprising a writing prompt and scoring rubric. The inter-rater reliability shows a high degree of positive correlation with a reliability coefficient of 0.862 from a correlational analysis based on Pearson correlation coefficient. This in-practice assessment instrument development can be used as a reference, contributing to the teachers’ assessment literacy development. It also serves as a valuable model for future researchers to develop and expand nested classroom assessment scholarship. A well-structured validity and reliability process of assessment instrument development will practically enhance the teaching practices in the essay writing course in particular and EFL teaching in general.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"427 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472517","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 : 2024-01-31DOI: 10.24815/siele.v11i1.31040
La Dunifa
This confessional ethnographic study strives to reveal the sociocultural values that are suspected as trigger factors of students’ demotivation in studying English. The study was conducted in a junior secondary school in the Miendogunu Village, Buton, Sulawesi, one of the rural areas in Indonesia. There were 32 participants in this study (21 students, nine parents, an English teacher, and the school principal). This research relied on data gathered through in-depth interviews and observation. The data analysis covered taxonomic analysis, componential analysis, and thematic analysis, specifically aimed at discerning inter-domain connections and how those connections relate to the larger cultural landscape. The results revealed three interrelated themes, namely: ethnocentric stereotype (the tendency to look down on English because it is a foreign culture), the skeptical view (doubt toward the worth of English), and slow living lifestyle (a lifestyle that encourages a slower approach to aspects of everyday life). These three sociocultural values are investigated as the trigger factors that have turned the EFL students’ halfhearted toward English. A complementary strategy focused on changing students’ mindsets is needed; they need to be aware that English, nowadays, is the language of technology and has become an added and preferable qualification for employability. To a certain degree, it is important to impart awareness to the villagers regarding the significance of preserving their indigenous culture. However, a cautious approach is necessary, as isolating themselves entirely from external cultural influences may be deemed an unwise course of action.
{"title":"The roots of demotivation in studying English: Sociocultural values among students in a rural area","authors":"La Dunifa","doi":"10.24815/siele.v11i1.31040","DOIUrl":"https://doi.org/10.24815/siele.v11i1.31040","url":null,"abstract":"This confessional ethnographic study strives to reveal the sociocultural values that are suspected as trigger factors of students’ demotivation in studying English. The study was conducted in a junior secondary school in the Miendogunu Village, Buton, Sulawesi, one of the rural areas in Indonesia. There were 32 participants in this study (21 students, nine parents, an English teacher, and the school principal). This research relied on data gathered through in-depth interviews and observation. The data analysis covered taxonomic analysis, componential analysis, and thematic analysis, specifically aimed at discerning inter-domain connections and how those connections relate to the larger cultural landscape. The results revealed three interrelated themes, namely: ethnocentric stereotype (the tendency to look down on English because it is a foreign culture), the skeptical view (doubt toward the worth of English), and slow living lifestyle (a lifestyle that encourages a slower approach to aspects of everyday life). These three sociocultural values are investigated as the trigger factors that have turned the EFL students’ halfhearted toward English. A complementary strategy focused on changing students’ mindsets is needed; they need to be aware that English, nowadays, is the language of technology and has become an added and preferable qualification for employability. To a certain degree, it is important to impart awareness to the villagers regarding the significance of preserving their indigenous culture. However, a cautious approach is necessary, as isolating themselves entirely from external cultural influences may be deemed an unwise course of action.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"18 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140478094","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 study explored specific abilities prioritized by three assessment groups (instructors, peers, and pre-service English as a Foreign Language [EFL] teachers themselves) when assessing microteaching conducted in English. It also examined differences in assessment patterns among pre-service EFL teachers when evaluating their own and their peers’ microteaching performances. The research was conducted at a 4-year college in the southwestern region of Korea, involving three stages: instructor assessment of five pre-service EFL teachers from a different group; peer assessment of 20 pre-service EFL teachers, and collection of self-reflective journals from the same group. The collected data were subjected to both quantitative and qualitative analyses to compare and analyze the assessment criteria provided by three different assessment groups. In all three assessment groups, ‘non-verbal communication’ and ‘teaching skills and ability’ stood out as the most frequently mentioned criteria. The research findings further demonstrated that peer assessment covered a narrower range of assessment criteria compared to instructor assessment or self-assessment. The study also addresses the issues and implications associated with the implementation of peer assessment and self-assessment in pre-service EFL teacher education.
{"title":"A Study on Pre-service EFL Teachers’ Assessment of Their Own Microteaching Performance Compared with Peer and Instructor Assessments","authors":"Yoon-kyung Yim","doi":"10.22275/see.28.3.03","DOIUrl":"https://doi.org/10.22275/see.28.3.03","url":null,"abstract":"This study explored specific abilities prioritized by three assessment groups (instructors, peers, and pre-service English as a Foreign Language [EFL] teachers themselves) when assessing microteaching conducted in English. It also examined differences in assessment patterns among pre-service EFL teachers when evaluating their own and their peers’ microteaching performances. The research was conducted at a 4-year college in the southwestern region of Korea, involving three stages: instructor assessment of five pre-service EFL teachers from a different group; peer assessment of 20 pre-service EFL teachers, and collection of self-reflective journals from the same group. The collected data were subjected to both quantitative and qualitative analyses to compare and analyze the assessment criteria provided by three different assessment groups. In all three assessment groups, ‘non-verbal communication’ and ‘teaching skills and ability’ stood out as the most frequently mentioned criteria. The research findings further demonstrated that peer assessment covered a narrower range of assessment criteria compared to instructor assessment or self-assessment. The study also addresses the issues and implications associated with the implementation of peer assessment and self-assessment in pre-service EFL teacher education.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277751","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 study explores how online English newspapers for Korean teenagers can be utilized to enhance their text and genre awareness and promote literacy education, using Systemic Functional Linguistics’ transitivity analysis. It argues that the characteristics of news reports, which are based on the 5W 1H principle, align well with the transitivity analysis framework that includes participants, processes, and circumstances. Furthermore, it suggests that English literacy lessons that incorporate transitivity analysis of news report genre can help Korean teenagers develop a more visible and explicit understanding of the lexico-grammar and experiential meaning conveyed in news reports. Additionally, this study aims to explore the potential for critical literacy by focusing on the roles of participants and processes in news report genre. To conduct a detailed transitivity analysis of online newspapers for Korean teenagers (approximately 12 to 16 years old), three major sources, namely NE Times JUNIOR, THE JUNIOR TIMES, and THE JUNIOR HERALD, were selected. The UAM Corpus Tool v.3.3 was employed to quantitatively analyze process frequency, followed by a manual transitivity analysis of all clauses in the selected 30 text samples. The pedagogical implications derived from the transitivity analysis results for Korean EFL contexts were also addressed.
本研究运用系统功能语言学的及物性分析，探讨如何利用韩国青少年在线英语报纸来提高他们的文本和体裁意识，促进扫盲教育。它认为，基于5W - 1H原则的新闻报道的特征与包括参与者、过程和环境在内的及物性分析框架非常吻合。此外，该研究表明，结合新闻报道类型及物性分析的英语识字课程可以帮助韩国青少年对新闻报道中所传达的词汇语法和经验意义有更明显和明确的理解。此外，本研究旨在通过关注新闻报道类型中参与者的角色和过程来探索批判性素养的潜力。为了对韩国青少年(大约12至16岁)在线报纸进行详细的及物性分析，我们选择了三个主要来源，即NE Times JUNIOR, THE JUNIOR Times和THE JUNIOR HERALD。使用UAM语料库工具v.3.3定量分析过程频率，然后对选定的30个文本样本中的所有子句进行人工及物性分析。从及物性分析结果中得出的韩国语EFL语境的教学意义也得到了解决。
{"title":"A Study on Transitivity Analysis of Online English Newspapers for Korean Teenagers and Its Pedagogical Implication","authors":"Bo-ai Ko","doi":"10.22275/see.28.3.02","DOIUrl":"https://doi.org/10.22275/see.28.3.02","url":null,"abstract":"This study explores how online English newspapers for Korean teenagers can be utilized to enhance their text and genre awareness and promote literacy education, using Systemic Functional Linguistics’ transitivity analysis. It argues that the characteristics of news reports, which are based on the 5W 1H principle, align well with the transitivity analysis framework that includes participants, processes, and circumstances. Furthermore, it suggests that English literacy lessons that incorporate transitivity analysis of news report genre can help Korean teenagers develop a more visible and explicit understanding of the lexico-grammar and experiential meaning conveyed in news reports. Additionally, this study aims to explore the potential for critical literacy by focusing on the roles of participants and processes in news report genre. To conduct a detailed transitivity analysis of online newspapers for Korean teenagers (approximately 12 to 16 years old), three major sources, namely NE Times JUNIOR, THE JUNIOR TIMES, and THE JUNIOR HERALD, were selected. The UAM Corpus Tool v.3.3 was employed to quantitatively analyze process frequency, followed by a manual transitivity analysis of all clauses in the selected 30 text samples. The pedagogical implications derived from the transitivity analysis results for Korean EFL contexts were also addressed.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277092","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}
Studies of vocabulary learning strategies (VLS) rely on taxonomies and classifications of strategies created decades ago, but recent work suggests that this foundational work needs updating. This study presents data from an expansion of an earlier survey of university learners’ vocabulary strategy use and perceptions, this time among high school, university, and adult learner cohorts. The study provides information on strategies used often as distinct from strategies tried. The findings suggest that contemporary learners use more strategic variety than in the past. Strategies for meaning discovery are generally considered helpful. Dictionaries and technological tools for meaning discovery receive the highest marks, while social strategies are given the lowest. Strategies for vocabulary consolidation are widely used but not always viewed as helpful for vocabulary retention. Repetition and strategies for analyzing or remembering the sound and spelling are widely utilized, and strategies that actively integrate new vocabulary are seen as helpful. While differences in meaning discovery VLS use and perceptions of helpfulness for all strategies across age cohorts are small, the high school cohort reported significantly wider use of consolidation VLS than the older age cohorts. The university cohort and the adult learner cohort had more similar responses with regard to consolidation strategy use.
{"title":"A Survey of Vocabulary Learning Strategies Used by Korean Students","authors":"Dennis Laffey","doi":"10.22275/see.28.3.01","DOIUrl":"https://doi.org/10.22275/see.28.3.01","url":null,"abstract":"Studies of vocabulary learning strategies (VLS) rely on taxonomies and classifications of strategies created decades ago, but recent work suggests that this foundational work needs updating. This study presents data from an expansion of an earlier survey of university learners’ vocabulary strategy use and perceptions, this time among high school, university, and adult learner cohorts. The study provides information on strategies used often as distinct from strategies tried. The findings suggest that contemporary learners use more strategic variety than in the past. Strategies for meaning discovery are generally considered helpful. Dictionaries and technological tools for meaning discovery receive the highest marks, while social strategies are given the lowest. Strategies for vocabulary consolidation are widely used but not always viewed as helpful for vocabulary retention. Repetition and strategies for analyzing or remembering the sound and spelling are widely utilized, and strategies that actively integrate new vocabulary are seen as helpful. While differences in meaning discovery VLS use and perceptions of helpfulness for all strategies across age cohorts are small, the high school cohort reported significantly wider use of consolidation VLS than the older age cohorts. The university cohort and the adult learner cohort had more similar responses with regard to consolidation strategy use.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277752","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}
Utilising technologies to enable language learners to accept authentic and communicative assignments is proliferating, but its effect on their self-directed language learning (SDLL) needs to be investigated. To this end, the present study aimed to investigate English for specific purpose (ESP) learners’ views on using technology-enhanced task-based language teaching (TBLT) toward their self-directed language learning. A mixed-method approach with a sequential explanatory design with 103 nursing students as research participants. This study used two research instruments: the Likert scale and an open-ended questionnaire. Descriptive statistics, Path analysis, and thematic analysis were employed to analyse the data. The findings from quantitative data revealed that students’ learning needs and utilising skills of SDLL categories have a strong influence on English mastery after receiving technology-enhanced TBLT. Consequently, ESP students must also improve process planning and use skills. They should be encouraged to schedule more consistent English lessons in and out of class. Meanwhile, the qualitative data disclose that technology-enhanced TBLT assists the learners in improving their language learning, i.e., planning process, completing tasks, and internal attributions. ESP students expressed their concerns and reported some challenges in applying language skills during speaking activities. This study implies that ESP lecturers can adopt various ways to assist ESP students in mastering English language goals through technology-enhanced TBLT.
{"title":"Technology-enhanced task-based language teaching toward their self-directed language learning: ESP learners’ views","authors":"Dodi Mulyadi, Charanjit Kaur Swaran Singh, Anjar Setiawan, Dian Candra Prasetyanti","doi":"10.24815/siele.v10i3.27910","DOIUrl":"https://doi.org/10.24815/siele.v10i3.27910","url":null,"abstract":"Utilising technologies to enable language learners to accept authentic and communicative assignments is proliferating, but its effect on their self-directed language learning (SDLL) needs to be investigated. To this end, the present study aimed to investigate English for specific purpose (ESP) learners’ views on using technology-enhanced task-based language teaching (TBLT) toward their self-directed language learning. A mixed-method approach with a sequential explanatory design with 103 nursing students as research participants. This study used two research instruments: the Likert scale and an open-ended questionnaire. Descriptive statistics, Path analysis, and thematic analysis were employed to analyse the data. The findings from quantitative data revealed that students’ learning needs and utilising skills of SDLL categories have a strong influence on English mastery after receiving technology-enhanced TBLT. Consequently, ESP students must also improve process planning and use skills. They should be encouraged to schedule more consistent English lessons in and out of class. Meanwhile, the qualitative data disclose that technology-enhanced TBLT assists the learners in improving their language learning, i.e., planning process, completing tasks, and internal attributions. ESP students expressed their concerns and reported some challenges in applying language skills during speaking activities. This study implies that ESP lecturers can adopt various ways to assist ESP students in mastering English language goals through technology-enhanced TBLT.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353475","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}
Deixis, the linguistic phenomenon of words pointing to specific entities in discourse or situational context, has been explored in various forms of expressive arts. One interesting example of deixis in expressive arts is the use of deixis in song lyrics. In this present study, Gayonese local songs from Aceh, Indonesia, in the Kupi Gayo album by Ervan Ceh Kul, are studied by examining the deictic terms he used to construct the cultural context of ten songs. For this goal, the descriptive qualitative method was used to analyze the songs’ deixis using the framework of Grundy (2000). The results revealed that the songwriter used more first and second personal deictic terms, suggesting that he tried to add a layer of emotional connection between the artist and the listeners, allowing for a more immersive and relatable musical experience. Nevertheless, he used place and temporal deixis less frequently, indicating that he tried to create rich and immersive experiences for the listeners. The results showed that using deictic terms in the vernacular language facilitates effective communication and understanding within a specific community or culture. By understanding the function and purpose of deixis in the vernacular language, researchers and linguists can gain insights into how individuals in a society navigate their social interactions.
{"title":"Kupi Gayo: Deixis in Ervan Ceh Kul’s song lyrics","authors":"Nurul Inayah, Diana Achmad, Septhia Irnanda, At'thahirah At'thahirah","doi":"10.24815/siele.v10i3.31059","DOIUrl":"https://doi.org/10.24815/siele.v10i3.31059","url":null,"abstract":"Deixis, the linguistic phenomenon of words pointing to specific entities in discourse or situational context, has been explored in various forms of expressive arts. One interesting example of deixis in expressive arts is the use of deixis in song lyrics. In this present study, Gayonese local songs from Aceh, Indonesia, in the Kupi Gayo album by Ervan Ceh Kul, are studied by examining the deictic terms he used to construct the cultural context of ten songs. For this goal, the descriptive qualitative method was used to analyze the songs’ deixis using the framework of Grundy (2000). The results revealed that the songwriter used more first and second personal deictic terms, suggesting that he tried to add a layer of emotional connection between the artist and the listeners, allowing for a more immersive and relatable musical experience. Nevertheless, he used place and temporal deixis less frequently, indicating that he tried to create rich and immersive experiences for the listeners. The results showed that using deictic terms in the vernacular language facilitates effective communication and understanding within a specific community or culture. By understanding the function and purpose of deixis in the vernacular language, researchers and linguists can gain insights into how individuals in a society navigate their social interactions.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353479","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 : 2023-09-16DOI: 10.24815/siele.v10i3.28462
Lestari Setyowati, Sari Karmina, Sony Sukmawan, Latisha Asmaak Shafie
Having a positive attitude in writing is very important since the positive attitude will make the students approach writing in a good way and will enable them to finish the writing task well. Thus, an appropriate instrument to measure the writing attitude is needed. Yet, scarce research is dedicated to investigating the validity and reliability of the writing attitude scale. This research is intended to investigate the validity and reliability of the writing attitude scale adapted from Podsen (1997) which was originally developed from the Daly-Miller Writing Apprehension Test (Daly Miler, 1975b). The design of this study was an observational, non-experimental study with a cross-sectional design, in which the researchers focused on analyzing Podsen’s (1997) Writing Attitude Scale (WAS). The population of the study was 96 students who took the Essay Writing course in the English Department, at a public university in East Java. The data were in the form of numbers on an ordinal scale. The researchers used the Content Validity Ratio (CVR) to analyze the validity and Cronbach alpha to check the inter-item correlation coefficient in SPSS 25. The result of the study shows that the CVR analysis was 1, and all items in the questionnaire were valid (p=.000≤.000) as shown in the Pearson product-moment analysis. Secondly, the internal consistency of Podsen’s (1997) Writing Attitude Scale was high (r.877). This implies that the instrument is applicable because it possesses validity and is highly reliable in measuring students’ writing attitudes.
{"title":"The validity and reliability of writing attitude scale for EFL learners in the Indonesian context","authors":"Lestari Setyowati, Sari Karmina, Sony Sukmawan, Latisha Asmaak Shafie","doi":"10.24815/siele.v10i3.28462","DOIUrl":"https://doi.org/10.24815/siele.v10i3.28462","url":null,"abstract":"Having a positive attitude in writing is very important since the positive attitude will make the students approach writing in a good way and will enable them to finish the writing task well. Thus, an appropriate instrument to measure the writing attitude is needed. Yet, scarce research is dedicated to investigating the validity and reliability of the writing attitude scale. This research is intended to investigate the validity and reliability of the writing attitude scale adapted from Podsen (1997) which was originally developed from the Daly-Miller Writing Apprehension Test (Daly Miler, 1975b). The design of this study was an observational, non-experimental study with a cross-sectional design, in which the researchers focused on analyzing Podsen’s (1997) Writing Attitude Scale (WAS). The population of the study was 96 students who took the Essay Writing course in the English Department, at a public university in East Java. The data were in the form of numbers on an ordinal scale. The researchers used the Content Validity Ratio (CVR) to analyze the validity and Cronbach alpha to check the inter-item correlation coefficient in SPSS 25. The result of the study shows that the CVR analysis was 1, and all items in the questionnaire were valid (p=.000≤.000) as shown in the Pearson product-moment analysis. Secondly, the internal consistency of Podsen’s (1997) Writing Attitude Scale was high (r.877). This implies that the instrument is applicable because it possesses validity and is highly reliable in measuring students’ writing attitudes.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353485","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 : 2023-09-16DOI: 10.24815/siele.v10i3.31063
Besral Besral, Luli Sari Yustina, Abdul Basit
English as a foreign language (EFL) writing is one of the most important skills besides speaking for candidate teachers in the undergraduate English programs at higher institutions. The current study hypothesizes that pair-reviews or collaboration in the teaching and learning process of paragraph writing contributes to students’ successful language development. The subject of the study was a class (N=28) of third-semester students majoring in English language teaching at the Faculty of Islamic Education and Teacher Training of Universitas Islam Negeri Imam Bonjol in Padang, Indonesia. The students’ writing skills were developed through exposure to actual writing by introducing paragraph developments. Through the process of planning and writing, they were guided to the use of pair-reviews. After a training period, they were tested for the final exam, in which no review was allowed. The study found that students’ writing competence as the result of pair-reviews varied depending on the type of paragraphs being developed. The student’s average score was 73.5 in the illustration type, 78.28 in the comparison type, and 71.96 in the categorization type. In general, students’ average scores during this pair-review were 74.58. In the post-test, students’ average score was 79.3, indicating that pair-reviews significantly affect their writing competence. A conclusion was drawn regarding the influence of pair-reviews on their final writing product (post activity). The study further elaborates on the activities during pair-reviews, roles, and the practice of collaboration in Minangkabau culture and traditions in Padang.
{"title":"Language development in writing through pair-reviews in EFL learning","authors":"Besral Besral, Luli Sari Yustina, Abdul Basit","doi":"10.24815/siele.v10i3.31063","DOIUrl":"https://doi.org/10.24815/siele.v10i3.31063","url":null,"abstract":"English as a foreign language (EFL) writing is one of the most important skills besides speaking for candidate teachers in the undergraduate English programs at higher institutions. The current study hypothesizes that pair-reviews or collaboration in the teaching and learning process of paragraph writing contributes to students’ successful language development. The subject of the study was a class (N=28) of third-semester students majoring in English language teaching at the Faculty of Islamic Education and Teacher Training of Universitas Islam Negeri Imam Bonjol in Padang, Indonesia. The students’ writing skills were developed through exposure to actual writing by introducing paragraph developments. Through the process of planning and writing, they were guided to the use of pair-reviews. After a training period, they were tested for the final exam, in which no review was allowed. The study found that students’ writing competence as the result of pair-reviews varied depending on the type of paragraphs being developed. The student’s average score was 73.5 in the illustration type, 78.28 in the comparison type, and 71.96 in the categorization type. In general, students’ average scores during this pair-review were 74.58. In the post-test, students’ average score was 79.3, indicating that pair-reviews significantly affect their writing competence. A conclusion was drawn regarding the influence of pair-reviews on their final writing product (post activity). The study further elaborates on the activities during pair-reviews, roles, and the practice of collaboration in Minangkabau culture and traditions in Padang.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353489","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}
Pakistani English (PakE) is an emerging variety of English that is in the process of developing its own norms and standards. Besides, distinguishing lexical and syntactic structures, it also has unique phonological features (Baumgardner, 1993; Hassan, 2004; Rahman 1991). Many Pakistani linguists have discussed unique consonantal and vocalic features of Pakistani English (PakE). However, there has not been any significant research conducted on the pronunciation of English velar nasal or angma /ŋ/ by Pakistani English speakers. This study analyses the pronunciation of English velar nasal by Pakistani English speakers. The sample was selected from 20 undergraduate students of the Department of English studying in the first semester of a large-scale public sector university located in Lahore, Punjab, Pakistan. A number of 20 English lexical items were selected and were divided into three categories according to the distribution of angma in the English language. The items were presented to the participants in diagnostic sentences. PRAAT, the speech and phonetics analysis software, was used to analyse the data. The findings revealed that Pakistani English speakers pronounce angma inaccurately in the medial position and insert velar plosive /ɡ/ in the poly-morphemic words. However, in the final position, angma is pronounced correctly by most Pakistani English speakers. The findings highlight that Pakistani English speakers are not concerned about the morpheme boundary and pronounce angma without /ŋɡ/ coalescence. Thus, it is found that Pakistani English speakers have distinguished pronunciation. The study recommends more research on Pakistani English pronunciation as well.
巴基斯坦英语(PakE)是一种新兴的英语变体，它正在发展自己的规范和标准。除了区分词汇和句法结构外，它还具有独特的音系特征(Baumgardner, 1993;哈桑,2004;拉赫曼1991)。许多巴基斯坦语言学家讨论了巴基斯坦英语(PakE)独特的辅音和语音特征。然而，巴基斯坦英语使用者对英语velar nasal或angma / nu /的发音并没有进行任何重要的研究。本研究分析了巴基斯坦英语使用者的英语velar鼻音发音。样本选自巴基斯坦旁遮普省拉合尔一所大型公立大学第一学期英语系的20名本科生。本文选取了20个英语词汇，并根据英语中语态的分布将其分为三类。这些项目以诊断句子的形式呈现给参与者。使用语音语音分析软件PRAAT对数据进行分析。结果表明，巴基斯坦英语使用者在中间位置的angma发音不准确，在多语素词中插入了元音爆破音/ /。然而，在最后一个位置，angma被大多数说巴基斯坦英语的人正确地发出来。研究结果表明，巴基斯坦英语使用者不关心语素边界，并且在发angma时不考虑/元音/合并。因此，我们发现说巴基斯坦英语的人有独特的发音。该研究还建议对巴基斯坦英语的发音进行更多的研究。
{"title":"Pronunciation of English velar nasal (angma) by undergraduate students in Pakistani universities","authors":"Afia Mahmood, Humaira Irfan, Nurah Saleh Fares, Shafqat Yasmeen","doi":"10.24815/siele.v10i3.31073","DOIUrl":"https://doi.org/10.24815/siele.v10i3.31073","url":null,"abstract":"Pakistani English (PakE) is an emerging variety of English that is in the process of developing its own norms and standards. Besides, distinguishing lexical and syntactic structures, it also has unique phonological features (Baumgardner, 1993; Hassan, 2004; Rahman 1991). Many Pakistani linguists have discussed unique consonantal and vocalic features of Pakistani English (PakE). However, there has not been any significant research conducted on the pronunciation of English velar nasal or angma /ŋ/ by Pakistani English speakers. This study analyses the pronunciation of English velar nasal by Pakistani English speakers. The sample was selected from 20 undergraduate students of the Department of English studying in the first semester of a large-scale public sector university located in Lahore, Punjab, Pakistan. A number of 20 English lexical items were selected and were divided into three categories according to the distribution of angma in the English language. The items were presented to the participants in diagnostic sentences. PRAAT, the speech and phonetics analysis software, was used to analyse the data. The findings revealed that Pakistani English speakers pronounce angma inaccurately in the medial position and insert velar plosive /ɡ/ in the poly-morphemic words. However, in the final position, angma is pronounced correctly by most Pakistani English speakers. The findings highlight that Pakistani English speakers are not concerned about the morpheme boundary and pronounce angma without /ŋɡ/ coalescence. Thus, it is found that Pakistani English speakers have distinguished pronunciation. The study recommends more research on Pakistani English pronunciation as well.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353324","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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