Pub Date : 2018-08-04DOI: 10.25134/ieflj.v4i2.1372
Fitri Nurdianingsih
Since writing is fundamental in learning to think and express one�s thoughts in ways that reach others, the ability to use language coherently and powerfully and to wrtite in ways that connect with others across cultural boundaries and within communities is essential to active citizenship and to success in almost any profession. The problem of the study was to know whether or not there was a significant correlation between students� learning strategy and their writing skill achievement of the second semester students at IKIP PGRI Bojonegoro. This research was a correlational research. The instruments used in this research were writing test and learning strategy questionnnaire. Then, the correlation of the data was calculated by using Pearson Product Moment Formula. The result showed that there is a correlation between students� learning strategy and their writing skill achievement of the second semester students at English Education Department of IKIP PGRI Bojonegoro in academic year 2016/2017.� �Keywords: Learning strategy; writing skill; achievement; correlational research.
{"title":"LANGUAGE LEARNING STRATEGY AND STUDENTS� WRITING SKILL ACHIEVEMENT: A CORRELATIONAL RESEARCH","authors":"Fitri Nurdianingsih","doi":"10.25134/ieflj.v4i2.1372","DOIUrl":"https://doi.org/10.25134/ieflj.v4i2.1372","url":null,"abstract":"Since writing is fundamental in learning to think and express one�s thoughts in ways that reach others, the ability to use language coherently and powerfully and to wrtite in ways that connect with others across cultural boundaries and within communities is essential to active citizenship and to success in almost any profession. The problem of the study was to know whether or not there was a significant correlation between students� learning strategy and their writing skill achievement of the second semester students at IKIP PGRI Bojonegoro. This research was a correlational research. The instruments used in this research were writing test and learning strategy questionnnaire. Then, the correlation of the data was calculated by using Pearson Product Moment Formula. The result showed that there is a correlation between students� learning strategy and their writing skill achievement of the second semester students at English Education Department of IKIP PGRI Bojonegoro in academic year 2016/2017.� �Keywords: Learning strategy; writing skill; achievement; correlational research.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42295044","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 : 2018-08-04DOI: 10.25134/ieflj.v4i2.1370
Agung Ginanjar Anjaniputra, V. Salsabila
Vocabulary has been at the pinnacle of language learning since vocabulary mastery helps in communicating language. However, learning vocabulary yields problems prevalent among learners of this new digital era such as low participation and difficulties to keep learners attentive to lessons being learned. Deploying classroom action research, this study aims to depict the implementation of Quizlet in learning vocabulary at the tertiary level and to elicit learners' responses to Quizlet utilization in the classroom. In this regard, observation and interview were triangulated to get an enhanced portrayal of what occurred during the learning. These instruments resulted in findings that Quizlet to some extent helped in fostering learners� engagement, as well as persistence in vocabulary learning and that the learners enjoyed learning vocabulary in Quizlet and considered Quizlet as useful and beneficial tool for their learning development, particularly in vocabulary learning. Hence, it is suggested that teachers make use of Quizlet to provide learners with a new way of learning that is interesting, innovative, and probably improving learners� learning experiences, eventually fulfilling the learners� demand of the 21st century.Keywords: Vocabulary learning; Quizlet; learner engagement; CALL
{"title":"THE MERITS OF QUIZLET FOR VOCABULARY LEARNING AT TERTIARY LEVEL","authors":"Agung Ginanjar Anjaniputra, V. Salsabila","doi":"10.25134/ieflj.v4i2.1370","DOIUrl":"https://doi.org/10.25134/ieflj.v4i2.1370","url":null,"abstract":"Vocabulary has been at the pinnacle of language learning since vocabulary mastery helps in communicating language. However, learning vocabulary yields problems prevalent among learners of this new digital era such as low participation and difficulties to keep learners attentive to lessons being learned. Deploying classroom action research, this study aims to depict the implementation of Quizlet in learning vocabulary at the tertiary level and to elicit learners' responses to Quizlet utilization in the classroom. In this regard, observation and interview were triangulated to get an enhanced portrayal of what occurred during the learning. These instruments resulted in findings that Quizlet to some extent helped in fostering learners� engagement, as well as persistence in vocabulary learning and that the learners enjoyed learning vocabulary in Quizlet and considered Quizlet as useful and beneficial tool for their learning development, particularly in vocabulary learning. Hence, it is suggested that teachers make use of Quizlet to provide learners with a new way of learning that is interesting, innovative, and probably improving learners� learning experiences, eventually fulfilling the learners� demand of the 21st century.Keywords: Vocabulary learning; Quizlet; learner engagement; CALL","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46720496","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 : 2018-08-04DOI: 10.25134/ieflj.v4i2.1374
Yanuarti Apsari
A number of studies suggested that journal writing is a supportive tool that encourages learners� reflective activity and that reflective thinking skills can be taught and learned. Accordingly, this study investigated the implementation of reflective reading journal in teaching writing as well as the benefits that the students obtained after writing reflective reading journal. This study employed a case study research design which used three data collection including observation, interview and students� texts. The results of the study revealed that reflective reading journal can be used �effectively to improve students� writing skill through several ways. First, the students were required to produce clearly defined paragraphs which include two sections. The first section included referencing data, such as author and title, and a paraphrase of the reading. The second section contained a response to a specific aspect of the reading. Second, the participants of the research were involved in decision making of topics for reading. Third, they wrote reflective reading journal weekly. Fourth, teacher gave feedback to students� journal entries. In addition,the study also showed that there were some benefits, namely development of ideas, improvement of textual coherence, and Improvement of textual cohesion.Keywords: reflective reading journal; writing; benefit; EFL; ELT.
{"title":"REFLECTIVE READING JOURNAL IN TEACHING WRITING","authors":"Yanuarti Apsari","doi":"10.25134/ieflj.v4i2.1374","DOIUrl":"https://doi.org/10.25134/ieflj.v4i2.1374","url":null,"abstract":"A number of studies suggested that journal writing is a supportive tool that encourages learners� reflective activity and that reflective thinking skills can be taught and learned. Accordingly, this study investigated the implementation of reflective reading journal in teaching writing as well as the benefits that the students obtained after writing reflective reading journal. This study employed a case study research design which used three data collection including observation, interview and students� texts. The results of the study revealed that reflective reading journal can be used �effectively to improve students� writing skill through several ways. First, the students were required to produce clearly defined paragraphs which include two sections. The first section included referencing data, such as author and title, and a paraphrase of the reading. The second section contained a response to a specific aspect of the reading. Second, the participants of the research were involved in decision making of topics for reading. Third, they wrote reflective reading journal weekly. Fourth, teacher gave feedback to students� journal entries. In addition,the study also showed that there were some benefits, namely development of ideas, improvement of textual coherence, and Improvement of textual cohesion.Keywords: reflective reading journal; writing; benefit; EFL; ELT.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44329211","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 : 2018-07-01DOI: 10.25134/IEFLJ.V4I2.1373
Soviyah Soviyah, Diana Rahayu Etikaningsih
Technology is changing the world we live in. It affects the way people see, think, and learn their environment and communicate with others. In the educational field, there have been previous studies revealing the positive attitudes toward the use of mobile devices and applications. However, the empirical studies of the practice of how to use a specific mobile device and application effectively are done in a limited scale. Taking the experimental research method, this study investigated the effectiveness of the use of Instagram application on the students� performance in writing descriptive texts. The main research question was centred around whether there was significant difference in the ability of writing descriptive text between students who were taught using Instagram and those who aren�t. Involving random sampling technique, this study involved 50 students of a private high school in Yogyakarta as the research sample.� The empirical data were collected through pre and post tests. The data were analyzed quantitatively applying t-test computation and descriptive analysis. Results of the study indicate that there is significant difference in students writing score between those taught using Instagram and those who aren�t. In conclusion, teaching students writing by using Instagram pictures are more effective than teaching without using Instagram pictures. In other words, the use of Instagram is effective in teaching writing descriptive texts. �Keywords: technology; Instagram; experimental research; writing descriptive text.
{"title":"INSTAGRAM USE TO ENHANCE ABILITY IN WRITING DESCRIPTIVE TEXTS","authors":"Soviyah Soviyah, Diana Rahayu Etikaningsih","doi":"10.25134/IEFLJ.V4I2.1373","DOIUrl":"https://doi.org/10.25134/IEFLJ.V4I2.1373","url":null,"abstract":"Technology is changing the world we live in. It affects the way people see, think, and learn their environment and communicate with others. In the educational field, there have been previous studies revealing the positive attitudes toward the use of mobile devices and applications. However, the empirical studies of the practice of how to use a specific mobile device and application effectively are done in a limited scale. Taking the experimental research method, this study investigated the effectiveness of the use of Instagram application on the students� performance in writing descriptive texts. The main research question was centred around whether there was significant difference in the ability of writing descriptive text between students who were taught using Instagram and those who aren�t. Involving random sampling technique, this study involved 50 students of a private high school in Yogyakarta as the research sample.� The empirical data were collected through pre and post tests. The data were analyzed quantitatively applying t-test computation and descriptive analysis. Results of the study indicate that there is significant difference in students writing score between those taught using Instagram and those who aren�t. In conclusion, teaching students writing by using Instagram pictures are more effective than teaching without using Instagram pictures. In other words, the use of Instagram is effective in teaching writing descriptive texts. �Keywords: technology; Instagram; experimental research; writing descriptive text.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43711454","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 : 2017-04-13DOI: 10.25134/IEFLJ.V5I1.1626
K. Thomas, Minkyung Choi
Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students (LDs) often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills.� Participants of 30 undergraduate students taking RDL 500 course were analyzed using pre and posttest results. Findings indicated that integrated use of multiple texts is a practical teaching approach for LDs improved their critical reading skills and their navigation of unfamiliar texts. This implies the use of the one size-fits-all approach may not be an effective pedagogical practice by instructors who teach the LD student.Keywords:�community college; critical literacy; cultural capital; developmental reading; language minority students; linguistically diverse students; multiple texts; sociocultural literacy.
{"title":"USING MULTIPLE TEXTS TO TEACH CRITICAL READING SKILLS TO LINGUISTICALLY DIVERSE STUDENTS","authors":"K. Thomas, Minkyung Choi","doi":"10.25134/IEFLJ.V5I1.1626","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I1.1626","url":null,"abstract":"Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students (LDs) often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills.� Participants of 30 undergraduate students taking RDL 500 course were analyzed using pre and posttest results. Findings indicated that integrated use of multiple texts is a practical teaching approach for LDs improved their critical reading skills and their navigation of unfamiliar texts. This implies the use of the one size-fits-all approach may not be an effective pedagogical practice by instructors who teach the LD student.Keywords:�community college; critical literacy; cultural capital; developmental reading; language minority students; linguistically diverse students; multiple texts; sociocultural literacy.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45314959","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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