Nowadays, in the post-pandemic educational landscape, it is intriguing to investigate whether technological supports are still relevant and necessary. This article critically summarizes and reviews ...the effect of technology utilization on students' engagement presented in a study by Yu et al. (2022). Then, using a mixed-methods design, this study explored English as a foreign language (EFL) students’ engagement with technological tools in the post-pandemic situation. Data were collected by using questionnaires and semi-structured interviews. The questionnaire data were analyzed descriptively to analyze students’ responses from four dimensions of engagement with technological tools. Meanwhile, the interview data were analyzed thematically. The results show that several types of technological tools, ranging from learning management systems (LMS), student response systems (SRS), and social media to gamification tools, are utilized as means to engage students more in Indonesian EFL classrooms. Additionally, it can be revealed that the utilization of technology has positive impacts on students' engagement levels, with the behavioral domain showing the highest value. In essence, this study provides a roadmap for educators and policymakers to harness technological advancements strategically, fostering enhanced student engagement and meaningful learning outcomes in the ever-evolving landscape of education in the post-pandemic era.
This study investigates Indonesian research trends on learning styles and searches for evidence verifying or refuting the learning styles matching hypothesis. This hypothesis, considered a myth in ...learning styles theory by some scholars, claims that a learner will learn better when taught according to his or her learning style, but there has been no strong empirical evidence to support it. We also attempted to analyse researchers' judgments concerning the matching hypothesis by identifying epistemic modality markers in the manuscripts. The data were research articles written in English by Indonesian authors that have been published in journals indexed by Google Scholar, Scopus, or Web of Science. After sifting through abundant research articles discussing learning styles, we obtained 33 articles that matched the criteria of this study. Based on the data analysis, we discovered the 33 articles comprised 19 descriptive studies, 2 correlational studies, 9 causal-comparative studies, and 3 experimental studies. In addition, we found that only one piece of evidence refuted the matching hypothesis, while the majority showed that the researchers were likely to believe in the matching hypothesis.
Over the last few years, the researchers and practitioners have acknowledged the potential benefits attained from collaborative writing activity which was based on the well- known theories of social ...constructivist and output hypothesis. Grounding from these theories, this study examined the collaborative writing combined with writing process approach to find out the effect of the task on students' ability in writing an explanation essay and students perception about the task. Two intact classes involving 30 students in each class participated in this study. One class as the experimental group completed the writing task using process writing in pairs while the other class completed the task individually. The students in experimental group were given a questionnaire right after the treatment to pool their views on the task. Post-test by administering the writing test was conducted to see the effect of the treatment. Data analysis revealed that students employing collaborative writing using process writing had better writing ability than students working individually. It was also found that most students felt that they gained many benefits from doing collaborative writing. These findings suggested that collaborative writing combined with process writing can be implemented in EFL writing pedagogy to improve students' writing ability.
HIGHLIGHTS
1. Collaborative writing has the positive effect on the overall writing ability and on each element of writing skill.2. Collaborative writing not only encouraged the students to share the knowledge they had to other members but also it gave them remarkable input they needed in improving thewriting skill.
English as a Foreign Language (EFL) evolves to include reading, writing, listening, and speaking. Writing is crucial in higher education for academic report preparation and final project requirements ...by developing a proper summary. However, there is a lack of research on enhancing summary writing skill in EFL contexts. The Bloom taxonomy model can help to develop students' cognitive analysis. Therefore, this study aims to examine the difference in summary writing skills among EFL students taught using Bloom taxonomy questions. To achieve this aim, a quasi-experimental method was employed by two groups: an experiment group and a control group. The experimental group was taught summary writing strategies using Bloom taxonomy questions, while the control group received a control group. Both groups were given a pre-test and a post-test before and after the treatment. The results showed that the pre-test scores and post-test scores were similar between the experimental and control groups. However, the paired sample t-test showed a significant difference between pre-test and post-test scores in the experimental group, indicating a significant increase in results. The study provided valuable insights into the effectiveness of different treatment methods in improving students' summary writing skills. In conclusion, the study shows that Bloom taxonomy questions can significantly enhance students' summary writing skills, as they are more attractive, hierarchical, and cognitively domain-specific than conventional teaching methods. The experimental group achieved higher mean scores. The results suggest that EFL teachers should select appropriate source texts and future research should consider locations and subjects.
This study investigates EFL students’ metacognitive reading strategies awareness and their metacognitive reading strategies use. It also compares female and male EFL students in terms of their ...metacognitive reading strategies awareness and metacognitive reading strategies use. The quantitative research method is used through the survey research design. The study involves 53 undergraduate students, consisting of 33 females and 20 males. The data are collected by using a questionnaire of Metacognitive Awareness of Reading Strategy Inventory (MARSI-R inventory) developed by Mokhtari et al. (2018). The strategies on the MARSI-R inventory were scored on 1-5 scales. The data were analyzed through a simple calculation to find out the level of awareness of the students, and the statistical test of independent sample t-test were conducted to know the difference between females and males. The results show that all of the students possess high metacognitive reading strategies awareness, indicating high metacognitive reading strategies use. Despite there is a different level of awareness between female and male students, further analysis using an independent sample t-test shows that the level of awareness between the two is .742 (p0.05), meaning that the difference is not significant. The result of the research also shows that there are no significant differences in all subscales of metacognitive reading strategies use across gender. The p-value for global reading strategies is .224, for problem-solving strategies is .486, and for support reading strategies is .249. Thus, gender plays no role in determining the metacognitive reading strategies awareness and metacognitive reading strategies use.
This research is carried out to investigate Indonesian EFL students’ use of self-regulated writing (SRW) strategies and to identify the SRW strategies applied, particularly by proficient students in ...writing. The research involved 45 students who have passed an essay writing course focusing on expository essays. Data on the students’ use of SRW strategies came from a Self-Regulated Learning Strategy Questionnaire (SRLSQ) adopted from Abadikhah et al. (2018). The students’ use of SRW strategies were categorized into six dimensions: motive, method, time, performance, physical environment, and social environment. Out of the total number of respondents, four proficient students were involved in a semi-structured interview. The interview was aimed at knowing the students’ use of SRW strategies in the planning, execution, and evaluation (PLEE) cyclical model of process writing. The result of the questionnaire data analysis showed that the students use all of the six dimensions of SRW strategies, with the highest mean for the social environment dimension and the lowest mean for the motive dimension. The result of the interview data analysis revealed that the proficient students also use the six dimensions of SRW strategies. Still, they dominantly apply the method, performance, and social environment dimensions of SRW strategies.
Abstract: Google Classroom is a kind of platform that teachers and students have come to know about. One of the learning processes achieved with google classroom is to blend the style of learning. ...Blended teaching is one of the teaching processes which is done not only inside the class (offline) but also outside the class (online). The study aims to impose the perspective of Indonesian teachers on the usage of Google Classroom. The study is performed through a qualitative research design. The sample of the study, which uses a survey method through a google form, consisting of forty teachers throughout Indonesia who have administered Google Classroom in their classroom for at least one semester. The data acquired has been put through a comprehensive analysis by categorizing and highlighting the data. The findings showed that almost all the teachers used blended teaching and it had three of the most beneficial usage which is accessibility, as a means of communication and data analysis. The significant challenges on the usage of Google Classroom were in the internet connection and online submitted assignments. They assumed that the overall highlights on Google Classroom usage can be effective and improved for future features.
Abstrak: Google Classroom adalah sebuah platform yang banyak diketahui oleh para guru dan siswa. Salah satu proses pembelajaran yang dicapai dengan google classroom adalah untuk memadukan gaya belajar. Pembelajaran campuran (blended learning) adalah salah satu proses pengajaran yang dilakukan tidak hanya di dalam kelas (offline) tetapi juga di luar kelas (online). Penelitian ini bertujuan untuk mengetahui perspektif guru Indonesia tentang penggunaan Google Classroom. Penelitian dilakukan melalui desain penelitian kualitatif. Sampel penelitian, yang menggunakan metode survei menggunakan google form, terdiri dari empat puluh guru di seluruh Indonesia yang telah menerapkan Google Classroom di kelas mereka selama setidaknya satu semester. Data yang diperoleh telah dimasukkan melalui analisis yang komprehensif dengan mengategorikan dan menganalisis pokok data. Temuan menunjukkan bahwa hampir semua guru menggunakan pengajaran campuran dan memiliki tiga penggunaan yang paling bermanfaat yaitu aksesibilitas, sebagai sarana komunikasi dan analisis data. Tantangan yang signifikan dalam penggunaan Google Classroom adalah dalam koneksi internet dan penugasan yang dikirimkan secara online. Mereka berasumsi bahwa sorotan keseluruhan pada penggunaan Google Classroom dapat efektif dan ditingkatkan untuk fitur di masa depan.
There have been a lot of research studies on the role of motivation in education and language learning. However, research on the role of motivation in the area of EFL (English as a foreign language) ...writing is a rare undertaking. This study aimed to examine the correlation between EFL students' motivation in writing and their writing proficiency. It also compared female and male students in terms of their motivation in writing and their writing proficiency. This study involved 55 university students of English department (17 female and 38 male students) who were required to write essays and respond to a motivation in writing questionnaire. The results showed that there was a high correlation between the EFL students' motivation in writing and their writing proficiency. It was also revealed that there were significant differences in the motivation in writing as well as writing proficiency of the female and male students. The findings of this study suggested that the EFL students who had a higher level of motivation in writing had better writing proficiency. The study also showed that female students outperformed male students in terms of both motivation in writing and writing proficiency.
This research reported on English pre-service teachers' (henceforth PSTs) emotional dynamics during their teaching practicum in Indonesian schools. Research data were collected from retrospective ...reflections and stimulated recall with ten PSTs. Deploying Hargreaves' (2001a) emotional geography, the research sought to portray PSTs' emotional understandings and misunderstandings resulting from the engagement with school community. This study also examined PSTs' emotion regulation strategies, as the orchestra to construct and re-construct their belief, skills, and professional identity. The findings document contoured emotional experiences characterized by three major themes, "inter alia" (dis)engagement, (dis)orientation, and distress; personal support and social acceptance; and compliance, cooperation, and completion. PSTs resort to antecedent-focused strategies to cope with the emotional dilemma due to their contextual relevance, effectiveness, and their peripherality in the school community. The research implication substantiates the need for restructuring the policy and practice of teaching practicum to accrue an exemplary foundation for teacher education.
ABSTRACTWriting is one of the language skills that should be mastered by students of English as a foreign language (EFL). In order to write well, EFL students should understand the content of their ...writing. They should also be able to discover some writing errors they may have. Therefore, it is necessary for the students to practice writing frequently and to be willing to review their writing products. This study aimed to develop EFL students’ writing skill through self-assessment integrated with e-portfolio. It used action research design and it was conducted in a classroom consisting of 25 ten graders of Islamic Senior High School (Madrasah Aliyah Negeri) at Sumenep, East Java. The findings showed that the students’ writing skill could be improved after the implementation of self-assessment integrated with e-portfolio. It is suggested that EFL teachers consider using self-assessment integrated with students’ e-portfolio to help improve EFL students’ writing skill.ABSTRAKMenulis merupakan kemampuan berbahasa yang harus dimiliki oleh pelajar bahasa Inggris sebagai bahasa asing (EFL). Dalam mengembangkan kemampuan menulis, pelajar dituntut untuk mengerti isi tulisan mereka dan mampu menemukan kesalahan-kesalahan yang mungkin terdapat dalam tulisan mereka. Maka dari itu, pelajar dipandang perlu untuk sesering mungkin melatih kemampuan menulis, mengulas kembali dan merevisi karya mereka. Penelitian ini bertujuan untuk mengembangkan kemampuan menulis siswa menggunakan self-assessment melalui elektronik portofolio. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan subjek 25 siswa kelas X MAN Sumenep, Jawa Timur. Penemuan penelitian ini menunjukkan bahwa kemampuan menulis siswa membaik setelah penerapan self-assessment melalui elektorinik portofolio. Dengan demikian, guru bahasa Inggris disarankan untuk mempertimbangkan penerapan sefl-assessment melalui elektronik portfolio siswa untuk mengembangkan kemampuan menulis siswa. How to Cite: How to Cite: Taufik,M., Cahyono, B. Y. (2019). Developing EFL Students’ Writing Skill Through Self-Assessment Integrated With E-Portfolio. IJEE (Indonesian Journal of English Education), 6(2), 171-186. doi:10.15408/ijee.v6i2.12019
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