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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature TEFLIN Journal: A publication on the teaching and learning of English Prosodi: Jurnal Ilmu Bahasa dan Sastra English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan NOBEL: Journal of Literature and Language Teaching Indonesian Journal of English Language Teaching and Applied Linguistics VELES Voices of English Language Education Society Jurnal Ilmu Keperawatan Jiwa Linguistik Indonesia Journal of English Language Teaching and Linguistics Journal of Language and Health Proceedings of the International Conference on Nursing and Health Sciences Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya International journal of education and learning Journal of Language, Literature, and Arts (JoLLA) Studies in English Language and Education
Yazid Basthomi
Universitas Negeri Malang
Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Aspects of writing knowledge and EFL students' writing quality Rofiqoh Rofiqoh; Yazid Basthomi; Utami Widiati; Yunita Puspitasari; Saiful Marhaban; Teguh Sulistyo
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.20433

Abstract

Writing knowledge pertaining to process, system, content, and genre plays an essential role to produce an intelligible composition. The purpose of the present study is twofold – to investigate the correlation between aspects of writing knowledge and quality of writing, and to investigate the contribution of the overall and individual aspects of writing knowledge to writing quality. The participants were 54 second-year ELT undergraduate students of a university in Indonesia. A writing test and multiple-choice test on writing knowledge were used as the instruments of data collection. The analysis employed Pearson correlation coefficient and multiple regressions. The result revealed a significant positive correlation between writing knowledge and writing quality. As a unit, the knowledge of process, system, content, and genre, indicates a significant contribution to the writing quality. Individually, however, only process knowledge significantly contributes to the writing quality. It provides additional pieces of evidence that process knowledge be given special attention, thus writing instruction should allow students to learn writing knowledge explicitly and implicitly.
Exploring Indonesian EFL teacher-student interactions in online learning Siti Mafulah; Yazid Basthomi; Bambang Yudi Cahyono; Nunung Suryati
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.23804

Abstract

The use of online platforms has been shown to help students engage in learning writing. The student’s engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teacher’s and students’ discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students’ understanding of the teacher’s instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teacher’s interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students’ responses toward the teacher’s patterns of interaction depend on the teacher’s talk. There is no initiative from the students to start the discussion. The student’s background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.
The Negotiation of Identities in Multilingual Settings as Depicted in Indonesia dalem Api dan Bara Andita Eka Wahyuni; Nurenzia Yannuar; Yazid Basthomi; Suharyadi Suharyadi
Linguistik Indonesia Vol. 41 No. 2 (2023): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/li.v41i2.472

Abstract

The present study focuses on the negotiation of identities of Kwee Thiam Tjing, the author of Indonesia dalem Api dan Bara ‘Indonesia on Fire and Charcoals’. Our study aims to investigate ways in which he responds to others’ positioning and repositions himself to fit in a particular circumstance under certain dominant power. The results show five domains of identities that may be subject to negotiation: linguistic, ethnic, cultural, role, and social identities. We argue that in colonial Indonesia some identities are negotiable while others are forcefully imposed. Kwee’s translingual practice performed both in writing and in daily life has acquired him a space to fully express his non-negotiable identities. Our study shows how his translingual practice serves as a mediational tool to better negotiate identities, especially in a multilingual environment.   
Correlation Analysis of Academic Perfectionism, Self-Efficacy, and Burnout among English Department Learners Diba Ramadhana; Yazid Basthomi; Evynurul Laily Zen
VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i2.18309

Abstract

Within applied linguistics and foreign language pedagogy, the role of emotions in language learning has been somewhat overshadowed. Addressing this oversight, our study focuses on psychological elements pertinent to English learning stages. We explore the interplay between academic perfectionism, self-efficacy, and language learning burnout. Survey data was collected from 263 English Department students at a university in Malang across the 2nd, 4th, and 6th semesters using structured questionnaires. Notably, while second-semester students showed no significant correlation among these variables, meaningful connections emerged for students in the fourth and sixth semesters. Analysis revealed that, though academic perfectionism plays a role, its impact on burnout is relatively minor compared to self-efficacy. There was a distinct correlation between academic self-efficacy and language learning burnout throughout the English program's progression, with a weaker relationship in the 2nd semester and a stronger one in the 4th and 6th semesters. The results underscore the need for an educational environment that champions growth over mere perfection. Prioritizing stress management, self-reflection, and goal setting is paramount. Furthermore, specialized support is vital to cater to students' shifting needs as they advance academically.
‘Getting stuck’: A study of Indonesian EFL learners’ self-efficacy, emotional intelligence, and speaking achievement Dian Rahma Santoso; Ghozali Rusyid Affandi; Yazid Basthomi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30969

Abstract

The problems of speaking mastery faced by EFL students in higher education are various. The frequency of making mistakes in completing specific tasks is because of poor communication skills. Students have minimum chances resulting lack of practice that affects their successful performance. Self-efficacy and emotional intelligence were determined to be two essential components to developing and improving learners’ speaking abilities. This study is purposed to investigate the correlation between self-efficacy, emotional intelligence, and the achievement of students’ English speaking. This study used a quantitative correlational design. The data are gathered by using a self-efficacy scale expanded from the General Self-Efficacy Skill (GSE), emotional intelligence was measured with the emotional intelligence scale adapted from the Emotional Regulation Questionnaire (ERQ), while the speaking achievement was administered to 100 students in public speaking class. The students performed a seven-minute speech and scored based on the content, proficiency, and delivery method. The data on self-efficacy and emotional intelligence were analyzed by using multiple correlations and multiple regressions. The finding shows a significant correlation between self-efficacy and students’ speaking achievement (F=9.510; p=0.0030.05), while the effect size of self-efficacy on students’ speaking achievement is 0.102 or 10,2 %. However, there is no correlation between emotional intelligence and speaking achievement (F=2.861; p=0.0940.05). Due to the absence of a significant relationship between emotional intelligence and speaking achievement then this makes the effect size of the emotional intelligence on speaking achievement very small which is 3.3%. Then, the best model to describe students’ achievement is by using self-efficacy variables and eliminating emotional intelligence variables (t=3.084; Sig. 0.0030.05). This study contributes to all speaking teachers being able to reveal the students’ self-efficacy and emotional intelligence toward learning speaking.
Co-Authors A. Effendi Kadarisman Abdullah, Dwi Yumna Achmad Komaruddin Adianto Restu Wicaksono Aji, Aulia Adilla Amalina Rachmi Fatina Andita Eka Wahyuni Anik Nunuk Wulyani Apriana, Aulia Ar Ruhimat, Imroati Istibsyaroh Arif Subianto Asih Santi Hastuti Aulia Adilla Aji Aulia Apriana Bambang Yudi Cahyono Chotmaniyah Chotmaniyah Dalia Abbas Ibrahim Ismail Dian Arihasta Dian Kustyasari Dian Rahma Santoso Diba Ramadhana Dina Ayu Puspita Wardani Dona Yanuar Agus Santoso Dwi Yumna Abdullah Enny Irawati Esti Esti Mediastini Esti Mediastini Evynurul Laily Zen Farouq Aji Subroto Ghozali Rusyid Affandi Gusti Nyoman Ayu Sukerti Herri Akhmad Bukhori Hieronimus Canggung Darong Imraatu Salichah Indawan Syahri Johannes Ananto Prayogo Keke Febrian Harimurti Kusumastuti, Purbo Lely Silia Wardhani Livana PH livana ph Lulu Laela Amalia Maula Khoirunnisa Maulidina Marlita Firdausi Mei Relawati Mirjam Anigerahwati Mirjam Anugerahwati Moch. Sabrowi Mohammad Adnan Latief Mohammad Adnan Latief Mohammad Fatkhul Mubin Nadya Rezkhita Dwiana Naima Khairunisa Nunung Suryati, Nunung Nur Azizah Nur Mukminatien Nurenzia Yannuar Parnawati, Tantry Ajeng Purbo Kusumastuti Ranggi Ramadhani Ilminisa Relawati, Mei Roekhan Roekhan Rofiqoh Rofiqoh Saiful Marhaban Sari Karmina Sayid Ma’rifatulloh Siti Mafulah Suci, Dewi Nur Suharmanto Ruslan Suharyadi Suharyadi Suharyadi Sunaryo Sunaryo Syamdianita Syamdianita, Syamdianita Teguh Sulistyo Utami Widiati Utari Praba Astuti Wahyudi Siswanto Windy Wahju Purnomo Yunita Puspitasari