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All Journal Proceedings of ISELT FBS Universitas Negeri Padang UAD TEFL International Conference ADJES (Ahmad Dahlan Journal of English Studies)
Rifky Dora Wijayati
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Language aspects in English for tourism class Rifky Dora Wijayati; Khafidhoh Khafidhoh
UAD TEFL International Conference Proceedings of the 5th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v2.5732.2019

Abstract

English for Tourism (EfT) class for higher education is a means of response to Industrial Revolution 4.0 era. Besides, it is also a collaborative field between English language and Tourism. For the subject, In English Education Department which mostly focuses on language instruction, the lecturers are expected to formulate the comprehensible materials to facilitate the instructional process. Thus, several related aspects should be considered in formulating the instructional design, including developing the materials. Then, the instruments to gain the data about the needs analysis are also important factors to make sure that the instructional design really meets the needs. As the research focuses on the language aspect in EfT class, specific expressions will be the answers for the big question which becomes the starting point of this research. It will be the basis in formulating the appropriate materials for the instruction.
BOOSTING STUDENTS’ WRITING COMPETENCY USING WRITING WORKSHOP Rifky Dora Wijayati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.008 KB)

Abstract

This study explores the implementation of writing workshop towards beginner college students of Universitas Ahmad Dahlan. Writing workshop known as the instruction focuses on the goal of fostering lifelong writers and it is designed with different developmental and curricular needs. There are four principles of writing workshop, (1) students will write about their own lives, (2) students will use a consistent writing process, (3) students will work in authentic ways, (4) students will be able to encourage themselves in writing independently. The writing workshop may help students to find their “voice” in writing with less interference from the lecturer. Normally applied in elementary level, writing workshop is now adapted to be employed in higher education. It is become an important trail to facilitate the students in improving writing competency using continuous and integrated steps. This paper is an effort to share a down-to-earth idea of the implementation of writing workshop in higher education. This study exploits quantitative methods using students’ feedback as the data collection technique.  A questionnaire was designed and distributed to 120 university students in English Education Departement at Universitas Ahmad Dahlan. Results revealed that students' feedback of the implementation of writing workshop in the class for improving their writing skills were generally positive. Through writing workshop, the writing process becomes more attractive for students. To the lecturers, act as a mentor author, modeling writing techniques and conferring with students as they move through the writing process perceptions give a diverse point of view in improving students’ writing competency.
Investigating Anxiety in Speaking among EFL Students: A Qualitative Study Khafidhoh Khafidhoh; Rifky Dora Wijayati; Sarah Hizza Risa
Ahmad Dahlan Journal of English Studies Vol. 10 No. 1 (2023): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v10i1.212

Abstract

This study investigates the causes of anxiety in speaking among EFL students and provides solutions to overcome them. A total of 33 students from the sixth semester of the English Education Department at Universitas Ahmad Dahlan participated in this descriptive qualitative research by completing questionnaires and interviews. The results revealed that nervousness, trembling, and shyness are causing anxiety among students in speaking English, and preparation, confidence, peer-seeking, and effort can help overcome speaking anxiety. The implication of the study suggests that language educators should be aware of the causes of anxiety in EFL students and provide appropriate solutions to help them overcome their speaking anxiety. Limitations of the study may include the relatively small sample size and the fact that the study only focused on sixth-semester students in one particular department at a single university. Therefore, the findings may not be generalizable to other populations or contexts. For future research, it would be useful to include a more extensive and diverse sample of participants from different levels of language proficiency and different educational backgrounds. Additionally, incorporating other data collection methods, such as observation or focus groups, could provide a more comprehensive understanding of the factors contributing to speaking anxiety among EFL students. Finally, exploring the effectiveness of different interventions or strategies to reduce speaking anxiety could be an interesting avenue for future research.
Co-Authors Khafidhoh Khafidhoh Sarah Hizza Risa