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All Journal LingTera Jurnal Bahasa Lingua Scientia Wiralodra English Journal (WEJ)
Anis Firdatul Rochma
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Assessing undergraduate students’ level of independent learning as a manifestation of learner autonomy Anis Firdatul Rochma
LingTera Vol 10, No 1 (2023)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v10i1.59870

Abstract

Previous studies related to learner autonomy have been conducted, yet those studies seem to focus on formative assessment as a guarantee for the development of learner autonomy. This study is projected to assess the undergraduate students’ level of independent learning since learner autonomy tends to manifest itself in various degree of independence. A questionnaire related to independent learner was adopted as the main instrument. The data were analyzed both quantitatively and qualitatively. The quantitative data were obtained to assess the students’ level of independent learning while the qualitative data were gained to reveal the students’ perceptions and thoughts about independent learning. The results show that most of the students have moderate independence. Moreover, most of the students are considered able to relate the concept of independent learning with various degrees of independence that are included in the notion of learner autonomy. Nevertheless, the findings also show that some students tend to have low interest in their studies, low expectation about what they want to learn, and low possibility in questioning what they are told. It is important for the teachers to enhance the students’ moderate independence into high independence by providing the access to a number of learning opportunities. Thus, the students are able to critically reflect on their own learning and effectively develop awareness to help them learn constructively.
DESIGNING READING-WRITING TEACHING STRATEGY FOR THE ACADEMIC WRITING COURSE Anis Firdatul Rochma
Jurnal Bahasa Lingua Scientia Vol 15 No 1 (2023): Articles
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2023.15.1.107-138

Abstract

The concept of integrating reading and writing in the language instruction has been portrayed through an increasing number of research studies. Nevertheless, many areas remain to be explored. Even though previous research studies often portrayed the beneficial impacts of integrating reading and writing, yet they do not suggest how such impacts affect the students in a specific course. Hence, the present research study aims to propose a design of reading-writing teaching strategy that needs to be addressed within a specific course especially the academic writing course. This research study employed the adapted model of ADDIE (Dick et al., 2015) to develop the proposed teaching strategy. The process of need analysis was carried out through analysing the introduction section of research articles written by the undergraduate students using Swales and Feak’s CARS model (2004) and examining the syllabus of reading and writing courses. Meanwhile, as the primary frameworks for the teaching strategy development, the rhetorical reading strategies and academic writing were adopted. The results of need analysis show that, mostly, undergraduate students’ research articles lack 1 step in Move 1, 2 steps in Move 2, and 3 steps in Move 3 particularly in the introduction section. The omission of steps in the CARS model by these student-authors seems to happen due to two major factors, namely the scarcity of (1) control over the writing process and (2) linguistic resources. Hence, suggesting the reading-writing teaching strategy for academic writing courses is considered essential.
CONCEPT-BASED INSTRUCTION: A THREE-STAGE TEACHING STRATEGY FOR THE ENGLISH-SPEAKING CLASS Anis Firdatul Rochma
Wiralodra English Journal Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

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Abstract

A mastery of English-speaking skills is a necessary ability for language learners. However, it is found that there is a treatment of oversimplifying talk found in the English learning materials, such as English textbooks, which creates a situation for the learners to fail in placing and applying the right expressions for a wider interaction in the real-life situation. It is vital for teachers to implement a teaching strategy to initiate an innovative English learning situation. Hence, this research suggests for the implementation of Concept-Based Instruction involving three stages, the orientation stage, execution stage, and control stage, within the English-speaking class. In specific, this research intends to (1) examine the implementation of CBI strategy to improve the speaking performance of language learners, and (2) identify the language learners’ perceptions towards the implementation of CBI strategy. The methods used in this paper were quantitative and qualitative designs involving the records of learners’ speaking performance as well as the researcher’s written notes. The results of the research reported that the CBI strategy can be considered a significant method to assist learners in obtaining the courage and confidence to actively engage in English-speaking activity.
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