English Focus: Journal of English Language Education

Designing an Authentic Reading Text Module as the Foundation of Students' Background of Knowledge

Eko Fabianto — 2024-04-05

This is a research and development (R & D) study in nature. In conducting this research, the researcher focus on using English for Specific Purposes (ESP) in providing the materials. Some activities involved some experts in certain fields, namely English materials expert and each of study program experts. The objectives of this research are: (1) To produce authentic reading text module for students with heterogeneous backgrounds in knowledge and fields of study. 2. To validate authentic reading text module for students with heterogeneous backgrounds in knowledge and fields of study. Based on the findings on the needs, the reading text module covers relevant and authentic materials which enable to enhance the comprehension of the students. It is believed that the module helps the students as the foundation of their background of knowledge. From the result, the average normalized gain shows up 0, 44 meaning that the design for reading module has an average effectiveness and can describe the students’ background of knowledge. At last, this reference will be able to help in designing a reading text module for each study program at IBN Tegal.

Oral Corrective Feedback (OCF) and Writing Feedback toward Teachers’ Beliefs

Masrul Masrul — 2024-02-02

Teachers’ view influences the concepts that teachers teach in the classroom. This study examined the correlation between EFL writing feedback and oral corrective feedback (OCF) toward teachers' beliefs. Data were analyzed by the correlation test. The participants were 100 students from Malang State University (50 females and 50 males, with an average age of 19–22). The findings of this research reveal that the relationship between oral corrective feedback and writing feedback on teacher belief is significant and positive. Oral corrective feedback and writing feedback are effective in the teaching and learning. The results of this study can be used as a reference in applying OCF and writing feedback in the classroom. Teachers' beliefs are crucial and should be considered as one of the success factors for students in learning foreign languages.

Promoting Learners’ Autonomy in Indonesian EFL Speaking Classes: A Framework for Effective Self-Assessment

Taufiqulloh — 2023-11-16

The role of self-assessment has grabbed much attention in recent years owing to the growing emphasis on independent learning to promote learners’ autonomy which becomes the trend of present-day EFL teaching. Learners' autonomy is an inevitability and has proved to positive effect on EFL learning outcomes. In the Indonesian EFL context, self-assessment used in speaking class seems attention-grabbing to be noticed, while in fact, the majority of Indonesian EFL teachers appear troublesome to provide a method to assess students’ speaking skills. This present study thus aimed to provide a theoretical framework for the effective self-assessment for the Indonesian EFL speaking classes by presenting alternatives of instruments that can be utilized for promoting learners’ autonomy. A descriptive qualitative approach was used in this study using library research through conducting a comprehensive search of the relevant theories and empirical findings related to the self-assessment instrument in EFL speaking class. The result of the analysis shows that several instrument models can be utilized for EFL speaking classes, namely self-assessment checklists and learning logs.

EFL Students’ Perception on Blended Learning amidst COVID-19 Pandemic

Novyansyah Ilyas Izzulhaq — 2023-09-01

During the Covid-19 pandemic, blended learning became an alternative way to conduct teaching. To evaluate the implementation of blended learning, this research aimed to collect students’ perception and to know the implementation and the extent of blended learning. It used descriptive analysis design and qualitative approach. The research took place at SMK Muhammadiyah 1 Kota Tegal with an English teacher and 40 students from third grade as the participants. The teacher was interviewed to collect data on the implementation and the extent of blended learning and the students were questionnaires to share their perception on the blended learning. The results showed that SMK Muhammadiyah 1 Kota Tegal implemented anchor-blend type of blended learning since early 2021. Based on the students’ perception, the implementation of the blended learning is not effective during online session. Students gave positive tendency on learning flexibility, offline session, students’ interaction and students’ motivation. However, students gave negative tendency on online session and learning management.

The Use of EdrawMind Map Application to Generate Student's Idea in Speaking

Izza Audina — 2022-10-28

Speaking skills might be one of the most difficult skills to master because too many ideas are stuck and a lot lack vocabulary to explain and produce. This study describes the process of digital mind mapping as the media and tools for arranging ideas in speaking. This method can promote students’ speaking skills through analyzing, arranging, and creating to improve their speaking performance. This study aims to investigate how EdrawMind is used to generate ideas in speaking and the effect of using online mind mapping to generate students’ ideas in speaking. There have been several studies conducted in developing mind mapping in writing, but yet little research has explored the use of mind mapping in students’ speaking and how mind mapping can increase speaking ability by generating an idea in a good organization. Furthermore, EdrawMind as the new online mind mapping application is explored related to the use of mind mapping in a speaking context. A qualitative method with four Phases: Pre-Test, Treatment, Post-Test, and speech performance valuation are used in the data collection. Senior high school students are for the subject using semi-structured Interviews, worksheets (speech text), and presentations. The data are analyzed and transcribed into descriptions and explanations.

Exploring Students’ Engagement toward Indirect Corrective Feedback in Writing a Report Text

Septiara Dwi Yudhia — 2022-10-05

Indirect corrective feedback is the type of feedback that requires the students to understand the teacher’s signs, and they should understand the feedback independently. This study aims to determine the process of students’ three aspects of engagement involve affective, behavior, and cognitive engagement. It is significant to discover the engagement of students concerning indirect corrective feedback to explore how the teacher and students’ relationship happened. Specifically, this study mainly focused on one class of vocational high school students in multimedia class grade X. Writing a report text was the activity occurring in the study. Furthermore, this study used qualitative research to explore the students’ process in a writing activity. This study had two instruments documentation of students’ drafts and semi-structured interview. The study found that students were affectively, behaviorally, and cognitively engaged in the teacher’s indirect corrective feedback. Although, a few students had different perspectives related to the implemented feedback.