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Facing globalization era, students tend to learn English informally. However, among the enormous studies on the use of informal learning, it was still inconclusive whether the time spent students dealt with their gadget really connected to English proficiency. This paper examines informal learning frequency in the area of English as a Foreign Language (EFL), particularly its contribution to students’ English proficiency. The study focuses on the discussions of time spent that students engage through English learning by the navigation of the digital application as part of informal learning. Correlation study was employed as the research design by collecting the data from 302 Indonesian university students through a survey. The findings showed positive yet low level of correlation, but reflect a description that students who preserve more time in the informal learning engagements made better improvement to English proficiency. The results of the study convinced that the frequent engagement with high agency of learning goal commitment is essential for achieving better English proficiency. Additionally, it adds an insight into how informal learning high frequency can make a unique contribution to EFL learners’ overall English outcomes and determine how teachers can provide necessary support to acknowledge the emerging progress of technology in education and modify their classroom practice through technology-enhanced language teaching with the intention of encouraging students’ autonomous learning with technology into language learning opportunities outside the classroom in order to enrich pedagogical insight of how informal digital learning can complement in-class and out-of-class learning.

Few studies have examined how EFL teachers, as language teacher educators, perceive their participation in a particular online professional learning community (PLC) despite the growing body of research on PLC in educational settings. The current study delved into the teacher professional development of EFL teachers in higher education settings. Semi-structured interviews were used to collect data and then narratively evaluated. The data were thematically analyzed. The results point to a few advantages teacher educators experience when participating in online PLC, which ultimately improves their competency in teacher professional development. The result brought to light that online PLC activities in Indonesia facilitated teacher educators' professional development in many aspects. Understanding the findings in the present study could motivate English teachers, be they in secondary or post-secondary education contexts, to always improve their pedagogical knowledge through PLC. Stories shared by the participants in this study inform pedagogical impacts for redesigning curricula that specialize in writing practice for PhD students. Policymakers could also take advantage of the present study's findings in the context of enacting PLC training for teachers on how to treat and make use of this PLC effectively.

Although many research studies discussed argumentative essays, little is known about argumentative essays discussing the dialogical exchange of argumentation. This study aims to investigate the distribution of elements and the quality of argumentative essays produced by EFL students. The content analysis was employed to examine their argumentative essays. The data were garnered from essay writing tests for forty students of the English Department at a state university in Palangka Raya, Indonesia. They were assigned to write an argumentative essay about "Online learning during the COVID-19 pandemic.” The data analysis comprised collecting, categorizing, and displaying the data and conclusion drawing. The results indicated that (1) a greater number of the students were not able to supply all elements of an argumentative essay, such as an explanation of an issue, thesis statement, counterargument, refutation, and conclusion, and (2) most of them failed to obtain excellence qualification. The study findings imply how teachers can redesign the materials, find effective strategies for teaching an argumentative essay, and provide many practice opportunities. The teachers should focus on teaching an argumentative essay element by allowing the students to understand the goal of each element and integrate them to form a well-developed argumentative essay.

AbstractThis study aimed to provide an in-depth understanding of English as a Foreign Language (EFL) students’ perceptions concerning both the benefits and limitations of Artificial Intelligence (AI) in the context of critical thinking. Utilizing a qualitative research design that focuses on case studies and employs semi-structured interviews, seven master’s degree students from two different Indonesian universities were purposively selected for the sample. The findings revealed a complex view of critical thinking that involves questioning norms, analyzing context, and evaluating evidence. Students acknowledged AI’s utility in enriching various facets of critical thinking, such as academic research and theory scrutiny. However, concerns were also raised about AI’s limitations, including lack of personalization, potential for echo chambers, and difficulties in nuanced understanding. The study concludes that AI can be an asset in the development of critical thinking skills, but with caveats that require careful management. A balanced approach that capitalizes on AI’s strengths while being aware of its limitations is necessary for cultivating robust critical thinking abilities among EFL students. Limitations of the study include its reliance on self-reported data, which may introduce biases, and the heterogeneity in the participants’ backgrounds, affecting generalizability. Future research may consider more objective measures such as observations or psychometric tests, and investigate pedagogical methods for integrating critical thinking and AI applications effectively.

Proficiency in English is a requirement in today's industry. Adequate preparation of students for future workplace communication necessitates accurate planning and development of English-speaking materials. The process of conducting a need assessment is crucial in developing educational materials. This study aims to identify the requirements of students in the chemistry industry department at a vocational high school in Malang, Indonesia. This research serves as a foundation for creating speaking materials tailored to meet the industry's specific requirements. This study employs a qualitative methodology intending to acquire thorough data. Using questionnaires and interviews, data was gathered from a sample of 125 students, one English teacher, one chemistry industry teacher, and one professional chemistry industry worker. The results indicate that most students possess sufficient English proficiency, while only 12.50% achieved an outstanding level of proficiency. The teaching method employed is Contextual Teaching and Learning (CTL), while the assessment method is performance-based. The suggested materials for the chemistry industry topic are also provided, along with an evaluation of the current class.

Despite the urgency of assessment instruments in teaching foreign language writing, evidence regarding how teachers develop assessment instruments and maintain their quality, particularly for comparison and contrast essay writing based on a genre-based approach to teachers’ classroom practices, is scantily reported. To address this empirical need, this article showcases how a set of teacher-made assessment instruments for a comparison and contrast essay based on a genre-based approach in a writing essay course at a public university in East Java was carefully and deliberately developed. To attain the research objective, this research enacted design-based research (DBR) inspired by Cavallaro and Sembiante (2021). In addition to content validity, face validity and inter-rater reliability were ensured by involving ten students, three fellow writing teachers, and two trained raters. This assessment instrument development project produces a set of valid formative assessment instruments, comprising a writing prompt and scoring rubric. The inter-rater reliability shows a high degree of positive correlation with a reliability coefficient of 0.862 from a correlational analysis based on Pearson correlation coefficient. This in-practice assessment instrument development can be used as a reference, contributing to the teachers’ assessment literacy development. It also serves as a valuable model for future researchers to develop and expand nested classroom assessment scholarship. A well-structured validity and reliability process of assessment instrument development will practically enhance the teaching practices in the essay writing course in particular and EFL teaching in general.

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

Flipped classes can improve English language teaching and learning, especially reading outcomes, by enhancing student engagement and motivation through interactive and captivating educational materials. The goal of this study is to examine the effects of different schema activations in different English flipped class formats in pre-reading activities on the reading comprehension of students with different reading proficiency levels. A quasi-experimental research design was employed involving 30 first-year students from the first university and 28 first-year students from the second university in Surabaya, Indonesia, who were studying English as a general course at an intermediate level. The study used informed consent and two different formats, A and B, where pre-reading tasks were completed in class or asynchronously online, respectively. The study found that using video-based pre-reading activities in flipped class can improve comprehension and schema acquisition. Flipped classes can provide personalized learning experiences, but its effectiveness varies depending on the strategies and delivery methods used. While most students benefit from flipped classes, those who struggle with self-discipline and time management may find it challenging to adapt to the online component and may experience lower performance as a result.

Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students’ writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.

The present study aimed at exploring strategies applied and the problems test-takers faced before, during, and after working on an integrated reading-listening-writing (IRLW) task. This narrative inquiry research employed 23 students taking a TOEFL iBT test in the Indonesian context using the purposive sampling technique. The respondents answered a questionnaire and written questions related to the problems they faced during the test and their strategies to solve the problems. The test-takers’ responses from the interview were used to confirm the data from the responses to written questions. The researchers used an in-depth interview protocol to explore the test-takers’ strategies to solve the problems they faced when doing the test. The interview process was conducted right after they finished the test. The data from the questionnaire, written questions, and interviews were further analyzed descriptively. The findings showed that the test-takers encountered internal and external problems in completing the IRLW of the TOEFL iBT test. They used different integrated writing strategies, depending on their learning styles, cognitive levels, experiences, abilities, levels of anxiety of each test-taker, and the environment of the test. The affective, cognitive, metacognitive, and test-wiseness strategies were all used in their own way to solve their problems. It implies that future test-takers need to learn and apply all positive strategies based on their learning styles. English teachers, therefore, should teach positive strategies of IRLW because students might not know the importance of the strategies and how to use them in the test.

The establishment of an English Medium Instruction (EMI) program in any educational level including the university context becomes a controversial issue regarding whether the program should be kept running or not. The present study was conducted to investigate students' voices of EMI based on their different exposure period to English. To obtain the data, a mixed-methods approach was employed. A five-point Likert-scale questionnaire and semi-structured interview were administered to two groups of students who had experienced degrees of experience in EMI classes at a state university in Indonesia. There were 27 items in the questionnaire and six questions in the interview guide related to the importance of learning English, the future use of English, the ability to speak English, the importance of joining EMI classes, the teaching and learning process in all the categories, and there was no significant difference in the perceptions of the two groups. They agreed that having the ability to communicate in English was crucial. They were aware of the importance of English for their future lives and jobs. They stated that joining EMI classrooms was necessary and gave more chances for advancing learning. Furthermore, they reported a good atmosphere of learning in the EMI classes since the EMI teachers help them solve problems. Their friends were also helpful when they had difficulties with the EMI materials. The study results suggested that EMI was an effective program to improve students' English proficiency as well as their academic achievement.

Traditional methods of assessing listening skills in language learners suffer from drawbacks such as subjectivity, inconsistency, and time-intensive grading processes. To overcome these limitations, we introduce an innovative assessment instrument designed to efficiently and effectively evaluate students' listening skills while offering instructors a dependable means to track progress. This study proposes the development of an online assessment instrument tailored to measure language learners' comprehension of spoken language. The two instruments incorporate a questionnaire and a variety of question formats, each gauging students' grasp of spoken discourse across diverse contexts and accents. Additionally, the online assessment assesses their proficiency in identifying main ideas, supporting details, and inferred implications within spoken communication. Accessible through a dedicated learning management system (LMS) platform available at http://lms.elsida.ac.id/, this instrument empowers instructors with a robust mechanism to gauge their students' advancement. By providing a thorough assessment of listening skills, the instrument stands as a powerful resource for educators seeking to drive ongoing improvement. The study's findings highlight how this assessment instrument can improve language learning through ongoing feedback. Through ongoing enhancements and testing in language learning contexts, the instrument contributes to a more effective evaluation of listening skills in language education.

This research evaluates the impact of Cami, an AI-powered tool, integration across SAMR (Substitution, Augmentation, Modification, and Redefinition) stages (Cami AI-SAMR) in EFL (English as a Foreign Language) writing instruction. By examining student achievement and perceptions, it explores how AI technology redefines language learning and teaching in diverse educational settings. Through a mixed-method approach with an explanatory sequential research design, this study investigates the quantitative effects of Cami AI-SAMR implementation on student performance and gauges the qualitative responses of 126 EFL university students to its effectiveness and perceptions. The findings show that Cami AI-SAMR implementation significantly impacted EFL students' writing achievement. Then, the majority of students also had positive perceptions due to the Cami AI's efficacy in supporting EFL writing learning. These findings provide valuable insights into the transformative potential of Cami AI technology in enhancing EFL pedagogy through the SAMR framework, addressing the diverse needs of students, and reshaping the language education landscape. This research contributes to the ongoing discourse on AI integration in education and offers recommendations for optimizing AI-powered EFL instruction for better learning outcomes and experiences.

This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing. This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.

To examine bodies of literature from the levels of topics, regions, nations, and journals, a lot of bibliometric studies have been conducted in many fields. However, such studies are a rare undertaking in the field of English language teaching, especially at a journal level. To celebrate the TEFLIN Journal's 30th anniversary, this study exhibits a bibliometric portrait of its publication, indexation, and citation from 1990 to 2019. Two pieces of free software, Publish or Perish and VOSviewer were adopted to conduct the descriptive and network analyses of bibliographic data from Microsoft Academic. In terms of 19 out of 27 metrics in Publish or Perish software, the journal's publication and citation metrics have risen during its lifetime. The bibliographic network identifies the most productive authors, institutions, and countries along with the co-authorship pattern, type of top-cited articles, and top-used keywords. The article relatedness is also sighted in terms of the citation frequency and number of shared references. Even though the analyses were complicated by some missing articles and improper indexation, this study could still take a full-length bibliometric portrait of the journal during its 30-year journey between the commitment to competence and the quest for higher impact.

Abstract: Millennium development requires schools to prepare their students to have proper English skills. It makes some schools hire native speaker as the expert of English. However, it is known that not all native speaker can teach English. They may be an expert in using English, yet not the expert of teaching English because the lack of professional competences. In this case, it is needed to investigate the native teacher professional competences based on the students’ view, since the students were the people who experienced to be taught by the native teacher. In this study, it was found that the native teacher seemed to be more suitable for teaching the higher achiever students since they could follow the native teacher’s explanations and instructions. Meanwhile, for the lower achiever students, being taught by the native teacher was challenging. This study aimed to investigate the professional competences of a native teacher as viewed by the students. Abstrak: Perkembangan Milenium mengharuskan sekolah mempersiapkan siswa mereka untuk memiliki keterampilan bahasa Inggris yang memadai. Hal itu membuat beberapa sekolah mempekerjakan penutur asli sebagai guru bahasa Inggris. Namun, diketahui bahwa tidak semua penutur asli dapat mengajar bahasa Inggris. Mereka mungkin ahli dalam menggunakan bahasa Inggris, namun belum tentu ahli mengajar bahasa Inggris karena kurangnya kompetensi profesional. Dalam hal ini, di perlukan penyelidikan terhadap kompetensi profesional guru penutur asli bahasa Inggris berdasarkan pandangan siswa, karena siswa adalah orang-orang yang berpengalaman dalam diajar oleh penutur asli. Dalam penelitian ini, ditemukan bahwa guru penutur asli bahasa Inggris tampaknya lebih cocok untuk mengajar siswa berprestasi karena mereka dapat mengikuti penjelasan dan instruksi guru tersebut. Sementara itu, bagi siswa berprestasi rendah, diajar oleh guru penutur asli bahasa Inggris adalah sebuah tantangan.

This research was conducted to develop a communicative supplementary speaking e-book for the English teachers in SMPN 3 Batu. This product provides the communicative speaking materials with communicative tasks to be applied in teaching learning process. The research design of this research is research and development (R & D) that has been modified from Borg and Gall (1983). The instruments used to collect the data for the needs analysis were interview with the teachers and a questionnaire for the students, about the current materials. Then the data from the needs analysis used a developing a communicative speaking material product. After that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. This product was design for the 8th graders of junior high school, academic year 2013/2014, in SMPN 3 Batu. Twenty students from nine classes that were selected by the teachers were chosen as the subjects of the research. Then the instruments used in try-out were an observation checklist for the students’ speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material.This e-book contains communicative and interactive speaking materials and tasks to help the teachers’ improve the the students’ confidance using English in various communication situations, both formal and informal. This e-book is also equipped with a manual to help the teachers and the students. It revealed that the result of the try-out from the instruments used in this step was very good which means that the developed product did not need any revision.

Abstract: This study investigated the students’ and teacher’s perception, as well as, the merits and demerits of implementing ProWritingAid and teacher feedback in class. The design of this study was a survey research directed in an exclusive classroom setting. Based on the data analysis, it was found that both teacher and students perceived the strategy positively as it can help the students detect, learn, and fix their errors through ProWritingAid and revise their content through teacher feedback. It also helped the teacher in saving time and reduce the teacher’s workload. Abstrak: Penelitian ini menyelidiki persepsi siswa dan guru dalam penerapan metode pemberian umpan balik dari ProWritingAid dan guru di kelas. Metode yang digunakan dalam penelitian ini adalah survei yang diarahkan pada satu kelas terntentu. Berdasarkan analisis data yang dikumpulkan, ditemukan bahwa baik guru dan siswa memiliki pandangan positif terhadap strategi yang digunakan. Penggunaan strategu dirasakan positif karena dapat membantu siswa mendeteksi, belajar, dan memperbaiki kesalahan mereka melalui ProWritingAid dan memperbaiki isi paragraf mereka melalui umpan balik guru. Strategi ini juga membantu menghemat waktu dan mengurangi beban kerja guru.

Abstract: Although the importancee of teaching and learning English has been widely recognized, many still do not know the best way to optimize the students’ ability in EFL learning. This article attempts to explore effective ways of teaching English by reviewing an article by Illèss and Akcan. In-volving 25 pre-service English teachers in Turkey and nine in Hungary, the researchers recorded their classrooms’ condition and conducted semi-controlled interviews with the teachers to investigate the use of real-life language in their classrooms. It was revealed that the use of real life language in EFL classrooms was beneficial to optimize students ability in EFL learning. In addition, facilitating the use of spontaneus language, providing authentic materials and real-life context, and creating learner-centered process of learning in the classrooms also affirmed the optimization. Key Words: english teaching pedagogy, spontaneous language, authentic teaching, traditional way of teaching Abstrak: Meskipun pentingnya pengajaran dan pembelajaran bahasa Inggris telah dikenal secara luas, dan banyak yang belum memahami cara terbaik untuk mengoptimalkan kemampuan siswa dalam belajar Bahasa Inggris. Artikel ini menguraikan cara-cara efektif dalam mengajar bahasa Inggris dengan menelaah artikel oleh Illèss dan Akcan. Melibatkan 25 calon guru Bahasa Inggris di Turki dan sembilan di Hongaria, peneliti merekam situasi kelas dan melakukan wawancara semi-terstruktur terhadap mereka. Telaah ini menemukan bahwa penggunaan bahasa yang digunakan secara alami di kelas pembelajaran bahasa Inggris bermanfaat untuk mengoptimalkan kemampuan siswa dalam belajar bahasa Inggris. Selain itu, memfasilitasi penggunaan bahasa secara spontan, menyiapkan materi otentik dan terkait konteks kehidupan nyata, serta menciptakan proses pembelajaran yang berpusat pada siswa juga membantu optimalisasi itu. Kata kunci: pedagogi pengajaran bahasa inggris, bahasa spontan, pengajaran otentik, cara pengajaran tradisional

AbstractThis paper was aimed at investigating the students’ perceptions towards authentic materials in reading and listening activities. In addition, this study also surveyed the students’ preferred materials for both listening and reading activities for future classes. The learning of English has been evolving from using traditional media to more advanced and technology-friendly media. One of the media that is very accessible with the support of wide internet access nowadays is online authentic materials. With all the benefits of authentic materials and the use of technology in classroom activities, an English teacher at SMAN 10 Samarinda had been utilizing authentic materials for the past semester. A case study design was employed. The case was considered unique that the school is eminence with good student intake and the quality of student outcomes in academic achievement. Based on a pilot study, there was a need of supplementing the materials with authentic texts. It was for three reasons; first, there was tendency from the students to underestimate the lesson because the lesson, for them, was easy. Second, the book was not enough to prepare them for the national exam (UN) and real communication. Third, they often ran out of materials when they only used the students’ book. The data was collected through questionnaires and semi-structured interview. The questionnaires were spread to 50 high school students from 2 accessible classes at the institution. After that, the data was analyzed. First findings from the questionnaire became the base for developing interview sessions with the students to get in-depth perspective of certain answers from them. The findings of how the students perceive the use of authentic materials were discussed. Finally, some suggestions to related significance were also proposed. Keywords: Authentic Materials, Listening, Reading

Abstract: The present study explored verbal and nonverbal communication strategies (CSs) employed by learners both as message senders (speakers) and as message receivers (listeners) in English in a speaking class. It employed a qualitative design with an ethonography of communication approach in a limited situation setting (speaking class). Thirty two students taking Speaking II subject at the English Education of IKIP Mataram were selected by using a purposeful technique. The techniques used to collect data consisted of non-participant observation and video recording. The research findings showed that there were eleven verbal CSs employed by message senders and six non-verbal. Furthermore, on the learners’ strategies to deal with communication problems encountered by message receivers (listeners) were found as many as seven verbal strategies and seven nonverbal strategies Key Words: communication strategies (CSs), EFL Learners, speaking course Abstrak: Penelitian ini mengeksplorasi strategi komunikasi verbal dan nonverbal yang digunakan oleh pembelajar baik sebagai pengirim pesan (pembicara) maupun sebagai penerima pesan (pendengar) untuk mengatasi masalah komunikasi dalam berkomunikasi berbahasa Inggris perkuliahan speaking. Penelitian ini menggunakan desain kualitatif dengan pendekatan etnografi komunikasi dalam situasi terbatas (perkuliahan speaking). Tiga puluh dua mahasiswa yang sedang mengambil mata kuliah speaking II pada jurusan Pendidikan Bahasa Inggris IKIP Mataram, dipilih dengan menggunakan purposeful technique. Teknik pengumpulan data terdiri dari observasi non partisipan dan merekam video. Hasil penelitian menunjukkan bahwa ada sebelas strategi verbal digunakan oleh pengirim pesan (pembicara). Sementara itu, ditemukan enam strategi nonverbal yang diterapkan oleh pembicara dalam mengatasi masalah komunikasi. Selanjutnya, ada tujuh strategi verbal yang diterapkan oleh pendengar dan ada tujuh strategi nonverbal yang diterapkan oleh pendengar: Kata kunci: strategi komunikasi, siswa EFL , pembelajaran berbicara

Abstract: This research aimed at investigating the effectiveness of Toulmin’s model of argumentation within TWPS strategy on undergraduate students’ critical thinking on argumentative essay. A quasi-experimental design with a pretest-posttest and nonrandomized control group design was used. The subjects were 38 fourth semester students in English Department of Universitas Negeri Malang.The experimental group was treated by using Toulmin’s model of argumentation within TWPS strategy while the control group was treated without TWPS strategy. Students’ critical thinking ability was measured by using argumentative essay test. ANCOVA was used to test the hypotheses. Findings showed there was not significant difference on the students’ critical thinking ability. However, Toulmin’s model of argumentation within TWPS strategy proved to improve the students’ critical thinking as shown by the improvement of the experimental group’s mean score. Key Words: critical thinking, Toulmin’s model of argumentation, argumentative essay, Think-Write-Pair-Share strategy Abstrak: Penelitian ini bertujuan untuk menyelidiki efektivitas model argumentasi Toulmin dalam strategi TWPS pada kemampuan berpikir kritis esai argumentative mahasiswa. Desain kuasi-eksperi-mental digunakan dengan pretest-posttest dan nonrandomized control group. Subjek dari penelitian ini adalah 38 mahasiswa semester IV di Jurusan Bahasa Inggris Universitas Negeri Malang. Kelompok eksperimen diteliti dengan menggunakan model argumentasi dalam strategi TWPS sedangkan kelom-pok kontrol diteliti tanpa strategi TWPS. Kemampuan berpikir kritis siswa diukur dengan menggunakan uji esai argumentatif. ANCOVA digunakan untuk menguji hipotesis. Temuan menunjukkan tidak ada perbedaan yang signifikan pada kemampuan berpikir kritis siswa. Namun, model argumentasi Toulmin dalam strategi TWPS terbukti meningkatkan berpikir kritis siswa seperti yang ditunjukkan oleh nilai rata-rata. Kata kunci: berpikir kritis, model argumentasi toulmin, esai argumentatif, Think-Pair-Share Write- strategy

Abstract: This paper reports a study which investigated the effect of scaffolding techniques on students’ writing achievement. This study is quasi-experimental research with nonrandomized control group design. The total number of participants was 36 students who were in two different groups: experimental group and control group. There were twenty students in the experimental group and sixteen students in the control group. The result of the pre-test showed that both the experimental group and the control group were equal and homogenous since the statistical computation yielded significant value p = 0.890 which was higher than α =0.05. The analysis of writing test in post-test yielded p= .027 which was smaller than α = 0.05. Thus, it can be concluded that scaffolding techniques can significantly improve the students’ writing achievement. Key Words: scaffolding techniques, writing achievement Abstrak: Penelitian ini bertujuan untuk menginvestigasi teknik scaffolding terhadap kemampuan menulis siswa. Penelitian ini menggunakan eksperimental semu dengan desain nonrandomized control group. Jumlah partisipan dalam penelitian ini adalah 36 siswa yang dibagi dalam dua kelompok yaitu grup eksperimental dan grup kontrol. Grup eksperimental berjumlah 20 siswa, sedangkan grup kontrol berjumlah 16 siswa. Hasil pretest menunjukkan bahwa kedua grup sama dan homogen yang ditunjukkan oleh perhitungan statistik p = 0.890 yang lebih besar dari α =0.05. Sedangkan posttest menghasilkan p= .027 yang lebih kecil dari α = 0.05. Oleh karena itu dapat disimpulkan bahwa teknik scaffolding secara signifikan meningkatkan kemampuan menulis siswa. Kata kunci: teknik scaffolding, kemampuan menulis

Abstract: The paper reports a study which aims at exploring the effectiveness of digital photographs in helping students to achieve higher writing performance. This research uses quasi experimental de-sign. The participants were two groups of Arabic Literature department of Maulana Malik Ibrahim State Islamic University, Malang which were drawn using random sampling technique. The findings indicate that the posttest result of experimental and control groups are significantly different. The findings suggest that the implementation of digital photographs in the teaching of writing helps the students gain higher scores than the students who are taught using story starters. Key Words: digital photographs, photographs, narrative text, story starters, writing Abstrak: Penelitian ini bertujuan untuk menemukan efektivitas foto digital dalam membantu siswa untuk mencapai kinerja menulis yang lebih tinggi. Penelitian ini menggunakan desain eksperimen ku-asi. Subjek dalam penlitian ini adalah dua kelompok yang berasal dari Prodi Sastra Arab Universitas Islam Negeri Malang Maulana Malik Ibrahim yang diambil menggunakan teknik random sampling. Temuan menunjukkan bahwa hasil posttest dari kelompok eksperimen dan kontrol berbeda secara signifikan. Temuan menunjukkan bahwa pelaksanaan foto digital dalam pengajaran menulis membantu siswa memperoleh skor yang lebih tinggi daripada siswa yang diajar menggunakan cerita permulaan. Kata kunci: foto digital, foto, narasi teks, cerita permulaan, menulis

The study attempts to find out how Indonesian students apply Discourse Markers (DMs) to build coherence in English compositions. It employs a descriptive design, analyzing 52 target DMs and how they are used in 21 argumentative papers. The participants of the study were 21 Master's students majoring in English Language Teaching (ELT). The results reveal that the participants employ 44 DMs in 234 occurrences, and use some DMs inappropriately in 118 occurrences. The problematic matters cover: non-equivalent exchange, overuse, surface logic, misinterpreted relation, and mistranslation. The study concludes that although the participants have shown their awareness of using DMs to build coherent compositions, there are areas where improvement is needed to increase their ability in using DMs appropriately and effectively to make their writing better and more logically connected. Recommendations to English teachers are also given as pedagogical implications of this study.

A research and development was conducted to address the problem of teaching and learning argumentative course. The teaching of the course that implemented process writing approach took long time to conduct and required face to face meeting for guidance. An online media in form of website was developed enabling the teaching and learning to be conducted online. The website is specially designed to allow the five stages of process writing approach; planning, drafting, revising, editing, and publishing done online. Penelitian pengembangan ini dilakukan sebagai solusi dari permasalahan belajar dan pembelajaran matakuliah menulis argumentatif. Pembelajaran menulis argumentatif menggunakan pendekatan process writing yang memerlukan waktu lama serta mengharuskan adanya tatap muka untuk dilakukan. Sebuah media pembelajaran online dalam bentuk website dikembangkan untuk memungkinkan pembelajaran menulis argumentatif dilaksanakan secara online. Website ini dirancang secara khusus untuk dapat memfasilitasi lima tahap pembelajaran menggunakan pendekatan process writing; perencanaan, penulisan, revisi, penyuntingan, dan publikasi untuk dapat dilakukan secara online.

This study was aimed at examining the effectiveness of Structure-Based Writing Assignments (SBWA) in minimizing learners' grammatical errors in English compositions. The assignments were focussed on grammatical items the learners had found the most difficult. This classroom action research involved 17 students in an advanced writing class. The results show that there were significant differences in the frequency of the learners' grammatical errors in the use of verb phrases, complex sentences, pluralization, and noun determiners before and after the provision of SBWA. The findings suggest that SBWA is an effective remedial program given in a writing class as it contributes to the development of learners' competence in English grammar

This article aims to discuss issues of World Englishes (WEs) and the implications in ELT. It explores the extent to which WEs are taken into account as emerging English varieties different from inner circle varieties, how WEs should be accomodated by English teachers, and which standard to adopt to accommodate learner’s linguistic needs for international communication. It would help ELT practitioners adjust their current practices through the inclusion of varieties of WEs in developing learners’ oral communication. This offers relevant pedagogical movement to argue that changes should be made about the way English is valued and taught.

The roles of conscious learning and error corrections have been questioned since the development of communicative approaches to language teaching, along with theoretical and empirical insights from Second Language Acquisition (SLA) research. Whether overt learning really helps the learner produce better L2 performance is a mystery. This article describes the premature use of English Grammar by EFL learners as shown on their writing performance. It also reviews theoretical insights from SLA theories to uncover the mystery.

This article describes the advantages of using analytic procedure in speaking assessment. An analytic scoring guide, as compared to the impressionistic one, has a double function: as an instrument to measure the learner's speaking proficiency and as a diagnostic procedure for remedial teaching. Thus, it provides reliable sources of information in the form of scores of the speaking components and can be used as feed-back for the teacher and learner to identify which component needs improvement.

This is a report on an investigation of the differences between English teachers’ belief in effective teaching and their real practice in remote-area schools in Indonesia. It is assumed that their beliefs play an important role in influencing their decision in the classroom. It also uncovers the possible factors causing the differences. A descriptive study using retrospective method was employed using a questionnaire and an interview to 15 respondents participating in a Teacher Professional Education. The findings indicate that their beliefs about instructional objectives, materials, approach, classroom management, instructional media, and assessment are not always reflected in implementations due to practical reasons or changes of belief either in a positive or negative way.

Discourse markers (DMs) play a crucial role in writing as ‘linking words’, ‘linking phrases’, or ‘sentence connectors’ that bind ideas between sentences in a paragraph or between paragraphs to build coherence in a text. DMs should be sufficiently but not overly used in writing. As EFL learners find it difficult to identify the types, functions, and positions of DMs to link ideas in their academic writing, this article attempts to share an instrument in the form of DMs checklist to help learners enhance their knowledge of DMs. The checklist can also be used as teacher/peer feedback form in the writing process.

Abstract: This article describes the advantages of using analytic proce­dure in speaking assessment. An analytic scoring guide, as compared to the impressionistic one, has a double function: as an instrument to mea­sure the learner's speaking proficiency and as a diagnostic procedure for remedial teaching. Thus, it provides reliable sources of information in the form of scores of the speaking components and can be used as feed-back for the teacher and learner to identify which component needs im­provement.

The roles of conscious learning and error corrections have been questioned since the development of communicative approaches to language teaching, along with theoritical and empirical insights from Second Language Acquisition (SLA) research. Whether overt learning really helps the learner produce better L2 performance is a mistery. This article describes the premature use of English Grammar by EFL learners as shown on their writing performance. It also reviews theoritical insights from SLA theories to uncover the mystery.