ORCID Profile
0000-0002-5208-0546
Current Organisations
University of Technology Sydney
,
Universitas Muhammadiyah Ponorogo
,
University of Sydney
,
MTC Australia
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Publisher: LPPM Unsyiah
Date: 16-09-2021
DOI: 10.24815/SIELE.V8I3.21149
Abstract: Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants’ critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could engage in productive writing processes, such as critical reading, note-taking, summarizing, drafting and revising composition, peer-reviewing, and other related collaborative skills. The findings indicated that the development of students’ critical thinking and self-voicing skills simultaneously affected the quality of their academic writing texts.
Publisher: Publikasi Jurnal Ilmiah Akademik Universitas Muhammadiyah Makassar
Date: 24-11-2018
DOI: 10.26618/EXPOSURE.V7I2.1510
Abstract: Many strategies have always been used to improve students’ speaking ability, especially how to speak in front of public. To speak in public, people need to have good abilities both in verbal and non-verbal. An intensive course program of public speaking held by English Language Centre (ELC) of Universitas Muhammadiyah Ponorogo (UMPo) has been used as the program preference to enhance students’ competence in public speaking for last two years. This study aims to investigate the program of that teaching public speaking intensive course helps students raise their speaking competency and reduce their anxiety. At the beginning of the semester, pre-test of public speaking is given to the students to know their ability before joining the program. At the end of the semester, the students are given post test and questionnaire. The questionnaire is also given to 6 instructors who involving in teaching public speaking program. The result of the students’ scores after following this program indicates that this program is successful to enhance their public speaking. The questionnaire given to the students also reveals that they can build their confidence or reduce their anxiety in speaking. This evidence is also supported by the results of questionnaire given to the instructors for asking their perception after completing this program. The result of perception entails that this program is appropriate for all students, particularly those who have passion in public speaking and want to get more benefits from it.
Publisher: Universitas Muhammadiyah Sidoarjo
Date: 12-10-2017
Abstract: This research aimed to seek the light on how the advisors made a use of feedback during supervisory panel and find out how different ways and types of feedback impacted on student-writers’ thesis outcomes. Qualitative study was applied by involving three tenured lecturers at College of Islamic Studies, in Java as the research subjects. Two data collection techniques were applied, such as interview and documentation, to trace evidence on what types of feedback used, how students noticed, and how they impacted on subsequent drafts. This study revealed that indirect feedback using error codes and commentary was the most frequent form used during the advisory session. However, the mere use of feedback could only serve a short-term impact on the development of writing, and even it seemed only to spoon-feed them which could create burdens in writing. It was quite evident that engaging them in such self-regulated and interdependence group works, through problem-solving discussion and peer review, was much worthier as compared to only ask them to process the feedback themselves.
No related grants have been discovered for Restu Mufanti.