SYARAT UJIAN KOMPREHENSIF

Nama : Diana
NIM : 12050210006
Prodi : Program Magister TBI
Article 1
The Effect of Technology-Assisted Language Programme on Vocabulary
Learning Among EFL Students at The Tertiary Level
https://www.sciencedirect.com/science/article/pii/S2405844022016012
Md. Kamrun Hasan, Abdul-Hafeed Fakih, Prodhan Mahbub Ibna Seraj, Hasmirati

https://doi.org/10.1016/j.heliyon.2022.e10313

This study is about the use of WhatsApp-related vocabulary learning by EFL students
in Bangladesh. It is focused on students with intermediate English proficiency. The
participants are 64 learners from two sections of classes. The writer did experimental
research. The participants were divided into two classes. The first class consists of 34
students named the experimental group. The second class consists of 30 students named the
control group. The student’s age range is 16-22 years. The writer conducted random
sampling. This study was conducted to know if significant differences exist between the
impact of conventional and mobile-assisted vocabulary learning on the vocabulary
knowledge of EFL learners. The second is to know the type of attitude the students show
toward mobile-assisted vocabulary learning.

There were two instruments of the data. The first was instruments to know the student’s
feelings about the use of WhatsApp to teach English terminology. The second one was a
vocabulary proficiency test conducted with pre-test and post-test. The questionnaire consists
of 15 items; the items focus on vocabulary learning from different perspectives, namely
metacognitive and cognitive, using WhatsApp. The learners got 14 treatments period. The
first stage was to conduct a vocabulary pre-test to determine the
participants’ vocabulary skill level and to ensure that everyone was alike.
This test had a time limit of 15 min to complete. The students were then
separated into two groups; one of the groups was the experimental group that
learned new English terms via WhatsApp, and the other group was the control
the group that learned new words the old-fashioned way. SPSS was used to examine the data
derived from the pre-test and post-test.
 Article 2
Investigating EFL Master’s teacher Classroom Interaction Strategies: A Case
study in Indonesia Secondary Vocational School
https://www.academia.edu/42659584/
Investigating_EFL_Master_Teachers_Classroom_Interaction_Strategies_A_Case_Study_in_Indonesian_
Secondary_Vocational_School
Akhyar Ridoa,*, Noraini Ibrahimb , Radha M. K. Nambiar
https://doi.org/10.1016/j.sbspro.2014.02.057

This study investigates interaction strategies in an Indonesian secondary vocational EFL

classroom by a master teacher. The study employs a qualitative method and the data was collected by
observing 180 minutes of two teaching sessions of English lessons for grades 10 and 11. The findings
show that the master teacher used four types of interaction strategies such as control of interaction or
interaction management, elicitation or questioning, speech modification or feedback, and repairing or
error treatment strategies. This study was conducted to know the types of interaction strategies
employed by EFL master teachers and the types of interaction strategies that enhance interactive
learning. Those strategies were able to promote interactive learning. The implication of this study
contributes to better teaching practice, particularly in the Indonesian vocational school context.
The findings reveal that the master teacher employed four types of classroom interaction
strategies namely control of interaction or interaction management, elicitation or questioning, speech
modification or feedback, and repairing or error treatment strategies. The teacher spoke in a friendly
tone, maintained eye contact, used non-verbal gestures, moved around the classroom, used humor,
posted a series of questions, code-switched from English to Bahasa Indonesia, posed various relevant
questions nominated students by calling their names, gave students wait time to answer repeated as
well as rephrased questions when there was no response, praised students for the correct answers,
modify students answers, repeated students answers with changes, and ignore unimportant oral
mistakes. The strategies are mainly the use of various types of questions, a series of questions and
answers, feedback delivery, wait time, discussion among students, and group presentation.
 Article 3
An Experimental Study of the Effect of Student Teams Achievement Divisions (STAD) on
Vocabulary Learning of EFL Adult Learners
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=0CAMQw7AJahcKEwiwmK34mqP9AhUAAAAAHQAAAAA
QAw&url=https%3A%2F%2Fosf.io%2Fpreprints%2Fsocarxiv%2Fcya9b
%2Fdownload&psig=AOvVaw2SXlNMIee9jUUEHU4Qpmdm&ust=1676951935277151

Muhammad Ishtiaq, Zuraina Ali, Muhammad Salem

https://dx.doi.org/10.24093/awej/vol8no3.22

This study was conducted at the university level in the Arabic kingdom. Students in their
zero semesters at Unaizah Community College (Qassim University, Saudi Arabia) volunteered to
participate in the study. The experimental group comprised 33 students, whereas the control group
comprised 32 students. The reason for this study because Saudi EFL learners are poor
performance in English. Teaching methods are most commonly discussed and critiqued. The
study used a quasi-experimental pre-test and post-test control-group design. Two intact
groups of zero semesters were selected for the study. The groups were randomly assigned to
either the experimental group or the control group by tossing a coin. The experimental group
was taught with the cooperative learning strategy—STAD whereas the control group was taught with
the traditional teacher-fronted whole-class instruction for two weeks. The group is named CL group
and control group.
Learners in the CL group were given some orientation on how to work in CL groups. As
this was a new experience for the students, the instructor explained to them what they were
required to do in groups. Learners in the control group remained in their seats for the entire
intervention time. They followed the instructor’s instructions and worked on different tasks
individually. The instructor gave his feedback at the end of every activity. The students wrote their
answers in their notebooks. Data were collected during the second semester of the academic
year 2014-2015. A vocabulary test, prepared by the researchers, was used as a pre-test and later as a
post-test to find out if there was any difference between the experimental and the control group with
reference to their vocabulary. The vocabulary test comprised 40 items of one mark each. Each correct
item was given one mark. No mark was given to the item where more than one choice was circled.
Minor spelling mistakes were counted as correct giving a benefit of the doubt to the participants. The
test was marked by the researcher and was rechecked by two colleagues.
The post-test scores of the experimental group and the control group indicated that there
was a significant difference between the two groups. The experimental group outperformed the
control group in vocabulary learning on the post-test. The difference between the mean scores of the
experimental and the control group was significant at 0.05 level.
 Article 4
An analysis of Students’ Awareness of Language Use and Language
Knowledge of EFL Learners
https://www.researchgate.net/publication/348016120_STUDENTS
%27_AWARENESS_OF_LANGUAGE_USE_AND_LANGUAGE_KNOWLEDGE_ON_EFL_LEARNERS

Fadilatul Huda, Veni Roza, SS., M.Pd, Leli Lismay, M.Pd

http://dx.doi.org/10.31327/jee.v5i2.1284

This research was conducted in the second grade of junior high school. Based on preliminary
research, the researcher found some problems in teaching English. So, from the problem, the
researcher wants to know about the level of students’ awareness to language use at MTS Sumatra
Tawalib. The second is to know the level of student’s knowledge of language use. the researcher
focuses on analyzing the data on language use and language knowledge and the researcher got the
result of students’ awareness of language use and language knowledge. This research used a
descriptive quantitative method. Descriptive quantitative research refers to the semantic phenomenon
via statistical, mathematical, or numerical. The researcher analyzed the phenomenon that was found
during the research. The researcher conducted this research at the VIII grade of MTs Sumatera
Thawalib Parabek.
Based on this research, the researcher wanted to find the level of students’ awareness of language
use and language knowledge in the second grade of MTs Sumatera Thawalib Parabek.
The population of this research was the VIII grade students in the MTs Sumatera Thawalib
Parabek. There were six classes of the second grade in this school. The number of students in these
classes was 186 students. There were two classes of second-grade students as samples. The first is
VIII.4 class consists of thirty students and the second is the VIII.5 class consists of seventy-seven
students. As a result, 57 students as a sample in this research. The research used closed-ended
questions. Closed-ended questions are questions that expect short answers and expect respondents to
choose one alternative from the answers to each question that has been available. Closed-ended
questions help respondents to answer quickly and also make it easier for researchers to analyse data
on all collected questionnaires. In this research, the students were asked to respond to the
questionnaire. That were 25 statements in the language use and language knowledge questionnaire.
The questionnaire was used to find out the students’ awareness of language use and language
knowledge. The researcher gave questionnaires to the sample class. This questionnaire was conducted
to make sure that the students’ result was originally their awareness of language use and language
knowledge. Students’ responses to the question are being statically analysed. The researcher analysed
the students’ answer by using Likert scale. There were five options in answering the questionnaire.
Those were always, often, sometimes, rarely and never. The point of always was valued as 5,
meanwhile, the point of often was valued as 4, 3 point for sometimes, 2 point for rarely and 1 point
for never. The result showed that the mean score of students’ awareness of language use less
awareness that the score is 58,74%. Furthermore, students’ awareness of language knowledge has
enough awareness which score 68,98%.

Article 5
Exploring The Constructivist Mentoring Program in Developing EFL Teacher
Professionalism: A Qualitative Approach
https://ejournal.upi.edu/index.php/IJAL/article/view/25021
Kurniawan Yudhi Nugroho1*, Zulfa Sakhiyya2, Mursid Saleh2, Januarius Mujiyanto2,
and Dwi Rukmini2
https://doi.org/10.17509/ijal.v10i1.25021

This paper investigates the implementation of constructivist learning, as it was practiced by five
EFL teachers at a vocational high school in Indonesia. The researcher offer a ‘mentoring program’ for
teachers to support each other and provide resources that are bottom-up, free, and relevant, conducted
in a collegial atmosphere. The researcher adopted a qualitative approach as it enabled us to
understand and cultivate deeper the learning process that occurred in the classroom. Data were
qualitatively collected and analysed in two ways. First, it focused on the participants’ interview,
observation, self-reflection, and discussion on the variables in the mentoring program covering the
need and expectation of EFL teachers in the formal pedagogical setting, sources of teachers’
resistance to participate in Teacher Professional Development (TPD) program, the impact of TPD
program on the teacher’s pedagogical competence, and conditions contributing to sustainable
development as a result of the TPD program. Second, it was to disclose the researchers’ viewpoints
and reflections under variables, as stated in the earlier analysis.
This study was participated by five EFL teachers, two males and three females teaching English
subject at a vocational high school in Central Java, Indonesia. To begin the study, the initial processes
in the action research (review and identification) were conducted after data were sufficiently collected
from the research participants through interview and observation. From the sixth month mentoring
program, the researchers conclude that the participants were greatly taking the advantage of the
qualitative approach. Seeing the process during the mentoring period and the progress of the
mentoring participants, elaborated in the result of observation, interview, and document analyses, the
researchers are convinced that the program was proven to be effective.
 Article 6
The Contribution of Genre Awareness and Reading Habits Towards Students’ Reading
Comprehension
https://ejournal.upi.edu/index.php/IJAL/article/view/35260
Sri Andreani, Siti Muniroh*, Suharyadi, Utari Praba Astuti, and Yulizar
https://doi.org/10.17509/ijal.v11i2.35260

This study was conducted at Department of English of a state-owned university in East Java,
Indonesia, in the 2020/2021 academic year. These students took the three reading courses (Intensive
Course, Basic, and Intermediate Reading courses) and were assumed to have been familiar with
genres and have developed some reading habits. This study conducts to know genre awareness and
reading habits partially contribute to reading comprehension. The second genre awareness and reading
habits simultaneously contribute to reading comprehension. The third is genre awareness and reading
habits contribute to students’ reading comprehension. This study used correlational design involving
two predictor variables (genre awareness and reading habits) and one response variable (reading
comprehension) was deployed. Sixty-eight students of the Department of English, Universitas Negeri
Malang, were selected purposely as the participants in the study. They were chosen because they had
the same characteristics. There are three instruments used in this study: (1) a test of genre awareness,
(2) a reading habit questionnaire, and (3) a reading comprehension test. The data were analyzed using
multiple linear regression analysis aided by SPSS/PASW Program.
The data analysis was conducted in two stages, namely scoring the participants’ responses on
the three tests and performing statistical analysis using multiple linear regression analysis. In the first
stage, the student’s responses on the genre awareness test were calculated using a formula. The
multiple linear regression analysis was done using SPSS/PASW Program, involving genre awareness
(X1) and reading habits (X2) as the predictor variables and reading comprehension as the response
variable (Y), which involved three tests. The results also indicated that genre awareness and reading
habits simultaneously and significantly contribute to reading comprehension, as shown by the results
of the analysis that genre awareness and reading habits contributed 0.203 or 20.3% to reading
comprehension. The rest (79.7%) was attributed to other variables outside the variables under study.
This study concludes that good genre awareness and good reading habits help students develop good
reading comprehension. The results provided in this paper can be used by English teachers as an
alternative to help their students improve their genre awareness and cultivate good reading habits.
 Article 7
Improving Students’ Arguments Through Collaborative Learning
https://ejournal.upi.edu/index.php/IJAL/article/view/28602
Dona Kumala Shinta and Filia
https://doi.org/10.17509/ijal.v10i2.28602

The participants were 21 undergraduate students from a university in Indonesia. Therefore, this
research aims to investigate how students’ arguments improve through collaborative learning. This
research uses a one group pre-test post-test design method. The participants of this research were 21
undergraduate students (12 female students and 9 male students) majoring in Japan studies ranging
from the age of 16 – 19 years old, enrolling their first month in a university in Indonesia. The
participants were students of a class on Discourse. The research was an experimental method of a one-
group pre-test post-test design where pre-test, post- test and a certain stimulus was conducted. This

design was chosen to investigate the students’ argumentative skill progress during the research. The
two researches were involved in obtaining data in the class. This research was conducted through a
collaborative learning process.
Therefore, collaborative learning can be considered as a classroom practice in a way to
improve students’ arguments. By collaborative learning, students have the opportunity to enhance
their thinking skills from provided stimulus. In this research, students watched a video part of the
presidential debate as a visualization on how arguments can be produced, consisting of a standpoint
and relevant facts as the support. Toulmin’s model of argument consisting of claim, data, warrant,
backing, rebuttal and qualifier are component parts taught explicitly to be as a guide in constructing
arguments. Questions were also facilitated to trigger students thinking skills. Based on the research,
students were able to process their cognitive in remembering, understanding, applying and analysing
throughout the collaborative learning. As conclusion, collaborative learning can be considered as a
classroom strategy in improving students’ arguments, from producing claim, data and warrant
in arguments to improving awareness in applying other component parts of backing, rebuttal
and qualifier. However, there are no detections of a new component part found in students’
argument or an implementation of the highest order thinking skills, that is create.
 Article 8
Developing Students’ Global Awareness in EFL Reading and Speaking
https://www.researchgate.net/publication/
358901418_Developing_Students'_Global_Awareness_in_EFL_Reading_and_Speaking/link/621cb965579f1c041720cfbf/
download
Reima Al Jarf
DOI: 10.36346/sarjall.2022.v04i01.005

The study was conducted in Saudia University. The sample was 47 EFL instructors teaching
language, translation, linguistics, and literature courses at five Saudi universities (Princess Noura
University, King Saud University, King Abdul-Aziz University, Imam University and King Khalid
University) participated in the study. To find out whether EFL instructors in the sample integrate
global themes in the EFL courses that they teach to EFL college students, a questionnaire with open-
ended questions was developed and administered to all the participants via WhatsApp and Facebook
Messenger. The questions asked the participants whether they integrate global themes in reading and
speaking courses, to give examples of global themes that they select and use (if any), and to give
reasons why they integrate or do not integrate global themes in the courses they teach.
Instructors’ responses to the questionnaire were compiled, sorted out and analysed qualitatively
and quantitatively. The percentages of instructors who integrate and those who do not integrate global
themes in EFL reading and speaking courses that they teach were computed. Analysis of the
participants’ responses to the questionnaire showed that all of the participants in the sample do not
integrate any global themes in the listening, speaking, reading, or writing courses that they teach.
They just use the textbooks assigned by their departments. They do not know which global topics to
integrate, or how to integrate global topics in EFL instruction. They believe that global topics are
difficult for EFL freshman students to talk, read or write about. They only focus on the topics
included in the assigned textbooks.

Article 9
EXPLORING EFL STUDENTS’ AWARENESS OF THE DIFFERENCES BETWEEN
AMERICAN AND BRITISH VARIETIES
https://uia.e-journal.id/Lingua/article/view/2123

Achmad Ivansyah Obos, Susilo, Maria Teodora Ping

https://doi.org/10.34005/lingua.v18i2.2123

The objectives of this research are to explore the EFL students’ awareness
toward American and British English and to know EFL students’ perception towards
both varieties that influence their learning experiences. This qualitative descriptive
research conducted the ethnos narrative approach, which were analysed descriptively
through collecting the data, reducing inappropriate data, displaying and concluding
data. The results revealed that the way how the EFL students aware toward American
and British English were the participants watch television programs to do self-
understanding, they learned both varieties in school and took the TOEFL and IELTS
exam, they also frequently use American English to make a conversation as their
process of socialization. The EFL students’ perception towards both varieties that
influence their learning experiences were different. The first participant thought that
British English is way much professional, had unique grammatical and vocabularies.
While the second participant thought that American English used for daily
conversation.

Article 10

Developing Cultural Awareness in EFL Classrooms at Secondary School Level in an

Iranian Educational Context
Maryam Tafaroji Yeganeh, Hossein Raeesi
http://creativecommons.org/licenses/by-nc-nd/4.0/

The participants of this study were 291 Iranian EFL secondary-school teachers from three
provinces of Ilam, Kermanshah and Kurdistan in Western Iran who were randomly selected from
three largest cities of each province. Of this sample, 154 were male and 137 were female. Moreover,
147 people were from Kermanshah province, 96 people from Kurdistan province, and 48 people from
Ilam province. The questionnaire consisted of 66 items formatted in a five-point Likert scale, ranging
from 1 to 5. The procedure began by designing a questionnaire. As there was no existing
questionnaire to match the fourfold objectives of the study, the researchers had to design one. To do
so, they had to draw on and adapt other researchers who have already created questionnaires for the
pursuit of their own studies. Having being revised and commented on by experts in the area, the
resulting questionnaire was finalized with 66 items relevant to the subject in question. Due to the vast
geography and population of the region in which the study was to be conducted, it was decided that
the participants be confined to three most populated cities of each province. Consequently, from Ilam
province the cities of Ilam, Dehloran and Eyvan were selected. Kermanshah, Eslam Abad and
Kangavar were selected from
Kermanshah province. And for Kurdistan province, they were Sanandaj, Saghez and Marivan.
Closely related to the aforementioned point was the consideration that the questionnaires were
distributed among the participants according to the population of the cities and provinces. That is to
say, the larger the city, the greater the number of the participants. The whole process of distributing
and collecting questionnaires lasted for three weeks, starting from mid September 2013. The data
were then input into SPSS software version 18 and analyzed by applying appropriate statistical
techniques. Specifically, KS test and Friedman test were used. Moreover, descriptive statistics such as
means, frequencies, standard deviation of variables, degree of freedom, chi-squares, etc. were
calculated.
 EFL Teachers' Teaching Strategies in Public Vocational High Schools in
Singaraja
https://www.neliti.com/id/publications/206908/efl-teachers-teaching-strategies-in-public-vocational-high-
schools-in-singaraja
Nurul Inayah
Book 1
EXPERIMENTAL DESIGN RESEARCH
APPROACH, PRESPECTIVE, APLICATION

BY : Philip Cash · Tino Stankovic´ · Mario Štorga

ISBN 978-3-319-33779-1
ISBN 978-3-319-33781-4 (eBook)
DOI 10.1007/978-3-319-33781-4