Students’ Attributions on Their English Speaking Enhancement

Mali, Yustinus Calvin Gai

doi:10.17509/ijal.v4i2.681

Cited by 8 publications

(17 citation statements)

References 16 publications

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“…Positif affect during task performance will enhance someone"s efficacy (Mathews & Lowe, 2011), including English language young learners who rely on oral skills (listening and speaking). In a more specific context, Mali (2015) found that positive motivation from friends and teachers is a major attribution to students" speaking enhancement (p. 32) which may also be applicable among Indonesian students.…”

Section: Hots In English Language Learning Through Storytellingmentioning

confidence: 99%

“…In addition to the benefits of media use (pictures/video) which supports not only students" verbal and linguistic but also spatial and physical styles of learning (Gardner, 1999;Armstrong, 2009), peers" discussion or critique encourages students and therefore improves their engagement and involvement in the storytelling process (Anderson et al, 2001;Yee et al, 2015). Besides, positive motivation from friends and teachers is a major attribution to students" speaking enhancement (Mali, 2015). As young learners, the participating students feel more challenged, motivated, enthusiastic and encouraged to express their feelings and imagination about the story and do not feel embarrassed of making mistakes which is a common phenomenon among English learners.…”

Section: Hots Activities In the Second Cycle Of Storytellingmentioning

confidence: 99%

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Thinking critically while storytelling: Improving children’s HOTS and English oral competence

Setyarini

Muslim

Rukmini

et al. 2018

Indonesian J. Appl. Linguist

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Although studies on the development of higher order thinking skills (HOTS) as part of Bloom’s revised taxonomy have grown significantly among adult learners, little is known about its use for teaching English to young learners. In the Indonesian context, HOTS is mandated by the scientific-based 2013 national curriculum. This study investigates the development of HOTS strategies and possible challenges through storytelling among seventh grade students to improve their speaking ability. This Classroom Action Research (CAR) obtains data from classroom observations, interviews with the teachers and students, and analysis of lesson plans. The findings reveal that, in its simple form, HOTS in storytelling was developed in young English learners through open-ended question, a strategy which enables students to practice speaking through giving opinion, comment, and imagination while analyzing and evaluating the story. However, due to their limited language competence and unfamiliarity with the story context, students still find difficulties in creating their own stories, the highest level of educational objective. The study finally comes up with ways to engage students in storytelling while developing their HOTS.

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Section: Hots In English Language Learning Through Storytellingmentioning

confidence: 99%

Section: Hots Activities In the Second Cycle Of Storytellingmentioning

confidence: 99%

Thinking critically while storytelling: Improving children’s HOTS and English oral competence

Setyarini

Muslim

Rukmini

et al. 2018

Indonesian J. Appl. Linguist

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“…A1, A2, B1 and B2) and compared learners' causal attributions on successful and failure authentic tasks in an EFL context. Finally, Demir (2017) and Mali (2015) focused on speaking tasks and investigated learners' attributions for speaking English. Mali (2015) carried out research with eighteen students in an Indonesian context to understand learners' attributions for their English-speaking development.…”

Section: Studies On Attribution Theory and Foreign Language Speakingmentioning

confidence: 99%

"I am just shy and timid": Student teachers’ explanations for their performances of their presentations

Aksoy-Pekacar¹,

Kanat-Mutluoğlu²,

Hakki-Erten³

2020

Eurasian Journal of Applied Linguistics

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As part of the research on motivation, causal attribution studies have an important role in predicting and improving academic performance since controllable and uncontrollable attributions have an effect on learners' future actions. Following this path, the present qualitative study investigates the attributions of students in an English Language Teaching (ELT) program for the performances of their presentations as part of an oral communication skills course. Upon the completion of the course, a total of 83 second year ELT students scored their performances out of 10 and provided explanations for their performances. This data set illustrated their attributions and estimated future achievements. Data analysis consisted of two phases: first, the students were divided into two groups based on the perceived successes of their performances, and secondly, their explanations were examined with content analysis. The initial analysis showed that 20 students scored themselves as less successful and 63 students scored themselves as successful. It revealed that the less successful group attributed their performances mostly to their mood and lack of effort, both of which are categorized in the internal attributions. In contrast, the successful students attributed their performances to effort, mood, and strategy use, all of which fell into the internal category as well. From these results, it can be concluded that the learners had a higher locus of control in that they attributed their performances to mostly internal attributions. In addition, providing immediate teacher feedback and creating a classroom environment for vicarious learning were effective for increasing learners' effort and motivation for their presentations. These findings may imply that teachers focus on providing immediate feedback and create an effective classroom atmosphere that will probably lead to vicarious learning.

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“…Both classes, held in the second semester of the academic year 2014-2015(January-April 2015, require students to write some written work as parts of classroom assessments. More specifically, the Procedural Writing class requires students to write pieces of writing that show series of procedures, namely directional and process essays, while the Extensive Listening class requires students to write a journal reflection briefly describing the content of audio files they have listened.…”

Section: Introductionmentioning

confidence: 99%

“…To avoid misinterpretation, the term grammar in this study covers these three essential ideas as adapted from Lock (1996);Harmer (2007 On the one hand, I clearly understand that writing grammatical sentences will always become a challenging issue especially for students in Indonesia, where English is considered as a foreign language (Mali, 2015) showing a situation in which people learn English in a formal classroom with limited opportunities to use the language outside their classroom (Richards & Schmidt, 2010). On the other hand, this current study hopes to propose pedagogical ideas, reflecting on the articulated students' perspectives, on which EFL teachers, particularly in Indonesia could reflect and find conceivable ways to help their students to deal with the grammar issues.…”

Section: Introductionmentioning

confidence: 99%

Writing Grammatical Sentences: Voices of Indonesian Undergraduates in Efl Classrooms

Mali

2016

JBS-JPBSP

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This study aims to explore perspectives of Indonesian undergraduates on factors that conceivably help them to write grammatical English sentences. The participants of the study were 40 students in a Procedural Writing class and an Extensive Reading class, at English Language Education Study Program, Dunia University, Indonesia (ED-DU); academic year 2014/2015. The data were collected through students' written responses and interview. More specifically, the students responded to a statement asking their perspectives towards the issue. In the interview process, the researcher asked 3 participants to provide further clarification of the responses they have written. The findings provide some evidence that friends' feedback, sufficient time to practice, and lecturer's feedback are the primary factors perceived by the students. Besides, the overall results of the study would seem to indicate that possessing grammatical competence, specifically in writing the grammatical sentences, needs conscious focus on grammatical aspects through explicit learning of grammar rules and sufficient time to practice the rules, which the study posits as conceivable ways to enhance the students' grammatical accuracy. Eventually, the study proposes possible pedagogical ideas to help the students to minimize their grammatical errors, as an attempt to support their roles as a future professional English teacher and language user. Keywords: grammar, grammatical sentence, explicit learning, practice AbstrakPenelitian ini bertujuan untuk menyelidiki pandangan dari mahasiswa calon sarjana di Indonesia tentang faktor yang dapat membantu mereka untuk menulis kalimat bahasa Inggris dengan tata bahasa yang benar. Peserta dalam kajian ini adalah 40 mahasiswa di salah satu kelas Procedural Writing dan Extensive Reading, pada Program Studi Pendidikan Bahasa Inggris, Universitas Dunia Indonesia, tahun akademik 2014/2015. Data penelitian diambil dari respon tertulis mahasiswa dan wawancara. Secara lebih rinci, para mahasiswa merespon suatu pernyataan yang menggali pandangan mereka terkait dengan pokok persoalan tersebut. Dalam proses wawancara, peneliti meminta 3 peserta dalam kajian ini untuk menjelaskan lebih jauh tentang respon tertulis mereka. Hasil analisa data memberikan beberapa fakta bahwa umpan balik teman, waktu yang cukup untuk berlatih, dan umpan balik guru merupakan faktor utama yang disebutkan oleh para mahasiwa. Selain itu, keseluruhan hasil dari kaijan ini nampak mengindikasikan bahwa memiliki kompetensi ketatabahasaan, khususnya dalam menulis kalimat dengan tata bahasa yang benar, memerlukan fokus secara sadar pada aspek-aspek tata bahasa melalui pembelajaran eksplisit aturan ketatabahasaan dan waktu yang cukup untuk berlatih aturan tersebut. Pada akhirnya, kajian ini mengusulkan beberapa gagasan pedagogi yang mungkin dapat membantu para mahasiswa dalam mengurangi kesalahan tata bahasa mereka, sebagai suatu usaha untuk menunjang peran mereka sebagai guru bahasa Inggris dan pengguna bahasa yang profesional di masa yang akan datan...

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Students’ Attributions on Their English Speaking Enhancement

Cited by 8 publications

References 16 publications

Thinking critically while storytelling: Improving children’s HOTS and English oral competence

Thinking critically while storytelling: Improving children’s HOTS and English oral competence

"I am just shy and timid": Student teachers’ explanations for their performances of their presentations

Writing Grammatical Sentences: Voices of Indonesian Undergraduates in Efl Classrooms

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