scholarly journals EXPLORING THE EXPERIENCE OF EFL STUDENTS ENGAGED IN ASYNCHRONOUS E-LEARNING

2020 ◽  
Vol 8 (2) ◽  
pp. 72
Author(s):  
Isabella Gloria Hariadi ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
High School ◽  
High School Students ◽  
Descriptive Study ◽  
Senior High School ◽  
Interpretive Description ◽  
School Students ◽  
E Learning ◽  
Qualitative Descriptive ◽  
Efl Students ◽  
Senior High School Students

Asynchronous e-learning is receiving growing attention because it encompasses learner-oriented approach which emphasizes on the development of learners' knowledge and skills. Henceforth it is imperative to explore students’ experience on asynchronous e-learning. This study aims to delineate the experience of senior high school students in learning English through asynchronous e-learning. This is a qualitative descriptive study in nature and the data collected were analysed using thematic analysis by incorporating interpretive description approach. The participants of study were senior high school students from Lemahwungkuk sub-district, Cirebon, Indonesia. The results revealed that in undergoing asynchronous e-learning, the participants have to implement self-access learning and additionally they have to adapt with technology setting which may appear to be challenging due to limited technical support they have; moreover they still have to discover the knowledge by themselves inasmuch as they experience limited interaction with their English teachers throughout the process of learning.

scholarly journals EFFECTS OF TASK COMPLEXITY ON CHINESE EFL WRITING

2021 ◽  
Vol 4 (2) ◽  
pp. 77-80
Author(s):  
Hui Liu
Keyword(s):  
High School ◽  
High School Students ◽  
Task Complexity ◽  
Senior High School ◽  
School Students ◽  
Efl Writing ◽  
Writing Performance ◽  
Syntactic Structures ◽  
Efl Students ◽  
Senior High School Students

The current study explores the effects of task complexity on senior high school students’ writing performance. The participants were 60 Chinese senior high school EFL students. The variable of task complexity is based on the combination of reasoning demands and prior knowledge aspects and the writing performance is measured by syntactic complexity. The results show that the participants produced more complex syntactic structures in task with higher complexity. Meanwhile, the participants’ perception of task complexity can influence the production of writing.

The Relation of Cognitive Activities and Students Comprehension to Spatial Isomorphism Diagram of Plant Anatomy in Senior High School

2019 ◽  
Author(s):  
Nur Tsalits Fahman Mughni
Keyword(s):  
High School ◽  
Working Memory ◽  
High School Students ◽  
Descriptive Study ◽  
Plant Anatomy ◽  
Senior High School ◽  
School Students ◽  
Anatomical Structures ◽  
Cognitive Activities ◽  
Senior High School Students

Studying complex and abstract plant anatomy, the use of isomorphism diagram is one way to help students to understand the concepts. When studying diagram, students surely involve complex cognitive activities. One of The students’ successes in understanding the various concepts contained in the diagram, can be determined by cognitive activities that occur in working memory. This research is a descriptive study which includes 10 senior high school students in Bandung. The research aims to analyze the relation between cognitive activities and students’ comprehension towards spatial isomorphism diagrams of plant anatomy. The students are asked to analyze the spatial isomorphism diagrams of plant anatomical structures. Then, the students will be given questions to measure the level of comprehension after learning spatial isomorphism diagrams. The result shows that there are five kinds of cognitive activities when students study spatial isomorphism diagram. Those are activating prior knowledge, identifying images, comparing images, interpreting symbols, and drawing conclusion. Hence, there are several students who have low abilities, they only have two kinds of cognitive activities. This is in accordance with the level of students’ understanding of plant anatomy in the medium to low categories. The result shows that the type of cognitive activities that students have contributes the students’ conprehension of plant anatomy.

scholarly journals THE EFFECT OF CODED AND NON-CODED CORRECTION FEEDBACK ON THE QUALITY OF INDONESIAN EFL STUDENTS’ WRITING

2017 ◽  
Vol 7 (2) ◽  
pp. 9
Author(s):  
Ali Saukah ◽  
Desak Made Indah Dewanti ◽  
Ekaning Dewanti Laksmi
Keyword(s):  
High School ◽  
High School Students ◽  
Corrective Feedback ◽  
Senior High School ◽  
Writing Quality ◽  
School Students ◽  
Efl Students ◽  
Better Than ◽  
Senior High School Students

Written corrective feedback (WCF) in L2 writing classrooms has gained considerable attention in applied linguistics research over the past twenty years. WCF may take different forms of teacher’s responses to errors in students’ texts, among others Coded-Correction Feedback (CCF) and Non-Coded Correction Feedback (NCCF). A number of research studies on the effectiveness of various types of corrective feedback have been undertaken; however the effect of CCF and NCCF on the quality of students’ writing in Indonesian context has not yet been explored. The objective of this study was to investigate the effects of Coded Correction Feedback and Non-Coded Correction Feedback on senior high school students’ writing quality. This study investigated the effect of Coded-Correction Feedback (CCF) and Non-Coded Correction Feedback (NCCF) on the quality of Indonesian EFL students’ writing. It involved 53 senior high school students of 11th Grade. Each student was exposed to two different treatments (CCF and NCCF) and the students’ writing quality, after receiving each type of treatments or WCF, was then measured. The effect of each feedback was estimated by comparing the individual students’ scores in writing composition after receiving CCF with their scores after receiving NCCF. The result of this study revealed that the quality of the students’ writing with CCF was better than that with NCCF. The findings of this study showed that the quality of the students’ writing receiving CCF was better than that receiving NCCF because CCF promotes awareness with noticing as well as understanding. Hence, the use of CCF can be considered more effective than NCCF.  Therefore, it is suggested that CCF be employed in giving corrective feedback to the students’ compositions to improve the quality of their writing, and that teachers employ CCF when giving WCF to improve the quality of students’ writing.

scholarly journals STUDENT’S LEARNING INTEREST AND LEARNING OUTCOMES IN HISTORY LESSON

2018 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Dewi Suhartini
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Teaching History ◽  
E Learning ◽  
Senior High School Students

The research is experimental study of senior high school students in Bogor focuses on the use of e-learning in teaching history and aimed at investigating whether there is any improvement in the student’s interest and learning outcomes in history lesson on the students who learn by e-learning, compared to those who learn by traditional method. Nonequivalent (pretest and posttest) control group design is used in conducting the research. The population is the senior high school students in Bogor. The result shows that the students who learn history by e-learning achieved higher degree than those who do not learn using e-learning method, statistically significant at p<0.05. Furthermore, the score of the students learning outcomes for those who learned through e-learning is significantly improved, compared to those who do not learn using e-learning, statistically significant at p<0.05. The social economy status is not significantly correlated to the students’ interest and the students’ history learning outcomes. In fact, the students’ skill in using computer showed a significant correlation to the students’ interest and out come at p<0.05. It was concluded that the use of e-learning in teaching history is significantly affecting the students’ interest in learning history and the student learning outcomes.

scholarly journals The Implementation of CSR on EFL Students’ Reading Class in Different Group Sizes

2021 ◽  
Vol 5 (10) ◽  
pp. 1453
Author(s):  
Ita Moraliawati ◽  
Johannes Ananto Prayogo ◽  
Gunadi Harry Sulistyo
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Senior High School ◽  
Expository Texts ◽  
School Students ◽  
Efl Students ◽  
Senior High School Students

<p><strong>Abstract:</strong> This study addresses senior high school students’ reading comprehension on expository texts and its relation with the group sizes assigned to the students. It involves 133 eleventh grade students of SMAN Model Terpadu Bojonegoro. Quantive data were analyzed descriptively. The findings show that CSR affect the students’ reading comprehension significantly. Yet, it fails to reveal the effect of group sizes arrangement on the strategies applied towards the students reading comprehension. Consequently, the use of CSR in reading class can not be related to the group sizes assigned to the students. </p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengungkap penguasaan pemahaman bacaan siswa SMA dan hubungannya dengan ukuran kelompok yang ditetapkan pada siswa. Penelitian ini melibatkan 133 siswa kelas XI SMAN Model Terpadu Bojonegoro. Data kuantitatif dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan CSR memberikan pengaruh yang signifikan pada pemahaman bacaan siswa. Namun, penelitian ini gagal menunjukkan pengaruh ukuran pengaturan kelompok dalam strategi yang diterapkan terhadap pemahaman bacaan siswa. Karena itu, penggunaan CSR dalam pembelajaran membaca tidak bisa dihubungkan dengan ukuran kelompok yang ditugaskan kepada siswa.

scholarly journals AN ANALYSIS OF IDEATIONAL MEANING REALIZED ON RECOUNT TEXTS IN ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL GRADE X

2019 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Eros Cahyati
Keyword(s):  
High School ◽  
High School Students ◽  
Data Analysis ◽  
English Education ◽  
Senior High School ◽  
School Grade ◽  
School Students ◽  
High School Grade ◽  
Qualitative Descriptive ◽  
Senior High School Students

This research is aimed at analyzing the ideational meaning realized on recount texts in English textbook for Senior High School Grade X.  The objectives of this study are to describe the dominant processes and circumstances realized on recount texts in English textbook. The researcher employed qualitative descriptive as the research design.  The data were taken and collected through a documents collection.  The documents were collected from English textbook for Senior High School Students Year X (revised 2017). This book was published by Pusat Kurikulum and Perbukuan, Balitbang, Kemendikbud (2017). There were 4 recount texts that analyzed and identified. The researcher used transitivity analysis as tool to analyzes recount texts. The results of data analysis showed that the dominant processes found on recount texts is material processes. It   occurred 90 times (51.8%) in the textbook and it refers to process of construing material of action and doing. Meanwhile, the dominant circumstances found on recount texts is circumstances of time. It is occurred 40 times (44.4%) and it refers to answer question such as “when?” and also to give information about times. Finally, this research is recommended for the students of English education program who want to improve their understanding about SFL especially in ideational meaning. Keywords: Ideational meaning, recount texts, textbook

scholarly journals INTROVERT SENIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING IN WRITING ANALYTICAL EXPOSITION TEXT

2021 ◽  
Vol 2 (1) ◽  
pp. 77-86
Author(s):  
Muhammad Hasan Affandi
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Senior High School ◽  
School Students ◽  
Writing Test ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Senior High School Students

This study was carried out to categorize and describe the six aspects of critical thinking in writing analytical exposition text activity toward the introvert senior high school students at the eleventh grade. The aspects were focus, supporting reason, reasoning, organization, convention and integration. The research design was a qualitative descriptive research. This study involved 3 introvert students who have the highest score in selecting the introvert subjects’ personality from eleventh grade. The data were divided by two, data for selecting the subject and data for categorizing and describing the critical thinking in writing. First, the data was obtained from questionnaire of MBTI, observation and interview. Second, data was obtained from writing test and interview. The findings in writing analytical exposition text that were assessed toward scoring rubric from (Finken & Ennis, 1993) that subject 1 and 2 have high critical thinking category. Then, subject 3 has a very high critical thinking category. Every subject has good capacity in six aspects, but the subject 1 and 2 were strong in focus aspect. Subject 3 was strong in focus and reasoning. The subjects were lack in convention and integration aspects.

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