EXPLORING METACOGNITIVE READING STRATEGIES USED BY LOW AND HIGH PROFICIENCY FORM THREE ESL STUDENTS

Background and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students. Methodology: To serve the purpose of this research, an explanatory sequential mixed method design was used. As for the sampling, purposive sampling was employed in this study. The respondents were drawn from two Form Three classes in the selected secondary school in Pasir Gudang, Johor, Malaysia. There were twenty-four boys and thirty-six girls. They were all fifteen years old and represented three main ethnic groups which are Malays, Indians and Chinese. The number of respondents was equally the same for both groups; 30 from the low proficiency group and 30 from the high proficiency group. Findings: The data gathered in this study revealed that the most popular metacognitive reading strategy among the respondents is self-evaluation. In addition, the most significant difference between the high and low proficiency students is that the latter employed fewer metacognitive reading strategies than the former. Furthermore, through the findings, this research also suggested the metacognitive reading strategies suitable for the low proficiency students; advanced organization, selective attention, self-management, directed attention and monitoring. Contributions: This research aids the teachers in adapting their instructions and putting extra effort into training students, especially low proficiency students, to use suitable metacognitive reading strategies. Keywords: Low proficiency students, high proficiency students, purposive sampling, metacognitive reading strategies, explanatory sequential mixed method design. Cite as: Jeevaratnam, J. A., & Stapa, M. (2022). Exploring metacognitive reading strategies used by low and high proficiency form three ESL students. Journal of Nusantara Studies, 7(1), 335-365. http://dx.doi.org/10.24200/jonus.vol7iss1pp335-365

Local Participation in Community Based Development Projects in Ghana

The study critically analyses how the local people in Ga West municipality perceive local participation and socio-cultural factors that influence local participation. The study used the mixed method design. The lottery method of the simple random sampling technique coupled with Neuman and Neuman’s (2006) recommendation on random convenience sampling were used to sample and collect data from 187 respondents. The study revealed that local participation provides the local people employment avenues. It was revealed that developmental projects brought to their communities do not allow the local people to be involved at the planning and implementation phases. The study further revealed that women were of the opinion that projects brought to them were not feminine enough and did not build their capacity. Education, social cohesion, peace and stability were among some of the sociocultural factors that influence participation. The study again recommended that every community member should participate, regardless of their gender, ethnic group or socio-cultural differences.

Assessing an effective collaboration in higher education: A study of students’ experiences and challenges on group collaboration

Studies emphasize that collaboration remains an essential part of learning and working in the 21st century. This study seeks to report on the group collaboration of higher education students. Using Explanatory sequential mixed method design, this study tried to discuss the students’ experiences and challenges on group collaboration environment in the online learning cases. Adopting Razmerita and Kirchner's (2014) questionnaire, 287 students involved in this study. The result indicated that overall students performed positive perception on group collaboration. In addition, to have deep analysis, 15 students were interviewed. This study contributes to an understanding of how students perceived collaboration and how they explain the obstacles recognized in their classes.DOI: 10.26905/enjourme.v6i2.6971

Perceiving Destination Through Animated GIFs: A Mixed Method Design for Multifaceted Image Assessment

The notion of multifaceted image, composed of cognitive, affective, and sensory dimensions, has attracted growing scholarly interest in recent years. However, general understanding of the roles of the senses (i.e., sight, hearing, taste, smell, and touch) in image processing remains scarce. Little attention has also been paid to the effects of visual stimuli related to design features on the construction of multifaceted image. This study investigated viewers’ perceived multifaceted destination image upon exposure to different photo formats (i.e., animated vs. static). A mixed method approach was employed to collect data using a between-subjects experimental design. Findings revealed that moving visual presentation exert stronger impacts on three image dimensions in several aspects and associations were also observed between photo contents and sensory arousal. Results enrich the body of knowledge on destination image in terms of image structure and the features of visual stimuli. Practical implications are discussed as well.

Students’ Perceptions on Online Peer Feedback Practice In EFL Writing

ABSTRACTThis study investigated the implementation of online peer feedback practice, the students’ perceptions toward online peer feedback practice, and the students’ challenges toward online peer feedback practice. The study employed a mixed-method design with SMA PGRI Blahbatuh students as the population, while the sample was 132 students. The data were collected through observing the online classes using an observation checklist, conducting a survey using a questionnaire, and conducting an interview using an interview guide through focus group discussion. The study’s findings imply several strengths and weaknesses in the online peer feedback practice. It was also revealed that the students had positive perceptions toward the online peer feedback practice. Meanwhile, the interview results revealed several contradictory results regarding the students’ challenges. The students preferred the teacher’s feedback after the practice since it would make them feel safe. The students also suggested anonymous peer feedback practice since they could give the comments honestly, with details, and specifics. Through this study, students can learn to improve their skills in communicating and collaborating with their peers. The study also provided the teacher information to create more effective and efficient online peer feedback practice. ABSTRAKPenelitian ini didesain untuk menyelidiki penerapan praktik umpan balik rekan secara daring, persepsi siswa terhadap praktik umpan balik rekan secara daring, dan tantangan siswa terhadap praktik umpan balik rekan secara daring. Penelitian ini menggunakan desain kombinasi dengan siswa SMA PGRI Blahbatuh sebagai populasi, sedangkan sampelnya hanya 132 siswa. Pengumpulan data dilakukan melalui observasi kelas online menggunakan lembar observasi, survei menggunakan kuesioner, dan wawancara menggunakan pedoman wawancara melalui diskusi kelompok terfokus. Temuan penelitian menyiratkan bahwa ada beberapa kekuatan dan kelemahan dalam praktik umpan balik rekan secara daring. Terungkap pula bahwa siswa memiliki persepsi positif terhadap praktik umpan balik rekan secara daring. Sementara itu, hasil wawancara mengungkapkan beberapa hasil yang kontradiktif terkait tantangan siswa. Siswa lebih menyukai masukan dari guru setelah latihan karena akan membuat mereka merasa lebih aman. Para siswa juga menyarankan praktik umpan balik rekan anonim karena mereka dapat memberikan komentar dengan jujur, dengan detail, dan spesifik. Melalui penelitian ini, siswa dapat belajar meningkatkan keterampilannya dalam berkomunikasi dan berkolaborasi dengan teman sebayanya. Penelitian ini juga memberikan informasi kepada guru untuk menciptakan praktik umpan balik teman secara daring yang lebih efektif dan efisien.

The Relationship between Personality and Career Decision Making Self Efficacy Among Pra-University Student at Machang, Kelantan.

This study was conducted to explore the differences in personality and level of career decision-making self-efficacy (CDMSE) by gender among pre-university students. Besides, this study also conducted to identify the relationship between personality and CDMSE among pre-university students. This study uses a mixed method design in determining the relationship between personality and self-efficacy in career decision making. The respondent be selected by using simple random sampling method, as 175 student Pre-University and 5 respondents were selected to interview in obtaining qualitative findings. Data was collected by using Big Five Inventory-2 (BFI-2) and Career Decision Making Self-efficacy Scale Short Form (CDMSE-SF). Data analyzed using Statistical Package Social Science 25.0 (SPSS). The results showed no difference between conscientiousness (t(173)=0.280,p<0.05), openness (t(173)=0.613,p<0.05), neuroticism (t(173)=1.434,p<0.05), agreeableness (t(173)=0.857, p<0.05, extraversion (t(173)=-0.559, p<0.05) and level of CDMSE (t(173)=1.558, p<0.05). The finding also revealed that conscientiousness, (r=0.505**, n=175, p<0.05) openness, (r=0.212**, n=175, p<0.05) neuroticism, (r=0.366**, n = 175, p<0.05) and extraversion (r=0.486**, n=175, p<0.05) had a significant relationship with CDMSE among Pre-University students. However, there is no significant relationship between agreeableness and CDMSE (r=0.128, n=175, p<0.05). The result was supported by qualitative findings, which show the relationship between personality and CDMSE. This study is significant for students, counselor, and educators in helping students related to their careers.

Characteristics of Ethical Leadership: Themes Identification Through Convergent Parallel Mixed Method Design From the Pakistan Context

The current approaches in identifying the characteristics of ethical leadership proceed mainly from a Western perspective based on virtue-driven moral philosophy (i.e., relativism) and frequently ignoring the Asian perspective of morality based on idealism. This study aimed to conduct parallel analysis in convergent design by using qualitative and quantitative methods to extract person-driven ethical leadership themes by considering the Asian context. Using the hypothetico-deductive method, 13 themes were extracted altogether, out of which 4 are new context-driven themes (i.e., altruism, encouragement, collective good, and spiritual transcendence as the emerging themes of ethical leadership in the Asian context).

Language Learning Strategies (LLS) Implementation of Students and Teachers at a Malaysian Pre-Tertiary Educational Institution

The study which took place at a Malaysian pre-tertiary educational institution aimed at investigating the implementation of language learning strategies (LLS) of its two major stakeholders, namely the students and the teachers. As the study employed mixed-method design, both quantitative and qualitative data were collected as to report the findings. The Strategy Inventory for Language Learning Strategies (SILL) and classroom observation protocol were the two important instruments for this study. A total of 300 students were involved in the study in which the number was determined using Krejcie and Morgan table. The students were divided into two groups consisting of 150 students who passed the institution’s English Proficiency Test, being referred to as ‘EPT-pass’ and 150 students who failed the test, hence known as ‘EPT-fail’ in the study. Four teachers voluntarily involved in the study after invitation to be part of the study was extended to all teachers at the educational institution. Analysis of data was done using descriptive statistics (mean and standard deviation scores) and thematic analysis. The findings showed that students employed indirect language learning strategies more than direct strategies with EPT-pass group recording (M=4.084, SD=0.625) and EPT-fail group with (M=2.722, SD=0.466). It was apparent that metacognitive strategies (M=4.361, SD=0.954) were EPT-pass group’s most employed strategies while EPT-fail students implemented affective strategies (M=3.077, SD=0.399) the most. Additionally, LLS were undoubtedly embedded into the lesson implementations of the four teachers whose lesson implementations were observed. The study implies that LLS play fundamental part in the teaching and learning of English and should be directly nurtured and embedded into English language classrooms to ensure more effective implementations.