This article presents two Thai international students’ accounts of their lived experiences during a virtual service learning (community service) program due to the global COVID-19 pandemic. Semi-structured interviews and participants’ reflection data were thematically analyzed through the lens of positive and negative emotions so as to explore participants’ perceptions of virtual service learning. Findings indicate that the pandemic situation was not a barrier to contributing positively to society. One of the positive effects of community service activities is that such activities could build students’ creativity. It was also found that despite bad internet connectivity in their respective areas, the final-year international students were able to adapt to both academic and non-academic environments. This indicates that all international students should maintain their positive feelings when completing their service-learning program.
This study aims at examining the writing skills of a group of Indonesian graduate students of English. A particular attention has been focused on the coherence of their production of argumentative texts. Employing a discourse analytical case study, three texts written by three Master's degree students of the English language education at a local university in Central Java, Indonesia, were analyzed. Coherence and cohesion is inextricable in which both are crucial in academic writing as to achieve a makes-sense text. Therefore, it is an urgent need to look at the writing competency of students as they are at graduate level, majoring in the English language education. The texts produced by the students were scrutinized through the lens of micro-and macro-level coherence (Thornburry, 2005). From this theory, cohesion is involved in micro level coherence. The findings indicate that the students show a bit weakness on achieving coherent texts due to lack of optimization of cohesive devices especially conjunctions to create interconnectedness of the whole sentences in the texts.
This study aims at examining the writing skills of a group of Indonesian graduate students of English. A particular attention has been focused on the coherence of their production of argumentative texts. Employing a discourse analytical case study, three texts written by three Master's degree students of the English language education at a local university in Central Java, Indonesia, were analyzed. Coherence and cohesion is inextricable in which both are crucial in academic writing as to achieve a makes-sense text. Therefore, it is an urgent need to look at the writing competency of students as they are at graduate level, majoring in the English language education. The texts produced by the students were scrutinized through the lens of micro-and macro-level coherence (Thornburry, 2005). From this theory, cohesion is involved in micro level coherence. The findings indicate that the students show a bit weakness on achieving coherent texts due to lack of optimization of cohesive devices especially conjunctions to create interconnectedness of the whole sentences in the texts.
This study investigates the effect of applying the talk-to-the-text strategy on students’ reading comprehension of narrative text. By employing quasi-experimental research design, specifically pre- and post-tests design one, talk-to-the-text reading strategy was implemented as treatment in experimental class and another control class was taught by utilizing conventional strategy. The study was conducted in the eighth grade students of Junior Secondary School in one of school in Bintan, Indonesia. Cluster random sampling was employed in order to determine the samples. In gaining the data, the instrument used was reading comprehension test. Based on data analysis by using t-test, the result revealed that talk-to-the-text strategy give better effect toward comprehension of grade eight students when reading narrative texts.
Scholars have critically discussed numerous reports on gender representations in language textbooks, but much less attention has been paid to female characters depicted in EFL textbooks used in Islamic primary schools. To fill this gap, the current study dissects the identities of female characters in two English language textbooks proposed by Islamic schools and used nationally in all private primary schools in Indonesia under the global Islamic school association. Quantitative content analysis using Brugeilles and Cromer’s framework for character coding scheme and critical discourse analysis were used to critically review the textbook’s content. The findings from sixteen chapters revealed that female characters are underrepresented, and they are depicted as having home and family careers, being sensitive introverts, being involved in low-risk activities, and wearing Islamic-based attire. Keywords: content analysis, critical discourse analysis, gender representation, language textbook
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