This study tries to investigate the impact(s) of genre-based teaching (GBT) on Iranian EFL learners� listening proficiency as well as to discover if GBT equally affects the listening proficiency of EFL learners at different proficiency levels. To fulfill this objective, 84 EFL learners were chosen. They were divided into Group A and Group B. Groups A and B consisted of 40 and 44 participants, respectively. Group A was divided into experimental and control groups and performed two listening proficiency tests for pre and posttest. Findings of one-way ANCOVA revealed that experimental group performed better than the control group due to using GBI. As indicated by the proficiency test, Group B was also divided into proficient and less-proficient groups; each one performed two listening tests for pre and posttest. Consequences of one-way ANCOVA showed both groups enhanced from pretest to posttest, however; the proficient group performed outstandingly better than the less-proficient group. The results of this study generally demonstrated that GBT is a pivotal and fundamental factor for improving listening comprehension.
The purpose of this research is to explore and reconstruct the cognitive processes experienced by Indonesian scientific writers in selecting research topic in academic writing. By using grounded theory approach, this research explored the Indonesian scientific writers cognitive processes and revealed eleven ways or approaches in finding and selecting research topics, i.e: institutional research road map, literature review, search before research, research trends in the world, national topics of research, interpretation of regulations, court decisions, pros and cons of actual cases or topics, discussion and research sharing method, exposure of controlled data, and looking for possible space for existing papers. Each expertise background dicipline has its own ways and approaches in research topic selection, but there is red thread: the selection and determination of research topics rests on literature review. This research endorses practical approaches to find out research topics containing novelties and state of the art of the research in each discipline.Keywords: cognitive process; academic writing; research topic selection; Indonesian scientific writers; search before research.
This study is aimed to investigate presupposition in The Jakarta Post daily newspaper's articles in political column. It covers two problems: types of presupposition and triggers of presupposition. Those problems were identified by applying presupposition theory. The data were interpreted by using descriptive qualitative method since it intended to describe a large number of sentences, clauses and phrases rather than numbers. The result of the study showed that the most frequent was existential presupposition with 202 occurences (78.59%), followed by factive presupposition with 2 occurences (0.79%), lexical presupposition with 36 occurences (14%), structural presupposition with 11 occurences (4.28%), non-factive presupposition with 2 occurences (0.79%) and counterfactual presupposition with 4 occurrences (1.56%). Besides, the study also showed the existence of 691 presupposition triggers which consisted of 631 definite descriptions (90.92%), 2 factive items (0.28%) which was similar to the existence of change of state verbs, 6 implicative verbs (0.86%), 6 itteratives (0.86%), 21 temporal (3.02%), 13 comparisons and contrast (1.87%), 8 questions (1.15%) and 3 counterfactual conditionals (0.43%). Finally, the findings showed that both types and triggers of presuppositions were related each other.
This research analyzes teacher and students talk in Indonesian EFL classroom interaction in University of Kuningan in second semester who are taking Speaking 2 subject. This qualitative data was from observation, note taking, and interview. The result of classroom observation found the content cross as the most dominant characteristic in teacher and students talk, it means that most of the teaching learning process devoted to asking questions and lecturing by the lecturer. The proportation of content cross was 65.55% in the first meeting, 95.88% in the second meeting, and 97.44% in the third meeting. While, in the additional data, the most dominant category found was teacher talk. It means that all of teacher talk categories appear in each meeting. The proportation of teacher talk is 38.16% in the first meeting, 55.11% in the second meeting, and 54.83% in the third meeting. In addition, the result of note taking and interview indicated that the interaction always happened in teaching learning process among students although the lecturer�s role is still dominant.Keywords: teacher and students talk, FIAC analysis system, speaking skill
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