A Study on Students’ Attitudes towards Peer Review in Online Writing Classes

Aydawati, Emilia Ninik; Suratno, Anton

doi:10.26877/eternal.v14i1.13710

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…Educators may consider strategies that focus on the development of social and emotional skills alongside academic learning. Pedagogical interventions could include programs for emotional skill development, counseling support, and the integration of social and emotional aspects into the curriculum (Aydawati & Suratno, 2022). Students not only need to be provided with academic knowledge but also with skills to manage their emotions.…”

Section: Discussionmentioning

confidence: 99%

Emotional Regulation Ability on Test Results: Factors Affecting Motivation and Learning Achievement

Wardana,

Natasya Dewi Nugraha,

Arsana

2024

Eternal

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The ability to regulate emotions in the acceptance of test results can impact both the increase and decrease of motivation. Unfortunately, there has not been much research explaining this phenomenon. Therefore, this study aimed to examine the influence of emotions on the acceptance of test results on students' learning motivation. This research used an ex post facto approach with a cause-and-effect correlation design. The population consisted of 300 students at SMPN 2 Kuta Selatan. Using purposive sampling, 30 students were involved as research samples. The research instrument consisted of 21 statements from the DAS questionnaire about test results, 20 statements about student motivation, and a formative test. Data were analyzed descriptively, using correlation statistics and paired sample t-tests. The research results showed that there was a significant relationship between the ability to manage depression, anxiety, and stress in the acceptance of test results. In addition, students with better emotional management skills tended to have positive motivation if their test results were disappointing. Meanwhile, students with low emotional abilities also had low motivation. For these affecting factors on students’ achievements, this study suggests a more holistic pedagogical approach and intervention as essential components in efforts to improve their learning achievement

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Section: Discussionmentioning

confidence: 99%

Emotional Regulation Ability on Test Results: Factors Affecting Motivation and Learning Achievement

Wardana,

Natasya Dewi Nugraha,

Arsana

2024

Eternal

View full text Add to dashboard Cite

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“…In recent years, significant changes have occurred in the field of education. Many schools have transitioned from relying heavily on traditional face-to-face interactions to embracing online classes (Aydawati, 2020;Dhawan, 2020;Elumalai et al, 2020;Müller et al, 2021). This circumstance has compelled the educational community to accept e-learning as not only a minor component of teaching and learning but as the primary component.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of the Explicit and Implicit Grammar Teaching Online to Improve the Grammar Mastery

Haryono,

Fitriati,

Suwandi

2023

EEJ

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Online classes have become indispensable in the digital age due to the internet's ability to offer invaluable resources and support for second-language classrooms. This practicality has led to widespread adoption across all academic levels, including higher education, resulting in a significant increase in the utilization of online classes. The purpose of the study was to examine how online explicit and implicit grammar teaching improved the degree of comparison mastery of the learners in Structure 2, a grammar course offered by Unika Soegijapranata in Semarang. Explicit grammar teaching involves presenting the rule and then providing examples to illustrate it, as stated by Larsen-Freeman (2014). On the other hand, implicit grammar teaching emphasizes the significance of learning grammatical rules through immersive experiences by providing various phrases and contextual examples (Thornburry, 1999). A quantitative case study was used to carry out the research. The data were collected by the assessment assigned to 19 students in the forms of pre-test and post-test. The students were grouped into 9 participants for the explicit group, and 10 participants for the implicit group. The data were analyzed via Microsoft SPSS version 22. The finding was that both explicit and implicit grammar teaching online had significant effects on the improvement of competencies. Thus, this study emphasizes the importance of considering these methods by lecturers, higher education institutions, and students involved in the learning process.

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A Study on Students’ Attitudes towards Peer Review in Online Writing Classes

Cited by 2 publications

References 16 publications

Emotional Regulation Ability on Test Results: Factors Affecting Motivation and Learning Achievement

Emotional Regulation Ability on Test Results: Factors Affecting Motivation and Learning Achievement

The Effectiveness of the Explicit and Implicit Grammar Teaching Online to Improve the Grammar Mastery

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