A Pilot Study of Emotions of Writing in L2: Unpacking the Felt Sense of an EFL Writer

This study explores one EFL writer’s emotional aspects towards writing in second language (L2) through verbalizing her felt sense using the Thinking at the Edge (TAE) approach. Data collected include the participant’s autobiography of learning English, TAE-based reflective worksheets, and an individual interview. To analyze the data, thematic analysis (Boyatzis, 1998) in a qualitative method was employed. The findings reveal that the participant showed difficulty in expressing herself clearly in English and remained apprehensive about using English words and expressions properly. However, she realized the importance of English writing, which has promoted her creating a sense of confidence and writing proficiency. This study indicates that the findings obtained by the TAE approach will enhance the importance of seeking learners’ psychological engagement with writing in L2 in a qualitative manner

WRITERS’ VOICE AND ENGAGEMENT STRATEGIES IN STUDENTS’ ANALYTICAL EXPOSITION TEXTS

One criterion of a good analytical exposition lies in the writers’ ability to present a clear position and show their voice in their writing. Such quality can be achieved through skillful use of Engagement resources which allow writers to state their voice by aligning or disaligning it with those of others in presenting their case. Involving nine analytical exposition texts written by university students of different proficiency levels, this study explores how the writers’ voice (Hyland, 2008) is constructed through Engagement resources. Drawing on Martin and White’s Engagement system (Martin White, 2005), the study reveals that, while all of the students are capable of presenting a clear position, students of different proficiency levels indicate different engagement strategies in their writing. Students who are more proficient in English are able to more successfully exploit the resources necessary for constructing a well-argued text and show a stronger sense of authorship. This study is expected to give insights into the use of Engagement resources in developing the writer’s voice in texts written by EFL writer learners in the Indonesian context

Power and Reader-Writer Relationship : EFL Writing Assessment

EFL writing assessment in Thailand relies to a great extent on rapidity and reliabilityin order to match teachersû workloads and studentsû English language competence. †As a result,rubrics usually include criteria such as ideas, organization, sentence structure, mechanics,wording, and verbal facility, in other words, those that make grading quick and easilyexplainable. †One important effect of this traditional method of assessment is that teachers payless attention to other qualities that truly reflect the function and nature of writing. †This paperpresents power and reader-writer relationship as two possible criteria that may expand thecurrent limited writing assessment method into other realms and give teachers more insight intohow one should assess and research in the field of EFL writing. †This paper suggests that otherelements of writing such as imagination, metaphor, ideology, ethos, and pathos should alsobe taken into consideration along with the assessment of power or reader-writerrelationship.Key words : writing assessment, EFL writing assessment, grading criteria, power, reader-writerrelationshi

The Effectiveness of inspiration mind mapping software in writing expository essay across different gender of students writing achievement at state Islamic Institute of Palangka Raya

The objectives of the study were (1). To measure is there any significant differences or not in using Inspiration mind-mapping software in writing an expository essay to male students. (2). To measure is there any significant differences or not in using Inspiration mind-mapping software in writing an expository essay to female students. (3). To measure is there any significant differences or not in using Inspiration mind-mapping software in writing an expository essay to male and female students. The study included in Quantitative Paradigm with the Experimental factorial design. The researcher designed the lesson plan, conducted the treatment and observe the student's scores by pre-test and post-test. The try-out test for reliability and validity of instrument were conducted before the test by the writer at essay writing class of English study program at State Islamic Institute of Palangka Raya wich consisted of 3 classes that each class consists of 17 accept C class were, 18 students. The A and B class was chosen by the writer as the sample. The cluster random sampling technique was applied to determine the samples. Finally, Two-way ANOVA calculation test hypothesis was applied to analyze the data. There were found that ro = 0.562 was higher than rtable = 0.482 and had high criteria positive reliability. The instrument of try-out could be used as the instrument of the study. The result of testing normality found (0.712) and (0.304) that was higher than the significance level (α= 0.05). The data was a normal distribution. The result of homogeneity showed that significance observed (0.203) was higher than (α= 0.05). It could be concluded that data is homogeny. The result of two ways ANOVA with SPSS 21 and manual calculation found the result of Fo between columns (3.182) that was lower than Ftable at the significance level of 5% (4.175). It was interpreted that first Ha rejected. The value Fo between rows (0.617) was lower than Ftable at the level of significance 5% (4.175). It was interpreted that second Ha rejected. Third, the value of Fo interaction (2.720) that was lower than Ftable at the significance level of 5% (4.175). It was interpreted that Ha stated both male and female students who used inspiration mind-mapping software in writing expository essay got better achievement than who didn’t use it was rejected. In short, Inspiration Mind Mapping Software gave no significant effect to male, female and both of them. ABSTRAK Tujuan dari penelitian ini adalah (1). Untuk mengetahui apakah ada perbedaan yang berarti dalam menggunakan software Inspiration mind mapping dalam menulis essay exposisi terhadap siswa laki-laki. (2). Untuk mengetahui apakah ada perbedaan yang berarti dalam menggunakan software Inspiration mind mapping dalam menulis essay exposisi terhadap siswa perempuan (3). Untuk mengetahui apakah ada perbedaan yang berarti dalam menggunakan software Inspiration mind mapping dalam menulis essay exposisi terhadap siswa laki-laki dan perempuan. Penelitian ini termasuk dalam penelitian kuantitatif dengan menggunakan experimen desain factor. Peneliti mendesain rencana pembelajaran, membuat tugas dan mengobservasi nilai pre-test dan post-test siswa. Test try-out untuk reliabilitas dan validitas dari soal dilaksanakan sebelum menguji siswa oleh peneliti. Yaitu pada kelas Essay Writing pada jurusan bahasa Inggris di Institut Agama Islam Negeri Palangka Raya. Terdapat 3 kelas yang setiap kelas terdiri dari 17 siswa-siswai terkecuali kelas C yang terdiri dari 18 siswa-siswi. Kelas A dan B dipilih sebagai sample oleh peneliti. Tehnik sample kelas acak digunakan untuk mengukur sample. Kemudian, perhitungan ANOVA dua jalur digunakan untuk menganalisa data oleh peneliti. Telah ditemukan bahwa ro = 0.562 lebih tinggi dari rtable = 0.4821 dan memiliki criteria positif reliabilitas tinggi. Maka instrument dari try-out akan digunakan dalam instrument penelitian. Hasil dari tes normalitas ditemukan (0.712) dan (0.304) lebiih tinggi dari signifikan level (α= 0.05). menunjukkan bahwa data berretribusi normal. Hasil uji homogenitas menunjukkan observasi signifikan (0.203) lebih tinggi dari (α= 0.05). dapat disimpulkan bahwa data homogen. Hasil dari perhitungan ANOVA dua jalur secara manual dan menggunakan aplikasi SPSS 21 ditemukan Fo antar kolom (3.182) lebih rendah dari Ftable pada level signifikan 5% (4.175). menunjukkan bahwasanya Ha pertama ditolak. Hasil Fo antar baris (0.617) lebih rendah dari Ftable pada level signikansi 5% (4.175). menunjukkan bahwa Ha yang ke-2 ditolak. Terakhir, hasil Fo interaksi (2.720) lebih rendah dari Ftable pada level signifikansi 5% (4.175). menunjukkan bahwa Ha yang ke-3 ditolak. Singkatnya, software Inspiration mind mapping tidak memberikan efek yang signifikan terhadap laki-laki, perempuan dan kedua-duanya

Modern Family or Game of Thrones:A Systematic Analysis of Second Language Writing Publications in Web of Science from 2002-2017

This paper responds to recent discussions about disciplinarity in SLW and its professionalizing prospects that were recently explored in the edited volume Professionalizing Second Language Writing (2016). By employing bibliometric methods to review Second Language Writing (SLW) original research articles published in Web of Science (WoS) from 2002-2017, this paper contributes an understanding of the organizational and institutional contexts in which SLW research takes place. Employing a conceptual framework that is derived from Silva and Leki’s (2004) work on the historical disciplinary roots of SLW in “Family Matters” and Matsuda’s (2016) edited book on professionalizing SLW, this paper examines: (i): SLW research topics in order to shed more light into its disciplinary roots. (ii): the different academic units that produce its research to better understand its organizational contexts and how they influence its research. The examination concluded that 43.7% of all published research in WoS examines instructional materials, which could suggest how SLW research focuses on pedagogical matters. 21% of the published SLW research in WoS is produced in colleges or departments of education, whereas 20% is produced in Language Centers and Departments. SLW’s pedagogy-centred research suggests that its disciplinary growth has expanded beyond its parent disciplines, especially with the increasing role of education departments in producing SLW research. It also seems to suggest that in spite of the expanding organizational contexts for SLW, teacher-centered research remains the primary focus. Finally, the paper concludes by emphasizing the need for SLW practitioners to expand the conversations about professionalizing SLW outside the North-American context and to consider the various organizational realities that surround SLW research

EXPLORING HEDGES IN EFL LEARNERS’ SOME SELECTED UNDERGRADUATE THESIS

Sri Maryati (14121310362): “EXPLORING HEDGES IN EFL LERANERS’ SOME SELECTED UNDERGRADUATE THESIS” Undergraduate Thesis 2016 Hedges devices have become a crucial issue in language learning. The study of hedges brings discussion of type of hedges and relates to interpersonal meaning used in EFL learners’ undergraduate thesis. One aspect that is highlighted in the hedges is how to deliver the argument in order to be accepted by the reader within the scope of the making of undergraduate thesis. The term of the hedges plays different types and interaction management in making undergraduate thesis. There are some types of hedges and interaction management that are used by EFL learners. This research is intended to: 1) identify what types of hedges are commonly used by the students, 2) describe hedges choices relate to interpersonal meaning. This research is based on the fact that in writing undergraduate thesis, writers are still confused about how to convey an argument to be understood and there is no misunderstanding by the reader. This research applied qualitative research method in analyzing the data since the researcher attempts to explore deeply types of hedges that are used and find the type of interaction on the writing of undergraduate thesis of EFL learners. The data are taken from a stratified purposive sampling (high, medium, low score). They are three data of undergraduate students in 2015. In this research the main instrument is the researcher herself. The researcher uses the theory of Hyland’s taxonomy as the foundations in analyzing the data of this research. After conducting research, the researcher obtains the results of this research. The research findings of first research question shows that there are two types of hedges that often found. They are modal verbs (43,04%) and lexical verbs (32,91%) primarily on epistemic evidental in lexical hedges. The types found are referred to the level of certainty and uncertainty in presenting arguments. Meanwhile, in the non-lexical hedges the harmonic combination (54,34%) occupies the high position in the use of three data. It means that the authors avoid personal responsibility for validity of the proposition. The research findings of second research question shows that hedges related to interpersonal meaning that used personal attribution. The average writers of the three data use metatext (52%) to guide the reader rather than the use of writer-reader interaction (48%) which focuses on the writer-reader relationship. In conclusion, hedges are important aspects in writing learning that help students to be professional writers. Keywords: Hedges, EFL Leraner, Metadiscourse, Interpersonal Metadiscours