Papers by Ardhi Eka Fadilah
This study investigates Indonesian EFL learners' corrective feedback preferences including the ti... more This study investigates Indonesian EFL learners' corrective feedback preferences including the timing, types of error, strategies of corrective feedback, and providers of error correction; and the relationship between foreign language anxiety and preferences for corrective feedback among students. Two hundred fifty seven EFL English department undergraduate students from two different course grades participated in the survey. The data were collected through questionnaire as the main data and interview as the supplementary data. The students' were assigned to either a low anxiety group or a high anxiety group. The results showed that both sophomore students and freshman students agreed that student errors should be treated; freshman students and sophomore students had significantly similar opinions about perception, types, strategies, and providers of error correction.
Reported in this article is research conducted in an Indonesian university to estimate the Englis... more Reported in this article is research conducted in an Indonesian university to estimate the English vocabulary knowledge of a sample of engineering students. This is a significant topic, because the EFL (English as
a foreign language) engineering students are expected to be able to read English language texts in their engineering course, and also create simple oral or written text in English. This is difficult for them to manage without an adequate knowledge of vocabulary. Through two of the instruments, the subjects were tested on their understanding of words that occur frequently in academic writing: the receptive vocabulary level test (RVLT), and the productive vocabulary level test (PVLT). The tests were used to measure not only whether the students knew the words, but also how well they knew them. The results showed that on average the EFL engineering students have sufficient receptive vocabulary sizes, but they struggled to cope with the productive vocabulary test. The implications of the results and suggestions of ways in which the engineering students’ vocabulary knowledge could be improved are discussed.
Teacher as one of four key elements in teaching-learning process plays an important role in deter... more Teacher as one of four key elements in teaching-learning process plays an important role in determining students learning outcome. They also play an unmistakable and unparalleled role in the success of any educational enterprise. Whether they see themselves as passive technicians, reflective practitioners, transformative intellectuals, or as a combination, they are all the time involved in a critical mind engagement. Their success and the satisfaction they derive from it depends to a large extent on the quality of their mind engagement. This paper would like to investigate teacher's role and practice in SMPN 26 Malang. Five English teachers participated in this investigation and they are given questionnaire as the instrument to collect the data. The questionnaire given consists of three main information which are teacher's background information, teacher's teaching practice, belief, and attitude, and the last is about teacher development. The results are elaborated descriptively and it comes to a conclusion that the participating teachers in this investigation are considered as passive technicians. Some suggestions are provided for the teachers to improve their teaching role as well as their teaching practices to make it more effective.
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Papers by Ardhi Eka Fadilah
a foreign language) engineering students are expected to be able to read English language texts in their engineering course, and also create simple oral or written text in English. This is difficult for them to manage without an adequate knowledge of vocabulary. Through two of the instruments, the subjects were tested on their understanding of words that occur frequently in academic writing: the receptive vocabulary level test (RVLT), and the productive vocabulary level test (PVLT). The tests were used to measure not only whether the students knew the words, but also how well they knew them. The results showed that on average the EFL engineering students have sufficient receptive vocabulary sizes, but they struggled to cope with the productive vocabulary test. The implications of the results and suggestions of ways in which the engineering students’ vocabulary knowledge could be improved are discussed.