Article Review of Fahrus Zaman Fadhly's works “Teacher’s Correction Strategies On Students’ Errors In Efl Speaking Class”

 Friday, 03 May 2024

Article Review of Fahrus Zaman Fadhly's works “Teacher’s Correction Strategies On Students’ Errors In Efl Speaking Class”

 

TITLE:

The journal with the title "Teacher's Correction Strategies On Students' Errors In EFL Speaking Class" is a study that explores the request strategies used by Papuan students and the influence of the cultural background of the interlocutor on the way Papuan students make requests. This research provides insight into how the interlocutor's culture and background influences the way Papuan students communicate and make requests.

This article helps in exploring how Papuan students interact with others when making requests, especially taking into account the cultural background of the interlocutor. There is an update found from this research, namely Inquiry Strategy: Papuan students use different strategies when talking to people from different cultures. Modification of Requests: Papuan students tend to make more modifications to their requests when talking to Sundanese people. These modifications involve internal (e.g. use of interrogative sentences, negative clauses, and if clauses) and external changes (e.g. adding statements before or after the body of the request).

ABSTRACT:

The abstract of the article entitled " Teacher’s Correction Strategies On Students’ Errors In Efl Speaking Class " seems to provide a clear and concise overview of the main points of the study. It most likely outlines the purpose of the study, which is to analyze teacher and student talk during classroom interaction.

The abstract seems complete, as it mentions the methods of data collection-observation, note-taking, and interviews. This methodological transparency is crucial for the reader to assess the validity of the research. The abstract explains the results of the research conducted, which found content cross as the most dominant characteristic in teacher and student conversation, meaning that most of the teaching and learning process is devoted to asking questions and lecturing by the teacher.

The entire research has been summarized in the abstract using its straightforward presentation of the research objectives, methodology, and findings, which shows that experienced authors follow similar stages in the writing process leading up to publication. These stages are categorized into search, topic, research, writing and publication, with each stage including several subthemes to guide novice writers.

KEYWORDS:

The important role of keywords for an academic article as a form reflects its content and focus, as keywords help index the article in databases and guide potential readers to the work. Based on the excerpt provided from the document, the keywords that may be related to the article " Teacher’s Correction Strategies On Students’ Errors In Efl Speaking Class " are expected to revolve around academic writing, the publication process, thematic analysis, and possibly the expert author's experience.

From the excerpt, it is clear that the article discusses the writing process of experienced authors, the stages of writing leading to publication, and the development of a practical model for academic writing aimed at journal publication. Therefore, effective keywords may include terms such as “teacher’s correction strategy”; “students’ errors type”; "EFL speaking class. These keywords should summarize the essence of the article and ensure that the content can be found by those interested in the field of academic writing and publication. They should be specific enough to attract the right readers, but also broad enough to cover the main theme of the article.

INTRODUCTION:

The introduction of an academic article is very important because it will form the basis of the entire research. The introduction should effectively present the research question, set the context, and provide a strong rationale for the research. Based on the excerpt provided from the document, the introduction to the article entitled “Teacher’s Correction Strategies On Students’ Errors In EFL Speaking Class” appears to accomplish these goals well.

The introduction clearly outlines the research question: to explore the cognitive processes of experienced writers who have published articles in reputed journals. These are specific and focused research questions that promise to yield insights into the writing practices of successful writers.

Context is established by identifying the research target group-novice writers, especially those writing for publication. This will determine the relevance of the research to a particular audience, which is critical for academic writing and publication.

The rationale for this research is to guide novice writers who intend to publish their work in academic journals.

The introduction is effective because it provides a clear picture of what the study will cover and what the reader can learn.

METHOD:

This methodology was designed to be innovative, allowing it to produce findings that differ from previous studies. This innovative aspect is very important because it shows that this research aims to contribute new knowledge in the field. Researchers are encouraged to engage with a variety of references and consider how others have applied similar methods, demonstrating the rigor of the approach. Importantly, there is an emphasis on modifying existing methods to advance data analysis further, demonstrating a commitment to improving the research process.

This data management approach underscores research rigor and suggests comprehensive consideration of all data, which is critical to research integrity. Additionally, the mention that the data were stored in the author's long-term memory and consciously generated suggests a careful and reflective approach to data handling, which benefits the reproducibility of the research. Overall, the methodology is presented in accordance with the research question and is thorough in its implementation, with a clear pathway for replication by other researchers, thus meeting the criteria of a good methodological framework in academic research.

RESULT AND DISCUSSION:

In the "Results and Discussion" section of an academic article, present the findings in a clear and structured manner, and then discuss those results in the context of the research question and existing literature. The sections provided indicate that the article presents detailed cognitive experiences of the participants, who were experienced writers, as they engaged in various stages of writing a scientific article. This approach aligns with the research question, which aims to explore the cognitive processes involved in academic writing for publication.

The discussion section ideally expands the presentation of the results by interpreting them, relating them to the hypothesis or research question, and situating them within the broader scientific debate.

CONCLUSION:

This section shows that writing the different parts of a scientific article, such as the introduction, methods, results and discussion, conclusion, acknowledgments, and bibliography, provides a unique cognitive experience for research participants. This shows that the conclusion successfully captures the essence of the research by highlighting the cognitive processes involved in academic writing.

The overall conclusion seems to be concise and clear with conclusions that emphasize the importance of reviewing and editing manuscripts, both independently and in groups, as well as the use of manual or computer-assisted editing. These points highlight the practical applications of this research and suggest ways in which it can be used to inform and improve academic writing practice.

REFERENCES:

The section highlights that systematic bibliographic reviews (SBR) is a recognized research methodology that allows researchers to understand the global emphasis on scientific knowledge. References cited, such as Akram, M. Qureshi, A. B. (2012).Amara, N. (2015). Coskun, A. (2013). Tomkova, G. (2013). Lopez, M.J.C., Maicusi, P., & Maicusi, T. (1999), seems directly related to the topic of the literature review and its challenges, which relate to the article's focus on academic writing and publication practices. Furthermore, the quote refers to Ustaci, H.Y., Ok, S. (2014). Mendez, E., Crus, R. & Loyo, G. (2010). Tomczyk, A. (2013), who proposed a model of writing that includes the Task Environment process. This model is relevant to the article's exploration of the cognitive processes involved in writing for publication, as it addresses how ideas and expert opinions can motivate writers and influence the quality of their writing.

                                                        REFERENCES

Nuraeni, L., & Fadhly, F. Z. (2018). Teacher’s Correction Strategies On Students’errors In Efl Speaking Class. Indonesian Journal Of Learning And Instruction, 1(2). https://doi.org/10.25134/ijli.v1i2.1489