ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ASYIFA NURUL AMELIA, Student ID 22 301 040 04, entitled: “STUDENTS’ CHALLENGES IN WRITING EXPOSITORY TEXT: A STUDY OF THE THIRD-SEMESTER OF ENGLISH TEACHING DEPARTMENT AT UIN MAHMUD YUNUS BATUSANGKAR.” English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. Writing is one of the most important skills in English language learning. Among various types of writing, expository writing is often considered challenging because it requires students to present ideas logically, support arguments with factual evidence, and maintain coherence throughout the text. This study aimed to explore the challenges experienced by third-semester students of the English Teaching Department at UIN Mahmud Yunus Batusangkar in writing expository texts. This study employed a qualitative research design with a phenomenological approach to understand the lived experiences of students in writing expository texts. The participants consisted of eight third-semester students selected through purposive sampling. Data were collected through in-depth interviews and analyzed using Miles and Huberman to identify recurring patterns and themes related to students’ writing challenges. The findings revealed seven major challenges encountered by the participants in writing expository texts. These challenges included the complexity of expository writing, logical organization, grammatical challenges, challenges in maintaining objectivity, spelling challenges, challenges in idea development and challenges in organizing text structure. The findings indicated that students struggled not only with linguistic aspects such as grammar and vocabulary but also with higher-order writing skills, including critical thinking, idea organization, and argument development. These challenges often affected students’ confidence and ability to produce effective expository texts.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Muhammad Alif Akbar, Student ID 2130104042. Thesis entitled “The Correlation Between Students Academic Self-Concept and Reading for Expository Text Outcome”. Department of English Education, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. This study aimed to investigate the correlation between academic self-concept and students‘ achievement in the Reading for Expository Text course among third-semester students of the English Education Study Program at UIN Mahmud Yunus Batusangkar in the 2024/2025 academic year. Academic self-concept refers to students‘ perceptions and beliefs about their academic abilities, while reading for expository text outcome relates to students‘ ability to comprehend academic and informative texts. This study used a correlational quantitative design. The research population consisted of 38 third-semester students who took the Reading for Expository Text course, with a total sampling technique. Data were collected through the Academic Self-Concept Questionnaire (ASCQ) distributed via Gform (https://forms.gle/ow9aTSvJ8YSi7zdT6 ) and the final exam scores for the Reading for Expository Text course. The ASCQ instrument used has undergone validation and reliability testing, with a Cronbach's Alpha value above 0.70, thus deemed reliable. Data analysis was performed using descriptive statistics and Spearman's correlation because the data were not normally distributed. The results showed a weak negative correlation between academic self-concept and expository text reading scores (r = –0.269; p > 0.05). These findings indicate that there is no correlation between the two variables. Thus, academic self-concept is not correlated with students' expository text reading scores. Other factors such as vocabulary mastery, reading strategies, prior knowledge, and English language proficiency are thought to have a greater influence on reading scores.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The problem in this study inspired by the use of ChatGPT as a tool to assist in writing expository texts which create various perceptions regarding the use of ChatGPT in writing expository texts. For this reason, this study aims to find out perceptions on the use of ChatGPT in writing of expository text by the third semester English students at UIN Mahmud Yunus Batusangkar registered2024/2025 academic year. This research is qualitative approach using phenomenology design. The informants of this research are students majoring in English Teaching Department at UIN Mahmud Yunus Batusangkar who had completed their writing of expository text in 2024/2025 academic year, totalling 7 informants used purposive sampling technique. In this study, the researcher was the key instrument and interview guide as a supporting instrument. To test the trustworthiness of the data, researcher use time triangulation, researcher used Sugiyono‟s theory (2013) namely, data reduction, data display, and conclusion drawing and data verification.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Muhammad Harun, NIM 2030104043, judul skripsi “METACOGNITIVE LEARNING STRATEGIES APPLIED BY STUDENTS IN LISTENING TO EXPOSITORY TEXT (A Study of the Third Semester Students of English Teaching Department of UIN Mahmud Yunus Batusangkar 2024/2025)” Jurusan Tadris Bahasa Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar. Penelitian ini didasari oleh penggunaan strategi oleh mahasiswa untuk mengelola pembelajaranya agar bisa memahami materi yang disimak dengan baik pada mata kuliah Listening to Expository Text di Jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan Semester 3 UIN Mahmud Yunus Batusangkar. Dalam mengikuti mata kuliah Listening to Expository Text ini terdapat mahasiswa semester 3 yang menggunakan strategi berupa planning, monitoring dan evaluating yang merupakan Metacognitive Learning Strategies. Tujuan penelitian ini adalah untuk mengeksplorasi Strategi Belajar Metacognitive pada Mata kuliah Listening to Expository Text yang diterapkan Mahasiswa di jurusan pendidikan Bahasa Inggris. Penelitian ini bersifat kualitatif dengan desain fenomenologi. Dalam penelitian ini informan yang diteliti adalah mahasiswa Prodi Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan UIN Mahmud Yunus Batusangkar semester 3 yang telah mengambil kelas Listening to Expository Text pada semester tersebut. Teknik pengambilan sampel dalam penelitian ini adalah dengan menggunakan Purposive Sampling. Teknik pengumpulan data yang digunakan peneliti dalam penelitian ini menggunakan Mix Questionnaire yang terdiri dari pertanyaan tertutup dan pertanyaan terbuka. Instrumen penelitian yang digunakan dalam penelitian ini adalah Angket. Untuk memastikan keabsahan data, penelitian ini menggunakan teknik tringulasi waktu sebagai cara memastikan kebenaran datanya. Teknik analisis data yang digunakan peneliti untuk mengolah data penelitian ini adalah dengan data reduction, data display, data conclusion and verification. Hasil penelitian menunjukkan bahwa metacognitive strategies yang diterapkan oleh mahasiswa dalam Listening to Expository Text yaitu pada saat planning: fokus pada pemahaman ide utama dari informasi tertentu atau kosakata tertentu; pada saat monitoring: fokus pada ide utama dan mencatat detail tertentu, mengajukan pertanyaan kepada diri sendiri untuk mengukur pemahaman, mendengarkan kembali; dan pada saat evaluating: menilai kemampuan mereka untuk menjawab pertanyaan dan mengevaluasi pemahaman dengan lebih banyak mengerjakan latihan atau berlatih mendengarkan.
