Articles
<![CDATA[AN ANALYSIS OF STUDENTS' DIFFICULTIES IN WRITING RECOUNT TEXT (A CASE STUDY AT A SENIOR HIGH SCHOOL IN INDRAMAYU) ]]>
<![CDATA[Ida Yulianawati]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v2i1.48
<![CDATA[This study investigates students? causes of students? difficulties, kinds of students? difficulties, and the most dominant problem in writing recount text written by ten students at a Senior High School in Indramayu, West Java. This study employed a qualitative research design, embracing characteristics of a case study. The data were obtained from collection of samples of students? recount texts. The findings revealed that most students have been able to implement the schematic structures and linguistic features of argumen texts, which indicates the ability of students to write the texts and to achieve its purpose. However, some students found difficulties in terms of the use of tenses, the use of vocabulary, and the use of specific participants. Based on the analysis of students? writing, it was found some causes that made students did some mistakes in writing recount texts. Based on these findings, it is recommended that explicit teaching be needed to develop students? writing skills.]]>
<![CDATA[THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS ]]>
<![CDATA[yulianawati, ida]]>
<![CDATA[ Wiralodra English Journal Vol 2 No 2 (2018): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v2i2.35
<![CDATA[The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher?s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students? talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.]]>
<![CDATA[THE EFFECT OF ESTAFET WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT ]]>
<![CDATA[yulianawati, ida]]>
<![CDATA[ Wiralodra English Journal Vol 3 No 1 (2019): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v3i1.46
<![CDATA[This study aimed to know the effect of estafet writing to improve students?s ability in writing procedur text. Writing is one of the most important skill that should be mastered by students. But, sometimes the students have difficulties to express their writing because of many factors. The problem that faced by the students in writing are the students have problem in spelling, grammar, punctuation, uninterested media, do not have enough vocabulary so the students repeating the same words, and they often made grammatical errors. Estafet Writing is one of the active learning technique and also an innovative learning model in which one the students starts writing which is continued again one after another. It?s one of the techniques that is easy to learn and can be effective way to teach writing procedure text. To achieve the aim of the study, one class of a junior high school in Indramayu with 33 students was taken as the sample of the research. To help students to write procedur texts, estafet writing was used in the classroom. The data were obtained from pre-test and post-test. The result of this research showed that the students? mean score in the pre test is 61.93 and the students? mean score in post test is 81.78. This study shows that there is improvement of students? ability in writing procedure text and the students give positive responses after being taught by using Estafet Writing Technique.]]>
<![CDATA[THE CONTRIBUTION OF CREATIVE WRITING ACTIVITY TOWARD STUDENT’S ENGAGEMENT IN POETRY CLASS ]]>
<![CDATA[Larasaty, Gina]]>;
<![CDATA[Yulianawati, Ida]]>
<![CDATA[ Wiralodra English Journal Vol 3 No 2 (2019): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v3i2.66
<![CDATA[Consider the Creative writing is very popular rightnow, the researcher tried to investigated the Students? engagement through Creative writing activities. This study investigated how far the creative writing will engage the students? in learning poetry. The participant of this study was students in fourth semester of English Department in Wiralodra University. Therefore, this qulitative study sets out to investigate the students? engagement in doing Creative writing activities in poetry Class.The findings suggest that Creative writing activities is able to engage students in poetry classroom. Then emotional engagement ( M= 32,63) is dominated followed by behavioral engagement ( M= 17.24) and cognitive engagement (M = 15,24 ). So it means Emotional engagement from their perspective has more to do with the pleasant and unpleasant emotions students connect to the activity and behavioral engagement focused on their effort but as cognotively not. In other words, they have effort to simply do the work but cannot focused on understanding and mastery. However this result showed that emotional engagement dominated in students engagement in poetry class, cognitive and behavioural still showed the positive engagement in poetry class.]]>
<![CDATA[The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu) ]]>
<![CDATA[Yulianawati, Ida]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv8i13470
<![CDATA[This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.]]>
<![CDATA[EXPLORING MOBILE APPLICATION AND THEIR USAGE IN ENGLISH LANGUAGE LEARNING ]]>
<![CDATA[Anggrarini, Natalia]]>;
<![CDATA[Yulianawati, Ida]]>
<![CDATA[ Wiralodra English Journal Vol 4 No 2 (2020): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v4i2.112
<![CDATA[The digital era is undeniable. Communication all over the world runs with the involvement of digital devices. For widespread information, mobile phones such as smartphones play an essential role in learning media, especially in learning English. In learning English as a foreign language, smartphones provide a variety of features to support the learning process. These potential features benefit the students so they can help themselves in improving their ability, especially in the English language. This study explored the kind of mobile application suggested by the teachers to help their students learn English. By conducting a case study, this study covered a variety of mobile applications and their use in the learning activity. About eight teachers from different senior high schools in Indramayu participated in this study. A questionnaire were distributed to the participants to collect the data; then, it was analyzed qualitatively.]]>
<![CDATA[EXPLORING TEACHERS’ PERSPECTIVE IN USING WHATSAPP APPLICATION IN ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Ida Yulianawati]]>;
<![CDATA[Natalia Anggrarini]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 5 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jellt.v5i2.11426
<![CDATA[Abstract This research aims to report the teachers’ perspectives in using WhatsApp application in English language Teaching. This qualitative research employed case study by distributing the questionnaire and interview to five participants who used the WhatsApp Application in online English teaching and learning. This study reported that the comfortable, the reasonable cost of internet data, and the ease of communicating with the students were the importance of use of WhatsApp. The strengths of this application covered on the easy and practical application to share the information (schedule and time flexibility), the practical medium to explain the material and set the instruction before, during and post activity of teaching and learning English. The limitation of the WhatsApp covered in term of incomplete features in the WhatsApp application that the students have in their phone, some language skills that are not maximally practiced by the students, the rules that cannot be covered by the teachers and students in learning assessment and incautious checking of the students when the rules is missing. Thus, this study implied the cautious attention from the teachers on the planning, implementing and evaluation for the online teaching and learning of English. Keywords: WhatsApp Application, Online Learning, Teachers’ Perspectives]]>
<![CDATA[AN ANALYSIS OF UNDERGRADUATE STUDENTS’ FORMAL ESSAY WRITING PERFORMANCE BASED ON HALLIDAY’ SYSTEMIC FUNCTIONAL LINGUISTICS THEORY ]]>
<![CDATA[Ida Yulianawati]]>;
<![CDATA[Natalia Anggrarini]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 6 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jellt.v6i1.12089
<![CDATA[This study aims to analyze undergraduate students’ formal essay writing performance using Systemic Functional Linguistics theory. This study employed a qualitative research design, embracing the characteristics of a case study. The data were obtained from the collection of samples of students’ formal essay writing. The finding revealed that there were 192 clauses found in six undergraduate students’ formal essay writing and those clauses were analyzed in the three sections. They were transitivity process, mood, and theme. there was six transitivity process found in undergraduate students’ formal essay text. There were material prprocessesmental processes, relational processes, behavioral processes, verbal processes, and existential processes. The material process was used dominant by the students. There were three mood types found in the undergraduate students’ formal essay texts. The first was indicative declarative, the second was interrogative, and the last one was imperative. Drawing from the findings of mood, the declarative mood was the most dominant among the other two moods.]]>
<![CDATA[The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu) ]]>
<![CDATA[Ida Yulianawati]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.21580/vjv8i13470
<![CDATA[This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.]]>
<![CDATA[THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS ]]>
<![CDATA[ida yulianawati]]>
<![CDATA[ Wiralodra English Journal Vol. 2 No. 2 (2018): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v2i2.35
<![CDATA[The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.]]>
