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All Journal English Community Journal ENGLISH FRANCA : Academic Journal of English Language and Education JLE: Journal of Literate of English Education Study Program
Wijayanti, Erfin
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Religion Education Languange, Linguistic, Communication & Media Social Sciences

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Teaching English by Using Canva: Students’ and Lecturers’ Voice Wijayanti, Erfin
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 6, No 2 November (2022): ENGLISH FRANCA : Academic Journal of English Language and Education pro
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v6i2.5709

Abstract

This research discovers students’ and lecturers’ voice on using Canva in English language teaching. This research employed quantitative descriptive method with 31 English Foreign Language (EFL) students and 5 lecturers. The data are gained from 31 students and 5 lecturers of English Department at IAIN Fattahul Muluk Papua. The students’ and lecturers are given a set of questionnaires to obtain their response on using Canva. After gaining the data, the researcher analysed the students’ and lecturers’ response by counting its frequency and percentage. The findings of this research Indicated that the majority of students and lecturers have positive voice on using Canva in English language teaching based on three indicators that is provided by researcher, those are: usefulness, ease to use, and easy access. This research revealed that Canva is usefulness tool for English language teaching. Canva is also ease of use tool for English language teaching which easy to use, effective, improve teaching and learning process, and easy to distribute. At the end, Canva has easy access because Canva provides everything for teaching and learning process such as video, images, colourful. Besides, Canva becomes an interesting App, and good choice for learning and teaching process. 
The Effect of Reading Newspaper and Short Stories on Students’ Vocabulary Size at Cenderawasih University Setting Wijayanti, Erfin
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 4, No 1 May (2020): ENGLISH FRANCA : Academic Journal of English Language and Education provides
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v4i1.1158

Abstract

This study aimed to investigating the effect of reading newspapers and short stories on students' vocabulary size and whether there is a significant difference between students who read newspapers and short stories at third semester of English Education Study Program in Cenderawasih University. The method of the research was quasi-experimental.  The sample of the research was the students of third semester English Education Study Program at Cenderawasih University. It consisted of 36 students who were divided into two groups, i.e., Newspaper group and Short Story group, which were given the texts as a treatment based on their name's group. The test -2,000-VLT design of Nation- was used as the primary instrument test to measure the students' vocabulary size before and after given treatment. After analyzing the data, both groups demonstrated a significant increase in vocabulary size. The Newspapers group increased from 1,206 to 1,556 words, while the Short Story group shows the mean 1,134 words moved up to 1,469 words. However, the T-test shows that the vocabulary size of both the Newspaper group and Short Story group is not different significantly. Keywords: Effect, Vocabulary Size, Reading, Newspaper, Short Story 
ENHANCING STUDENTS’ WRITING ACHIEVEMENT, CRITICAL THINKING, AND SELF EFFICACY THROUGH PROJECT BASED LEARNING (PBL) IN STATE ISLAMIC INSTITUTE OF CURUP Suhermanto, Hadi; Edy, Sarwo; Apriani, Eka; Esmianti, Farida; Wijayanti, Erfin; Muthmainnah, Muthmainnah; Durgayan, Alesa
English Community Journal Vol 8, No 1 (2024): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v8i1.7807

Abstract

The purpose of this study is to find out how project-based learning may help students become more proficient writers, critical thinkers, and self-sufficient. The descriptive-quantitative method was used in this study. This approach focused on combining numerical data. Using a whole sample approach, the study focuses on sixty students enrolled in the Institute for Islamic Studies of Curup's English Study Programme. The study examined how students' writing proficiency, critical thinking, and self-efficacy in English—their target language—were affected by project-based learning (PBL). With a 14.46-point gain between the pre- and post-test writing achievement, the findings demonstrated a considerable improvement. The critical thinking essay writing score of fifth-semester students rose from 78.43 to 84.05, representing a 04.02 point gain from the start of the exam. Five categories of analysis were applied to the data: organisation, focus, reasoning, integrations, and conventions. According to the study's findings, PBL raised students' self-efficacy in writing classes.
Error Analysis of Academic Writing Papers of English Education Students at IAIN Fattahul Muluk Papua Ukka, Syamsir Bin; Mursyid, Andi Miftahul Maulidil; Wijayanti, Erfin
JLE: Journal of Literate of English Education Study Program Vol 2 No 2 (2021): Volume 2 Number 2 December 2021
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v2i2.729

Abstract

This research aims to identify the factors of writing errors and efforts to identify the resolution of errors in writing academic papers for English Education students at IAIN Fattahul Muluk Papua. The theory used to examine the research problem is standard and correct language, grammar theory, and error analysis as the leading theory. The research method is descriptive-qualitative. The results showed that the writing error factor was in morphological errors, lexicon errors, syntactic errors, and systematics of writing. First, morphological errors include punctuation errors, spelling errors, and vocabulary errors. Second, lexicon errors include grammatical errors and conciseness errors. Third, syntactic errors include unclear sentences, sentences that have ambiguous intentions and incomplete sentences. Fourth, systematic errors in writing include the thickness of letters, coherence, the distance between sub-chapters and incompleteness of sentences. Efforts to resolve writing errors, so that its do not happen again by realizing an English version of the academic paper writing module in simple language equipped with systematic explanations, formats, and substance of academic papers.
Co-Authors Durgayan, Alesa Eka Apriani, Eka Farida Esmianti Mursyid, Andi Miftahul Maulidil Muthmainnah Muthmainnah sarwo edy Suhermanto, Hadi Ukka, Syamsir Bin