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All Journal Linguistics and Elt Journal
Muhammad Hudri
Muhammadiyah University of Mataram
Languange, Linguistic, Communication & Media

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Experimenting the Effect of Process Writing on EFL Students Magfirah Yuniar; irwand irwandi; Muhammad Hudri
Linguistics and ELT Journal Vol 7, No 1 (2019)
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (216.515 KB) | DOI: 10.31764/leltj.v7i1.1739

Abstract

The purpose of this study was to find out the effect of process writing as an alternative strategy on teaching English writing in an EFL classroom. The process involved pre-writing, drafting, revising, editing, and publishing. 28 out of senior high school students participated in this quasi-experimental research. The experimental group was taught using process writing, while the control one without any process that was by writing the product approach. The data were then collected through writing tests about recount texts before and after the treatment and were analyzed using SPSS. The results showed there was a significant difference between students’ scores. The students who were taught using process writing had higher scores on average than students’ who were taught without using process writing. This result implied the strategy is effective for teaching writing for EFL students. 
Improving Students’ Writing Skills through Computer-Based Concept Mapping Irwandi Irwandi; Yulia Isnaini; Muhammad Hudri
Linguistics and ELT Journal Vol 9, No 2 (2021)
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v9i2.7759

Abstract

The purpose of this study was to find out how the computer-based concept mapping as a teaching strategy could solve the students’ problems in learning English writing. The students had low score in writing test and did not actively participate in the teaching and learning process. The research design was a collaborative classroom action research, and there were 30 university students participated. To obtain the data, a writing test and some questionnaires were administered. The test was to evaluate students’ writing ability and the questionnaire was to collect students’ responses of the teaching and learning process. The findings showed that there were much improvement of their writing skill and learning attitude. The number of students who passed the criteria of success was 27 out of 30 students, and they mostly agreed that concept mapping is a helpful and interesting writing tool
ANALYSIS OF STUDENT’S ABILITY IN WRITING NARRATIVE TEXT Muhammad Hudri
Linguistics and ELT Journal Vol 3, No 1 (2015): June
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (262.434 KB) | DOI: 10.31764/leltj.v3i1.313

Abstract

This study aims at observing the students’ ability in writing narrative text at the second year of MTs Nurul Jannah NW Ampenan in Academic Year 2015/2016. Of 40 students, 20 students were chosen as the sample. The method used in this study was descriptive research. The data were collected through observation and writing test. It was found that the ability of the students in writing narrative text was on fair category. Based on the result, 10 students (50%) got score 56 - 65 (fair), 5 students (25%) got score 0 - 45 (very poor), 3 students (15%) got score 66 - 79 (good), and 2 students (10%) got score 46 - 55 (poor). Almost of all students are in between 56 - 65 (fair category). Meanwhile, Having analyze the students’ ability in each of writing aspects, it can be said that they were in inadequate category because most of them were inadequate in content. In other words, it means that they have very limited of ideas. The problems faced by the students were they made too much grammatical and spelling errors, difficulties in using connectors, and they have limited vocabulary and unable to select the appropriate diction. 
Implementing Inquiry-Based Learning Strategy to Improve the Secondary Students’ Descriptive Writing Ability Muhammad Hudri; Irwandi Irwandi
Linguistics and ELT Journal Vol 7, No 2 (2019)
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.886 KB) | DOI: 10.31764/leltj.v7i1.1737

Abstract

This study aims at improving the students’ writing ability in English through Inquiry-Based Learning strategy. This study employed collaborative classroom action research design in which the researchers and the collaborative teacher work together in designing the lesson plan, implementing the action, observing the action, and making reflection. The subjects of this study were the second year students of MTs. Ar Raisyiah Sekarbela of the academic year 2019/2020. This study was conducted in two cycles by following the procedure of the action research i.e. planning, implementing, observing, and reflecting. The procedures of implementing inquiry-based learning strategy in the teaching and learning writing of this study are: (1) engaging students to express their ideas in discussion activities, (2) guiding the students to investigate or observe the objects, (3) asking them to make notes of what they have investigated, (4) engaging them to make outline, (5) providing and discussing a model of text, (6) drafting rough draft based the outline, (7) revising the drafts focusing on the content and organization, (8) conducting peer editing in order to edit the grammatical aspects, (9) sharing the writing by reading it aloud in front of the class, and (10) reflecting the process of writing. The findings of the study showed that the strategy could improve the students’ ability in writing descriptive paragraphs. The improvement can be seen on the mean score of the students writing from the preliminary test, test of cycle 1 and test of cycle 2. In the preliminary, the students' mean score on the writing test was only 4.5. Meanwhile, in the test of cycle 1 was 5.9 and the test of cycle 2 became 7.1.
Co-Authors irwand irwandi Irwandi Irwandi Magfirah Yuniar Yulia Isnaini