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<![CDATA[An Analysis on Students’ Writing Problems in Academic Writing Class of English Department STKIP PGRI Tulungagung in Academic Year 2017/2018 ]]>
<![CDATA[Palupi, Retno]]>;
<![CDATA[Septiana, Ayu Rizki]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Pendidikan Bahasa Inggris (Universitas Internasional Batam) ]]>
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<![CDATA[English has an important role in international daily life as tool communication. As the foreign language, students do not usually use English in their daily activities. So it makes the students have problems faced in each skill. In university especially English Department, Academic Writing course is required to be taken by students. In this research, the researcher wants to analyse the problems and the sources in the Academic Writing class. The research method used is qualitative research method. The samples are 23 students in the fourth semester. The research instruments used in this research are test and interview. Based on the research findings of 23 students who submitted the Argumentative text, there were 95 mistakes. The most mistakes in grammatical problems there were 23 mistakes (24.21%), and in problems of sentence structure there were 21 mistakes (22.10%). From 23 students who interviewed by the researcher, the most sources of the problem when they wrote an essay were; 20 students have problems on the nature of the writing process, and 21 students have problem because of inadequate time.]]>
<![CDATA[Analysis of Inhibit Factors of Students’ English Vocabulary Mastery ]]>
<![CDATA[Dewantara, Gusti Tiger Bima Kusuma]]>;
<![CDATA[Septiana, Ayu Rizki]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Pendidikan Bahasa Inggris (Universitas Internasional Batam) ]]>
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<![CDATA[Vocabulary is one of language components that are important in English. This research was designed to analyze the inhibit factors of students? English vocabulary mastery. The objective of the research is to analyze and find the inhibit factors of vocabulary mastery that experienced by the students. The method used in this research was qualitative method. While the approach that used here was case study approach. The researcher took the subject of the research from seventh graders of Global Junior High School in academic year 2017/2018. In this research, the data collection methods were used observation, questionnaire, and interview. Observation process was done when the teacher was teaching in the class. Questionnaire was given to all the students in seventh grade in Global Junior High School. Whereas interview was done to the six randomly selected students and one English teacher. From the result of the analysis from the four instruments, the researcher found many inhibit factors that happen to the students, such as: similarity to English words already known, spelling and pronunciation, and appropriate use. The result of the research is expected to be used as reference or idea to create or develop further research. This research also can be used as reference or consideration to the institution or the teacher to improve the learning and teaching technique that can improve the students? vocabularies.]]>
<![CDATA[CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY ]]>
<![CDATA[Septiana, Ayu Rizki]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>;
<![CDATA[Kadarisman, A. Effendi]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i1.2642
<![CDATA[This study investigates whether indirect corrective feedback is effective on students’ writing accuracy and whether there is any interaction between corrective feedback and students’ levels of grammatical sensitivity. A quasi-factorial design was adopted for this research. The subjects of the study were fourth-semester students of English Department, at a State University in Malang, selected randomly. The experimental group was treated with indirect corrective feedback and the control group with direct corrective feedback. A parametric statistical test, ANCOVA, was used to test the hypotheses. The findings show that there was no statistical difference on writing accuracy between the experimental and control groups. Yet, among students with a high level of grammatical sensitivity, there was significant difference in writing accuracy between those given indirect and direct corrective feedback. Further, there was no interaction between corrective feedback on writing accuracy and students’ levels of grammatical sensitivity. However, indirect corrective feedback improved students’ writing accuracy better than direct corrective feedback.]]>
<![CDATA[An Analysis of Students' Experience in the Use of Moodle in Writing Class during Pandemic Covid-19 ]]>
<![CDATA[Bobby Iknatius Kurniawan]]>;
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ Linguists : Journal Of Linguistics and Language Teaching Vol 7, No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[Islamic State Institute of Bengkulu (IAIN) Bengkulu ]]>
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DOI: 10.29300/ling.v7i2.5318
<![CDATA[Covid-19 has been declared a worldwide pandemic. The government implemented learning from home to preserve the health of students and school stakeholders. The writing class is frequently conducted through a face-to-face learning scheme. It encouraged learners to interact with their lecturers and receive the materials as well as the feedback directly. Along with the university's online learning policy, Moodle evolved as one of several tools for managing online learning, particularly in writing classes. It constitutes certain limitations on the teaching-learning process. Students had new experiences as a result of the quick changes in the learning scheme. The researchers aimed to investigate how the students experienced using Moodle in writing class during pandemic COVID 19 and to investigate students’ perception of the effectiveness of using Moodle in writing class. This research is qualitative research. The writer used the phenomenology approach. The participants were 23 students from the fourth semester of the English education department Universitas Bhinneka PGRI. Interview and questionnaire were used by the researchers in collecting the data. Data analysis can be described in three stages as Organizing and familiarizing and Coding and reducing, and Interpreting and representing. The data was presented in a descriptive form to capture the explanations, thoughts, and experiences of the participants. Based on the students' experiences, the results show that using Moodle in writing class benefited students in a variety of ways, especially during the Covid-19 pandemic. However, there are certain problems that students encountered. Despite their difficulties, they were able to overcome problems. According to the students' perceptions, the use of Moodle in the writing class was generally well-received. According to the majority of students, Moodle is effective in writing class, especially during the Covid-19 pandemic.]]>
<![CDATA[EXPLORING STUDENTS’ STRATEGIES AND METHODS IN TRANSLATING INDONESIA-ENGLISH TEXT ]]>
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 3 No. 2 (2020): LinguA - LiterA ]]>
Publisher : <![CDATA[STKIP PGRI Trenggalek ]]>
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<![CDATA[This research was aimed to explore the strategies and methods used by the students in translating Indonesian text into English. Descriptive qualitative was used as the research design. Further, the data were taken in two methods, that is, translation test and questionnaire. Since it was done during the pandemic of Covid-19 in which the students should learning from home, the translation test as well as the questionnaire were done online using the Google Classroom and the Google Form. The result showed that the students mostly used through translation and shift of translation as the strategies to translate Indonesia-English text. While for the method, the students mostly used the free translation so that they were not tied with the structure of target language. However, it is suggested for the translators to mind on the grammatical structure of both texts, cultural words, and writing mechanic. Further, the translators should also pay attention on the similarities and differences of the structure of source language and target language. As additional data, the questionnaire result showed that the students usually used translation machine like Google translate as their helping tools. Moreover, it is known from the result of the questionnaire, the students usually found difficulties in using appropriate strategies and methods of translation, finding the equivalences of words in target language, lack of knowledge on the field of translation as well as lack of time to practice their translation skill.]]>
<![CDATA[The Influence of Grammatical Sensitivity and Learning Style on Writing Ability ]]>
<![CDATA[Moh Hanafi]]>;
<![CDATA[Ayu Septiana]]>
<![CDATA[ LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 4 No. 2 (2021): LinguA - LiterA ]]>
Publisher : <![CDATA[STKIP PGRI Trenggalek ]]>
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DOI: 10.55933/lng.v4i2.260
<![CDATA[This study was conducted to see the relationship of grammatical sensitivity and learning style on writing ability. A correlational research design was chosen as the design of this research with three variables to be tested, that is, grammatical sensitivity, learning style and writing ability. The data analysis showed that the mean score of grammatical sensitivity was 18.81 which is on medium level of grammatical sensitivity. Moreover, the students were mostly visual learning style students. Meanwhile, the writing test showed that they had good writing ability with mean score of the class 81.57. Based on the result of the data analysis of regression, it was found that 1) Partially, there is significant correlation between the students’ grammatical sensitivity and writing ability; 2) Partially, there is no significant correlation between students’ learning style and writing ability; 3) Simultaneously, there is a significant influence of grammatical sensitivity and learning style on students’ writing ability.]]>
<![CDATA[The indonesian grammatical interference on EFL students’ writing ]]>
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 1 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i1.5610
<![CDATA[This research was aimed to find out what factors of the occurrence of Indonesian grammar interference in EFL students’ writing and what type of Indonesian grammar interference occur in EFL students’ writing. To answer the research problem on Indonesian grammatical interference, a descriptive qualitative was done by taking the fourth semester students of English Department STKIP PGRI Tulungagung as the subject of the research. Further, the data related to the Indonesian grammar interference were taken using test and observation. The result of data analysis shows that the students still got interference from Indonesian grammar as their native language. The grammatical interference in this research is classified into two; syntactical interference and morphological interference. The syntactical interference consists of word order, preposition, extra word and missing word. The most interference in syntactical interference is on preposition. The morphological interference consists of omission of determiner, wrong determiner, subject-verb agreement, be form, tenses usage, singular and plural form. The most interference in morphological interference is omission of determiner. From the observation, it was found that the cause of interference is the different structure of Indonesian and English grammar. Moreover, the students usually wrote it first in Indonesian and later translated into English.]]>
<![CDATA[Fostering Students’ Writing Ability by Using Facebook Comment Column ]]>
<![CDATA[Moh Hanafi]]>;
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 4, No 2 (2021) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v4i2.2074
<![CDATA[Teaching writing has been believed to be difficult by some experts. Some studies on writing have been made and most of them show that teachers should find appropriate techniques so that students can learn the writing skill easily. This research was focused on investigating the effectiveness of using comment column in Facebook to teach writing. The subject of this research was the second semester students of English Department in Academic Writing course. This study was a pre-experimental study in which 24 students were taken as the sample of this study. Before being given a treatment using comment column in Facebook, the students were pretested to know their initial writing ability. Then, in the end of the treatment, a posttest was administered to get the data of the students’ writing ability. To analyze the data, the researcher used Paired Sample T-test on SPSS 26.0. From the statistical analysis, it was found that the significant level was 0.000. Since it was lower than the level of significant 0.05 (0.000.05), it can be concluded that the students have significantly better writing ability after being taught using comment column in Facebook. From the findings, we can conclude that comment column in Facebook was effective to teach writing skill. Therefore, it is suggested for English teacher to use the comment column in Facebook to facilitate the students during writing class.]]>
<![CDATA[Students’ Knowledge on Topic and their Ability to Write ]]>
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v3i2.1635
<![CDATA[This study was aimed to investigate the correlation between students’ knowledge on topic to be written and their ability to write. The writing course for the second semester students of English Department of STKIP PGRI Tulungagung is Academic Reading and Writing. In this course, the students should be able to develop their competence in reading academic essays as well as composing the essays using the correct organization. However, it has been observed that their ability to write the essays are in relation with their knowledge on the topic to be written. From the findings, it can be concluded that the hypothesis can be accepted since the statistical analysis using Kendal Tau showed that the coefficient of the correlation was positive medium correlation 0.473 and the correlation was significant (0.016 0.05). Therefore, it can be concluded that there is significant correlation between students’ knowledge on topic to be written and their writing ability and the students with better knowledge on topics also have better writing ability.]]>
<![CDATA[MENINGKATKAN KEMAMPUAN SISWA DALAM MENULIS PARAGRAF DESKRIPTIF DENGAN TEKNIK OUTLINING ]]>
<![CDATA[Moh Hanafi]]>;
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ Jurnal Akrab Juara Vol 3 No 3 (2018) ]]>
Publisher : <![CDATA[Yayasan Akrab Pekanbaru ]]>
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<![CDATA[This research is a final report on classroom action research conducted to know how outlining technique can improve students’ writing ability.The researcher decided to conduct a classroom action researchwhich was done in four stages; planning, implementing, observing and reflecting. The criterion of success was 75% of the students pass the passing grade of 75. In cycle 1, based on the result of the test, 50% of students have passed the passing grade of 75 and the result of the observation showed that the students still had difficulty with outlining technique. Therefore, second cycle was needed to be done. In the second cycle, the result of the test showed that 75% of students had passed the passing grade of 75. Moreover, the result of the observation showed that the students actively participated on the learning process. They also tend to be more enthusiastic in following the lesson. Thereofe,, it can be concluded that the criteria of success had been achieved. It means that the outlining technique was proved to be able to upgrade the students’ ability in writing descriptive paragraph. Keywords: outlining technique, writing ability, descriptive paragraph, classroom action research.]]>
