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All Journal Lingua Scientia OKARA: Jurnal Bahasa dan Sastra EDUCATIO : Journal of Education Jurnal Bahasa Lingua Scientia E-Link Journal JEELS (Journal of English Education and Linguistics Studies)
Nanik Sri Rahayu
Department Of English Education, Universitas Islam Negeri (UIN) Sayyid Ali Rahmatullah Tulungagung, Indonesia
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Journal : Jurnal Bahasa Lingua Scientia

 1 
THE EFFECTIVENESS OF EDMODO IN INCREASING STUDENTS’ WRITING SKILL IN RECOUNT TEXT Nanik Sri Rahayu
Jurnal Bahasa Lingua Scientia Vol 7 No 2 (2015)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2015.7.2.183-190

Abstract

Writing is considered as the most difficult skill for language learners to master. Language learners need to pay attention to higher level skills of planning, and organizing as well as lower level skills of spelling, punctuation, word choice, and so on. Within the rapid changes in technology, the use of ICT has largely influenced the way learners write. The well-known ICT such social networks also have been widely used by learners across the globe to shape their writing. This study examines the use of one of social networks which is specifically designed for educational purpose, Edmodo, to increase the first graders’ skill in composing recount text. The finding of the study showed significant differences between the result of pretest and posttest. The mean of post-test scores (80.5) is larger than the mean of pre-test scores (71.3). From statistical calculation, it was confirmed that the value of   (-3.538) is larger than   (-2.306). Also, the way to test whether the null hypothesis could be rejected was by comparing p-value with the standard level of significance, 0.05. The convention to reject the null hypothesis is that when the p-value of the obtained statistics is less than 0.05 (Balnaves & Calputi, 2001). The finding showed that p-value was less than 0.05 (0.006 < 0.05). Thus, there was enough evidence indicating that the null hypothesis could be rejected, and it could be concluded that using Edmodo was effective to increase students’ writing skill in recount text.
DEVELOPING STUDENTS’ WRITING PERFORMANCE THROUGH PEER FEEDBACK WITH CHAT SYSTEM Nanik Sri Rahayu
Jurnal Bahasa Lingua Scientia Vol 7 No 1 (2015)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2015.7.1.65-71

Abstract

To English learners, writing has been considered the most difficult skill for some reasons such as the grammar, the vocabulary, and the background knowledge. To help them develop their writing skill, it is recommended to employ the peer feedback in the teaching learning process at the writing class. Providing feedback in the process of writing tend to have beneficial help for the students to improve the quality of their work, especially in writing an essay. This expectation is generally agreed since students often face difficulties in accomplishing their writing due to the complexity of the writing itself, the students’ factors and the teacher’s factors. From the writing aspect, mastering the language form such as grammar, diction, etc and the content of the essay seems to be common problems for many EFL students.
TEACHER CERTIFICATION IN INDONESIA: A CHALLENGE FOR ELEMENTARY SCHOOL TEACHER PROFESSIONALISM Nanik Sri Rahayu
Jurnal Bahasa Lingua Scientia Vol 6 No 2 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.2.133-140

Abstract

As the most important school level among the others, elementary school has become the main concern of societies since it serves as the basis for the foundation of education for the children. To achieve qualified teaching learning process in this level of education, it must be supported by qualified teachers too. If the teachers don’t have professionalism, they may contribute to the students’ misfortune in the future. However, nowadays in reality, the quality of public elementary school is still being questioned. There are two factors influencing this phenomena (1) insufficient  professionalism of the teacher, and (2) low monitoring. In this context, as the certified civil servant teacher in elementary school, teachers should improve their professionalism as mandated  by Teacher Law.
TEACHING WRITING IN EFL CLASSROOM Nanik Sri Rahayu
Jurnal Bahasa Lingua Scientia Vol 3 No 2 (2011)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2011.3.2.123-129

Abstract

Teaching writing in EFL classroom sometimes becomes a problem for the teacher. They are confused how to handle the class and where they have to start or end the class to fulfill the students’ need. Incomplete language rule, lack of vocabulary, inadequate information to write, and the different competence in writing are some reasons why teaching writing sometimes leads to the teaching of writing not for writing. To avoid this problem, a teacher should know what they should do before, during and after the writing class to make the students to become a better writer.
CORRECTING THE STUDENTS’ ERROR IN WRITING ESSAY Nanik Sri Rahayu
Jurnal Bahasa Lingua Scientia Vol 2 No 1 (2010)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2010.2.1.67-75

Abstract

Writing an essay is not always a simple job for the foreign language learners since writing is considered to be the advanced language skill that can be successfully achieved if they have mastered the target language rule. Besides, they don’t have enough background knowledge and seldom practice it outside the class. Thus, comitting error in the students’writing essay is a comon phenomena. The way the teacher corrects to those errors reflects his concern for the students that can motivate them in the teaching learning process. Furthermore, the students’ error is not always a bad thing in the teaching learning process. If the teacher could respond it wisely, those errors can tell the teacher about the students’ development in acquiring the writing skill.
THE EFFECTIVENESS OF COLLABORATIVE STRATEGIC READING (CSR) IN TEACHING CRITICAL READING TO EFL STUDENTS Nanik Sri Rahayu
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.359-372

Abstract

Critical reading is a hot issue nowadays. Students in all levels, especially in tertiary education are pursuing the need of critical reading especially in English reading test. However, it is not an easy job for the students when they are asked to complete the reading task focusing on critical reading. Many students get confused, trapped in the distractor or even get frustrated when they cannot answer the questions. Collaborative strategic reading is one of the strategy in teaching reading which is hypothesized to be able to help the students in answering questions in critical reading tests. This research used quasi-experimental design with quantitative approach. To collect the data, the researcher used research instrument in form of test.  The result of the study revealed that the significant value is 0.000 which was smaller than the significant level (0.050). It could be concluded that using collaborative strategic reading (CSR) strategy was effective to increase the students’ critical reading achievement at English education department at IAIN Tulungagung. It is suggested that collaborative strategic reading  (CSR) strategy can be used as alternative strategy for English teachers in teaching and learning critical reading text.
THE EFFECT OF DIFFERENT TYPES OF COMMENTS (PRAISE, SUGGESTION, AND CRITICISM) ON STUDENTS’ WRITING ACHIEVEMENT Nanik Sri Rahayu
Jurnal Bahasa Lingua Scientia Vol 13 No 2 (2021)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teacher’s comments as a respond to the students’ draft has an important effect on students writing motivation and achievement during the teaching and learning process in writing. These comments or the teacher reply for the students’ draft are usually waited by the students as it is assumed as a two- way communication during completing the final draft. However, many students may have different responds in accommodating these comments. This study investigated whether praise, suggestion, and criticism as teacher’ comments have significant effects on the students writing paragraph achievement. Through a quasi-experimental design using quantitative methods for students in the third semester of IAIN Tulungagung's English Department, the research shows that there are significant differences in writing paragraph scores between students taught before and after using different types of comments. In addition, among these three strategies, the suggestion gave more improvement than the other two types of comments.
STUDENTS' RESPONSES IN ONLINE PEER FEEDBACK IN EFL WRITING INSTRUCTION Nanik Sri Rahayu
Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2022.14.2.371-383

Abstract

As a supplementary of teacher’s feedback, peer feedback activity is believed can help the students improve their writing achievement. During and after the pandemic, teachers often applied online teaching for certain reasons, including in practicing peer feedback which can be done via different application. This study aims at investigating the types of comments appeared when the students conduct peer feedback in quip application. The study involved a class in which the teacher applied peer feedback via quip. This research is a descriptive quantitative in which the data was collected through documentation. The students’ responses were analyzed using types of comments proposed by Jun Liu and Hansen. The result of the study showed that the students made a lot of comments during online peer feedback activity. This study demonstrates that students are very active in giving comments during online peer feedback; however, it also underlines that the students still produced many local and non-revision comments.
THE EFFECTIVENESS OF COLLABORATIVE STRATEGIC READING (CSR) IN TEACHING CRITICAL READING TO EFL STUDENTS Nanik Sri Rahayu
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.359-372

Abstract

Critical reading is a hot issue nowadays. Students in all levels, especially in tertiary education are pursuing the need of critical reading especially in English reading test. However, it is not an easy job for the students when they are asked to complete the reading task focusing on critical reading. Many students get confused, trapped in the distractor or even get frustrated when they cannot answer the questions. Collaborative strategic reading is one of the strategy in teaching reading which is hypothesized to be able to help the students in answering questions in critical reading tests. This research used quasi-experimental design with quantitative approach. To collect the data, the researcher used research instrument in form of test.  The result of the study revealed that the significant value is 0.000 which was smaller than the significant level (0.050). It could be concluded that using collaborative strategic reading (CSR) strategy was effective to increase the students’ critical reading achievement at English education department at IAIN Tulungagung. It is suggested that collaborative strategic reading  (CSR) strategy can be used as alternative strategy for English teachers in teaching and learning critical reading text.
Co-Authors Daniar Jauhar Alam hesty puspota sari Julia Ike Darmayanti Luluk Nur Hamidah, Luluk Nur Muhammad Andrean Syahsurya Sukarsono Sukarsono Sukarsono