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Exploring EFL Learners’ Difficulties in Academic Writing: Problem and Solution Rita Handayani
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i1.20349


For EFL students at universities, writing an effective paragraph is essential to their academic and eventual professional success. To teach and learn this skill, though, is never easy for either the teacher or the student. This study aims to uncover the challenges that EFL Indonesian university students have while writing an effective paragraph and to propose solutions to those challenges. A qualitative approach to data collecting and analysis was used to accomplish the research objectives, and data was gathered through the paragraph writing exam, questionnaire, and classroom observations. The examination of the students' paragraph writing found that the crucial difficulties encountered by the students in writing a well-developed paragraph were developing the topic phrase (70%), as well as focusing and organizing their thoughts.
Merging Feedback in Process Approach to Develop Students’ Ability in Writing an Effective Paragraph Rita Handayani
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 2: November 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i2.18028


Many studies have been conducted to demonstrate the efficacy of either the process approach or feedback on students' writing achievement. Earlier studies primarily used feedback to improve students' grammatical and writing accuracy. However, studies that focus on providing feedback to improve the content of students' writing are hard to come by. This study aims to bridge that gap. The process approach was used in this study, with feedback focusing on the content and organization of students' writing. Purposive sampling was used to select 35 second-semester students from the English study program at Sultan Ageng Tirtayasa University.   Data was gathered through the use of questionnaires, observations, and writing tests. To determine the validity and reliability of the data, a detailed assessment rubric criterion and an assessment of writing results given by two raters were used. The results of this study show that combining process approaches with feedback has a significant impact on improving students' skills in writing effective English paragraphs. The most significant improvements are on the aspect topic development, topic sentence writing, and ideas organization. This suggests that combining a process approach with feedback is beneficial in improving students’ skill in writing effective paragraphs.
Error Analysis Found in Students’ Narrative Text Writing: A Study at the Tenth Grade Students of SMAN 4 Kota Serang Salzha Terenovix; Rita Handayani; Tita Irawati; Muhammad Bayu Heri Permana; Nurul Habibaturosyi'ah
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 4 No. 1 (2023): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v4i1.715


Mastering the four basic English skills, particularly writing, is crucial for effective communication. However, numerous EFL students in Indonesia encounter challenges due to the disparities in language structure, grammar, and language style between Bahasa Indonesia and English. These challenges can lead to difficulties in constructing sentences and applying correct tenses, resulting in grammatical errors. This study investigates grammatical errors in students' narrative text writing, focusing on grammar, spelling, punctuation, and capitalization. Both qualitative and quantitative methods were employed in this study. There were 10 students from the X MIPA 3 class at SMAN 4 Kota Serang involved as the participants in this study. The data were collected through document analysis and interviews. The result showed that there were 67 errors found in students’ writing narrative composition which were classified into four categories: (1) 39 grammar errors (50.64%), (2) 2 spelling errors (2.59%) (3) 15 punctuation errors (19.48%), and (4) 21 capitalization errors (27.27%). The factors that contributed to students' writing difficulties include: (1) a lack of understanding of the learning materials, (2) difficulty in generating ideas during the writing process, and (3) unfamiliarity with English grammar and vocabulary. The students address these challenges by seeking for information from the internet, books, and friends.