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All Journal Jurnal Celtic ELTIN Journal: Journal of English Language Teaching in Indonesia IJEE (Indonesian Journal of English Education) Englisia Journal Sawwa: Jurnal Studi Gender ELT Echo IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language Studies Metathesis: Journal of English Language, Literature, and Teaching LET: Linguistics, Literature and English Teaching Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal IRJE (Indonesian Research Journal in Education) VISION JCRS (Journal of Community Research and Service) SALTeL Journal (Southeast Asia Language Teaching and Learning) Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Education and Teaching (JEET) Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Didaktika: Jurnal Kependidikan ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Education and Linguistics Journal of English Language and Education Indo-MathEdu Intellectuals Journal English Language Education Reviews Edukasia: Jurnal Pendidikan dan Pembelajaran Frasa: English Education and Literature Journal Excellence TELL - US JOURNAL Jurnal Ilmu Sosial, Humaniora dan Seni Teaching English and Language Learning English Journal BRIGHT VISION Journal of Language and Education El-Mujtama: Jurnal Pengabdian Masyarakat JLE: Journal of Literate of English Education Study Program Lembaran Ilmu Kependidikan Edumaspul: Jurnal Pendidikan
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Journal : ELT Echo

EXPLORING INDONESIAN EFL WRITING ERRORS: INSIGHTS FROM THE STIFIN PERSPECTIVE Hz, Benni Ichsanda Rahman; Dinamika, Soraya Grabiella
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 9, No 1 (2024): JUNE 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.15396

Abstract

This study aims to investigate the writing errors made by EFL students based on their brain dominance machine: Sensing, Thinking, Intuiting, Feeling, and Instinct (STIFIn). A qualitative case study was adopted in finishing this study. The data collected in this study were processed by using two methods: statistical calculations for quantitative data about the errors the participants made in their text writing by using Gass & Selinker’s (2008) writing errors approach which was then categorized based on the respondents’ STIFIn brain dominance, and constructive analysis for qualitative data related to the results of comparing the errors. This study enrolled 41 students from a college of management studies, located in the city of Medan, Indonesia. The individuals with Sensing Extrovert made the most errors, with a ratio of 1:15 errors recorded in their texts, followed by Intuiting Introvert with 1:14,5 errors, Thinking Extrovert with 1:13,3 errors, and Thinking Introvert with 1:13 errors. Sensing Introvert made 1:12,5 errors, Instring 1:9,4, Intuiting Extrovert 1:9, Feeling Introvert 1:7,6, and Feeling Extrovert 1:7,5. Sensing Extrovert students committed the most errors, whereas Feelings (extrovert and introvert) produced the fewest. Numerous of the causes behind these results are discussed in detailed explanation within the STIFIn theory.
WRITING ANXIETY IN EFL STUDENTS: PERSONALITY TRAITS PERSPECTIVE Hz, Benni Ichsanda Rahman
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 2 (2023): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i2.15245

Abstract

This study is aimed to investigate the distinction level of writing anxiety between introvert and extrovert English-language (EFL) students. A qualitative case study methodology was utilized to explore a phenomenon within its authentic setting. A modified edition of the Second Language Writing Anxiety Scale (SLWAS) questionnaire was developed by Y.-S. Cheng (2004). The study's participants were categorized based on their personality traits as either introverts (n=29) or extroverted (n=29), categorized according to their personality types. The results showed that introverted individuals have a higher level of anxiety in writing context, with an average score of 3.38. In addition, the results showed the relationship between personality traits and writing anxiety among EFL students. In conclusion, this study found that personality traits like introversion and extraversion can affect writing anxiety and performance. It's important to recognize and address these variations to support individuals with different personality types in improving their writing skills and reducing writing-related anxiety.