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All Journal JELL (Journal of English Language Learning DIDASCEIN （Journal of English Education）
Hariana Amalia
UNIVERSITAS ISLAM NEGERI RADEN FATAH PALEMBANG
Humanities Education Languange, Linguistic, Communication & Media

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Students’ Use of Simple Present Tense in their Descriptive Writing: An Error Analysis Putri Nur Hafizhoh; Winny Agustia Riznanda; Hariana Amalia
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.14378

Abstract

This study investigated the types of errors made by the seventh-grade students at SMP N 26 Palembang on the use of the Simple Present Tense on descriptive writing, and determined the most dominant type of errors. Employing a descriptive quantitative research design, the research involved a writing task completed by 35 students. To analyze the data, the surface strategy taxonomy proposed by Dulay et al. (1982) was applied. The analysis revealed that misformation errors were the most prevalent, constituting 55.75% of total errors, followed by omission errors at 28.31%, addition errors at 9.73%, and misordering errors at 6.19%. These findings indicated significant challenges faced by the students in grasping grammatical structures, particularly in verb forms and sentence construction. The study underscored the necessity for targeted instructional strategies to address these common errors, suggesting that enhanced grammar teaching could lead to improve writing skills. The insights gained from this research serve as a valuable resource for educators aiming to refine their teaching methods and help the students achieve a better understanding of the Simple Present Tense in English writing
EXPLORING STUDENTS’ DIFFICULTIES IN WRITING PROCEDURE TEXTS: INSIGHTS FROM SMA AISYIYAH 1 PALEMBANG Sulfa Aprillia; Roma Nur Asnita; Hariana Amalia
Didascein : Journal of English Education Vol 6 No 2 (2025): September
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i2.938

Abstract

This study aimed to find out the difficulties encountered by the students in writing procedure texts at SMA ‘Aisyiyah 1 Palembang. Writing is often considered a productive and crucial skill for students' future, yet many learners find it difficult to master due to complex components such as vocabulary, grammar, and sentence structure. This study applied qualitative research with a case study design to investigate the specific phenomena of student challenges in depth. The participants of this study were seven students from the tenth grade, selected by using a purposeful sampling technique, specifically homogeneous sampling. Semi-structured interviews were conducted to collect the primary data, which were then analyzed by using the thematic analysis procedure. The research findings revealed that there were five major difficulties faced by the students in writing procedure text. These difficulties included grammatical problems, specifically in determining pronouns, and mechanical problems such as deciding the right spelling for unfamiliar words. Additionally, students struggled with sentence structure when arranging the steps of the procedure, and faced psychological barriers, including a lack of self-confidence and significant writing anxiety. Problems with the generic structure of the text were also identified. In brief, the tenth-grade students still face diverse challenges in writing, and it is recommended that they improve their comprehension and skills in this specific genre.
THE USE OF CHATGPT IN ENGLISH WRITING ACTIVITIES: : STUDENTS’ VOICES Natasya Aprodi Giani; Ridha Ilma; Hariana Amalia
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.1258

Abstract

The rapid development of artificial intelligence has influenced education, including the use of ChatGPT in language learning. ChatGPT can revolutionize many aspects of education, such as retrieving information, responding to specific questions in a variety of subjects, participating in open discussions, writing and editing essays and reports, creating software code, mentoring students by elucidating programming concepts, supplying sample data for databases and analysis, and carrying out computations. This study investigated students’ perceptions of using ChatGPT in English writing activities at the English Education Study Program of UIN Raden Fatah Palembang. A quantitative approach was used with 136 fourth-semester students as the research participants. Data were collected through an open-ended questionnaire focusing on six aspects: ChatGPT usage, impact on writing, reliability and accuracy, contribution to learning goals, user experience and satisfaction, and training needs. The findings showed that most students had a positive view of ChatGPT, especially in brainstorming and organizing ideas. About 91.3% of students had used ChatGPT in class, and 94.9% had prior experience. Although only 8.7% used it regularly, ChatGPT was seen as helpful for improving efficiency, creativity, and confidence. Students also recognized its limitations, such as the necessity of information verification and avoiding over-reliance. The study concludes that ChatGPT can be a valuable tool for academic writing when it is combined with strong digital literacy and ethical use.
Co-Authors Natasya Aprodi Giani Putri Nur Hafizhoh Ridha Ilma Roma Nur Asnita Sulfa Aprillia Winny Agustia Riznanda