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Fitriawati, Fitriawati
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Journal : Linguistics and Elt Journal

 1 
Problem Based Learning to Improve Students’ Grammar Competence at Second Semester Students of English Education Borneo University Tarakan Fitriawati, Fitriawati; Winarno, Winarno
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31618

Abstract

Grammar proficiency continues to be a significant difficulty for students in higher education, particularly in English as a Foreign Language (EFL) settings.  This burning issue calls for innovative teaching strategies that actively engage learners in language use. The purpose of this study was to analyze the implementation of problem-based learning (PBL) in grammar instruction and evaluate its effectiveness in improving students' grammatical competency. This research employed a collaborative classroom action research design. It was conducted over two cycles to observe the changes in students' grammar performance through iterative interventions. The participants were 32 second-semester students from the English Department. The instruments used to collect data were observation notes and grammar tests designed to measure changes in students' grammar performance. The data were analyzed by comparing the results from two research cycles, focusing on the average scores and the proportion of students achieving the minimum mastery criteria. The results showed a significant improvement: the average student score increased from 62.5 in the first cycle to 72.4 in the second, and the percentage of students who met the minimal mastery criteria rose from 42.3% to 78%. In conclusion, problem-based learning positively impacted students’ grammar proficiency. The implication of this result suggests that PBL not only enhances students' grammatical competence but also improves their speaking and writing abilities by encouraging active communication, fostering motivation, and engaging them in meaningful problem-solving tasks.
The Impact of Project-Based Learning on English Subject for Third Semester Students of Indonesian Education Study program, Faculty of Teacher Training and Education, University of Borneo, Tarakan Fitriawati, Fitriawati
Linguistics and ELT Journal Vol 11, No 1 (2023): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i1.14628

Abstract

The purpose of this study is to determine the impact of student learning outcomes by using Project Based Learning (PjBL) in the Indonesia Education Department at the University of Borneo Tarakan. This research uses descriptive method with qualitative approach. The researcher uses 3 techniques to collect data which include observation, interview, and documentation.  Students must create a project that will be displayed at the end of the lesson. The results of this study show that student learning outcomes in applying PjBL indicated satisfactory results of 77% of the tasks given and integrated in 4 PjBL steps, namely Preparation, Implementation, Development, and Presentation.
Analysis of Online Learning Media and Its Usage in English Learning in SMA Negeri in Tarakan winarno, winarno; Fitriawati, Fitriawati
Linguistics and ELT Journal Vol 11, No 1 (2023): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i1.14629

Abstract

The objectives of the study were to analyze online learning media used by English teachers at SMA Negeri in Tarakan and find out the important factors that influence the successful use of online learning media by English teachers at SMA Negeri in Tarakan North Kalimantan. The study was descriptive qualitative. The subjects were the teachers of English at SMA Negeri in Tarakan. To collect the data used observations, interviews and documentation and to analyze the data used the stages of Miles and Huberman. The stages are data collection, data reduction, data display, and conclusions: drawing and verifying. The results of the study showed that 1) the online learning media platforms used by English teachers at SMA Negeri in Tarakan were quite varied. The online learning media platforms include google classroom (84.6%), google meet (76.9%), Whats-App group (76.9), zoom meeting application (61.5%), Microsoft teams (15.4), telegram (46.2), rumah belajar (7.7%), you-tube (61.5%), madrasah e-learning (7.7%), google form (7.7%), quiziz (7.7%), online test provider websites (7.7%) and eduku (7.7%). Most of the English teachers at SMA Negeri in Tarakan used the Google Classroom online learning media platform, 2) The success of online learning on English at SMA Negeri in Tarakan was influenced by teacher factors, technological factors and design and content factors.
Intralingual and Interlingual Grammatical Error Analysis on Students’ Writing Kusmaryani, Woro; Fitriawati, Fitriawati
Linguistics and ELT Journal Vol 11, No 1 (2023): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i1.15775

Abstract

This article is intended to reveal students’ Intralingual and Interlingual Grammatical Error on their writings. The design of this research was descriptive qualitative. This research was conducted at Junior High School Level with 21 participants through purposive sampling method. Students’ writings were the main data used in this research. Based on the students' writings, the researchers pinpointed the errors' sources. Using Richards' categorization, the errors were then divided into intralingual transfer and interlingual transfer. Intralingual transfer was the first and most frequent source of errors. This type contained 66 errors, or 84%. Interlingual error was the second most common type of error, accounting for 13 or 16% of all errors. The target language itself, which led to the students' errors. Interlingual error occurred when students employed the first language system to produce language because they were unaware of the rules or grammar of the target language they were learning. It is crucial for teachers explain to students how grammatical notions function in context. Giving constructive feedback on English grammar assignments will enable teachers and students to gain a better idea of where each person sits in terms of their knowledge level.
Co-Authors Abraham Abraham Agus Rianto Arifin Arifin Chandra, Ferry De Vega, Nofvia Eppendi, Jhoni Firima Zona Tanjung, Firima Zona Haditya, Tri Muhamad Al Itiroof Kusmaryani, Woro Manuk, Maria Carla Natalia, Merry Christin Nur Alam Fajar Pratiwi, Astria Noer Rahayu, Imelda Wati Putri Rahmawati, Rahmawati Ramli Ramli Ridwan, Ridwan Rostika Flora Ulfaika, Romlah Uli Agustina Gultom, Uli Agustina Vivit Rosmayanti Winarno Winarno Zona Tanjung, Firima