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All Journal Language Circle : Journal of Language and Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JPM (Jurnal Pemberdayaan Masyarakat) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Pendidikan Bahasa Inggris Proficiency JASL - Journal of Applied Studies in Language TELL - US JOURNAL
Setyaningrum, Riya Risqi
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Metacognitive strategy to enhance students' reading text-ability: case study in the vocational high school Faridah, Fita; Setyaningrum, Riya Risqi; Falakha, Eva Nurul
Journal of Applied Studies in Language Vol. 6 No. 2 (2022): Dec. 2022
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v6i2.646

Abstract

This research aim is to analyze whether metacognitive strategy instruction CALLA affects students’ reading comprehension and reading awareness. This research used a quasi-experimental study in forms of pretest, treatment and post-test. Results showed that the group of experimental students had score significantly higher than the control group students on reading comprehension post-test and also showed significantly higher improvement in metacognitive reading strategy awareness and reading comprehension than control group students. The study recommends CALLA metacognitive strategy instruction to be an effective option for teaching reading comprehension skills at the senior high school level and in the contexts, which share similar characteristics.
The Correlation between Students’ Reading Habits and Their Ability in Writing Analytical Exposition Text Rohmah, Ana; Setyaningrum, Riya Risqi; Riryn Fatmawaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7776

Abstract

Reading is essential for students’ academic development, particularly in enhancing their writing ability. Nevertheless, many students are reluctant to read and encounter difficulties in writing analytical exposition texts, which require critical thinking and clear organization. This research investigates the correlation between students’ reading habits and their ability to write analytical exposition texts in the Indonesian EFL context, specifically at MAN 1 Lamongan during the academic year 2023/2024. The research employed a quantitative method with a correlational design. Participants were 34 eleventh-grade students from the Ilmu Bahasa dan Budaya (IBB) class, selected purposively. Data were obtained through a reading habits questionnaire and a writing test of analytical exposition texts, and then analyzed using SPSS 23. The findings reveal that students’ reading habits were generally categorized as “good,” while their writing ability fell into the “excellent” category. A strong and significant positive correlation was identified between reading habits and writing ability. These results highlight the importance of cultivating students’ reading habits as a foundation for developing stronger writing skills. This research contributes to English language education in Indonesia by emphasizing the role of reading in enhancing writing proficiency. Teachers are encouraged to implement effective and engaging strategies that foster reading motivation, thereby improving students’ ability to produce well-structured analytical writing. The findings may also serve as a valuable reference for future research with a broader scope.
EXPLORING COMMON STUDENT ERROR IN WRITING RECOUNT TEXTS: A CONTENT ANALYSIS STUDY Setyaningrum, Riya Risqi; Faridah, Fita; Widyaiswara, Tiara
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 1 (2026): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v8i1.7788

Abstract

The study explores common errors in the generic structure components of recount text in VII-B students at MTs Putra-Putri Lamongan using of 20 students a content analysis approach. The finding indicates the most frequent error is the lack of orientation information, which occurs in approximately 60% of texts, where the students fail to introduce who, when, or where appropriately. In approximately 15% of texts, there is partial orientation. Regarding event sequences, mistakes are standard; 50% of texts have events in the wrong order, and 45% do not use time connectives, which cause the sequence to be unclear. In the re-orientation component, 70% of students leave out the closing reflective comment, tending to finish their recount suddenly, and 10% include poor or general closings. These findings identify priority areas of instructional focus to improve student competency in recount text writing through the significance of well-defined contextual introductions, sequential logic, and reflective conclusions.
Co-Authors Ali Nuke Afandy Anam, Mukhtarul Dian Luthfiyati, Dian Fais Wahidatul Arifatin Falakha, Eva Nurul Faridah, Fita Fatmawati, Riryn Fatmawaty, Riryn Labibah, Faridatul Moh Nurman Mukhtarul Anam Nahdiah, Sirli Riryn Fatmawaty Rohmah, Abidatur Rohmah, Ana Sa'adah, Fitria Lailatus Tiara Widyaiswara