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THE EFFECT OF ESTAFET WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT ida yulianawati
Wiralodra English Journal Vol. 3 No. 1 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i1.46

This study aimed to know the effect of estafet writing to improve students’s ability in writing procedur text. Writing is one of the most important skill that should be mastered by students. But, sometimes the students have difficulties to express their writing because of many factors. The problem that faced by the students in writing are the students have problem in spelling, grammar, punctuation, uninterested media, do not have enough vocabulary so the students repeating the same words, and they often made grammatical errors. Estafet Writing is one of the active learning technique and also an innovative learning model in which one the students starts writing which is continued again one after another. It’s one of the techniques that is easy to learn and can be effective way to teach writing procedure text. To achieve the aim of the study, one class of a junior high school in Indramayu with 33 students was taken as the sample of the research. To help students to write procedur texts, estafet writing was used in the classroom. The data were obtained from pre-test and post-test. The result of this research showed that the students’ mean score in the pre test is 61.93 and the students’ mean score in post test is 81.78. This study shows that there is improvement of students’ ability in writing procedure text and the students give positive responses after being taught by using Estafet Writing Technique.

THE CONTRIBUTION OF CREATIVE WRITING ACTIVITY TOWARD STUDENT’S ENGAGEMENT IN POETRY CLASS Gina Larasaty; Ida Yulianawati
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.66

Consider the Creative writing is very popular rightnow, the researcher tried to investigated the Students’ engagement through Creative writing activities. This study investigated how far the creative writing will engage the students’ in learning poetry. The participant of this study was students in fourth semester of English Department in Wiralodra University. Therefore, this qulitative study sets out to investigate the students’ engagement in doing Creative writing activities in poetry Class.The findings suggest that Creative writing activities is able to engage students in poetry classroom. Then emotional engagement ( M= 32,63) is dominated followed by behavioral engagement ( M= 17.24) and cognitive engagement (M = 15,24 ). So it means Emotional engagement from their perspective has more to do with the pleasant and unpleasant emotions students connect to the activity and behavioral engagement focused on their effort but as cognotively not. In other words, they have effort to simply do the work but cannot focused on understanding and mastery. However this result showed that emotional engagement dominated in students engagement in poetry class, cognitive and behavioural still showed the positive engagement in poetry class.

EXPLORING MOBILE APPLICATION AND THEIR USAGE IN ENGLISH LANGUAGE LEARNING Natalia Anggrarini; Ida Yulianawati
Wiralodra English Journal Vol. 4 No. 2 (2020): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v4i2.112

The digital era is undeniable. Communication all over the world runs with the involvement of digital devices. For widespread information, mobile phones such as smartphones play an essential role in learning media, especially in learning English. In learning English as a foreign language, smartphones provide a variety of features to support the learning process. These potential features benefit the students so they can help themselves in improving their ability, especially in the English language. This study explored the kind of mobile application suggested by the teachers to help their students learn English. By conducting a case study, this study covered a variety of mobile applications and their use in the learning activity. About eight teachers from different senior high schools in Indramayu participated in this study. A questionnaire were distributed to the participants to collect the data; then, it was analyzed qualitatively.

Exploring Undergraduate Students’ Online Interaction in Academic Reading Classroom via WhatsApp Application Ida Yulianawati; Natalia Anggrarini; Anes Nurul Bahari
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 2 No. 1 (2021): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v2i1.163

This research aimed to discuss the potential of the WhatsApp application as a tool of online learning at a higher educational level that could stimulate students’ interactions and discussion with the lecturer or their peers. With interactions, they can experience and develop an awareness of behaviors required to facilitate their participation in online learning. Therefore, this study identified the specific and general types of undergraduate students’ online interactions and investigated their patterns across time. The study was carried out by 6 undergraduate students of the 2019/2020 academic year in the English Education Department, Wiralodra University. Students’ posts in WhatsApp group discussion were analyzed in terms of online interaction types identified by MacKinnon (2000) and Jung et al. (2002). The result shows that the students mostly expressed their opinions and judgments in academic-related discussions rather than moved to a higher level of knowledge construction, such as providing their own example upon their ideas and elaborating more on certain topics in the discussion. Further investigation can be done to find the factors that affect students’ interaction, the relationship between topics, and online interactions in another online learning platform.

THE EFFECTIVENESS OF STORY COMPLETION TOWARD STUDENTS’ SPEAKING ABILITY Ida Yulianawati
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 3 No. 2 (2019): EJI (English Journal of Indragiri): Studies in Education, Literature and Lingui
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v3i2.551

Speaking is an activity used by the people to communicate with others. According to Zhang (2009), speaking remains the most difficult skill to master for the majority of English learners, and they are still incompetent in communicating orally in English”. Many people are difficult to speak English. This research aims to find out the effectiveness of story completion effective toward students’ speaking skill. To solve the problem above, the writer would like to apply the story completion technique in teaching speaking from Kayi (2006). Quasi-experimental was applied as the method of the research. The research was conducted in SMA N Krangkeng with 66 participants; 34 students from X MIPA 1 as the control group and 32 students from X MIPA 2 as the experimental group. To collect the data, a speaking test was given to the participants. Based on the statistical analysis the technique of story completion was successfully improved the students’ speaking ability.

STUDENTS‘ PERCEPTION ON THE USE OF REFLECTIVE LEARNING PORTFOLIO IN TEACHING WRITING Ida Yulianawati; Januarius Mujiyanto; Mursid Saleh; Djoko Sutopo
English Language and Literature International Conference (ELLiC) Proceedings Vol 4 (2021): Creative and Innovative Learning Strategies in The Field of Language, Literature, Ling
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed at investigating students’ perception on the use of Reflective Learning Portfolio (RLP) in teaching writing. This study, which followed the case study design, was conducted in a class of 31 students at a university in Indramayu, Indonesia. During one semester, the reflective learning portfolio (RLP) was used as the treatment to teach writing. Questionnaire and interview were given to students to express their perception to the use of reflective learning portfolio in their classroom. The result of the study shows that most students believed reflective learning portfolio give positive impact on their writing. The reflective learning portfolio involves learners in a process of continues reflection on their work and collaboration with their peers and lecturer which has focus on selective evidence of learning that makes students become involved in self-evaluation and begin to monitor their own progress over time.

The effectiveness of writing techniques in improving students’ writing ability with different self-esteem Ida Yulianawati; Mursid Saleh; Januarius Mujiyanto; Djoko Sutopo
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that received different treatments, RLP and DJW techniques. A set of questionnaires to measure students’ self-esteem and writing tests were utilized to collect the data. Data from questionnaires were analyzed by using Likert Scales. Data from pre-test and post-test, to know the effectiveness of RLP and DJW was administered by using a paired t-test. The finding revealed that the writing performance in RLP class was significantly better than in DJW class. In other words, RLP is more effective in teaching writing to students with different self-esteem. The use of explicit teaching, peer feedback, and teacher feedback in RLP class could have caused the RLP technique to be more effective in improving the students’ writing ability compared to the DJW technique.

The effectiveness of writing techniques in improving students’ writing ability with different self-esteem Ida Yulianawati; Mursid Saleh; Januarius Mujiyanto; Djoko Sutopo
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21725

Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that received different treatments, RLP and DJW techniques. A set of questionnaires to measure students’ self-esteem and writing tests were utilized to collect the data. Data from questionnaires were analyzed by using Likert Scales. Data from pre-test and post-test, to know the effectiveness of RLP and DJW was administered by using a paired t-test. The finding revealed that the writing performance in RLP class was significantly better than in DJW class. In other words, RLP is more effective in teaching writing to students with different self-esteem. The use of explicit teaching, peer feedback, and teacher feedback in RLP class could have caused the RLP technique to be more effective in improving the students’ writing ability compared to the DJW technique.

IMPLEMENTING REFLECTIVE LEARNING PORTFOLIO IN WRITING CLASS Ida Yulianawati
National Conference on Language, Education, and Technology Proceeding Vol. 2 No. 1 (2022): December 2022
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v2i1.3616

AN ERROR ANALYSIS OF STUDENTS’ SENTENCES IN SIMPLE PAST TENSE OF NARRATIVE TEXT AT SMK MUHAMMADIYAH SEGERAN JUNTINYUAT Abdulloh; Ida Yulianawati; Gina Larasaty
National Conference on Language, Education, and Technology Proceeding Vol. 3 No. 1 (2023): December 2023
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v3i1.5001

This research deals with the students’ error analysis in writing narrative text. Thisresearch aims to know the types of errors in writing narrative text based on Dulay’sTheory. This research used a qualitative research design. There were 31 studentsinvolved from the tenth grade of SMK Muhammadiyah Segeran Juntinyuat. The datawere taken from their writing of the narrative text. The result showed that there are fourtypes of errors made by students, namely omission, addition, misinformation, andmisordering. In the students writing there were 69 omission errors with a percentage65%, 17 addition errors with a percentage 16%, 5 misinformation errors with apercentage 5%, and 14 misordering errors with a percentage 14%. Therefore the mostdominant type of error made by students in the tenth grade of SMK MuhammadiyahSegeran Juntinyuat is omission errors with percentage 65% with the total number oferrors being 69. It can be concluded that most students were lack of understanding aboutusing simple past tense in their writing. The students did not understand the use oftenses, especially the simple past tense in writing.

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