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WRITING STYLE COMPARISON BETWEEN MALE AND FEMALE STUDENTS IN WRITING ARGUMENTATIVE ESSAY Salsabila, Amalia; Herawati, Atti; Hidayati, Istiqlaliah Nurul
Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v3i1.3415

Male and female students have different and similar writing styles. These differences and similarities make them have their own characteristics in writing. The differences that occur can be seen in terms of lexical and grammatical features. This research aimed to compare writing style between male and female students in writing argumentative essay. This research was conducted at English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. There were four male and four female students from 4A in this research as the participants. To gain the research data, the researcher used three research instruments: documentation, questionnaire, and interview. Documentation instrument was used to analyze students work. Questionnaire instrument was distributed two times for each student. Interview was conducted once for each student. According to the data analysis, it was found that there are two similarities and three differences between male and female students in writing argumentative essay. The similarities are the use of psychological processes and the use of sentence structure, punctuation, and capitalization. The differences are the way to express the opinion, the use of words, and the use of certain possessive pronouns more frequently

THE USE OF PEER FEEDBACK TO ENHANCE STUDENTS ABILITY TO WRITE DESCRIPTIVE TEXT Mahdiyyah, Khadijah; Herawati, Atti; Vonti, Lungguh Halira
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v1i2.2475

Writing is one of productive skills that is different from other skills. In writing, students need more time to express their idea in a written form. Besides, teacher also needs time to give feedback to motivate the students in revising their work. To make the activity of giving feedback more effective and efficient, this research was conducted. It is aimed to find out whether peer feedback has positive effect or not in enhancing students ability to write descriptive text. This research involved the third semester students of English Language Education Study Program, Pakuan University. The sample was 21 students from semester 3A. They were chosen by using random sampling technique. The researcher used quantitaive approach and applied pre-experimental method. She chose one group pre-test post-test design. The instrument of this research was writing test to measure students ability to write descriptive text. In addition, the data were analyzed by using t-test formula. From the calculation, she finds the result of t-test value is 9.41 meanwhile the t-table value is 2.09 from the significant level 0.05 with the degree of freedom (df) is 20. It means that the t-test value is higher than t-table value (9.41 more than 2.09). The calculation indicates that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, peer feedback affects students ability to write descriptive text.

STUDENTS' PERCEPTIONS OF THE IMPLEMENTATION OF LITERATION PROGRAM Irawan, Tata Regita Sherfaty; Vonti, Lungguh Halira; Herawati, Atti
Journal of English Teaching and Linguistics Studies (JET Li) Vol 6, No 1 (2024): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v6i1.8543

The purpose of reading is to get information or an understanding of what the reader wants to convey through the text. However, interest in reading is still a big problem in Indonesia. This study aims to look at students' positive perceptions of the implementing literation program. This study employed a qualitative method and used questionnaires and interviews as research instruments. There were 33 students as research respondents taken from the pioneer class at private senior high school. The results of this study indicate that the PESAT literation program plays an important role in increasing students' interest in reading, improving their reading skills, assisting them in acquiring new insights through reading books as well as developing their reading, writing, and speaking skills.

THE USE OF CHART ON STUDENTS ABILITY TO WRITE EXPLANATION TEXT Suhartini, Ade; Herawati, Atti; Irdiyansyah, Iyan
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v1i2.2482

It is not doubt that writing has important role in real life. People can communicate, give information, and share their ideas through written way. Writing is classified as difficult skill because there are some components that should be considered, some kinds of text that should be understood, some steps that should be done, etc. Many students face difficulty to write explanation text, especially for generating the ideas. For that reason, chart is chosen as the media. The aim of this research is to find out the use of chart on students ability to write explanation text. It is conducted to the eleventh grade students of SMA Negeri 2 Jonggol. In this research, Pre Experimental method and Pre-test Post-test Group design are used. There are 36 students from class XI MIPA 1 taken as the sample by using random sampling. The data were taken from pre-test and post-test which were analyzed by using t-test formula after having the normal data. Based on the data calculation, the mean of gain is 20.04, and the total of deviation of gain is 9.46. Moreover, t-test value is 9.45. Meanwhile, t-table value is 2.03 at significant level 0.05 with the degree of freedom (df) is 35. In this case, the t-test value is higher than that of the t-table value (9.45 more than 2.03). It means that null hypothesis (Ho) is rejected. Therefore, the use of chart affects students ability to write explanation text.

THE USE WHOLE LANGUAGE APPROACH ON YOUNG LEARNERS VOCABULARY ENRICHMENT Shafira, Karina; Priyantin, Tina; Herawati, Atti
Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v1i1.1491

Vocabulary is an English basic need that is required in the learning process. Through vocabulary, people can express their ideas. In fact, the students still get some difficulties when they learn vocabulary, especially for young learners. Young learners are supposed to be the children who study at the first year of formal schooling. They are kindergarten students in 4 years old and elementary students who are 6-12 years old. This research is conducted at SDIT Bening to find out the effect of using whole language approach on young learners vocabulary enrichment. In this research, pre-experimental method with one group pre-test post-test is used. 22 students are taken as the sample. Some statistical calculations are done to analyze the data and t-test formula is applied to get the final result. Based on the data calculation, the t-test value is 3.22. The result of t-calculated and t-table with d.f = 21 at significant level 0.01 is 2.83 and significant level of 0.05 is 2.08. It shows that the value of t-calculated is higher than t-table (3.22more than 2.83 more than 2.08). It means that the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that there is an effect of using whole language approach on young learners vocabulary enrichment. Keywords: whole language approach, young learners, vocabulary enrichment.

THE USE OF PEER FEEDBACK TO ENHANCE STUDENTS ABILITY TO WRITE DESCRIPTIVE TEXT Mahdiyyah, Khadijah; Herawati, Atti; Vonti, Lungguh Halira
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Writing is one of productive skills that is different from other skills. In writing, students need more time to express their idea in a written form. Besides, teacher also needs time to give feedback to motivate the students in revising their work. To make the activity of giving feedback more effective and efficient, this research was conducted. It is aimed to find out whether peer feedback has positive effect or not in enhancing students ability to write descriptive text. This research involved the third semester students of English Language Education Study Program, Pakuan University. The sample was 21 students from semester 3A. They were chosen by using random sampling technique. The researcher used quantitaive approach and applied pre-experimental method. She chose one group pre-test post-test design. The instrument of this research was writing test to measure students ability to write descriptive text. In addition, the data were analyzed by using t-test formula. From the calculation, she finds the result of t-test value is 9.41 meanwhile the t-table value is 2.09 from the significant level 0.05 with the degree of freedom (df) is 20. It means that the t-test value is higher than t-table value (9.41 more than 2.09). The calculation indicates that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, peer feedback affects students ability to write descriptive text.

STUDENTS' PERCEPTIONS OF THE IMPLEMENTATION OF LITERATION PROGRAM Irawan, Tata Regita Sherfaty; Vonti, Lungguh Halira; Herawati, Atti
Journal of English Teaching and Linguistics Studies (JET Li) Vol 6, No 1 (2024): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v6i1.8543

The purpose of reading is to get information or an understanding of what the reader wants to convey through the text. However, interest in reading is still a big problem in Indonesia. This study aims to look at students' positive perceptions of the implementing literation program. This study employed a qualitative method and used questionnaires and interviews as research instruments. There were 33 students as research respondents taken from the pioneer class at private senior high school. The results of this study indicate that the PESAT literation program plays an important role in increasing students' interest in reading, improving their reading skills, assisting them in acquiring new insights through reading books as well as developing their reading, writing, and speaking skills.

THE USE OF CHART ON STUDENTS ABILITY TO WRITE EXPLANATION TEXT Suhartini, Ade; Herawati, Atti; Irdiyansyah, Iyan
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

It is not doubt that writing has important role in real life. People can communicate, give information, and share their ideas through written way. Writing is classified as difficult skill because there are some components that should be considered, some kinds of text that should be understood, some steps that should be done, etc. Many students face difficulty to write explanation text, especially for generating the ideas. For that reason, chart is chosen as the media. The aim of this research is to find out the use of chart on students ability to write explanation text. It is conducted to the eleventh grade students of SMA Negeri 2 Jonggol. In this research, Pre Experimental method and Pre-test Post-test Group design are used. There are 36 students from class XI MIPA 1 taken as the sample by using random sampling. The data were taken from pre-test and post-test which were analyzed by using t-test formula after having the normal data. Based on the data calculation, the mean of gain is 20.04, and the total of deviation of gain is 9.46. Moreover, t-test value is 9.45. Meanwhile, t-table value is 2.03 at significant level 0.05 with the degree of freedom (df) is 35. In this case, the t-test value is higher than that of the t-table value (9.45 more than 2.03). It means that null hypothesis (Ho) is rejected. Therefore, the use of chart affects students ability to write explanation text.

THE USE WHOLE LANGUAGE APPROACH ON YOUNG LEARNERS VOCABULARY ENRICHMENT Shafira, Karina; Priyantin, Tina; Herawati, Atti
Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Vocabulary is an English basic need that is required in the learning process. Through vocabulary, people can express their ideas. In fact, the students still get some difficulties when they learn vocabulary, especially for young learners. Young learners are supposed to be the children who study at the first year of formal schooling. They are kindergarten students in 4 years old and elementary students who are 6-12 years old. This research is conducted at SDIT Bening to find out the effect of using whole language approach on young learners vocabulary enrichment. In this research, pre-experimental method with one group pre-test post-test is used. 22 students are taken as the sample. Some statistical calculations are done to analyze the data and t-test formula is applied to get the final result. Based on the data calculation, the t-test value is 3.22. The result of t-calculated and t-table with d.f = 21 at significant level 0.01 is 2.83 and significant level of 0.05 is 2.08. It shows that the value of t-calculated is higher than t-table (3.22more than 2.83 more than 2.08). It means that the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that there is an effect of using whole language approach on young learners vocabulary enrichment. Keywords: whole language approach, young learners, vocabulary enrichment.

WRITING STYLE COMPARISON BETWEEN MALE AND FEMALE STUDENTS IN WRITING ARGUMENTATIVE ESSAY Salsabila, Amalia; Herawati, Atti; Hidayati, Istiqlaliah Nurul
Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Male and female students have different and similar writing styles. These differences and similarities make them have their own characteristics in writing. The differences that occur can be seen in terms of lexical and grammatical features. This research aimed to compare writing style between male and female students in writing argumentative essay. This research was conducted at English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. There were four male and four female students from 4A in this research as the participants. To gain the research data, the researcher used three research instruments: documentation, questionnaire, and interview. Documentation instrument was used to analyze students work. Questionnaire instrument was distributed two times for each student. Interview was conducted once for each student. According to the data analysis, it was found that there are two similarities and three differences between male and female students in writing argumentative essay. The similarities are the use of psychological processes and the use of sentence structure, punctuation, and capitalization. The differences are the way to express the opinion, the use of words, and the use of certain possessive pronouns more frequently

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