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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar TELL - US JOURNAL International Journal of Multidisciplinary Approach Research and Science
Yuniko, Fajrilhuda
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Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Immunology & microbiology Languange, Linguistic, Communication & Media Social Sciences Other

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Analysis of Minimal Marking Technique on Student’s Writing Given by Teachers at MAN Kota Baru, Padang Panjang Yuniko, Fajrilhuda; Azhari, Andry
International Journal of Multidisciplinary Approach Research and Science Том 2 № 03 (2024): International Journal of Multidisciplinary Approach Research and Science
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/ijmars.v2i03.965

Abstract

This research was based on a phenomenon that the students’ writing ability was still low. It was assumed that there were two main factors influencing the students’ writing. One of them was about facilitating the students with appropriate written feedbacks. In line with that, this research was a kind of descriptive study, which was aimed at finding a deep description of the implementation of minimal marking technique given by teachers at MAN Koto Baru Padang Panjang. Participants of the research were all English teachers there. Furthermore, the data were collected by using two instruments, documents and interview. There were two findings of the research. First, almost all of the written feedback items given through the minimal marking technique were provided to help students working on their grammatical mistakes or forms of the writing, it was proven by the percentage that 99.66% of the written feedback items were focused on forms whereas only 0.34% of the written feedback items were focused on contents. Second, the written feedback technique applied by the English teachers was minimal marking technique. It is used since it is effective for teachers, particularly, in the process of giving the feedback which is time-saving. In addition, it also helps the students to be a critical writer because this technique lets the students working on the mistakes they have made.
DECODING DIFFICULTIES: STUDENTS’ PERFORMANCE IN TOEFL STRUCTURE AND WRITTEN EXPRESSION SECTION Etika, Indah; Yuniko, Fajrilhuda
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9274

Abstract

The TOEFL test is one of the graduation requirements at Universitas Syedza Saintika (UNSYKA), with a minimum score of 400 required for all study programs. However, some students have not yet been able to achieve this score. Preliminary research indicates that students in the Health Information Management Study Program at UNSYKA face difficulties in completing the Structure and Written Expression section of the TOEFL test. Therefore, this study aims to analyze the challenges students encounter, particularly from the material aspect. This research employs a descriptive method, with fifth-semester students from the Health Information Management Study Program in the 2021/2022 academic year as research subjects. Data were collected using two instruments: the researcher as the primary instrument and the Structure and Written Expression section of the TOEFL test. The findings revealed that 70.37% of students failed to achieve the university’s required minimum score of 400. Additionally, among the three sections of the TOEFL test, Structure and Written Expression proved to be the most challenging, with 44% of students obtaining the lowest scores in this section. Furthermore, among the eight material indicators tested, Inversion was found to be the most difficult, with a difficulty rate of 85.19%. Conjunctions ranked as the second most difficult indicator (80.22%), followed by Clauses and Phrases (64.07%). Basic Grammar Terminology was in fourth place (60.11%), followed by Expressions of Quantity (57.67%). Basic Sentence Patterns ranked sixth (57.02%). Meanwhile, Comparison had a difficulty level of 37.04%, and the easiest indicator was Unnecessary Words, with a percentage of 29.37%.
ANALISIS KEBUTUHAN STRATEGI PEMBELAJARAN UNTUK MENGEMBANGKAN KEPERCAYAAN DIRI BERKOMUNIKASI DALAM BAHASA INGGRIS PADA MAHASISWA PENDIDIKAN JARAK JAUH Etika, Indah; Jasrial; Zen, Zelhendri; Yuniko, Fajrilhuda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54536

Abstract

Confidence in English communication is an important affective aspect that influences students’ willingness to participate and use English in learning activities. However, in distance higher education contexts, positive learning experiences do not always indicate that students have sufficient readiness to communicate confidently. This study aimed to analyze the learning strategy needs required to support the development of English communication confidence among distance education students. This study employed a quantitative descriptive design based on a needs analysis approach. The participants were 98 students of Universitas Terbuka enrolled in the English Communication course in 2026. Data were collected through a five-point Likert-scale questionnaire consisting of three constructs: affective barriers in English communication, learning experience, and learning support needs. Data were analyzed using descriptive statistics with the assistance of SPSS, including mean scores and reliability testing using Cronbach’s Alpha. The results showed that students perceived their English learning experience as very high (M = 4.55), with communication learning receiving the highest score (M = 4.68). Nevertheless, students still reported very high needs for learning support to develop communication confidence (M = 4.50). The highest needs were strategies or practices to reduce nervousness when speaking English (M = 4.53) and additional speaking practice (M = 4.52). These findings indicate that distance English learning design should not only focus on language competence but also address students’ affective readiness through supportive communication practices, gradual speaking activities, and constructive feedback.
Co-Authors Azhari, Andry Indah Etika Jasrial Zen, Zelhendri