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All Journal JURNAL PENDIDIKAN GLASSER Scope: Journal of English Language Teaching Jurnal Educatio FKIP UNMA Pioneer: Journal of Language and Literature Akrab Juara : Jurnal Ilmu-ilmu Sosial Konstruktivisme : Jurnal Pendidikan dan Pembelajaran
Yenni Arif Rahman
Universitas Bina Sarana Informatika
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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ANAPHORA AND CATAPHORA OF ARGUMENTATITIVE ARTICLES IN INDONESIAN OPINION AND EDITORIAL COLUMN Rahman, Yenni Arif
Jurnal Akrab Juara Vol 4 No 3 (2019)
Publisher : Yayasan Akrab Pekanbaru

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Abstract

The study provides an empirical analysis on the use of anaphora and cataphora in Indonesian opinion and editiorial column. Data for the study were 10 articles collected from 2 leading english-langauge newspapers in Indonesia. Dooley and Levinsohn monograf gives the thorough examples how to analyse cohesive devices in the text. Of 129 sentence-pairs, 122 employs anaphora as reference and the rest, 7 sentence-pairs, uses cataphora. It is also found the dominant use of pronoun as both anaphora and cataphora which contributes 72% or 92 pronouns as reference. The rest are distributed to relative pronoun, nouns, adverbs, and verbs.
THE USE OF COHESIVE DEVICES IN ASIAN ENGLISH AS FOREIGN LANGUAGE (EFL) JOURNAL Yenni Arif Rahman
Jurnal Akrab Juara Vol 3 No 3 (2018)
Publisher : Yayasan Akrab Pekanbaru

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Abstract

The study provides an empirical analysis on the use of cohesive devices in EFL asian journal written by non-native english researchers from asian countries. Data for the study were 20 journals collected from 4 asian efl journals. Halliday and Hassan seminal work of “Cohesion in English” provides a comprehensive taxonomy of cohesive devices and Dooley and Levinsohn monograf gives the thorough examples how to analyse cohesive devices in the text. Of 566 cohesive devices found in the samples, 204 (36%) were lexical cohesion and 174 (30.7%) were conjunctions which are relatively in balance of both usage in the journal. However, the use of repetition as a part of lexical cohesion dominates the whole lexical cohesion by 92% (189) which is interpreted as the overuse of cohesive device of this type. Key Words: Cohesive Devices, EFL Journal, Overuse.
INVESTIGATING PARAGRAPH OF INDONESIAN EFL STUDENTS’ ESSAY: EFFECTIVE OR INEFFECTIVE Yenni Arif Rahman
Akrab Juara : Jurnal Ilmu-ilmu Sosial Vol 5 No 1 (2020): Februari
Publisher : Yayasan Azam Kemajuan Rantau Anak Bengkalis

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Abstract

The term ‘effective paragraph’ refers to the presence of its four building elements i.e. unity, coherence, topic sentence, and sufficient development. Related to that, this study investigates students’ essays whether they consist of effective paragraphs or dominated by the ineffective ones and whether those building elements consistently present in every paragraph. To answer those two questions, this study employs the content analysis method in which it is a particular method to analyze the texts. As the samples are the students’ essays of English major. The result shows that 36 of 76 (47 %) are effective paragraphs and the rest 41 (53 % ) are ineffective which means that more than a half of paragraphs are ineffective. Then it is also revealed there are 62 paragraphs have topic sentence (33%), 49 have proper sufficient developments (26%), 41 of them have unity (23 %), and 30 paragraph are written with coherence (16 %). From the result it can be inferred that most of students’ paragraph are ineffective.
LEXICAL COHESION OF ENGLISH – LANGUAGE NEWSPAPERS IN INDONESIA Yenni Arif Rahman
Jurnal Akrab Juara Vol 4 No 1 (2019)
Publisher : Yayasan Akrab Pekanbaru

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Abstract

The study provides an empirical analysis on the use of lexical cohesion in English-langauge newspapers in Indonesia. Data for the study were 13 articles collected from 3 leading english-langauge newspapers in Indonesia. Halliday and Hassan seminal work of “Cohesion inEnglish”provides a comprehensive taxonomy of lexical cohesive devices and Dooley and Levinsohn monograf gives the thorough examples how to analyse cohesive devices in the text. Of 424 lexical cohesive devices found in the samples, 171 (40. 3%) were repetition and 167 (39%) were collocation which are the most dominant lexical cohesive devices in the articles
DELVING THE HOOK SENTENCE IN ARGUMENTATIVE ESSAY: FINDING THE WRITERS’ PREFERENCES OF CATCHY SENTENCE Yenni Arif Rahman
Jurnal Educatio FKIP UNMA Vol. 6 No. 1 (2020): June
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v6i1.292

Abstract

Hook sentences as an opener and attention grabber in introductory paragraph play important role to make readers keep reading an essay. This means the structure and preferences to produce the hook is a key point to an interesting essay. The study aims to identify the writers’ preferences to write hook sentences. The data were 40 argumentative essays collected from 7 different international newspapers and gazettes. The study employs content analysis procedure to analyze 4 related categories to preferences: theme, number of words, types of sentence, and types of hooks. The subcategories which consist of 13 items is created to supply the detailed preferences. The result shows that all 40 samples utilize theme-related hook, with 34 (85%) samples written with more than 10 words, without dominant types of sentences (simple, compound, and complex), and with 23 (58%) narrative or story hook. From the result, it can be inferred that the writers prefer hook-related theme with mostly narrative type hook. The result also shows that there is relatively fair preference between simple and complex sentence use.
LEXICAL COLLOCATION PRODUCTIVITY OF INDONESIAN L2 WRITERS IN ESSAY: A COMPARATIVE CORPUS-BASED STUDY Yenni Arif Rahman
Jurnal Educatio FKIP UNMA Vol. 6 No. 2 (2020): December
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v6i2.757

Abstract

The richness of collocation usage reflects the language mastery of English users. However, it has been recognized that L2 users often have problems with collocations due to several reasons. This study reports on lexical collocation productivity of Indonesian L2 writers to English-native writers in essays. The corpora were taken from 20 essays written by Indonesian L2 writers and English-native writers in English newspaper opinion column. To conduct the analysis, this study employed corpus-based comparative analysis suggested by Gonzales and Ramos. This is done by extracting all lexical collocation from the text by utilizing AntConc, a corpus analysis software. Then, collocations were sorted out from free combinations and collocation errors by using https://skell.sketchengine.eu, a reference corpora search-engine. The average use of lexical collocation of Indonesian L2 writers in essays was compared with lexical collocation of English-native writers. The results showed that Indonesian L2 writers is less productive than English-native writers in utilizing lexical collocation in their essays. Of the 4481 token in Indonesian L2 essays, there were 226 collocation in use or 50 collocations per 1000 token. That result was much lower than English-native collocation in essays which reports 80 collocations per 1000 token or 320 collocations of 3968 token.
PERSON FIT ANALYSIS FOR ASSESSING ACADEMIC WRITING PERFORMANCE USING RASCH MODEL Yenni Arif Rahman; Leny Hikmah Rentina; Ulfa Rahma Dhini
JURNAL PENDIDIKAN GLASSER Vol 7, No 2 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/glasser.v7i2.2571

Abstract

Assessing academic writing performance is a critical aspect of educational practices. The thesis is derived from writing is an essential skill that students need to develop to succeed academically and professionally. To fulfill this, the Rasch model offers important test statistics that play a crucial role in constructing tests related to evaluation and item selection problems, as well as in decision-making regarding the generated test scores. Building upon this narrative, this research is conducted with the aim of identifying person fit in assessing academic writing performance using the Rasch model. The sample in the form of essays was obtained from a group of 40 students who had previously undergone a six-month academic writing program. The data was then analyzed using Ministep 4.8.2.0 built for Rasch Model analysis. The analysis results indicated that there were 31 students in the person misfit category, suggesting a need to reconsider the appropriateness of the conducted treatment and whether there were other factors contributing to it. Additionally, a discrepancy was found in 5 students with persons misfit or overfit, and their better performance was observed on more difficult items, contrary to the Rasch model's profile
Rater Severity/Leniency and Bias in EFL Students' Composition Using Many-Facet Rasch Measurement (MFRM) Yenni Arif Rahman; Fitri Apriyanti; Rahmi Aulia Nurdini
Scope : Journal of English Language Teaching Vol 8, No 1 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v8i1.19432

Abstract

The study aims to investigate the extent to which raters exhibit tendencies towards being overly severe, lenient, or even bias when evaluating students' writing compositions in Indonesia. Data were collected from 15 student essays and four raters with master's degrees in English education. The Many-facet Rasch measurement (MFRM), automatized by Minifac software, a program created for the Many-facet Rasch measurement, was used for data analysis. This was done by meticulously dissecting the assessment process into its distinct components—raters, essay items, and the specific traits or criteria being evaluated in the writing rubric. Each rater's level of severity or leniency, essentially how strict or lenient they are in assigning scores, is scrutinized. Likewise, the potential biases that raters might introduce into the grading process are carefully examined. The findings revealed that, while the raters used the rubric consistently when scoring all test takers, they varied in how lenient or severe they were. Scores of 70 were given more frequently than the other score. Based on the findings, composition raters may differ in how they rate students which potentially leading to student dissatisfaction, particularly when raters adopt severe scoring. The bias in scoring has highlighted that certain raters consistently tend to inaccurately score items, deviating from the established criteria (traits). Furthermore, the study also found that having more than four items/criteria (content, diction, structure, and mechanic) is essential to achieve a more diverse distribution of item difficulty and effectively measure students' writing abilities. These results are valuable for writing departments to improve the oversight of inter-rater reliability and rating consistency. To address this issue, implementing rater training is suggested as the most feasible method to ensure more dependable and consistent evaluations.
PERSON FIT ANALYSIS FOR ASSESSING ACADEMIC WRITING PERFORMANCE USING RASCH MODEL Rahman, Yenni Arif; Rentina, Leny Hikmah; Dhini, Ulfa Rahma
JURNAL PENDIDIKAN GLASSER Vol. 7 No. 2 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk

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

Abstract

Assessing academic writing performance is a critical aspect of educational practices. The thesis is derived from writing is an essential skill that students need to develop to succeed academically and professionally. To fulfill this, the Rasch model offers important test statistics that play a crucial role in constructing tests related to evaluation and item selection problems, as well as in decision-making regarding the generated test scores. Building upon this narrative, this research is conducted with the aim of identifying person fit in assessing academic writing performance using the Rasch model. The sample in the form of essays was obtained from a group of 40 students who had previously undergone a six-month academic writing program. The data was then analyzed using Ministep 4.8.2.0 built for Rasch Model analysis. The analysis results indicated that there were 31 students in the person misfit category, suggesting a need to reconsider the appropriateness of the conducted treatment and whether there were other factors contributing to it. Additionally, a discrepancy was found in 5 students with persons misfit or overfit, and their better performance was observed on more difficult items, contrary to the Rasch model's profile
Measuring the Effectiveness of Process Writing Approach to Improve EFL Students’ Writing Proficiency via Normalized Gain Rahman, Yenni Arif; Yeni, Fitri; Apriyanti, Fitri; Habibah, Fiza Asri Fauziah
Scope : Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24410

Abstract

The process writing approach introduces structured strategies to enhance students' writing skills through planned and reflective stages. In an educational context, this approach not only facilitates the development of writing skills but also encourages students to become critical and reflective writers. This study aimed to assess the effectiveness of the process writing approach in enhancing writing proficiency among EFL (English as a Foreign Language) university students, using Normalized Gain (N-Gain) as a measurement tool. The study involved the participation of 17 university students as sample. The methodology utilized calculated N-Gain scores across two cycles of instruction to evaluate students' progress from pre-test to post-test assessments. The results indicate a significant improvement in students' writing abilities following the implementation of the process writing approach. In Cycle 2, N-Gain scores generally fell within the medium category, reflecting consistent progress across the student cohort and surpassing the outcomes observed in Cycle 1. The observed advancements suggest that foundational learning from Cycle 1 contributed to intensified and cumulative gains in Cycle 2. The study underscores the potential universal effectiveness of the process writing approach across varying levels of student comprehension. Future research should delve deeper into the specific teaching materials customized for process writing approach utilized in Cycle 2 to optimize learning outcomes for all students.
Co-Authors Apriyanti, Fitri Apriyanti, Fitri Dhini, Ulfa Rahma Fitri Apriyanti Fitriyeni, Fitriyeni Habibah, Fiza Asri Fauziah Habibah, Fiza Asri Fauziah Leny Hikmah Rentiana Nurdini, Rahmi Aulia Rentina, Leny Hikmah Ulfa Rahma Dhini Yeni, Fitri