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p-Index From 2020 - 2025
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This Author published in this journals
All Journal LINGUAL: Journal of Language and Culture ENGLISH JOURNAL English Journal
Yeo, Frisca
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Arts Humanities Education Languange, Linguistic, Communication & Media

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Using Work in Pairs Method to Improve Students’ Writing Skills in a University Level Marsevani, Maya; Yeo, Frisca
Lingual Journal of Language and Culture Vol 16 No 2 (2023): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2023.v16.i02.p06

Abstract

The method used was Classroom Action Research (CAR). By using this method, it might raise students' motivation in learning English especially to master language forms, structure and grammar. Most studies focused on improving students’ English skills in high school level. Hence, the researchers planned to implement work in pairs strategy to improve students’ writing skills. It focused on university students who had low motivation and lack of grammar while learning English, especially writing skills. Researchers formulated the research questions; How is work in pairs method be used to improve students’ writing skills? Pre-test and the post-test 2 had improved from lacking to fair. It was proved that implementing the pair work technique is a positive approach to boost students' writing skills, particularly in the context of descriptive writing. The average score of students increased, and the teaching-learning process improved significantly. Work in pairs method was useful in assisting students in writing descriptive text. The researchers hope by publishing this article, it will be useful for teacher and learners on learning English by using this work in pairs method
UNIVERSITY-LEVEL STUDENTS’ DIFFICULTIES IN DESCRIPTIVE WRITING Maya Marsevani; Yeo, Frisca; Nurlaily
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

While most studies have focused on the challenges faced by high school students in writing descriptive or recount texts, limited research has examined the difficulties encountered by university students, particularly those with low motivation and insufficient grammar proficiency. This study aims to investigate the specific challenges faced by university-level students majoring in English when composing descriptive texts. Using a qualitative descriptive approach, data were collected through a questionnaire distributed via Google Forms and a descriptive writing test. The findings reveal that grammar is the most significant challenge, with the lowest average score of 69.3 among five assessed categories. Common errors include incorrect tense usage and word choice, leading to unclear or unintended meanings. These findings highlight the need for targeted instructional strategies to enhance students' grammatical competence and overall writing proficiency.
UNIVERSITY-LEVEL STUDENTS’ DIFFICULTIES IN DESCRIPTIVE WRITING Maya Marsevani; Yeo, Frisca; Nurlaily
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

While most studies have focused on the challenges faced by high school students in writing descriptive or recount texts, limited research has examined the difficulties encountered by university students, particularly those with low motivation and insufficient grammar proficiency. This study aims to investigate the specific challenges faced by university-level students majoring in English when composing descriptive texts. Using a qualitative descriptive approach, data were collected through a questionnaire distributed via Google Forms and a descriptive writing test. The findings reveal that grammar is the most significant challenge, with the lowest average score of 69.3 among five assessed categories. Common errors include incorrect tense usage and word choice, leading to unclear or unintended meanings. These findings highlight the need for targeted instructional strategies to enhance students' grammatical competence and overall writing proficiency.
Co-Authors Marsevani, Maya Maya Marsevani Nurlaily