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All Journal ABSYARA: Jurnal Pengabdian Pada Masyarakat TELL - US JOURNAL The Journal of English Literacy Education
Hesti Wahyuni Anggraini
Sriwijaya University
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Pembelajaran TOEFL sebagai Upaya Peningkatan Kompetensi Guru di MGMP Kabupaten Muara Enim Hesti Wahyuni Anggraini; Zuraida Zuraida; Rita Hayati; Dwi Maharrani; Nova Lingga Pitaloka
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 4 No 1 (2023): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v4i1.18275

Abstract

In Indonesia, TOEFL (Test of English as a Foreign Language) learning has become crucial in enhancing English proficiency, particularly for English language teachers across various regions. Proficiency in the English language serves as a key factor in meeting educational quality standards. Therefore, TOEFL training has become a necessary endeavor to support teachers' English language mastery and elevate the quality of instruction in the pursuit of standardized schools. This community engagement aims to provide TOEFL training as an effort to enhance English language proficiency among English teachers in Kabupaten Muara Enim, South Sumatra. The training was conducted online via the Zoom Conference application, with a total of 77 teacher participants. The training curriculum encompassed fundamental TOEFL skills, including Listening, Structure and Written Expression, and Reading. The training process involved several stages, including pre-test assessments, presentations, discussions, mentoring, and post-test evaluations. The results of the training demonstrated a noticeable improvement in TOEFL scores among the teachers. The average initial TOEFL score was 426, with the lowest score at 286 and the highest at 536. After the training, the average final TOEFL score increased to 432, with the lowest score at 296 and the highest at 557. Although the score changes were not statistically significant, they indicate an enhancement in the understanding and English language proficiency of the participants. The training proved effective in elevating English language comprehension among English teachers in Kabupaten Muara Enim. The effective delivery of training materials and interactions with resource persons positively contributed to the teachers' English language proficiency. It is recommended to conduct follow-up activities to assess the application of acquired knowledge after the training. Such initiatives are expected to further enhance the positive impact of the training on the teachers' pedagogical practices. Moreover, similar training activities could be extended to a provincial level, involving a larger number of teachers, thus fostering improvements in the education sector within the region.
VALIDITY, PRACTICALITY AND EFFECTIVENESS OF A WEB-BASED INSTRUCTIONAL MATERIAL BASED ON LEARNING STYLES Hesti Wahyuni Anggraini; Zuraida; Rita Hayati; Dwi Maharrani; Nova Lingga Pitaloka
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 2 (2024): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v11i2.51

Abstract

The shifting of teaching and learning mode results in the urgency of the development of instructional materials. Ironically, the availability of web-based instructional reading material on the basis of learning style is still limited. This developmental study examined data qualitatively and quantitatively from 16 questionnaire respondents, six interviewees and two lecturers to investigate the needs of developing instructional materials, the extent to how lecturers shaped their beliefs, students’ reading level, and students’ learning styles. This study also aimed at finding out the validity, practicality, and the effectiveness of developed product. Three students involved in one-to-one evaluation, nine students in small group evaluation and 17 students in the field test. This research implemented a four-stage model by Akker. Formerly, the result of analysis phase represented some analysis points. Furthermore, the product was highly valid on its content, construct and technology use with average score 4.4. The average scores of practicalities were 4.1 in one-to-one evaluation and 4.2 in small group evaluation. High validity with the score 4.3 was the result of the field test. Potential effect was also high in the average score of reading test, 86.47. This study, expectedly, gives favourable impact to the teachers and students in the future.
An Investigation of Error Made by Students Based on Their Gender in Writing Narrative Text Syafiqah Salma Attaqiy; Hesti Wahyuni Anggraini
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10174

Abstract

This study aims to investigate the types and frequencies of writing errors made by male and female students at SMAN 2 Indralaya Utara in composing narrative texts and to examine whether there is a significant difference in their writing performance based on gender. Employing a quantitative descriptive design with a comparative approach, the research involved 100 students (50 males and 50 females) selected through stratified random sampling. The students’ works were analyzed using Dulay, Burt, and Krashen’s (1982) surface strategy taxonomy, covering omission, addition, misformation, and misordering errors, while their overall writing performance was assessed through a rubric-based scoring system. The findings revealed that male students produced 305 errors with misformation as the most frequent type (53.77%), while female students made 167 errors, predominantly omission (40.72%). Results from the Independent Samples t-test indicated a significant difference in writing scores, where female students outperformed male students by an average of 7.251 points. The study concludes that gender influences students’ error patterns and narrative writing performance, highlighting the need for gender-sensitive teaching strategies in EFL classrooms.
The Impact of Writer’s Block on Academic Writing Performance: A Study of English Education Students Sania Amila; Hesti Wahyuni Anggraini
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10268

Abstract

This study aims to investigate the impact of writer’s block on academic writing performance among English Education students at Sriwijaya University.Employing a mixed-methods approach with Sequential Explanatory design, the participants were 59 sixth-semester students enrolled in the Academic Writing course, selected purposively as they had prior experience with Paragraph Writing and Essay Writing. Quantitative data were collected using a writing test and writer’s block questionnaire (QIWB) by Mike Rose (1981), and analyzed using Spearman’s rho. The findings revealed a correlation coefficient (r) of -0.023 and a significance value (p) of 0.865, indicating a very weak negative correlation that is not statistically significant. This result suggests that writer’s block does not meaningfully affect student’s academic writing performance, implying that it may be a minor factor compared to other influences such as language proficiency, time management, and motivation. Qualitative data were collected through open-ended questionnaires administered to 9 participants, selected purposively based on their writing test results (3 high achievers, 3 average, and 3 low achievers). The results showed that students still experienced writer’s block due to psychological pressure, lack of ideas, and overthinking, but they could overcome these challenges through peer support and self-regulation strategies. The study concludes that while writer’s block is present among students, its impact on academic writing performance is minimal, highlighting the importance of addressing broader cognitive and affective factors in writing instruction.
Co-Authors Dwi Maharrani Nova Lingga Pitaloka Rita Hayati Sania Amila Syafiqah Salma Attaqiy Zuraida Zuraida Zuraida