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Cohesive Devices Used in Argumentative Essays of Undergraduate EFL Students in Indonesia Warna, Dewi; Wijaya, Beni; Sartika, Eka; Riznanda, Winny Agustia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 3, No 02 (2019)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v3i02.1164

ABSTRACTThis study analyzed qualitatively the cohesive devices used in argumentative essays of undergraduate EFL students in South Sumatera, Indonesia. Eighty essays were collected from eight universities in which ten essays were obtained from each. Halliday and Hasan (1976) concept of grammatical cohesion was used as the framework for the analysis of the essays. All the cohesive devices were found. Reference had the highest frequency which is 50.24% of the total cohesive devices followed by conjuction which is 37.34%, lexical cohesion which is 7.7% and ellipsis which is 3.57%. Substitution was the least used type of cohesive device which is only 1.15%. In terms of correctness of using the devices, most of the devices were all used properly. It was revealed that there was still few mistakes of using reference and substitution since they both were frequently used in the essays. Hence, it can be concluded that the students are more familiar with the use of reference and conjunction even though they are able to use the other devices as well. Keywords: cohesive devices, argumentative essay

Teachers’ Beliefs in Learners’ Autonomy in English Language Learning: A Case Study at MA Masdarul Ulum Hayatun Nupus; Manalullaili Manalullaili; Winny Agustia Riznanda
Ta'dib: Jurnal Pendidikan Islam Vol 26 No 1 (2021): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v26i1.11190

This study was aimed at finding out teacher’s beliefs concerning learners’ autonomy in MA Masdarul Ulum. Qualitative research with case study study was applied by with two teachers of English of MA Masdarul Ulum as the participants. Observation and one-on-one interviews by using open-ended questions were administered to collect the data on teacher’s beliefs concerning learners’ autonomy in MA Masdarul Ulum. This study revealed the following: 1) Learner autonomy as the ability to understand and accepts responsibility for their own learning, 2) Teacher’s roles in developing learners’ autonomy were as a facilitator, counselor, resource, manager and organizer, 3) Teacher’s use group seating, and U-shaped can support cooperative learning that will help the students to develop their autonomy, 4) Indonesia current curriculum encourages the development of learner autonomy, and 5) The most effective way to practice learner autonomy in Indonesia are; hand-on exercise, small group discussion and project-based tasks to encourage collaborative learning

Analysing Teacher’s Difficulties in Teaching Listening Comprehension Putri Ayu Lestari; Renny Kurniasari; Winny Agustia Riznanda
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 4 (2021): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i4.160

This study aimed to investigate the teacher’s difficulties in teaching listening at MAN 1 Palembang. This study used a qualitative research. One of the qualitative research designs applied in this study was case study design. The participant of this study was one of English teachers at MAN 1 Palembang. The participant of this study was taken from one of the four English teachers at MAN 1 Palembang by using criterion sampling strategy. The data were collected through interview. The data were analyzed and presented descriptively. there are six steps commonly used in analyzing qualitative data, as follows; (1) the researcher have to be familiar with entire body of data (2) generate codes, (3) search for themes (4) review themes (5) define and name themes, and (6) produce the report. The results of this study showed that the difficulties faced by the teacher’s in teaching listening at MAN 1 Palembang were related to as follows: (a) the students' psychological factor; (b) students’ background knowledge; (c) students’ attitude; (d) lack of students’ vocabulary; (e) teaching aids or media; (f) the material; and (g) method of teaching listening comprehension.

Discourse Markers in Tertiary Level Students’ Essay Writing: Ability and Problems Riznanda, Winny Agustia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 5, No 1 May (2021): ENGLISH FRANCA : Academic Journal of English Language and Education provides
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v5i1.1193

Writing is a fundamental, yet complicated part of language learning. In writing, Discourse Markers is an indispensable component of writing quality. The aim of the present study was to find out how Discourse Markers (DM) were applied to build coherence in EFL students’ essay writing and the problems encountered. Descriptive design was applied; analyzed 52 target DM and how they were used in 30 academic essay writing. The participants of the study were 30 students majoring in English Education of UIN Raden Fatah Palembang academic year 2019/2020. The results revealed that the participants employ 32 DM in 221 occurrences, in which 102 occurrences were inappropriately used. The problematic matters cover non-equivalent exchange (52 occurrences), and overuse (48 occurrences). Despite their awareness of the importance of DM to assure the coherence of their essays, they need to develop their ability to use DM correctly and efficiently to make their writing connected more logically. Keywords: discourse markers, coherence, essays.

Cohesive Devices Used in Argumentative Essays of Undergraduate EFL Students in Indonesia Warna, Dewi; Wijaya, Beni; Sartika, Eka; Riznanda, Winny Agustia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 3, No 2 November (2019): ENGLISH FRANCA : Academic Journal of English Language and Education pro
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v3i02.1164

ABSTRACTThis study analyzed qualitatively the cohesive devices used in argumentative essays of undergraduate EFL students in South Sumatera, Indonesia. Eighty essays were collected from eight universities in which ten essays were obtained from each. Halliday and Hasan (1976) concept of grammatical cohesion was used as the framework for the analysis of the essays. All the cohesive devices were found. Reference had the highest frequency which is 50.24% of the total cohesive devices followed by conjuction which is 37.34%, lexical cohesion which is 7.7% and ellipsis which is 3.57%. Substitution was the least used type of cohesive device which is only 1.15%. In terms of correctness of using the devices, most of the devices were all used properly. It was revealed that there was still few mistakes of using reference and substitution since they both were frequently used in the essays. Hence, it can be concluded that the students are more familiar with the use of reference and conjunction even though they are able to use the other devices as well.Keywords: cohesive devices, argumentative essay

Teachers' Strategies in Teaching English Vocabulary to Young Learners: A Case Study in an Elementary School in South Sumatera, Indonesia Riznanda, Winny Agustia
IJER (Indonesian Journal of Educational Research) Vol. 8 No. 3 (2023): IJER Special Edition: The 3rd International Conference on Education (Icon 2023)
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/ijer.v8i3.310

One of the essential components in education are teachers’ strategies. Thus, the aim of this study was to investigate strategies utilized by teachers of SD YKPP Pendopo, PALI, South Sumatera in teaching English vocabulary. Case study, one of the qualitative research designs, was applied for this study. Purposeful sampling was applied in determining the participants. Thus, two teachers with degrees on English Education and acquire more than five years of experience in teaching English to young learners were selected. Open-ended questions in a semi-structured interview and observation were applied to obtain the data. Then, thematic analysis was employed to analyze the data. This study resulted that the teachers applied Realia Strategy, Visual Scaffolding Strategy, Modeled Talk Strategy, Collecting Word Strategy, Vocabulary Role-Play Strategy, and Leveled Question Strategy, and Sing a Song Strategy. This study implies that teachers are suggested to apply appropriate strategies in teaching to embrace the students’ distinctiveness.

Self-Assessment in EFL Writing Class: Students' Practices Riznanda, Winny Agustia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 2 November (2024): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v8i2.11009

Self-assessment has evolved into a tool for achieving learner-centered education's objectives, which include assisting students in becoming self-sufficient academics. Regarding this idea, self-assessment was employed in a writing class in a tertiary institution in South Sumatera, Indonesia. Therefore, this study is aimed to ascertain: (1) how the students utilize the self-assessment checklist when they are editing their writings; and (2) how the students perceive about the way in which self-assessment is implemented in their essay writing class. Thus, mixed-method research, typically the explanatory sequential design was applied. For the quantitative data, 30 tertiary-level students who wrote 120 cause/effect and argumentative essays were chosen by applying purposeful sampling technique. For the qualitative data, 9 students were selected by applying the simple random sampling technique to find out their how they perceive the implementation of self-assessment in their writing class. The quantitative analysis revealed a total of 362 revisions made by the students, namely: 42.82% (155) phrase-level revision, 21.27 % (77) surface-level revision, 19.61 % (71) content-level revision, 15.19 % (55) lexical-level revision, and 1.11% (4) structural-level revision was found. In addition, based on the qualitative data, the students believed that self-assessment in essay writing provides the following advantages, such as: facilitates learning, promotes reflection, provides immediate feedback, promotes ownership, sharpen critical thinking skills, and enhances self-regulation

PLEASE Strategy in Writing: An Experimental Study in EFL Senior High School in South Sumatra Azzahra, Fatimah; Astrid, Annisa; Riznanda, Winny Agustia
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): Upcoming Issues (November 2025)
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.975

Writing remains one of the most challenging skills for English as a Foreign Language (EFL) students, particularly in organizing ideas coherently and expressing them clearly. In Indonesian senior high schools, students often struggle with paragraph development due to limited strategic guidance and reliance on standard teaching techniques. To address this issue, this study investigated the effectiveness of the PLEASE (Pick–List–Evaluate–Activate–Supply–End) Strategy in improving the writing achievement of eleventh-grade students of MAN 2 Palembang. A quasi-experimental method with a quantitative approach was applied, involving two groups: one experimental group receiving PLEASE strategy instruction and one control group with teacher’s strategy. The writing test was administered before and after the treatment and evaluated through descriptive and inferential statistical analyses, including independent and paired-sample t-tests. The results revealed a significant improvement in the experimental group and a notable difference between the experimental and control groups. These findings indicate that the structured and metacognitive nature of the PLEASE strategy effectively enhances students’ ability to plan, organize, compose, and refine paragraphs. Future research may explore its application across different writing genres or integrate it with digital media to optimize writing instruction in diverse EFL contexts.

IS E-LEARNING MADRASAH CHALLENGING FOR TEACHERS? A CASE STUDY IN SOUTH SUMATERA Avista, Della; Warna, Dewi; Riznanda, Winny Agustia
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 14 No. 2 (2022): HOLISTICS JOURNAL: HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

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

ABSTRACT: E-Learning Madrasah is one of the web-based learning tools used by teachers in Madrasah due to its flexibility. However, preliminary study found that some teachers encountered challenges in using it. Thus, this study was aimed to investigate EFL teachersâ€™ challenges on the use of E-Learning Madrasah in MAN 1 Pangkalan Balai, Banyuasin. One of the qualitative approach, case study design was applied with two teachers of English as the participants by using purposeful sampling. Semi-structured interviews were used and analyzed by using thematic analysis. This study revealed EFL teachers' challenges in using E-learning Madrasah, such as: (1) EFL teachers' capability in managing the web (E-learning Madrasah), (2) web management, (3) limited Connection, (4) technical issues, (5) pedagogical matters, and (6) lack of motivation in using web due to the school system. This study implied that more development on the web, internet connection, and training for teachers are required to be improved. Keywords: E-learning madrasah, teachersâ€™ challenges

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