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All Journal PREMISE: Journal of English Education and Applied Linguistics Ta´dib Indonesian Journal of Educational Research (IJER) ENGLISH FRANCA : Academic Journal of English Language and Education ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH ENGLISH FRANCA : Academic Journal of English Language and Education Jadila: Journal of Development and Innovation in Language and Literature Education The Art of Teaching English as a Foreign Language (TATEFL) Holistics Journal JELL (Journal of English Language Learning DIDASCEIN （Journal of English Education）
Winny Agustia Riznanda
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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

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

Abstract

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.
Students’ Use of Simple Present Tense in their Descriptive Writing: An Error Analysis Putri Nur Hafizhoh; Winny Agustia Riznanda; Hariana Amalia
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.14378

Abstract

This study investigated the types of errors made by the seventh-grade students at SMP N 26 Palembang on the use of the Simple Present Tense on descriptive writing, and determined the most dominant type of errors. Employing a descriptive quantitative research design, the research involved a writing task completed by 35 students. To analyze the data, the surface strategy taxonomy proposed by Dulay et al. (1982) was applied. The analysis revealed that misformation errors were the most prevalent, constituting 55.75% of total errors, followed by omission errors at 28.31%, addition errors at 9.73%, and misordering errors at 6.19%. These findings indicated significant challenges faced by the students in grasping grammatical structures, particularly in verb forms and sentence construction. The study underscored the necessity for targeted instructional strategies to address these common errors, suggesting that enhanced grammar teaching could lead to improve writing skills. The insights gained from this research serve as a valuable resource for educators aiming to refine their teaching methods and help the students achieve a better understanding of the Simple Present Tense in English writing
SPEAKING PRACTICES IN AN ENGLISH CLUB: : STUDENTS’ VOICES IN PALEMBANG Amrina Rosada; Renny Kurniasari; Winny Agustia Riznanda
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.977

Abstract

This study aimed to investigate students’ perceptions of the speaking practices of the English Club at SMAN 19 Palembang, South Sumatra. One of the qualitative research designs, the case study, was applied. The purposive sampling technique was applied, involving 8 students who have been active in the English Club for more than a year. The data were collected through semi-structured interviews by using open-ended questions. Thematic analysis was then employed to analyze the data. The findings indicated that participating in the English Club: (1) enjoy fellowship and companionship, (2) receive moral and emotional support for their views, (3) challenged with reticence, (4) access to much more information, (5) get the same turn to speak, (6) more pleasant and provide more suitable material than regular class, (7) acquire new vocabularies and information, and (8) improved confidence. This study implied that English Clubs can create a supportive and student-centered environment that encourages authentic communication and reduces speaking anxiety, which is often lacking in traditional classrooms. By promoting social bonding and offering more engaging, relevant content, English Clubs foster both linguistic and affective development. This study contributes to the growing body of research on extracurricular language learning by highlighting how peer-supported, informal speaking practices can complement formal instruction. It also provides practical insights for educators and school administrators seeking to improve students' oral proficiency through meaningful, student-driven activities
Co-Authors Amalia Hasanah Amrina Rosada Annisa Astrid Avista, Della Della Avista Dewi Warna Eka Sartika, Eka Fatimah Azzahra Friska Indria Hariana Amalia Hayatun Nupus Heni Pujiastuti Manalullaili Manalullaili Mutmainah, Riany Putri Ayu Lestari Putri Nur Hafizhoh Renny Kurniasari Renny Kurniasari Wijaya, Beni