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All Journal INFERENSI JALL (Journal of Applied Linguistics and Literacy) ELTIES (English Language Teaching for EFL Learners) JOLLT Journal of Languages and Language Teaching Edudeena : Journal of Islamic Religious Education Yavana Bhasha: Journal of English Language Education
Sri Wahyuni
IAIN Kediri
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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 1 
Peer Correction On Writing Quality Of College Students Having Different Cognitive Styles Sri Wahyuni
INFERENSI: Jurnal Penelitian Sosial Keagamaan Vol 12, No 2 (2018)
Publisher : State Institute of Islamic Studies (IAIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/infsl3.v12i2.259-282

Abstract

Correction in writing process is beneficial to improve students’ writing quality. However, different kinds of correction may affect students’ writing quality differently. Furthermore, depending on their cognitive style, students may receive correction differently. This research aims at investigating the effect of peer correction on writing quality of college students’ having different cognitive styles. Two groups of students participated in this study. In the treatment, one group conducted peer correction, and the other group conducted self correction on their writings. To collect the data on students’ cognitive styles, Group Embedded Figure Test (GEFT) was used. To collect the data on students’ writing quality before and after the treatment, writing tests were used. To test the hypotheses, an analysis of covariate (ANCOVA) was used. The results shows that both types of corrections, peer and self corrections, and students’ cognitive styles, field dependent and field independent, significantly affects the students’ writing quality. However, it seems to be no significant interaction between types of corrections and students’ cognitive styles. The types of correction and cognitive styles do not affect students’ writing quality at the same time. 
Enhancing Oral Proficiency Using Three Steps Interview Technique for Eleventh Graders Dhena Usthiana Haryanti; Rohmati Nur Indah; Sri Wahyuni
Journal of Languages and Language Teaching Vol 9, No 1 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v9i1.3271

Abstract

Enhancing students' abilities and potential is an important thing that every teacher must do gradually. The ability to speak in a foreign language is one of the skills that must be developed, which will benefit students in their learning process. The aim of this study is to enhance students' oral proficiency using Three steps interview technique for eleventh-grade students. Quasi-Experimental research design as a method applied in this study, to determine whether students are learning to use the technique Three Steps Interview has the ability to speak that better than the students who are taught using the technique of group discussion. This research involves two classes divided into an experimental class and a control class with 32 students in each class. Students received special treatment in the experimental class, namely, using the Three Steps Interview technique, while in the control class, the researcher applied the Group Discussion technique. The instrument used in testing students' oral proficiency was using a pretest before implementing learning techniques in each class and doing a posttest after applying learning techniques. The data analysis results showed that p(0.000)< significance level (0.05), which means that Three Steps Interview has significant effect as cooperative learning on oral proficiency, motivation and enthusiasm during the learning process. Thus, students can easily express their ideas and opinions confidently.
ENHANCING WRITING POWER THROUGH LEADING QUESTIONS STRATEGY Hima Nurul Hidayah; Sri Wahyuni
ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v4i2.29497

Abstract

Writing is difficult skill in English. This study aims to determine the improvement of students’ writing skills using a leading question strategy. The study was conducted at the bilingual Madrasah Aliyyah class in Kediri. In fact, in the preliminary study, the researcher found that students had difficulty in writing recount texts. Students cannot retell past experiences because of lack of vocabulary and had no ideas for writing. The researcher used leading questions strategy to help students improve their writing skill in recount text. The researcher applied the classroom action research design by collecting data through observation checklists and tests. The research is considered successful if more than 80% of the students of the class achieve a score greater than or equal to 80 in the students' writing test. The finding of this study shows that there is improvement of students’ writing skill in recount text after implementing leading question strategy in one cycle with four meetings. The success percentage of this technique is 94 %, and the average score is 88. The average student scores 88. This means that almost all students pass the written test. The attitude of the students during the writing process was very good. Students' enthusiasm in writing recount text increased significantly. From the results of all meetings, it can be concluded that the use of leading questions strategy can improve students’ writing skill in recount text.
The Effect of Family Social Support and School Climate on Students’ Learning Motivation Sri Wahyuni; Ana Nur Dunya Azizah; Nila Zaimatus Septiana
Edudeena : Journal of Islamic Religious Education Vol. 6 No. 2 (2022)
Publisher : Institut Agama Islam Negeri Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (273.493 KB) | DOI: 10.30762/ed.v6i2.561

Abstract

Abstract: This study is intended 1) to determine the effect of family social support on students’ motivation to learn Islamic education, 2) to determine the effect of school climate on students’ motivation to learn Islamic education, 3) to find out the effect of family social support and school climate on students’ motivation to learn Islamic education. This study uses a quantitative approach through correlation research design. The subject of this study is the eighth grade students of SMP Negeri 1 Ngadiluwih. The sample used is 175 students using simple random sampling technique. The data are analyzed by using simple and multiple linier regression analysis. The results of the study show that 1) there is an influence of family social support on student motivation to learn Islamic education which has an effect of 18.2 percent, and the remaining 81.8 percent is influenced by other factors; 2) there is an influence of school climate on students’ motivation to learn Islamic education which has an effect of 17.4 percent, and the remaining 82.6 percent is influenced by other factors; 3) there is an influence of family social support and school climate on students’ motivation to learn Islamic education which has an effect of 23.2 percent, and the remaining 76.8 percent is influenced by other factors. Abstrak: Penelitian ini dimaksudkan 1) untuk mengetahui pengaruh dukungan sosial keluarga terhadap motivasi belajar pendidikan agama Islam, 2) untuk mengetahui pengaruh iklim sekolah terhadap motivasi belajar pendidikan agama Islam. 3) untuk mengetahui pengaruh dukungan sosial keluarga dan iklim sekolah terhadap motivasi belajar pendidikan agama Islam. Penelitian ini menggunakan pendekatan kuantitatif desain korelasi. Subjek penelitian ini siswa kelas VIII SMP Negeri 1 Ngadiluwih. Sampel yang digunakan berjumlah 175 siswa menggunakan teknik simple random sampling. Analisis data menggunakan analisis regresi linier sederhana dan berganda. Hasil penelitian menunjukkan 1) ada pengaruh dukungan sosial keluarga terhadap motivasi belajar pendidikan agama Islam yang berpengaruh sebesar 18,2 persen dan sisanya yaitu 81,8 persen dipengaruhi faktor lain; 2) ada pengaruh iklim sekolah terhadap motivasi belajar pendidikan agama Islam yang berpengaruh sebesar 17,4 persen dan sisanya yaitu 82,6 persen dipengaruhi faktor lain; 3) ada pengaruh dukungan sosial keluarga dan iklim sekolah terhadap motivasi belajar pendidikan agama Islam yang berpengaruh sebesar 23,2 persen dan sisanya yaitu 76,8 persen dipengaruhi faktor lain.
REVISITING THE WRITTEN SUBJECT-VERB AGREEMENT OF THE ELEVENTH GRADERS ON DESCRIPTIVE TEXT: SURFACE STRATEGY ANALYSIS Riana Arum Sari; Sri Wahyuni
Yavana Bhasha : Journal of English Language Education Vol. 5 No. 1 (2022): Volume 5, Issue 1 (2022)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (160.934 KB) | DOI: 10.25078/yb.v5i1.734

Abstract

Many studies examining the subject-verb agreement errors in students’ writing have been conducted; however, it still needs further exploration to revisit students' success in writing a text. The objectives of this study are analyzing students' errors related to the subject- verb agreement and revisiting the success of students in writing a descriptive text. To achieve those purposes, a total of 36 students from the eleventh class Accounting 5 from SMKN 2 Kediri were asked to write descriptive text on the topic provided. In addition, the researcher also conducted interviews with the teacher and several students. The findings showed that the participants contributed three types of subject-verb agreement errors in their descriptive writing, those were omission (38%), addition (8%) and misformation (54%), then misordering error was not found in this research. It was also revealed that students are also successful in writing descriptive texts in terms of using general structures, language features, tense, and quantifiers in writing descriptive text.
Developing Mall-Based Reading Comprehension Test for Seventh Grade by Using Quizizz Yunita Ayu Riski; Sri Wahyuni
JALL (Journal of Applied Linguistics and Literacy) Vol 7, No 2 (2023)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v7i2.10889

Abstract

This study aims at developing reading comprehension test based on Mobile Assisted Language Learning (MALL) for seventh grade of Junior High School students. It is adapted R and D development model proposed by Borg and Gall consisting of seven steps: research and information collection, developing a preliminary product, expert validation, product revision, field-testing/try-out, revision, and final product. On the basis of preliminary research and information collections result, the preliminary product was produced by considering MALL concept with Quizizz application. From the expert validation, it shows that the developed reading comprehension test in Quizizz was on good criteria and appropriate for seventh grade students, she suggested to provide clear picture related to the question, discard or replace unfamiliar song questions because it will make students confused in understanding the context. Next, the instructions were needed to be revised to be clearer and simple. The researcher tried out the test for 20 students in the seventh grade. The result of the try-out shows that there are 20 multiple choices test, but 18 test are valid because the significant value is more than 0.05 with rtable 0.422. The test has a level of difficulty from medium to easy as evidenced by the mean items difficulty of 0.25 to 0.85. It is also reliable with the significance value 0.934. With MALL-based reading comprehension test using Quizizz, students are more interested and enthusiastic in reading English questions. For them, the test is unique like playing an online game.
Self-Efficacy, Anxiety, and Emotional Intelligence: Do They Contribute to Speaking Performance? Masrifatul Afifah; Ary Setya Budhi Ningrum; Sri Wahyuni; Burhanudin Syaifulloh
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10798

Abstract

Speaking demands self-confidence and composure when dealing with other people. Furthermore, communicating in English is a big barrier for many students due to self-efficacy, anxiety, and emotional intelligence. This study examined direct and indirect variable contributions. This path analysis study used multiple regression and mediated model. This study involved 128 of the tenth graders students at SMA Senopati, Sidoarjo. To collect the data, the instruments used a closed-ended questionnaire about self-efficacy, anxiety, emotional intelligence and speaking test. This study yielded seven conclusions. First, self-efficacy had a weak effect on speaking performance (estimate =.128, p-value.000). The estimate value of.506, p-value.001, showed that self-efficacy contributes significantly to emotional intelligence. Anxiety's contribution to emotional intelligence was minimal (estimate value -.397, p-value.005). The fourth finding showed that anxiety directly affects speaking performance (estimate value -.069), p-value.000. The fifth finding showed that emotional intelligence had a weak effect on speaking performance (estimate value.034, p-value.004). Significant indirect influence of self-efficacy through emotional intelligence on speaking performance (Sobel test=2.1220>1.96, p-value 0.033<.05). Anxiety indirectly affects speaking performance through emotional intelligence (Sobel test=-.2.0043>1.96, p-value 0.045<.05).
Co-Authors Ana Nur Dunya Azizah Ary Setya Budhi Ningrum Burhanudin Syaifulloh Dhena Usthiana Haryanti Hima Nurul Hidayah Masrifatul Afifah Miftaqur Rohmah Ayu Saputri Moh Usuludin Nila Zaimatus Septiana Riana Arum Sari Rohmati Nur Indah Yunita Ayu Riski