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WRITING ANXIETY FACTORS IN FOURTH-SEMESTER ENGLISH STUDENTS AT MUHAMMADIYAH KOTABUMI UNIVERSITY Rulik Setiani; Suprapto, Irawan; Waliya, Waliya
Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i2.561

This research aimed to investigate the factors of students' anxiety in writing class and identify the dominant factors of students' anxiety in writing class. This research used descriptive qualitative research methods. The data from this research were taken from the interview results with 10 students in the fourth semester of the English education study program at Muhammadiyah Kotabumi University academic year 2021/2022. The instrument used in this research is an interview. In the data analysis technique, the data using the Miles and Huberman model which consists of reduction data, display data, and conclusion drawing/verification. The research findings reveal eight key factors contributing to students' anxiety in writing classes. These include inadequate writing practice (4 respondents), low self-confidence in writing (6 respondents), anxiety from writing (8 respondents), inadequate writing technique (8 respondents), pressure for perfect work (8 respondents), time pressure (9 respondents), problem with topic choice (9 respondents) and language difficulties (10 respondents). The three most prominent factors are language difficulties, time pressure, and topic choice issues, affecting 10 and 9 respondents. These findings provided important insights for educators to understand the sources of students' anxiety and develop effective strategies to help them overcome barriers in learning to write

THE FACTORS OF THE EIGHTH GRADE STUDENTS’ PROBLEMS IN WRITING RECOUNT TEXT AT SMP NEGERI 12 KOTABUMI ACADEMIC YEAR 2022/2023 Rulik Setiani; Mutia Restika; Rini Susilowati
Language and Education Journal Vol. 8 No. 1 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/wexxah42

The aim of this study was to explain the whole factors and the most dominant factor causing the eighth grade students’ problems in writing recount text at SMP Negeri 12 Kotabumi Academic Year 2022/2023. This study used a descriptive-qualitative method. The document was used as a data which examined 27 students’ writing recount text by taking 6 students who have the lowest score. The research findings showed that the students have linguistic problems: grammar 23 errors, vocabulary 2 errors, and choice of sentence no error, in cognitive problems: punctuation 18 errors, capitalization 4 errors, spelling 5 errors, and paragraphing 1 error. Hence, reading a lot before writing becomes one’s solution to eliminate the students’ difficulties in writing text. It is recommended that the students must read more and practice the way to write good text especially in writing recount text. Students must understand well the components in writing a good paragraph, so that the students do not experience problems during the process. In addition, they must also pay more attention to the teacher’s explanation when the teaching and learning process is carried out.

STUDENTS’ MOTIVATION IN ENGLISH SPEAKING LEARNING USING E-MODULE Rulik Setiani; Nurul Aulia; Elis Susanti; Dewi Sri Kuning
Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/yzs4r155

Students who learn English are said to be successful if they can use the language to communicate. Therefore, students are expected to be able to communicate using English fluently. However, in reality students rarely use English even in speaking class. The aim of this study was to describe students’ motivation in English speaking learning using E-Module. This research was quantitative descriptive method. The samples were 44 students who were determined by using total sampling technique. The research instrument used in the research for collecting the data was a questionnaire. There were 50 statements in the questionnaire, then the score categorized into three categories such as low, medium, and high. The results of the analysis showed that there were 9 students or 20% categorized as low, 30 students or 68% students were categorized as medium, and 5 students or 12% students were categorized as high. It can be concluded that students’ motivation in English speaking learning using E-Module was medium

WRITING ANXIETY FACTORS IN FOURTH-SEMESTER ENGLISH STUDENTS AT MUHAMMADIYAH KOTABUMI UNIVERSITY Rulik Setiani; Irawan Suprapto; Waliya
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Educational Journal

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

This research aimed to investigate the factors of students' anxiety in writing class and identify the dominant factors of students' anxiety in writing class. This research used descriptive qualitative research methods. The data from this research were taken from the interview results with 10 students in the fourth semester of the English education study program at Muhammadiyah Kotabumi University academic year 2021/2022. The instrument used in this research is an interview. In the data analysis technique, the data using the Miles and Huberman model which consists of reduction data, display data, and conclusion drawing/verification. The research findings reveal eight key factors contributing to students' anxiety in writing classes. These include inadequate writing practice (4 respondents), low self-confidence in writing (6 respondents), anxiety from writing (8 respondents), inadequate writing technique (8 respondents), pressure for perfect work (8 respondents), time pressure (9 respondents), problem with topic choice (9 respondents) and language difficulties (10 respondents). The three most prominent factors are language difficulties, time pressure, and topic choice issues, affecting 10 and 9 respondents. These findings provided important insights for educators to understand the sources of students' anxiety and develop effective strategies to help them overcome barriers in learning to write

WRITING ANXIETY FACTORS IN FOURTH-SEMESTER ENGLISH STUDENTS AT MUHAMMADIYAH KOTABUMI UNIVERSITY Rulik Setiani; Irawan Suprapto; Waliya
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/jw8ab756

This research aimed to investigate the factors of students' anxiety in writing class and identify the dominant factors of students' anxiety in writing class. This research used descriptive qualitative research methods. The data from this research were taken from the interview results with 10 students in the fourth semester of the English education study program at Muhammadiyah Kotabumi University academic year 2021/2022. The instrument used in this research is an interview. In the data analysis technique, the data using the Miles and Huberman model which consists of reduction data, display data, and conclusion drawing/verification. The research findings reveal eight key factors contributing to students' anxiety in writing classes. These include inadequate writing practice (4 respondents), low self-confidence in writing (6 respondents), anxiety from writing (8 respondents), inadequate writing technique (8 respondents), pressure for perfect work (8 respondents), time pressure (9 respondents), problem with topic choice (9 respondents) and language difficulties (10 respondents). The three most prominent factors are language difficulties, time pressure, and topic choice issues, affecting 10 and 9 respondents. These findings provided important insights for educators to understand the sources of students' anxiety and develop effective strategies to help them overcome barriers in learning to write

STUDENTS’ MOTIVATION IN ENGLISH SPEAKING LEARNING USING E-MODULE Rulik Setiani; Nurul Aulia; Elis Susanti; Dewi Sri Kuning
Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/qgfqq159

Students who learn English are said to be successful if they can use the language to communicate. Therefore, students are expected to be able to communicate using English fluently. However, in reality students rarely use English even in speaking class. The aim of this study was to describe students’ motivation in English speaking learning using E-Module. This research was quantitative descriptive method. The samples were 44 students who were determined by using total sampling technique. The research instrument used in the research for collecting the data was a questionnaire. There were 50 statements in the questionnaire, then the score categorized into three categories such as low, medium, and high. The results of the analysis showed that there were 9 students or 20% categorized as low, 30 students or 68% students were categorized as medium, and 5 students or 12% students were categorized as high. It can be concluded that students’ motivation in English speaking learning using E-Module was medium

THE FACTORS OF THE EIGHTH GRADE STUDENTS’ PROBLEMS IN WRITING RECOUNT TEXT AT SMP NEGERI 12 KOTABUMI ACADEMIC YEAR 2022/2023 Rulik Setiani; Mutia Restika; Rini Susilowati
Language and Education Journal Vol. 8 No. 1 (2023): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/4sh52558

The aim of this study was to explain the whole factors and the most dominant factor causing the eighth grade students’ problems in writing recount text at SMP Negeri 12 Kotabumi Academic Year 2022/2023. This study used a descriptive-qualitative method. The document was used as a data which examined 27 students’ writing recount text by taking 6 students who have the lowest score. The research findings showed that the students have linguistic problems: grammar 23 errors, vocabulary 2 errors, and choice of sentence no error, in cognitive problems: punctuation 18 errors, capitalization 4 errors, spelling 5 errors, and paragraphing 1 error. Hence, reading a lot before writing becomes one’s solution to eliminate the students’ difficulties in writing text. It is recommended that the students must read more and practice the way to write good text especially in writing recount text. Students must understand well the components in writing a good paragraph, so that the students do not experience problems during the process. In addition, they must also pay more attention to the teacher’s explanation when the teaching and learning process is carried out

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