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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

Written Corrective Feedback Employed by Lecturer on Students’ Writing Rulik Setiani; Sigit Suharjono
International Journal of Contemporary Studies in Education Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i2.1626

Purpose – The aim of the study is to identify the types of written corrective feedback and find out the types that are frequently employed by lecturer of students’ writing in her feedback or correction. State the background of the study is Written corrective feedback is not only provided to students are able to develop, motivate, revise but also to do their writing well. Methodology – The researcher employed a qualitative descriptive research method. The instrument used was document. 19 students' writing as documents were analysed. Findings – the study show that lecturer used four types of written corrected feedback among 6 types. There were 1 direct corrective feedback, 332 indirect corrective feedback, 88 focused corrective feedback, and 6 unfocused corrective feedback. The researchers discovered that the lecturer was more likely to use indirect corrective feedback in giving feedback of students’ writing. Novelty – The study may provide practical recommendations for improving writing instruction by showing the effectiveness or challenges of particular feedback types used by lecturers. Significance – The findings benefit to lecturers who teach writing skills, there are many types of written corrective feedback. Lecturers should vary their feedback when making error corrections in students' written productions. For example, not only can most lecturers employed direct and indirect corrective feedback, but lectures can also employed other types of written corrective feedback, such as metalinguistics or reformulation feedback.

Investigating Students’ Perceptions of ChatGPT's Role in Supporting Writing Skills Mardiansyah; Rulik Setiani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7886

This study investigated second-semester students of the English Education Department at Universitas Muhammadiyah Kotabumi perception of the role of ChatGPT in improving their English writing skills. A descriptive qualitative design was employed, with data collected over 2 days in July 2025 through semi-structured interviews. From a preliminary survey of 25 students, 8 were selected based on their active use of ChatGPT on smartphones for writing activities. Data were analysed using a phenomenological approach to capture students lived experiences and perceptions. The findings revealed that students generally held positive views of ChatGPT, particularly in generating ideas, enriching vocabulary, improving grammar awareness, constructing sentences, and building confidence. ChatGPT was also valued for its accessibility and efficiency, often functioning as a virtual tutor that fostered self-directed learning boosted writing confidence. Despite these advantages, several challenges were identified, such as overreliance on the application, restricted access to premium features, and minor inconsistencies in generated outputs. The study concludes that ChatGPT offers meaningful support for developing writing competence among EFL learners, provided that its use is guided critically and integrated with traditional pedagogical strategies to maintain learners’ creativity, accuracy, and analytical reasoning.

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