Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal Journal of English Literacy Education
Fiftinova Fiftinova
English Education Study Program Faculty of Teacher Training and Education, Sriwijaya University
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
STUDENTS’ WRITING ANXIETY AND ITS CORRELATION WITH WRITING PERFORMANCE Dela Masita Fitrinada; Bambang A Loeneto; Fiftinova Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i2.7250

Abstract

Abstract: The present study was aimed at investigating the correlation between students’ writing anxiety and their writing achievement. Eighty five EFL students of English Education Study Program of FKIP at Sriwijaya University in academic year 2016/2017 were selected by using purposive sampling. The study used a quantitative research method of correlational design. The data were collected by distributing writing anxiety questionnaire and a writing test which were analyzed statistically. The results of correlational analysis showed that a fair negative significant correlation between students’ writing anxiety and their writing achievement with r  obtained = -.545 and p-value -.000.  Another finding from this study showed that a significant correlation between each aspect of writing anxiety to writing achievement (somatic anxiety was -.000, avoidance behaviour was -.000, and cognitive anxiey was -.000). Lastly, the contribution of writing anxiety on students’ writing achievement was .297, and it indicated that students’ writing anxiety gave significant effect in the level of 29.7% toward writing achievement. Keywords: Anxiety, Writing Anxiety, writing ahievement, Correlation. 
Improving Descriptive Text Writing Achievement by Using POWER Strategy Diah Dwihning Saraswati; Muhammad Yunus; Fiftinova Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i2.7246

Abstract

Abstract: The objectives of this study were (1) to find out whether or not there was a significant improvement in descriptive writing achievement before and after the students were taught by using POWER Strategy, (2) to find out whether there was a significant difference in descriptive writing achievement between the students who were taught by using POWER Strategy and those who were not, and (3) to describe the students' ability in writing descriptive text before and after the treatment. The population of this study comprised 349 tenth graders of SMK Negeri 7 Palembang. By using convenience sampling method, sixty-two students were chosen as the sample of this study. The data were analyzed by using paired sample and independent sample t-test SPSS Version 22. The result of paired sample t-test showed that the p-value was lower than the significance level (0.00<0.05). It means that there was a significant improvement in students’ descriptive writing achievement before and after they were taught by using POWER Strategy. The result of independent sample t-test showed that the p-value was lower than significance level (0.00<0.05). It means that there was a significant difference in descriptive writing achievement between the students who were taught by using POWER Strategy and those who were not. The result of the students' text analysis showed that the students' performance before the treatment was still low as they still confused in identifying the schematic structure of descriptive text. Moreover, they seemed to have less sense of English grammar as they still made a lot of mistakes in the text they wrote. Meanwhile, the students' performance after the treatment was better. They had a good control of the schematic structure and linguistic features of descriptive text.Keywords: Improvement, Descriptive Text, POWER Strategy
Co-Authors Bambang A Loeneto Dela Masita Fitrinada Diah Dwihning Saraswati Muhammad Yunus