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All Journal Linguistica Indonesian Journal of Applied Linguistics (IJAL) P2M STKIP Siliwangi ELTIN Journal: Journal of English Language Teaching in Indonesia Journal of English Language Studies ABDIMAS SILIWANGI PROJECT (Professional Journal of English Education) Journal of Educational Experts (JEE)
Euis Rina Mulyani
IKIP Siliwangi
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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JUNIOR HIGH SCHOOL STUDENTS' RESPONSES TOWARD THE PROCESS OF TEACHING WRITING NARRATIVE TEXT USING PROJECT-BASED APPROACH Novi, Novi; Mulyani, Euis Rina; Rhidwan, Silmi Fauziyah
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This study aims to identify students' responses to the use of a project-based approach in teaching writing narrative text. This research was conducted in a junior high school in Cimahi involving 23 students of grade VIII as the research subjects. The method used was qualitative research with a data collection technique through the questionnaire. The data were analyzed both qualitatively using Miles & Huberman (1992) data analysis framework and quantitatively only in sum and percentage. The results showed that the use of a project-based approach was positive toward students' motivation and involvement in the writing learning process. Students feel more motivated and challenged to write because they can work collaboratively in groups and have the opportunity to develop their creative ideas. Meanwhile, students' negative responses to the use of the project-based approach were that they were still confused about the demands and steps to be taken in completing the project.  This caused them to feel less confident in completing the project well. The data from the questionnaire shows that using project-based learning in teaching writing provides benefits in learning English writing skills. Therefore, using project-based learning in teaching narrative text writing can improve students' writing ability.
UNDERSTANDING LOW ACHIEVER STUDENTS’ LINGUISTIC AND COGNITIVE PROBLEMS IN WRITING ENGLISH DESCRIPTIVE TEXT Mulyani, Euis Rina; Mu'man, Mu'man; Widya, Dhea
PROJECT (Professional Journal of English Education) Vol. 7 No. 1 (2024): VOLUME 7 NUMBER 1, JANUARY 2024
Publisher : IKIP Siliwangi

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Students’ competence in writing skills plays a significant role in leading them to success in learning English. However, in reality, many Indonesian students experience problems in creating quality texts, in particular descriptive ones. This study aims to examine low-achiever students' problems in writing descriptive text. The study was conducted in a private Senior High School in Bandung. The data was gained from eight students' works on descriptive text. They were obtained from their English teacher. The data was analyzed qualitatively using Miles & Huberman’ (1991) framework of qualitative data analysis, Jacobs et al’s (1981) components of writing, and Byrne’s (1998) types of writing difficulty. The finding shows that the students experienced serious linguistic and cognitive problems in writing the text, in particular in the areas of content, language use, organization, vocabulary, and mechanics.  Finally, this finding implies that (1) teaching writing should emphasize the process rather than the product, and (2) providing knowledge of autonomous learning to students is essential so that students can learn and practice writing independently outside the classroom.
Vocabulary Profiling Of EFL Students’ Descriptive And Recount Texts: A Focus On Word Levels And Pedagogical Implications Mulyani, Euis Rina
LINGUISTICA Vol. 14 No. 3 (2025): LINGUISTICA JULY 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v14i3.68078

Abstract

This study examines the vocabulary profile of EFL students’ written artifacts, produced as part of writing assignments during the early stage of their academic writing courses. Fourteen texts written by seven students were analyzed using the Lextutor Vocabulary Profiler. The analysis focused on frequency bands including K1, K2, the Academic Word List (AWL), and Off-list words. The findings revealed that both genres were heavily dominated by K1 words, with recount texts showing a higher percentage (79.26%) than descriptive texts (74.16%). Descriptive texts exhibited greater lexical variation, reflected in their higher proportions of AWL words (5.76% vs. 1.86%) and Off-list items (13.71% vs. 10.00%). Meanwhile, recount texts contained more K2 words (8.89%) than descriptive ones (6.37%). These findings suggest that recount texts tend to rely on basic narrative vocabulary, while descriptive texts invite more diverse lexical choices, including academic and culturally specific terms. The overall underuse of academic vocabulary across both genres points to the need for explicit, genre-sensitive vocabulary instruction. Pedagogically, the results support integrating vocabulary profiling into EFL writing instruction to guide differentiated teaching, foster morphological awareness, and promote genre-appropriate lexical development.
Co-Authors Aning Maudini Anisa Anisa Arni Nurhasanah Hernovianti Puspa Sari Ida Lisdawati Iwa Lukmana Karin Nurul Fatia Mu'man, Mu'man Muman Muman Neng Rini Dartini Novi Novi Odo Fadloeli Rasi Yugafiati Rhidwan, Silmi Fauziyah Rosi Rosanti Sugiati, Fitri Novi Suherdi, Didi Tia Listiana Apendi Wachyu Sundayana, Wachyu Widya, Dhea Yanuarti Apsari Zahra Nurfitria Abidin