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Experimenting the Effect of Process Writing on EFL Students Magfirah Yuniar; irwand irwandi; Muhammad Hudri
Linguistics and ELT Journal Vol 7, No 1 (2019)
Publisher : Muhammadiyah University of Mataram

The purpose of this study was to find out the effect of process writing as an alternative strategy on teaching English writing in an EFL classroom. The process involved pre-writing, drafting, revising, editing, and publishing. 28 out of senior high school students participated in this quasi-experimental research. The experimental group was taught using process writing, while the control one without any process that was by writing the product approach. The data were then collected through writing tests about recount texts before and after the treatment and were analyzed using SPSS. The results showed there was a significant difference between students’ scores. The students who were taught using process writing had higher scores on average than students’ who were taught without using process writing. This result implied the strategy is effective for teaching writing for EFL students.

An Analysis of Illocutionary Acts of Hillary Clinton’s Concession Speech to Donald Trump in Presidential Election Muhammad Hudri; irwandi Irwandi
Linguistics and ELT Journal Vol 6, No 1 (2018): June
Publisher : Muhammadiyah University of Mataram

Illocutionary Acts is what the speaker wants to achieve by uttering something, and illocutionary acts is an utterance which has a particular conventional force. About this, illocutionary acts in Hillary Clinton’s speech is interesting to be analyzed. The purpose of this research is to analyze the types of illocutionary acts found in Hillary Clinton’s concession speech to Donald Trump. The writer used descriptive qualitative research. The main research instrument was the writer herself supported by the data analysis sheet. The data analysis was performed by categorizing the data based on Searle’s categorization of speech acts (2005) which include assertive, directives, commissives, expressive and declarative speech acts. Each category was thoroughly observed to find the answer of the research questions. The final step was presenting the data and making a conclusion in reference to the findings of the research. The research findings show that the types of illocutionary acts found in Hillary Clinton’s concession speech to Donald Trump consist of assertives, directives, commissives, expressives and declaratives. Assertions have the highest frequency of occurrence 13 types (36.1%). It is followed by directives, commissives, expressives and declaratives which occur 9 types (25%), 3 types (8.3%), 9 types (25%) and 2 types (5.6%) respectively. The dominant illocutionary acts in Hillary Clinton’s speech are assertives. Assertation showed the highest frequency of assertives. So, the total of data were 36 types of illocutionary acts founds in Hillary Clinton’s concession speech to Donald Trump.

HE PROBLEM FACED IN WRITING THESIS BY EIGHTH SEMESTER STUDENTS OF ENGLISH EDUCATION PROGRAM FKIP-UMM IN ACADEMIC THE STUDENTS’ PROBLEMS IN WRITING AN UNDERGRADUATE THESIS: A CASE STUDY AT ENGLISH LANGUAGE TEACHING PROGRAM OF MUHAMMADIYAH UNIVERSITY OF MATARAM Irwandi Irwandi
Linguistics and ELT Journal Vol 5, No 2 (2017): December
Publisher : Muhammadiyah University of Mataram

The purpose of this study was to investigate the problems faced by Eighth-semester students of English Education Program FKIP-UMM in the academic year 2015–2016 in writing thesis, especially in internal and external factors. This study used a case study. The subjects of this study were the Eighth-semester students who composed their thesis. In this study, the writer used purposive sampling as the sampling technique. So, the sample was 15 students. The instruments applied in this study were questionnaire and interview. The questionnaire was used for finding the students’ problems in writing a thesis. However, the interview was used to support the data obtained from the questionnaire. The result of this study showed that the problem faced in writing a thesis by Eighth-semester students of English Education Program, especially in internal and external factors. The first internal factors consisted of 33 % of students have a problem in deciding the title of thesis, 20 % of students did not understand how to write the organization of their thesis, 20 % of students have a problem in finding appropriate theories to support their thesis, 13 % of students have a problem in deciding methodology which is suitable. The external factor was 33 % of students said “No” library of the college provides a variety of books that can help them to write their thesis. Those problems are dominantly caused by internal factors rather than the external ones. The internal factors include the knowledge of students while the external factor related to the facility of college that support students in writing a thesis.

Politeness Phenomena in Rempung Language Muhammad Hudri; Irwandi Irwandi
Linguistics and ELT Journal Vol 8, No 1 (2020)
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v8i1.3082

This study aims at identifying the social structures in Rempung Village, elaborating the reflection of social structure in politeness, elaborating the influence of social structure and politeness phenomena toward the lexical levels particularly at behavioral verbs. The data were gathered through observation and interview. The instruments used in doing observation were note taking and recording. Furthermore, the informants are the speakers of Rempung language who reside at RW.01 Derma Bhakti, Rempung. The study found that there are only two social classes exist in Rempung, they are higher-class and lower-class persons. In addition, there are also two language levels in Rempung namely polite and ordinary forms. The social structures influence the use of language in Rempung. Tau jamaq/tau ba’ (the lower-class person) tend to use basa alis (polite form of language) when speaking to tau reaq/tau bo (the higher-class person). It is also used by tau reaq to speak to other tau reaq who have distant relation. On the contrary, tau reaq commonly uses basa jamaq (ordinary form) in speaking to tau jamaq. Basa jamaq is also used by tau jamaq to speak to other tau jamaq, and among tau reaq who have close relation.

Improving Students’ Reading Skill Through Think-Pair-Share (TPS) Technique Muhammad Hudri; Irwandi Irwandi
Linguistics and ELT Journal Vol 6, No 2 (2018): December
Publisher : Muhammadiyah University of Mataram

This study aims at investigating how the Think-Pair-Share (TPS) technique can improve the students’ reading skill at the English Language Department, FKIP, Muhammadiyah University of Mataram. The problem found in the fourth-semester students is that they have low ability in comprehending the text. The TPS technique is offered by the researcher to solve the problem. Later on, the design of this research was classroom action research adopted from Kemmis & McTaggart which goes through a cycle that consists of four stages namely planning, acting, observing, and reflecting. At the cycle 1, the students failed to meet the criteria of success because only 14 (fourteen) out of 30 (thirty) or 47% students who got the minimum passing grade 75 (seventy-five) and the average score was 67. It meant that the study must be continued to the next cycle. At last, in the cycle 2 met the criteria of success in which 67% students or 20 (twenty) out of 30 (thirty) students met the minimum passing grade 75 and the average score was 72. Beside gaining improvement in the reading score, the students also seemed enthusiastic in thinking, pairing and sharing their ideas. They stated that this technique could encourage and motivate them in thinking, exploring and sharing their opinion and ideas. This technique is also good to enhance cooperation with other people. Finally, TPS technique also able to increase the students’ confidence to share their ideas in front of many people.

Improving Students’ Writing Skills through Computer-Based Concept Mapping Irwandi Irwandi; Yulia Isnaini; Muhammad Hudri
Linguistics and ELT Journal Vol 9, No 2 (2021)
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v9i2.7759

The purpose of this study was to find out how the computer-based concept mapping as a teaching strategy could solve the students’ problems in learning English writing. The students had low score in writing test and did not actively participate in the teaching and learning process. The research design was a collaborative classroom action research, and there were 30 university students participated. To obtain the data, a writing test and some questionnaires were administered. The test was to evaluate students’ writing ability and the questionnaire was to collect students’ responses of the teaching and learning process. The findings showed that there were much improvement of their writing skill and learning attitude. The number of students who passed the criteria of success was 27 out of 30 students, and they mostly agreed that concept mapping is a helpful and interesting writing tool

THE USE OF COLLABORATIVE WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT Irwandi Irwandi
Linguistics and ELT Journal Vol 3, No 2 (2015): December
Publisher : Muhammadiyah University of Mataram

This study was carried out to find out about the use of collaborative writing technique to improve students ability in writing descriptive text at the second grade of SMPN 1 Praya in academic year 2015/2016. The total number of samples were 40 students, and they were divided into two groups. The first group was called the experimental group consisted of 20 students and the second group was called the control group consists of 20 students. The data of the study was collected by giving both of groups pre-test and the treatment just for the experimental group which was taught by using collaborative writing technique, and then at the last session of both groups was post-test with the same test items. After analyzing the data obtained, the researcher found that the use of collaborative writing technique affects writing a descriptive text. From the data analysis, the researcher found that the value of t-test was 6,3, while the value of t-table in df 38 were 2,024 for confidence level 0,05 (90%) and 2,71 for confidence level 0,01 (99%). It showed that the value of t-test is higher than the t-table. It is mean that the use of collaborative writing technique affects writing a descriptive text. So, the null hypothesis (Ho) was accepted because the use of collaborative writing technique affects writing descriptive text at the second grade of SMPN 1 Praya in Academic Year 2015- 2016.

The Use of Question Cards Techniques to Improve Students’ Speaking Ability at Class VII of Muhammadiyah Junior High School of Mataram Humairaa Humaira; Isnainib isnaini; Hidayati Hidayati; Rima Rahmaniah; Irwandi Irwandi
Linguistics and ELT Journal Vol 9, No 1 (2021)
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v9i1.4914

This study aims at determining the effectiveness of using "Question Cards" in improving students speaking ability at class VII of SMP Muhammadiyah Mataram. This study is part of a pre-experimental study known as a pre-test and post-test group design, in which the sample is given a pre-test before treatment and a post-test after treatment. There was no control group in this investigation; instead, only one experimental group was used. This study takes a quantitative approach to its findings. The participants in this study were seventh-graders from Muhammadiyah Mataram Junior High School, who were divided into only one class of 16 pupils. Purposive sampling is the approach used. The use of the "Question Cards" strategy in increasing the speaking skills of SMP Muhammadiyah seventh grade students can be concluded as "successful" in this study. This is demonstrated by the students' pre-test and post-test scores, namely, the t-test score is 5.313, the consultation on the t- table at 99 percent points to 2.60, and it can be concluded that the comparison of t-test and t-table is 2.60 5.313, or in other words, the student's test results exceed the minimum standard of achievement.

Implementing Inquiry-Based Learning Strategy to Improve the Secondary Students’ Descriptive Writing Ability Muhammad Hudri; Irwandi Irwandi
Linguistics and ELT Journal Vol 7, No 2 (2019)
Publisher : Muhammadiyah University of Mataram

This study aims at improving the students’ writing ability in English through Inquiry-Based Learning strategy. This study employed collaborative classroom action research design in which the researchers and the collaborative teacher work together in designing the lesson plan, implementing the action, observing the action, and making reflection. The subjects of this study were the second year students of MTs. Ar Raisyiah Sekarbela of the academic year 2019/2020. This study was conducted in two cycles by following the procedure of the action research i.e. planning, implementing, observing, and reflecting. The procedures of implementing inquiry-based learning strategy in the teaching and learning writing of this study are: (1) engaging students to express their ideas in discussion activities, (2) guiding the students to investigate or observe the objects, (3) asking them to make notes of what they have investigated, (4) engaging them to make outline, (5) providing and discussing a model of text, (6) drafting rough draft based the outline, (7) revising the drafts focusing on the content and organization, (8) conducting peer editing in order to edit the grammatical aspects, (9) sharing the writing by reading it aloud in front of the class, and (10) reflecting the process of writing. The findings of the study showed that the strategy could improve the students’ ability in writing descriptive paragraphs. The improvement can be seen on the mean score of the students writing from the preliminary test, test of cycle 1 and test of cycle 2. In the preliminary, the students' mean score on the writing test was only 4.5. Meanwhile, in the test of cycle 1 was 5.9 and the test of cycle 2 became 7.1.

THE USE OF COLLABORATIVE WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT Irwandi Irwandi
Linguistics and ELT Journal Vol 3, No 2 (2015): December
Publisher : Muhammadiyah University of Mataram

This study was carried out to find out about the use of collaborative writing technique to improve students ability in writing descriptive text at the second grade of SMPN 1 Praya in academic year 2015/2016. The total number of samples were 40 students, and they were divided into two groups. The first group was called the experimental group consisted of 20 students and the second group was called the control group consists of 20 students. The data of the study was collected by giving both of groups pre-test and the treatment just for the experimental group which was taught by using collaborative writing technique, and then at the last session of both groups was post-test with the same test items. After analyzing the data obtained, the researcher found that the use of collaborative writing technique affects writing a descriptive text. From the data analysis, the researcher found that the value of t-test was 6,3, while the value of t-table in df 38 were 2,024 for confidence level 0,05 (90%) and 2,71 for confidence level 0,01 (99%). It showed that the value of t-test is higher than the t-table. It is mean that the use of collaborative writing technique affects writing a descriptive text. So, the null hypothesis (Ho) was accepted because the use of collaborative writing technique affects writing descriptive text at the second grade of SMPN 1 Praya in Academic Year 2015- 2016.

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