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INVESTIGATING THE DIFFICULTIES ON STUDENTS’ WRITING OF RECOUNT TEXT Riska Amanda; Ridha Ilma; Deta Desvitasari
PROJECT (Professional Journal of English Education) Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, MAY 2024
Publisher : IKIP Siliwangi

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Writing is one of the important skills in learning English, writing can provide useful information for other people who need it. This study aimed to investigate the difficulties faced by eighth grade students in one of State Junior High school in Palembang in writing recount texts. It outlines the qualitative research approach, specifically a case study design, used to explore the difficulties faced by eighth farde students in writing recount texts. Homogenous sampling method was employed to select participants from the eighth grade class, four students were selected as participants who have difficulties in writing recount texts. Data collection involved interviews. Thematic analysis technique was used in analyzing the data. The result of this study showed that students encountered difficulties when writing recount texts such as lack of understanding of recount texts generic structure, lack of grammar mastery, lack of vocabulary, lack of undestanding mechanics use. Improvement from teachers and proactive efforts of students will help contribute to enhanced writing skills and solve students’ difficulties in writing recount texts.

Pelatihan Penulisan Serta Publikasi Artikel Luaran Kegiatan Pengabdian Kepada Masyarakat di STEI Al-Furqon Prabumulih Amalia, Shynta; Amrina, Rizqy Dwi; Saputra, Eko; Desvitasari, Deta; Amalia, Hariana; Ilma, Ridha; Husnaini, Husnaini
Jurnal Pengabdian kepada Masyarakat Bina Darma Vol. 4 No. 2 (2024): Jurnal Pengabdian kepada Masyarakat Universitas Bina Darma
Publisher : DRPM-UBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/pengabdian.v4i2.3002

Kegiatan pengabdian kepada masyarakat (PKM) yang dilakukan oleh Tim Pengabdian kepada Masyarakat Program Studi Pendidikan Bahasa Inggris Universitas Islam Negeri Raden Fatah Palembang bertujuan untuk mengembangkan keterampilan penulisan artikel ilmiah sesuai standar jurnal PKM dan meningkatkan pemahaman anggota institusi mengenai manfaat publikasi hasil kegiatan PKM. Dalam pelaksanaannya, melibatkan mahasiswa dalam kegiatan pengabdian memberikan dampak positif dalam pengembangan keterampilan dan nilai pribadi mahasiswa siswa. Melalui materi pelatihan dan praktik, anggota institusi diharapkan mampu menghasilkan artikel ilmiah yang berkualitas dan memiliki dampak positif bagi masyarakat. Evaluasi akhir menunjukkan bahwa pelatihan ini berhasil memberikan manfaat dan pemahaman yang lebih baik terkait penulisan artikel ilmiah dan publikasi hasil kegiatan PKM.

Facebook Group in Writing Activities: Students’ Voices Solihin, Aminus; Hasanah, Amalia; Desvitasari, Deta
IJER (Indonesian Journal of Educational Research) Vol. 8 No. 3 (2023): IJER Special Edition: The 3rd International Conference on Education (Icon 2023)
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/ijer.v8i3.304

This study was aimed to find out students’ perceptions on the use of Facebook group in writing activities. The design of this study was a qualitative research with a case study. This study was conducted at one of senior high schools in Palembang, with two eleventh-grade students of natural science class and two students of social science class by using maximum variation sampling technique. In collecting data, one-on-one interview with open-ended questions through phone was used in this study. The data were analyzed by using thematic analysis in the form of codes and themes. The findings of the study demonstrated that students perceived the use of Facebook in writing activities brought both benefits and drawbacks. The benefits were (1) Facebook group assisted the students in the process of writing in terms of planning, drafting, and final version, (2) Facebook group facilitated the students to practice the component of writing in terms of organization, content, spelling, vocabulary, and grammar, (3) Facebook group encouraged students’ participation, (4) Facebook group boosted students’ motivation and confidence to write, and (5) Facebook group was easy to access because of steady internet connection. Nevertheless, the drawbacks of the Facebook group in writing activities as perceived by the students covered (1) Facebook group did not promote the editing process of writing, (2) Facebook group did not assist the students in using capitalization and punctuation, (3) the students got distracted by other features of Facebook, and (4) the students received slow feedbacks for their writing from the teacher and classmates.

Asking Questions in English Receptive Skills Activities; Multiple Case Studies in Two Junior High Schools in Palembang Arrofiq, Ahmad Latif; Astrid, Annisa; Desvitasari, Deta
International Journal of Innovation and Education Research Vol. 3 No. 2 (2024)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v3i2.35143

The purpose of this study was to find the types of students' questions in listening skill activities in SMP N 16 and 30 Palembang. This study used qualitative methods in the approach of multiple case studies. Multiple case studies were a case study that used many issues or cases in one study more complete. This research focused on the eighth grade of SMP N 16 and 30 Palembang. This research used purposeful sampling by making one English teacher representing each school to the classes being taught. The participants was choosen from class 8.3 and 8.6 to obtain data, observation and interviews were used and were analysed using thematic analysis. The establishment of trustworthiness were used by the researcher that were member checking and triangulation. The results showed that there were types of questions asked by the students in class, namely (1) Lexical questions, (2) Procedural Questions, (3) Referential Questions.

EIGHTH-GRADE STUDENTS’ SPEAKING ANXIETY IN JUNIOR HIGH SCHOOL Meyshen Meyriza; Amalia Hasanah; Deta Desvitasari
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/5076k717

This study aimed to find out the description of the students’ speaking anxiety and to find out the factors that influence the students’ speaking anxiety. The researcher used a mixed method to obtain the data. For a quantitative sample, the researcher involved 80 students in the eighth grade of SMP Lematang Lestari. In collecting the data, the researcher used the PSCAS questionnaire instrument from Yaikhong and Usaha (2012) to obtain quantitative data and interviews to obtain qualitative data. From the results of the questionnaire, the anxiety level category was determined to be 3 categories, namely high (7.5%), medium (65%), and low (27.5%) anxiety level. The researcher used a homogeneous sampling approach to take samples. After that, for a qualitative sample, six students who had a high level of speaking anxiety were selected to be interviewed to find out the factors that influence students’ speaking anxiety. To analyze quantitative data, the researcher used descriptive statistics and to analyze qualitative data the researcher used thematic analysis. In conclusion, the results of the study show that the description of students’ speaking anxiety at SMP Lematang Lestari Muara Enim is mostly at a medium level of anxiety, namely 65%. Furthermore, after identifying the results of the interviews, from the things that were felt by the students, the researcher then drew 3 themes that became factors that influenced the eighth-grade students’ speaking anxiety at SMP Lematang Lestari Muara Enim, namely communication apprehension, test anxiety, and fear of negative evaluation

EIGHTH-GRADE STUDENTS’ SPEAKING ANXIETY IN JUNIOR HIGH SCHOOL Meyshen Meyriza; Amalia Hasanah; Deta Desvitasari
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Language and Educational Journal

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

This study aimed to find out the description of the students’ speaking anxiety and to find out the factors that influence the students’ speaking anxiety. The researcher used a mixed method to obtain the data. For a quantitative sample, the researcher involved 80 students in the eighth grade of SMP Lematang Lestari. In collecting the data, the researcher used the PSCAS questionnaire instrument from Yaikhong and Usaha (2012) to obtain quantitative data and interviews to obtain qualitative data. From the results of the questionnaire, the anxiety level category was determined to be 3 categories, namely high (7.5%), medium (65%), and low (27.5%) anxiety level. The researcher used a homogeneous sampling approach to take samples. After that, for a qualitative sample, six students who had a high level of speaking anxiety were selected to be interviewed to find out the factors that influence students’ speaking anxiety. To analyze quantitative data, the researcher used descriptive statistics and to analyze qualitative data the researcher used thematic analysis. In conclusion, the results of the study show that the description of students’ speaking anxiety at SMP Lematang Lestari Muara Enim is mostly at a medium level of anxiety, namely 65%. Furthermore, after identifying the results of the interviews, from the things that were felt by the students, the researcher then drew 3 themes that became factors that influenced the eighth-grade students’ speaking anxiety at SMP Lematang Lestari Muara Enim, namely communication apprehension, test anxiety, and fear of negative evaluation

EIGHTH-GRADE STUDENTS’ SPEAKING ANXIETY IN JUNIOR HIGH SCHOOL Meyshen Meyriza; Amalia Hasanah; Deta Desvitasari
Language and Education Journal Vol. 9 No. 1 (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/c1ha2t53

This study aimed to find out the description of the students’ speaking anxiety and to find out the factors that influence the students’ speaking anxiety. The researcher used a mixed method to obtain the data. For a quantitative sample, the researcher involved 80 students in the eighth grade of SMP Lematang Lestari. In collecting the data, the researcher used the PSCAS questionnaire instrument from Yaikhong and Usaha (2012) to obtain quantitative data and interviews to obtain qualitative data. From the results of the questionnaire, the anxiety level category was determined to be 3 categories, namely high (7.5%), medium (65%), and low (27.5%) anxiety level. The researcher used a homogeneous sampling approach to take samples. After that, for a qualitative sample, six students who had a high level of speaking anxiety were selected to be interviewed to find out the factors that influence students’ speaking anxiety. To analyze quantitative data, the researcher used descriptive statistics and to analyze qualitative data the researcher used thematic analysis. In conclusion, the results of the study show that the description of students’ speaking anxiety at SMP Lematang Lestari Muara Enim is mostly at a medium level of anxiety, namely 65%. Furthermore, after identifying the results of the interviews, from the things that were felt by the students, the researcher then drew 3 themes that became factors that influenced the eighth-grade students’ speaking anxiety at SMP Lematang Lestari Muara Enim, namely communication apprehension, test anxiety, and fear of negative evaluation

The Role of Non-Verbal Communication in Teaching English Speaking Skills: Students’ Voices Ferginan, Yerico; Ilma, Ridha; Desvitasari, Deta
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12670

The purpose of this study was to determine the various forms of nonverbal communication employed by English teachers of a private senior high school in Palembang and their role in teaching speaking skills. This study employed a qualitative approach with observation and interview became the instruments to collect the data. The participants consisted of six eleventh-grade students who were selected based on the variation of their speaking ability: two students with high, two with medium, and two with low ability. The researchers applied thematic analysis that identified and interpreted patterns in data sets. The results showed that teachers used four primary forms of nonverbal communication: body posture (open, erect), hand gestures (active, illustrative, highlighting vital themes), eye contact (long, short), and facial expressions (smiling, joyful). This nonverbal communication played a role in increasing students' confidence, motivation, understanding, and interest in speaking English. Friendly facial expressions and illustrative hand gestures increased students' confidence, while cheerful facial expressions and hand gestures that emphasized important points enhanced learning motivation. Brief eye contact, open posture, and illustrative hand gestures helped improve comprehension. In addition, upright and relaxed posture and active hand gestures also contributed to increasing students' interest in learning. In short, English teachers needed to effectively employ nonverbal communication to provide a supportive and engaging learning environment.

The Correlation among Reading Motivation, Reading Anxiety, and Reading Comprehension of Tenth-Grade Students in Palembang Sabrina, Alra; Astrid, Annisa; Desvitasari, Deta
Acitya: Journal of Teaching and Education Vol. 7 No. 2 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i2.4419

This study examined the correlation among reading motivation, reading anxiety, and reading comprehension of tenth-grade students in Palembang. A quantitative correlational research design was employed, involving 509 students from SMA Bina Warga 1 Palembang and SMA Negeri 15 Palembang. Using cluster random sampling, 107 students were selected as the sample. Data were collected through a reading comprehension test and two questionnaires measuring reading motivation and reading anxiety. The findings indicated no significant correlation between reading motivation and reading comprehension (r = 0.087, p = 0.375), indicating that motivation to read did not influence students’ understanding of texts. Likewise, no notable correlation was identified between reading anxiety and reading comprehension (r = -0.022, p = 0.824), suggesting that anxiety was not a determining factor. These results revealed that reading motivation and reading anxiety did not have a substantial effect on reading comprehension. This suggests that psychological factors such as motivation and anxiety alone may not serve a decisive role in shaping reading comprehension. Instead, other factors such as teaching methods, students’ backgrounds, individual skills, and the learning environment may contribute to reading comprehension outcomes. The study offers insights for English teachers in designing reading instruction that considers multiple influencing factors. It may also guide future researchers in exploring additional variables affecting reading comprehension.

LECTURERS’ PERCEPTIONS OF ETHICAL ISSUES RELATED TO THE INTEGRATION OF AI TOOLS INTO WRITING ACTIVITIES: A MULTIPLE CASE STUDY Astrid, Annisa; Desvitasari, Deta; Chairuman, Muhamad Chalik; Dirgantara, M. Raditya Ramadhani; Azzahra, Fatimah
Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v10i2.353

This study explores English writing lecturers' perspectives on ethical concerns related to the incorporation of Artificial Intelligence (AI) tools in writing activities for English Department students. A qualitative multiple-case study approach was utilized. The instrument used was semi-structured interviews. The subjects of the study were 12 academics from four colleges with differing accreditation levels who were drawn using purposive sampling. Thematic analysis identified six principal ethical concerns: (1) The imperative to have an ethical attitude; 2) The concerns about privacy and data security threats; 3) The emergence of potential gaps among students; 4) The degradation of academic integrity; 5) The obligation of academic responsibility; and 6) The need for regulations and guidelines for AI use. Lecturers typically endorse AI integration to facilitate idea development and pre-writing tasks; however, they emphasize the necessity of restricting its use to maintain originality, critical thinking, and student accountability. The results underscore the pressing necessity for explicit institutional policies, ethical AI literacy, equitable access, and strategies that reconcile technology advantages with the development of autonomous writing skills. This research provides insights for the development of AI-enhanced writing education that conforms to ethical, pedagogical, and institutional concerns.

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