Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of English Literacy Education BRIGHT Jurnal Penelitian, Pendidikan, dan Pembelajaran
Kurniasih Kurniasih
University of Islam Malang
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Writing Anxiety in Relation to High Performing Students’ English Compositions Kurniasih Kurniasih
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 1, No 1 (2018)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v1i1.243

Abstract

This study attempts to investigate the correlation between writing anxiety and writing performance. Writing is a productive skill in which English learners are required to master it well because they will have to write many English compositions during their study. Out of fifty students who registered in Writing II course only nineteen students participated in this study because their writing score is ≥ 80.  The data was analyzed by using SPPS version 17.0 to find the correlation between writing anxiety and writing performance. The results of this study show r is -587 and significant at the level 0.05.  It means that there was significant correlation between students’ writing anxiety and writing performance; therefore the alternative hypothesis is accepted.  Furthermore, it reveals that writing anxiety was negatively correlated with students’ writing performance. In other words, when students felt anxious, they tend to produce poor compositions. In contrast, when their anxiety is low, they will likely to produce good piece of writing.
THE INFLUENCE OF GRAMMAR AND VOCABULARY MASTERY TOWARD WRITING ABILITY IN THE SECOND SEMESTER STUDENTS OF ENGLISH DEPARTMENT Khilda Husnia Abidah; Kurniasih Kurniasih; Dzurriyyatun Ni'mah
Jurnal Penelitian, Pendidikan, dan Pembelajaran Vol 14, No 12 (2019): Jurnal Penelitian, Pendidikan, dan Pembelajaran
Publisher : Jurnal Penelitian, Pendidikan, dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (49.676 KB)

Abstract

The aim of this study is to find out whether or not there is influence between students’ grammar and vocabulary mastery toward their writing ability. The subject of this study was 45 second semester students of English Department in which are reviewing about the topic of writing material. The data were collected using tests of grammar, vocabulary, and also writing. The result of this study showed that Fo (5.491) at Sig. 0.008 in which it is smaller than 0.01. It means that students’ grammar and vocabulary mastery, simultaneously, influenced significantly toward their writing ability. Furthermore, from both independent variables which gave contribution toward writing ability, grammar mastery contributed 0.107 (10.7%) and vocabulary mastery contributed 0.182 (18.2%) while 71.1% are contributed by other factors. It means that vocabulary mastery has higher contribution toward writing ability than grammar mastery. Therefore, based on these findings, it is suggested for the English teacher to emphasize on using correct grammar and appropriate vocabulary during producing text, and also drilled the students to write either academic or non-academic writing so that the students are able to use grammar and vocabulary. However, it is also suggested for further researcher to develop this study by investigating another independent variables which gave higher contribution toward writing abilityKeywords: grammar mastery, vocabulary mastery, writing ability, influence
THE DIFFERENCES OF SPEAKING ANXIETY ACROSS ACADEMIC LEVELS AND GENDER Alifia Eka Pristiyaputri; Mahabbatul Afiqoh; Mohammad Aryun Jauhari; Muhammad Jalaludin Al Afghani; Kurniasih Kurniasih
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): 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.v10i1.20292

Abstract

Speaking anxiety poses a crucial challenge for university-level students during their speaking classes. This study aims to investigate the differences in English anxiety levels according to year level and gender at the University of Islam Malang and explore potential causes that contribute to anxiety levels. This study used a quantitative approach and employed a causal-comparative and descriptive quantitative design. Data were collected by using a 31-item FLSAS questionnaire. The subjects were freshmen and sophomores in which freshmen took an intensive course and sophomores took the public speaking course. One hundred fifteen students completed the questionnaire online. The data were analyzed by using an independent t-test and descriptive analysis. The findings revealed no statistically significant difference was found in anxiety levels between the freshmen and sophomores. Both groups exhibited moderate anxiety levels, which were approaching a high level. Besides, in terms of gender, this study did not find significant results among female and male freshmen students, but this study found there are significant results among female and male sophomore students. This study also investigated factors affecting speaking anxiety, including competitiveness, perfectionism, lack of confidence, physical and mental avoidance, fear of failure, and lack of eagerness to participate in speaking classes. All these identified factors exerted moderate influence, except for competitiveness, which demonstrated a high level of impact.
Co-Authors Alifia Eka Pristiyaputri Dzurriyyatun Ni'mah Khilda Husnia Abidah Mahabbatul Afiqoh Mohammad Aryun Jauhari Muhammad Jalaludin Al Afghani