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All Journal JOLLT Journal of Languages and Language Teaching International Journal of Research on English Teaching and Applied Linguistics JOEY : Journal of English Ibrahimy
Eva Rahmawati
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences

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An Analysis of Writing Strategies Used by Students of English Language Department Retno Wulan Dari; Eva Rahmawati; Suvi Akhiriyah
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5413

Abstract

The trend towards more process-oriented academic writing instructions require students to pay more attention to and develop their use of writing strategies to ensure learning success. Accordingly, the current study investigates the use of writing strategies performed by freshmen of the English language department in an Indonesian teaching university. The study is an initial effort to provide a theoretical basis for the development of more student-centered and process-oriented writing instructions for the university’s academic writing courses. To attain its purpose, the study focuses its investigation into the stage where writing strategies are most likely to be used and the types of writing strategies being employed by students. Questionnaires modified from Petrić & Czárl (2003) were distributed to 125 freshmen to obtain the data which constitute the types of writing strategies being used, their frequency of use, and the stages of writing within which they were used. Descriptive quantitative analysis was performed afterwards to the collected data. Results show that most freshman are medium users of the strategies, with While Writing as the stage within which students tend to use writing strategies, followed by Pre-writing and Revising Writing. This result implies that the development of learning instruction for academic writing needs to accommodate the development of writing strategies used in three stages of writing, particularly during the Pre-writing and Revising Writing. Further research is also required with different data collection method and instruments to allow for generalization to wider audience which is not possible with the current research, given its limited use of instrument and participants involved.
THE RELATIONSHIP BETWEEN STUDENTS’ GRAMMAR MASTERY AND RECOUNT TEXT WRITING ABILITY Nayla Safitri Awaliya; Eva Rahmawati
International Journal of Research on English Teaching and Applied Linguistics Vol. 7 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v7i1.11380

Abstract

Grammar often assumed to have strong contribution in writing skill, since it bound the language structure to create a good sentence. However, the correlation between grammar mastery and writing ability was varied started from strong, moderate, and no significant relationship existed. Therefore, it was needed to re-examine the relationship between those variables, especially in recount text writing context. This study aimed to investigate the students’ grammar mastery, their recount text writing ability, and the relationship between grammar mastery and recount text writing ability of 8th grade junior high school students by conducting a correlational-study. The sample was 79 students taken from purposive sampling, and consisted of three classes. The grammar test as a tool to measure grammar mastery and writing rubric as a tool to assess the students’ existed writing were involved as the main instrument in this study. The result showed that the grammar mastery of the students was in average level (41.62), their recount text writing ability was in good level (73.17), and there was no significant relationship (p= 0.754, > 0.05) between the students’ grammar mastery and their recount text writing ability. This study found new information which grammar did not dominantly contribute in the students’ recount text writing, suggesting the other aspect of writing such as organization, content, mechanics may contribute more than grammar only.
THE IMPACT OF USING MINDOMO ON HIGH SCHOOL STUDENTS' ANALYTICAL EXPOSITION TEXTS Nida Aida Fitriya; Eva Rahmawati
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.10656

Abstract

Students often experience difficulties in writing analytical exposition text, especially in conveying their thoughts in a coherent and organized form. To address this problem, Mindomo was implemented to help students organize their writing. This research aims to find out the impact of using Mindomo as a digital mind mapping tool on high school students’ analytical exposition text writing by conducting quasi-experimental research. The implementation focused on two 10th grade classes of a Public Islamic High School in Ngawi, divided into one control class and one experimental class consisting of 30 students each. Each class underwent five sessions, starting with a pre-test, then the experimental class underwent treatment using Mindomo while the control class underwent learning using manual mind mapping, and ended with a post-test. The result shows experimental class's average post-test score increased to 83.79 after Mindomo implementation, up from a pre-test average of 75.20. Despite this gain, the hypothesis test (0.801) indicated no statistically significant difference between the control and experimental classes. This study found new information that the use of Mindomo in writing analytical exposition text in 10th grade has insignificant results.
Relationship between Vocabulary Knowledge and Inferential Reading Comprehension in Junior High Students: English Tarisya Zulfa; Eva Rahmawati
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.70-90

Abstract

Vocabulary knowledge is an essential component of reading comprehension, particularly inferential comprehension, which requires readers to interpret implicit meaning rather than relying solely on explicitly stated information. For many EFL learners, an insufficient vocabulary base makes inferential comprehension difficult to achieve. Although previous studies have widely confirmed the importance of vocabulary for reading comprehension, limited research has specifically examined how vocabulary knowledge across different word-frequency levels relates to inferential reading comprehension at the junior high school students’ vocabulary knowledge and their inferential reading comprehension using a quantitative correlational design involving 53 eighth-grade students. Vocabulary knowledge was measured using the Updated Vocabulary Levels Test (1000-5000 levels), while inferential reading comprehension was assessed through an inference-based reading test adapted from TOEFL Junior materials. Data were analyzed using descriptive statistics and Spearman’s rho correlation. The results showed that students achieved strong mastery at the 1000-word level (92.5%), with mastery declining and becoming more varied at the 2000-word (62.3%) through 5000-word levels. Inferential reading comprehension yielded a mean score of 57.83, falling into the sufficient category. Spearman’s rho analysis revealed a significant moderate positive correlation between vocabulary knowledge and inferential reading comprehension (r = .488, p = .000), particularly strong at the 1000-word (r = .513) and 2000-word (r = .541) levels. These findings indicate that vocabulary mastery at basic and intermediate levels serves as a primary predictor of inferential reading performance, suggesting that teachers should prioritize structured vocabulary instruction to facilitate students’ transition toward higher-order reading skills.
Co-Authors Nayla Safitri Awaliya Nida Aida Fitriya Retno Wulan Dari Tarisya Zulfa