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All Journal Jurnal Eduscience (JES) Jurnal Pendidikan Bahasa Inggris Proficiency Journal of Language and Literature Studies
Rulik Setiani, Rulik
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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STUDENTS’ PROBLEMS IN WRITING PARAGRAPH: STUDY AT THE BACHELOR STUDENTS’ ENGLISH EDUCATION Setiani, Rulik; Sartipa, Dewi; Novia, Sinta
JURNAL EDUSCIENCE Vol 11, No 2 (2024): Jurnal Eduscience (JES), (Authors from Nigeria, Korea, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v11i2.5094

Abstract

Writing skill is one of the most important language skill to be mastered in the language learning process, especially English. The writing process starts from writing a paragraph. Paragraph are important in writing skill. The purpose of this research was to find students’ problems in writing Paragraph and the dominant problem in Writing Paragraph at The Second Semester of English Education at Muhammadiyah Kotabumi University. This research employed descriptive qualitative research that examined 8 students in the second semester of English Education Study Program. The design of this research was descriptive qualitative research. The instrument used to collect the data were document of students writing tasks and interview guideline. The kind of interview that was used semi-structured interview. Based on theories of Bryne divides writing problems into three categories. The first is linguistic problems. Linguistic aspects such as grammar, vocabulary, Language use and choice of sentence in writing. The second is Physiology, namely content. The third is cognitive such as spelling, punctuation, capitalization and paragraph. Based on the findings, the results showed that the students' problems in writing paragraph indicate that students faced problems in 2 categories which consisted: linguistic and cognitive problems. Linguistic problems which consist of grammar is 49, vocabulary is 7, and choice of sentence is 2, and cognitive problems which consist of spelling is 1, punctuation is 26, capitalization is 29, and paragraphing is 3. Moreover, it also findthe dominant problem in writing paragraph was linguistic problems which consist grammar is 49 where student still experience problems in understanding the basic nature of grammar, namely problems in terms of  the appropriateness of the placement of to be, and the correct pattern of verbs. Then, for the Physiology problem, namely content, there were no problems found on the results of the analysis of 8 students' writing documents  at the second semester of English education at Muhammadiyah Kotabumi University.
ChatGPT Assisted in EFL Cause and Effect Essays: A Lesson from EFL Academic Writing Context Pramuditha, Anninda Lutfhi; Setiani, Rulik
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4665

Abstract

The growing use of Artificial Intelligence (AI) in EFL academic writing, particularly ChatGPT, has changed how students generate and organize written texts. However, it remains unclear how academic writing components organization, logical development of ideas/content, grammar, punctuation, spelling, and mechanics, and style and quality of expressions are manifested in ChatGPT-assisted essays and which components are most and least evident, especially in cause-and-effect essays that require clear logical relationships. This study aims to examine how academic writing components are manifested in ChatGPT-assisted cause-and-effect essays and to identify which components are most and least evident. This study employed a descriptive qualitative approach using Qualitative Content Analysis (QCA) with a deductive orientation. The participants were 21 third-semester students of the English Education Study Program at Universitas Muhammadiyah Kotabumi who used ChatGPT in writing their cause-and-effect essays. The researcher used an analytical writing rubric adapted from Brown (2004) as the research instrument. The data were analyzed through data condensation, data display, and conclusion drawing. The findings show that all components are present but appear at different levels of consistency. Organization and logical development of ideas/content emerge as the most evident components, style and quality of expression appear at a moderate level, while grammar and punctuation, spelling, and mechanics remain the least evident. These findings indicate that ChatGPT supports idea organization and development more effectively than grammatical and mechanical accuracy. The results demonstrate that ChatGPT facilitates students in organizing and developing ideas. However, it does not fully ensure grammatical accuracy or effective revision. Therefore, students should position ChatGPT as a supporting tool while continuously improving their language accuracy and revising their writing.
Students’ Perceptions of YouTube Videos To Enhance English Vocabulary Alqaromah, Maylan; Setiani, Rulik
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 2 (2026): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v8i2.8949

Abstract

The integration of digital media into language learning has transformed the way students acquire English vocabulary beyond the classroom, with YouTube emerging as a widely used platform that provides rich audiovisual content supporting vocabulary development. Despite its popularity, understanding of how students perceive and utilize YouTube as a learning medium remains limited. This study employed a qualitative descriptive approach to explore students’ perceptions of using YouTube videos to enhance English vocabulary, focusing on cognitive, affective, and conative aspects. Twenty-three undergraduate students from the English Education Study Program participated in the preliminary stage, and fourteen who met the criteria were selected for in depth interviews through purposive sampling. Data were collected using semi structured interviews and analysed thematically to identify patterns in students’ experiences. The findings reveal that YouTube facilitates contextual vocabulary comprehension in the cognitive aspect, enhances motivation and enjoyment that strengthen engagement in the affective aspect, and fosters independent learning behaviours such as replaying videos, using subtitles, and taking notes in the conative aspect. Challenges remain, including inconsistent study habits, reliance on personal interests, and potential distractions. In conclusion, YouTube holds strong potential as a medium for vocabulary learning, yet its effectiveness depends on structured and strategic use to optimize benefits.
Co-Authors Alqaromah, Maylan Novia, Sinta Pramuditha, Anninda Lutfhi Sartipa, Dewi