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THE EFFECTIVENESS OF PEER EDITING TO IMPROVE THE STUDENTSâ ESSAY WRITING SKILL Tusino, Tusino
Jurnal Penelitian Humaniora Vol 14, No 2: Agustus, 2013
Publisher : Universitas Muhammadiyah Surakarta

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

This study was aimed at revealing studentsâ essay writing skill, describing the improvement of writing aspects, and finding out whether or not the use of peer editing was effective to improve the studentsâ writing skill. This reseach was experimental study using nonequivalent control group design. The population of this research was all the fifth semester students of English Education Program of Muhammadiyah University of Purworejo. The researcher used two classes as the research samples. As the experimental group, the researcher took students of VA class who were taught by peer editing. Then, the researcher involved students of VB class as the control group. The reseacher conducted a series of treatment from August to November 2014. The researcher used aÂ writing test to collect the data. Descriptive statistics and inferential statistics were employed to analyze the data. After analyzing the data, the researcher obtained some find- ings. First, the studentsâ writing score was 71.2 belonged to good category. Second, all writing aspects could improve where the significant improvement was in the aspects of content (2.6 points) and vocabulary (1.9 points). The aspects of organization, grammar, and mechanics did not increase significantly (0.3-0.7 points). Third, the result of calculation illustrated that t-obtained was higher than the critical value on the t-table (3.602>2.000). It meant that the use of peer editing was effective to improve the studentsâ essay writing skill.

Expressions of Attitudes in Studentsâ€™ Narrative Writing: An Appraisal Analysis Fitriati, Sri Wuli; Solihah, Yuni Awalaturrohmah; Tusino, Tusino
Lingua Cultura Vol 12, No 4 (2018): Lingua Cultura vol. 12 No. 4
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v12i4.4789

This article investigated attitude, one of subsystem appraisal, in the English as a Foreign Language (EFL) university studentsâ€™ narrative writings. Five narrative writing was selected purposefully from undergraduate students of the English Department at a local private university in Central Java. The findings demonstrate that the affect is the most dominant subsystem of attitude used in the studentsâ€™ narrative writing to convey feelings and emotion of characters and events in the stories in order to make the readers involved in the stories. The prominent finding of this research implies that most students used expressions of attitudes which belong to basic English words and repetition of same words. This present research suggests English language teachers and lecturers pay more attention to the explicit teaching of attitudinal words usage in writing, especially narrative writing.

THE EFFECTIVENESS OF PEER EDITING TO IMPROVE THE STUDENTSâ€™ ESSAY WRITING SKILL Tusino, Tusino
Jurnal Penelitian Humaniora Vol 14, No 2: Agustus, 2013
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v14i2.861

This study was aimed at revealing students? essay writing skill, describing the improvement of writing aspects, and finding out whether or not the use of peer editing was effective to improve the students? writing skill. This reseach was experimental study using nonequivalent control group design. The population of this research was all the fifth semester students of English Education Program of Muhammadiyah University of Purworejo. The researcher used two classes as the research samples. As the experimental group, the researcher took students of VA class who were taught by peer editing. Then, the researcher involved students of VB class as the control group. The reseacher conducted a series of treatment from August to November 2014. The researcher used a writing test to collect the data. Descriptive statistics and inferential statistics were employed to analyze the data. After analyzing the data, the researcher obtained some find- ings. First, the students? writing score was 71.2 belonged to good category. Second, all writing aspects could improve where the significant improvement was in the aspects of content (2.6 points) and vocabulary (1.9 points). The aspects of organization, grammar, and mechanics did not increase significantly (0.3-0.7 points). Third, the result of calculation illustrated that t-obtained was higher than the critical value on the t-table (3.602>2.000). It meant that the use of peer editing was effective to improve the students? essay writing skill.

The Students’ Writing Anxiety at The Fourth Semester Students in Academic Writing Class Paramarti, Prajna Fawwaza Alya; Tusino, Tusino; Widodo, Sri; Masykuri, Edi Sunjayanto
Edulitics (Education, Literature, and Linguistics) Journal Vol 8 No 1 (2023): June, 2023
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v8i1.4099

The purpose of this study was to find out how much writing anxiety exists among students, what causes it, and how to deal with it in academic writing courses. This research uses qualitative. This study was done at Universitas Muhammadiyah Purworejo using fourth-semester students who took an academic writing course as subjects. The findings revealed that the students' writing anxiety was in the high range (67.23). "High frequency of assignment" is a major cause of student writing anxiety in academic writing. The percentage obtained (31%), which was the highest among the components, showed this. Students overcame their writing anxieties by seeking assistance from friends, interacting with instructors, and reviewing journal references. It is possible to deduce that the students who took the academic writing course expressed worry.

The Students’ Writing Anxiety at The Fourth Semester Students in Academic Writing Class Paramarti, Prajna Fawwaza Alya; Tusino, Tusino; Widodo, Sri; Masykuri, Edi Sunjayanto
Edulitics (Education, Literature, and Linguistics) Journal Vol 8 No 1 (2023): June, 2023
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v8i1.4099

The purpose of this study was to find out how much writing anxiety exists among students, what causes it, and how to deal with it in academic writing courses. This research uses qualitative. This study was done at Universitas Muhammadiyah Purworejo using fourth-semester students who took an academic writing course as subjects. The findings revealed that the students' writing anxiety was in the high range (67.23). "High frequency of assignment" is a major cause of student writing anxiety in academic writing. The percentage obtained (31%), which was the highest among the components, showed this. Students overcame their writing anxieties by seeking assistance from friends, interacting with instructors, and reviewing journal references. It is possible to deduce that the students who took the academic writing course expressed worry.

Improving Learners’ Speaking Skill through Video-Assisted Project Based Learning Kasdianti, Evi; Tusino, Tusino; Setiyono, Junaedi
Scripta : English Department Journal Vol. 11 No. 2 (2024)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v11i2.5260

This study investigates the improvement of Video Assisted Project-Based Learning (VAPBL) in improving learners' speaking skills. While VAPBL, has been employed in many studies, the development of learners' speaking skills in terms of fluency, accuracy, and coherence has received less attention in the literature. Twenty-two learners from the language class of Secondary School, participated in the study. The investigation employed Classroom Action Research design to measure the outcome of VAPBL on learners' speaking proficiency. The two cycles involved selecting appropriate video materials and designing project-based learning activities aligned with curriculum objectives. There are two cycles in this research and each cycle consist of three meetings. During the application phase, learners engaged in VAPBL activities over a specified period, including watching videos, participating in discussions, and completing project-based tasks. The findings revealed a significant advancement in learners' speaking abilities following the application of VAPBL. Moreover, in the questionnaire the learners’ perception have positive outcome of VAPBL in language learning activities. This study underscores the importance of interactive and collaborative learning environments facilitated by VAPBL in enhancing learners' speaking skills.

Personal Pronoun Errors in Seventh Grade Descriptive Texts: A Purworejo Case Study Purnomo, Edi; Rokhayati, Titi; Tusino, Tusino
Scripta : English Department Journal Vol. 11 No. 2 (2024)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v11i2.5625

This study examines personal pronoun errors in descriptive texts written by seventh-grade students in Purworejo, Indonesia. A sample of 16 students, comprising 8 males and 8 females, was analyzed to identify common error patterns. Errors were categorized into four types: omission, addition, misformation, and misordering. Results showed that omission errors were the most frequent, constituting 43% of the total, followed by misformation errors at 37%, addition errors at 14%, and misordering errors at 7%. The study highlights specific challenges these learners face in using personal pronouns correctly in English. Understanding these error patterns is essential for educators aiming to develop targeted teaching strategies. Findings suggest that focused interventions on personal pronouns can significantly improve students' writing skills. Future research should explore effective teaching methods to address these errors and enhance ESL learners' proficiency in English writing. This study contributes to the limited research on personal pronoun errors among Indonesian ESL students and emphasizes the need for tailored educational approaches.

Enhancing Students' Writing Skills: The Impact, Engagement, and Optimization of Automated and Teacher Written Corrective Feedback Lestari, Endah; Tusino, Tusino; Rokhayati, Titi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.92886

This study examined the effectiveness of combining Automated Writing Corrective Feedback (AWCF) and Teacher Written Corrective Feedback (TWCF) in improving students’ writing skills at SMK Bina Karya 2 Karanganyar. A mixed-methods approach was employed using an explanatory sequential design. Quantitative data from pre- and post-writing tests showed a significant improvement in mechanics, grammar, vocabulary, organization, and content of descriptive texts (t(58) = 8.888, p < .001). Qualitative findings from interviews and questionnaires indicated that students engaged with feedback in behavioral, cognitive, and affective dimensions. Low-proficiency students accepted most automated corrections, while advanced learners selectively applied feedback. AWCF was most effective for surface-level errors, while TWCF provided deeper support in content, coherence, and organization. A structured feedback process, where students revised based on automated corrections before receiving teacher guidance, ensured iterative improvement and minimized cognitive overload. The combination of AWCF and TWCF fostered self-regulated learning, reduced writing anxiety, and enhanced overall proficiency. Student perceptions varied; 78% found AWCF helpful for grammar, but only 42% believed it improved overall writing. Teachers noted that TWCF provided clearer explanations, reinforcing deeper learning. The integration of AWCF and TWCF enabled students to develop both linguistic accuracy and higher-order writing skills. These findings underscore the importance of a hybrid feedback model balancing efficiency, personalization, and engagement, ultimately enhancing students' writing proficiency in a structured and effective manner.

Computer-Based Technology on Writing Performance: A Systematic Literature Review Tusino, Tusino; Dewi, Puspa; Lestari, Endah; Onate, Rafael V.; Chen, Yinghuei; Mezentsev, Ivan
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10812

This systematic literature review delves into the transformative effects of computer-based technology on writing performance, with a specific focus on studies conducted between 2017 and 2023. The review scrutinizes the impact of a diverse array of technologies, ranging from popular platforms like TikTok, Twitter, and Instagram to specialized tools such as Grammarly, Digital Storytelling, and Kahoot. By synthesizing findings from these studies, the review elucidates the multifaceted ways in which technology influences students' writing proficiency. Key findings underscore the nuanced impacts of these technologies, revealing their significant roles in fostering motivation, enhancing language skills, promoting engagement, and facilitating collaborative learning environments. Notably, Grammarly emerges as a prominent tool widely utilized to address grammatical, spelling, and punctuation errors, thereby aiding in the refinement of writing quality. Meanwhile, platforms like Instagram are recognized for nurturing creativity, Twitter for facilitating personalized learning experiences, and Kahoot for fostering active engagement through interactive quizzes and games. By illuminating the diverse dimensions of technology's transformative role in writing performance, this review offers valuable insights for educators, policymakers, and researchers alike. It underscores the importance of leveraging technology as a strategic tool to enhance students' writing skills and foster a dynamic and enriching learning experience. Moreover, it highlights the need for continued exploration and adaptation of innovative technological solutions to meet the evolving needs of modern education.

ChatGPT in Academic Writing Classes: Exploring EFL Students’ Perspectives Tusino, Tusino; Dewi, Puspa; Hati, Mufid Lahiria Permata; Iglesia, Maria Joy C.
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15293

The integration of ChatGPT in English as a Foreign Language (EFL) writing instruction remains a relatively under-researched area, particularly in the Indonesian higher education context. This study explores the dual nature of ChatGPT—as both a pedagogical aid and a potential challenge—for undergraduate English education students at a university in Central Java. Using a qualitative case study design, data were collected from thirty-two participants through a close-response questionnaire to gain insights into their perceptions and experiences. The findings indicate that the use of ChatGPT enhanced students’ writing confidence, time efficiency, and overall quality of written output. Students reported that ChatGPT facilitated idea generation, improved sentence coherence, and served as a valuable tool for self-editing. However, the study also identified several drawbacks, including overreliance on the tool, diminished critical and creative thinking, and concerns about the authenticity and accuracy of AI-generated content. To mitigate these issues, students engaged in peer review, expert consultation, and cross-referencing with credible sources to validate the generated material. The study emphasizes the importance of guiding students toward responsible and reflective use of artificial intelligence in academic writing. Pedagogical implications highlight the need for integrating ethical AI literacy, promoting critical engagement with AI-generated content, and fostering awareness of academic integrity. Ultimately, while ChatGPT presents significant opportunities for enhancing EFL writing pedagogy, its implementation must be thoughtfully managed to ensure it supports, rather than replaces, human cognitive and linguistic development.

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