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All Journal Indonesian Journal of Applied Linguistics (IJAL) LET: Linguistics, Literature and English Teaching Journal Linguistik Indonesia Education and Human Development Journal
A. Effendi Kadarisman, A. Effendi
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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THE ROLES OF WRITING ATTITUDES AND WRITING APPREHENSION IN EFL LEARNERS’ WRITING PERFORMANCE Kadarisman, A. Effendi; Suryati, Nunung
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 2 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (507.316 KB) | DOI: 10.18592/let.v6i2.1459

Abstract

The present study used a mixed method research design since it aimed at examining the degree of relationship between the students’ writing attitude, apprehension, and writing performance and investigating the causes of both factors. The finding of the study revealed that there was a significantly positive correlation between attitude towards writing and learners’ writing performance (r=.240 and sig=.049<.05) and the difference of performance was significant (Sig.= .018 < .05). The writing apprehension and writing performance were significantly negatively correlated (r=-.246, sig=.043) and the difference of performance was significant (Sig.= .000< 0.05). The interview result showed several factors causing the students’ writing attitude and apprehension. The positive attitudes were caused by the importance of English as an international language, the relationship of English and science, the interest in writing and English, and the lecturer’s evaluation. Students having negative attitude confessed that they were not good at English, writing in English was a difficult activity, and they did not write much. Low writing apprehension was caused by the interest in writing, being good at grammar and vocabulary, and positive thinking in completing the task. At last, students with high apprehension thought that they were afraid of making mistakes; since they were not good at English, they tended to translate bahasa Indonesia into English, and they were not able to develop topics given by the lecturer.
Resensi Buku Kadarisman, A. Effendi
Linguistik Indonesia Vol 31, No 1 (2013): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (118.576 KB) | DOI: 10.26499/li.v31i1.6

Abstract

Judul : The Philosophy of Generative LinguisticsPenulis : Peter LudlowPenerbit : Oxford University Press, 2011Tebal : xxiiii, 220 halaman
THE ROLES OF WRITING ATTITUDES AND WRITING APPREHENSION IN EFL LEARNERS’ WRITING PERFORMANCE Ni'mah, Ulin; Kadarisman, A. Effendi; Suryati, Nunung
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 2 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (507.316 KB) | DOI: 10.18592/let.v6i2.1459

Abstract

The present study used a mixed method research design since it aimed at examining the degree of relationship between the students? writing attitude, apprehension, and writing performance and investigating the causes of both factors. The finding of the study revealed that there was a significantly positive correlation between attitude towards writing and learners? writing performance (r=.240 and sig=.049<.05) and the difference of performance was significant (Sig.= .018 < .05). The writing apprehension and writing performance were significantly negatively correlated (r=-.246, sig=.043) and the difference of performance was significant (Sig.= .000< 0.05). The interview result showed several factors causing the students? writing attitude and apprehension. The positive attitudes were caused by the importance of English as an international language, the relationship of English and science, the interest in writing and English, and the lecturer?s evaluation. Students having negative attitude confessed that they were not good at English, writing in English was a difficult activity, and they did not write much. Low writing apprehension was caused by the interest in writing, being good at grammar and vocabulary, and positive thinking in completing the task. At last, students with high apprehension thought that they were afraid of making mistakes; since they were not good at English, they tended to translate bahasa Indonesia into English, and they were not able to develop topics given by the lecturer.
CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY Septiana, Ayu Rizki; Sulistyo, Gunadi Harry; Kadarisman, A. Effendi
Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i1.2642

Abstract

This study investigates whether indirect corrective feedback is effective on students’ writing accuracy and whether there is any interaction between corrective feedback and students’ levels of grammatical sensitivity. A quasi-factorial design was adopted for this research. The subjects of the study were fourth-semester students of English Department, at a State University in Malang, selected randomly. The experimental group was treated with indirect corrective feedback and the control group with direct corrective feedback. A parametric statistical test, ANCOVA, was used to test the hypotheses. The findings show that there was no statistical difference on writing accuracy between the experimental and control groups. Yet, among students with a high level of grammatical sensitivity, there was significant difference in writing accuracy between those given indirect and direct corrective feedback. Further, there was no interaction between corrective feedback on writing accuracy and students’ levels of grammatical sensitivity. However, indirect corrective feedback improved students’ writing accuracy better than direct corrective feedback.
HEDGES USED BY INDONESIAN ELT STUDENTS IN WRITTEN AND SPOKEN DISCOURSES Rida, Asfina; Kadarisman, A. Effendi; Astuti, Utari Praba
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9815

Abstract

Hedging expression is considered an important interactional metadiscourse device which shows the writer’s/speaker’s degree of confidence in the truth of a proposition and his/her attitude to the readers or listeners in academic discourse. Although considerable research on hedges has been undertaken, there have been virtually no studies on hedges in spoken discourse in educational contexts. To fill this gap, this study aims at describing and comparing the use of hedges by Indonesian ELT students in written and spoken discourses. This study is descriptive qualitative in nature. The research subjects were 20 ELT graduate students registered in 2015 at a state university in East Java, Indonesia. The sources of data were the students’ thesis proposals and thesis proposal presentations, particularly the ‘background of the study’ section. As such, the study used a corpus-based approach which utilized concordance software, i.e. AntConc (3.4.4), to examine the frequency of hedges based on types. The use of hedges was categorized on the basis of hedges taxonomy adapted from Salager-Meyer (1994) and Hyland (2005). The findings of this study revealed that (i) in terms of types and frequency, the patterns of the use of hedges types (from the most to the least frequently used) by ELT students in both corpora were almost similar: WD: S–Ap–Em–Ex–Ch, and SD: S–Ap–Ex–Em–Ch (see Table 2 for legends); (ii) ELT students employed more hedges in written discourse than in spoken discourse; and (iii) approximately 65% of hedges variants provided in the taxonomy were employed by ELT students in written and spoken discourses. On the basis of the results of the study, the discourse mode (written or spoken) can be a factor that affects the use of hedges in academic discourse.
Corrective Feedback: How has it been implemented in EFL Writing Class? Megawati, Fika; Kadarisman, A. Effendi; Agustina, Sheila
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 7 No 03 (2022): Education Human and Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v7i03.2563

Abstract

Studies have shown that during the process of Interlanguage development, language learners cannot avoid making grammatical errors in either spoken or written form. Although it is considered as a normal phase, errors can lower students' confidence to be active EFL learners in the class. Accordingly, they need teachers’ appropriate corrective feedback (CF) to produce effective communication in the target language. Thus, considering the significant contribution of grammar knowledge and teachers' feedback on students' English proficiency, this paper aims to explore the perception of 12 EFL teachers’ practices and 91 students, both of whom are involved in an English writing class, about CF. The instruments used to collect the data was closed- and open-ended questionnaire. The results indicate that teachers vary their CF in terms of frequency and types. In addition, students show a different perspective on the effectiveness of CF in writing class. Also, teachers need to become more familiar with electronic CF in order to implement it better in class including for writing instruction process and promoting peer corrective feedback. In line with these findings, suggestions for future research are provided.
Co-Authors Agustina, Sheila Ani Susanti Ayu Rizki Septiana, Ayu Rizki Fika Megawati Gunadi Harry Sulistyo Musli Ariani Ni'mah, Ulin Nunung Suryati Rida, Asfina Utari Praba Astuti