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<![CDATA[Improving Paragraph Writing Ability of the Fourth Semester Students of the English Department of Palangka Raya State Islamic College Through Cooperative Learning Strategy ]]>
<![CDATA[Sabarun, Sabarun]]>
<![CDATA[ Jurnal Studi Agama dan Masyarakat Vol 3, No 1 (2009): Jurnal Studi Agama dan Masyarakat ]]>
Publisher : <![CDATA[LP2M IAIN Palangka Raya ]]>
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<![CDATA[The objective of the study is to improve the studentsâ writing ability in writing English class by using Cooperative Integrated Reading and Composition (CIRC) model of Cooperative learning strategy. The study employed Classroom Action Research (CAR) design. The subjects of the study were three students of the fourth semester students of the English Department of Palangka Raya State Islamic College of 2007-2008 academic year. The result of the study showed that Cooperative learning strategy with Cooperative Integrated Reading and Composition (CIRC) model was effective in improving the studentsâ writing ability. It could be seen from the improvement of the studentsâ writing achievement. In the pretest before implementing the strategy, the average score of the studentsâ writing achievement was 4.00 in a 1.00 to 6.00 scale. Three students obtained âunevenâ level. However, after implementing Cooperative Integrated Reading and Composition (CIRC) model of Cooperative Learning strategy, the average score of the class in Cycle 1 increased slightly to 4.54. Only two students did not achieve the criteria of success. Then, in Cycle 2, the average score of the class increased dramatically to 5.00, and all subjects achieved the criteria of success. Besides, the students enjoyed learning in writing class and they were highly motivated to join the cooperative class. ]]>
<![CDATA[MENINGKATKAN KEMAMPUAN MENULIS PARAGRAF DENGAN STRATEGI MENULIS TERBIMBING (SMT) BAGI MAHASISWA SEMESTER 4 JURUSAN TEKNIK ELEKTRO DI UNIVERSITAS MUHAMMADIYAH MALANG ]]>
<![CDATA[Sabarun, Sabarun]]>
<![CDATA[ Jurnal Studi Agama dan Masyarakat Vol 2, No 1 (2008): Jurnal Studi Agama dan Masyarakat ]]>
Publisher : <![CDATA[LP2M IAIN Palangka Raya ]]>
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<![CDATA[The study is aimed at improving the studentsâ writing ability in writing English class using Guided Composition strategy, which refers to a teaching method in which the teacher guides students systematically and orderly in writing a composition. The strategy is selected because it was assumed that the strategy can improve the studentsâ writing ability and motivate the students to actively involve in writing class.The study employs Collaborative Classroom Action Research design. The subjects of the study are three of fourth semester students of the Electrical Engineering Department of Malang Muhammadiyah University of 2006-2007 Academic Years. The study is carried out in two cycles by following the four steps of action research: planning, implementing, observing, and reflecting. Cycle 1 was carried out on February 5th 2007. Meanwhile Cycle 2 was held on Februari 19th 2007. Each cycle consists of one meeting, focused on prewriting activity, whilst writing and post writing activities.The result of this study shows that Guided Composition Strategy is effective in improving the studentsâ paragraph writing ability. It can be seen from the improvement of the studentsâ writing achievement. In the pretest before the implementation of Guided Composition Strategy, the average score of the studentsâ writing achievement was 3.50 in a 1.00 to 6.00 scale. Three students obtained âpoorâ level. However, after Guided Composition Strategy was implemented, the average score of the class in Cycle 1 increased slightly to 4.15. Only two students did not achieve the criteria of success. Then, in Cycle 2, the average score of the class increased dramatically to 4.75, and all subjects achieved the criteria of success. In addition, the students are actively involved in writing class and they are highly motivated to attend the guided writing class.]]>
<![CDATA[THE EFFECT OF CLUSTERING TECHNIQUE ON WRITING EXPOSITORY ESSAYS OF EFL STUDENTS ]]>
<![CDATA[Sabarun, Sabarun]]>
<![CDATA[ Journal on English as a Foreign Language (JEFL) Vol 3, No 1 (2013): JEFL ]]>
Publisher : <![CDATA[IAIN (State Islamic Institute) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v3i1.58
<![CDATA[The study is aimed at investigating the effectiveness of using clustering technique in writing expository essays. The aim of the study is to prove whether there is a significant difference between writing using clustering technique and writing without using it on the studentsâ writing achievement or not. The study belonged to experimental study by applying counterbalance procedure to collect the data. The study was conducted at the fourth semester English department students of Palangka Raya State Islamic College of 2012/ 2013 academic year. The number of the sample was 13 students. This study was restricted to two focuses: using clustering technique and without using clustering technique to write composition. Using clustering technique to write essay was one of the pre writing strategies in writing process. To answer the research problem, the t test for correlated samples was applied. The research findings showed that,it was found that the t value was 10.554.It was also found that the df (Degree of freedom) of the distribution observed was 13-1= 12. Based on the Table of t value, if df was 12, the 5% of significant level of t value was at 1.782 and the 1% of significant level of t value was at 2.179. It meant that using clustering gave facilitative effect on the studentsâ essay writing performance.Keywords: reading comprehension, text, scaffolding]]>
<![CDATA[IMPROVING THE STUDENTSâ READING COMPREHENSION ABILITY THROUGH SQ3R STRATEGY ]]>
<![CDATA[Sabarun, Sabarun]]>
<![CDATA[ Journal on English as a Foreign Language (JEFL) Vol 2, No 1 (2012): JEFL ]]>
Publisher : <![CDATA[IAIN (State Islamic Institute) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v2i1.49
<![CDATA[The study is aimed at improving the studentsâ reading comprehension ability in reading English class using SQ3R strategy, which refers to a reading technique covering a five step system developed by Francis P Robinson. Each of the steps stands for Survey, Question, Read, Recite, and Review. The study employed Classroom Action Research design. The subjects of the study were four of third semester students of the English Department of Palangka Raya State Islamic College of 2009/ 2010 academic year. The study was carried out in two cycles by following the four steps of action research: planning, implementing, observing, and reflecting. Each cycle consisted of one meeting focusing pre-reading, whilst reading and post reading. The data of the study are taken from the results of observation checklists, field notes, and the studentsâ reading score. The result of the study showed that SQ3R strategy could improve the studentsâ reading comprehension ability. It could be seen from the improvement of the studentsâ reading scores. The students were actively involved in reading class and they were highly motivated to attend the SQ3R reading class.Keywords: improving, SQ3R strategy, reading comprehension ability]]>
<![CDATA[Improving writing ability through cooperative learning strategy ]]>
<![CDATA[Sabarun, Sabarun]]>
<![CDATA[ Journal on English as a Foreign Language (JEFL) Vol 1, No 1 (2011): JEFL ]]>
Publisher : <![CDATA[IAIN (State Islamic Institute) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v1i1.35
<![CDATA[The objective of the study was to improve the studentsâ writing ability in writing English class using Cooperative Integrated Reading and Composition (CIRC) model of Cooperative learning strategy. The study employed Classroom Action Research (CAR) design. The subjects of the study were the fifth semester students of the English Department of Malang Muhammadiyah University. The numbers of the subjects were 5 students. The study was conducted in two cycles with 4 steps of classroom action research procedure: planning, implementing, observing and reflection. Each cycle had two meetings. The result of the study showed that Cooperative learning strategy with Cooperative Integrated Reading and Composition (CIRC) model was effective to improve the studentsâ writing ability that could be seen from the improvement of the studentsâ writing achievement.]]>
<![CDATA[EFFECT OF GENDER AND THE TYPES OF WRITTEN CORRECTIVE FEEDBACK ON THE L2 LEARNERS’ WRITING PERFORMANCE ]]>
<![CDATA[Sabarun, Sabarun]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[The study is aimed at measuring the influence of the types of WCF on EFL students’ writing performance with involving gender factors. The research design was a pretest-posttest quasi experimental design. A pre-post writing test for both experiment and control groups was the main instrument. The participants of the study were 72 L2 learners at IAIN Palangka Raya of 2018/ 2019 academic years. During the learning process, the experimental group 1 was given treatment using Direct Corrective Feedback (DCF); the experimental group 2 was given treatment using Indirect Corrective Feedback (ICF); and the control group was not given treatment or received No Feedback (NF). The data were analyzed using a two-way ANOVA analysis. The analysis revealed that there was a statistically different effect for the types of WCF on the learners’ writing performance (F= 34.354, p= 0.000). Meanwhile, there were no differences between gender to the learners’ writing performance (F= 0.739; p=0.393 eta squared= 0.011). The interaction effect of gender and types of feedback also did not show significantly different among other groups F (2,66) =.1.120; p= 0.332; eta squared= 0.033).]]>
<![CDATA[Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive ]]>
<![CDATA[Sabarun, Sabarun]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv9i14652
<![CDATA[The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.]]>
<![CDATA[The Effect of Flow Mind Map on Writing Accuracy and Learning Motivation at Islamic Higher Education ]]>
<![CDATA[Sabarun, Sabarun]]>;
<![CDATA[Muslimah, Aisyah H.S.]]>;
<![CDATA[Muhanif, Slamet]]>;
<![CDATA[Elhawwa, Tazkiyatunnafs]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 1 (2021): October 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i1.30551
<![CDATA[The investigation attempted to explore the influence of flow mind map on writing accuracy and learning motivation at Islamic Higher Education. There were two variables: flow mind map as a predictor variable; writing accuracy and learning motivation as the outcome variables. The study involved L2 participants at higher education in Kalimantan. The participants was 37 students, consisting of two groups: experiment class and control class. A main effect of one way Anova was used to measure an effect of flow mind map on learners’ writing score and learning motivation. The finding revealed that the value of writing accuracy at F (1,36) = 44.861, SS 3591.045, MS= 3591.045, p= 0.000; and the value of learning motivation at F (1,36) = 40.925, SS 2006.600, MS= 2006.600, p= 0.000. The significance value was below 0.050, meaning there was a statistically difference in the mean of using flow mind map on learners’ writing accuracy and learning motivation. It was recommended that language instructor motivate learners during the learning process. Due to the limited number of sample size, the further investigations with broader scope and larger sample size were needed to validate the research findings.]]>
<![CDATA[STUDENTS’ PERCEPTION OF THE USE OF GRAMMARLY IN UNDERGRADUATE THESIS WRITING ]]>
<![CDATA[Fitria, Rina Alya]]>;
<![CDATA[Sabarun, Sabarun]]>;
<![CDATA[Miftah, M. Zaini]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 2 (2022): VOLUME 5 NUMBER 2, MARCH 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i2.p366-371
<![CDATA[The purpose of the study was to investigate the students’ perception of using Grammarly in their undergraduate thesis writing. It also explores the Grammarly application's strengths and weaknesses. A random sampling technique was used to collect the sample. The mixed-method sequential explanatory design was used in this study. The participants of the study were 35 students enrolled in the English Education program at IAIN Palangka Raya of 2017. The SPSS 25 program was used to examine the data. The data in this study was gathered through the use of a questionnaire and an interview. The study's results showed that 80.1% of the participants highly agreed. This study found that students gave positive responses to the use of Grammarly to assist them to analyze their thesis writing. The findings showed that the Grammarly application has several strengths such as clear and easy-to-understand feedback, time savings for students when checking grammar, and a useful feature. Meanwhile, Grammarly's weaknesses are that it can’t detect tenses that the students used in a time, students can’t download the feedback in form of a file and they must pay to access all of Grammarly's premium features. Keywords: EFL Students Perception, Grammarly, Undergraduate Thesis Writing]]>
<![CDATA[Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive ]]>
<![CDATA[Sabarun Sabarun]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv9i14652
<![CDATA[The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.]]>
