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All Journal Language Circle : Journal of Language and Literature Vision: Journal for Language and Foreign Language Learning Jurnal Studi Agama dan Masyarakat Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian Journal of Educational Research (IJER) INOVISH JOURNAL English Language and Literature International Conference (ELLiC) Proceedings Edulangue English Language in Focus (ELIF) PROJECT (Professional Journal of English Education) Jurnal Pemberdayaan Masyarakat Universitas Al Azhar Indonesia JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Jurnal Pengabdian kepada Masyarakat Nusantara Journal of English Language and Education Journal of English Development Jurnal Ilmu Pendidikan (SOKO GURU) Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Jurnal Pendidikan dan Pembelajaran Edukasia: Jurnal Pendidikan dan Pembelajaran Kajian Linguistik dan Sastra Concept: Journal of Social Humanities and Education Jurnal Ilmu Sosial, Pendidikan Dan Humaniora Pustaka: Jurnal Bahasa dan Pendidikan Jurnal Pengabdian Masyarakat Bangsa Journal of Educational Management Research Al Ghafur : Jurnal Ilmiah Pengabdian Kepada Masyarakat Jurnal Ilmu Pendidikan Nasional Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Alkhidmah: Jurnal Pengabdian dan Kemitraan Masyarakat EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Jurnal Inovatif dan Kreatif Hasil Pengabdian Kepada Masyarakat Ulil Albab Tamilis Synex: Multidimensional Collaboration
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Journal : Language Circle : Journal of Language and Literature

The Effect of Flow Mind Map on Writing Accuracy and Learning Motivation at Islamic Higher Education Sabarun, Sabarun; Muslimah, Aisyah H.S.; Muhanif, Slamet; Elhawwa, Tazkiyatunnafs
Language Circle: Journal of Language and Literature Vol 16, No 1 (2021): October 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v16i1.30551

Abstract

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.
The Effect of Gender, Socio-Economic Status, and Using Mindmaple Lite Software on Learners’ Writing Performance Sabarun, Sabarun
Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v17i1.38603

Abstract

The research was to measure interaction effects for gender, socio-economic status, and using MindMaple lite Software toward writing skills. The investigation used a quasi-experiment design using test as instrument. The subjects were 36 learners at Islamic higher education in Central Kalimantan consisting of 17 males and 19 females; 11 high, 10 middle, and 15 low learners; 17 using MindMaple, and 19 without using MindMaple. A three-way analysis of variance test was applied to perform data analysis. The finding indicated that a different effect occurred for gender (F=8.780; p=0.007); socio economic status (F=4.421; p=0.023), writing strategy using MindMaple (F=36.023; p=0.000) on writing performance. The study indicated an interaction effect occured between gender and socio-economic (F=6.927, p=0.004). Here, females performed better than males; high socio-economic learners did better than the others; learners using MindMaple ware performed better than without using MindMaple. In contrast, the finding found that interaction effect did not occur between gender and writing strategy (F=1.135, p=0.297); socio-economic and writing strategy (F=0.198, p=0.822); gender, socio-economic and writing strategy using MindMaple (F=0.437, p=0.651).  The study concluded that gender, socio-economic and writing strategy did not give significant contribution simultaneously on writing performance. It gave new insights on the implementation of MindMaple in L2 writing class.
MEASURING THE INFLUENCE OF DIRECT, CODED, UN-CODED FEEDBACK IN L2 WRITING ABILITY Sarip, Jhon; Sabarun, Sabarun
Language Circle: Journal of Language and Literature Vol 18, No 1 (2023): October 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v18i1.46056

Abstract

The research investigated the influence of direct, coded, and un-coded feedback on the setting of writing class. The design was pre-posttest quasi experimental. The learners involved were 82 students at Islamic higher education in Kalimantan. The data were calculated using ANOVA test. The finding revealed that: (1) Direct Corrective Feedback (DCF) gave effect toward writing ability. The mean difference (MD) between DCF and NF was 16.86429* and the significance value was 0.00 0.05. (2) Indirect Coded Corrective Feedback (ICF) gave an influence on writing ability. The MD between ICF and NF was 12.72895* and the significance value was 0.00 0.05. (3) Indirect Un-coded Feedback (IUF) gave influence on writing ability. The MD between IUF and NF was 13.60455* and the significance value was 0.00 0.05. (4) The types of feedback (DCF, ICF, and IUF) gave an influence on writing performance at the p 0.05, and the F value (3, 78) = 30.38, p= 0.00). Tukey HSD test confirmed that the mean scores of the three kinds of feedback differed significantly from no feedback class.  However, the different types of feedback did not differ significantly from either group 1, 2 or 3.