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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter E-Link Journal Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Linguapedia Journal of Shoutheast Asian Islam and Society (JSEAIS)
Endah Nur Tjendani
Universitas Islam Jember
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Using Ant-Word Profiler App to Classify Vocabulary Level for Paragraph Writing among EFL Learners Agus Tina Sari; Dihliza Basya; Endah Nur Tjendani
English Teaching Journal : A Journal of English Literature, Language and Education Vol 10, No 2 (2022)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v10i2.14189

Abstract

There is a vast amount study of vocabulary assessment strategies by professional educators and a number of methods have emerged to gauge vocabulary competence. However, only a limited number of literatures analyze the use of online application to assess EFL students’ vocabulary level, especially in Indonesia. To fill this gap, this study employs Ant-Word Profiler App to classify students’ vocabulary level on final exam in advanced paragraph writing course among Indonesian undergraduate EFL Learners. Drawing on the Laufer Theory (1997) on factors which affect vocabulary learning, this study showcases the group of participants challenge their vocabulary mastery as they were routinely engaged to the writing class. The participants were, second semester students at Indonesia tertiary Institution who enrolled in Advanced Paragraph Writing course range from 19 to 22 years old. This descriptive interview study utilized a corpus-based research in vocabulary context of writing course. The AntWordProfiler app generates lexicon statistics and recurrence about the corpus of the text. The primary categories of the data collected are the overall quantity of running words in a apecific content of the given text. The results demonstrate that students at different stages of writing proficiency used a low percentage of Advanced vocabulary indeed on the final exam of the course. The implication of this study calls for the interactive vocabulary and writing pedagogy to enrich vocabulary mastery for students of language teacher education. 
Language Learning Strategies in Relation to Learners’ Motivation Nuning Ayu Wandira; Endah Nur Tjendani; Aminullah Aminullah
Linguapedia Vol. 1 No. 1 (2017)
Publisher : English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember

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Abstract

Writing is one of four language skills that should be mastered by students in learning English. Every student has different learning strategy in writing which help them to make their own learning effective. Motivation is one of the factors that influenced students’ learning strategies both intrinsic and extrinsic motivation had contributed in students’ learning strategies in writing skill. It can be seen from their writing achievement. This research aims to investigate the students’ learning strategies and students’ motivation towards writing achievement. The design was quantitative research. The research was applied to 35 Eleventh Science 3 grade in SMAN 1 Pakusari Jember. The data obtained from observation, interview, and documentation. The research found that students’ high learning strategies in writing and high intrinsic motivation influenced in their writing achievement.
A Critical Discourse Analysis : Indonesian Government-Mandated Textbook Infusing Islamic and Peace Values Sofyan Hadi; Dihliza Basya; Endah Nur Tjendani
Journal of Southeast Asian Islam and Society Vol. 3 No. 1 (2024): JSEAIS
Publisher : UIN Sulthan Thaha Saifuddin Jambi

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Abstract

Despite the fact that there have been numerous studies into moral values in language textbooks, only a small amount of literature reports the representation of peace or even Islamic values in English for foreign language (EFL) textbooks. As a result, any textbook used by the teacher must contain the essential Islamic and peace values needed to develop students' excellent character. This research is an attempt to carefully examine how Islamic and peace values are portrayed in English Language Teaching (ELT) textbooks for Indonesian junior high school students. Roland Barthes' (1977) semiotic framework and critical discourse analysis Fairclough (2009) (CDA) were chosen as the method for elaborating on Islamic and peace values found in the English textbook as well as the manner in which they are expressed. Findings from Critical Discourse Analysis (CDA) show that the representation of Islamic and peace values such as tolerance, respect, and appreciation for others is distorted. It is hoped that this research will encourage teachers and students to actively participate as intermediaries for the application of values in EFL textbooks. Keywords: Critical Discourse Analysis, ELT textbook, Islamic and Peace Values.
Error Analysis of Cohesion Devices in High School Students' Recount Text Writing Rani Syah Putri; Endah Nur Tjendani; Ribut Sabartono
E-Link Journal Vol 13 No 1 (2026): E-Link Journal
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v13i1.1351

Abstract

This study investigates errors in the use of grammatical cohesion devices in students’ recount writing at MA Ma’arif An-Nur. Grammatical cohesion is essential for creating coherent and meaningful texts; however, many EFL learners experience difficulties in using cohesive devices appropriately. This study aims to identify the types and patterns of errors in the use of grammatical cohesion devices.A qualitative descriptive design with an error analysis approach was employed. The data were collected from recount texts written by twenty tenth-grade students selected through purposive sampling. The analysis focused on four types of grammatical cohesion devices: reference, substitution, ellipsis, and conjunction.The findings indicate that reference and conjunction were the most frequently used cohesion devices and accounted for the majority of errors. Common errors included incorrect pronoun references and inappropriate use of conjunctions. In contrast, substitution and ellipsis were used less frequently, suggesting limited student mastery of these devices. The errors were influenced by students’ limited grammatical knowledge, first-language interference, and insufficient writing practice.In conclusion, students still face difficulties in applying grammatical cohesion devices accurately in recount writing. Therefore, more focused instruction and extensive writing practice are needed to improve students’ ability to produce coherent and cohesive texts.
The Use Grammarly App to Support Independent Learning for Writing Practices at Senior High School Students Dea Lean Arsy Rosyah; Endah Nur Tjendani
Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter Vol. 7 No. 2 (2025): Jurnal Pena Karakter (Jurnal Pendidikan Anak dan Karakter)
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jpk140

Abstract

This study investigates the effectiveness of the Grammarly app in fostering independent learning for writing practices among senior high school students. The research employs observation and interview data collection methods, with descriptive analysis for observations and thematic coding for interviews. The results demonstrate that Grammarly positively impacts students' independent learning experiences. Initial use of the app yields favorable perceptions, akin to personalized guidance from an English teacher, though concerns about effectiveness emerge as potential barriers to full adoption. The findings align with existing literature on technology-assisted language learning, showing the app's capacity to promote self-directed learning, improve writing skills, and support non-native English speakers in overcoming language barriers. The study underscores the app's potential to enhance language learning outcomes and writing proficiency, echoing prior research.
Indonesian EFL Pre-service Teachers’ Acceptance of Grammarly as an Automated Writing Evaluation Tool: A TAM-Based Case Study Ubaidillah Ubaidillah; Endah Nur Tjendani; Ribut Sabartono
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 5 (2026): September : Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i5.2968

Abstract

This study investigates Indonesian pre-service teachers’ acceptance of Grammarly as an Automated Writing Evaluation (AWE) tool in academic writing. Despite the increasing integration of AWE technologies in higher education, limited research has examined how Indonesian EFL pre-service teachers perceive and accept such tools in academic writing. Employing a qualitative case study design, this study involved two female pre-service EFL teachers who had prior experience using Grammarly in academic writing courses. Data were collected through semi-structured interviews and analyzed using thematic analysis informed by the Technology Acceptance Model (TAM). The findings indicate that Grammarly is generally perceived as a useful and accessible tool that supports grammatical accuracy and enhances students’ confidence in academic writing. Participants also reported that Grammarly provides immediate feedback that facilitates the revision process and raises awareness of language use. However, concerns emerged regarding the reliability of automated feedback and the potential risk of over-reliance on the system. The study highlights both the opportunities and limitations of integrating AWE tools in EFL writing instruction and suggests that Grammarly should be used as a supportive resource rather than a replacement for teacher feedback.
Co-Authors Agus Tina Sari Aminullah Aminullah Basya, Dihliza Dea Lean Arsy Rosyah Nuning Ayu Wandira Rani Syah Putri Ribut Sabartono Sofyan Hadi Ubaidillah Ubaidillah