Article Per Year (5 Year)
p-Index From 2021 - 2026
1.235
P-Index
This Author published in this journals
All Journal Linguistics and Elt Journal Journal of English Language Teaching Innovations and Materials (Jeltim) Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of English Teaching and Learning Issues Jurnal Pendidikan EBONY
Novika Amalia
Universitas Palangka Raya
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : EBONY

 1 
Perceptual Alignment: Investigating EFL Teachers' Perspectives on Students' Writing Difficulties Amalia, Novika
General English Education Vol 5 No 1 (2025): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v5i1.18696

Abstract

The study investigates the alignment between EFL teachers' perceptions of students' writing difficulties and the actual performance of students in vocabulary, grammar, organization, and mechanics. Using semi-structured interviews with five certified EFL teachers and written tests from 28 junior high school students, the research employs thematic and content analysis. Results show strong alignment in vocabulary and grammar, highlighting issues such as limited vocabulary range and frequent grammatical errors. However, significant misalignment is found in organization and mechanics, with teachers overestimating students' skills in structuring essays and using punctuation. The findings underscore the pressing need to address these gaps, as the misalignment between teacher perceptions and student performance hinders effective instruction and student progress in writing proficiency. Bridging this gap is crucial for fostering holistic EFL writing skills. Suggestions include structured feedback rubrics, peer evaluations, and professional development workshops to enhance teaching practices. This study contributes to improving EFL instruction by identifying gaps in teacher-student alignment and proposing targeted interventions for better writing proficiency.
Co-Authors Ariesta Lestari Bahing, Bahing Dellis Pratika Dina Mardiana Erma Sujiyani, Erma Fauzi, Iwan Maida Norahmi Maida Norahmi Marcelino, Riandi Maria Arina Luardini Muhammad Subhan Fikri Natalina Asi, Natalina Norahmi, Maida Olivia, Tracy Retsi, Olga Dona Rezqan Noor Farid Richard Ferry Nugraha Ristati Ristati Ristati, Ristati Ristati, Ristati Siti Munawarah Sovia Rahmaniah Susanty Susanty, Susanty Teresa, Yulia Windi Fitriyani