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All Journal International Journal of Education Tadris: Jurnal keguruan dan Ilmu Tarbiyah Lingua Cultura Englisia Journal LEKSEMA : Jurnal Bahasa dan Sastra JOLLT Journal of Languages and Language Teaching JEdu: Journal of English Education English Language Education Reviews AKSARA: Jurnal Bahasa dan Sastra LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Rina Husnaini Febriyanti, Rina Husnaini
Indraprasta PGRI University
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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How do EFL university student-writers prepare their draft? An analysis of writing strategy use in EFL writing instruction Sundari, Hanna; Febriyanti, Rina Husnaini
Englisia Journal Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.10374

Abstract

The use of writing strategy across writing levels in a virtual EFL writing course was still rarely found in the literature. To fill this gap, therefore, this current research aims at exploring writing strategy in EFL writing instruction. Informed by a research framework of descriptive case study, university student-writers who regularly attended a virtual academic writing course filled out the online writing strategy inventory (Yang & Plakans, 2012) and submitted the argumentative essays. The findings show that the writing strategy was diverse across levels. At the stage of before drafting the essay, all student-writers reread task requirement and understood the type of essay and organization, searched for valid references, and tried to avoid plagiarism. Moreover, student-writers with higher levels also summarized ideas, analyzed sentences and contents, and made writing plan. At drafting the essay, they double checked the requirement, revised the essay, reread the essay and the sample texts, and provided valid arguments. However, student-writer with lowest level was not used those strategies. At the stage of after drafting, student-writers in all levels applied similar several writing strategies. However, not all of them added new points from sample texts, references, and lecture. To the student-writer with the lowest level, several writing strategies were not applied. This may indicate that student-writers with higher levels have writing awareness to use writing strategy effectively to improve their essay. Then, it can be drawn a conclusion that the more writing strategies used during drafting the essay, the more score and the higher quality of the essay was possibly achieved.   
EFL Students' Perspectives as Peer Reviewers in Virtual Writing Contexts: A Case Study in Indonesian Higher Education Febriyanti, Rina Husnaini; Sundari, Hanna; Baron, Rifari; Rahman, Arif; Arfani, Sri
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14891

Abstract

The studies of peer review in EFL composition class have received considerable attention in the literature. However, little understanding of how students as reviewers perceived peer review in a virtual learning environment as part of remote assessment. Due to the expansion of technology and the implementation of hybrid learning, language instructions were shifted from an on-site (face-to-face) learning mode into a blended learning system, including language assessment activities. Although existing research on peer review has been extensive, peer review from a peer reviewer perpectives in the virtual setting is still infrequent. This research aims to investigate EFL students' perspectives as peer reviewers in virtual writing contexts in Indonesian Higher Education. The current study was conducted in an exploratory case study approach. The participants were 41 students. The instruments were open-ended questionnaires and in-depth interviews. In addition, the comment analysis from the peer reviewers was investigated from the rubric of the peer review form. The findings revealed that almost all the peer reviewers voiced positive repertoires regarding the experiences in peer review in a virtual learning environment, and the comment analysis found mostly in the micro and macro meanings and strength comments as the crucial parts in delivering review to the peer reviewees’ artefacts.  The findings revealed that almost all the peer reviewers voiced positive repertoires regarding the experiences in peer review in a virtual learning environment, and the comment analysis found mostly the micro and macro meanings and strength comments as the crucial parts in delivering review to the peer reviewees’ artefacts. The current study implies sharing recommendations for implementing peer review in the virtual writing context with proper preparation before the realization.
Investigating Online Collaborative Grammar Learning Via Google Docs and Whatsapp: Indonesian EFL Undergraduate Students Views Febriyanti, Rina Husnaini; Sundari, Hanna; Baron, Rifari; Arfani, Sri
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5143

Abstract

Acquisition of grammar is essential in English instruction because it is the foundation of learning its language, yet EFL learners often face obstacles, particularly in online settings. At the same time, recently, technology has rapidly embraced and offered various platforms or applications as learning aids in the English education field. The incorporation of technology facilitation is believed to boost the student’s grammar competency. However, the delving of students’ views of grammar learning online and collaboration is still infrequent. In an attempt to fill the gap, the current study investigated the students’ views on utilizing Google Docs and WhatsApp in online collaborative grammar learning. This descriptive qualitative case study examined 99 participants consisting of 17 males and 82 females of Indonesian EFL undergraduate students at a private university in Jakarta, Indonesia, who viewed Google Docs and WhatsApp in online collaborative grammar learning. The data was collected by questionnaire and interview and then analyzed descriptively. The findings revealed that the students' views positively influenced their substantive feelings, collaboration, teamwork skills, confidence, autonomy, and self-regulation. Grounded by the findings, the current paper illustrates recommendations for conducting online collaborative grammar learning integrated with Google Docs and WhatsApp for the learner and the instructor in preparing a syllabus and technical procedure. The result of the current study implied that both the platform and application offer the potential to be adopted in online or hybrid collaboration instruction.
Students’ Ability and Factors in Using Subject-Verb Agreement: A Case Study of Indonesian EFL Learners in University Level Febriyanti, Rina Husnaini
Linguists : Journal of Linguistics and Language Teaching Vol 5, No 2 (2019): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v5i2.4927

Abstract

Learning subject-verb agreement (SVA) is still challenging to be mastered by EFL learners especially in University level. Hence, the aim of this study id to describe the student’s ability and to find out the factors in using SVA. The method of this study used qualitative method that displaying analysis descriptively. The participants were 100 Indraprasta PGRI Jakarta University students who took grammar class and learnt about subject-verb agreement. The data was collected by giving test involved short answer choices that consisted of basic SVA, SVA using expression of quantity, SVA using there +be, and SVA using some irregularities, and short multiple-choice questions that related with the factors of learning SVA. The result showed the student’s ability in using SVA in fairly good and the factors came from the student’s motivation in improving their ability such as lack of reading the materials of SVA, lack of understanding on the SVA materials, lack of understanding on their lecturer’s explanation, lack of rereading the SVA materials after getting explanation from their lecturer, lack of doing the exercises, lack of practicing by themselves in SVA exercises, lack of doing self-correction in practicing SVA exercises, lack of doing analysis on the mistakes of SVA exercises, and lack of restudying the mistakes of SVA exercises.
Co-Authors Amrina Rosyada Arif Rahman Gustaman Saragih Hanna Sundari IZZAH, NURUL Rifari Baron Sri Arfani, Sri Supeno