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UNIVERSITY-LEVEL STUDENTS’ DIFFICULTIES IN DESCRIPTIVE WRITING Maya Marsevani; Yeo, Frisca; Nurlaily
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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While most studies have focused on the challenges faced by high school students in writing descriptive or recount texts, limited research has examined the difficulties encountered by university students, particularly those with low motivation and insufficient grammar proficiency. This study aims to investigate the specific challenges faced by university-level students majoring in English when composing descriptive texts. Using a qualitative descriptive approach, data were collected through a questionnaire distributed via Google Forms and a descriptive writing test. The findings reveal that grammar is the most significant challenge, with the lowest average score of 69.3 among five assessed categories. Common errors include incorrect tense usage and word choice, leading to unclear or unintended meanings. These findings highlight the need for targeted instructional strategies to enhance students' grammatical competence and overall writing proficiency.

UNIVERSITY-LEVEL STUDENTS’ DIFFICULTIES IN DESCRIPTIVE WRITING Maya Marsevani; Yeo, Frisca; Nurlaily
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

While most studies have focused on the challenges faced by high school students in writing descriptive or recount texts, limited research has examined the difficulties encountered by university students, particularly those with low motivation and insufficient grammar proficiency. This study aims to investigate the specific challenges faced by university-level students majoring in English when composing descriptive texts. Using a qualitative descriptive approach, data were collected through a questionnaire distributed via Google Forms and a descriptive writing test. The findings reveal that grammar is the most significant challenge, with the lowest average score of 69.3 among five assessed categories. Common errors include incorrect tense usage and word choice, leading to unclear or unintended meanings. These findings highlight the need for targeted instructional strategies to enhance students' grammatical competence and overall writing proficiency.

A Classroom Action Research: Empowering Students English Grammar Proficiency through PPP (Presentation, Practice, Production) Strategy Raj Kaur, Bal Janatte; Desty Febria; Maya Marsevani
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10002

This study investigates the impact of the Presentation, Practice, and Production (PPP) strategy on enhancing English grammar proficiency among high school students in Batam City. Grammar is essential for effective communication, yet students often struggle due to its complexity, differences from their native languages, and fear of ridicule. Utilizing Classroom Action Research (CAR) over three months with 45 students, the study employed a cyclical process of planning, action, observation, and reflection. Pre-test and post-test evaluations revealed a significant improvement in grammar skills, with average scores rising from 70.00 to 82.62. The PPP method effectively addresses grammar learning challenges by introducing concepts (Presentation), facilitating controlled practice (Practice), and encouraging creative use in communication (Production). The implications of these findings underscore the importance of tailored instructional methods that foster a supportive environment, reducing anxiety and building students' confidence. Integrating the PPP strategy into curriculum development can enhance language learning across diverse contexts, promoting greater student engagement and improved outcomes. Ultimately, this study aims to empower students in their language learning journey, ensuring that all learners, regardless of initial proficiency, can achieve desired outcomes in English communication skills.

THE EFFECTIVENESS OF SCRIPTED AND IMPROVISED ROLE-PLAY IN DEVELOPING SPEAKING SKILLS: CLASSROOM ACTION RESEARCH Maya Marsevani; Mustafa, Diba Yuri; Nugraha, Hendra
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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This study aimed to investigate how structured drama activities supported by iterative teaching and peer evaluation could enhance learners’ pronunciation, fluency, and confidence in speaking English. This Classroom Action Research (CAR) was conducted to enhance the English-speaking abilities of tenth-grade students at one school in Batam through drama-based instruction. The study involved 44 students from Grade 10, who were selected based on document analysis indicating poor performance in speaking-related tasks. A systematic approach was utilized, which included a pre-test, two cycles of implementation, and a post-test. The pre-test results revealed that 59% of students were at Level 1 and 27% at Level 2, indicating serious deficiencies in pronunciation, fluency, and self-confidence. After the intervention, 100% of the students (n = 44) advanced to Level 3, representing a complete elimination of Level 1 and Level 2 classifications and a 52-point increase in average speaking scores (from M = 38.7 to M = 90.6). This improvement was achieved through structured drama activities such as monologues, role-plays, and improvisational skits supported by warm-up exercises, peer evaluation, and iterative teaching modifications. The findings confirm that drama is not only an effective practice-based strategy but also a theoretically grounded pedagogy aligned with Vygotsky’s Sociocultural Theory and Krashen’s Affective Filter Hypothesis, as it creates low-anxiety, interactive learning environments that facilitate authentic communication. The study contributes to both theory and pedagogy by demonstrating how scripted and improvised role-play can systematically transform learners’ oral proficiency in EFL classrooms while offering a replicable framework for adaptive, reflective language teaching.

THE EFFECTIVENESS OF SCRIPTED AND IMPROVISED ROLE-PLAY IN DEVELOPING SPEAKING SKILLS: CLASSROOM ACTION RESEARCH Maya Marsevani; Mustafa, Diba Yuri; Nugraha, Hendra
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed to investigate how structured drama activities supported by iterative teaching and peer evaluation could enhance learners’ pronunciation, fluency, and confidence in speaking English. This Classroom Action Research (CAR) was conducted to enhance the English-speaking abilities of tenth-grade students at one school in Batam through drama-based instruction. The study involved 44 students from Grade 10, who were selected based on document analysis indicating poor performance in speaking-related tasks. A systematic approach was utilized, which included a pre-test, two cycles of implementation, and a post-test. The pre-test results revealed that 59% of students were at Level 1 and 27% at Level 2, indicating serious deficiencies in pronunciation, fluency, and self-confidence. After the intervention, 100% of the students (n = 44) advanced to Level 3, representing a complete elimination of Level 1 and Level 2 classifications and a 52-point increase in average speaking scores (from M = 38.7 to M = 90.6). This improvement was achieved through structured drama activities such as monologues, role-plays, and improvisational skits supported by warm-up exercises, peer evaluation, and iterative teaching modifications. The findings confirm that drama is not only an effective practice-based strategy but also a theoretically grounded pedagogy aligned with Vygotsky’s Sociocultural Theory and Krashen’s Affective Filter Hypothesis, as it creates low-anxiety, interactive learning environments that facilitate authentic communication. The study contributes to both theory and pedagogy by demonstrating how scripted and improvised role-play can systematically transform learners’ oral proficiency in EFL classrooms while offering a replicable framework for adaptive, reflective language teaching.

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