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All Journal BAHASA DAN SASTRA Journal of English Literacy Education JPSriwijaya Sriwijaya University Learning and Education International Conference LLT Journal: A Journal on Language and Language Teaching Register Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat Bumi Raflesia Jurnal Pengabdian Masyarakat Bangsa Susastra : Jurnal Ilmu Sastra dan Budaya REGISTER JOURNAL
Fiftinova Fiftinova, Fiftinova
Universitas Sriwijaya
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HOW TO TEACH WRITING IN LITERATURE CLASS THROUGH GENRE-BASED APPROACH FIFTINOVA, FIFTINOVA

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Abstract

This present study was conducted in order to portray how to teach writing inliterature class throgh Genre-Based Approach. Specifically, this study identifies (1)how lecturer guides students write their response to literature through Genre-BasedApproach, and (2) how the students write their response to literature using Genre-Based Approach. Qualitative case study design was chosen as the method of thestudy. The participants were 1 lecturer and 40 students who studied Prose in EnglishEducation Study Program at one state university in Palembang. The data werecollected through observation, documentation, and questionnaire. The data wereanalyzed qualitatively by doing thematic analysis. The result shows that (1) all theprocedures of Genre-Based Approach which incorporated Building Knowledge ofThe Field (BKOF), Modelling, Joint Construction and Independent writing werehelpful in facilitating students writing, specifically BKOF and Joint Construction;(2) Most of the participants, to some extents, have applied the schematic structures(introduction, expands-on and summary) and the linguistic features modeled in thisstudy.
ENHANCING DESCRIPTIVE WRITING ACHIEVEMENT BY APPLYING PROCESS APPROACH THROUGH ENVIRONMENTAL OBSERVATION Febriyanti, Riana; Inderawati, Rita; Fiftinova, Fiftinova
LLT Journal: A Journal on Language and Language Teaching Vol 21 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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Abstract

This study aimed at finding out whether or not: (1) there was a significant difference in descriptive writing achievement after they were taught by using process approach through environmental observation and (2) there was a significant difference in descriptive writing achievement between the students who were taught by using process approach through environmental observation and those who were not. By employing a quasi-experimental design, the sample of this study was 80 students of tenth graders of SMA Negeri 9 Palembang taken by using purposive sampling method. The data were analyzed by using paired sample and independent sample t-test. The result of this study showed that: (1) there was significant improvement in descriptive writing achievement of the experimental group; mean difference of post-test and pre-test was 7.500 and the significance value was 0.000 (p-value<0.05), and (2) there was significant difference in descriptive writing achievement between the students who were taught by applying process approach through environmental observation and those who were not.  The mean difference of the post-test of the experimental group was higher than the control group (7.537>0.128) and the significance value was 0.000 (p-value<0.05). Therefore, process approach through environmental observation is effective to enhance students’ descriptive writing achievement.DOI: doi.org/10.24071/llt.2018.Suppl2103
LANGUAGE LEARNING BELIEFS OF INDONESIAN ENGLISH EDUCATION STUDY PROGRAM STUDENTS Amrullah, Amrullah; Vianty, Machdalena; Fiftinova, Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): The Journal of English Literacy Education
Publisher : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i1.5912

Abstract

Abstract: This study aimed to investigate students? beliefs about language learning. BALLI (Beliefs About Language Learning Inventory) was administered to a total of seventy five first year students of English Education Study Program, Faculty of Teacher Training and Education within Sriwijaya university in South Sumatera, Indonesia. The findings showed that  among the five categories of BALLI, the beliefs associated with motivation were the strongest, while those associated with the difficulty of language learning are the weakest. The findings also support significant difference in motivation associated with gender. Key words: language learning beliefs, motivation, Indonesian college students
USING LOCAL CULTURE AS TEACHING MATERIALS FOR IMPROVING STUDENTS’ READING COMPREHENSION Wulandari, Ayu Apriyesi; Vianty, Machdalena; Fiftinova, Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): The Journal of English Literacy Education
Publisher : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i1.5907

Abstract

Abstract: The objectives of this study were to find out whether or not there were significant improvements in descriptive reading comprehension achievement after the students were taught by using local culture materials and between the students who were taught by using local culture materials and those who were not. This study was a quasi-experimental research method that applied non-equivalent control group research design. The population of this study was the tenth-grade students of a private senior high school in Palembang in the academic year 2017-2018 and the number of sample was 70 students, who were selected by using a convenience sampling technique. A reading comprehension test was used to collect the data which were analyzed statistically by using paired and independent sample t-tests. The results of this study revealed that there was a significant improvement in descriptive reading comprehension achievement and the aspects of reading comprehension after the students were taught by using local culture materials. There was also a significant difference in descriptive reading comprehension achievement between the students who were taught by using local culture materials and those who were not. Therefore, it can be concluded that local culture can be used as teaching materials for helping students to improve their reading comprehension.Keywords: local culture materials, descriptive text, reading    comprehension, ten graders
STUDENTS’ PERCEPTIONS ON THE USE OF PROJECT-BASED DRAMA LEARNING FOR ENGLISH READING Fiftinova, Fiftinova; Inderawati, Rita; Rosmalina, Ida
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): The Journal of English Literacy Education
Publisher : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i1.5910

Abstract

Abstract: Project-Based Learning provides students opportunities in engaging in a natural-driven context where they use language for talking about their activities. Similarly, Project-based Drama Learning offers beneficial doings which activate students? motivation, independence, potential, critical thinking and language use. This study aims to describe students? perception  on the use of Project-Based Drama Learning  in English language learning. The participants were 30 students who were enrolled in Literature in ELT (English Language Teaching) subject. A questionnaire was given to the students after the project completion.      The data from questionnaire were then analyzed by having theme analysis. The result shows that most of the students gave agreement to the use of Project-Based Drama Learning. The participants believe that it could facilitate English learning. Additionally, the phases which exceedingly facilitate reading capability are Critical Reading and Character Analysis.Keywords: project-based learning, project-based drama learning, literature, Reading, Speaking
ENGLISH READING MOTIVATION, STRATEGIES, ATTITUDE, AND INTEREST OF STATE JUNIOR HIGH SCHOOL STUDENTS Machdalena Vianty; Amrullah Amrullah; Fiftinova Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 6, No 2 (2019): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v6i2.10825

Abstract

Abstract: The objective of this study was to investigate English reading motivation, reading strategy, reading attitude and reading interest of junior high school students (Year 7, 8 and 9) in Palembang. The sample of this study was three-hundred students selected randomly from ten schools. In accordance with quantitative research design, English reading motivation, reading strategy, reading attitude and reading interest questionnaires were used as the instruments to collect the data which were statistically analyzed. The findings of this study showed that the students demonstrated a high level of English reading motivation; specifically, their instrumental motivation for reading was higher than the integrative one. Next, there was a high use of reading strategies, with Problem-Solving reading strategy as the highly used ones. The finding also revealed that the students demonstrated a positive reading attitude and their reading interest showed their reading preference was adventure stories. Keywords: English reading motivation, reading strategies, reading attitude, reading interest, self-efficacy, junior high school students
A PROFILE OF STUDENTS’ SKILLS IN WRITING LITERARYRESPONSES:REASONS FOR APPLYING EXPLICIT TEACHING OF TEXT TYPESIN WRITING ABOUT LITERATURE (A CASE STUDY) Fiftinova Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v1i1.2060

Abstract

Abstract: This study aimed to examine students’ skills in writing literary responses through functional perspectives. It was conducted in a college level literature classroom, where one teacher and three students presenting a different level of achievement, were involved. Three methods of data collection were used: observation, documentation and interview. Data analysis were done by identifying the teaching and learning activities that facilitated the writing, by identifying the schematic structures and the linguistic features of the students’ texts, lastly by categorizing students’ perception of writing literary responses in their classes. The findings showed that the teaching and learning activities were to some extent successfully done by the lecturer. She had applied Building Knowledge of the Field (BKOF), modeling stage, independence writing, and skipped joint construction. Modeling stage, however, was not conducted well since the lecturer did not explain clearly the schematic structures and the linguistic features of literary response text. As a result, the students’ writings were not really successful in the way that it fails to develop context and background information, to present appropriate tense and connectives. Finally, data from interview indicatedthat the students were not really familiar with writing literary response text by recognizing its purpose, its schematic structures, and its linguistic features. Consequently, these results reveal that the teaching of content and its appropriate language use in this setting were still taugt implicitly which was contrary to the concept of teaching genre recommended by the scholars. Key words:writing skills, literary response, functional grammar
SOCIAL ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF EFL STUDENTS AT HIGHER EDUCATION Sari Anggraeni Sujana; Hariswan Putera Jaya; Fiftinova Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 2 (2021): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v8i2.14328

Abstract

Collegians may find certain difficulties to achieve a good academic achievement. One of the difficulties is their ability on adjusting to their surroundings. Adjusting required the collegians to deal with college environment, academic conditions, and people around them. The purpose of this research was to determine the relationship between social adjustment and academic achievement, as well as the contribution of social adjustment to academic achievement among EFL Students in higher education. The research method used was correlation and the data were analyzed by SPSS 24 with Pearson Product Moment. The sample was a group consisting of 226 active EFL students. The data were collected by testing the instruments which were the revision version of Social Adjustment to College Questionnaire (SACQ) and students' cumulative GPA. The findings revealed a very weak significant correlation between social adjustment and academic achievement, with the r-obtained value greater than the r-table value (0.192 > 0.131) and the p-value less than 0.05 (0.004 0.05) in the significance level of 5% two-tailed. Finally, social Adjustment contributed 3.3 percent to academic achievement.
PENULISAN ARTIKEL UNTUK JURNAL ILMIAH BAGI GURU-GURU BAHASA INGGRIS DI SMP DAN SMA KOTA PANGKAL PINANG, BANGKA BELITUNG Muslih Hambali; Soni Mirizon; Rita Hayati; Fiftinova Fiftinova
Jurnal Pengabdian Sriwijaya Vol 9, No 1 (2021)
Publisher : Lembaga Pengabdian pada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37061/jps.v9i1.13236

Abstract

Kegiatan Pengabdian pada Masyarakat (PPM) ini bertujuan untuk memotivasi, memberikan pemahaman konsep dan penerapan penulisan artikel untuk jurnal ilmiah bagi guru-guru bahasa Inggris di SMP dan SMA kota Pangkal Pinang, Bangka Belitung. Kegiatan diawali dengan pemberian materi motivasi berupa alasan-alasan perlunya menulis artikel ilmiah, dilanjutkan dengan pengenalan konsep-konsep penulisan artikel ilmiah (judul artikel ilmiah, abstrak, pendahuluan, tinjauan pustaka, metodologi, hasil dan pembahasan, kesimpulan, daftar pustaka) serta menerapkan konsep tersebut dengan menulis artikel ilmiah. Model pelaksanaan kegiatan PPM ini adalah model pendampingan dengan metode presentasi, ceramah dan diskusi. Setelah kegiatan berlangsung didapat kesimpulan bahwa peserta guru termotivasi untuk mengenal konsep penulisan artikel ilmiah dan mereka antusias mempelajari kerangka penulisan artikel ilmiah. Para guru menyetujui bahwa pelatihan penulisan artikel memberikan banyak manfaat bagi mereka.
Exploring Lecturers’ Standpoints in Composing Digital Fiction and Students’ Multimodal Literacy Level Fiftinova Fiftinova; Nandang Heryana; Ida Rosmalina
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.264-283

Abstract

Multimodality which encourages the combination of text, image, sound, and videos could be varied from class to class. Multimodal literacy as a new dimension of literacy in the 21st century has emerged as a critical skill that EFL students must develop, given its role as a source of meaning in communication. The purpose of this study was to identify the level of students’ multimodal literacy and to identify lecturers’ standpoints on students’ multimodal literacy. This study was conducted both quantitatively and qualitatively and involved 71 EFL students who took creative writing subject in an English education program in one state university in South Sumatera. The data were collected by distributing a questionnaire from Bulut et al. (2015) and by interviewing 3 lecturers who taught the subject. Descriptive statistics and one-way ANOVA were used to determine mean, standard deviation and differences in terms of gender and classes with different lecturer; qualitative data were thematically analyzed to categorize the themes. The results indicated that students’ multimodal literacy level was categorized high as indicated by the mean of each aspect of questionnaire: 4.22, 4.11 and 3.6 respectively. There was no different level of multimodal literacy between male and female students, and different lecturers with different instructions did not influence the level.. Finally, the lecturers perceived positively to students’ multimodal literacy . Similarly, referring to the lecturers’ view, the students gave positive attitude towards multimodal writing and hence making their multimodal digital fiction successful. Keywords: Multimodal Literacy, Digital Fiction, Creative Writing, EFL
Co-Authors A.A. Ketut Agung Cahyawan W Amrullah Amrullah Amrullah Amrullah Dedi Kurniawan Dwi Maharrani Erlina Erlina ERYANSYAH, ERYANSYAH Febriyanti, Riana Febriyanti, Riana Hariswan Putera Jaya Hesti Wahyuni Anggraini Ida Rosmalina Ida Rosmalina, Ida Ismail Petrus Lingga A Suganda Machdalena Vianty Muslih Hambali Nandang Heryana Nova Lingga Pitaloka Pratiwi, Weni Putri, Ermalati Rita Hayati Rita Hayati Rita Inderawati Sakdiawati, Sakdiawati Sari Anggraeni Sujana SOFENDI SOFENDI, SOFENDI Soni Mirizon Tita Ratna Wulan Dari Wulandari, Ayu Apriyesi Zuraida Zuraida Zuraida Zuraida