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All Journal Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya J-CEKI
Jaya Nur Iman
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Impact of Self-correction on the Descriptive Text Writing Achievement of Grade VIII Students in Madrasah Tsanawiyah Aulia Cendekia Palembang Shella Mitha Barida; Jaya Nur Iman; Nike Angraini; Desi Surayatika
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 2: Februari 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i2.6393

Abstract

This study investigates the effect of the self-correction technique on improving descriptive text writing skills among Grade VIII students at Madrasah Tsanawiyah Aulia Cendekia Palembang. A pre-experimental design with a one-group pre-test and post-test was used, involving 42 students. Results showed a significant improvement in students' writing scores, from a pre-test mean of 38.52 to a post-test mean of 64.98. Statistical analysis with a paired- sample t-test (t = -25.563, p < 0.001) confirmed a positive effect. The findings suggest that self- correction enhances students’ awareness of mistakes, promotes learning independence, and improves writing skills.
Language Learning Strategies And Student Thinking Style: A Case Study of Marginal Children at Relawan Anak Sumatera Selatan (RASS) Diana Fridayanti; Jaya Nur Iman; Dita Rizki Anggraini
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 2: Februari 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i2.6549

Abstract

This research explores the relationship between language learning strategies and the thinking styles of marginalized children under the care of the Relawan Anak Sumatera Selatan (RASS) community. The research aims to identify how these students, who face various socio-economic challenges, adopt specific language learning strategies and how their unique thinking styles influence these choices. Through qualitative methods using field Observations and in-depth interviews. Findings show that marginalized students often use social and memory strategies due to resource constraints and external support, and their thinking styles, This research contributes to the broader discourse on inclusive education by highlighting the importance of adaptive teaching methods that address the diverse cognitive and socio-economic backgrounds of students.
Co-Authors Desi Surayatika Diana Fridayanti Dita Rizki Anggraini Nanda Shenja Lestari Nike Angraini Shella Mitha Barida Yesin Erlin