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All Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH JOLLT Journal of Languages and Language Teaching
Iqlima, Putri Amifalahiya
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Languange, Linguistic, Communication & Media

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Strategi Pembelajaran Bahasa Siswa EFL Pada Kelas Argumentative Writing di UNIROW Tuban Iqlima, Putri Amifalahiya; Sofia, Rissa; Triassanti, Risa; Panggabean, Christina Innocenti Tumiar
English Education:Journal of English Teaching and Research Vol 8 No 2 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i2.20968

Abstract

The focus of this research is on EFL students’ language learning strategies used in Argumentative Writing class at UNIROW Tuban. It sought to determine the students’ most frequent language learning strategies and the strategies’ distinctions between students, both male and female. The descriptive qualitative was employed as the design of research for this study. The study's participants are 15 EFL students enrolled in Argumentative Writing class from English Language Education department undergraduate program of UNIROW Tuban. The questionnaire and interview data were qualitatively examined using Oxford's (1990) theories of language learning. It was identified that there were six kinds of language learning strategies used by the students, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The findings showed that in the Argumentative Writing class, both genders of students most frequently employed cognitive strategies (30,1%). Additionally, it was discovered that female students (23,5%) employed more varied language learning strategies than male students (22,5%). The cognitive strategies appear to be the finest support strategies employed in Argumentative Writing class that can overcome students' writing limitations.
Types of Writing Strategies Used by EFL Students with High Achievement in Writing Undergraduate Thesis Iqlima, Putri Amifalahiya; Panggabean, Christina Innocenti Tumiar
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13675

Abstract

One of the most difficult skills in English is writing, especially for university students who have to master academic writing because they have final project in writing undergraduate thesis. The students face many difficulties in writing undergraduate thesis because they need to learn how to communicate the argument rationally and provide evidence in intellectual perspective to present the arguments in a logical order. In order to solve their writing problems, students can apply writing strategies. Therefore, this study is about writing strategies used by EFL students in undergraduate thesis writing process at English Education study program. This study’s objectives are to find out the kinds of writing strategies, and the dominant writing strategy applied by EFL students in writing undergraduate thesis. This research employed descriptive qualitative procedure with case study design. The subjects of the study were eleven EFL students of 2019 class at UNIROW. The data were taken from the questionnaire and interview. Then, the data were analyzed qualitatively through data reduction by identifying, grouping and coding, data display, describing, interpreting, and conclusion drawing. The result showed that the students applied 8 strategies in before writing, 14 strategies in during writing, and 16 strategies in after writing. The dominant strategy applied was during writing with the average score of 3.68, which can be categorized as high frequency, followed by before writing (3.54), and after writing (3.23). In conclusion, writing strategies are essential in assisting students during writing undergraduate thesis to produce better academic writing.
Types of Writing Strategies Used by EFL Students with High Achievement in Writing Undergraduate Thesis Iqlima, Putri Amifalahiya; Panggabean, Christina Innocenti Tumiar
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13675

Abstract

One of the most difficult skills in English is writing, especially for university students who have to master academic writing because they have final project in writing undergraduate thesis. The students face many difficulties in writing undergraduate thesis because they need to learn how to communicate the argument rationally and provide evidence in intellectual perspective to present the arguments in a logical order. In order to solve their writing problems, students can apply writing strategies. Therefore, this study is about writing strategies used by EFL students in undergraduate thesis writing process at English Education study program. This study’s objectives are to find out the kinds of writing strategies, and the dominant writing strategy applied by EFL students in writing undergraduate thesis. This research employed descriptive qualitative procedure with case study design. The subjects of the study were eleven EFL students of 2019 class at UNIROW. The data were taken from the questionnaire and interview. Then, the data were analyzed qualitatively through data reduction by identifying, grouping and coding, data display, describing, interpreting, and conclusion drawing. The result showed that the students applied 8 strategies in before writing, 14 strategies in during writing, and 16 strategies in after writing. The dominant strategy applied was during writing with the average score of 3.68, which can be categorized as high frequency, followed by before writing (3.54), and after writing (3.23). In conclusion, writing strategies are essential in assisting students during writing undergraduate thesis to produce better academic writing.
Co-Authors Christina I.T. Panggabean Risa Triassanti Sofia, Rissa