Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Language Circle : Journal of Language and Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Sarip, Jhon
Unknown Affiliation
Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
MEASURING THE INFLUENCE OF DIRECT, CODED, UN-CODED FEEDBACK IN L2 WRITING ABILITY Sarip, Jhon; Sabarun, Sabarun
Language Circle: Journal of Language and Literature Vol 18, No 1 (2023): October 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v18i1.46056

Abstract

The research investigated the influence of direct, coded, and un-coded feedback on the setting of writing class. The design was pre-posttest quasi experimental. The learners involved were 82 students at Islamic higher education in Kalimantan. The data were calculated using ANOVA test. The finding revealed that: (1) Direct Corrective Feedback (DCF) gave effect toward writing ability. The mean difference (MD) between DCF and NF was 16.86429* and the significance value was 0.00 0.05. (2) Indirect Coded Corrective Feedback (ICF) gave an influence on writing ability. The MD between ICF and NF was 12.72895* and the significance value was 0.00 0.05. (3) Indirect Un-coded Feedback (IUF) gave influence on writing ability. The MD between IUF and NF was 13.60455* and the significance value was 0.00 0.05. (4) The types of feedback (DCF, ICF, and IUF) gave an influence on writing performance at the p 0.05, and the F value (3, 78) = 30.38, p= 0.00). Tukey HSD test confirmed that the mean scores of the three kinds of feedback differed significantly from no feedback class.  However, the different types of feedback did not differ significantly from either group 1, 2 or 3.
Measuring the Influence of Self- Directed Learning on Argumentative Writing Outcomes: An Experiment Study Sarip, Jhon; Sabarun, Sabarun
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4353

Abstract

The current study measured the effect of self- directed learning (SDL) on writing argumentative essay. One hundred twenty seven students were recruited as the participants of the investigation. The participants were classified to an experimental class (n =63) and a control class (n= 64) with cluster sampling technique. The experiment class were taught to implement SDL as a method for planning, designing, monitoring, and writing essays. The t test was employed to work with the data.  The analysis confirmed that there were significant differences (t (125) = 5.965, p = 0.000) in the scores with mean score for [Self-Directed learners] (M = 74.206, SD = 11.651) was higher than and [Non- Self Directed Learners] (M = 62.046, SD = 11.321). The mean differences (Md = 12.160, 95% CI: 8.125 to 16.194) was claimed to be significant.  It indicated that SDL gave positive significant effect on learners' argumentative writing skills. Participants who underwent SDL showed a significant improvement in their writing skills (p < 0.05). 
Co-Authors Sabarun