Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
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All Journal English Language, Linguistics, and Culture International Journal (ELSTIC-IJ) International Journal of Language, Education, and Literature (IJLEL)
Amin, Nurul Latifa
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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THE EFFECT OF COLLABORATIVE WRITING STRATEGY ON STUDENTS' ACHIEVEMENT IN WRITING RECOUNT TEXT Nur, Serliah; Tsuraya, Annisa Shofa; Amin, Nurul Latifa
elstic : english language linguistics culture Vol 3 No 3 (2023): Volume 03, Number 03, December 2023
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v3i03.44558

Abstract

This study aims to determine the effect of implementing collaborative writing strategies on student achievement in writing with the main objective: to determine whether there is a significant effect of collaborative writing strategies on student achievement in writing recount texts. This research was conducted using a quasi-experimental research design. The population of this research is grade ten of one of the senior high school students. Two classes were taken as samples of this study. The experimental group was taught using the Collaborative Writing strategy, while the controlled group was taught using the conventional method. The data collection instrument was a written test. The results showed that the use of Collaborative Writing strategies increased students' achievement in writing recount texts. Evidenced by a significant 2-tailed level for the t-test, namely 0.005 <0.05, which means H1 is accepted and H0 is rejected. This means that there is a significant effect of using Collaborative Writing strategies on student achievement in writing recount texts. Therefore, it is suggested that English teachers apply a collaborative writing strategy to students' learning achievement in writing. Based on the observation of teaching experience it is said that students are more enthusiastic to participate in learning. They have the motivation to write. They are also able to create positive relationships when they work collaboratively in groups. That's because they have many pairs of eyes for writing correction. In addition, students are allowed to give and received direct feedback on the language used in their writing. Thus, the teaching-learning process becomes more interesting and students enjoy a better writing process in recount texts.
A Study on the English Learning Difficulties Faced by Low Achiever Students at SMA Negeri 7 Bulukumba Amin, Nurul Latifa; Tahir, Muhammad; Basri, Muhammad Arham
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study analyzes the difficulties faced by low achiever students in learning English at SMA Negeri 7 Bulukumba. Focusing on two research questions, the study aims to (1) identify the causes of low achievement in English learning and (2) explore the perceptions of both students and teachers, particularly related to the use of technology. This qualitative case study involved five eleventh-grade low achiever students and two English teachers. Data were collected through interviews, observations, and documentation. Findings show internal factors such as low motivation, limited vocabulary, and poor grammar mastery hinder learning. Externally, the lack of family support, teacher-centered methods, and unproductive technology use compound these issues. While digital tools could aid learning, students’ low digital literacy and teachers’ limited technological integration reduce their impact. The study recommends personalized instruction, increased teacher support, and infrastructure improvements to address these challenges.
Co-Authors Annisa Shofa Tsuraya Basri, Muhammad Arham Muhammad Tahir Serliah Nur, Serliah