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All Journal Getsempena English Education Journal Jurnal Metamorfosa Visipena Edunesia : jurnal Ilmiah Pendidikan Getsempena English Education Journal Jurnal Ilmiah Teunuleh: The International Journal of Social Sciences Almufi Jurnal Pendidikan Almufi Journal of Measurement, Assessment, and Evaluation Education (AJMAEE) ACCENTIA: Journal of English Language and Education ICONESTH

Rosdiana

Universitas Bina Bangsa Getsempena

Author-ID : 809135

Arts Humanities Computer Science & IT Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Other

Published : 27 Documents Claim Missing Document

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Articles

Title

THE EFFECTIVENESS OF ERROR CORRECTION FEEDBACK IN IMPROVING STUDENTS’ WRITING SKILL: ( An Experimental Study at English Department of UIN-Ar-Raniry) Rosdiana
Getsempena English Education Journal Vol. 1 No. 1 (2014)
Publisher : English Education Department

Writing is the way of expressing ideas or opinions in written words. Teaching how to write effectively is one of the most important life-long skills educators impart to their students. When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write. As the last stage of writing process, rivising designed to reexamine and reevaluate the students’ error in a piece of writing. In this case, error correction feedback become on of important steps to applied in teaching English Writing in order to improve students’ writing proficiency. Therefore, this study attempts to identify the effectiveness of error correction feedback in improving students’ writing skill at English Department of UIN Ar-Raniry Banda Aceh. The correction focused on the five aspects of writing; content, organization, grammar, word choice and mechanics. This study employed an experimental design. It is intended to find out any significant difference on the students’ writing before and after they are taught by applying error correction feedback. The technique of data analysis is using T-test. Having analyzed the statistical computation, it can be concluded that the difference between the two means is significant. By those facts, Ho is rejected and Ha is accepted. Thus, Error Correction Feedback is effective in improving the students’ writing ability.

AN OVERVIEW OF USING COLLABORATIVE WRITING METHOD TO INCREASE STUDENTS’ WRITING ABILITY Rosdiana
Getsempena English Education Journal Vol. 2 No. 1 (2015)
Publisher : English Education Department

This study reviews the effectiveness of using collaborative writing method to enhance students’ writing ability. It also tries to expand the scope of collaboration in all aspects of the EFL College writing process. First of all, this article explains the operational definition of collaborative learning process based on EFL writing instruction. In what follows, the article headlights the benefits of collaborative writing process in the EFL classroom. The remaining phase of this article discusses the steps and procedures in practicing writing based on collaborative process in the classroom. Anchored in this collaborative process based writing framework, a teacher enables students to engage in collaborative and dialogic activities through the process of writing. The definite aim is to help EFL college students in writing academic pieces better and more easily as they go through the writing process from pre- writing to post-writing.

AN OVERVIEW OF CRITICAL READING STRATEGIES TO EFL STUDENTS Rosdiana
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

This article describes about Critical Reading Strategy in teaching English, especially in reading comprehension. Critical Reading is a strategy that provides students with instructional support before, during, and after reading process. The students with critical reading skills have the ability to evaluate the credibility of a piece of writing. All writers have a purpose when they write, and usually a writer will choose or emphasize facts and details which support his or her purpose, and ignore facts which don't. As readers make sense of what they read, they use various relationships of ideas to aid recognition and fluency. Critical reading includes the ability to evaluate ideas and synthesize what one reads. They are the ability to see relationships of ideas and use them as an aid in reading.

STUDENTS’ PERCEPTION TOWARD WRITTEN CORRECTIVE FEEDBACK IN WRITING CLASSROOM Rosdiana
Getsempena English Education Journal Vol. 3 No. 1 (2016)
Publisher : English Education Department

The way to respond to students’ drafting is still a controversial topic in Second Language Writing training and premise. Giving written corrective feedback in the process of teaching writing is a common practice by writing teachers because it is believed to be able to help students write better. The feedback may be given directly or indirectly. The feedback may be given in the form of comments, questions, suggestions, and or corrections. It seems to be no dispute about the first three kinds of feedback. But for the corrections as the feedback in the process of teaching writing, there are two opposing views; one view believes that correction is counter-productive while the other view believes that correction is helpful. This Study aimed to explore English Department Students’ perception, beliefs, and attitude toward Written Corrective Feedback in writing classroom. Data were obtained from questionnaire and from follow up interview. The findings of an investigation on English Department Student of UIN Ar-Raniry showed that students’ preferences for feedback and error correction on their writing. Most students wished their teacher to mark and correct errors for them and believe that Written Corrective Feedback was primarily the teacher’s responsibility. Written Corrective Feedback definitely help the students in writing academic pieces better and more easily as they go through the writing process.

APPLYING REALIA TO IMPROVE STUDENTS’ WRITING ON A DESCRIPTIVE TEXT Rosdiana
Getsempena English Education Journal Vol. 3 No. 2 (2016)
Publisher : English Education Department

In learning process, a teacher is required to be able to select the appropriate method for teaching students to write text. One of the texts that should be learned by students is descriptive text. The purpose of this research is to improve students' writing descriptive text. It is an experimental study that employed One – Group Pretest-Posttest Design in which there was one class as an experimental class which was taught using Realia. The subject of this study conducted in class VII at SMPN 18 Banda Aceh. There were 21 students taken as sample of this research. Technique of data collection in this research is using test. While to analyze the data, the writer used quantitative analysis by using some statistical formulas. After the writer applied the media, the writer looked at a positive improvement on the students’ writing. It was turned out that this media really help students in writing descriptive text. The result of data analysis demonstrated that there was a significant difference on students’ achievement from both tests proved by average of the pre-test and post-test’s score. As a result, the post-test’s mean score (84, 07) is higher than pre-test’s mean score (60, 7), which the score of t-test was 18,45 and the value for t-table was 2,08 at a level of significance 0,05. It can be concluded that the students who were taught by using realia had a better performance in learning writing especially on descriptive text. In brief, realia enables to increase the students’ achievement in learning writing and it gave a positive effect on writing teaching and learning process. It helps students’ in writing a descriptive text by looking directly the object that they would describe.

COGNITIVE INQUIRY: IS ENGLISH REALLY DIFFICULT FOR SCIENCE STUDENTS? Rosdiana; Nyak Mutia Ismail
Getsempena English Education Journal Vol. 4 No. 1 (2017)
Publisher : English Education Department

Science students are known miserable in coping very well with language, especially English. This study searched for the truth of this proposition by evaluating the formative test items for senior high-school level used in a science-based school in Aceh, Indonesia. The sources of this study were 150 questions and 35 students’ answers on the pertaining tests for three different grades. The objective of this study was to find out the item facility and distractors’ efficiency of each test item used for science students in their formative test. Methodology deployed was qualitative approach using content analysis in the scope of finding the item facility and distractors’ efficiency for the test items. The result depicted that 84% of the items are in the ‘easy’ index, and 11% in ‘moderate’ index, and 4% ‘difficult’ index. Then, the data show that only 17% of the distractors’ are efficient. The conclusion is that the formative test items are, indeed, easy for science students but with one condition: most of the distractors do not work properly for their cognitive level.

THE ESSENTIAL OF REALIA: ESTABLISHING STUDENTS’ WRITING ABILITY TO THE REAL WORLD Rosdiana
Getsempena English Education Journal Vol. 4 No. 2 (2017)
Publisher : English Education Department

Realia is a term for real things or concrete objects that are used in the classroom to build background knowledge and vocabulary. The purpose of this study is to describe: (1) students achievment in writing a descriptive paragraph using realia media for the second grade students of English department of STKIP BBG., (2) students’ ability in learning to write a descriptive paragraph with realia media. The design used in this research is descriptive qualitative research. The subject of this research is English department students of STKIP BBG consist of 25 students. The method used in collecting data is through observation and test. The data analysis used in this study is qualitative and quantitative descriptive. The results show that (1) Learning to write paragraph description with mind mapping model by teacher is in accordance with existing theory. (2) The ability of second grade students of English department in writing the descriptive paragraph is quite good. The scores obtained are 78.13. Although the scores obtained have reached the good category, it seems that teacher performance needs to be improved again by providing more intensive exercises, both in making mind mapping and development into paragraphs, to achieve maximum results.

THE USE OF AUDIO VISUAL AS MEDIA IN ENHANCING STUDENTS’ LISTENING SKILL Rosdiana
Getsempena English Education Journal Vol. 5 No. 1 (2018)
Publisher : English Education Department

Listening is a basic ability required in mastering English. The purpose of this article is to describe the utilization of audio visual media in improving listening skills of students majoring in STKIP Language BBG Banda Aceh. The main purpose of this research is 1) to know the application of learning development of audio-visual media in improving listening ability of first year English students of STKIP BBBG. 2) to know the increasing of listening ability of English student of second year students of STKIP BBBG after getting learning using audio visual media. This research is quantitative study. To achieve these objectives, purposive sampling is used which is focused on the first year student students semester II are taken as the subject of this research. Regarding the data analysis, mean, percentageandt-test scores for the dependent sample were employed. There sultindi cated that 1)thestudents’ English listening comprehension ability increased significantly after learning with video sand 2) students had positive attitude stoward susing video sin teaching listening skills.

EFL STUDENTS ATTITUDES TOWARDS ENGLISH ACADEMIC WRITING Rosdiana
Getsempena English Education Journal Vol. 6 No. 1 (2019)
Publisher : English Education Department

Writing has become the most incredible and difficult skills for EFL learners to master relating to generate and organize ideas. This research tried to investigate the importance of writing skill in English Writing subject specifically about students’ responses toward writing difficulties. Thus, the objectives of the study are describing the EFL students’ attitude toward writing, discovering the EFL students’ view of writing difficulties and discovering students’ effort to improve their writing skill. This is a qualitative research conducted through analysis of a questionnaire, interview and students’ written compositions. The survey involved 25 EFL (English as a foreign language) students from the English department of UIN Ar-Raniry who attended Writing class. Data were gathered through questionnaires and one-to-one semi-structured interviews. The results from the questionnaire indicated that the students who have moderate attitude to writing, view writing as difficult, and stressful. Meanwhile, those who have high attitude, mostly suppose writing as interesting and challenging. The result shows that the students encountered numerous difficulties while composing writing: eﬀects of L1 transfer lack of reading, motivation, and practice. Most of the students ﬁnd it very challenging to obtain suﬃcient and relevant source information, paraphrase or summarize information, and they are not accustomed to use an English academic writing style. The finding of interview also reveals that several efforts that the students do to improve their writing skill, among others are practice writing with their friend, reading a lot for knowledge and ideas, and composing journal writing. This finding implies that the students should be helped to acquire skills that will enable them to express their ideas clearly and effectively in writing.

GALLERY WALK: AN ALTERNATIVE LEARNINGSTRATEGY FOR STUDENTS’WRITING ACHIEVEMENT Rosdiana; Indah Sari
Getsempena English Education Journal Vol. 6 No. 2 (2019)
Publisher : English Education Department

This study aims to improve students' ability to write complimenting English texts. The subjects of this study were 28 students of class X-IPA1 SMA 5 Banda Aceh. This research is a classroom action research (CAR) consisting of 2 cycles. Each cycle includes planning (planning), implementation (Action), observation (Observation), and reflection (Reflection). The data of this study were collected through performance, student observation sheets and management of learning by the teacher. The results showed that the students' ability to write English complimenting texts in the first cycle reached 60.09% and in the second cycle increased to 83.33% of students who achieved KKM 75. This means that the established indicators have been reached which determined that this study was successful if 85% of students reached KKM 75. By thus it can be concluded that the application of the Gallery Walk method can improve capabilitiesstudents in writing a complimenting texts. In this connection, it is recommended that teachers apply the Gallery Walk method in teaching English, especially forteaching writing skills.

Co-Authors Diva Aulia Hanif Harfiandi, Harfiandi Henny Irawati Hestika Dewi Indah Sari Intan Kemala Sari Mardhatillah, Mardhatillah Mulyadi Syahputra Mulyani Mulyani Nyak Mutia Ismail Riski Mayusandra Sri Wahyuni Syarfuni Syarfuni Zahria Amalina

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