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All Journal JURNAL IQRA´ Attractive : Innovative Education Journal
Falentinus Ndruru
Universitas Negeri Malang, Indonesia
Education Other

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An Error Analysis of Writing Products Made By Indonesian Islamic University Students Suhono Suhono; Bambang Yudi Cahyono; Falentinus Ndruru
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 1 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i1.5808

Abstract

The mismatch between the grammar used in writing English and the structure of Indonesian was often the leading cause of errors in writing. This article further analyzed the error analysis of writing products made by Indonesian Islamic university students of EFL More specifically, this study attempted to describe the types of grammatical errors in written products, the frequent types of grammatical errors, and the students’ awareness of errors. Two methods, quantitative and qualitative, were applied to accomplish this. Written tests and semi-structured interviews were used to collect the data. Students’ written Production was analyzed for errors based on the Surface Strategy Taxonomy Theory proposed by Dulay, Burt, and Krashen. The findings of this study revealed that students from Indonesian Islamic universities displayed a range of errors in their written products. The most prevalent errors identified were Misformation errors within the writing products of these EFL students. The errors committed by the students in their written outputs were further substantiated by the results of interviews, indicating that, whether aware or unaware, the students struggled to recognize and self-correct their grammatical errors in their written product. This study has provided significant insights into teaching English in general and specifically in writing instruction. By understanding the types of sentence errors commonly made by students, educators can focus on critical teaching points and effectively monitor their student’s adherence to the lessons delivered.
Teacher Advocacy for Gamified Digital Learning Laboratories: A Qualitative Analysis of Positive Perceptions and Enhancement Strategies for English Language Teaching in Indonesia Mochamad Nasrul Chotib; Yazid Basthomi; Falentinus Ndruru; Mala Rovikasari; Suhono; Rurik Herawati; Dina Marita; Dino Sugiarto
Attractive : Innovative Education Journal Vol. 7 No. 3 (2025): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v7i3.1909

Abstract

In the context of English language teaching (ELT) in Indonesia, understanding teacher perceptions is crucial for successful implementation. This study aims to explore the positive perceptions of Indonesian elementary and junior high school teachers regarding Platform Digital Pembelajaran Bahasa Inggris (PDPBI), Digital Learning Laboratories (DLL), and gamified DLLs, and to synthesize their constructive suggestions for system enhancement. A qualitative need analysis was conducted via a structured questionnaire with five teachers. Data were analyzed thematically to identify key themes related to benefits and proposed modifications. Teachers perceive these platforms as significant tools for enhancing flexibility, student motivation, interactivity, and differentiated learning. Their advocacy is not uncritical; they provide nuanced recommendations for improving features (intuitive UI/UX, better audio-visuals), content (curriculum-aligned, relevant), exercise genres (varied and HOTS-inclusive), and gamification mechanics (educative rewards, healthy ranking systems, contributor recognition for teachers). The findings suggest that Indonesian teachers are proactive advocates for gamified DLLs. Their insights provide a valuable framework for developers and policymakers to create more effective, engaging, and pedagogically sound digital learning environments that are supported by their primary users—the teachers themselves
Co-Authors Bambang Yudi Cahyono Dina Marita Dino Sugiarto Mala Rovikasari Mochamad Nasrul Chotib Rurik Herawati Suhono Suhono Yazid Basthomi