Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Journal of English Language and Pedagogy
Yeni Mardiana Devanti
Unknown Affiliation
Languange, Linguistic, Communication & Media

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Investigating Students' Difficulties and Strategies in Writing Descriptive Text Feti Dwijayanti; Widya Oktarini; Yeni Mardiana Devanti
JELP Journal of English Language and Pedagogy Vol. 4 No. 2 (2025): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v4i2.3428

Abstract

Writing is a crucial skill in English learning that requires students to effectively express their thoughts and ideas. However, many students struggle with writing descriptive texts due to difficulties in organizing ideas, vocabulary limitations, and grammatical errors. This research aims to investigate the difficulties faced by students in writing descriptive texts and the strategies they use to overcome them. Conducted at SMAN 4 Jember, this study focuses on students' challenges in content development, text organization, vocabulary selection, grammar usage, and writing mechanics. The research employs a qualitative descriptive method, using observation, interviews, and document as data collection methods. The findings indicate that students struggle with expanding their ideas, often providing only basic descriptions without sufficient details. Some include irrelevant or repetitive information to meet length requirements. In terms of organization, many students fail to distinguish between identification and description, leading to unclear paragraph structures. Vocabulary limitations are also evident, with frequent repetition of the same words and difficulty selecting appropriate adjectives. Grammar-related challenges include inconsistent verb tense usage and errors in subject-verb agreement. Additionally, students often make mechanical errors, such as incorrect capitalization, punctuation, and spelling. To address these issues, students use strategies such as referencing online materials, brainstorming, peer feedback, and utilizing AI-based writing tools. These findings provide valuable insights for improving instructional approaches in English writing.
The Effect of Indirect Feedback on Students' Recount Text Writing Ability at SMK Fatihul Ulum Maulana, Viky; Widya Oktarini; Yeni Mardiana Devanti
JELP Journal of English Language and Pedagogy Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i1.3439

Abstract

Writing skill is one of english skill besides of listening, reading, and speaking. This skill is important to students in study english but some students face challenges when produce it, especially in past tense. This research aims to investigate the effect of indirect feedback on students’ writing ability in recount text. The method of research uses quantitative method using quasi-experimental as the design with sample of this research is students of SMK Fatihul Ulum grade X. The results show that indicates that indirect feedback can reduce the error of students’ recount text writing ability. In addition, this strategy also engages the critical thinking of students, self-correction, and makes efficient time of learning. It is recommended that integrating indirect feedback as part of the writing learning strategy to encourage students to be more active in the process of revision. It also suggests for future research to exploring the combination of several types of indirect feedback like underlining, circling, etc or combination of other types of feedback like direct feedback to see which approaches are more effective in certain aspects of writing.   
An Analysis on the Errors of The Tenth Grade Students Writing on the Descriptive Text Wachi, Wae Asae; Henri Fatkurochman; Yeni Mardiana Devanti
JELP Journal of English Language and Pedagogy Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i1.3797

Abstract

This study aims to analyze the common errors made by tenth-grade students in writing descriptive texts and to identify the causes of these errors. Conducted at SMK Islam Bustanul Ulum Pakusari in the 2024/2025 academic year, the research employed a qualitative descriptive design. Data were collected through classroom observations, students’ written texts, and semi-structured interviews. The analysis reveals that students made various types of errors, including grammatical, lexical, spelling, and structural errors. The causes of these errors are categorized into three major factors: interlingual interference, intralingual interference, and carelessness. The findings indicate that students need more intensive writing practice and guidance in grammar and text structure. This study suggests that English teachers should design more structured and motivating writing exercises to reduce students’ writing difficulties.
Co-Authors Feti Dwijayanti Henri Fatkurochman Maulana, Viky Wachi, Wae Asae Widya Oktarini