Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Tomorrow’s Education Journal LEOTECH: Journal of Learning Education and Technology DUTIES: Education and Humanities International Journal
Siti Lina Nurlina
Institut prima Bangsa
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Uncovering EFL Learners’ Writing Problems and Effective Approaches to Overcome Them Siti Lina Nurlina; Salsa Ayu Denistiani; Aldha Williyan
LEOTECH: Journal of Learning Education and Technology Vol. 1 No. 1 (2024): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v1i1.5

Abstract

This study aims to investigate the writing difficulties experienced by EFL learners and identify possible solutions to overcome these challenges. Writing skills are considered one of the essential competencies in English learning; however, many students perceive writing assignments as challenging and complex. Although mastery of writing skills is an important indicator of successful learning, many learners still encounter difficulties in developing effective written communication, particularly in academic contexts. Students are required to acquire fundamental writing skills to support their future academic needs, including thesis and research writing. This study focuses on EFL learners from the English Department of IPB Cirebon who are enrolled in academic writing courses. The differences in students’ English proficiency levels create various challenges in the learning process, especially in generating ideas, organizing information, and applying appropriate writing structures. Therefore, understanding students’ writing difficulties is necessary to provide appropriate learning strategies and instructional approaches. This research is expected to contribute to a deeper understanding of EFL learners’ writing problems and provide insights for future studies in developing effective methods for teaching academic writing. The findings may also support educators in improving writing instruction and helping learners enhance their writing competence.
The Implementation of Teacher Feedback to Improve Students Writing Skills in Junior High School Siti Lina Nurlina
DUTIES: Education and Humanities International Journal Vol. 1 No. 1 (2025): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v1i1.173

Abstract

This study investigates the implementation of teacher feedback to improve junior high school students' writing skills, focusing on common writing errors and the effectiveness of different types of feedback. English is a significant challenge for many Indonesian students, especially in grammar and syntax. Research using the Taxonomy of Surface Strategies (Dulay, Burt, & Krashen, 1982), established four main types of writing errors: omission, addition, misformation, and misordering. The study further examined teacher feedback by using Hattie and Timperley's (2007) model, which divides feedback into task, process, self-regulatory, and personal types. Data were collected through classroom observations, interviews, and analysis of students' written documents. The main results of the study show that omission errors are the most common among students, followed by addition errors, information errors, and sequencing errors. Feedback from teachers, especially those focusing on task type and process, proved to be very effective in helping students correct errors and improve their writing skills. The study also found that feedback that encourages students' self-regulation can improve their ability to self-correct errors, while personalized feedback helps increase students' motivation. The implications of this study suggest that comprehensive feedback strategies, which include error correction as well as writing process support, are essential to be implemented in English language learning in junior high schools in Indonesia, in order to sustainably improve students' writing skills.
EXPLORING TEACHER FEEDBACK STRATEGIES IN ENHANCING SENIOR HIGH SCHOOL STUDENTS WRITING SKILL IN CIREBON CITY Siti Lina Nurlina; Virga Putra Darma; Dwi Nopiyadi
Tomorrow's Education Journal Vol. 3 No. 1 (2025): November 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/2xswqa81

Abstract

This research investigates teacher feedback strategies in enhancing senior high school students’ writing skills in Cirebon City. The study was motivated by the frequent writing errors made by students and the need to understand how teacher feedback can address these errors effectively. Guided by Vygotsky’s Sociocultural Theory and Hattie and Timperley’s feedback model (2007), this study also employed Dulay et al.’s Surface Strategy Taxonomy (1982) to classify students’ writing errors. A qualitative case study design was used, with data collected from one English teacher and 35 students at Senior High School 2 Cirebon through classroom observations, interviews, and document analysis. The findings reveal that misformation errors were the most frequent, followed by omission, addition, and misordering errors. The teacher provided four types of feedback: task, process, self-regulation, and personal feedback. Students responded positively to the feedback, showing improved awareness of grammar and writing quality in their subsequent drafts. It can be concluded that teacher feedback plays a crucial role in reducing errors and supporting both the technical and motivational aspects of students’ writing development.
Co-Authors Aldha Williyan Dwi Nopiyadi Salsa Ayu Denistiani Virga Putra Darma