Demotivation is a condition that occurs when a person begins to lose motivation or enthusiasm to do something and achieve specific goals. This demotivating condition can occur in various aspects of life, one of which is related to study. This study is aimed to investigate the demotivation factors of EFL High School students in learning English. Two students from a public high school in Indonesia were interviewed. The data were collected using two session interviews. The first session interview was about the external demotivation factors, and the second was about the internal factors of demotivation. Data were analyzed using thematic analysis in which prominent themes were determined based on the frequency of their emergence. This study found two factors influencing students’ demotivation: external and internal. The external factors include teacher factors, attitudes towards peers, negative attitudes towards the target language and everything related to the target language, the target language as a compulsory subject, and textbooks and teaching materials. As for the internal factors, there are low self-esteem and a lack of self-confidence and interest. This study encourages teachers to create a supportive learning atmosphere and adjust teaching practices to minimize learning demotivation.
{"title":"INDONESIAN HIGH SCHOOL STUDENTS’ DEMOTIVATING FACTORS IN LEARNING ENGLISH","authors":"Muhammad Rafakhansyah Satria Putra, Ista Maharsi","doi":"10.31943/wej.v7i1.201","DOIUrl":"https://doi.org/10.31943/wej.v7i1.201","url":null,"abstract":"Demotivation is a condition that occurs when a person begins to lose motivation or enthusiasm to do something and achieve specific goals. This demotivating condition can occur in various aspects of life, one of which is related to study. This study is aimed to investigate the demotivation factors of EFL High School students in learning English. Two students from a public high school in Indonesia were interviewed. The data were collected using two session interviews. The first session interview was about the external demotivation factors, and the second was about the internal factors of demotivation. Data were analyzed using thematic analysis in which prominent themes were determined based on the frequency of their emergence. This study found two factors influencing students’ demotivation: external and internal. The external factors include teacher factors, attitudes towards peers, negative attitudes towards the target language and everything related to the target language, the target language as a compulsory subject, and textbooks and teaching materials. As for the internal factors, there are low self-esteem and a lack of self-confidence and interest. This study encourages teachers to create a supportive learning atmosphere and adjust teaching practices to minimize learning demotivation.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"28 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120912312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to discover the figurative language and its meaning in the song lyrics used in the "Midnights" album. The data included the lyrics of all songs (13 songs) from Taylor Swift's "Midnights" album. This study employed a descriptive qualitative method as well as a content analysis design to describe types of figurative language and its meaning in song lyrics. The findings revealed that eight types of figurative language were used in the "Midnights" album's song lyrics: personification, simile, metaphor, hyperbole, irony, litotes, metonymy, and oxymoron. Personification with 12 data (12.5%), simile with 21 data (21.9%), metaphor with 25 data (26.0%), hyperbole with 15 data (15.6%), irony with 2 data (2.1%), litotes with 2 data (2.1%), metonymy with 17 data (17.7%), and oxymoron with 2 data (2.1%).It was found that metaphor is the most frequent type of figurative language used in the song lyrics of the "Midnights" album. It indicated that Taylor Swift used a lot of metaphor to create her songs in the “Midnights” album because figurative language can make a song more aesthetic, artistic, and meaningful, as well as the song lyrics in the "Midnights" album can be effective material for students to learn figurative language.
{"title":"AN ANALYSIS OF FIGURATIVE LANGUAGE IN SONG LYRICS OF THE ALBUM “MIDNIGHTS” BY TAYLOR SWIFT","authors":"Pelsi Santika, Syafryadin Syafryadin","doi":"10.31943/wej.v7i1.189","DOIUrl":"https://doi.org/10.31943/wej.v7i1.189","url":null,"abstract":"This study aims to discover the figurative language and its meaning in the song lyrics used in the \"Midnights\" album. The data included the lyrics of all songs (13 songs) from Taylor Swift's \"Midnights\" album. This study employed a descriptive qualitative method as well as a content analysis design to describe types of figurative language and its meaning in song lyrics. The findings revealed that eight types of figurative language were used in the \"Midnights\" album's song lyrics: personification, simile, metaphor, hyperbole, irony, litotes, metonymy, and oxymoron. Personification with 12 data (12.5%), simile with 21 data (21.9%), metaphor with 25 data (26.0%), hyperbole with 15 data (15.6%), irony with 2 data (2.1%), litotes with 2 data (2.1%), metonymy with 17 data (17.7%), and oxymoron with 2 data (2.1%).It was found that metaphor is the most frequent type of figurative language used in the song lyrics of the \"Midnights\" album. It indicated that Taylor Swift used a lot of metaphor to create her songs in the “Midnights” album because figurative language can make a song more aesthetic, artistic, and meaningful, as well as the song lyrics in the \"Midnights\" album can be effective material for students to learn figurative language.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131134376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The last three decades or so have seen a proliferation of studies into second language (L2) teachers’ cognition, encompassing their thinking, knowledge, and belief. However, studies are lacking into the origins (or sources) of L2 teachers’ beliefs especially ideological beliefs. This paper reports a subset of findings from a study investigating the beliefs and classroom practices of secondary school EFL teachers in Indonesia. Aiming to reveal ideological beliefs about English and ELT held by the teachers and the perceived origins of such beliefs, the paper draws on data obtained from a total of 16 interviews. Data analysis revealed that the teachers held beliefs that reflect several categories of English language ideologies prevalent in the ELT setting. These ideological beliefs were perceived to originate from several factors such as schoolteacher’s talk about English, schoolteacher’s classroom practice, undergraduate education, graduate education, fellow teachers, colleagues in an English teacher forum, and textbooks used for teaching. The paper concludes with implications for English teacher education programs and suggestions for future research
{"title":"THE ORIGINS OF INDONESIAN EFL TEACHERS’ IDEOLOGICAL BELIEFS ABOUT ENGLISH AND ELT","authors":"Dery Tria Agustin","doi":"10.31943/wej.v7i1.202","DOIUrl":"https://doi.org/10.31943/wej.v7i1.202","url":null,"abstract":"The last three decades or so have seen a proliferation of studies into second language (L2) teachers’ cognition, encompassing their thinking, knowledge, and belief. However, studies are lacking into the origins (or sources) of L2 teachers’ beliefs especially ideological beliefs. This paper reports a subset of findings from a study investigating the beliefs and classroom practices of secondary school EFL teachers in Indonesia. Aiming to reveal ideological beliefs about English and ELT held by the teachers and the perceived origins of such beliefs, the paper draws on data obtained from a total of 16 interviews. Data analysis revealed that the teachers held beliefs that reflect several categories of English language ideologies prevalent in the ELT setting. These ideological beliefs were perceived to originate from several factors such as schoolteacher’s talk about English, schoolteacher’s classroom practice, undergraduate education, graduate education, fellow teachers, colleagues in an English teacher forum, and textbooks used for teaching. The paper concludes with implications for English teacher education programs and suggestions for future research","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122508316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this research is to improve reading comprehension of the tenth grade students at SMA Negeri 1 Soe through POSSE strategy. The type of the research was action research. The subjects of the research were 32 students of grade X Science 1 at SMA Negeri 1 Soe. There were two kinds of the data in this research were qualitative and quantitative. The qualitative data were obtained by doing observation, interviewing and field note. The quantitative data were obtained from the pre-test and post-test. They were presented in the form of scores and analyzed by using descriptive statistics in SPSS 17 program. The result showed that POSSE strategy allows students to have practices in predicting the text, organizing the prediction, searching the main idea, summarizing the text, and evaluating their understanding of the text. It also helped the students enrich their vocabulary by maximizing use of the predicting and the evaluating steps. Then, most students show their enthusiasm and active participation in the teaching and learning process of reading. Finally, there is an improvement on students’ reading comprehension. It could be concluded that POSSE strategy could improve students’ reading comprehension.
本研究的目的是透过POSSE策略来提高SMA Negeri 1 Soe小学十年级学生的阅读理解能力。研究的类型是行动研究。本研究的对象为32名SMA Negeri 1 Soe理科1年级的学生。本研究的数据有定性和定量两种。通过观察、访谈和实地记录等方法获得定性资料。定量数据由前测和后测获得。以分数的形式呈现，使用SPSS 17程序进行描述性统计分析。结果表明，POSSE策略可以让学生在预测文本、组织预测、搜索主旨、总结文本和评估他们对文本的理解方面进行练习。通过最大限度地使用预测和评价步骤，帮助学生丰富词汇量。其次，大多数学生在阅读教学过程中表现出热情和积极的参与。最后，学生的阅读理解能力得到了提高。综上所述，POSSE策略可以提高学生的阅读理解能力。
{"title":"IMPROVING READING COMPREHENSION OF THE TENTH GRADE STUDENTS AT SMA NEGERI 1 SOE THROUGH POSSE STRATEGY IN THE ACADEMIC YEAR OF 2021/2022","authors":"Yabes Olbata, Marike Nelwan, Dessy Natty","doi":"10.31943/wej.v7i1.203","DOIUrl":"https://doi.org/10.31943/wej.v7i1.203","url":null,"abstract":"The objective of this research is to improve reading comprehension of the tenth grade students at SMA Negeri 1 Soe through POSSE strategy. The type of the research was action research. The subjects of the research were 32 students of grade X Science 1 at SMA Negeri 1 Soe. There were two kinds of the data in this research were qualitative and quantitative. The qualitative data were obtained by doing observation, interviewing and field note. The quantitative data were obtained from the pre-test and post-test. They were presented in the form of scores and analyzed by using descriptive statistics in SPSS 17 program. The result showed that POSSE strategy allows students to have practices in predicting the text, organizing the prediction, searching the main idea, summarizing the text, and evaluating their understanding of the text. It also helped the students enrich their vocabulary by maximizing use of the predicting and the evaluating steps. Then, most students show their enthusiasm and active participation in the teaching and learning process of reading. Finally, there is an improvement on students’ reading comprehension. It could be concluded that POSSE strategy could improve students’ reading comprehension.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123653586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the obstacles, particularly speaking anxiety, has a significant impact on someone's ability to speak a foreign language. In fact, because to the Covid-19 pandemic, researchers discovered that students were anxious of speaking English in class in limited face-to-face learning. In light of this context, the purpose of this study was to look at the primary causes and sources of students' anxiety when learning to speak English in limited face-to-face learning due to pandemic Covid-19. A qualitative methodology and descriptive method were used to conduct the research. Six eighth-grade students from a public junior high school in Karawang took part in the study. Two low-level students, two middle-level students, and two high-level students were separated into three groups. Researchers used observation, interview, and documentation to gather data. The result showed that the primary causes of students' concern in learning English speaking, according to this research, were poor pronunciation and a lack of vocabulary. Meanwhile, students' anxiety in learning English speaking came from lack of confidence and nervousness. It implies that it is essential for teachers to be able to fulfill their roles as facilitators in order to minimize students' speaking anxiety in a foreign language classroom.
{"title":"IDENTIFYING THE MAIN FACTOR OF STUDENTS’ ANXIETY IN LIMITED FACE-TO-FACE LEARNING ENGLISH SPEAKING DURING COVID-19","authors":"Anisa Riska Noerilah, Nina Puspitaloka","doi":"10.31943/wej.v6i1.157","DOIUrl":"https://doi.org/10.31943/wej.v6i1.157","url":null,"abstract":"One of the obstacles, particularly speaking anxiety, has a significant impact on someone's ability to speak a foreign language. In fact, because to the Covid-19 pandemic, researchers discovered that students were anxious of speaking English in class in limited face-to-face learning. In light of this context, the purpose of this study was to look at the primary causes and sources of students' anxiety when learning to speak English in limited face-to-face learning due to pandemic Covid-19. A qualitative methodology and descriptive method were used to conduct the research. Six eighth-grade students from a public junior high school in Karawang took part in the study. Two low-level students, two middle-level students, and two high-level students were separated into three groups. Researchers used observation, interview, and documentation to gather data. The result showed that the primary causes of students' concern in learning English speaking, according to this research, were poor pronunciation and a lack of vocabulary. Meanwhile, students' anxiety in learning English speaking came from lack of confidence and nervousness. It implies that it is essential for teachers to be able to fulfill their roles as facilitators in order to minimize students' speaking anxiety in a foreign language classroom.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128927508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was Classroom Action Research. It was conducted based on an internship of teaching practice in SMA Kristen Kalam Kudus Selatpanjang. It involved 25 students of grade 10 science class. The study aimed to identify the effectiveness of using Tiktok in improving students’ speaking skills. The research was organized step by steps such as planning, implementing, observation and reflection. The research instruments were observation, pre-test, and post-test. First, the students in the class were observed during learning English subjects, and then the pre-test and post-test were implemented to determine the students’ speaking skill improvement. The rubric was designed according to the aspect of speaking skills to assess the students’ skills. The results of the post-test showed that the students’ scores rapidly increased and were better than their pre-test. The average score for the pre-test was 2.51 points. After implementing TikTok in the test, the average score for the post-test was 4.65 points. Therefore, the implementation of TikTok proved it was effective to develop students’ speaking skills. In conclusion, the TikTok application engaged the students to enjoy the learning especially in improving their speaking skills. Students were free to express their ideas and creativity while making the content.
{"title":"THE EFFECT OF TIKTOK PLATFORM TO DEVELOP STUDENTS' MOTIVATION IN SPEAKING ABILITY: A CLASSROOM ACTION RESEARCH","authors":"Jenni Ferstephanie, Theodesia Lady Pratiwi","doi":"10.31943/wej.v6i1.147","DOIUrl":"https://doi.org/10.31943/wej.v6i1.147","url":null,"abstract":"This study was Classroom Action Research. It was conducted based on an internship of teaching practice in SMA Kristen Kalam Kudus Selatpanjang. It involved 25 students of grade 10 science class. The study aimed to identify the effectiveness of using Tiktok in improving students’ speaking skills. The research was organized step by steps such as planning, implementing, observation and reflection. The research instruments were observation, pre-test, and post-test. First, the students in the class were observed during learning English subjects, and then the pre-test and post-test were implemented to determine the students’ speaking skill improvement. The rubric was designed according to the aspect of speaking skills to assess the students’ skills. The results of the post-test showed that the students’ scores rapidly increased and were better than their pre-test. The average score for the pre-test was 2.51 points. After implementing TikTok in the test, the average score for the post-test was 4.65 points. Therefore, the implementation of TikTok proved it was effective to develop students’ speaking skills. In conclusion, the TikTok application engaged the students to enjoy the learning especially in improving their speaking skills. Students were free to express their ideas and creativity while making the content.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123828047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Speaking is one of the most troublesome expertise to ace. It likewise happens to most of the students in Harapan Utama senior high school in Batam. They have numerous problems communicating in English since they believe that English is not a daily language in Indonesia. Therefore, this study aims to find out whether Role-play through the IGTV significantly improves students' ability in speaking skills. This study chose 37 students of grade 10 at Harapan Utama senior high school. This survey research tested the hypotheses that have been set. Therefore, this study used the speaking score (Pre-Test & Post-Test) as the research instrument. From the data conducted by one group pretest and posttest design, the data analysis of t-test shows that the value of Sig. (2-tailed) is 0.00 <0.05. Therefore, there is an average difference between Pre-Test and Post-Test learning outcomes. In addition, based on the Interview, some improvements were achieved in the post-test scores, such as pronunciation, vocabulary, and understanding. Thus, to conclude, using roleplaying through IGTV as a classroom teaching technique can improve students’ speaking skills. Last, this research can be useful and used as an additional guide, particularly in improving the ability of students to speak English.
{"title":"THE USE OF ROLE PLAY THROUGH IGTV TO IMPROVE STUDENTS’ SPEAKING SKILL OF HARAPAN UTAMA SENIOR HIGH SCHOOL AT BATAM","authors":"Theodesia Lady Pratiwi","doi":"10.31943/wej.v6i1.159","DOIUrl":"https://doi.org/10.31943/wej.v6i1.159","url":null,"abstract":"Speaking is one of the most troublesome expertise to ace. It likewise happens to most of the students in Harapan Utama senior high school in Batam. They have numerous problems communicating in English since they believe that English is not a daily language in Indonesia. Therefore, this study aims to find out whether Role-play through the IGTV significantly improves students' ability in speaking skills. This study chose 37 students of grade 10 at Harapan Utama senior high school. This survey research tested the hypotheses that have been set. Therefore, this study used the speaking score (Pre-Test & Post-Test) as the research instrument. From the data conducted by one group pretest and posttest design, the data analysis of t-test shows that the value of Sig. (2-tailed) is 0.00 <0.05. Therefore, there is an average difference between Pre-Test and Post-Test learning outcomes. In addition, based on the Interview, some improvements were achieved in the post-test scores, such as pronunciation, vocabulary, and understanding. Thus, to conclude, using roleplaying through IGTV as a classroom teaching technique can improve students’ speaking skills. Last, this research can be useful and used as an additional guide, particularly in improving the ability of students to speak English.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116411016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is aimed at 1) determining the procedure for using Google reading logs in improving students' reading skills and interest, and 2) identifying the effect of using Google reading logs on students' reading skills and interest. Participants in this study were early semester students of English Department, Universitas Sarjanawiyata Tamansiswa. The study employed a descriptive qualitative approach. The research data were collected through pre-test/post-test, questionnaires, and interviews. The study was initiated by collecting data regarding relevant facilities in Google Classroom as reading logs. The next phase was collecting data related with the students’ reading interest and skills. The results of the data analysis were then used to determine the procedure for using google reading logs. The data collected from the results of the pre-test/post-test, questionnaires, and interviews were summarized and analyzed. Based on the results of the analysis and data summary, it is concluded that google reading logs improve students' reading ability and interest.
{"title":"GOOGLE READING LOGS TO IMPROVE READING ABILITY AND INTEREST","authors":"Laksmi Widyarini","doi":"10.31943/wej.v6i1.144","DOIUrl":"https://doi.org/10.31943/wej.v6i1.144","url":null,"abstract":"This study is aimed at 1) determining the procedure for using Google reading logs in improving students' reading skills and interest, and 2) identifying the effect of using Google reading logs on students' reading skills and interest. Participants in this study were early semester students of English Department, Universitas Sarjanawiyata Tamansiswa. The study employed a descriptive qualitative approach. The research data were collected through pre-test/post-test, questionnaires, and interviews. The study was initiated by collecting data regarding relevant facilities in Google Classroom as reading logs. The next phase was collecting data related with the students’ reading interest and skills. The results of the data analysis were then used to determine the procedure for using google reading logs. The data collected from the results of the pre-test/post-test, questionnaires, and interviews were summarized and analyzed. Based on the results of the analysis and data summary, it is concluded that google reading logs improve students' reading ability and interest.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124422410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies on collaborative writing have proven its effectiveness for improving student's writing performance. However, further exploration is needed on how this method is applied to different writing genres. This research attempts to investigate the result of students’ writing ability by using of collaborative writing. It also describes the implementation as well as the students’ response in using this technique. The subjects were the eleventh graders of SMAN 4 Kediri. The type of this research is a classroom action research. There were two cycles, each of which consisted of three meetings and ended with post-test to measure the improvement of the students’ writing ability. The data were collected by using observation lists, questionnaire, documentation, and writing test. The result showed that all of the students had passed the passing grade. In addition, they stated that they felt happy during the process of writing collaboratively as it was easier for them to compose a text collaboratively with their friends. The finding implied that writing teacher should focus on teaching and learning strategies not only focusing on the transfer of writing concepts. Therefore, collaborative narrative writing is an appropriate technique to be used in improving the students’ writing ability.
{"title":"IMPROVING STUDENTS WRITING SKILL BY COLLABORATIVE WRITING FOR STUDENTS OF XI IPA 2 IN SMA NEGERI 4 KEDIRI","authors":"Jawari Muslim, G. Rohmah","doi":"10.31943/wej.v6i1.150","DOIUrl":"https://doi.org/10.31943/wej.v6i1.150","url":null,"abstract":"Studies on collaborative writing have proven its effectiveness for improving student's writing performance. However, further exploration is needed on how this method is applied to different writing genres. This research attempts to investigate the result of students’ writing ability by using of collaborative writing. It also describes the implementation as well as the students’ response in using this technique. The subjects were the eleventh graders of SMAN 4 Kediri. The type of this research is a classroom action research. There were two cycles, each of which consisted of three meetings and ended with post-test to measure the improvement of the students’ writing ability. The data were collected by using observation lists, questionnaire, documentation, and writing test. The result showed that all of the students had passed the passing grade. In addition, they stated that they felt happy during the process of writing collaboratively as it was easier for them to compose a text collaboratively with their friends. The finding implied that writing teacher should focus on teaching and learning strategies not only focusing on the transfer of writing concepts. Therefore, collaborative narrative writing is an appropriate technique to be used in improving the students’ writing ability.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125215570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research presents the students’ preference for feedback in deciding what specific feedback will be valuable and positively affect the students’ writing performance. There might be a mismatch between students’ preferences and lecturer’s practice from a few past studies. A quantitative research design was utilized in this study. It was conducted in Muhammadiyah Malang University with 70 English Language Education Department students as the participants. A data set of 10 questions in the survey for students was adjusted from Aridah et al. (2017). Further, the data were scored using the “Feedback Scale” with a scale ranging from 0 to 1. The finding showed that the feedback preference of the students is direct corrective feedback, in which the mean score was higher (M=6.53) than indirect corrective feedback. The students believed that direct corrective feedback gave more additional clearness. Therefore, this study recommended that the lecturer give feedback based on the students’ preference which is direct corrective feedback to improve their writing skills easily and effectively.
{"title":"DIRECT VS INDIRECT CORRECTIVE FEEDBACK FOR WRITING IMPROVEMENT: STUDENTS’ PREFERENCES","authors":"Khilda Husnia Abidah, Elisa Ratih","doi":"10.31943/wej.v6i1.151","DOIUrl":"https://doi.org/10.31943/wej.v6i1.151","url":null,"abstract":"This research presents the students’ preference for feedback in deciding what specific feedback will be valuable and positively affect the students’ writing performance. There might be a mismatch between students’ preferences and lecturer’s practice from a few past studies. A quantitative research design was utilized in this study. It was conducted in Muhammadiyah Malang University with 70 English Language Education Department students as the participants. A data set of 10 questions in the survey for students was adjusted from Aridah et al. (2017). Further, the data were scored using the “Feedback Scale” with a scale ranging from 0 to 1. The finding showed that the feedback preference of the students is direct corrective feedback, in which the mean score was higher (M=6.53) than indirect corrective feedback. The students believed that direct corrective feedback gave more additional clearness. Therefore, this study recommended that the lecturer give feedback based on the students’ preference which is direct corrective feedback to improve their writing skills easily and effectively.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"101 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123522061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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