The Correlation among Grit, EFL Learners’ Motivation and Applied Linguistics on Syntax for EFL Learners

Jaelani, Selamet Riadi; Handini, Baiq Suprapti; Prasetiyaningrum, Ary; Mursal, Trisna Hardianti; Arafah, Hajriana

doi:10.32332/joelt.v10i1.4533

Cited by 6 publications

(7 citation statements)

References 11 publications

(11 reference statements)

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“…According to Sriyono (2018), translation and linguistics are two things that cannot be separated. In learning English, it is crucial to learn linguistics (Jaelani et al, 2022). Understanding various elements and concepts in linguistics can describe how translation problems can be solved both for empirical studies and for practice.…”

Section: What Are the Solutions To Being A Good Translator?mentioning

confidence: 99%

A Depth Inspection on Informal School Students’ Dilemma in Translating English Argumentative Text to Indonesia

Surayya¹,

Maini²

2023

JORLE

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The aim of this research is to analyse students' difficulties in translating argumentative text. It was conducted at FLC Course. The participant of this research consisted 15 students. The method of this research was descriptive qualitative. The instruments of this research were translation text and questionnaire sheet. The result of this study from translation text, students made mistake which were the ambiguity, sentence pattern, missing words, and non-linguistics factor. In questionnaire sheet, the highest score of students' difficulties was in linguistics factor which was about 55 score. It was difficulty in translating words which had double meaning. In non-linguistics factor, the highest score was 52 score. It was difficulty in translating words that related with ideology value. Besides, there are internal and external factors from within students that affect their difficulties where the internal factor is the students' motivation and interested in learning is lacking. While external factors are a lack of attention from the teacher and parent, inexact of methodologies in leaning and the lack of student facilities in learning. Based on the result above, it can be concluded that students' difficulties in translating argumentative text more dominant come from linguistics factor than non-linguistics factor.

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Section: What Are the Solutions To Being A Good Translator?mentioning

confidence: 99%

A Depth Inspection on Informal School Students’ Dilemma in Translating English Argumentative Text to Indonesia

Surayya¹,

Maini²

2023

JORLE

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“…In the EFL context, creative output in writing goes beyond producing novel and appropriate thoughts, as it has also been linked to writing achievement in general (Jaelani, 2017), and writing complexity, accuracy and fluency specifically (Nosratinia and Razavi, 2016). This is because creativity encourages more active participation and greater focus on producing more elaborate and meaningful written ideas (Jaelani, 2017), which is particularly important in an EFL context due to the added difficulty of competently and comprehensively producing text in one's second language (Nosratinia and Razavi, 2016). Although research links creativity to better writing performance, being creative while negotiating meaning in a foreign language can be quite challenging (Jaelani, 2017).…”

Section: Promoting Creativity Through Instructional Guidance In Efl W...mentioning

confidence: 99%

“…This is because creativity encourages more active participation and greater focus on producing more elaborate and meaningful written ideas (Jaelani, 2017), which is particularly important in an EFL context due to the added difficulty of competently and comprehensively producing text in one's second language (Nosratinia and Razavi, 2016). Although research links creativity to better writing performance, being creative while negotiating meaning in a foreign language can be quite challenging (Jaelani, 2017). Because of this, there is a need for more instructional support to enhance creativity, as EFL writing students have identified insufficient instructional support as a contributing factor leading to a lack of creativity in their writing (Rababah et al, 2018).…”

Section: Promoting Creativity Through Instructional Guidance In Efl W...mentioning

confidence: 99%

“…The reasons for this include lecture-based classes, relative evaluation systems and the lack of creativity-related subjects and teacher training (Choe et al, 2012). Research has also noted that English instructors in South Korea can experience difficulty when trying to teach in a creative way (Shin, 2018), and that classroom language teaching and learning in South Korea continue to focus more on accuracy than creativity (Cho and Kim, 2018; Kang, 2012). This may be due to a lack of awareness of how to integrate creativity development into language classes (Kang, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Instructional Guidance for Promoting Creativity in English as a Foreign Language Writing Classrooms: A Korean Case Study

2021

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As student creativity is increasingly emphasized in English as a Foreign Language education, it is necessary to consider instructional techniques to encourage it. This study examines the effectiveness of two instructional techniques on creative writing performance of English as a Foreign Language students in a South Korean university. These techniques are variations of brainstorming known as mind mapping and SCAMPER. Survey data from the participants ( n = 39) were analysed to determine which technique resulted in higher levels of perceived creative output (essays). Additionally, a creativity rubric was developed and used to assign analytic scores to the essays to examine the relative benefits of the two techniques for high and low creative ability students. Results show that SCAMPER produced statistically significantly higher levels of perceived creative output. The essays written using SCAMPER generally received higher creativity scores than those written using mind mapping, though this difference was not statistically significant. Finally, results suggest that both techniques may help to narrow the performance gap between high and low creative ability students.

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“…EFL (English as a Foreign Language) teachers are integral to their students' development as writers in English (Hyland & Hyland, 2019;Jaelani, 2017;Wei et al, 2020; L. J. Zhang & Qin, 2018).…”

Section: Introductionmentioning

confidence: 99%

Writing Anxiety in Efl Students: Personality Traits Perspective

2023

ELT Echo

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This study is aimed to investigate the distinction level of writing anxiety between introvert and extrovert English as a foreign language (EFL) pre-service teacher students. A qualitative case study methodology was utilized to explore a phenomenon within its authentic setting. A modified edition of the Second Language Writing Anxiety Scale (SLWAS) questionnaire by Y.-S. Cheng ( 2002) was used to compare both personalities. The study's participants were categorized based on their personality traits as either introverts (n=29) or extroverted (n=29), categorized according to their personality types. The results showed that introverted individuals have a higher level of anxiety in writing context than extroverted students, with an average score of 3.38. In addition, the results showed the relationship between personality traits and writing anxiety among EFL students. In conclusion, this study found that personality traits like introversion and extraversion can affect writing anxiety and performance. It's important to recognize and address these variations to support individuals with different personality types in improving their writing skills and reducing writing-related anxiety.

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The Correlation among Grit, EFL Learners’ Motivation and Applied Linguistics on Syntax for EFL Learners

Cited by 6 publications

References 11 publications

A Depth Inspection on Informal School Students’ Dilemma in Translating English Argumentative Text to Indonesia

A Depth Inspection on Informal School Students’ Dilemma in Translating English Argumentative Text to Indonesia

Instructional Guidance for Promoting Creativity in English as a Foreign Language Writing Classrooms: A Korean Case Study

Writing Anxiety in Efl Students: Personality Traits Perspective

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