Ummi Rasyidah’s research while affiliated with State University of Malang and other places

The intercultural learning guiding is necessary to introduce in teaching and learning process because the teacher and students to understand the multicultural context in the classroom. The participant of this study consists of the teacher and the students of SMAN 2 Rambah Hilir. This study was conducted by using some procedure such as introduction phase, training phase and implementing phase. The result shows that teachers also emphasize to students to continue learning, not only in the classroom, but also outside the classroom at home with friends or family. Thus, the guiding or this training provide the significance impact for understanding the intercultural learning. In this case, the teachers and students are expected to comprehend the implication of intercultural learning. It engages the motivation to elaborate the system of teaching and learning process.

The students are still finding difficulties in formatting the sentences in the thesis acknowledgments. This study aimed to find out the types of derivational morphemes and the function of derivational morphemes used in the students’ thesis acknowledgments. This study is qualitative descriptive research. The instrument of this study was the documentation. There were nine acknowledgments of the student’s thesis. The data were analyzed by using the descriptively characteristic analysis. The result of the data analysis, the researcher found four types of derivational morphemes in the thesis acknowledgment, which are noun derivation, verb derivation, adjective derivation, and adverb derivation. In this study, researchers also found the types of derivation morphemes that are dominantly used and those that are rarely used. Thus, the derivational morpheme should be comprehended by the students to write the acknowledgments academically. Keywords : Derivational_morpheme; Acknowledgments; Higher_education

This research aimed to determine the effect of WCF (Written Corrective Feedback), direct and indirect, on overall accuracy, error types, and overall accuracy and fluency in pre-test, post-test, and delayed post-test in rewritten text. The research questions examined the potential links between the direct & indirect WFC, grammar & non-grammar errors, and standpoint of feedback for accuracy and fluency. A total of 100 English as a Foreign Language (EFL) students from the University of Pahlawan Tuanku Tambusai in Indonesia were involved in the research. The findings revealed significant variations among the three experimental groups in the proportions of both effectively and unsuccessfully rectified errors. as well as the proportions of uncorrected and deleted errors in both grammar and non-grammar categories. The cohort that received the Direct WCF had the most significant enhancement in accuracy. This study showed that offering direct WCF (written corrective feedback) can enhance participants accuracy gradually over an extended period of time (long term). Indirect written corrective feedback (WCF) can enhance participants' fluency in terms of overall word count. while direct WCF can improve participants' fluency in terms of t-units over a longer period of time.

This study investigates the effect of interactional feedback on students’ writing skills. One hundred participants enrolled in an intermediate EFL course at the State University of Malang, Indonesia, were recruited for this research. The quantitative method was employed for data analysis. The primary data analysis method used was the ANCOVA test, followed by the Wilcoxon and Mann-Whitney tests. The results reveal that the dependent variables in the experimental group exhibited higher means compared to the control group. The ANCOVA test show that the dependent variables (writing length, accuracy, and effectiveness) were significantly affected by the addition of feedback (p = 0.000). However, no significant differences were found between the experimental and control groups regarding accuracy (p = 0.425) and writing length variables (p = 0.731). As a result, interactional feedback significantly impacted EFL students’ writing ability. This result highlights the need for thorough planning and preparation, including preparing ESL/EFL students through explicit instruction prior to peer review, to ensure that learners’ interactional feedback is useful. The findings suggest that EFL teachers should carefully select feedback styles that align with the intended purpose of providing feedback. For instance, more specific feedback options may prove more effective in assisting students in revising and improving their written assignments. Finally, this study provides valuable recommendations for further research in this field.

The research delved into assessing the impact of the Writers' Workshop approach on the English writing proficiency of students exhibiting diverse writing abilities. The Writers' Workshop is an instructional method that prioritizes cultivating students' writing skills through a sequence of imaginative and reflective activities. Within this approach, students are empowered to become active writers, granted the freedom to explore their ideas, craft their own manuscripts, and engage in collaborative efforts with their peers. In Riau, Indonesia, thirty-five students (19 females and 16 males) participated in English writing instruction grounded in the Writers' Workshop framework. This intervention occurred once a week for a continuous sixteen-week period. As part of the evaluation, students were tasked with composing an opinion essay as both a pre-test and post-test to gauge their writing proficiency. Notably, there was a significant improvement in the writing results across all groups, each displaying distinctive outcomes. The advanced group exhibited more pronounced benefits compared to the intermediate and novice groups, evident in the content of their essays. This disparity underscores the effectiveness of the Writers' Workshop approach, particularly in catering to varying skill levels. The positive strides observed in the students' writing abilities signify the potential of this method to foster holistic development in English writing skills, emphasizing the importance of tailored approaches in heterogeneous learning environments.

The utilization of the TOEIC test in some universities in Indonesia as a language exit exam highlights the phenomenon of the washback effect, revealing that this exit requirement influences the narrowing of teaching content and a less communicative teaching process.Some universities in Indonesia have employed the TOEIC (Test of English for International Communication) listening and reading test as a language exit exam. This study investigated teachers’ perceptions concerning the TOEIC listening and reading test. The data were gathered by administering a questionnaire at three major Indonesian universities. The finding revealed that using TOEIC listening and reading as an exit requirement impacted the narrowing of teaching content and led to a non-communicative teaching process, yet the influence was not significant. This study found that the perceived test impact was influenced by factors differing from another research context.

The utilization of the TOEIC test in some universities in Indonesia as a language exit exam highlights the phenomenon of the washback effect, revealing that this exit requirement influences the narrowing of teaching content and a less communicative teaching process. Some universities in Indonesia have employed the TOEIC (Test of English for International Communication) listening and reading test as a language exit exam. This study investigated teachers’ perceptions concerning the TOEIC listening and reading test. The data were gathered by administering a questionnaire at three major Indonesian universities. The finding revealed that using TOEIC listening and reading as an exit requirement impacted the narrowing of teaching content and led to a non-communicative teaching process, yet the influence was not significant. This study found that the perceived test impact was influenced by factors differing from another research context.

Strategy instruction (SI) and strategy-based writing instruction (SBI) in English in recent years have obtained great attention for having considerable educational and evaluation usefulness. Studies on how strategic teaching improves students’ writing ability were limited, resulting in significant gaps in the declarative and procedural knowledge of writing among university freshmen. To address this gap, this study was conducted to examine the effects of strategy instruction and strategy-based writing instruction on students' writing based on several parameters: content, organization, language, citation, idea, revision, modification, replacement, plagiarism, and creativity on students' writing ability. This experimental study involved 100 students majoring English Education at the State University of Malang. The results of the ANCOVA test on all dependent variables showed a significant effect on idea construction in both control and experimental group. This study revealed that SBI and SI positively affected students' writing ability, making them regarded as effective methods in teaching writing.

This research investigates the topic of dynamic assessment (DA) in an Indonesian setting and to a specific degree of competence to extract key facts. In the first phase of the investigation, quantitative data were collected, and analytic approaches were used. In the second phase, a qualitative approach was employed to explore learners' and teachers' impressions of DA on students' writing abilities. The participants were 100 students recruited from the State University of Malang, Indonesia. The paired and independent sample t-test results demonstrated that the DA enhances learners' writing skills on multiple levels, including content, vocabulary, language, organisation, and mechanics. It is strongly recommended that EFL writing teachers in all learning contexts use DA in academic EFL writing programs. Further research can look at some DA concerns and develop acceptable solutions.

The effective teaching strategy in writing class must be considered to get the best students’ writing. The aims of this research is to investigate the teachers’ teaching writing strategis in Writing class at English Language and Education Department of University of Pahlawan Tuanku Tambusai. This qualitative descriptive research used interviews in collecting data. This research uses a descriptive analysis which means that this study analyzes the strategy used by English teacher in teaching writing. The process of research involves emerging questions and procedures, data analysis inductively building from particulars to general themes, and the researcher making interpretations of the meaning of the data with a teacher as the subject of the research. This research used in-depth analytical techniques (in-depth analysis), which is reviewing the problem in case of cases. The result shows that the strategy used by the teacher, namely charts. Charts is a suitable strategy to use in teaching writing, because the strategy is designed as attractive as possible, simple, and effective so that students are interested in the material presented by the teacher. It can be used in teaching writing skill because Charts also provide a summary of the important points of the material in writing.