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| Issue |
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| Vol 4, No 1 (2019): February 2019 |
The relationship between self-efficacy and the duration of students’ final project writing completion |
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Nafisa Syahida Rahmadini, Hartono Hartono, Rohmaniyah Rohmaniyah |
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| Vol 5, No 1 (2020): February 2020 |
Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities |
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Haerazi Haerazi, Lalu Ari Irawan |
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| Vol 4, No 2 (2019): August 2019 |
Indonesian EFL students’ reading motivation and writing achievement across gender |
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Ajeng Inayatul Ilahiyah, Diah Maya Andina, Punggulina Andawaty Tiven, Bambang Yudi Cahyono |
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| Vol 8, No 2 (2023): August 2023 |
PowToon software's impact on EFL students' writing of narrative text |
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Rima Zahrotul Muniroh, Mega Mulianing Maharani, Choiril Anwar, Nur Ekaningsih |
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| Vol 6, No 2 (2021): August 2021 |
FbG as an around the clock support for an essay writing course amidst the pandemic |
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Tono Suwartono |
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| Vol 5, No 2 (2020): August 2020 |
Instagram post: Writing caption through process approach in developing writing skill |
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Mauliya Avivi, Fika Megawati |
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| Vol 8, No 1 (2023): February 2023 |
The impact of myenglishstep.com and Yenni's English content to students’ descriptive writing skills of HOTS |
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Amin Wibowo, Senowarsito Senowarsito, Suwandi Suwandi |
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| Vol 4, No 1 (2019): February 2019 |
The students’ reflective writing manifestation of reader-response literary analysis |
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R. Bunga Febriani |
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| Vol 5, No 1 (2020): February 2020 |
Extensive reading to improve students’ writing of explanation text |
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Siti Nur Aida, Elok Widiyati |
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| Vol 4, No 2 (2019): August 2019 |
Bringing multiliteracies into process writing approach in ELT classroom: Implementation and reflection |
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Salim Nabhan |
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| Vol 8, No 1 (2023): February 2023 |
Utilizing digital picture series to enhance students’ performance in writing narrative text |
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Nichella Ayu Clarita, Ashadi Ashadi, Ulfa Amalia, Juhansar Juhansar |
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| Vol 2, No 2 (2017): August 2017 |
DEVELOPING WRITING MATERIALS FOR DEAF STUDENTS |
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Hamdan Anwari |
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| Vol 2, No 2 (2017): August 2017 |
THE APPLICATION OF INDIRECT FEEDBACK TO IMPROVE STUDENTS’ PARAGRAPH WRITING |
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Mega Mulianing Maharani |
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| Vol 2, No 2 (2017): August 2017 |
IMPROVING STUDENTS’ WRITING NARRATIVE THROUGH WRITING GAMES FOR ACCELERATION CLASS |
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Kheryadi Kheryadi |
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| Vol 1, No 1 (2016): February 2016 |
ERROR CORRECTION, FEEDBACK, AND ACTION RESEARCH IN AMERICAN LITERATURE CLASSROOM: WHY NOT? |
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Didik Murwantono |
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| Vol 5, No 2 (2020): August 2020 |
The effects of critical thinking instruction through asynchronous learning tools on writing |
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Sibel Aygün, Fatih Yavuz |
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| Vol 6, No 2 (2021): August 2021 |
Critical thinking implementation in an English education course: Why is it so challenging? |
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Agnes Riska Pravita, Paulus Kuswandono |
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| Vol 6, No 1 (2021): February 2021 |
The effectiveness of MALL and flipped classroom in teaching writing to the eleventh graders of SMA in Banyumas |
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Benny Krisbiantoro, Tri Pujiani |
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