scholarly journals MENINGKATKAN KEMAMPUAN ‘GRAMMAR’ MAHASISWA JURUSAN BAHASA INGGRIS FBS UNP SECARA LISAN DAN TULISAN

2010 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Amri Isyam ◽  
Yetty Zainil
Keyword(s):  
Action Research ◽  
Education Program ◽  
Role Play ◽  
Language Games ◽  
English Department ◽  
State University ◽  
Efl Learners ◽  
Teaching Role ◽  
Written Form ◽  
Research Questions

English Department Students as EFL learners must be able to use correct grammar of English well either in oral or written form; nevertheless, based on a prelimenary observation many of the English Department Students of Faculty of Languages, Letters and Arts of State University of Padang committed grammatical deviations when they communicated in English. This article aims at describing the action research about using OHP/LCDP, Role Plays/Language Games, and written exercises as the efforts to improve Grammatical Ability of the English Department Students. The research was carried out in two cycles, and the subjects were a class of education program consisting of thirty students, who were taking Structure 2 at that time. The findings of the research showed that using OHP/LCDP as media of teaching, Role Play/Language Games as oral exercises, and asking the subjects to do two kinds of written exercises (homework from their handbook as usual and their own sentences/paragraphs as assignments) in teaching Structure 2 communicatively improved the students’ grammatical ability either in oral or written forms much more significantly. Their grammatically-oral ability increased by 14.5 points/73.5% (from 21.8 to 36.3) whereas their grammatically-written ability increased by 13.1 points/82.3% (from 19.1 to 32.2) on the average. Thus, the research questions were answered positively, and the hyphotheses were proven.

scholarly journals EFL LEARNERS’ GRAMMATICAL DEVIATIONS FROM CONCORD: What degree did they become mistakes and errors?

2010 ◽  
Vol 3 (2) ◽  
pp. 111
Author(s):  
Amri Isyam
Keyword(s):  
Sampling Technique ◽  
Cluster Sampling ◽  
English Department ◽  
State University ◽  
Efl Learners ◽  
Test Items ◽  
The Third ◽  
Grammatical Errors ◽  
Descriptive Method ◽  
Total Test

This article, based on the other part of the research entitled EFL Learners’ Concord Mastery and their grammatical Deviations carried out by the writer, aims at describing to what degree EFL learners have committed grammatical deviations from 3 types of concord: subject-verb concord (SVC), subject-complement concord (SCC), and subject-object concord (SOC) and to what extent those deviations became mistakes and errors. With the population of 120 EFL learners of three classes of the third year students of the English Department of the Faculty of Languages, Literature, and Arts of the State University of Padang, and with one class of them chosen as the sample comprising of 32 subjects by cluster-sampling technique, the data were gathered through a fifty-item test with one administration but with 4 versions of the answers. Thus, with 4 versions of grammatical deviations (GD): GD of version 1 (GD1), GD2, GD3, and GD4 taken from the answers of the test of version 1, 2, 3, and 4 respectively, and the overall grammatical deviations (OGD) as the accumulation of the 4 versions of GD, and by using quantitatively descriptive method, it was found out that on the average the EFL learners’ GD1 was more than one-third of the total test items (TTI), and that of the OGD was nearly a half of TTI. Besides, after the split of OGD into mistakes and errors it was known the ratio between the two kinds of GD was about 2:5, or in every 7 GD there were 2 mistakes and 5 errors on the average. Furthermore, there were 3 types of grammatical errors (GE) found for each kind of concord: omission, addition, and misformation. Misformation had the greatest percentages of GE for SVC and SOC. Most of the GE of this type dealt with the use of plural verbs for singular ones, that of possessive adjective (their) for reflexive genitive (their own), that of reciprocal pronoun referring to 2 peeople (each other) for reciprocal pronoun referring to 3 people or more (one another) and that of object pronoun (them) for reciprocal pronoun referring to 3 people or more (one another). For SCC the omission type of the GE had the greatest, and most of them were absence of plural indicators –s/-es.

scholarly journals TO WHAT EXTENT EFL LEARNERS HAVE MASTERED CONCORD

2009 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Amri Isyam
Keyword(s):  
Sampling Technique ◽  
The State ◽  
Cluster Sampling ◽  
English Department ◽  
State University ◽  
Efl Learners ◽  
The Third ◽  
Good Level ◽  
Satisfactory Level ◽  
Descriptive Method

Concord is one of grammatical items from which many EFL learners still commit deviations. Their deviations from this grammatical item are a reflection of their concord mastery. There are five kinds of concord. However, this article aims at describing to what extent EFL learners have mastered 3 types of concord: subject-verb, subject-complement, and subject-object. The article was based on a part of the research entitled EFL Learners’ Concord Mastery and their grammatical Deviations carried out by the writer two years ago. The population was 120 EFL learners consisting of three classes of the third year students of the English Department of the Faculty of Languages, Literature, and Arts of the State University of Padang, and with cluster-sampling technique one class of them was chosen as the sample comprising of 32 subjects. The data were gathered through a fifty-item test with one administration, but the sample students were required to write 4 versions of the answers. There were 2 versions of concord mastery (CM), CM1 which was based on the correct answers of version 1 and CM 2 which was based on the correct answers after the grammatical deviations were split into mistakes and errors. With the use of quantitatively descriptive method, it was found out that on the average the EFL learners’ CM1 was only 64 which was categorized into satisfactory level based on 5 achievement categories proposed by UNP (2005): excellent, good, satisfactory, weak, and poor. However, CM2 on the average increased significantly to 70, and the achievement category changed into good level. The writer believes CM2 was the actual concord mastery of the EFL learners. Thus, he suggests that an EFL lecturer/ teacher not neglect concord and (s)he split grammatical deviations into mistakes and errors in order to know actual mastery of any grammatical item. 

scholarly journals INVESTIGATING THE INDONESIAN EFL STUDENTS’ ARGUMENT IN ARGUMENTATIVE ESSAY

2020 ◽  
Vol 9 (2) ◽  
pp. 251
Author(s):  
Dedi Turmudi
Keyword(s):  
Language Use ◽  
Qualitative Approach ◽  
Average Score ◽  
English Department ◽  
State University ◽  
Test Results ◽  
Generic Structure ◽  
Research Questions ◽  
Written Test ◽  
Generic Structures

This study investigates the written test results of the Indonesian undergraduate students’ argumentative essay. For that reason, three research questions are made. 1). what is the level of achievement of the students in the argumentative essay quantitatively? 2). what aspects of an essay appear in respect to the argumentative essay generic structure as formulated? 3). how well did they use the rhetoric reputation and argument in their essay?. 27 handwriting' answer sheets of undergraduate English Department students enrolled at semester four of a state university in Indonesia were taken purposively. The data analysis uses a quantitative and qualitative approach. The results show that the students quantitatively achieved average score 76,74 which means good. All parts of generic structures were expressed in different quality. However; the organization of the essay is the lowest part compared to the other four parts respectively content, vocabulary, and language use seen from their segmented scores. This study is confirmed to be inline the previous study in that the majority of the students did not present the refutation section in both their English essays. This implies that teachers should be more aware of promoting this absent aspect as this refutation or rebuttal is a distinguishing marker in argumentative and discussion essays.

scholarly journals PENINGKATAN KETERAMPILAN KITABAH ARABIYAH MAHASISWAMELALUI METODE TUTOR SEBAYA

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Syamsi Setiadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Education Program ◽  
Teaching Method ◽  
Peer Teaching ◽  
Learning Method ◽  
State University ◽  
Peer Tutors ◽  
Writing Skill ◽  
Classroom Action Research

Abstract: The learning of Arabic writing at Universitas Negeri Jakarta still faced some difficultiesin order to develop the students’ skill. The purpose of this study is to empirically examine the effectiveness of peer teaching method on the skills of students in Arabic writing. The method is classroom action research with the treatment as much as two cycles (rounds), each round consists of four stages, including: planning, implementation, observation and reflection.The subject of this research was 24 students of the Arabic Education Program at State University of Jakarta, in which each group consisted of 3-4 students. The results of classroom action research showed that learning with peer tutors are proven to improve student’s skills in Arabic writing of students.Peer tutoring learning method hasaccounted for 3.83 from the pretest to the first cycle, and 2.19 from the first cycle to the second cycle of improvement on students’ writing skill. This research proved that activelearning can be done without involving a lot of teachers. Besides, the learning process can be maximized with the existing potentials by, among others, through peer tutoring. Keywords:peer teaching method, action research, Arabic writing

scholarly journals Analyzing the Correlation Between Ideal L2 Self and Willingness to Communicate in L2 among EFL Learners

2021 ◽  
Vol 10 (1) ◽  
pp. 58-67
Author(s):  
Samet Bal
Keyword(s):  
Pearson Correlation ◽  
Willingness To Communicate ◽  
State University ◽  
Preparatory School ◽  
Efl Learners ◽  
Correlational Research ◽  
Pearson Correlation Test ◽  
Research Questions ◽  
Ideal L2 Self ◽  
Low Levels

This study aimed to investigate the learners’ levels of ideal L2 self and Willingness to Communicate (WTC) not only inside but also outside the EFL classrooms and the correlation between these two constructs. Thus, the research was designed as a qualitative study, and the correlational research design was implemented to seek answers to research questions. The participants were 61 EFL learners who studied at the preparatory school of a state university. The data collected by conducting the ideal L2 self scale and WTC survey for inside and outside the classroom were analyzed through descriptive statistics, and Pearson correlation test after the normality of the data was ensured. The findings showed that the vast majority of learners had moderate levels of ideal L2 self and WTC, and a small minority reported low levels of WTC and ideal L2 self. Besides, the findings pointed out that WTC and ideal L2 self are correlated with a statistically significant relationship in a positive manner. The study first discusses the contradictory and concurrent findings with respect to previous studies conducted in different contexts like Japan, China, Indonesia, Malaysia, Thailand, Iran and Turkey, then concludes with recommendations for teachers and further research.

UPAYA MENINGKATKAN PRESTASI BELAJAR MATA KULIAH PENJAS ADAPTIF MELALUI PEMBELAJARAN STUDENT CENTER LEARNING DENGAN MENGGUNAKAN MODEL ROLE PLAY AND SIMULATION

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Iman Rubiana
Keyword(s):  
Action Research ◽  
Role Play ◽  
Post Test ◽  
Student Center

Penelitian ini bertujuan untuk mengetahui peningkatan prestasi belajar mahasiswa PJKR angkatan 2010 Tahun Ajaran 2013/2014 dalam matakuliah Penjas Adaptif dengan menerapkan pembelajaran student center learning dengan mengunakan model role play and simulation. Penelitian ini menggunakan metode clasroom action research Dengan populasi mahasiswa kelas J berjumlah 31 orang. Setelah menerapkan pembelajaran Student Center Learning dengan model role play and simulation diperoleh data dari hasil evaluasi. Dapat disimpulkan bahwa awalnya  dinyatakan belum mencapai KKM karena 12 mahasiswa hanya mencapai nilai di bawah 70. Sedangkan data hasil setelah menggunakan pembelajaran student center learning dengan menggunakan model role play and simulation menunjukan adanya peningkatan pada hasil post test, dengan hasil 31 mahasiswa semuanya mencapai 100% di atas nilai KKM. Kata kunci: Penjas Adaptif, Pembelajaran SCL, Model Role Play & Simulation.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

scholarly journals Implementasi model controversial issue dalam mata kuliah Pendidikan Kewarganegaraan

2018 ◽  
Vol 15 (1) ◽  
pp. 62-73
Author(s):  
Alfiandra Alfiandra ◽  
Sani Safitri ◽  
Puspa Dianti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Education Program ◽  
Citizenship Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controversial Issue ◽  
Teaching Model ◽  
Classroom Action Research

Artikel ini bertujuan untuk menunjukkan efektifitas model pembelajaran controversial issue dalam meningkatkan kemampuan berfikir kritis mahasiswa pada mata kuliah Pendidikan Kewarganegaraan di Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. Metode penelitian yang digunakan adalah penelitian tindakan kelas (classroom action research) sebanyak tiga siklus dimana setiap siklus melalui tahapan perencanaan, pelaksanaan, observasi, evaluasi dan refleksi. Hasil penelitian menunjukkan bahwa implementasi model pembelajaran controversial issue dapat meningkatkan kemampuan berfikir kritis mahasiswa dalam pembelajaran mata kuliah Pendidikan Kewarganegaraan. Peningkatan kemampuan berfikir kritis tersebut terlihat pada keterampilan mahasiswa dalam mengidentifikasi masalah, mendefinisikan masalah, mengeksplorasi masalah, mengevaluasi dan mengintegrasikan berbagai macam solusi menjadi suatu jawaban yang komprehensif terhadap suatu permasalahan.--------------------------------------------------------------------------------------------------------------------------------This article tries to reveal the effectiveness of controversial issue based teaching model to increase students’ critical thinking skills at Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. It was a classroom action research with three cycles, each of which consists of planing, observation, evaluation and reflection. The results reveal that the implementation of controversial issue based teaching model can increase students’ critical thinking skills in Citizenship Education Program. This increasing of critical thinking skills was indicated by the skills to identify problem, to define problem, to explore problem, to evaluate, and to integrate any kinds of solutions in order to comprehend the problem.

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