scholarly journals ERRORS IN USING DICTION AND GRAMMAR OF STUDENTS’ FINAL COURSE ACADEMIC WRITING OF DEPARTMENT OF ENGLISH EDUCATION AT JAKARTA STATE UNIVERSITY

2019 ◽  
Vol 1 (1) ◽  
pp. 63
Author(s):  
Jabal Nur
Keyword(s):  
Qualitative Study ◽  
Academic Writing ◽  
English Education ◽  
Language Translation ◽  
First Language ◽  
State University ◽  
Verb Agreement ◽  
Student Errors ◽  
Academic Year

This research aims to analyze in depth the use of diction error, subject and predicate, and the cause of the error on students of English Education in State University of Jakarta. The research is a qualitative study using descriptive methods. The Instrument of this research is 50 students of third semester essay at the end of the task of writing an academic course of the academic year 2012/2013. The results of this research showed the majority of student errors occurred in the category of diction. Diction ranks first in the percentage of error as much as 63%, followed by subject and verb agreement 37%, and the cause of the error is due to the influence of the first language, translation, and carelessness 

scholarly journals The Effort to Increase the Students’ Achievement in Poetry Mastery through Semiotic Method

2017 ◽  
Vol 8 (1) ◽  
pp. 104
Author(s):  
I Wy. Dirgeyasa
Keyword(s):  
Action Research ◽  
Research Method ◽  
Teaching And Learning ◽  
English Education ◽  
Descriptive Analysis ◽  
Average Score ◽  
State University ◽  
Education Department ◽  
Classroom Action Research ◽  
Academic Year

The obejectives of this research are to know the improvement  of the students’ achievement in poetry mastery and their perception regarding to the semiotic method in teaching and learning poetry in  English Education Department, Languages and Art Faculty of State University of Medan. The research method used is the Classroom Action Research (CAR). The subjects of the research are the fifth semester of 37 students of 2013/2014 academic year. The data are collected by test in order to know the students’ achievment in poetry mastery. The students’ perception toward the implementation of the semiotic method for teaching and learning poetry is collected by questionaire. The data are analyzed by descriptive analysis. The result of research shows that (1) the average score of the students’ achievement of poetry mastery is (71.75) or it increases (11,59) point from pre-test (60.16) and (2) in general, the students’ perception toward the semiotic method for teaching and learning poetry are good and positive.

scholarly journals SUBJECT-VERB AGREEMENT ERRORS MADE BY SIXTH SEMESTER ENGLISH EDUCATION STUDENTS

2017 ◽  
Vol 1 (1) ◽  
pp. 21-34
Author(s):  
Eki Putra Hidayatullah ◽  
Syarial . . ◽  
Gita Mutiara Hati
Keyword(s):  
Quantitative Method ◽  
English Education ◽  
Education Students ◽  
Verb Agreement ◽  
Causes Of Errors ◽  
Academic Year

This resarch used descriptive quantitative method. This research aimed to find out subject- verb agreement errors made by sixth semester Engllish Education students of Universitas Bengkulu and to find out the possible causes of the errors. The samples of this research were sixth semester English Education students of Universitas Bengkulu in 2016/2017 academic year. The data were collected by conducting writing. The results of the data were analyzed descriptively by using Surface Strategy Taxonomy by Dulay et al (1982) to analyze the types of errors and theory of causes of errors by Richards (1974) to analyze the causes of errors. The result shows that there were 3 types of subject-verb agreement errors found in students’ essays. The errors were omission (49 %), addition (25 %) and misinformation (26 %). Another result shows that there were 2 possible causes of subject-verb agreement errors in this research. They were interlingual errors (2 %) and intralingual & developmental errors (98 %).

scholarly journals Peer Assessment in Facebook Comment Column about One Topic in Writing II Subject of the Fourth Semester Students of Sriwijaya University English Study Program

2018 ◽  
Vol 2 (1) ◽  
pp. 49 ◽  
Author(s):  
Rita Inderawati ◽  
Ahmad Hafiz Pratama ◽  
Bambang A. Loeneto
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Peer Assessment ◽  
Sampling Technique ◽  
Scoring Systems ◽  
Study Program ◽  
Good Level ◽  
Final Score ◽  
Academic Year

The objectives of this study were to find out (1) the completeness of the students’ comments on Facebook, (2) the quality of the students’ comments, and (3) the percentage of how well the students identified the characters of a good paragraph. The population of this study was the fourth-semester Palembang class students of English Education Study Program 2013 of Sriwijaya University. The sample of the study was 48 students that were selected by using total sampling technique. The data were collected from the students’ comments on Facebook of Writing II class in the academic year 2015 and analyzed by using two rubrics containing scoring systems. The results showed that the completeness in giving comments on the Facebook group could be categorized into a very good category with the final score was 10. While, the quality of the comment from the students was also Good with the final score was 15.56. The percentage of how well the students identified the characters of a good paragraph was 83.33% in very good level, 10.41 % in good level and 6.25 % in average level. Overall, the final score of the students’ comments from those three research questions were average with the score was 9.85. It can be concluded that the students’ comments on Facebook Comment Column in Writing II Class in the academic year 2015 was average. Keywords: academic writing; Facebook; peer comments

scholarly journals AN ANALYSIS OF GRAMMATICAL ERRORS IN SPEECH AT THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF METRO ACADEMIC YEAR 2013/2014

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Septian Dwi Sondiana ◽  
Sudirman -
Keyword(s):  
English Education ◽  
Grammar Rule ◽  
Study Program ◽  
Internal Factors ◽  
Verb Agreement ◽  
Grammatical Errors ◽  
Education Study ◽  
Teaching Learning ◽  
English Students ◽  
Academic Year

The objectives of the research are to find out the types of grammatical errors in English students’ speech; to find out the percentage of grammatical errors in English students’ speech; to find out the factors influencing English students’ grammatical errors in their speech. Based on the data, the students have problem in producing verb group, errors in subject-verb agreement, errors in the use of articles, errors in the use of prepositions, errors in noun pluralization, errors in the use of pronouns, and errors in the use of conjunctions. It shows that Anisa made eleven sentences in 2 minutes 28 seconds. She made eight errors. Dewi made seven sentences in 1 minutes 57 seconds. She made five errors. Fatika made sixteen sentences in 4 minutes 14 seconds. She made eight errors. Fitri made sixteen sentences in 4 minutes 23 seconds. She made seven errors. Ibnu  made  ten sentences in 2 minutes 18 seconds. He made eight errors. Linda made fiveteen sentences in 3 minutes 7 seconds. She made eight errors. Musli made fourteen sentences in 2 minutes 39 seconds. She made six errors. Nyoman made twelve sentences in 3 minutes 43 seconds. He made nine errors. Pera made ten sentences in 2 minutes 23 seconds. She made seven errors. Sri made fourteen sentences in 6 minutes 34 seconds. She made eleven errors. And about the percentages of errors, here is the data; Anisa: 72,73% of errors; Dewi: 71,4% of errors; Fatika: 50% of errors; Fitri: 43,75% of errors; Ibnu: 80% of errors; Linda: 53,3% of errors; Musli: 42,8% of errors; Nyoman: 75% of errors; Pera: 70% of errors; Sri: 78,57% of errors. Based on interview, it shows it can be concluded the factors influence of English students’ grammatical errors in their speech when their speak using grammar rule. The internal factors are; The first, the students are still difficult to make feeling, for example; confident, feel scary, when they are speaking in public. The second, the students are not mastered in their skills. The third, the students are not have many vocabulay, so they can not express their idea to speak. The forth, the students are still think that grammar are not important to speak. For the external factors are; the first, the student  can not express their speaking because of their environment or comunity. The second, the teaching-learning process.

scholarly journals PENINGKATAN PENGUASAAN GRAMATIKA DALAM MENULIS BAHASA5 INGGRIS MELALUI TEKNIK PROBLEM SOLVING Penelitian Tindakan di

2017 ◽  
Vol 15 (1) ◽  
pp. 43-57
Author(s):  
Rahman Apen
Keyword(s):  
Problem Solving ◽  
English Education ◽  
Group Discussion ◽  
State University ◽  
Study Program ◽  
English Sentence ◽  
Instructional Activities ◽  
Post Test ◽  
Pair Work ◽  
Academic Year

This article is aimed at describing the process and the result in improving grammar mastery in writing English of English Education Study Program in State University ofPadang through problem solving technique. The subject of the research was 30 students who took Grammar I subject in even semester of academic year 201112012. The instruments used are: questionnaire.students' portfolio, observers' journals, researcher's journal, pre-test, and post-test. The data were analyzed by using the descriptive statistic in the form of the mean and percentage, and the validity of the data was Checkedby using triangulation technique. The results of the study show that 1) the process in improving grammar mastery in writing English through problem solving technique ran well. 2) Theresultof improvementon the grammar mastery in writing English varied within the three cycles of different instructional activities conducted. The indicators were seen from the pre-to post test results. of each cycle. The results in writing English sentence mastery through classical instructional activities improved from 2,4 (limited to moderate) to 3,6 (moderate to extensive). In group discussion activities the improvement is from 3,36 (moderate to extensive) 3,7 (moderate to extensive). Meanwhile, the improvement is seen from 3,8 (moderate to extensive) to 4,6 (extensive to complete) in pair work instructional activities. Based on the results, the learning processthrough problem solving technique can improve the learning results of grammar mastery in writing English. In other words, the hypothesis of action proposed is accepted.

Self-access system for English language support

ReCALL ◽  
1993 ◽  
Vol 5 (8) ◽  
pp. 28-30 ◽  
Author(s):  
Hilary Nesi
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Language Skills ◽  
First Language ◽  
English For Academic Purposes ◽  
Language Teacher Education ◽  
Access System ◽  
Dissertation Writing ◽  
English Students ◽  
Academic Year

In common with similar units in many other British Universities, the Centre for English Language Teacher Education at Warwick University offers support in English for Academic Purposes (EAP) for students whose first language is not English. Students newly arriving from overseas are contacted via their departments and are invited to attend classes covering a range of language skills associated with EAP. Classes are typically well-attended in the first months of the academic year, and attendance tends to fall off in the second term, although there is an upsurge in interest in certain areas, such as Academic Writing, as students become increasingly involved in assignment and dissertation writing.

scholarly journals Examining Students’ Questioning Strategies in EFL Classroom Interaction

2018 ◽  
Vol 5 (2) ◽  
pp. 139
Author(s):  
Masyruha Masyruha
Keyword(s):  
Graduate Program ◽  
English Education ◽  
Video Recording ◽  
Classroom Interaction ◽  
Sampling Technique ◽  
State University ◽  
Questioning Strategies ◽  
Asking Questions ◽  
English Students ◽  
Academic Year

The study on examining students’ questioning strategies in EFL classroom interaction is aimed at investigating: (1) the types of students questioning strategies that appeared in the EFL classroom interaction; (2) the levels of students questioning strategies that appeared in the EFL classroom interaction; and (2) the students perceptions regarding to their questions strategies in the EFL classroom interaction. This research employed descriptive qualitative research. It applied purposive random sampling technique in selecting sample. The participants of this research were a class C of third semester English students at Graduate Program of English Education Department in State University of Makassar of academic year 2018/2019. The data were collected by employing video recording and interview. The obtained data was scripted and analyzed based on  interactive model of  namely: (1) data reduction, (2) data display, and (3) conclusion drawing and verification. The results of this research showed that; (1) the types of students questioning strategies that appeared in the EFL classroom interaction are referential questions and display questions; (2) the level of students’ questioning respectively lies out on higher and lower level of cognitive questions which divided into three level; remembering, understanding and applying; (3) each students has different perception regarding the questioning strategies. Some students ask questions because they did not understand the material discussed while the other students ask questions only because the topic is interesting. Furthermore, in asking questions, majority of students write down in their questions first to make sure that their questions is suitable with the topic. Finally, each student has different ways to make sure that the presenter understands regarding their questions.

scholarly journals Interpersonal Communication that Inspires in EFL Teaching

2016 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Muhammad Amin Rasyid
Keyword(s):  
Interpersonal Communication ◽  
Personal Experience ◽  
English Education ◽  
State University ◽  
Positive Attitudes ◽  
Key Concepts ◽  
Efl Students ◽  
Academic Year ◽  
Forms Of Knowledge ◽  
Learning English

This study attempted to reveal the perception of EFL students on the lecturer verbal and nonverbal interpersonal communication that they experience and expect to foster their positive attitudes and nurture their motivation in learning English at State University of Makassar, Indonesia. The respondents consisted of 152 fifth semester students of undergraduate program, majoring in English Education, attending TEFL course in 2013/2014 academic year. The study was guided by the researchers’ teaching belief stating that teaching is communicating and inspiring virtues in the forms of knowledge, skills and attitudes. The instruments used were (a) The 14 lecturer verbal interpersonal communication  measure (VICM) and (b) the 14 lecturer non-verbal interpersonal communication measure (NVICM) developed by the researcher. The data analysis showed that four of the 14 VICM were not inspiring, namely telling students his personal experience, responding students’ reasons for being late, asking students to tell their most impressive learning English experience, and  allowing students to call their lecturers by their first name; and three of the 14 NVICM were not inspiring, namely moving around the class when teaching, touching (shaking hands), coming closer to students when lecturing. Key concepts: perception, inspiring, interpersonal, communication

scholarly journals ANALYSIS OF EFL STUDENTS’ CITATION PRACTICES AND PROBLEMS IN ACADEMIC WRITING

2018 ◽  
Vol 2 (1) ◽  
pp. 62
Author(s):  
Yanti Sri Rezeki
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Qualitative Content Analysis ◽  
State University ◽  
Education Department ◽  
West Kalimantan ◽  
Efl Students ◽  
The Common ◽  
Common Problems ◽  
Citation Practices

Abstract: Citing sources correctly is vital in academic writing including research proposals. Despite its significance, students seem to perform it poorly due to lack of knowledge and awareness of its role in their writing. As the result, they are often accused of committing plagiarism. One of the ways to prevent students from committing plagiarism is by providing them with sufficient knowledge and skills related to proper citations. This study is a preliminary effort to identify student citation practices within the English Education department of a state university in West Kalimantan, Indonesia. Employing qualitative content analysis, the researcher examined samples of students’ proposals to describe the ways in which citations were written and the common problems that occurred. The findings suggest that students mostly cited as non-integral/non-reporting. The study also reveals that students’ most common mistakes in the citation are found in language and content. The study concludes with the need to provide students with clear guidelines for citation and strong remarks on plagiarism.

scholarly journals THE IMPLEMENTATION OF PARALLEL-TEAM TEACHING IN TEACHING SPEAKING AT ENGLISH EDUCATION PROGRAM OF MAKASSAR STATE UNIVERSITY

EKSPOSE ◽  
2019 ◽  
Vol 16 (1) ◽  
pp. 287
Author(s):  
Muhammad Akbar
Keyword(s):  
Education Program ◽  
Team Teaching ◽  
English Education ◽  
Research Data ◽  
State University ◽  
Speaking Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Academic Year ◽  
Very High

The objectives of this research were: (1) to find out whether or not the use of parallel-team teaching improves the students’ speaking skill and (2) to find out whether or not the students are interested in joining the speaking class through parallel-team teaching. This research employed a quasi-experimental design. The sample consisted of 40 students of second-semester students of English Education Program of Makassar State University, in academic year 2016/2017. The research data were collected by using two kinds of instruments: the speaking test for the students’ speaking skill and questionnaire for students’ interest.  Data on the students’ speaking skill were analyzed using descriptive and inferential statistics, and data on the students’ interest were analyzed using the Likert scale. The results of the research were: (1) the use of parallel-team teaching in teaching speaking improved the students speaking skill, (2) the use of parallel-team teaching increased the students’ interest in joining the speaking class.  It can be concluded that the use of Parallel-Team Teaching is effective to be implemented in improving the students’ speaking skill in terms of accuracy, fluency, comprehensibility and content and the students have very high interest toward Parallel-Team Teaching in teaching speaking

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