scholarly journals Errors in writing made by Malaysian rural primary school pupils

2020 ◽  
Vol 7 (2) ◽  
pp. 438-456
Author(s):  
Halipah Harun ◽  
Muhammad Kamarul Kabilan
Keyword(s):  
Primary School ◽  
Rural Schools ◽  
English Language ◽  
School Achievement ◽  
Language Education ◽  
English Language Education ◽  
English Writing ◽  
School Settings ◽  
Writing Problems ◽  
Primary School Pupils

This study is to identify errors made by rural primary school pupils in writing and to get information about the causes or sources of errors that lead to pupils’ writing problems. The conceptual framework concerns four types of errors committed by rural primary school pupils in writing, namely tense, spelling, and vocabulary. The study is based on Corder’s (1971) Error Analysis (EA) and Richards’ (1974) Causes or Sources of Errors as its theoretical framework. It was conducted at two rural schools with 44 pupils of Primary 5, aged 11, as the research sample. A written task was taken as the study instrument in order to answer two research questions. This study has revealed that tense is the most frequent error committed by the pupils, followed by punctuation, vocabulary, and spelling. Moreover, the pupils’ errors are caused by both interlingual and intralingual transfer. It is concerned with rural primary school settings in Kerian where the majority of the pupils use the Malay language as their medium of instruction. In addition, this study has its implication for English Language Education in Malaysia, in which it affects rural pupils’ performance especially in Primary School Achievement Test also known as Ujian Pencapaian Sekolah Rendah (UPSR) in English Writing paper. Some adjustments in the education system and the total involvement from education departments are meant to better reduce the number of low performers, especially in English writing to enhance the level of English proficiency in rural schools.

A Study on English Language Education in Rural Schools of India: The Situation, the Policy and the Curriculum

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Md. Nazeer Hussain Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Rural Schools ◽  
Andhra Pradesh ◽  
English Language ◽  
Language Education ◽  
School Education ◽  
Upward Movement ◽  
Indian Languages ◽  
English Language Education

The language policy in school education emerged as a political and social consensus, though established equality among the languages in school education, is somehow heading for a competitive bi / multilingualism in which the English language is (perceived to be) over taking Indian languages. On the contrary the quality of English language education in majority of Indian schools presents a very appalling picture. Teacher’s language proficiency, exposure to language and materials are major concerns for quality English language learning. An analysis of curricular statements and syllabi of the states of Andhra Pradesh, Madhya Pradesh, Mizoram, Manipur and Nagaland reveals how planning for language in education is not looked at holistically in terms of basic assumptions about language learning / acquisition (how language learning takes place), learner profiles and the contexts in which learning takes place, and the recent developments in language learning-teaching. Most states refuse to move beyond the good old structural approach of the 1950s and the 60s, while they stress for communication skills to help the learner for an upward movement. This, in reality, reveals the paradoxical situations of an English language education which would further place the rural learner in a very disadvantaged situation. There are so many curricular packages in the Andhra Pradesh to reach the goals. English will continue to dominate the school curriculum not only as a language, but as a medium of learning too. Given the important roles to English in education and in the larger society (Tickoo 1996), this will have greater implications for language education, particularly English language education in rural settings. While some of our native languages are losing their battle for survival where English is taking the ‘killer’ role and the curricular documents calling for collaborative bi-/multilingualism, what in reality felt is subtractive bilingualism? This dangerous trend may lead to mass conversion to English medium instruction in our schools, both urban and rural schools. We must ensure that English as a language in education is fully realized in terms of the basic conditions for learning the language and those educated through native medium schools attain the proficiency that would not hamper them to move forward to higher education and employment any other urban English medium educated child would compete.

scholarly journals THE USE OF SOCIAL MEDIA WHATSAPP AMONG ENGLISH EDUCATION STUDENTS FOR SOLVING THESIS WRITING PROBLEMS

2020 ◽  
Vol 8 (3) ◽  
pp. 447-455
Author(s):  
Syarwan Ahmad ◽  
T. Zulfikar ◽  
Fitri Hardiana
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Education Program ◽  
English Language ◽  
Language Education ◽  
Recording Device ◽  
English Language Education ◽  
Writing Problems ◽  
Use Of Social Media ◽  
Thesis Writing

Purpose of the study: This study aimed to analyze the use of social media, WhatsApp, among the UIN (Universitas Islam Negeri) Ar-Raniry's English Language Education Program undergraduate students for solving their thesis writing problems, focusing on the effects of the WhatsApp use and to inquire whether WhatsApp communication helps them solve their thesis writing problems. Methodology: The design of this study is descriptive qualitative in nature. The researchers selected 30 English Language Education Program undergraduate students comprising 9 male and 21 female students who were writing theses as participants. This study used the semi-structured interview to collect detailed information needed for this research. The researchers used note-taking and recording device using Galaxy Note 8. Main Findings: Findings revealed that the use of social media, WhatsApp, among the undergraduate students of the UIN Ar-Raniry' English Language Education Program, shows a positive impact on solving the problems they face regarding their thesis writing. The findings also indicated that the use of social media, WhatsApp, has put students at ease in solving their various problems regarding thesis writing constraints. Application of the study: This study can be very useful for the students writing theses, and thesis supervisors. The findings of this research give insights and provide information and theories related to thesis writing issues. Studies on this issue lack in the field of education in general and thesis related problem sharing and supervisee-supervisor relationships in particular. Novelty/Originality of the study: The findings justify how the use of WhatsApp brings about positive effects and partly solve students' thesis writing problems. The findings revealed that these research benefits readers enhance existing knowledge and contributes to the construction of new knowledge in the field of education. Therefore, researchers recommend further research on the effects and benefits or other aspects of social media usage.

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