scholarly journals Error Analysis of English Sentence Structure in Students’ Written Paragraphs

2021 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Dike Sundari ◽  
Jumatul Hidayah ◽  
Sarwo Edy ◽  
Farida Esmianti
Keyword(s):  
Mixed Method ◽  
Mother Tongue ◽  
Writing Skills ◽  
Teaching Material ◽  
English Department ◽  
Sentence Structure ◽  
English Sentence ◽  
English Writing ◽  
Mixed Method Design ◽  
English Students

This research aimed to find out the types of sentence structure errors in English paragraphs written by tertiary English students and the factors causing the errors. This research employed an explanatory mixed-method design. Fourth-semester students from the English department of IAIN Curup were engaged as the subjects of this research. Positivism-governed document analyses and constructivism-based interviews were conducted to solicit the data as desired. The quantitative findings garnered from document analyses endorsing a ready-to-use construct proposed by Dulay, Burt, and Krashen (1982), revealed that there were four types of sentence structure errors students made, namely omission, addition, misformation, and misordering. Those types of errors were exhibited in a proximate composition which meant that the students had compatible difficulties in terms of the four types of errors. As uncovered from students' writing works, the four types of errors were found in the domains of words, phrases, and clauses. Subsequently, the qualitative findings, elicited from interviews, demonstrated that the factors of sentence structure errors extended to students' mother tongue interference, overgeneralization in the use of English rules and norms, and the lecturer's teaching material delivery and method. Anchored in the data gained, this research discussed the data from the perspective of interlanguage theory, wherein some reviews of SLA and EFL pedagogy-related theories were offered to help lower the factors causing English sentence structure errors in writing skills. Keywords:  Errors, Sentence Structure, English writing skill

scholarly journals The Development of Problem-Based Stad Model to Improve the Writing Ability of Students in University

2020 ◽  
Vol 5 (4) ◽  
pp. 42-46
Author(s):  
Wida Rianti ◽  
Mudjiran Mudjiran ◽  
Mukhaiyar Mukhaiyar
Keyword(s):  
Writing Skills ◽  
Learning Motivation ◽  
Sentence Structure ◽  
Development Research ◽  
Writing Ability ◽  
English Writing ◽  
Qualitative And Quantitative ◽  
Correct Spelling ◽  
Is Development ◽  
English Students

This study is aimed to improve students' English writing skills in college. Since students' mastery of English vocabulary is still low, they are confused about the use of grammar, sentence structure, punctuation, good and correct spelling in English writing, making them unable to write well words/sentences/texts in English. Students also still have difficulty in terms of orderly expression of ideas and supporting sentences in paragraphs, and they have not been trained to develop ideas in writing properly and correctly. The type of research is development research or Research and Development (R&D) with qualitative and quantitative approaches. The STADBM type learning model in this study has produced a valid, practical and effective model because it has an impact on improving students' writing skills and learning motivation.

scholarly journals Developing Online Learning Assessment Instrument for English Sentence Structure Course during Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 170
Author(s):  
Emy Sudarwati ◽  
Fatimah Fatimah ◽  
Yuni Astuti ◽  
M. Faruq Ubaidillah
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Test Time ◽  
English Department ◽  
Sentence Structure ◽  
English Sentence ◽  
Design Based Research ◽  
English Grammar

Anchored by the need for constructing an online assessment which is mediated by honesty as the character value for grammar mastery among undergraduate students during Covid-19 pandemic, in the present study we developed a test of English Sentence Structure (ESS) situated in an English department of a public university in Malang, East Java, Indonesia. To enact such a purpose, Design-based Research (DBR) was carried out in the study. Findings from the study showcase that the test was valid and reliable, giving it accessible portion for use in the English department. Aside from that, students also opined positively toward the use of the test in measuring their English grammar mastery. Despite these, we found that students’ score in the tryout phase is low affected by their lack of test preparation, inappropriate situated test time, and ineffective teaching and learning enactment. The paper ends with recommendation for future researchers.

scholarly journals IMPROVING STUDENTS’ WRITING SKILL BY USING SCAFFOLDING TECHNIQUE TO THE SEVENTH GRADERS OF SMP BOPKRI GODEAN

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rika Rimawati ◽  
Hermayawati Hermayawati
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Seventh Graders ◽  
Average Score ◽  
Sentence Structure ◽  
Test Cycle ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
Scaffolding Technique

The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Silvia Read were inquiry, modeling, shared, collaborative, and independent. The researcherexpected that the students could improve their writing skill by using the scaffolding technique and interested in English writing skill. The result of this study was showed by pre-test and post-test. In pre-test, the students’ average score was 49, whereas in the students’ post-test cycle one, the students’ average score was 64. In the second cycle, the students’ average score was 75.9. Finally, the researcher could conclude that the result of this research showed an improvement of the students’ writing skills by using scaffolding technique.

scholarly journals English Needs Analysis of Energy and Mineral Polytechnic Students

2019 ◽  
Vol 8 (1) ◽  
pp. 16-20
Author(s):  
Noenoek Februati
Keyword(s):  
Mixed Method ◽  
Qualitative Method ◽  
Qualitative Data ◽  
Petroleum Industry ◽  
Needs Analysis ◽  
Teaching Material ◽  
English Learning ◽  
Reading And Writing ◽  
Learning And Teaching ◽  
Mixed Method Design

Needs analysis was conducted in Polytechnic of Energy and Mineral with the aim of identifying the students’ English needs. This was conducted by analysing the present English learning and teaching material and the needs of the material the students expect in order to perform effectively in the target situation. In conducting the analysis, a mixed method design was used in which it integrates the quantitative method and qualitative method. The questionnaires were used as the instruments for collecting the data from the alumni who had already worked in the petroleum industry and from the students who were still studying at Polytechnic of Energy and Mineral. The qualitative data from the alumni showed that English listening, speaking, reading, and writing skills were really needed in the petroleum industry. Then, the quantitative data and the qualitative data from the students showed that the present English learning and teaching material had already guided them in obtaining the English skills required in the petroleum industry. However, the qualitative data also showed that the listening, speaking, reading, and writing activities in the material still needed to be improved in terms of the quantity, variety, and levels of difficulty. These findings were going to be followed up by the development of the English learning and teaching material as the improvement of the present material.

scholarly journals STUDENTS SATISFACTION ON BILINGUAL PROGRAM IN MAKASSAR

2019 ◽  
Vol 1 (2) ◽  
pp. 62-69
Author(s):  
Andi Hamzah Fansury ◽  
Rampeng Rampeng
Keyword(s):  
Secondary School ◽  
Mixed Method ◽  
Bilingual Program ◽  
English Bilingual ◽  
Mixed Method Design ◽  
English Students ◽  
Students Satisfaction ◽  
Interest And Motivation ◽  
Academic Year ◽  
Learning English

The objectives of the research were (1) to describe the students satisfaction on bilingual program at secondary school in Makassar and (2) to find out the students’ interest and motivation in learning English through Bilingual Program. The researcher applied mixed method namely triangulation mixed method design (QUAN-QUAL). The population of this research was the students of SMPN 12 Makassar in academic year 2015/2016. This research used purposive sampling. The sample of this research consisted of 40 students; 20 students from seventh grade and 20 students eight grade. In this research also, the researcher took 40 parents and 10 teachers as a sample. The research data were collected by questionnaire which was analyzed by descriptive statistic through SPSS version 16 for windows program.  The result of data analysis shown that bilingual program improve English students skills, bilingual program makes the students mastery in English and learn it in their subjects matter (Mathematics, Science, and English). Bilingual also makes the students have better skills in learning English and, bilingual program has helped the students to develop as a person (students’ personality). The implementation of bilingual program at secondary school make the students are interested and motivated in learning English. From this fact, it points out the way of school and the governments to keep this program and make a policy to make this program keep going

scholarly journals The Speaking Difficulties Encountered by Non-English Students in Language Classroom

2019 ◽  
Vol 5 (1) ◽  
pp. 22
Author(s):  
Rima Rahmaniah ◽  
Asbah Asbah
Keyword(s):  
Mother Tongue ◽  
External Factors ◽  
English Department ◽  
Internal Factors ◽  
Training And Education ◽  
Gross Error ◽  
Language Classroom ◽  
Two Factors ◽  
Second Year ◽  
English Students

This research, entitled “The Difficulties Encountered by Non-English Department Students in Speaking English,” was a study at the Faculty of Teacher Training and Education Muhammadiyah University of Mataram. It was conducted to investigate difficulties encountered by Non-English Department students in speaking. The participants were 15 students from the second semester of Indonesian Department Muhammadiyah University of Mataram. It also aims to investigate the factors which are face by Non-English department students in Speaking English. This research used descriptive quantitative approach. Based on the data from test the difficulties encountered by a second-year student of Indonesian department are first was from the grammar aspect, there were 80% of students almost entirely inaccurate expect in stock phrases. Second, fluency aspect, there were 73% speech is very slow and uneven except, for short or routine sentences. Third, it is the pronunciation aspect; there were 73% of students gross error, and very heavy accent makes understanding difficult require frequent repetition. Fourth is from the vocabulary aspect there were 60% of students their vocabulary limited to basic personal and survival areas. The last it is from comprehension aspect there 55% of students understand only slow, very simple speech on common social and touristic topics; requires constant repetition and rephrasing. Factors were faced by Non-English department student in speaking English there are two factors, from internal factors and external factors. Internal factors such as they are a quiet person; they are hard to learn, difficult to remember vocabulary, difficult to pronounce the word, lack of grammatical mastery, they are lazy to memorize vocabulary, they are lack of confidence and fear of making a mistake. From external factors, they are seldom speaking English in the class, and their environment is not used English, and they prefer to use their mother tongue.

scholarly journals A SURVEY ON THE TEACHING OF WRITING AT SENIOR HIGH SCHOOLS IN RIAU PROVINCE

2018 ◽  
Vol 2 (2) ◽  
pp. 63
Author(s):  
Eliwarti Eliwarti ◽  
Rumiri Aruan
Keyword(s):  
High Schools ◽  
Teaching Methods ◽  
Writing Skills ◽  
Teaching Writing ◽  
English Department ◽  
Sentence Structure ◽  
Knowledge And Skills ◽  
Research Questions ◽  
Second Year ◽  
Teaching Of Writing

Abstract: Teaching writing in senior high schools provides students with knowledge, experience and strategies of writing simple texts to more complex ones. This research aims at looking at how writing skills are taught at senior high schools in Riau Province-Indonesia. Specifically, the research answers the research questions about teaching materials, methods/strategies used by English teachers in the teaching of writing and students’ attitude towards writing skills. The samples are second year English Department students of FKIP Riau University coming from different cities and regencies in Riau Province. The data were collected through distributing a set of questionnaire. The results show that most writing materials consist of linguistics knowledge such as sentence structure, vocabulary and punctuation and lack of writing skills and strategies like brainstorming, drafting, revising and editing. Moreover, most teachers are product oriented in their teaching of writing. Finally, most students (65.9) have low attitude towards writing skills. From these findings, it can be concluded that: writing materials need to be focussed on writing skills and strategies, teachers’ knowledge and skills on teaching methods/strategies need to be upgraded and students’ attitude towards writing skills needs to be improved. These findings can be used as a reference to do some improvement in the teaching of writing in senior high schools in Riau province.

scholarly journals The Importance of Using Collaborative Learning Strategy in Learning English Writing

2018 ◽  
pp. 43-63
Author(s):  
Sumaia Abuhabil ◽  
Sana Aswese ◽  
◽  
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Collaborative Learning ◽  
Mixed Method ◽  
Learning Strategy ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Efl Learners ◽  
English Writing ◽  
Method Approach

This study investigated the importance of using collaborative learning as a strategy to enhance English writing skills of EFL learners. The study was a classroom based, the participants of the study were 25 female Libyan students from two different secondary schools in Misrata .All students who were chosen randomly were asked to fill in the questionnaire given. The research was done by using a mixed method approach. The data analysis obtained from the questionnaire and observation indicated that the majority of students were positive about collaborative writing although some of them were not interested when engaging collaboratively .It is a suitable and applicable strategy for improving students' English writing performance and to develop their critical thinking. Moreover, working collaboratively has a good impact on all members in a group since collaboration engages students to express their opinions and respect others' opinions; it fosters negotiation, and it engages students to share their knowledge.

scholarly journals A survey on problems faced by researchers with English language while writing a research paper

2021 ◽  
pp. 251-269
Author(s):  
RAMA KRISHNA GUDURU
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Research Paper ◽  
Sentence Structure ◽  
English Writing ◽  
Grammatical Errors ◽  
Future Growth

Li, F., Ren, J., & Zhao, H. (2016) To determine the difficulties of students in writing skills, the author conducted a survey on English writing skills and related issues. The majority of students study for academic purposes only, not for future growth. Before guiding students, teachers should gain a thorough understanding of writing skills. What role do grammatical errors such as sentence structure, tenses, modern verbs, passive and active forms perform in reducing cultivates in writing skills? Nishanthi, R. (2018).

scholarly journals DIFFICULTIES IN STUDYING WRITING OF ENGLISH-MAJORED SOPHOMORES AT A UNIVERSITY IN VIETNAM

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Wa Thai Nhu Phuong
Keyword(s):  
Foreign Language ◽  
Prior Knowledge ◽  
Mother Tongue ◽  
Writing Skills ◽  
English Writing ◽  
Vocabulary Problems ◽  
Learning English

<p>Writing plays an important role in studying a foreign language, especially English. However, students have faced a lot of difficulties in learning English writing. This study aimed to find out and analyze the students’ difficulties in learning English writing skills. The participants of this research were fifty students who were English majored sophomores at Tay Do University. The instruments used in the present study were two questionnaires and an interview. The results showed that the students had seven difficulties in learning English writing such as difficulties with vocabulary, problems with grammar, problems with prior knowledge, troubles with organizing ideas, problems with allotted time, difficulties with teacher and difficulties with mother tongue. Among these difficulties, “allotted time” caused the most difficulty to the students. Generally, the results of this thesis stated that all of participants had difficulties in learning English writing, especially problem with allotted time.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0899/a.php" alt="Hit counter" /></p>

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