Applying Possessive pronoun in Writing Sentences: Exploring Students’ Ability and Problems in a Mixed Method Study

The purpose of this research was to find out the students' ability in applying Possessive pronoun in writing sentences and the problems encounter it. This mixed method study employs an explanatory design to reveals it. 53 students out of 105 students from1st semester EFL students from one reputable University in Pekanbaru, Indonesia, were invited to this study. These 53 students were selected using simple random sampling and enrolled for an essay test and interview to see the students' ability and explaining the problems. The data analysis using SPSS showed that the average score of students was 52.98. Meanwhile for the median is 48, the mode is 20. The score of Standard Deviation is 27.93, Variance is 780.25, and Range is 84. Z-Score was found 41.5%, which is means higher than average and 58.5% while, students' ability was indicated below the average. It showed that the students were low ability in applying possessive pronoun in writing sentences. The study also found the common problems, i.e., (1) students still mixed up between possessive pronoun and possessive adjectives. (2) students used the wrong pattern in using a possessive pronoun. (3) students did not understand clearly about a possessive pronoun, (4) experiencing difficulties in learning possessive pronoun.

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Applying Possessive Pronoun in Writing Sentences: Exploring Students’ Ability and Problems in a Mixed Method Study

REiLA: Journal of Research and Innovation in Language ◽

10.31849/reila.v1i3.3829 ◽

2020 ◽

Vol 1 (3) ◽

pp. 89-93

Author(s):

Syahdan Syahdan ◽

Eka Utami Putri

Keyword(s):

Mixed Method ◽

Simple Random Sampling ◽

Average Score ◽

Mixed Method Study ◽

Z Score ◽

Possessive Pronoun ◽

Efl Students ◽

The Common ◽

Common Problems ◽

Essay Test

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MIXED METHOD: STUDENTS’ ABILITY IN APPLYING POSSESSIVE PRONOUN IN WRITING SENTENCES AT THE 1ST SEMESTER FKIP UNILAK PEKANBARU

Lectura Jurnal Pendidikan ◽

10.31849/lectura.v7i2.251 ◽

2016 ◽

Vol 7 (2) ◽

Author(s):

Syahdan Syahdan

Keyword(s):

Standard Deviation ◽

Mixed Method ◽

Random Sampling ◽

Descriptive Statistics ◽

Average Score ◽

English Department ◽

Z Score ◽

Possessive Pronoun ◽

Essay Test

As the students of English Department, the students should be able in doing grammarwell, in this case Possessive Pronoun. The purpose of this research was to find out the students’ability in applying Possessive Pronoun and their common problem in applying PossessivePronoun in writing sentences at 1st semester FKIP UNILAK Pekanbaru. The type of the researchwas mixed method in type of explanatory design. The number of population was 105 students, theresearcher took 53 students as sample of the 1st semester FKIP UNILAK Pekanbaru selected bysimple random sampling. In collecting the data the researcher used two instrument, test andinterview. The form of test was essay test. The interview is held to support the data. In analyzingthe data, the researcher used SPSS in descriptive statistics. The result of the analysis showedthat the average score of 1st semester student in applying Possessive Pronoun was 52.98.Meanwhile for the median is 48, the mode is 20. The score of Standard Deviation is 27.93,Variance is 780.25, and Range is 84. According to the Z-Score, it can be seen that 41.5%students’ ability was higher than average and 58.5% students ability was below the average. Itcan be seen that students’ ability in applying Possessive Pronoun was low. For the commonproblem, based on the test, students still mixed up between Possessive Pronoun and PossessiveAdjectives. Students used wrong pattern in using Possessive Pronoun, in which they still useSubject or Object Pronoun. Based on interview, students did not understand clearly aboutPossessive Pronoun, also they have difficulties in learning Possessive Pronoun, for the reason ofabsence of review the lesson. In conclusion, students’ ability in applying Possessive Pronouncorresponds with their common problem.

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THE IMPLEMENTATION OF PEER ASSISTED LEARNING STRATEGY (PALS) IN TEACHING READING COMPREHENSION (A Mixed Method Study at Tenth Grade in One of Senior High Schools in Ciamis)

JALL (Journal of Applied Linguistics and Literacy) ◽

10.25157/jall.v4i2.3686 ◽

2020 ◽

Vol 4 (2) ◽

Author(s):

Suci Fitriani ◽

Wawan Tarwana

Keyword(s):

Reading Comprehension ◽

Mixed Method ◽

Learning Strategy ◽

Average Score ◽

Mixed Method Study ◽

Teaching Reading ◽

Peer Assisted Learning ◽

Quantitative And Qualitative Research ◽

Tenth Grade ◽

Post Test

ABSTRACTThis article is aimed at finding out the effectiveness on implementing Peer Assisted Learning Strategy (PALS) in teaching reading comprehension and investigating the students’ perceptions on implementing this method. This study used mixed method study which employed quantitative and qualitative research design. Quantitative data were analyzed by using pre-test and post-test, the qualitative data was analyzed by using close ended questionnaire. The population of this study were the students of tenth grade in one of senior high school in Ciamis and the researcher selected a particular class, which was sciences for a total 38 students as the sample. Based on statistical result, after implementing PALS in teaching reading comprehension of recount text, the significant improvement of reading comprehension showed from result of pre-test and post-test. In the pre-test the average score of students was 71.84, and in the post test the average score of students was 87.37. Thus, the use of Peer Assisted Learning Strategy (PALS) is effective in teaching reading comprehension of recount text. In addition, from the analysis of close ended questionnaire, the students was gave a positive responses towards PALS in teaching reading comprehension of recount text. In conclusion, the student‘s reading comprehension was effective and the students were able to comprehend the text through PALS. Based on these finding, it is recommended for English teachers to implementing PALS to improve students’ reading comprehension. Keywords: peer assisted learning strategy, reading comprehension, recount text

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Developing Capital in Language Learning: A Mixed-Method Study on Vietnamese English Learners

Journal of Ethnic and Cultural Studies ◽

10.29333/ejecs/779 ◽

2021 ◽

Vol 8 (3) ◽

pp. 17

Author(s):

Ngoc Tung Vu ◽

Hoa Do

Keyword(s):

Language Learning ◽

Language Proficiency ◽

Mixed Method ◽

English Learners ◽

English Language ◽

Symbolic Capital ◽

Mixed Method Study ◽

Social Fields ◽

Vietnamese Higher Education ◽

The Common

English-as-a-Lingua-Franca’s acceleration serves an ultimate goal of preserving English language users’ cultural and linguistic identities. In Vietnam, English has emerged as the common language in the education sector, since it aims to equip learners with language proficiency and competence. Hence, it enables the acquisition of linguistic and cultural capital, which is fundamental to accentuate the future Vietnamese workforce’s personal commitment and competitive advantage in the globalized labor market. Therefore, this mixed-method study seeks to fill missing literature on how capital is acquired and developed through language learning in Vietnamese higher education, based on the interpretation of Bourdieu’s (1986) capital stances in social fields. Among 194 English learners from various cultural and disciplinary backgrounds, data suggested that (1) all forms of capital developed very differently and (2) symbolic capital was directly associated with other forms of capital. Implications are also presented at the conclusion of the article.

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

International Journal of Educational Best Practices ◽

10.31258/ijebp.v2n1.p62-72 ◽

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.

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Students’ Mastery of Parts of Speech in English Writing

Wiralodra English Journal ◽

10.31943/wej.v3i2.59 ◽

2019 ◽

Vol 3 (2) ◽

pp. 376-391

Author(s):

Afief Fakhruddin

Keyword(s):

Possessive Pronoun ◽

Future Tense ◽

Parts Of Speech ◽

English Writing ◽

The Common ◽

Common Problems ◽

Data Collections

The research is entitled “students’ mastery of parts of speech (noun, pronoun, and verb) in English writing. The purposes of this research are (1) to find out the students’ mastery of parts of speech (noun, pronoun and verb), (2) to find out the most and least understood parts of speech among noun, pronoun and verb often found in English writing, (3) to find out the common problems faced by the students,(4). To find out workable solutions to these problems so as to increase the students’ mastery in using parts of speech (noun, pronoun and verb) in English writing. The data collections are done by giving questionnaire, test in completion item and simple English writing. The conclusion of this research are: (1) the students’ mastery of parts of speech is fair (60,30), (2) the most understood parts of speech is Noun (21,66% error) and the least understood parts of speech is Verb (49,46% error), (3) common problems happened in constructing countable and uncountable noun, using possessive pronoun and pronoun function as object, and using full verb and to be in constructing continuous and future tense. (4) The workable solutions that can be used are by using game, and quiz.

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AN ANALYSIS OF STUDENTS’ SPEAKING ABILITY IN ENGLISH CONVERSATION CLUB (ECC) PROGRAM AT THE 3rd SEMESTER

Lectura Jurnal Pendidikan ◽

10.31849/lectura.v7i1.244 ◽

2016 ◽

Vol 7 (1) ◽

Author(s):

Rica Hiana Shinta Hia ◽

Herdi Herdi ◽

M. Fadhly Farhy Abbas

Keyword(s):

Standard Deviation ◽

Mixed Method ◽

Average Score ◽

English Department ◽

Z Score ◽

The Third

This research is based on students’ speaking ability who had followed the EnglishConversation Club (ECC) program especially for the third semester of English Department. Thepurpose of this study was to analyze the students’ speaking ability at the 3rd semester in the EnglishConversation Club FKIP UNILAK Pekanbaru. The type of the research was mixed method in typeof explanatory design. The number of participant was 53 students. The researcher used twoinstruments, those were test and interview. In analyzing the data, it used in descriptive statistics.The result of the analysis showed that the average score of 3rd semester students’ speaking abilitywas 45.42. It can be concluded that the students’ speaking ability was categorized into failed . Thescore of Standard Deviation was 7.02, Variance was 49.30, and Range was 36 points . It meansthat the students’ speaking ability was homogeneous. According to the Z-Score, it can be seen that49.06% students’ ability was higher than average and 50.94% students ability was below theaverage. In conclusion, the students’ ability in learning speaking English was failed, it had beenaffected by some factors, those were lack of vocabulary, grammar and motivation. It was supportedby the interview, eventhough the students’ perception to English Conversation Club (ECC)program was positive, but in fact, the students’ frequency to speak English was seldom, they wereless practice speaking English everyday.

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