scholarly journals RELATIVE CLAUSE TRANSFER STRATEGY AND THE IMPLICATION ON CONTRASTIVE ANALYSIS HYPOTHESIS

2021 ◽  
Vol 9 (4) ◽  
pp. 452
Author(s):  
Sudarsono Sudarsono
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Master's Program ◽  
Contrastive Analysis ◽  
English Language Education ◽  
Foreign Language Learners ◽  
The University

Foreign language learners may transfer their previous language properties into that of the target language either positively or negatively. The present study was designed to investigate the transfer strategy from the Indonesian relative clauses to the English ones. It was a descriptive study. The data were collected from the theses submitted by the Master's Program students of English Language Education to the university. The study found out that most students relativized subjects successfully but frequently failed to relativize the object of which Indonesian could not do it. The students were not found relativizing indirect objects, oblique, and comparison of which Indonesian did not permit. In conclusion, the study supported the strong contrastive analysis hypothesis. 

scholarly journals ERROR ANALYSIS OF CONDITIONAL SENTENCES

2020 ◽  
Vol 1 (1) ◽  
pp. 35-42
Author(s):  
Wilna Kristina ◽  
Albert Rufinus ◽  
Masfa Maiza
Keyword(s):  
Language Learners ◽  
Research Method ◽  
English Language ◽  
Language Education ◽  
Analysis Data ◽  
Target Language ◽  
English Language Education ◽  
Study Program ◽  
West Kalimantan ◽  
Foreign Language Learners

Making mistakes when using conditional sentences is common for foreign language learners. Errors in this study are in accordance with the error classification surface strategy taxonomy, namely omission, addition, misform ation and misordering. The purposes of this study are to identify and to classify the types of error and to find the factors causing errors in the use of conditional sentences. The research method used is descriptive qualitative research method that is a case study with taxonomic analysis. Data collection techniques were carried out using test and interview. The research subject was third semester students of the English Language Education Study Program 2018/2019 of Pamane Talino College of Education in Landak Regency, West Kalimantan. The results show that 30.27% of students make omission errors, 21.11% addition errors, 34.86% misformation errors and 13.76% misordering errors. The factors that cause errors are found from the system's own target language (intralingual). The main error factors classified as intralingual errors in this study are: incomplete knowledge in verb forms, incomplete application of rules and false concept hypothesis.

scholarly journals VERB FEATURE DIFFERENCES IN INDONESIAN AND ENGLISH IMPERATIVE SENTENCES: A CONTRASTIVE ANALYSIS STUDY

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Shinta Aziez
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Target Language ◽  
Contrastive Analysis ◽  
Auxiliary Verbs ◽  
Contrastive Study ◽  
English Grammar ◽  
Foreign Language Learners ◽  
Similarities And Differences ◽  
Observation Method

AbstractThis study contrasted verb features that exist in Indonesian and English imperative sentences. The contrastive analysis is used to make the second language or foreign language learners understand more easily on the target language being learnt. In this case, the study tried to contrast Indonesian language as L1 and English as L2. The data that were used in this study were taken from two sources; Indonesian and English Grammar. The grammar was sorted specifically only on imperative sentences that were collected through attentive observation method and is continued by notetaking technique. Hence, some imperative sentences that were collected were then be analyzed by comparing language units with determining tools in form of comparative relationship between all determining elements that are relevant with all the determined language units. The result revealed that there were some similarities and differences in the verb features of Indonesian and English imperative sentences. Both Indonesian and English mostly use base verb to form imperative sentences, in some cases, they also use suffixes. Also, they attach marker words to form negative and to soften the imperative sentence. On the contrary, some contrasts were found in the existence of passive form, the use of suffixes, the distribution of some markers, the use of auxiliary verbs, and the existence of inversion form.Keywords: Contrastive Study, English, Imperative sentences, Indonesian, Verb Features

scholarly journals Research tendencies in the teaching of English as a foreign language

2015 ◽  
Vol 17 (1) ◽  
pp. 5
Author(s):  
Amparo Clavijo-Olarte
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Applied Linguistics ◽  
Language Education ◽  
Inservice Teachers ◽  
Approaches To Teaching ◽  
English Language Education ◽  
San Andres

An analysis of the thematic tendencies in the 41 research articles published in the issues of the Colombian Applied Linguistics Journal during the last three years, 2013-2015, indicates that authors have focused their attention primarily on five topics. These themes can be grouped as a) Trends and Approaches to teaching English as a foreign language, with the highest number of articles, followed by b) language learners´ processes and outcomes, c) teacher education for both preservice and inservice teachers, d) critical literacy and literacy involving social development, and d) uses of Spanish as expression of popular culture and English as a sociolinguistic phenomenon in San Andres. The variety of research reflected in these five thematic groups certainly contributes to addressing the two target disciplines our journal is interested in: Applied Linguistics and English Language Education in the context of Colombia and Latin America.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

scholarly journals Fossilized Use of Active and Passive Simple Present by Iraqi M.A. Students

2019 ◽  
Author(s):  
Nawal Fadhil Abbas ◽  
Lina Laith Younus ◽  
Huda Hadi Khalil
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
English Language ◽  
Current Problem ◽  
College Of Education ◽  
Language Transfer ◽  
Foreign Language Learners ◽  
Master Of Arts

Interlanguage fossilization is a crucial dilemma that foreign language learners may fall in. The problem of the present study is shown clearly in the answers of Iraqi students of Master of Arts in the College of Education for Women University of Baghdad. In spite of all the previous years of studying English language, some still have the problem of fossilized active and passive simple present tense. The present study aims at shedding light on the reasons behind the Iraqi students’ problem. An error analysis is applied to critically examine the students’ answers in their final course exam of two courses namely; pragmatics and discourse analysis. Depending on Selinker’s model (1972) of error analysis, students errors are all traced back to the language transfer of their native language. Among the results of analysis the researchers have arrived at a suitable solution for the current problem embodied by Sharwood’s Consciousness-Raising Approach (1981). It is recommended as a psycholinguistic model for defossilization. It is very suitable for mentally matured learners and help to solve the dilemma.

scholarly journals VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Listyani Listyani ◽  
Onie Pradina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Extensive Reading ◽  
English Language Education ◽  
Qualitative Research Design ◽  
Central Java ◽  
Social Strategy ◽  
The Social

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.

scholarly journals TO THE ISSUE OF CONTENT UPDATING OF FOREIGN LANGUAGE TRAINING OF MASTER’S DEGREE STUDENTS

2021 ◽  
pp. 10-18
Author(s):  
I.A. Bobykina ◽  
◽  
E.N. Abramova ◽  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Training ◽  
Master's Program ◽  
Master's Students ◽  
Legal Documents ◽  
Research Activities ◽  
Professional Field ◽  
The University

One of the most important pedagogical tasks is the timely updating of the content of both the educational program, in general, and the work programs of disciplines (modules), according to the development trends of modern higher education and ongoing innovations in the professional field, for which a university graduate is preparing. The article is devoted to the consideration of the issue of selection of the content of foreign language training of master’s students of the educational direction. Based on the analysis of the requirements of the current legal documents, the main points of the language policy content in the field of domestic foreign language education (the introduction of competence-based, subject-activity and other approaches, the expansion of research activities, etc.) have been identified, which make it possible to justify the main selection criteria of the content of foreign language education at the university. As a result of the analysis of scientific literature, the concept of «content of education» and its components composition have been clarified. The list of professional tasks and typical communicative situations, ensuring the achievement of the results of mastering the content of the pedagogical master’s program (competencies, personal qualities), necessary for a modern teacher in the field of foreign language education, is given. In the conclusion, a number of recommendations are proposed on the technology of content design of foreign language education for masters are suggested.

scholarly journals Teaching Sociolinguistics: A Medium for Cultural Awareness of Indonesian University Foreign Language Learners

Humaniora ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 192
Author(s):  
Agnes Herawati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cultural Awareness ◽  
Target Language ◽  
Language Usage ◽  
Research Results ◽  
Foreign Language Learners ◽  
Language Classrooms

This paper tries to show the evidences that indicate how teaching Sociolinguistics can result in a number of valuable outcomes, including helping students understand and appreciate other cultures different from theirs. Sociolinguistics provides useful examples of language usage in different genres, including how culture influences people in using a language. The opportunities of learning other cultures through language will take the students to the higher level of appreciation of the culture of the target language. To determine how this outcome can be achieved in the language classrooms, this paper provides a review of closely connected literature about how to bridge the gap between cultures in particular. However, to increase its completeness and relevance, this paper also provides some research results that reveal how teaching Sociolinguistics has taken its new applicability and importance, and furthermore adds the effects on how students become more proficient and enthusiastic about their learning. 

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

scholarly journals The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia

2021 ◽  
Vol 8 (2) ◽  
pp. 120
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Syarifah Dahliana ◽  
Saiful Akmal
Keyword(s):  
Academic Achievement ◽  
Social Life ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Triggering Factors ◽  
Efl Students ◽  
Classroom Bullying ◽  
The University ◽  
The Impact

Issues and incidents of bullying may take place, regardless of time and place, notwithstanding at Islamic education institutions. This study is aimed at finding out types of bullying and their triggering factors taking place in the university classroom; examining steps taken by lecturers to anticipate and prevent classroom bullying; and analyzing the impact of bullying on EFL students’ academic achievement. This mixed-methods study involved 546 students and 30 lecturers of the English Language Education Department at three state Islamic universities in Indonesia; Universitas Islam Negeri Syarif Hidayatullah in Jakarta, Universitas Islam Negeri Sunan Kalijaga in Yogyakarta, and Universitas Islam Negeri Ar-Raniry in Banda Aceh. Both surveys and interviews were employed to collect the required data. The findings elucidate that physical, social, verbal, and racial are among the most common emergent bullying incidents the students experienced. Revealing the triggering factors of bullying, the data show that competition in academic and social life, differences in thoughts and appearances, lack of understanding of bullying meaning, and lack of regulation are pointed as the source of bullying. The findings also indicate that bullying influences students’ academic achievement; bullying incidents have driven their victims into four pathetic conditions: less confident, stressed, anxious, and passive. Some steps are applied by the lecturer to prevent and handle bullying; they are: providing classroom regulation, being a counselor for students, enforcing the regulation, and massive socialization.

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