scholarly journals STUDENTS’ DIFFICULTIES IN WRITING ADJECTIVE PHRASES

2019 ◽  
Vol 3 (2) ◽  
pp. 18-32
Author(s):  
Yasti Kurniasari ◽  
Tina Priyantin ◽  
Yanti Suryanti
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Mother Tongue ◽  
Structured Interview ◽  
Essay Writing ◽  
Writing Ability ◽  
Interview Session ◽  
Writing Class ◽  
English Students ◽  
Descriptive Method

ABSTRACTStudents of EFL countries find it difficult to break down their ideas from their native language into English, and one of the difficulties is related to conduct adjective phrases. The objective of this research is to discover kinds of difficulties that students face in writing adjective phrases. Qualitative research is applied in order to explain the problem more specifically and descriptive method is employed to maintain alongside the approach used. Triangulation data turn to be the instruments which include documentation, questionnaire distribution and semi-structured interview. The class for participating in this research is 4th semester of English students in Pakuan University. Students are participating in documentation by compiling their essays to identify glitches in adjective phrases before questionnaire session. Meanwhile, interview session is conducted to the lecturer of the essay writing class. The result shows that error in addition (56.67%) becomes the highest rate, then selection (21.67%), omission (15%) and ordering (6.67%). Associated with the reasons above, there are two major causes of students’ difficulties, namely interlingual and intralingual errors, but then the data show that students struggle in Mother Tongue Interference.Keywords: Writing Ability, Grammar, Interlingual Errors, Mother Tongue Interference (MTI) ABSTRAKMahasiswa dari negara yang menggunakan Bahasa Inggris sebagai bahasa asing menghadapi kesulitan untuk mengekspresikan ide dari bahasa penutur asli ke bahasa Inggris, salah satu kesulitannya mengacu pada merangkai frasa kata sifat. Tujuan dari penelitian ini adalah untuk mendapatkan klasifikasi kesulitan saat mahasiswa menyusun frasa kata sifat. Penelitian kualitaitf diterapkan untuk menjelaskan kendala lebih spesifik, serta dilengkapi dengan metode penelitian deskriptif.agar mempertegas pendekatan penelitian yang digunakan. Instrumen yang digunakan yaitu Triangulasi yang mencangkup dokumentasi, angket dan wawancara. Kelas yang berpartisipasi dalam penelitian merupakan mahasiswa semester empat prodi Bahasa Inggris di Universitas Pakuan.  Mahasiswa andil dalam dokumentasi yang berupa pengumpulan esai untuk mendeteksi kesalahan dalam frasa kata sifat sebelum mengacu ke angket. Sedangkan wawancara ditujukan kepada dosen pengampu mata kuliah bersangkutan. Hasil penelitian mengindikasikan kesalahan di penambahan kata (56.67%) menempati urutan pertama, disusul dengan pemilihan kata (21.67%), pengurangan kata (15%) serta runtutan kata (6.67%). Berdasarkan perolehan diatas, terdapat dua penyebab utama kesulitan mahasiswa, yakni kesalahan interlingual dan intralingual, namun hasil penelitian menyatakan bahwa mahasiswa menghadapi kesulitan dalam pengaruh bahasa ibu.Kata kunci: Kemampuan Menulis, Tatabahasa, Kesalahan Interlingual, Bahasa Ibu

scholarly journals Promoting Students' Autonomous Learning Using Portfolio Assessment in EFL Writing Class

2020 ◽  
Vol 5 (1) ◽  
pp. 75-81
Author(s):  
Peptia Asrining Tyas
Keyword(s):  
Peer Review ◽  
Portfolio Assessment ◽  
Structured Interview ◽  
Autonomous Learning ◽  
Essay Writing ◽  
Self Evaluation ◽  
Writing Class ◽  
And Performance ◽  
Writing Competence ◽  
Review Session

This study attempts to present the implementation of portfolio assessment to promote students’ autonomous learning in one of reputable universities in Indonesia. The participants were 30 students enrolled Essay Writing Class. A collection of students’ work during the course in the form of ‘Essay Writing Module’ was used to provide authentic evidence of the implementation of portfolio assessment and observation checklists of students’ work was used to present the completeness of portfolio assessment of each student. To know students’ autonomous learning, semi-structured interview was carried out. The results prove that portfolio assessment can promote students autonomous learning since it provides some benefits for students such as motivate them to do self-evaluation and reflection, encourage them to be actively involved in peer review session, and also enhance their awareness of their weaknesses. HIGHLIGHTS: Portfolio assessment promotes students’ autonomous learning by providing some benefits for students such as provide a guide for self-evaluation, reflection, and peer review. Each element in portfolio encourages students’ engagement during the writing activities both inside and outside the classroom. An insightful idea of specific criteria motivates students to set goals in improving their writing competence and performance.

scholarly journals ENGLISH PRONUNCIATION LEARNING IN EFL CONTEXT: STUDENTS’ VOICE

2019 ◽  
Vol 4 (02) ◽  
pp. 68-73
Author(s):  
Neni Winarti ◽  
Monika Monika ◽  
Audi Yundayani
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Education Program ◽  
English Education ◽  
Mother Tongue ◽  
Structured Interview ◽  
Efl Context ◽  
English Pronunciation ◽  
Efl Students ◽  
Descriptive Method

English pronunciation mastery is required by English as a foreign language (EFL) students. However, it seems difficult due to several reasons including the differences in producing the English letter comparing with the students’ native language. This study aims to identify the EFL students' voice in learning English pronunciation. A descriptive method was applied involving a group of 22 students from the English education program at STKIP Kusuma Negara, Jakarta, Indonesia as a subject of the research. The data of this study were obtained from an observation, a questionnaire, and a semi-structured interview. The results of this study indicate that all respondent realizes the importance of English pronunciation mastery. In addition, they found many challenges in pronunciation learning such as lack of English pronunciation ability, the influence of students’ mother tongue in producing the English words, uninterested pronunciation learning process, and low motivation in practicing to pronounce the English words. It is important for the English instructors to develop the strategy in delivering English pronunciation lessons based on students’ background including their characteristics as the EFL students.

scholarly journals Students' Perceptions: Using Writing Process Approach in EFL Writing Class

2021 ◽  
Vol 13 (2) ◽  
pp. 988-997
Author(s):  
Utami Dewi
Keyword(s):  
Writing Process ◽  
Structured Interview ◽  
Process Approach ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Ability ◽  
Alternative Approach ◽  
Writing Class ◽  
Writing Process Approach ◽  
Revising Strategies

The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.

scholarly journals An Empirical Study of Schema Theory and Its Application in Improving University Students’ Writing Ability

2020 ◽  
Author(s):  
Sarah Saleh ALYousef
Keyword(s):  
University Students ◽  
Schema Theory ◽  
Control Group ◽  
Control Group Design ◽  
Essay Writing ◽  
Writing Ability ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

The present study aimed at enhancing university students’ writing ability through using schema theory. The study adopted the quasi-experimental pre-posttest experimental-control group design. The participants consisted of 58 English foreign language (EFL) students and 51 EFL professors who had taught essay writing. The students were divided into two groups: 29 students in a control group and 29 students in an experimental group. To gather the data, the researcher used pre and post- essay writing tests, interviews, and a five-point Likert scale questionnaire. The results of the study showed that there was a statistically significant difference between the performance of the experimental group and the control group on the posttest in favor of the experimental group. This indicated that applying schema theory has a positive effect on improving university students’ writing ability. Finally, this study recommended that EFL teachers should encourage EFL students to share their prior experiences, knowledge, and information in the pre- writing phase in order to help them improve their writing skills.

scholarly journals How COVID-19 Quarantine Influenced Online Exam Cheating: A Case of Bangladesh University Students

2021 ◽  
Vol 56 (1) ◽  
Author(s):  
Yousif Abdelrahim
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Peer Pressure ◽  
Structured Interview ◽  
Primary Data ◽  
Online Classes ◽  
Grade Point ◽  
Academic Pressure ◽  
Study Results ◽  
Undergraduate University Students

This study aims to identify, through qualitative research, the influence of COVID-19 on student online exam cheating, specifically e-cheating, during the COVID-19 quarantine in Bangladesh university online classes in 2020. The researcher obtained the primary data from 23 undergraduate university students (13 males and ten females) who willingly responded to a semi-structured interview via Messenger Interview. Using grounded theory analysis, the author found that quarantine during the COVID-19 pandemic has caused and increased levels of anxiety and stress among students, which, in turn, has promoted e-cheating. The stress and anxiety allow students to justify their unethical behavior in online classes and cheating on online exams. The study results also show several factors that have contributed to online exam cheating. These factors include social pressure, peer pressure, academic pressure, not using software programs that monitor e-cheating, finding it easy to cheat, willingness to get grade point averages, and worries about jobs. Besides, this study also develops a conceptual framework for the COVID-19 e-cheating model that explains how COVID-19, stress, and anxiety predict the frequency of dishonest behaviors among students, specifically cheating during online exams, and can be used for further qualitative research studies. Finally, the study results can be used as guidelines for faculty members when considering assignments, homework, exams, and how to monitor online exams.

UKRAINIAN UNIVERSITY STUDENTS IN CANADA: CULTURAL CAPITAL AND EDUCATIONAL EXPERIENCES

2017 ◽  
Author(s):  
Max Antony-Newman
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Cultural Capital ◽  
Social Inequality ◽  
Extracurricular Activities ◽  
Social Reproduction ◽  
Educational Experiences ◽  
Pierre Bourdieu ◽  
Structured Interviews ◽  
Print Access

This qualitative research involving semi-structured interviews with Ukrainian university students in Canada helps to understand their educational experience using the concept of cultural capital put forward by Pierre Bourdieu. It was found that Ukrainian students possess high levels of cultural capital, which provides them with advantage in Canada. Specific patterns of social inequality and state-sponsored obstacles to social reproduction lead to particular ways of acquiring cultural capital in Ukraine represented by a more equitable approach to the availability of print, access to extracurricular activities, and popularity of enriched curriculum. Further research on cultural capital in post-socialist countries is also discussed.

AMBIGUISTAS OF INDONESIAN LANGUAGE ON THE STUDENTS OF IQRA BURU UNIVERSITY

2020 ◽  
Author(s):  
HARZIKO
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
University Students ◽  
Spoken Language

ABSTRACK Ambiguity is a meaningful thing or has more than two meanings. Most people misinterpret what is read and hear. This can occur both in spoken speech and writing. This interpretation of more than one can raise doubts and confusion in making decisions about meaning referred to, so that the reader must be observant in grasping the meaning of that intended by the writer. Ambiguity at this level occurs because of the sounds of spoken language. sometimes it can be misinterpreted the meaning of a word or phrase because during a conversation the phrase or word is said too quickly. This study aims to describe the ambiguity of the Indonesian language used by Iqra University students in composing narratives and papers. This type of research is qualitative research that is naturally or in the context of a wholeness. by using descriptive collected in the form of words and not numbers. The data in this study are data that contain ambiguity using the theories of experts when analyzing. Data collection techniques namely after describing the form of words and phrases in Indonesian written by students after that are analyzed according to theory. the results showed that in students' essays there were words and phrases that contained ambiguity. Keyword: Ambiguitas, Narasi, Student

AMBIGUISTAS OF INDONESIAN LANGUAGE ON THE STUDENTS OF IQRA BURU UNIVERSITY

2020 ◽  
Author(s):  
HARZIKO
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
University Students ◽  
Spoken Language

Ambiguity is a meaningful thing or has more than two meanings. Most people misinterpret what is read and hear. This can occur both in spoken speech and writing. This interpretation of more than one can raise doubts and confusion in making decisions about meaning referred to, so that the reader must be observant in grasping the meaning of that intended by the writer. Ambiguity at this level occurs because of the sounds of spoken language. sometimes it can be misinterpreted the meaning of a word or phrase because during a conversation the phrase or word is said too quickly. This study aims to describe the ambiguity of the Indonesian language used by Iqra University students in composing narratives and papers. This type of research is qualitative research that is naturally or in the context of a wholeness. by using descriptive collected in the form of words and not numbers. The data in this study are data that contain ambiguity using the theories of experts when analyzing. Data collection techniques namely after describing the form of words and phrases in Indonesian written by students after that are analyzed according to theory. the results showed that in students' essays there were words and phrases that contained ambiguity.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

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