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 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 An Analysis of Students’ Pronunciation Errors

2020 ◽  
Vol 1 (1) ◽  
pp. 18-23
Author(s):  
Masfa Maiza
Keyword(s):  
English Language ◽  
Language Education ◽  
College Of Education ◽  
First Year ◽  
English Language Education ◽  
Study Program ◽  
Factors Affecting ◽  
West Kalimantan ◽  
Education Study ◽  
The Subject

This study deals with students’ pronunciation errors in English consonants. It was conducted under the consideration that pronouncing English words played an important role. A descriptive qualitative was used as the research method. The subject of this research was forty seven students of first year of English Language Education Study Program at Pamane Talino College of Education, Landak Regency, West Kalimantan. Pronunciation test and interview were used to collect data. The result reveals that the students got difficulties in pronouncing /θ/, /ð/, /ʃ/, /ʒ/, /tʃ/ and /dʒ/. Then, the factors affecting the students’ pronunciation are interference, phonological system and motivation.

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 Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course

2018 ◽  
Vol 3 (2) ◽  
pp. 171
Author(s):  
Veronica Esti Nugrahani
Keyword(s):  
Extrinsic Motivation ◽  
English Language ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Intrinsic And Extrinsic Motivation ◽  
Education Study ◽  
Identified Regulation ◽  
Written Reflection

As other courses, motivation plays important role in Play Performance course. That motivation can be from the students themselves or other factors outside themselves. This study aimed to examine intrinsic and extrinsic motivation of students’ learning in Play Performance course in English Language Education Study Program of Sanata Dharma University by analyzing their written reflection. There was one formulated research question: “To what extent is intrinsic and extrinsic motivation found in students’ written reflection in Play Performance course?” In this study, document or content analysis was employed. The researcher analyzed 41 students’ written reflection in Play Performance course to find the intrinsic and extrinsic motivation. The findings showed some types of both intrinsic and extrinsic motivation. For intrinsic motivation, there were 15 statements which expressed motivation of knowledge; 19 statements expressing motivation of accomplishment; and 38 statements expressed motivation of stimulation. Meanwhile, for extrinsic motivation, it was found 9 statements expressed motivation of external regulation; 1 statement expressed motivation of introjected regulation; and 2 statements of identified regulation.

Why EFL Students Understand the Language Assessment?

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
Arjulayana . ◽  
Keyword(s):  
Language Learners ◽  
English Learners ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Language Assessment ◽  
Total Sample ◽  
Study Program ◽  
Training And Education ◽  
Teachers Training

English language assessment is a subject lesson in some university in Indonesia, and it is one of the requirement to be able to master by the students in advocating language learners’ quality and competency. Assessing the language skills is a critical process to improve language capacity and competency in mastering language skill correctly. In the other hand, assessment as the most important thing to be understood by all language learners in making their process of teaching and learning are understandable and gaining good outcomes as the expectation. The objective of this paper is to outline the importance of language assessment subject for student who major in teachers training and education faculty. This paper used qualitative descriptive approach, with observation, interview and study documents to collect the data. The triangulation validation is used to validate the instruments. The sample of this research is 5 semester students of teachers training and education from University of Muhammadiyah Tangerang with the total sample is 33 students, majoring of English education study program. The result of this research can be simulated as; firstly, giving understanding language assessment to English learners can motivate and help them in doing their final assignment/mini research easily. Secondly, understanding English language assessment made students’critical thinking increase, because they start thinking about many kinds of language research and the solution in improving English language problems. Thirdly, learning English assessment gave a clear outline for English learners to support their research as a final requirement in getting bachelor degree and foster their competency as the language education learners.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND THEIR LISTENING ACHIEVEMENT AT ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF KHAIRUN UNIVERSITY

EDUKASI ◽  
2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Asrul Asrul
Keyword(s):  
Significant Relationship ◽  
English Language ◽  
Alternative Hypothesis ◽  
Language Education ◽  
Sampling Technique ◽  
English Language Education ◽  
Study Program ◽  
Relationship Motivation ◽  
Education Study ◽  
The Relationship

The aims of this research is to find out whether or not there is a significant relationship between students’ motivation and their listening achievement. Quantitative method was applied in this research with correlation design. The population of the study was the second semester students of English Language Education Study Program of Khairun University academic year 2016/2017. The sample of this research consisted of 30 students and they were selected by using convenience sampling technique. The data were collected through questionnaire and listening scores. The result of this research shows that r is -0.28. This relationship is small (low) because r value is between 0.10 and 0.29. The result could be classified that the relationship between the two variables is not significant because the r is small (low). It means that the alternative hypothesis (Ha) stating that there is a significant relationship between students’ motivation and their listening achievement is rejected and null hypothesis (Ho) stating that there is no significant relationship between students’ motivation and their listening achievement is accepted. This suggests that students with high motivation do not guarantee high achievement in learning listening comprehension.Keyword : Relationship, motivation, listening achievement

scholarly journals Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia

2021 ◽  
Vol 11 (2) ◽  
pp. 335-357
Author(s):  
Siti Drivoka Sulistyaningrum ◽  
Purnawati Purnawati
Keyword(s):  
English Language ◽  
Language Education ◽  
Analysis Method ◽  
English Language Education ◽  
Study Program ◽  
Content Analysis Method ◽  
Private And Public ◽  
Information And Communication ◽  
Educational Field ◽  
Ict Competencies

The incorporation of Information and Communication Technology (ICT) into the educational field has been widely implemented as 21st century skill. Common European Framework of Reference for Languages (CEFR) is one of the global standard languages required for global standard. However, in Indonesian context, there is lack of syllabuses incorporating CEFR bands and ICT-competences. This study explores the CEFR levels and ICT-competences incorporating in grammar syllabuses of ELESP in Indonesian universities. A content analysis method is used. Fifteen syllabuses of the grammar of the ELESP from 8 universities in Indonesia were selected purposely based on the proportion of private and public universities. All the grammar syllabuses are identified as Basic, Intermediate, and Advanced grammar. The findings revealed that: basic grammar, the CEFR level was A1-B1, intermediate grammar, the CEFR level was A1-B2, while the advanced grammar showed that CEFR level was B2-C2. In addition, the ICT-competences in entire syllabuses showed insufficient utilization which dominated Knowledge Acquisition and less intended for Knowledge Deepening and Knowledge Creation. These findings contribute as a reference to adjust and re-align the existing syllabuses to be in line with the CEFR bands framework and enriched with ICT-competencies.

scholarly journals Language Learning Strategies in English Language Learning: A Survey Study

2019 ◽  
Vol 1 (1) ◽  
pp. 58-68
Author(s):  
Astri Hapsari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Language Education ◽  
Survey Study ◽  
Language Learning Strategies ◽  
English Language Education ◽  
Strategic Competence ◽  
Academic Year

Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study

scholarly journals COMBINATION OF POWER AND KWL STRATEGIES TO TEACH WRITING

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Ichsanira Purwandari ◽  
Sri Wiyanah
Keyword(s):  
English Language ◽  
Alternative Hypothesis ◽  
Language Education ◽  
Research Problem ◽  
Homogeneity Test ◽  
English Language Education ◽  
Study Program ◽  
Normality Test ◽  
Post Test ◽  
The University

The aim of the study was to identify the effectiveness of using the combination of POWER and KWL to teach writing of fourth semester students at English Language Education Study Program in the University of PGRI Yogyakarta. It is based on the research problem that the students got difficulties on writing because they used ineffective strategy. The research used experimental research design. This research was conducted in 3 stages: data collection, action and data analysis. The data were collected through test, observation, and questionnaire. The data were analyzed using the steps of: normality test, homogeneity test, inferential analysis, determining hypothesis testing, and conclusion.The hypothesis is determined into the Null hypothesis (H0) and Alternative Hypothesis (Ha). H0 is accepted if the significance value >0.05 and Ha is rejected. The result of this research presented that the combination of POWER and KWL strategy was effective to teach writing at the university level. The control group’s mean score on the pre-test was 56,22 increased to 57,88 in post-test with gained point 1,59. The experiment group’s mean score on pre-test was 57,33 increased to 60,89 on post-test with gained point 3,66.

Sign in / Sign up

Export Citation Format

Share Document