GRAMMATICAL DIFFICULTIES FACED BY SECOND LANGUAGE (L2) LEARNERS IN WRITING SENTENCES

2019 ◽  
Vol 10 (1) ◽  
pp. 71-80
Author(s):  
Khairun Nasir
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
English Department ◽  
Research Subjects ◽  
English Writing ◽  
Grammar Teaching ◽  
English Grammar ◽  
Five Factors ◽  
L2 Learners ◽  
Cover Up

This research deals with the grammatical difficulties faced by students in their English writing sentences. It begins from L2 students that complains English Grammar as one of the complicated features in writing, especially the students from English Department of IAIN Lhokseumawe. Therefore, the objectives of this research were to find out any grammatical difficulties faced by the students in their English Writing Sentences and to cover up any reasonable factor occurs in using English Grammar to their English writing. Case study was adopted in this research by using descriptive qualitative approach. English Department students of IAIN Malikussaleh Lhokseumawe in the second semester (2017/2018 Academic Year) were taken purposively as research subjects. The data were student’s written sentence transferred as documentary evidence with retrospective interview transcription; and (2) Focus Group Discussion note. After analyzing the data qualitatively by Interactive Model Technique, it was found that students got some grammatical difficulties related to (1) problems of meaning complexity, (2) problems of form complexity, and (3) problems of form-meaning mapping relationship. Moreover, by five factors contribute to those difficulties, namely: (1) knowledge of syntactic constituents, (2) knowledge of semantics; (3) knowledge of pragmatics; (4) previous grammar teaching and learning; and (5) L1 knowledge. As the implication, it is suggested that L2 learners be aware of the grammatical difficulties that they are referring to and it is also important that lecturers develop some instructional approaches which focus exclusively on one aspect of language or another (e.g., form and meaning) in teaching the writing that associated with its genre.

Worchitect: An English Grammar (Parts of Speech) Card Game

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Adi Idham Jailani ◽  
Nazarul Azali Razali ◽  
Ahmad Harith Syah Md Yusuf ◽  
Ariff Imran Anuar Yatim ◽  
Nor Atifah Mohamad
Keyword(s):  
Teaching And Learning ◽  
Language Game ◽  
Language Teachers ◽  
Learning Activity ◽  
Language Games ◽  
Card Game ◽  
Parts Of Speech ◽  
English Grammar ◽  
L2 Learners ◽  
Grammar Rules

Mastery of the English grammar is an intricate subject. Conventional teaching and learning of the English grammar have found to be an arduous task for teachers and a lacklustre one for students. The traditional pen and paper method often cause second language (L2) learners to become unmotivated in understanding this important element of the language. Thus, it is critical to provide L2 learners with the motivation to engage learning grammar in a more meaningful and purposive process. An ideal way to provide such learning experiences is through the use of language games that accommodate L2 learners’ desire to grasp grammar rules in an enjoyable way. To fill the gap for a purposive and meaningful grammar-based language game, Worchitect, a card-based game that focuses on (English) parts of speech is developed. The card game poses players/learners with questions that will foster their understanding of the rules of grammar for them to play the game and accumulate the highest scores possible. This game provides a constructive reinforcement to L2 users as it allows for the English parts of speech (and grammar) rules to be deductively attained. Furthermore, Worchitect is highly marketable as it is suitable for learners of various language proficiencies; for language teachers to be used as reinforcement or the actual learning activity; for parents who are looking to spend quality time with their children; and for any language enthusiast.

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 PEMBELAJARAN KAIDAH BAHASA INDONESIA DAN KETERAMPILAN BERBAHASA SECARA TERPADU DENGAN PENDEKATAN FOCUS ON FORM PADA SISWA SEKOLAH MENENGAH PERTAMA

LITERA ◽  
2014 ◽  
Vol 13 (1) ◽  
Author(s):  
Sumarwati Sumarwati ◽  
Atikah Anindyarini ◽  
Amir Fuady
Keyword(s):  
Text Comprehension ◽  
Teaching And Learning ◽  
Teaching Model ◽  
Research Subjects ◽  
Focus On Form ◽  
Instructional Process ◽  
Grammar Teaching ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teaching Grammar

This study aims to: (1) map the students’ needs to enhance their understanding of grammar (2) map the teachers’ needs to overcome students’ low understanding of grammar, and (3) design a grammar teaching model. This was a research and development study. The research subjects were Grade VIII students of twelve junior high schools. Theresults indicate that (1) the majority of students say that it is necessary to have more intensive teaching and learning of Indonesian grammar; (2) they state that it is necessary to learn all the components of grammar more intensively; (3) all teachers do not deliver the knowledge about grammar beyond the competency standard; (4) the main problemsthat teachers experience in teaching grammar through an integration of all language skills are materials preparation, strategy selection, and assessment; and (5) the teaching model to implement “focus on form” includes instructional process, interactive feedback, text comprehension enhancement, task-based instruction, collaborative tasks, and discoursebased approach.

scholarly journals Snowball Throwing in Teaching Grammar

2018 ◽  
Vol 5 (1) ◽  
pp. 52
Author(s):  
Yanuarti Apsari
Keyword(s):  
Teaching And Learning ◽  
Classroom Observation ◽  
Teaching Material ◽  
English Department ◽  
English Grammar ◽  
Speaking Skill ◽  
The Subject ◽  
Material Forming ◽  
Teaching Grammar ◽  
Answering Questions

The aims of this study were to describe the implementation of snowball throwing in teaching grammar and to investigate the benefits of applying snowball throwing. The research was conducted at STKIP Siliwangi Bandung. This study employed qualitative research involving one class consisting of second semester students in English department who were taking the subject of foundation of English grammar. The data were obtained from classroom observation and students’ interview. The findings showed that there are seven stages in implementing snowball throwing in teaching grammar. The stages consist of preparing teaching material, forming group, re-explaining the material to the member of the group, formulating question, tossing the ball, answering questions and evaluating teaching and learning process. In addition, the findings also revealed that there are some benefits from applying snowball throwing in teaching grammar such as improving of students’ comprehension in learning grammar, creating enjoyable learning’s atmosphere, increasing students’ vocabulary mastery, developing students’ speaking skill, developing of students’ cooperation skill and increasing of students’ participation in the class.   Keywords: Snowball throwing; benefits; grammar.

scholarly journals A proposal of reflection on English Grammar Teaching

2021 ◽  
Vol 4 (7) ◽  
pp. 40-52
Author(s):  
Isael Gómez López ◽  
Yoel Pérez Sánchez
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
Language Teachers ◽  
Grammar Teaching ◽  
English Only ◽  
English Grammar ◽  
Self Confidence ◽  
English Language Teachers ◽  
Relationship Of

The present work poses a reflection with the English language teachers on the importance that should be awarded to grammar in the teaching and learning of this language. Without leaving aside the integrating character promoted by the communicative approach in the treatment of the leading skills and the insertion of the students in communicative situations that enables the practice in linguistic habits formation through the development of the different components that are part of the communicative competence, the author expresses some ideas and criteria on how the professorship can teach grammar by means of the abilities to speak and write in English, and not English only through grammar.Cross grammar teaching from the leading skills-according to what is being analyzed by this author_ provides the tools and is the vehicle to carry out any communicative endeavor beyond the classroom. The author presents a system of exercises that show the transversal relationship of grammar with the leading skills. For the development of this work some methods were used such as: historic-logical, analysis-synthesis, inductive-deductive, systemic-structural-functional and the documentary revision. With the applicationof this grammatical proposal the students improved their speaking and writing skills, and their linguistic self-confidence was increased as well.

scholarly journals THE USE OF FACEBOOK AND DEVELOPMENT OF STUDENTS’ WRITING SKILLS

2018 ◽  
Vol 7 (2) ◽  
pp. 140-145
Author(s):  
Ni Made Anggi Arlina Putri
Keyword(s):  
Learning Strategies ◽  
Junior High School ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Class Discussion ◽  
Learning Potential ◽  
English Writing ◽  
Efl Teacher ◽  
The Social ◽  
Teaching Learning

This  qualitative  study  investigates  the  extent  to  which Facebook supports EFL teaching and learning, potential and challenges of using Facebook on English writing subject, and teacher and students’ responses toward Facebook implementation. Conducted at a junior high school  in  Surakarta,  this  study  involved  one  EFL  teacher  and  five students as participants. Data from classroom observation, interview, and documentation suggest that the use of Facebook as a technology-based media  in  English  writing  classroom  enhances  the  discussion  and participation in teaching-learning activities. After a class discussion on Facebook facilitated by the teacher has allowed the student to visit the Facebook and to have a group discussion. The social media has provided students with a better learning process through a variety of multi-media resources  which enhance autonomous learning strategies and improves their achievement of English writing.

scholarly journals ENGLISH GRAMMAR AWARENESS FACILITATES L2 LEARNERS’ WRITING

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Nor Syahiza Shahabani ◽  
Irma Wahyuny Ibrahim
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Grammar ◽  
English Classes ◽  
L2 Learners ◽  
The Government ◽  
English Classroom ◽  
Strongly Agree

“Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them”, Nathaniel Hawthorne (1804-1864). It is true that from just words can become a phrase then a sentence but what we may need to realize is how hard and challenging it is to make the sentence right. To face the real world, writing is the most challenging skill to teach for language teachers mainly because students take time to grasp and digest the knowledge of writing skill. To make matters worse, writing test is also the most popular means of test for placement in entering schools and universities. Due to this reason, L2 learners crave to write clearly and accurately in English. Undeniably, how a person writes with acceptable choice of words and correct grammar represents the L2 learner’s competency in English Language. This study is done to explore the importance of having English grammar awareness to facilitate L2 learners in their writing activities. The study thus aims to determine how grammar awareness amongst the L2 and other support systems such as English classes & facilities help facilitating L2 writing. 84 undergraduate students answered the questionnaire. The quantitative data have been analysed at the end of the research. Some of the findings are 75% of the respondents indicated that they were still unsure on the use of proper grammar in writing despite 94% of the respondents agreed and strongly agreed that they understood when the instructor/teacher taught them English Grammar. The mix-up results in the findings have shown some drawbacks in the teaching and learning practices. Moreover, only 63% of the participants answered agree and strongly agree that their learning institution has an English classroom that is conducive for learning (self-access centre), which can be considered as not satisfactory since English Language is the second language in Malaysia. It is hoped that the government of Malaysia could provide complete conducive learning centre for schools and universities. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0758/a.php" alt="Hit counter" /></p>

scholarly journals A Study on the Effectiveness of English Grammar Teaching and Learning in Chinese Junior Middle Schools

2018 ◽  
Vol 8 (11) ◽  
pp. 1553
Author(s):  
Chunyi Ji ◽  
Qi’ang Liu
Keyword(s):  
Middle Schools ◽  
Foreign Language ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Zhejiang Province ◽  
English Curriculum ◽  
Grammar Teaching ◽  
Grammatical Competence ◽  
English Grammar ◽  
Goals And Objectives

The article conducts a questionnaire survey and interview on the students and teachers in three different junior middle schools in Zhejiang Province of China. The results indicate that the effectiveness in English grammar teaching and learning is not satisfactory. And the grammatical competence is not correlated with the goals and objectives of the National English Curriculum. There is significant demand for teachers to encourage students to improve the efficiency and accuracy of English grammar. The outcome is useful for foreign language researchers to know better about current situation of grammar teaching and learning in Chinese junior middle schools. Some suggestions are presented to enhance the effectiveness of English grammar teaching and learning.

scholarly journals DESIGNING STRATEGIES FOR UNIVERSITY STUDENTS’ WRITING SKILL

2020 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
Ismiati Ismiati ◽  
Erlin Pebriantika
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Design Strategies ◽  
Research Subjects ◽  
Study Program ◽  
English Writing ◽  
Writing Course ◽  
Writing Strategy ◽  
Writing Skill

In the process of teaching and learning English writing skill, some strategies which are considered appropriate for a certain group of learners, may not suitable for other groups as each group has its own problems and needs in writing. Therefore, teaching learning strategies for English writing requires to be continuously developed. This study aims to design strategies based on the students’ writing needs and problems as the development of the previous common implemented strategies in writing course classes at English Study Program of Cordova University, West Sumbawa Regency. The research subjects were students who are active studying English as their major specialization and lecturers who have been teaching English writing course in academic year 2018/2019.The result shows that the previous strategies give little significant impact toward the students’ writing skill progress. For the reasons, new strategies were designed and recommended to be continuously implemented for teaching and learning writing courses and involved in curriculum at English Study Program, Cordova University. Those strategies are (1) Collaborative Writing Strategy. (2) Combining Diary and Guided Writing Strategy. (3) Additional credit hours for writing course classes (4). Graded writing course classes need to be continuously taught by the same lecturer

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