Abstract-The basic writing skills ability of the students newly admitted to the English Department was still poor in terms of the grammatical aspect, choice and use of words, and phrase construction. This study reexamined the linguistic errors of the English Department students' writing. A total of 67 writing papers were randomly selected out of 125 writings of the 6th semester English Department students which were written in class in a 60-minute time. Their writings were then entered into word processing to identify the types of errors using the Linguistic Category Taxonomy. They were grouped into verb tenses, verb forms, modal auxiliary, sentence structure, word order, connectors, passive construction, subject-verb agreement, determiners, number, mechanics, dictions, preposition, and unclear ideas. Of 1080 sentences contained in students' writings, only 299 sentences (27.69%) were grammatically correct. The most types of errors found were sentence structure (20.71%), verb tense (19.64%) and verb form (15.64%). Other categories were less than 10%. Of these errors, 62.29% are attributable to intra-lingual transfer and 37.71% to inter-lingual transfer errors. These findings become the basis for designing and developing materials and strategies for writing course at the second years. The finding of this study may provide some guideline for the teachers in writing and grammar courses.
Abstract. Structural or syntactic priming is a phenomenon in which prior exposure to specific language structures either facilitates or interferes with a learner's subsequent language production [1]. Exposure to English structures through explicit instruction is reported to have inconclusive results. [2] reported that explicit and implicit grammar instruction ends up with automatization. This study reexamines the effect of syntactic priming and explicit grammar instruction on students' writing. Specific grammatical features frequently appeared on TOEFL (Written Expression Section) test were intensively practiced and then the students took a test whose items were specifically collected from TOEFL practice tests. Finally, the students were assigned to write a short essay. Sentences with similar structures which the students had been exposed to were extracted from the students' essays. Out of 40 test items, only 59.86% in average could be answered correctly, and all of the grammatical features to which the students were previously exposed were contained in their essays. However, in average only eight out of 18 sentences were grammatically constructed. It can be concluded that although priming method with explicit instruction leads the students to use similar syntactic features in their writing, it seems to have little impact on students' grammatical knowledge for immediate use in written language production.
Studies on the errors of linguistic elements in students’ writings have been carried out. Students learning English as a Foreign Language from various universities seem tomake the time same type of errors, for example in aspects of tenses, verb forms, perpositions, subject-verb agreement, word order, and passive contrainst (Rahman et al. 2016; Murrow, 2004; Rahman, 1994; & Rahman & Rasyid). This study is expected to find the weaknessess of students of English Department, Faculty of Languages and Literature in terms of paragraph writing. In particular, this research examined the ability of students to write or develop paragraphsin terms of unity, coherence, and development aspects. The findings of this study will be useful for instructors/lecturers of Writing couses especially in developing syllabus and effective writing exercises.
Since the suspension of all types of face-to-face activities during the pandemic, colleges, secondary schools, and elementary schools have adopted the strategy of online education. As a result, teachers and students have used online teaching and learning on an unprecedented scale. Online learning or e-learning has been assumed to be a significant tool for effectively continuing the teaching-learning process during the lockdown. Teachers and students have had to quickly alter their teaching and learning strategies, regardless of whether they were experienced in and prepared for online education, an environment with electronic devices and online applications. Despite the innumerable potentials and benefits of online learning, such as cost-effectiveness, promoting self-paced learning, better retention, and catering to learners' needs, teachers may not readily make the most and get the full benefits of online learning. Some studies have shown that learning achievement in online learning is lower than in traditional face-to-face learning. The present study explores the teachers' perception of the use of digital technology in their online instruction and challenges or problems they face when implementing online learning instruction. Besides, this study will discuss the teachers' measures to respond to and cope with the problems.
This study aims to improve the ability to write narratives for SMP or Junior High School students. The subjects of this study were 32 students class VII A SMP Bayangkara Makassar. Learning is carried out using pictures as the media. Data collection uses observation, assessment rubrics, interviews, journals, and photo for documentation. The results of the study show that the use of radiant color, attractive, simple, easy to understand pictures as a media and delivered in the best presentation, can improve students’ narrative writing
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