There are three types of clause in Minangkabaunese based on the typological analysis, namely: active, passive, and topicalization one. Accordingly, each clause has special information structure which makes they are different in communicating messages. This article tries to describe the types of clauses in Minangkabaunese based on typological analysis and then the discussion is continued in order to know the information structure in each clause. This article is derived and developed based on the result of a fundamental research conducted for the first year (2008) in West-Sumatra.
Grammar is one of important aspects of a language that makes the language learnable and teachable. The teaching of grammar, especially foreign language grammar, needs a serious attention from the teachers and related institutions. Specifically in universities, the teaching of English grammar should provide the students with theoretical concepts of the English grammar and opportunity to use the concepts in their communication. The grammar teaching should also offers suitable assignments by which they may test their language hypothesis. To establish and develop the students’ knowledge about the English grammar, the use of students’ mother tongue as an instructional language in the classroom was considered effective. However, an experimental research conducted by Refnita (2006) showed that the use of Bahasa Indonesia as an instructional language of Grammar I subject was not more effective than the use of English. It is true that bahasa Indonesia is not the students’ mother tongues, but they have mastered it as almost perfectly as their mother tongues. That’s why in her research bahasa Indonesia was considered similar with the students’ mother tongues.The rejection of the proposed research hypothesis implied that pedagogical and psychological factors should be taken into account in the teaching-learning process because the success of learning English grammar does not solely depend upon the instructional language. Further analysis of the research result reflected that the students’ motivation and learning readiness even more determined the success of learning Grammar I. In relation with this phenomenon, the present article, which is based on and developed from the research result, will discuss further the pedagogical and psychological reflections of grammar teaching that need to be considered in the teaching-learning process of English grammar at universities in addition to the use of instructional language.
This article is a part of the writer’s dissertation on the development of an integrated English grammar assessment. Although some say that English grammar is not needed when someone speaks and/or writes English, it was found that incorrect use of grammar disturbed the communication. It is also believed that having good English is a must when someone wants to be a model. Standing on this position, the writer had carried out an experiment on giving an integrated assessment to train her students who will be future English teachers to develop their English grammar ability. The research was carried out in the form of an experimental research by using a one-group pretest posttest design. The sample comprised all the first year students of English Department of Bung Hatta University, Padang, West Sumatera. The research result showed that the assessment did not only help the students write more sentences, but it also helped them write more number of grammatically correct sentences. The data analysis revealed that the students improve their achievement. It was shown by the increasing mean score from 26.43 in the pretest into 50.12 in the posttest. The analysis of significance also showed that the calculated-t value (18.9052) was much higher than the table-t value (1.9837). It indicated that the integrated assessment was effective to improve the students’ English grammar ability.
Learners of a foreign language frequently face a lot of linguistic and non-linguistic learning problems and difficulties, including the EFL learners in Indonesia. The EFL learners whose native language is Minangkabaunese, for instance, may face grammatical problems dealing with phrasal and sentential constructions as the consequence of different word-order typology. In facts, there are different markedness values of word-order typology in English and those of Minangkabaunese at syntactic level of basic-grammatical construction. This paper discusses the comparison of markedness values of word-order typology of English and Minangkabaunese. Two questions as the basis of data analysis and discussion in this paper are: (i) what are the unmarked and marked word-order patterns in English and in Minangkabaunese at syntactic level?; and (ii) why do the EFL learners in West-Sumatera need to know the different markedness values? The data presented in this paper are those collected by means of a fieldresearch and supported by a library study. The analysis is based on the relevant markedness theories developed and used in Linguistic Typology. The result of data analysis tells that the S-V-O and V-O-S are the unmarked clause constructions and the O-S-V is the marked ones in Minangkabaunese. In English, however, the unmarked clause construction is only S-V-O meanwhile the others are the marked ones. Such different grammatical properties cause specific learning problems in the EFL learning in West-Sumatera.
This article presents the result of a descriptive research on the students’ ability in writing a narrative paragraph at the English Department of Bung Hatta University. The research sample comprises 37 sophomores and they were selected by using total sampling technique. The data were collected by administering a paragraph writing testand analysed by using a descriptive statistics. The results of data analysis show that most students had very high ability to express the content and to apply mechanics in writing a narrative paragraph, but less than half students had very high ability to use vocabulary and to apply correct grammar. Moreover, the majority of students had moderate ability to organize a narrative paragraph. Based on the accumulative result of data analysis, it can be concluded that the students had a high ability in writing a narrative paragraph, and further research is needed to find out why their ability to organize the paragraph is not high. REFERENCES Andayani, T &Arono. (2016). Improving Students’ Ability in Writing Narrative Text by Using Picture Series for the Eighth Grade Students of Junior High School. Journal of Applied Linguistics and Literature.2 (2),1-10. Anker, S. 2010. Real Writing with Readings: Paragraphs and Essays for College, Work, and Everyday Life. Boston: Bedford. Aulia, M. D.(2017). Students’ error analysis of cohesive devices in writing narrative paragraph (a case study of the seventh semester students of English Education Department at FKIP UMSU).Jurnal UMSU-Jurnal Online UniversitasMuhammadiyah Sumatera Utara.Retrieved December 6, 2020, from http://repository.umsu.ac.id/handle/123456789/4063 Brown, H. Douglas &Abeywickrama, Priyanvada. (2010). Language Assessment: Pronciples and Classroom Practices (Second Edition). New York: Pearson Education, Inc. Checkett, G. F., &Checkett, L. (2010).The Write Start: Sentences to Paragraphs with Professional and Student Readings. Fourth Edition.Boston: Wadsworth. Evans, V. (2000).Successful Writing Proficiency.Berkshire: Express Publishing. Frestisia, S. (2017).An Analysis of the Second Year Students’ Difficulties in Writing Argumentative Paragraph at English Department of Bung Hatta University.(Unpublished Thesis). Padang: Bung Hatta University. Gay, L.R., Mills, G. E., &Airasian, P. W. (2012).Educational Research: Competencies for Analysis and Applications (10thed.) New Jersey: Parson Education, Inc. Heard, J., Tucker, T. (2016).Advanced Writing: An Accelerated Method for University Students.(E-book Available Online) http://cgpsl.org/wp-content/uploads/2013/11/115.pdf Jayanti, I. D. (2017). An Analysis of the Second Year Students; Ability to Write a Descriptive Paragraph at the English Department of Bung Hatta University.(Unpublished Thesis). Padang: Bung Hatta University. Murthofi?ah, A. (2019). An analysis of grammatical errors in students’ narrative paragraph of the fourth semester students of English Department of IAIN Salatiga in the academic year 2019/2020.Indonesian Journal of Islam and Muslim Societies.Retrieved March 5, 2021, from http://e-repository.perpus.iainsalatiga.ac.id/6369/ Oktawati, H. (2020). Students’ Writing Ability in Narrative Paragraph at Third Semester of English Education Program of STKIP YPM Academic Year 2020/2021.Inovish Journal, 5 (2).Retrieved March, 15, 2021 from http://ejournal.polbeng.ac.id/index.php/IJ/article/view/1708 Pardiyono. (2016). Genre: Mastering English Through Context. Yogyakarta: Andi Offset. Refnaldi., Al-Hafizh, M., &Ardi, H. (2016). Writing: From Paragraphs to Esssays. Padang: UniversitasNegeri Padang. Refnita, L. (2016). Writing: From Sentence to Paragraph. Padang: Bung Hatta University Press. Refnita, L. (2018). Educational Research: A Guide for Beginners. Padang: LPPM Universitas Bung Hatta. Refnita, L. (2020). Writing: From Paragraph to Paragraph. Padang: LPPM Universitas Bung Hatta. Savage, A., &Shafiei, M. (2007).Effective Academic Writing 1: The Paragraph. New York: Oxford University Press. Sonanda, S. N. (2018). Analysis of the Second Year Students’ Problem in Writing a Narrative Paragraph at the English Department of Bung Hatta University.(Unpublished Thesis). Padang: Bung Hatta University. Sunarwan, A. (2016). Increasing Students’ Narrative Paragraph Writing Ability through the Use of Picture Sequence.Pedagogy: Journal of English Language Teaching. 4 (1), 29-39. Yuliani, R. (2018). The First Year Students’ Vocabulary Mastery in Education Topic at English Department of Bung Hatta University.(Unpublished Thesis). Padang: Bung Hatta University.
A range of research studies have been conducted on either quizes or minute papers as formative assessment tools. A comparison of both tools was done by Kwan through his survey of students learning about the principles of economics. Kwan’s study compared the application of a one-minute paper and quiz in the form of extended true-false, multiple-choice, and short answers. However, this article experimentally compared a matching quiz and half-minute paper as formative assessment tools in an Educational Research Design class, a content-based subject taught to university students. The results of the descriptive statistics showed that the matching quiz was more effective than the half-minute paper as a formative assessment tool. Inferential statistics using the independent sample t-test, however, revealed that the difference between the experimental and control groups’ posttest mean scores was not statistically significant. This indicated that the matching quiz and half-minute paper could possibly be used interchangeably; however, the teacher should be aware that the matching quiz is more practical but cannot develop students’ higher-order thinking skills, while the half-minute paper encourages active learning but takes more time to apply. Keywords: effectiveness, matching quiz, half-minute paper, formative assessment
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