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.
The aims of this research were to find out (1) the motivation of the Non-English students department at STMIK Handayani Makassar in learning EFL; (2) the influential factors of the Non-English Students motivation at STMIK Handayani Makassar in learning EFL; (3) the types of motivation dominantly influence the Non-English Students at STMIK Handayani Makassar in learning EFL, and (4) how to maintain and improve the Non-English Students motivation at STMIK Handayani Makassar in learning EFL.This research employed descriptive qualitative research design. It applied purposive random sampling technique. The participants of this research were twenty students, they are TI/ 1 Extensive: 10 students and SI/ 1: 10 students. The data were collected by using the self report and interview. The self report was used to gather the data about motivation of the Non-English Department and the interview was done to support and strengthen the data of self report about Non-English students motivation in learning English.The results showed that (1) all of the Non-English students at STMIK Handayani Makassar were motivated in learning EFL; (2) there are eight factors influence the non-English students motivation in learning EFL, either internal factor or external factor. The internal factor, such as: The goal setting, expectancy, self confidence and the external factor, such as: the lecturer, the classroom environment, the activities and materials and also the relevance as well as feedback; (3)The types of motivation dominantly influence the Non-English students motivation at STMIK Handayani Makassar in learning EFL were instrumental motivation, and (4) to maintain and improve the students motivation in learning EFL were the lecturers have to deliver the material well by using the simple language and make the situation of the classroom was comfortable. Besides, the lecturers have to be communicative, creative, patient, enthusiastic, relax and like smiling.Keywords: Non-English Students, English as a foreign language (EFL), Motivation.
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