Grammar is an important language component to enhance students’ language proficiency. However, many students still make grammatical errors in writing their essays. This research aims at analyzing types of grammatical errors found in students’ essays. The type of this research is a descriptive case study. The subjects of the study were 20 third-semester students of Purworejo Muhammadiyah University, Indonesia. The researchers used a test to collect the data. The results of tests were analyzed descriptively by using Keshavarz’s theory. The analysis result shows that the percentage for each error type is 34.06% (omission), 7.25% (addition), 57.97% (substitution), and 0.72% (permutation). Based on the research result, the researchers conclude that the most dominant error is substitution. The percentage of error can prove it, that is, 57.97%. There are some implications of error analysis in English language teaching in universities in Indonesia. The lecturer can give enrichment, understand students’ grammar competence, give corrective feedback to students’ errors, modify target language learning items in classrooms and textbooks, understand the way students apply the target language rules, and use the effective teaching method or learning media.
ABSTRACT-The condition in character education of environmental awareness in the formal school is not yet completely able to develop the students' characters to participate and to behave with environmental awareness. Therefore, a value education model is developed by involving three educational environments based on the community value. It aims to develop the environmental awareness characters on elementary school students through the cooperation between school and parent. This research is the development research which aims to find a value education model. The model is compiled in accordance with the community value in developing the environmental awareness characters in elementary school students. The model is developed with two approaches, namely qualitative and quantitative approaches. The data were collected through observation method, interview, questionnaire, and documentation. The main instrument was used in form of non-test instrument with Guttmann scale. The quantitative data were supported with observation data from the connected book Jana Kerti Pariksa. The effectiveness test was conducted with quasi-experimental design with parametric test (t test) with free data form. This research resulted in the community-based value education model to develop environmental awareness characters on elementary school students; the location of this research is Padangsambian Sub district. This model is based on the community values (reuse, reduce, recycle) that are implemented on the learning of Hinduism, extracurricular, curricular, the development of hidden curriculum (school climate and peer). This model is implemented through the approaches of habituation process and intervention. Based on the test with the value of α 0.05, it is proven that the Community-Based Value education Model is effective to develop the environmental awareness characters of elementary school students in which the result of test in stage I and II shows the average result of experiment class that is higher than that of control class. This model is recommended to be applied on school with different education level.
Motivation is considered a complex and challenging issue in teaching, especially in second language courses. Many studies have been conducted about motivational strategies in teaching English language, however, the research that focuses on essay writing is still rare. Therefore, this research aims to describe the effect of the motivational strategies on students’ essay writing proficiency and their response to its implementation. These strategies include Creating the Basic Motivational Condition (CBMC), Generating Initial Motivation (GIM), Maintaining and Protecting Motivation (MPM), and Encouraging Positive Retrospective Self-Evaluation (EPRS). The research participants were third-semester undergraduates in a private university, in Indonesia, that enrolled in essay writing. The data were collected by conducting essay writing tests and interviews. The results revealed that there was a statistically significant impact on the students' writing scores, as observed from the improvement from their pre-test to post-test scores In addition, the data from the interview showed the students’ positive response and consciousness of their writing progress which indicated the appropriateness of the strategies in their class. The results showed the necessity of implementing motivational strategies as a new model of English instruction by writing lecturers and English teachers in general.
Motivational teaching strategies play important role in students' learning process. The objectives of this study are to describe how the lecturer implemented and what motivational teaching strategies were dominant being implemented in Essay Writing class. The data were from the interview with Essay writing lecturer and video recording on his teaching within fourteen meetings or one semester. To analyze the data, the theory from Dörnyei were adopted with four main categories: creating basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and encouraging positive selfevaluation with descriptive analysis as the method of analyzing data. The result revealed that from fourteen meeting with one hundred minutes each, not all motivational teaching strategies from four categories were implemented and the most dominant strategies was providing students with positive information feedback of writing tasks and assignments.
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