This paper aims at finding the interlanguage errors made by the freshmen of English Department of Universitas Negeri Padang. This research needs to be conducted since the result can become a formative evaluation for lecturers in teaching English for the freshmen. The method used in this reserach is a qualitative-descriptive method, supported by simple quantitative calculation. The data were taken from students’ mid term examination. The mid term examination included multiple choice, cloze procedure and composition or writing test. In writing test, the students were asked to write a one-paragrah composition. There were 6 (six) classes participaed in the test. One class was randomly taken as a sample A Target Modification Taxonomy by James (1998) is used to analyze and describe the errors. It analyzes what types of errors made most by the subject of this study. It was found that the most commonly made interlanguage errors by the freshmen are omission.Key words: Error analysis; Interlanguage; Target Modification Taxonomy; ANALISA KESALAHAN INTERLANGUAGE: EVALUASI FORMATIF UNTUK MAHASISWA TAHUN PERTAMAAbstrakArtikel ini bertujuan untuk menemukan kesalahan interlanguage yang dibuat oleh mahasiswa baru atau tahun pertama Jurusan Bahasa Inggris Universitas Negeri Padang. Penelitian ini perlu dilakukan karena hasil darai penelitian ini bisa dijadikan sebagai evaluasi formatif dari dosen untuk mahasiswa tahun pertama. Penelitian ini adalah penelitian deskriptif kualitatif, didukung oleh perhitungan kuantitatif sederhana. Data berasal dari nilai ujian tengah semester mahasiswa. Jenis tes yang digunakan adalah pilihan ganda, melengkapi kalimat rumpang dan ujian menulis. Dalam ujian menulis, mahasiswa diminta untuk menulis satu buah paragraf. Ada 6 (enam) kelas yang terlibat dalam penelitian ini. Satu kelas diambil sebagai kelas sampel. Target Modification Taxonomy oleh James (1998) digunakan dalam menganalisa dan mendiskripsikan jenis kesalahan yang dibuat oleh mahasiswa. Penelitian ini menemukan bahwa jenis kesalahan yang paling banyak dibuat oleh mahasiswa adalah omission.Kata Kunci: Error analysis; Interlanguage; Target Modification Taxonomy;
Abstract-This article discusses a partial result of a study conducted to look at the implementation of reflective teaching to improve student-teachers' pedagogic competence in Micro Teaching Class and Teaching Practicum subject. The focus of this report is to describe the use of reflective journals plus video recording as tools used by the prospective teachers for reflective teaching. Thus, the emphasis will be on the extent to which the combination of these tools helps the student-teachers improve their teaching skill. This action research employs qualitative approach. The data were collected through teaching performance assessment, observation, and interview. This research was carried out in Micro Teaching class consisting of 19 students. There were three procedures implemented in this research. First, the student-teachers were asked to perform their teaching. The teaching performance of each-student teacher was videorecorded by the researchers. The student-teachers were asked to reflect upon their teaching and watch their own teaching performance and write the results of the reflection in a journal. Second, the student-teachers performed their second teaching. Again, their teaching performance was recorded. Before receiving comments from the lecturer and their peers, they were asked to articulate what they thought about their performance. Similar to the first cycle, the student-teachers were asked to reflect upon their teaching practice, watch the recording, and write the results of reflection in their journals. The same procedure was applied at the third cycle. The findings of this study regarding the use of journal and video indicate that these tools are effective in helping students improve their teaching skill. In fact, quantitatively, the students' teaching skill improved as indicated by the comparison of the scores they gained in the three teaching cycles. Based on the qualitative analysis, it was found that the student-teachers got benefits from their reflective journal plus video recording. Their writing in the journals revealed that most of them were aware of their weaknesses, and thus made improvement in the corresponding points. Furthermore, in the interview they said that watching video gave them a vivid idea how their teaching was like.
This study is aimed at analyzing the implementation of the cooperative principles in Avatar cartoon movie. It was a descriptive study with the content analysis technique. The data were taken from the conversation from the characters in the Avatar movie. The utterances were grouped into four types of cooperative principles; they are the maxim of quantity, the maxim of quality, the maxim of relation and the maxim of manner. It was found that the utterances among the characters in Avatar cartoon movies both fulfill and violate the cooperative principles. Key words: utterances, conversation, cooperative principles
This article, a part of dissertation entitled Developing Basic English Grammar Teaching Material based on Interactive Multimedia at University Level, presents the results of a study conducted to find the model of Basic English Grammar teaching material based on interactive multimedia needed by the students. This empirical research employed both quantitative and qualitative analyses. Seventy eight students of English Department of Universitas Negeri Padang were involved. The students were required to articulate their need on a design of Basic English Grammar teaching material based on interactive multimedia. The data were collected through an open questionnaire. The first result is that Basic English Grammar teaching material based on interactive multimedia is very needed (with the score 3.1 out of 4). Second, the result indicates the organization of Basic English Grammar teaching material based on interactive multimedia. The organization consists of six parts. They are Time to watch/sing/read, Time to chat, Time to Focus, Time for fun practice, Time for tube, and Time for action. Third, the students have different learning style. Fourty two students (53.84%) have visual learning style. Twenty two students (28.21%) have audio learning style. The rest, fourteen students (17.95%) have kinestetic learning style. Four, the finding shows the students have their favorite movies, colors, and music. The students like comedy/humor, drama, horror, dokumentary, and action movies; they love pop, jazz, rock, country, and rap music; they adore blue, green, black, pink, and red color. Another important research finding is almost all students (91%) have their own laptop. Those findings will be considerations in designing the Basic English Grammar teaching material based on interactive multimedia. Further research to see the effectiveness of the model of Basic English Grammar teaching material based on interactive multimedia needs to be done.
Considering the long-recognized contribution of reflective practice on teachers’ continuous professional development, this article casts new light in reporting English teachers’ and lecturers’ perceptions on the needs to implement reflective practice through video recording during peer teaching in the Indonesian Teacher Certification Program. This needs analysis is conducted as the preliminary step of the Research and Development (RD) project and the data will be taken as the basis for the development of reflective practice model with video recording in peer teaching. The perceptions of the needs were collected through a closed and open-ended questionnaire distributed to two groups of respondents. The first group consisted of pre- and in-service English teachers who participated in the PPG (Pendidikan Profesi Guru) Program, or Teacher Certification Program, during the course of 2018 and 2019; and are now teaching secondary school students within the provinces of West and North Sumatra, Aceh, Jambi, and Riau. The second group was lecturers at the English Language Education Program (ELEP) of Universitas Negeri Padang teaching at the PPG Program. The findings show that most teachers believed that reflective practice using video recording enabled them to see their teaching strengths and weaknesses and, in return, would be able to improve students’ learning outcomes. Similarly, all lecturers also believed that the needs of reflective practice assisted by digital technologies are highly important. In general, the perceptions of these two groups of respondents demonstrate the crucial needs of implementing reflective practice with video recording during peer teaching in the PPG Program.
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