Ideational Metaphor Analysis on EFL Students’ Academic Writing

Pasaribu, Arsen Nahum

doi:10.17507/jltr.1304.22

Cited by 5 publications

(7 citation statements)

References 8 publications

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“…Academic writing should be clear, focused, concise, ordered, and provided with evidence to improve the reader comprehension (Sajjad et al, 2021). Writing skill is considered as a challenging language skill for language learners to master since it demands tenacity, patience, and a solid commitment to practice writing skills as it is a matter of word choice, grammar, and to express writing ideas clearly and coherently (Pasaribu, 2022). Therefore, developing student skills in writing and in solving the problems during the process of writing to improve the quality of the product of student academic writing is essential.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The findings of this study indicated that the students still made mistakes and faced challenges in writing an academic writing. Language meaning is an indispensable part of both oral and written communication (Pasaribu, 2022), while the effectiveness of the writing is determined in part by its accuracy (Baleghizadeh & Gordani, 2012). Therefore, improving their ability is important to ensure the accuracy and readability.…”

Section: Student Knowledge and Perceived Problemsmentioning

confidence: 99%

“…Writing is an enjoyable activity to learn, but for some people, it can be a wearisome yet challenging activity (Pasaribu, 2022). One of the types of writing is academic writing.…”

Section: Introductionmentioning

confidence: 99%

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Common Errors in Composing An Academic Writing: A Descriptive Qualitative Study in Higher Education Setting

Putri

2023

Jepal

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This study was aimed at examining frequent errors found instudent academic writing, namely the abstract for proposal, as well as theirknowledge and problems they faced in composing an academic writing.The study was conducted in a descriptive qualitative method framework,involving students in an academic writing class. The participants of thestudy were seven students in the writing class. The instruments used inthis study were student works, focus group discussion, and a quiz. Theresults showed that the frequent errors found in student works includedthe use and selection of connectors, mechanical errors, redundancy,incorrect complex sentence structures, sentence structures (subject andpredicate agreement), and incomplete and/or inacurrate content. The mainproblems involved difficulties in arranging coherent writing, ordering theword correctly, choosing and selecting connectors, choosing formal words,and acknowledging the mistakes. Meanwhile, the data on studentknowledge showed that students had been aware of the structure of anabstract and all elements needed in an abstract. The findings imply thatinterventions for improving the student ability in evaluating their ownwork is vital, such as corrective feedback, the use of language tools, andextensive writing programs containing repetitive editing.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Student Knowledge and Perceived Problemsmentioning

confidence: 99%

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Common Errors in Composing An Academic Writing: A Descriptive Qualitative Study in Higher Education Setting

Putri

2023

Jepal

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“…Language purpose aims to express our purpose in speaking by adapting with the situation and place. Thus, Language forms meanings in many different ways, literal or metaphorical (Pasaribu, 2022).…”

Section: Function Of Languagementioning

confidence: 99%

Code-Mixing and Code-Switching in Maths Online Classroom: The Language Function in Interaction of Junior High School Students

Melysa¹,

Sinambela²,

Pasaribu³

2022

birci

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nearby society, sometimes, they are divided by political boundaries, and some of them are identified similarly by nation or state (Wardhaugh, 2010).The phenomenon of code-mixing and code-switching are widely popular. The writer saw this phenomenon in her society, especially in a school she worked, the communication between the teachers and the students tend to mix and switch between English language and Bahasa Indonesia.In this research, the writer will analyze the interaction between a teacher and the students in Maths class by reason because Maths is taught in English by a teacher who the native language is Bahasa Indonesia. Since pandemic Covid-19, the learning-teaching sessions are done by online and the students did not come to school. Sihombing (2020) state that Covid-19 pandemic caused everyone to behave beyond normal limits as usual. The outbreak of this virus has an impact especially on the economy of a nation and Globally (Ningrum, 2020). The problems posed by the Covid-19 pandemic which have become a global problem have the potential to trigger a new social order or reconstruction (Bara, 2021). Code-mixing and code-switching are considered by doing language research in Maths class session.Many researchers have conducted research between code mixing and switching such as (Waluyo, 2017) analyzed the types, the effect and the reasons of using code-mixing and code-switching in English Grammar. The form of code-mixing in a vlog (Maghfiroh, 2018). On the other hand, (Sugiantari, 2018) did the research toward the factor of using code-mixing and code-switching by Government of Bali. (Karie & Husain, 2020) describe the used of code-mixing and code-switching by the types, factors and reasons in English Education study. Lastly, (Klapicová, 2017) observe social aspects of code-switching and code-mixing towards children.

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“…One of the most crucial language skills for EFL students to develop is writing (Pasaribu, 2022). The students are required to produce a piece of writing that is well-structured and to hone their writing abilities.…”

Section: Introductionmentioning

confidence: 99%

Interactive Metadiscourse Markers in Indonesian Efl Students’ Academic Writing

Pasaribu,

Sinambela

et al. 2022

ERJEE

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The research on metadiscourse markers investigation in academic texts has grown very rapidly in the last decade. However, research on interactive metadiscourse markers on EFL students' academic writing is still relatively underexplored. Therefore, this study aims to reveal how the competence of EFL students in the use of interactive metadiscourse in academic writing by comparing two groups of students with different grades, third-semester students and fifth-semester students. The research design is a combination of quantitative and qualitative methods. A total of 40 students were participating in this research and divided into two groups. Each group consists of 20 students. They were assigned to write a minimum-250-word essay about the importance of English mastery in the disrupted era of 4.0. Around 818 interactive markers were identified in the student’s essay texts. The results reveal that the use of interactive discourse markers in the students' writing was considered still low in quantity. The transition markers were the most dominant found in the text, followed by frame markers, code gloss, endophoric markers, and evidential respectively. Moreover, the students in the fifth semester perform slightly better than their third-semester counterparts at using the interactive metadiscourse markers. However, most of the students in both groups still encountered difficulties to employ the interactive markers in their writing. The lack of practice and the student's native language practice might have contributed to the low quality of the student's writing.

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Ideational Metaphor Analysis on EFL Students’ Academic Writing

Cited by 5 publications

References 8 publications

Common Errors in Composing An Academic Writing: A Descriptive Qualitative Study in Higher Education Setting

Common Errors in Composing An Academic Writing: A Descriptive Qualitative Study in Higher Education Setting

Code-Mixing and Code-Switching in Maths Online Classroom: The Language Function in Interaction of Junior High School Students

Interactive Metadiscourse Markers in Indonesian Efl Students’ Academic Writing

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