STUDENTS’ ERRORS IN USING LEXICOGRAMMATICAL FEATURES IN WRITING RECOUNT TEXT (A Study at the X Grade Students of SMA Negeri 4 Padangsidimpuan 2016/2017 Academic Year)

Hasibuan, Asriani; Simatupang, Trifo Maida

doi:10.24252/elite.v5i1a3

Cited by 2 publications

(4 citation statements)

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“…Since teachers' constructive feedback on students' use of language is crucial, teachers should provide continuance comments and suggestions during the writing process because this cycle may increase learners' awareness of professional writing (Hasibuan & Simatupang, 2018). Ozkayran and Yılmaz (2020) agreed with the previous study in that EFL learners need to receive extensive practice in writing in the target language to decrease their errors productions.…”

Section: Professional Writing Instructionsupporting

confidence: 66%

“…Formal writing indicates how personal or possessive pronouns can be used in each writing genre. A pronoun is "…a word that takes the place of a noun, noun phrase, or noun clause" (Hasibuan & Simatupang, 2018). In academic settings, students receive instructions on how to use personal pronouns depending on the purpose of their writing.…”

Section: First/third Person Pronounsmentioning

confidence: 99%

“…Dynamic verbs are one of the effective components that can be concerned when writing a resumé. The action verb is "…a word that shows that someone or something is doing" (Hasibuan & Simatupang, 2018). Learning how to use action verbs to present skills and experiences may increase an employer's curiosity to know more about the candidate's competence and background.…”

Section: Action Verbsmentioning

confidence: 99%

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The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume

Jama

Alnefaie

2022

5019

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This study investigated the effectiveness of providing instruction to EFL students by analyzing important components of writing a professional resumé. Through this qualitative research, a comparison between two different undergraduate groups at different universities was carried out. The first group, considered the instructed group, received instruction on how to write resumé through pursuing a professional writing course. The second group, called a non-instructed group, was not exposed to professional writing, nor to any instruction on how to write a professional resumé. In this study, sampled data was used as the research method to investigate the research question. Findings revealed the importance of providing instruction to learners because the first group outperformed the other group based on the specific components of writing a resumé taught to them. It was also evident that a formal learning of professional writing helps learners to shape their experiences and integrate them with their language background, to create a professional resumé that can attract readers’ attention.

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Section: Professional Writing Instructionsupporting

confidence: 66%

Section: First/third Person Pronounsmentioning

confidence: 99%

Section: Action Verbsmentioning

confidence: 99%

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The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume

Jama

Alnefaie

2022

5019

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“…Most of the students felt enjoy in learning English by applying small group discussion and create the student confidence presentation in front of the class. Hasibuan (2019) claimed that small group discussion could improve the students skills in writing narrative text, and the students give good response by implemented of small group discussion they enjoyed in the class, especially in writing class…”

Section: Small Group Discussionmentioning

confidence: 99%

The Implementation of Using Small Goup Discussion in an EFL Classroom

Sapitri,

Aminah,

Nugraha

2024

Biormatika

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Students have difficulty learning English because they do not use it in their daily lives and English is not their first language. Through small group discussion as a learning strategy can help students’ in learning English. This study, focused on a described implementation of using small group discussion in an EFL classroom and perceived students’ responses about this strategy. This case study was conducted at Vocational High School, consists of 34 students and was designed for two meetings with the material analytical exposition text. To triangulate the data, observation, questionnaire, interview and documentation were used as an instrument. The result shows that implementation by group discussion the students more easily to analyze and makes an analytical exposition given by the researcher. Although in the first meeting, there were students who did not seem to participate in the process of discussion, but in second meeting, students participated actively and they could manage themselves to work in-group. In the questionnaire, 100% of students agree that using small group discussion is very suitable for learning English in vocational school. Based on the interview, students argue that by small group discussion it can be solved the task easily because they have the various opinions during group discussion. Small Group Discussion really helped the students. The students could share their knowledge and opinion in doing the exercises and discussing the answer to the exercises. Based on the result, it can be concluded that implementing small group discussion as a learning strategy is a good way of teaching and learning English.

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STUDENTS’ ERRORS IN USING LEXICOGRAMMATICAL FEATURES IN WRITING RECOUNT TEXT (A Study at the X Grade Students of SMA Negeri 4 Padangsidimpuan 2016/2017 Academic Year)

Cited by 2 publications

References 0 publications

The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume

The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume

The Implementation of Using Small Goup Discussion in an EFL Classroom

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