Synthesizing Grammar and Structure Problems Faced by Indonesian TOEFL Participants

Hampp, Paula; Kumayas, Tirza; Lengkoan, Fergina

doi:10.23887/jpbi.v9i1.33811

Cited by 11 publications

(10 citation statements)

References 13 publications

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“…Teachers and learners are exposed to various task-based process to encourage a better participation among learners throughout the lesson (Mathematics, 2016). Grammar problems are indeed one of the most complex problems in learning English, this has also been proven in research on grammar problems in TOEFL test results (Hampp et al, 2021).…”

Section: Introductionmentioning

confidence: 68%

The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer

Kumayas,

Lengkoan

2023

E-CLUE

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Grammar overall, is a challenging language skill. Even experienced English lecturers may face difficulties in explaining grammar to students. Grammar is the primary skill to be developed when learning English as a foreign language. Yet, when other languages' skills gained more attention, grammar came to be seen as the least important skill. Without using proper assessment to reduce student understanding, this is frequently explained in a straightforward manner by means of other skills. This study focuses on the challenges English language teachers use when teaching grammar at the second-grade level. In this essay, every single English language teacher participates. The researchers interviewed them, copied, and analysed the data obtained from the interview. Problems and difficulties of students are no less important for lecturers to know in teaching grammatical structures. In this case, English lecturers are challenged to find more strategic and creative ways of teaching grammar. Mastery of good grammar guarantees students' ability to master other skills such as writing and speaking. Due to this, the study may benefit other English language teachers and lead to new ideas for addressing the problem at hand. Everyone agreed that she experienced three challenges while they were learning grammar. This study can be a good reference for other English lecturers and students, and parents in overcoming these challenges.

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Section: Introductionmentioning

confidence: 68%

The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer

Kumayas,

Lengkoan

2023

E-CLUE

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“…Reader-response theory within the context of LBT emphasizes the significance of personal interpretation, encouraging students to articulate and defend their viewpoints, fostering a sense of autonomy and intellectual agency. Literature-Based Teaching emerges as a theoretical concept that envisions literature not merely as a supplementary tool but as the epicenter of a transformative educational experience (Vandrick, 2018); (Lumentut & Lengkoan, 2021); (Hampp et al, 2021). This pedagogical framework posits that through the judicious incorporation of literature, educators can cultivate a fertile ground for intellectual, emotional, and interdisciplinary growth, thereby nurturing well-rounded individuals poised for active engagement with the complexities of the world.…”

Section: Literature-based Teachingmentioning

confidence: 99%

Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning

Budiman,

Ganap

2024

JELTEC

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This study explores the uncharted territory of integrating drama into literature and language teaching, aiming to unveil its untapped potential for English language learning. Titled "Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning," this research embarks on a systematic examination of the benefits derived from the symbiotic relationship between drama and language acquisition. The investigation delves into existing literature on the subject, acknowledging drama as a powerful pedagogical tool. Drawing inspiration from Budiarto's assertion that "Drama is a powerful teaching tool," the study positions itself within the broader discourse on innovative language teaching methodologies. The primary focus lies in unraveling the multifaceted advantages of incorporating drama in language instruction, emphasizing its relevance in literature-based language learning. The geographical emphasis of the study aligns with the prevalence of current research in Asian countries, primarily those where English is taught as a foreign language. This geographical lens aims to uncover unique challenges and opportunities influenced by socio-cultural backgrounds. Furthermore, the study examines participant diversity, encompassing English education majors, students from various educational levels, and teachers, providing a comprehensive understanding of the varied impacts of drama on different stakeholders. As the study navigates through the benefits accrued by students, teachers, and the broader educational landscape, it contributes to the ongoing discourse on effective language teaching methodologies. The abstract encapsulates the essence of the research, offering a preview of the journey toward unraveling the latent potential of drama for English learning within the context of literature and language teaching

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“…In addition, [2] found that for most Indonesians, the goal of learning English as a foreign language is to be able to communicate in English. When learning English, learners first need to know about four language skills and then what comes with those skills, Speaking, reading, writing, and Listening [3]. The components of these skills are pronunciation, grammar or structure, vocabulary, and spelling.…”

Section: Introductionmentioning

confidence: 99%

On Looking Scrambled Game in English Spelling Teaching

Liando¹,

Tatipang²

2023

Advances in Social Science, Education and Humanities Research

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Scramble Game is a challenging vocabulary games, this game is designed to practice spelling and learn new words. This research aims to identify the effectiveness of using Scramble Task in increasing students' mastery of English spelling. The researchers use the first class of Junior High School which consisted of 21 students as an experiment, the data was obtained from the classroom after several meetings where the researcher did scrambled task treatment (or rearrangement task/exercise) used in the experiment class. Based on research, the researchers got significant results between pre-test and post-test, where posttest is higher than the pre-test. The results showed that the score for pre-test are 5.71, after being given treatment, there was a change in students' spelling where this change can be seen in their post test results, which is 7.71. In Addition, the researchers would like to conclude that by using the scrambled task, the student's English spelling mastery can be increased even more to reduce errors in the writing of the vocabulary in English. The researchers also got positive feedback from the students, where students feel learning English is very nice when using teaching techniques that make them interested in learning through games. Finally, the researchers hope this research can inspire teachers to apply this technique as an exercise in learning English especially in mastering vocabulary and spelling.

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Synthesizing Grammar and Structure Problems Faced by Indonesian TOEFL Participants

Cited by 11 publications

References 13 publications

The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer

The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer

Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning

On Looking Scrambled Game in English Spelling Teaching

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