Pub Date : 2021-04-30DOI: 10.31980/eealjournal.v4i1.1104
Ai Tita Puspita
This study is entitled “An Analysis of Students’ Grammatical Error in Argumentative Writing”. The objective of this study is to identify what types of grammatical errors mostly made by students in argumentative writing based on Dulays’s surface strategy taxonomy (1982). The students sometimes make errors on the use of grammar when they produce an English writing, also in argumentative writing. It is because Indonesian and English have their own grammatical system. In order to obtain valid findings, qualitative method was used in this study. Six (6) argumentative writing were collected from 6 students in the second semester. Based on the error analysis conducted, the researcher found that errors regarding auxiliary and wrong form of words were the most dominant errors in misformation which consisted of 22 errors. Then it is followed by omission errors consisted of 6 errors and the dominant grammatical error done by the students was omitting the auxiliary. Addition and misordering were only found 1 error from each of them. The findings indicate that the students have difficulties in using correct form, especially in misformation of suffix –s/ -es/ -ed/ -ing. This problem may occur due to their lack of knowledge of English grammatical rules.
{"title":"AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERROR IN ARGUMENTATIVE WRITING","authors":"Ai Tita Puspita","doi":"10.31980/eealjournal.v4i1.1104","DOIUrl":"https://doi.org/10.31980/eealjournal.v4i1.1104","url":null,"abstract":"This study is entitled “An Analysis of Students’ Grammatical Error in Argumentative Writing”. The objective of this study is to identify what types of grammatical errors mostly made by students in argumentative writing based on Dulays’s surface strategy taxonomy (1982). The students sometimes make errors on the use of grammar when they produce an English writing, also in argumentative writing. It is because Indonesian and English have their own grammatical system. In order to obtain valid findings, qualitative method was used in this study. Six (6) argumentative writing were collected from 6 students in the second semester. Based on the error analysis conducted, the researcher found that errors regarding auxiliary and wrong form of words were the most dominant errors in misformation which consisted of 22 errors. Then it is followed by omission errors consisted of 6 errors and the dominant grammatical error done by the students was omitting the auxiliary. Addition and misordering were only found 1 error from each of them. The findings indicate that the students have difficulties in using correct form, especially in misformation of suffix –s/ -es/ -ed/ -ing. This problem may occur due to their lack of knowledge of English grammatical rules.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126957133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-30DOI: 10.31980/eealjournal.v4i1.1115
Diana Nurgitriani
This research investigated teachers lesson plan and its relevance to the coursework. It was aimed to find out the relevance of the lesson plan that was used by teachers to the coursework. In this research there are 10 activities on the lesson plan, there are 1) Kegiatan Pendahuluan, apersepsi & motivasi; 2) Menyampaikan kompetensi yang akan dicapai; 3) Penguasaan materi pembelajaran; 4) Penerapan strategi pembelajaran yang mendidik; 5) Penerapan pendekatan saintifik; 6) Pemanfaatan media sumber belajar dalam pembelajaran; 7) Pelaksanaan penilaian pembelajaran; 8) Pelibatan peserta didik dalam pembelajaran; 9) Penggunaan bahasa yang benar dan tepat dalam pembelajaran; 10) Kegiatan penutup. To achieve the purpose of this research, the researcher used qualitative as research method and case study as a research design. The researcher conducted the research at one of Senior High Schools in Garut that has been implementing the national curriculum of 2013, and the participants chose by purposive sampling technique. Observation and semi-structure interview used as main instrument to obtain the data. The result of the research showed that the relevance of lesson plan generally were good with percentage 85%.
{"title":"ANALYZING TEACHERS LESSON PLAN AND ITS RELEVANCE TO THE COURSEWORK","authors":"Diana Nurgitriani","doi":"10.31980/eealjournal.v4i1.1115","DOIUrl":"https://doi.org/10.31980/eealjournal.v4i1.1115","url":null,"abstract":"This research investigated teachers lesson plan and its relevance to the coursework. It was aimed to find out the relevance of the lesson plan that was used by teachers to the coursework. In this research there are 10 activities on the lesson plan, there are 1) Kegiatan Pendahuluan, apersepsi & motivasi; 2) Menyampaikan kompetensi yang akan dicapai; 3) Penguasaan materi pembelajaran; 4) Penerapan strategi pembelajaran yang mendidik; 5) Penerapan pendekatan saintifik; 6) Pemanfaatan media sumber belajar dalam pembelajaran; 7) Pelaksanaan penilaian pembelajaran; 8) Pelibatan peserta didik dalam pembelajaran; 9) Penggunaan bahasa yang benar dan tepat dalam pembelajaran; 10) Kegiatan penutup. To achieve the purpose of this research, the researcher used qualitative as research method and case study as a research design. The researcher conducted the research at one of Senior High Schools in Garut that has been implementing the national curriculum of 2013, and the participants chose by purposive sampling technique. Observation and semi-structure interview used as main instrument to obtain the data. The result of the research showed that the relevance of lesson plan generally were good with percentage 85%.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116787099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-30DOI: 10.31980/eealjournal.v4i1.1105
Widia Rahmi Fauzi, S. Muljanto
The purpose of the research was to found out college students’ perception on using movie as learning media for vocabulary learning. The participants of this research are 5 students four Grade at English Education Program in Garut. All participants are those who have taken general and academic course and have used movie media. In collecting the data, the researcher gave interviewed the sample that related to students perceptions. Data were collected by interview by using qualitative method. The result is analysis revealed that the students’ responses on using movie as learning media to learn vocabulary were positive, the researcher found 3 results. The first, learning media is very important. The second, students believe that the use of movies as a learning media have beneficial effect. The last, students agreed that movies are useful to learn some new words and improve their vocabulary learning even though they used Indonesian subtitles
{"title":"COLLEGE STUDENTS’ PERCEPTIONS ON USING MOVIES FOR VOCABULARY LEARNING","authors":"Widia Rahmi Fauzi, S. Muljanto","doi":"10.31980/eealjournal.v4i1.1105","DOIUrl":"https://doi.org/10.31980/eealjournal.v4i1.1105","url":null,"abstract":"The purpose of the research was to found out college students’ perception on using movie as learning media for vocabulary learning. The participants of this research are 5 students four Grade at English Education Program in Garut. All participants are those who have taken general and academic course and have used movie media. In collecting the data, the researcher gave interviewed the sample that related to students perceptions. Data were collected by interview by using qualitative method. The result is analysis revealed that the students’ responses on using movie as learning media to learn vocabulary were positive, the researcher found 3 results. The first, learning media is very important. The second, students believe that the use of movies as a learning media have beneficial effect. The last, students agreed that movies are useful to learn some new words and improve their vocabulary learning even though they used Indonesian subtitles","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130399803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-28DOI: 10.31980/eealjournal.v4i1.1124
S. Dewi
Unreached agreement on the educational goals often arises among stakeholders due to the fact that most of the program goals were designed intuitively by either the instructors or institution without taking into account the learners‟ needs and the larger context in which the program takes place. This study intends to analyse the three situational factors: institutional, societal and teacher factors that may affect the implementation of one of the English courses in Garut. To this end, the present study employed case study design and used observation and semi-structured interview to collect the data. The findings indicated that the institutional factors such as facilities and supportive learning environment play an important role on the attainment of the teaching and learning goals. The society has expectation on the course to produce students with good communication skill. Meanwhile, the instructors were found to have different beliefs on what was percieved to be the best teaching practices (Genre Based Approach, Oral Approach and Fluency Activity Approach). More comprehensive aspects of the factor are recommended to be explored in further research.
{"title":"INSTITUTIONAL, SOCIETAL, AND TEACHER FACTORS ON THE IMPLEMENTATION OF AN ENGLISH COURSE IN GARUT: A QUALITATIVE STUDY","authors":"S. Dewi","doi":"10.31980/eealjournal.v4i1.1124","DOIUrl":"https://doi.org/10.31980/eealjournal.v4i1.1124","url":null,"abstract":"Unreached agreement on the educational goals often arises among stakeholders due to the fact that most of the program goals were designed intuitively by either the instructors or institution without taking into account the learners‟ needs and the larger context in which the program takes place. This study intends to analyse the three situational factors: institutional, societal and teacher factors that may affect the implementation of one of the English courses in Garut. To this end, the present study employed case study design and used observation and semi-structured interview to collect the data. The findings indicated that the institutional factors such as facilities and supportive learning environment play an important role on the attainment of the teaching and learning goals. The society has expectation on the course to produce students with good communication skill. Meanwhile, the instructors were found to have different beliefs on what was percieved to be the best teaching practices (Genre Based Approach, Oral Approach and Fluency Activity Approach). More comprehensive aspects of the factor are recommended to be explored in further research.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124988053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-28DOI: 10.31980/eealjournal.v4i1.1296
Y. Fajriah
Following the curriculum 2013’s demand that students are required to be able to deliver ideas by considering the context, this study is an attempt to analyze the student’s recount texts based on Halliday’s theory of transitivity. To achieve this aim, this study employed a qualitative research approach with a case study design. Specifically, six selected students’ recount texts were chosen to be analyzed. The analysis focuses on types of processes, participants, and circumstances. The result reveals that some of the students focused on describing places (relational process) instead of retelling the activities, meanwhile others have used the material process as the most dominant type of process yet did not evaluate the events (mental process). Therefore, text models, explicit teaching, as well as effective corrective feedback, are the alternatives to be taken into account in improving their capacities in writing this simplest text; recount text.
{"title":"ARE YOUR IDEAS REPRESENTED IN YOUR TEXTS? TRANSITIVITY ANALYSIS OF RECOUNT TEXTS","authors":"Y. Fajriah","doi":"10.31980/eealjournal.v4i1.1296","DOIUrl":"https://doi.org/10.31980/eealjournal.v4i1.1296","url":null,"abstract":"Following the curriculum 2013’s demand that students are required to be able to deliver ideas by considering the context, this study is an attempt to analyze the student’s recount texts based on Halliday’s theory of transitivity. To achieve this aim, this study employed a qualitative research approach with a case study design. Specifically, six selected students’ recount texts were chosen to be analyzed. The analysis focuses on types of processes, participants, and circumstances. The result reveals that some of the students focused on describing places (relational process) instead of retelling the activities, meanwhile others have used the material process as the most dominant type of process yet did not evaluate the events (mental process). Therefore, text models, explicit teaching, as well as effective corrective feedback, are the alternatives to be taken into account in improving their capacities in writing this simplest text; recount text.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127003239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-02DOI: 10.31980/eealjournal.v2i1.843
Ary Fadjar Isdiati
When the translator translate idioms from source language into target language sometimes they have difficulties, because they must choose the right translation procedure and ensure that the meaning in source and target text is equivalent. The aim of this article is to find the idiom’s equivalence in the source text (ST) and target text (TT), and to know what translation procedures used in idiom’s translation. The Newmark’s translation procedure was used as theory in this article. The analytical part is based on a Pramoedya Ananta Toer’s novel Rumah Kacaand its translation in German. The author found 115 idioms in this novel, consist of 107 (93%) expression datas and 8 proverb datas (7%), then analyzed them based on Newmark’s translation procedures. It was found that the most translation procedure used by the translator to translate expression is synonymy: 74 datas (64.4%), paraphrase: 18 datas (15.7%), cultural equivalent: 10 datas (8.7%), reduction: 3 datas (2.6%), and modulation: 2 datas (1.7%). While to translate proverbs used three translation procedures, synonymy: 4 datas (3.5%), literal: 2 datas (1.7%), and paraphrase: 2 datas (1.7%).
{"title":"IDIOM’S TRANSLATION PROCEDURES FROM INDONESIAN INTO GERMAN","authors":"Ary Fadjar Isdiati","doi":"10.31980/eealjournal.v2i1.843","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i1.843","url":null,"abstract":"When the translator translate idioms from source language into target language sometimes they have difficulties, because they must choose the right translation procedure and ensure that the meaning in source and target text is equivalent. The aim of this article is to find the idiom’s equivalence in the source text (ST) and target text (TT), and to know what translation procedures used in idiom’s translation. The Newmark’s translation procedure was used as theory in this article. The analytical part is based on a Pramoedya Ananta Toer’s novel Rumah Kacaand its translation in German. The author found 115 idioms in this novel, consist of 107 (93%) expression datas and 8 proverb datas (7%), then analyzed them based on Newmark’s translation procedures. It was found that the most translation procedure used by the translator to translate expression is synonymy: 74 datas (64.4%), paraphrase: 18 datas (15.7%), cultural equivalent: 10 datas (8.7%), reduction: 3 datas (2.6%), and modulation: 2 datas (1.7%). While to translate proverbs used three translation procedures, synonymy: 4 datas (3.5%), literal: 2 datas (1.7%), and paraphrase: 2 datas (1.7%). ","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127170887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-02DOI: 10.31980/eealjournal.v2i1.994
Sarovah Widiawati
Non-finite clauses are clauses which have no tenses. This study aimed to find the forms and functions of non-finite clauses in the introduction section of skripsis(ISoS) and research articles (ISoRA) in English field. Content analysis was used in this research. The ISoS and the ISoRA were selected randomly. The findings showed that there were three forms of non-finite clauses in the ISoS and ISoRA. In terms of functions, there were non-finite clauses as minor clause, qualifier, epithet, non-finite clauses as conjunction, non-finite clauses after conjunction, circumstance, prepositional phrase, actor, goal, carrier, attribute, possessive, identified, identifier, phenomenon, behaver, and existent. The ISoS were frequently presented in non-finite constructions as minor clauses and had more non-finite constructions in clause simples rather than clause complexes. The non-finite constructions in the introduction section of skripsisand research articles made the clauses dense.
{"title":"NON-FINITE CLAUSES IN THE INTRODUCTION SECTION OF SKRIPSIS AND RESEARCH ARTICLES","authors":"Sarovah Widiawati","doi":"10.31980/eealjournal.v2i1.994","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i1.994","url":null,"abstract":"Non-finite clauses are clauses which have no tenses. This study aimed to find the forms and functions of non-finite clauses in the introduction section of skripsis(ISoS) and research articles (ISoRA) in English field. Content analysis was used in this research. The ISoS and the ISoRA were selected randomly. The findings showed that there were three forms of non-finite clauses in the ISoS and ISoRA. In terms of functions, there were non-finite clauses as minor clause, qualifier, epithet, non-finite clauses as conjunction, non-finite clauses after conjunction, circumstance, prepositional phrase, actor, goal, carrier, attribute, possessive, identified, identifier, phenomenon, behaver, and existent. The ISoS were frequently presented in non-finite constructions as minor clauses and had more non-finite constructions in clause simples rather than clause complexes. The non-finite constructions in the introduction section of skripsisand research articles made the clauses dense. ","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123276454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.31980/eealjournal.v3i1.1098
Ai Rachma Yunita, A. Kurnia, Wahid Hasyim
This study aims to describe the types of oral corrective feedback used by teacher in classroom activity. To achieve the aim, the study used descriptive qualitative design in order to answer the research problem; what are types of oral corrective feedback used by teacher in the classroom activity. The data were collected from three non-native English teachers through observation by taking audio/videos of the teaching and learning process. The videos were transcribed and then analyzed it for gaining the result. This study employs six types of teachers’ feedback by Ellis (2009) as checklist criteria. By doing so, they are able to strengthen the findings into the assessment of language teachers education. The result shows that teacher A used explicit correction and repetition in her classroom activity. Teacher B used clarification request. Teacher C used clarification request and explicit correction. In conclusion, the dominant types on teachers’ oral CF used in the classroom activity is clarification request. However, teachers’ strategy on give the corrections toward students’ erroneous in classroom activity is different depend on the mistakes and the conditions of the students itself.
{"title":"EXPLORING NON-NATIVE ENGLISH TEACHERS’ ORAL CORRECTIVE FEEDBACK IN CLASSROOM","authors":"Ai Rachma Yunita, A. Kurnia, Wahid Hasyim","doi":"10.31980/eealjournal.v3i1.1098","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i1.1098","url":null,"abstract":"This study aims to describe the types of oral corrective feedback used by teacher in classroom activity. To achieve the aim, the study used descriptive qualitative design in order to answer the research problem; what are types of oral corrective feedback used by teacher in the classroom activity. The data were collected from three non-native English teachers through observation by taking audio/videos of the teaching and learning process. The videos were transcribed and then analyzed it for gaining the result. This study employs six types of teachers’ feedback by Ellis (2009) as checklist criteria. By doing so, they are able to strengthen the findings into the assessment of language teachers education. The result shows that teacher A used explicit correction and repetition in her classroom activity. Teacher B used clarification request. Teacher C used clarification request and explicit correction. In conclusion, the dominant types on teachers’ oral CF used in the classroom activity is clarification request. However, teachers’ strategy on give the corrections toward students’ erroneous in classroom activity is different depend on the mistakes and the conditions of the students itself.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125968032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.31980/eealjournal.v3i1.1094
This research is aimed to find out whether there is difference of students’ writing skill in analytical exposition text after the implementation of Contextual Teaching and Learning (CTL). The participants for this research were one class consisting of thirty students from the eleventh grade of a vocational school in Garut. It involved accounting class b which was selected by using purposive sampling. This research implemented pre-experimental design as research method. The data were obtained from English essay writing skill test involving pre-test and post-test in order to know the students’ writing skill before and after using contextual teaching and learning (CTL) approach. The result of the instruments was analyzed quantitatively using statistical analysis. It can be seen in the result of the hypothesis testing through Wilcoxon Test shows that Zcritical= 0.0000082 < significance level (α) =0.05. Therefore the alternative hypothesis of this research is accepted and null hypothesis of this research is rejected. And the normalized gain of this research is categorized as middle with average value 0.46. It means that contextual teaching and learning has significant effect to develop students’ writing skill in analytical exposition text.
{"title":"DEVELOPING STUDENTS’ WRITING SKILL IN ANALYTICAL EXPOSITION TEXT THROUGH CONTEXTUAL TEACHING AND LEARNING (CTL)","authors":"","doi":"10.31980/eealjournal.v3i1.1094","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i1.1094","url":null,"abstract":"This research is aimed to find out whether there is difference of students’ writing skill in analytical exposition text after the implementation of Contextual Teaching and Learning (CTL). The participants for this research were one class consisting of thirty students from the eleventh grade of a vocational school in Garut. It involved accounting class b which was selected by using purposive sampling. This research implemented pre-experimental design as research method. The data were obtained from English essay writing skill test involving pre-test and post-test in order to know the students’ writing skill before and after using contextual teaching and learning (CTL) approach. The result of the instruments was analyzed quantitatively using statistical analysis. It can be seen in the result of the hypothesis testing through Wilcoxon Test shows that Zcritical= 0.0000082 < significance level (α) =0.05. Therefore the alternative hypothesis of this research is accepted and null hypothesis of this research is rejected. And the normalized gain of this research is categorized as middle with average value 0.46. It means that contextual teaching and learning has significant effect to develop students’ writing skill in analytical exposition text.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128994268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.31980/eealjournal.v3i1.1095
Teni Lestari, S. Muljanto, A. Hamzah
Reading is one of the most fundamental cumponents Of the learning process. Meanwhile. comprehension is synonym with understanding. Thus, reading comprehension means understandmg what we read. As EEL learners. students still have difficulrtes m reudmg comprehension. Ibis study focused on analysts of students ' difficulties m reading comprehension. Ibis study was held in one ofsenjor high school in Garut. 1his study aimed to.tind out the Mudents difficulties m reading comprehension and students • strategies to Improve their reading comprehension ability. lie method of this study was qualitative method by using descriptiie analysis as research deslgn. The participants of this study Wen chosen hy using purposive samphng, research was conducted to 32 sludems in grade ofsenior high school in Gann enrolled in 20192020 academicFar. The data were gained reading comprehension goignment and questionnaire. The result found that the most difficulties oftenfaced by students in reading comprehension is lack ofrelevant vocabulary. Il caused the students do not understand 'he meaning of the whole passage. Furthermore, the srudents• strategies to improve their reading comprehension abiliry are comprehension monitoring. predicnng generating and asking question, activating and using background knowledge, making inferences. summarizing, and visualizing. the dominant strategv used by the students is comprehension monitortng.
{"title":"AN ANALYSIS OF STUDENTS' DIFFICULTIES IN READING COMPREHENSION","authors":"Teni Lestari, S. Muljanto, A. Hamzah","doi":"10.31980/eealjournal.v3i1.1095","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i1.1095","url":null,"abstract":"Reading is one of the most fundamental cumponents Of the learning process. Meanwhile. comprehension is synonym with understanding. Thus, reading comprehension means understandmg what we read. As EEL learners. students still have difficulrtes m reudmg comprehension. Ibis study focused on analysts of students ' difficulties m reading comprehension. Ibis study was held in one ofsenjor high school in Garut. 1his study aimed to.tind out the Mudents difficulties m reading comprehension and students • strategies to Improve their reading comprehension ability. lie method of this study was qualitative method by using descriptiie analysis as research deslgn. The participants of this study Wen chosen hy using purposive samphng, research was conducted to 32 sludems in grade ofsenior high school in Gann enrolled in 20192020 academicFar. The data were gained reading comprehension goignment and questionnaire. The result found that the most difficulties oftenfaced by students in reading comprehension is lack ofrelevant vocabulary. Il caused the students do not understand 'he meaning of the whole passage. Furthermore, the srudents• strategies to improve their reading comprehension abiliry are comprehension monitoring. predicnng generating and asking question, activating and using background knowledge, making inferences. summarizing, and visualizing. the dominant strategv used by the students is comprehension monitortng.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116296593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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