This study aimed to know the effect of estafet writing to improve students’s ability in writing procedur text. Writing is one of the most important skill that should be mastered by students. But, sometimes the students have difficulties to express their writing because of many factors. The problem that faced by the students in writing are the students have problem in spelling, grammar, punctuation, uninterested media, do not have enough vocabulary so the students repeating the same words, and they often made grammatical errors. Estafet Writing is one of the active learning technique and also an innovative learning model in which one the students starts writing which is continued again one after another. It’s one of the techniques that is easy to learn and can be effective way to teach writing procedure text. To achieve the aim of the study, one class of a junior high school in Indramayu with 33 students was taken as the sample of the research. To help students to write procedur texts, estafet writing was used in the classroom. The data were obtained from pre-test and post-test. The result of this research showed that the students’ mean score in the pre test is 61.93 and the students’ mean score in post test is 81.78. This study shows that there is improvement of students’ ability in writing procedure text and the students give positive responses after being taught by using Estafet Writing Technique.
{"title":"THE EFFECT OF ESTAFET WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT","authors":"Ida Yulianawati","doi":"10.31943/WEJ.V3I1.46","DOIUrl":"https://doi.org/10.31943/WEJ.V3I1.46","url":null,"abstract":"This study aimed to know the effect of estafet writing to improve students’s ability in writing procedur text. Writing is one of the most important skill that should be mastered by students. But, sometimes the students have difficulties to express their writing because of many factors. The problem that faced by the students in writing are the students have problem in spelling, grammar, punctuation, uninterested media, do not have enough vocabulary so the students repeating the same words, and they often made grammatical errors. Estafet Writing is one of the active learning technique and also an innovative learning model in which one the students starts writing which is continued again one after another. It’s one of the techniques that is easy to learn and can be effective way to teach writing procedure text. To achieve the aim of the study, one class of a junior high school in Indramayu with 33 students was taken as the sample of the research. To help students to write procedur texts, estafet writing was used in the classroom. The data were obtained from pre-test and post-test. The result of this research showed that the students’ mean score in the pre test is 61.93 and the students’ mean score in post test is 81.78. This study shows that there is improvement of students’ ability in writing procedure text and the students give positive responses after being taught by using Estafet Writing Technique.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131065695","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}
The purposes of this study are to investigate EFL teachers’ attitudes toward the integration of Web 2.0 tools in teaching English at Islamic Boarding Schools and to examine the extent of using Web 2.0 tools in teaching English at Islamic Boarding Schools. There were 18 EFL teachers from Islamic Boarding Schools in South Kalimantan province, Indonesia participated in this study. The data were taken from the EFL teachers were gathered by using the questionnaire, analyzed using descriptive statistics and followed up in the interview. The results of the study indicated that most EFL teachers have positive attitudes toward the integration of Web 2.0 tools in teaching English and percentages of their attitudes were high, with 75%. The findings also showed that almost all of the EFL teachers strongly agreed that Web 2.0 tools made them more efficient and interesting in the teaching and learning process at the class. The majority of EFL teachers that integrated towards Web 2.0 tools in teaching English used tools such as YouTube, Google Sites, blogs, and wikis. However, there were the barriers that were faced by the EFL namely lack of technological equipment in school, limited time at the class to explore the technology and the students were not allowed to bring communication tools at the class, so Web 2.0 tools have not been fully explored at the English class. Keywords: EFL teachers attitudes, The integration of Web 2.0 tools, Teaching English
{"title":"INVESTIGATING THE EFL TEACHERS’ ATTITUDES TOWARD THE INTEGRATION OF WEB 2.0 TOOLS IN TEACHING ENGLISH AT ISLAMIC BOARDING SCHOOLS","authors":"S. Supiani","doi":"10.31943/WEJ.V3I1.41","DOIUrl":"https://doi.org/10.31943/WEJ.V3I1.41","url":null,"abstract":"The purposes of this study are to investigate EFL teachers’ attitudes toward the integration of Web 2.0 tools in teaching English at Islamic Boarding Schools and to examine the extent of using Web 2.0 tools in teaching English at Islamic Boarding Schools. There were 18 EFL teachers from Islamic Boarding Schools in South Kalimantan province, Indonesia participated in this study. The data were taken from the EFL teachers were gathered by using the questionnaire, analyzed using descriptive statistics and followed up in the interview. The results of the study indicated that most EFL teachers have positive attitudes toward the integration of Web 2.0 tools in teaching English and percentages of their attitudes were high, with 75%. The findings also showed that almost all of the EFL teachers strongly agreed that Web 2.0 tools made them more efficient and interesting in the teaching and learning process at the class. The majority of EFL teachers that integrated towards Web 2.0 tools in teaching English used tools such as YouTube, Google Sites, blogs, and wikis. However, there were the barriers that were faced by the EFL namely lack of technological equipment in school, limited time at the class to explore the technology and the students were not allowed to bring communication tools at the class, so Web 2.0 tools have not been fully explored at the English class. \u0000Keywords: EFL teachers attitudes, The integration of Web 2.0 tools, Teaching English","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128026519","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}
This study investigated the implementation of scientific approach in apprenticeship program. It is aimed to describe and capture how pre service teachers implement scientific approach which consists of observing, questioning, exploring, associating and communicating in their teaching practice. What problems they faced during their teaching practice and how pre service teachers solve those problems. This study used a qualitative research design. The subjects of this study were three students of English Department of Wiralodra University who were doing apprenticeship program. Observation and questionnaire were used to validate the data. The findings showed that the three pre service teachers had implemented scientific approach in their teaching speaking although there still a lot of imperfectness and it can be concluded that between 1st, 2nd, and 3rd teacher candidates, the 3rd was the best to implement the scientific approach. The three pre service teachers also found problems in their teaching such in the process of questioning stage. However, both teacher candidates were able to solve the problem by not ask too many questions to the students, but have to guide the students to ask questions to help the students do the activity independently
{"title":"PRE SERVICE TEACHERS’ UNDERSTANDING OF SCIENTIFIC APPROACH","authors":"Atikah Wati","doi":"10.31943/WEJ.V3I1.45","DOIUrl":"https://doi.org/10.31943/WEJ.V3I1.45","url":null,"abstract":"This study investigated the implementation of scientific approach in apprenticeship program. It is aimed to describe and capture how pre service teachers implement scientific approach which consists of observing, questioning, exploring, associating and communicating in their teaching practice. What problems they faced during their teaching practice and how pre service teachers solve those problems. This study used a qualitative research design. The subjects of this study were three students of English Department of Wiralodra University who were doing apprenticeship program. Observation and questionnaire were used to validate the data. The findings showed that the three pre service teachers had implemented scientific approach in their teaching speaking although there still a lot of imperfectness and it can be concluded that between 1st, 2nd, and 3rd teacher candidates, the 3rd was the best to implement the scientific approach. The three pre service teachers also found problems in their teaching such in the process of questioning stage. However, both teacher candidates were able to solve the problem by not ask too many questions to the students, but have to guide the students to ask questions to help the students do the activity independently","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128721649","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}
Competency is a set of knowledge, skill and experience necessary for the future, which manifest in their activity (White, 1959). Teaching competency reflects how teacher’s ability in teaching and learning activity. Regarding to English teaching and learning to foreign learners, young learners are also exposed to have this language mastery. But Indonesian Government (see 2013 Curriculum of Elementary School) limits the subjects in Elementary School into six subjects and English is excluded. For some elementary schools, English is not give, but some others English is put as Local Content. The decision of local content here is based on the need of society, and it is happened in some elementary school in Indramayu. Thus, an English teacher for young learners in some elementary schools should reflect their competency in teaching English. She/he should be occupied with knowledge, skill and experience that needed to teach English to young learners so the purpose can meet the need. The aim of this research is to find out teaching competence of English teacher in teaching English to young learners. By conducting qualitative descriptive, this research uncovered the competency of teacher in planning the lesson, media and the implementation so it can be a consideration to put back English subject as one of main subjects in Elementary School. From the finding, it can be seen that some English teachers had made their efforts on performing good ability in teaching English such as in lesson planning, teaching media, teaching and learning activity and teaching assessment. While the challenges in teaching English to young learners were from students’ behavior. The students’ unawareness, unwillingness and laziness to study were the challenges of teaching English for young learners.
{"title":"EXPLORING YOUNG LEARNERS TEACHERS COMPETENCY AND CHALLENGES IN TEACHING ENGLISH","authors":"Natalia Anggrarini","doi":"10.31943/WEJ.V3I1.44","DOIUrl":"https://doi.org/10.31943/WEJ.V3I1.44","url":null,"abstract":"Competency is a set of knowledge, skill and experience necessary for the future, which manifest in their activity (White, 1959). Teaching competency reflects how teacher’s ability in teaching and learning activity. Regarding to English teaching and learning to foreign learners, young learners are also exposed to have this language mastery. But Indonesian Government (see 2013 Curriculum of Elementary School) limits the subjects in Elementary School into six subjects and English is excluded. For some elementary schools, English is not give, but some others English is put as Local Content. The decision of local content here is based on the need of society, and it is happened in some elementary school in Indramayu. Thus, an English teacher for young learners in some elementary schools should reflect their competency in teaching English. She/he should be occupied with knowledge, skill and experience that needed to teach English to young learners so the purpose can meet the need. The aim of this research is to find out teaching competence of English teacher in teaching English to young learners. By conducting qualitative descriptive, this research uncovered the competency of teacher in planning the lesson, media and the implementation so it can be a consideration to put back English subject as one of main subjects in Elementary School. From the finding, it can be seen that some English teachers had made their efforts on performing good ability in teaching English such as in lesson planning, teaching media, teaching and learning activity and teaching assessment. While the challenges in teaching English to young learners were from students’ behavior. The students’ unawareness, unwillingness and laziness to study were the challenges of teaching English for young learners. \u0000 ","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114611085","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}
The objective of this study is to know how the students’ write hortatory exposition text on using generic structure and language features at eleventh grade of senior high school in Indramayu. This study utilized descriptive qualitative research using genre analysis by Hyland (2004) as research design. The data were obtained by collecting writing assignment. The writer took 20 students of XI-6 MIPA of SMAN 2 Indramayu as the participant. The texts were analyzed in term of generic structure and language features in students’ writing hortatory exposition which were undertaken by Gerot and Wignell (1994). The result showed that the students still got difficulty in writing generic structure. The students did not write generic structure completely as suggested. Mostly, they did not write recommendation in their hortatory exposition. Meanwhile, in language features, mostly did not complete their sentence by putting mental and material process. Therefore, it can be concluded that the students do not understand to write hortatory exposition in good generic structure and language features. The teacher should teach hortatory exposition by explaining and guide them carefully especially for composing recommendation for generic structure and mental process as well as material process for language features. Hence, both of them are crucial to write and organize the text. Hopefully, the students could improve their macro skills in writing.
{"title":"A GENRE ANALYSIS OF STUDENTS’ WRITING HORTATORY EXPOSITION TEXT AT ELEVENTH GRADE OF SENIOR HIGH SCHOOL","authors":"Kardi Nurhadi, Tubagus Ade Rahmat Hidayat","doi":"10.31943/WEJ.V3I1.25","DOIUrl":"https://doi.org/10.31943/WEJ.V3I1.25","url":null,"abstract":"The objective of this study is to know how the students’ write hortatory exposition text on using generic structure and language features at eleventh grade of senior high school in Indramayu. This study utilized descriptive qualitative research using genre analysis by Hyland (2004) as research design. The data were obtained by collecting writing assignment. The writer took 20 students of XI-6 MIPA of SMAN 2 Indramayu as the participant. The texts were analyzed in term of generic structure and language features in students’ writing hortatory exposition which were undertaken by Gerot and Wignell (1994). The result showed that the students still got difficulty in writing generic structure. The students did not write generic structure completely as suggested. Mostly, they did not write recommendation in their hortatory exposition. Meanwhile, in language features, mostly did not complete their sentence by putting mental and material process. Therefore, it can be concluded that the students do not understand to write hortatory exposition in good generic structure and language features. The teacher should teach hortatory exposition by explaining and guide them carefully especially for composing recommendation for generic structure and mental process as well as material process for language features. Hence, both of them are crucial to write and organize the text. Hopefully, the students could improve their macro skills in writing. \u0000 ","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128448888","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}
This research aims to find translation procedures from English to Indonesian which are used in translating Spiderwick Chronicles novel. The translator translates from source language (English) to target language (Indonesia). The researcher used the descriptive qualitative method to analyze the data, relates to the aim of this research is to find out the categories of translation procedure in Spiderwick Chronicle Novel. The researcher used the translation procedure (Newmark, 1988:82-91) framework by Peter Newmark for examining the data. Based on the result from the analysis showed that the total number Newmark’s translation procedure applied in Spiderwick Novel is 59 . The most translation procedure applied is shift or transposition with 20 (33,9%), and the least of translation procedure applied are Cultural equivalent , synonymy and functional equivalent with the total frequency 1 (1,7%). The translator used modulations as the second most translation procedure applied in the Spiderwick novel with 14 (23,7%). .
{"title":"The Translation Procedure in Children Novel – Spiderwick Chronicle","authors":"Gina Larasaty","doi":"10.31943/WEJ.V3I1.40","DOIUrl":"https://doi.org/10.31943/WEJ.V3I1.40","url":null,"abstract":"This research aims to find translation procedures from English to Indonesian which are used in translating Spiderwick Chronicles novel. The translator translates from source language (English) to target language (Indonesia). The researcher used the descriptive qualitative method to analyze the data, relates to the aim of this research is to find out the categories of translation procedure in Spiderwick Chronicle Novel. The researcher used the translation procedure (Newmark, 1988:82-91) framework by Peter Newmark for examining the data. Based on the result from the analysis showed that the total number Newmark’s translation procedure applied in Spiderwick Novel is 59 . The most translation procedure applied is shift or transposition with 20 (33,9%), and the least of translation procedure applied are Cultural equivalent , synonymy and functional equivalent with the total frequency 1 (1,7%). The translator used modulations as the second most translation procedure applied in the Spiderwick novel with 14 (23,7%). .","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131214831","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}
This study aims to scrutinize tertiary students’ voices against the teacher/ lecturer who inspires them. This study elaborates on two classes of English Language Study Program as the respondents. The data use a questionnaire containing several questions that elaborated the teachers’ characteristics that can generate inspiration to the students. This study was designed by using the survey. Based on the data obtained it can be concluded that the teachers/ lecturers who inspire (tertiary) students are those who have the unambiguous characteristics of English teachers both characteristics and competencies. They are capable to develop concepts/ provide material that encouraged students easily comprehends the material, to color the process of learning in class with humorous atmosphere, and to make students laugh and refresh and to give suggestions as well.
{"title":"INSPIRING ENGLISH TEACHERS: INDONESIA TERTIARY EFL STUDENTS’ VOICE","authors":"Mo Mobit, Fatulloh Salim, Kriswanda Krishnapatria","doi":"10.31943/WEJ.V3I1.24","DOIUrl":"https://doi.org/10.31943/WEJ.V3I1.24","url":null,"abstract":"This study aims to scrutinize tertiary students’ voices against the teacher/ lecturer who inspires them. This study elaborates on two classes of English Language Study Program as the respondents. The data use a questionnaire containing several questions that elaborated the teachers’ characteristics that can generate inspiration to the students. This study was designed by using the survey. Based on the data obtained it can be concluded that the teachers/ lecturers who inspire (tertiary) students are those who have the unambiguous characteristics of English teachers both characteristics and competencies. They are capable to develop concepts/ provide material that encouraged students easily comprehends the material, to color the process of learning in class with humorous atmosphere, and to make students laugh and refresh and to give suggestions as well. \u0000 ","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129875680","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}
Confidence is an important thing in speaking because without it speaking skill can not be well and it became one of some problems in speaking skill which faced by the students of SMK Negeri 2 Tembilahan. To solve the problem, the reseacher conducted the experimental research is that quasy experimental design by applying the debate technique. The aim of this research is to know the effectiveness of debate technique on students’ confidence in speaking skill. The data collection technique in this research is questionnaire that consists of 20 Close Ended statements using Likert Scale type. The sample of this research is 33 students of XI grade of SMK Negeri 2 Tembilahan as control and experimental class. After getting the data using questionnaire, the reseacher find that debate technique is effective toward students’ confidence in speaking skill with the result t-observed is 15,84 while t-table is 2,04 from 5% and 2,75 from 1%. The t-observed score is higher than t-table. Based on the result, H0 (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted. It also means that debate technique is effective toward students’ confidence in speaking skill at XI grad of SMK Negeri 2 Tembilahan in academic years 2017/2018.
自信在口语中是很重要的，因为没有自信，口语就不能很好，这成为SMK Negeri 2 Tembilahan学生在口语技能方面面临的一些问题之一。为了解决这一问题，研究者进行了实验研究，即运用辩论技术进行伪实验设计。本研究的目的是了解辩论技巧对学生口语技巧自信的有效性。本研究的数据收集技术是问卷调查，由20个封闭式语句组成，使用李克特量表类型。本研究以SMK Negeri 2 Tembilahan 11年级33名学生为对照和实验班。通过问卷调查获得数据后，研究者发现辩论技巧对学生的口语技巧自信是有效的，结果t-观察值为15.84,t-表值为2.04,t-表值为2.75。t-observed得分高于t-table。根据结果，拒绝H0(零假设)，接受Ha(备择假设)。这也意味着在2017/2018学年，辩论技巧对SMK Negeri 2 Tembilahan的11届毕业生的演讲技巧自信是有效的。
{"title":"THE EFFECTIVENESS OF DEBATE TECHNIQUE TOWARD THE STUDENTS' CONFIDENCE IN SPEAKING SKILL AT XI GRADE OF SMKN 2 TEMBILAHAN","authors":"Lorika Malasari, S. Purwanti","doi":"10.31943/WEJ.V2I2.366","DOIUrl":"https://doi.org/10.31943/WEJ.V2I2.366","url":null,"abstract":"Confidence is an important thing in speaking because without it speaking skill can not be well and it became one of some problems in speaking skill which faced by the students of SMK Negeri 2 Tembilahan. To solve the problem, the reseacher conducted the experimental research is that quasy experimental design by applying the debate technique. The aim of this research is to know the effectiveness of debate technique on students’ confidence in speaking skill. The data collection technique in this research is questionnaire that consists of 20 Close Ended statements using Likert Scale type. The sample of this research is 33 students of XI grade of SMK Negeri 2 Tembilahan as control and experimental class. After getting the data using questionnaire, the reseacher find that debate technique is effective toward students’ confidence in speaking skill with the result t-observed is 15,84 while t-table is 2,04 from 5% and 2,75 from 1%. The t-observed score is higher than t-table. Based on the result, H0 (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted. It also means that debate technique is effective toward students’ confidence in speaking skill at XI grad of SMK Negeri 2 Tembilahan in academic years 2017/2018.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125098810","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}
Word derivation make the conversation more simple and specific to the topic. The case is many students didn’t recognise and aware of using it. this paper is trying to reveal the words derivation that the students use in their speaking class conversation whether or not it affected to the semantic. Dealing with vocabulary and grammar, speakers often choose certain vocabulary to express something and forming it into the correct grammatical rules, the choice of vocabulary that the speaker use during the planned speaking activity in the classroom and how this words implemented with the correct grammar in the form of literature dealing with morphology and semantic are the main focus of this paper. Many students didn’t really aware with the use of derivational words, 3 numbers of students conversational scripts didn’t insert any derivational words at all. While the other 2 insert very little derivational words. The method of analysis that the writer use to reveal the processes of derivation in more detail by noting three simultaneous processes, namely: a morphological process (e.g. changing the shape of an existing word by adding a prefix or suffix morpheme to an existing root morpheme) a syntactic process (changing the part of speech of a word, e.g. from verb to noun) and a semantic process (producing a new sense, agent, act, property).
{"title":"THE ANALYSIS OF DERIVATION IN CONVERSATION SCRIPTS","authors":"Atikah Wati","doi":"10.31943/wej.v2i2.360","DOIUrl":"https://doi.org/10.31943/wej.v2i2.360","url":null,"abstract":"Word derivation make the conversation more simple and specific to the topic. The case is many students didn’t recognise and aware of using it. this paper is trying to reveal the words derivation that the students use in their speaking class conversation whether or not it affected to the semantic. Dealing with vocabulary and grammar, speakers often choose certain vocabulary to express something and forming it into the correct grammatical rules, the choice of vocabulary that the speaker use during the planned speaking activity in the classroom and how this words implemented with the correct grammar in the form of literature dealing with morphology and semantic are the main focus of this paper. Many students didn’t really aware with the use of derivational words, 3 numbers of students conversational scripts didn’t insert any derivational words at all. While the other 2 insert very little derivational words. The method of analysis that the writer use to reveal the processes of derivation in more detail by noting three simultaneous processes, namely: a morphological process (e.g. changing the shape of an existing word by adding a prefix or suffix morpheme to an existing root morpheme) a syntactic process (changing the part of speech of a word, e.g. from verb to noun) and a semantic process (producing a new sense, agent, act, property).","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126472485","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}
The implementation of National Examination in Indonesia always becomes an interesting discussion both in education field and social life. One of the debates in the implementation of National Examination is about the fairness, many experts stated that the implementation of National Examination is unfair because the threeday exam is used to determine the success or failure of a student’s three years of high school. The second issue is about the quality of education in Indonesia’s school is gravely uneven. Some schools have luxury facilities and infrastructure, while others barely have a school building. So, to apply and expect the same standard from all of them is harsh and unrealistic. This study would like to analyze the questions in National Examination. The writer takes English test for science students as the primary data to answer the questions. The writer focuses on the principle of language assessment implemented in construction of English test in National Examination and the appropriateness of English test questions in National Examination based on the standardize of language assessment. The result shows that National examination in this case English test has been designed accordance to the principle of assessment. For standardized test of national examination, there are some types of test items are hardly to be found in the test. In terms of reading test items, multiple choices which are indicating to find reference words, phrase or sentence are not given in English test. It is dominated by finding out the detail or specific information about the text, implicit and general description about the text. Overall the English test in national examination has been design according to the standardized test. Only for several things need to be improved in term of test items variety in reading skill.
{"title":"THE EVALUATION OF NATIONAL EXAMINATION OF ENGLISH SUBJECT AT SECONDARY SCHOOL","authors":"Indra Yoga Prawiro","doi":"10.31943/wej.v2i2.362","DOIUrl":"https://doi.org/10.31943/wej.v2i2.362","url":null,"abstract":"The implementation of National Examination in Indonesia always becomes an interesting discussion both in education field and social life. One of the debates in the implementation of National Examination is about the fairness, many experts stated that the implementation of National Examination is unfair because the threeday exam is used to determine the success or failure of a student’s three years of high school. The second issue is about the quality of education in Indonesia’s school is gravely uneven. Some schools have luxury facilities and infrastructure, while others barely have a school building. So, to apply and expect the same standard from all of them is harsh and unrealistic. This study would like to analyze the questions in National Examination. The writer takes English test for science students as the primary data to answer the questions. The writer focuses on the principle of language assessment implemented in construction of English test in National Examination and the appropriateness of English test questions in National Examination based on the standardize of language assessment. The result shows that National examination in this case English test has been designed accordance to the principle of assessment. For standardized test of national examination, there are some types of test items are hardly to be found in the test. In terms of reading test items, multiple choices which are indicating to find reference words, phrase or sentence are not given in English test. It is dominated by finding out the detail or specific information about the text, implicit and general description about the text. Overall the English test in national examination has been design according to the standardized test. Only for several things need to be improved in term of test items variety in reading skill.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122178506","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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