Pub Date : 1900-01-01DOI: 10.23960/ujet.v9.i4.202003
E. Pranoto, Hery Yufrizal, Deddy Supriyadi
The objectives of this research were to find out i) whether there was statistically significant improvement of the students’ speaking ability after the students were taught through the Talking Chips technique and ii) the students’ perceptions of the implementation of the technique. One group pretest posttest was used as the design of the study. The subjects of the research were 34 students of XI MIA I of SMAN 1 Seputih Agung in academic year 2019/2020. The instruments were the speaking test and interview protocol. The data were in the form of speaking scores taken from the pretest, the posttest and interview. The results showed that there was statistically significant improvement of students’ speaking ability in terms of pronunciation, vocabulary, grammar, fluency, and comprehension with the significant level <0.05. Furthermore, the result of the interview showed that the majority of the students (96%) had positive perceptions of the technique. That is, the technique was perceived as the technique that gave a positive learning atmosphere that actively involved the students in the teaching and learning activities. This suggests that the Talking Chips technique facilitates the students to improve their speaking ability.
{"title":"The implementation of the talking chips technique to improve students’ speaking ability at the second grade students of SMAN 1 Seputih Agung","authors":"E. Pranoto, Hery Yufrizal, Deddy Supriyadi","doi":"10.23960/ujet.v9.i4.202003","DOIUrl":"https://doi.org/10.23960/ujet.v9.i4.202003","url":null,"abstract":"The objectives of this research were to find out i) whether there was statistically significant improvement of the students’ speaking ability after the students were taught through the Talking Chips technique and ii) the students’ perceptions of the implementation of the technique. One group pretest posttest was used as the design of the study. The subjects of the research were 34 students of XI MIA I of SMAN 1 Seputih Agung in academic year 2019/2020. The instruments were the speaking test and interview protocol. The data were in the form of speaking scores taken from the pretest, the posttest and interview. The results showed that there was statistically significant improvement of students’ speaking ability in terms of pronunciation, vocabulary, grammar, fluency, and comprehension with the significant level <0.05. Furthermore, the result of the interview showed that the majority of the students (96%) had positive perceptions of the technique. That is, the technique was perceived as the technique that gave a positive learning atmosphere that actively involved the students in the teaching and learning activities. This suggests that the Talking Chips technique facilitates the students to improve their speaking ability.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115710926","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 : 1900-01-01DOI: 10.23960/ujet.v11.i3.202214
Nia Itami, Huzairin Huzairin, L. Sholihah
This research aimed to investigate whether or not there is an improvement in students’ writing achievement of recount text because of the implementation of weekly journal. This research was quantitative research with pre-test and post-test design. The population of this research was tenth grade students of SMK SWADHIPA 2 NATAR in academic year 2021/2022 with 33 students of X TKJ 1 as the sample. The instrument used in this research was written test and used pre-test and post-test to collect the data. The data were analyzed by using Paired sample t-test showed the significant value which is .000 and the standard of hypothesis testing is α≤0.05. The data analysis confirmed that there is an improvement in students’ writing achievement because of the implementation of weekly journal since α≤0.05 (α=0.05).
{"title":"Improving students' writing achievement of recount text through weekly journal","authors":"Nia Itami, Huzairin Huzairin, L. Sholihah","doi":"10.23960/ujet.v11.i3.202214","DOIUrl":"https://doi.org/10.23960/ujet.v11.i3.202214","url":null,"abstract":"This research aimed to investigate whether or not there is an improvement in students’ writing achievement of recount text because of the implementation of weekly journal. This research was quantitative research with pre-test and post-test design. The population of this research was tenth grade students of SMK SWADHIPA 2 NATAR in academic year 2021/2022 with 33 students of X TKJ 1 as the sample. The instrument used in this research was written test and used pre-test and post-test to collect the data. The data were analyzed by using Paired sample t-test showed the significant value which is .000 and the standard of hypothesis testing is α≤0.05. The data analysis confirmed that there is an improvement in students’ writing achievement because of the implementation of weekly journal since α≤0.05 (α=0.05).","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115437648","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 : 1900-01-01DOI: 10.23960/ujet.v9.i3.202101
Rika Jum'a Virgosa, Deddy Supriady, K. Nisa
The objectives of this research were to find out whether there is an improvement of the students’ ability in writing narrative text after the implementation of mind mapping technique and to find out the students’ perceptions toward the implementation of mind mapping technique. The approach of the research was quantitative. The subjects were 32 students of class X IPA 4 at SMAN 15 Bandar Lampung in 2019/2020 academic year. Writing tests and questionnaires were used to collect the data. The students’ writing scores were compared between the pre-test and the post-test by using Paired Sample T-test with the significant level 0.05. The students’ perceptions toward the implementation of mind mapping technique were (r = 0.801) since r >.60. The result of the research showed that there was an improvement of the students’ ability in writing narrative text from the pre-test (65.75) to the post-test (79.22). It can be seen from the students’ mean score after the implementation of mind mapping technique improved at 13.47. Furthermore, the result of questionnaires showed that most students (84.4%) gave positive perceptions toward the implementation of mind mapping technique in writing narrative text. This suggests that mind mapping technique can be used as a strategy to improve the students’ writing ability.
{"title":"Improving students' ability in writing narrative text through Mind Mapping technique at the first grade of SMAN 15 Bandarlampung","authors":"Rika Jum'a Virgosa, Deddy Supriady, K. Nisa","doi":"10.23960/ujet.v9.i3.202101","DOIUrl":"https://doi.org/10.23960/ujet.v9.i3.202101","url":null,"abstract":"The objectives of this research were to find out whether there is an improvement of the students’ ability in writing narrative text after the implementation of mind mapping technique and to find out the students’ perceptions toward the implementation of mind mapping technique. The approach of the research was quantitative. The subjects were 32 students of class X IPA 4 at SMAN 15 Bandar Lampung in 2019/2020 academic year. Writing tests and questionnaires were used to collect the data. The students’ writing scores were compared between the pre-test and the post-test by using Paired Sample T-test with the significant level 0.05. The students’ perceptions toward the implementation of mind mapping technique were (r = 0.801) since r >.60. The result of the research showed that there was an improvement of the students’ ability in writing narrative text from the pre-test (65.75) to the post-test (79.22). It can be seen from the students’ mean score after the implementation of mind mapping technique improved at 13.47. Furthermore, the result of questionnaires showed that most students (84.4%) gave positive perceptions toward the implementation of mind mapping technique in writing narrative text. This suggests that mind mapping technique can be used as a strategy to improve the students’ writing ability.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124956487","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 : 1900-01-01DOI: 10.23960/ujet.v10.i1.202107
K. Nisa, F. Munifatullah, B. burhanuddin
Abstract. The current study investigated the effect of teacher written feedback towards students’ writing outcomes in recount text. The study was a quantitative research which utilized one group pretest-posttest design. 20 first-year students of SMA N 1 Natar were selected to be the experimental group of this research. The data was analyzed by using repeated measure t-test with the significance level p<0.05. The findings revealed a growth in students’ writing outcomes after being given the treatment. The students’ mean score of the pre-test was 61.7 while the post-test pointed out at score 81.6. It showed that there was a significant difference between the students’ writing outcomes before and after the teacher written feedback was given with significant level 0.05. Moreover, grammar or language use was the aspect of writing that improves the most among the other aspects. In sum, it can be inferred that teacher written feedback can be used to help the students’ improve their writing outcomes.
{"title":"The effect of teacher written feedback towards students’ writing outcomes at first grade of SMA N 1 Natar","authors":"K. Nisa, F. Munifatullah, B. burhanuddin","doi":"10.23960/ujet.v10.i1.202107","DOIUrl":"https://doi.org/10.23960/ujet.v10.i1.202107","url":null,"abstract":"Abstract. The current study investigated the effect of teacher written feedback towards students’ writing outcomes in recount text. The study was a quantitative research which utilized one group pretest-posttest design. 20 first-year students of SMA N 1 Natar were selected to be the experimental group of this research. The data was analyzed by using repeated measure t-test with the significance level p<0.05. The findings revealed a growth in students’ writing outcomes after being given the treatment. The students’ mean score of the pre-test was 61.7 while the post-test pointed out at score 81.6. It showed that there was a significant difference between the students’ writing outcomes before and after the teacher written feedback was given with significant level 0.05. Moreover, grammar or language use was the aspect of writing that improves the most among the other aspects. In sum, it can be inferred that teacher written feedback can be used to help the students’ improve their writing outcomes.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125036003","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 aimed to find out whether there is a significant difference in students’ writing achievement after the implementation of Think-Pair-Share technique and to know the students’ perception toward the implementation of the technique. One group pretest and posttest design and one-shot case study design were the approaches of this research. The instruments were writing tests and questionnaire. The result shows that there is a significant difference in students writing achievement on analytical exposition text after the implementation of Think-Pair-Share technique. The evidence can be seen from the result of analysis where the significant value is .000, the comparison between t-value and t-table (9.696>2.034), and the mean of the score in pretest and posttest which increase 9.4 points. Furthermore, the results of the investigation on students’ perception were also found that the students had a positive perception since the gained percentage is 80,22%.
{"title":"Think-Pair-Share Technique for Improving Students' Writing at the Eleventh Grade","authors":"Siti Hikmatun Nazilah, Flora Flora, Ramlan Ginting Suka","doi":"10.23960/ujet.v10.i3.202104","DOIUrl":"https://doi.org/10.23960/ujet.v10.i3.202104","url":null,"abstract":"This research aimed to find out whether there is a significant difference in students’ writing achievement after the implementation of Think-Pair-Share technique and to know the students’ perception toward the implementation of the technique. One group pretest and posttest design and one-shot case study design were the approaches of this research. The instruments were writing tests and questionnaire. The result shows that there is a significant difference in students writing achievement on analytical exposition text after the implementation of Think-Pair-Share technique. The evidence can be seen from the result of analysis where the significant value is .000, the comparison between t-value and t-table (9.696>2.034), and the mean of the score in pretest and posttest which increase 9.4 points. Furthermore, the results of the investigation on students’ perception were also found that the students had a positive perception since the gained percentage is 80,22%.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122205361","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 : 1900-01-01DOI: 10.23960/ujet.v8.i4.201902
Agustiawan Agustiawan, Ujang Suparman, Muhammad Sukirlan
This study was aimed i) to find out whether there was a difference of students’ reading achievement between students taught by using Questioning the Author (QtA) and those taught by using Modified Questioning the Author (MQtA), ii) to find out aspect of reading comprehension which score mostly increased after the implementation of QtA and MQtA, and iii) to find out the students’ responses toward the implementation of MQtA. The subjects of this research were the eighth grade students of SMP IT Ar Raihan Bandar Lampung. The result showed that i) there was a statistically significant difference in students’ reading comprehension achievement between students taught by using QtA and those taught by using MQtA, ii) from five aspects of reading comprehension; determining Main idea, Supporting details, Reference, Inferences and Vocabularies, the reading aspect which gained highest score in experimental group was in determining Main idea and Inferences, while in control group it was in determining References, and iii) the students’ responses toward the implementation of MQtA was positive. It can be said that MQtA strategy is more effective to increase the students’ reading comprehension achievement. However both QtA and MQtA can be implemented to every classroom with different students’ situation and background knowledge.
{"title":"The Implementation of Modified Questioning The Author (MQTA) Strategy to Improve Students’ Reading Comprehension","authors":"Agustiawan Agustiawan, Ujang Suparman, Muhammad Sukirlan","doi":"10.23960/ujet.v8.i4.201902","DOIUrl":"https://doi.org/10.23960/ujet.v8.i4.201902","url":null,"abstract":"This study was aimed i) to find out whether there was a difference of students’ reading achievement between students taught by using Questioning the Author (QtA) and those taught by using Modified Questioning the Author (MQtA), ii) to find out aspect of reading comprehension which score mostly increased after the implementation of QtA and MQtA, and iii) to find out the students’ responses toward the implementation of MQtA. The subjects of this research were the eighth grade students of SMP IT Ar Raihan Bandar Lampung. The result showed that i) there was a statistically significant difference in students’ reading comprehension achievement between students taught by using QtA and those taught by using MQtA, ii) from five aspects of reading comprehension; determining Main idea, Supporting details, Reference, Inferences and Vocabularies, the reading aspect which gained highest score in experimental group was in determining Main idea and Inferences, while in control group it was in determining References, and iii) the students’ responses toward the implementation of MQtA was positive. It can be said that MQtA strategy is more effective to increase the students’ reading comprehension achievement. However both QtA and MQtA can be implemented to every classroom with different students’ situation and background knowledge.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129769361","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 : 1900-01-01DOI: 10.23960/ujet.v10.i2.202106
Riski Wijayanti, Ujang Suparman, Hery Yufrizal
The objectives of this research were to find out the teachers’ perception on the use of Show and Tell technique and to find out what are the obstacles when applying this technique. The subjects were 3 English teachers of SMPN 4 Natar. This research conducted by the researcher using qualitative descriptive method and interview questions were used to collect the data. The result showed that there was no significant difference of teachers’ perception toward this technique, the teachers perceived the Show and Tell technique positively. It happened because the technique was related to the students’ daily life and relevant to the curriculum standard the school applied. It can be concluded, Show and Tell technique is one of good techniques in Teaching English Speaking. The more the techniques or material related to students’ daily life, the more the students would be more easy to understand the material and they would get better scores. Thus, it is suggested the English teachers to use Show and Tell technique to make the teaching English speaking be more interesting and make the students be more active in the learning process. In addition, the teachers have to consider the obstacles toward the technique so the students will get better learning achievement.
本研究的目的是了解教师对展示和讲述技巧使用的看法，并找出在使用该技巧时存在的障碍。被试为3名SMPN 4 Natar的英语教师。本研究由研究者进行，采用定性描述法和访谈问题来收集数据。结果显示，教师对该技术的认知无显著差异，教师对该技术的认知是积极的。这是因为该技术与学生的日常生活有关，与学校实施的课程标准有关。由此可见，“展示和讲述”技巧是英语口语教学中较好的技巧之一。与学生日常生活相关的技巧或材料越多，学生就越容易理解这些材料，他们就会得到更好的分数。因此，建议英语教师运用Show and Tell技巧，使英语口语教学更加有趣，使学生在学习过程中更加主动。此外，教师必须考虑到技术的障碍，这样学生才能获得更好的学习成果。
{"title":"Teachers' perception on the use of Show and Tell technique in teaching English speaking","authors":"Riski Wijayanti, Ujang Suparman, Hery Yufrizal","doi":"10.23960/ujet.v10.i2.202106","DOIUrl":"https://doi.org/10.23960/ujet.v10.i2.202106","url":null,"abstract":"The objectives of this research were to find out the teachers’ perception on the use of Show and Tell technique and to find out what are the obstacles when applying this technique. The subjects were 3 English teachers of SMPN 4 Natar. This research conducted by the researcher using qualitative descriptive method and interview questions were used to collect the data. The result showed that there was no significant difference of teachers’ perception toward this technique, the teachers perceived the Show and Tell technique positively. It happened because the technique was related to the students’ daily life and relevant to the curriculum standard the school applied. It can be concluded, Show and Tell technique is one of good techniques in Teaching English Speaking. The more the techniques or material related to students’ daily life, the more the students would be more easy to understand the material and they would get better scores. Thus, it is suggested the English teachers to use Show and Tell technique to make the teaching English speaking be more interesting and make the students be more active in the learning process. In addition, the teachers have to consider the obstacles toward the technique so the students will get better learning achievement.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134497190","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 : 1900-01-01DOI: 10.23960/ujet.v10.i4.202110
Nurjihan Zulfa Dzihni, Muhammad Sukirlan, L. Sholihah
The objectives of this research were to find out the significant improvement of students’ speaking achievement after the implementation of blended learning through YouTube media and to investigate the students’ responses toward it. This research was conducted at UPT SMAN 3 Empat Lawang and XI Science 1 consisting of 36 students was chosen as the sample of this research. This research used One Group Time Series Design of Quasi-Experimental as the research design. A series of pre-test and post-test was conducted to get the findings and answer the research question. The result of pre and post-tests showed that the students’ scores increased with the highest scores came from post-test 3 after the third treatment using YouTube. This result indicated that there was a significant improvement in students’ speaking achievement after the use of blended learning through YouTube media since the significant value is lower than 0.05 (0.00 < 0.05). Besides, this research also used a close-ended questionnaire with 4 scales (strongly agree, agree, disagree, and strongly disagree) to know the students’ responses to the implementation of blended learning through YouTube media in speaking class. The findings showed that the percentage of students’ choices in most items of the questionnaire was categorized as positive. The positive responses support the result of the improvement in students’ speaking achievement and prove the use of blended learning through YouTube is not only help the students to improve but also meet students’ need. In conclusion, the implementation of blended learning through YouTube media in speaking class facilitates students to improve their speaking achievement and satisfied them.
{"title":"Improving students’ speaking achievement through the implementation of blended learning using YouTube media at UPT SMAN 3 Empat Lawang","authors":"Nurjihan Zulfa Dzihni, Muhammad Sukirlan, L. Sholihah","doi":"10.23960/ujet.v10.i4.202110","DOIUrl":"https://doi.org/10.23960/ujet.v10.i4.202110","url":null,"abstract":"The objectives of this research were to find out the significant improvement of students’ speaking achievement after the implementation of blended learning through YouTube media and to investigate the students’ responses toward it. This research was conducted at UPT SMAN 3 Empat Lawang and XI Science 1 consisting of 36 students was chosen as the sample of this research. This research used One Group Time Series Design of Quasi-Experimental as the research design. A series of pre-test and post-test was conducted to get the findings and answer the research question. The result of pre and post-tests showed that the students’ scores increased with the highest scores came from post-test 3 after the third treatment using YouTube. This result indicated that there was a significant improvement in students’ speaking achievement after the use of blended learning through YouTube media since the significant value is lower than 0.05 (0.00 < 0.05). Besides, this research also used a close-ended questionnaire with 4 scales (strongly agree, agree, disagree, and strongly disagree) to know the students’ responses to the implementation of blended learning through YouTube media in speaking class. The findings showed that the percentage of students’ choices in most items of the questionnaire was categorized as positive. The positive responses support the result of the improvement in students’ speaking achievement and prove the use of blended learning through YouTube is not only help the students to improve but also meet students’ need. In conclusion, the implementation of blended learning through YouTube media in speaking class facilitates students to improve their speaking achievement and satisfied them.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132481667","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 : 1900-01-01DOI: 10.23960/ujet.v10.i3.202101
N. Sari, G. E. Putrawan, Rafista Deviyanti
This research was aimed at finding out types of grammatical errors and investigating types of errors that were most and least frequently made by students based on Communicative Effect Taxonomy that were found in students’ recount text translation as well as figuring out the causes of those errors. The subjects of this research were the first-grade students of SMAN 1 Pringsewu in the academic year 2020/2021. This research adopted a descriptive qualitative method by using a translation task and questionnaire as the instruments. The results revealed that the students committed all error types in terms of Communicative Effect Taxonomy: global error and local error. Local errors were more dominating than global errors. The possible causes of those errors were problems in the target language, mother-tongue interference, lack of eagerness to learn the target language, lack of confidence, and the absence of error feedback from the teacher. This suggests that the student’s knowledge of English grammar was still low. Therefore, the English teacher is expected to solve it by providing appropriate teaching methods and materials to minimize the errors. Keywords: Error Analysis, Communicative Effect Taxonomy, Translation
{"title":"An analysis of students’ grammatical errors in translating Indonesian recount text into English made by the first grade of senior high school","authors":"N. Sari, G. E. Putrawan, Rafista Deviyanti","doi":"10.23960/ujet.v10.i3.202101","DOIUrl":"https://doi.org/10.23960/ujet.v10.i3.202101","url":null,"abstract":"This research was aimed at finding out types of grammatical errors and investigating types of errors that were most and least frequently made by students based on Communicative Effect Taxonomy that were found in students’ recount text translation as well as figuring out the causes of those errors. The subjects of this research were the first-grade students of SMAN 1 Pringsewu in the academic year 2020/2021. This research adopted a descriptive qualitative method by using a translation task and questionnaire as the instruments. The results revealed that the students committed all error types in terms of Communicative Effect Taxonomy: global error and local error. Local errors were more dominating than global errors. The possible causes of those errors were problems in the target language, mother-tongue interference, lack of eagerness to learn the target language, lack of confidence, and the absence of error feedback from the teacher. This suggests that the student’s knowledge of English grammar was still low. Therefore, the English teacher is expected to solve it by providing appropriate teaching methods and materials to minimize the errors. Keywords: Error Analysis, Communicative Effect Taxonomy, Translation","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132280052","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 : 1900-01-01DOI: 10.23960/ujet.v10.i3.202103
Hafifah Azahra, Flora Flora, Rafista Deviyanti
The purpose of this study is to find out whether there is a significant correlation between students’ morphological awareness and their accuracy in writing recount text. This is quantitative research by using ex-post facto design. The population of the research was the students of the first grade of SMAN 1 Way Jepara. The researcher took five students from each ten classes as sample by using lottery, so total sample of students were 50. There were two instruments; the first test was morphological awareness test adapted from McBride-Chang et al. (2005) and Zakaria (2008) and the second test was writing a recount text test for measuring the students’ accuracy in writing. The data were analyzed by using Pearson Product Moment Correlation in SPSS version 25. The result of the correlation analysis showed there was a significant correlation between students’ morphological awareness and their accuracy in writing recount text with coefficient correlation was higher than the critical value (0.798>0.297) at significant level .01. It means that the H1 is accepted and H0 is rejected. It can be concluded that morphological awareness influenced students’ accuracy. Keywords: Correlation, Morphological Awareness, Accuracy in Writing.
本研究的目的是为了了解学生的词形意识与其叙述文本写作的准确性之间是否存在显著的相关关系。这是运用事后设计的定量研究。研究对象为sman1 Way Jepara的一年级学生。研究人员采用摇号的方法，从每10个班级中抽取5名学生作为样本，总样本人数为50人。有两种乐器;第一个测试是改编自McBride-Chang等人(2005)和Zakaria等人(2008)的形态意识测试，第二个测试是写作重述文本测试，用于测量学生写作的准确性。数据分析采用SPSS版本25中的Pearson积差相关分析。相关分析结果显示，学生的形态意识与书写重述文本的正确率存在显著相关，相关系数高于临界值(0.798>0.297)，显著水平为0.01。表示H1被接受，H0被拒绝。结果表明，词形意识影响学生词汇的准确性。关键词:关联，词形意识，写作准确性。
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