Pub Date : 2022-12-31DOI: 10.24252/eternal.v82.2022.a8
Masykur Rauf
This article aimed at finding out the kinds of FTA strategies (positive and negative politeness) used by lecturers in lecturing listening comprehension and the effects of polite expressions used by lecturers on students. The researcher used descriptive qualitative research and applied a purposive sampling technique in collecting valid data. The subject of this research was one lecturer in the English and Literature Department of the Adab and Humanities Faculty. The researcher applied classroom observation by recording the lecturer’s activities and analyzed them through Brown and Levinson’s theory of politeness strategies (FTA). The researcher found some polite expressions of strategies that the lecturer used which are divided into two types. First, Positive Politeness (PP) such as noticing and attend the hearer, greetings, exaggerating, intensifying the interest of the hearer, using in-group identity makers, seeking agreement, presupposing/raising/asserting common ground, including both speaker and hearer in the activity, giving or asking reasons, assume or assert reciprocity and giving gifts to the hearer (goods, sympathy); and Negative Politeness (NP) such as Being conventionally indirect, Questions, Minimize the imposition, Giving deference, Nominalize. The effects on students are: being motivated in their study, student attitude (affective), respect for the lecturer, self-confidence, being active and attending the learning process, and honesty.
{"title":"THE USE OF FTA’S STRATEGIES BY LECTURERS IN LISTENING SUBJECT","authors":"Masykur Rauf","doi":"10.24252/eternal.v82.2022.a8","DOIUrl":"https://doi.org/10.24252/eternal.v82.2022.a8","url":null,"abstract":"This article aimed at finding out the kinds of FTA strategies (positive and negative politeness) used by lecturers in lecturing listening comprehension and the effects of polite expressions used by lecturers on students. The researcher used descriptive qualitative research and applied a purposive sampling technique in collecting valid data. The subject of this research was one lecturer in the English and Literature Department of the Adab and Humanities Faculty. The researcher applied classroom observation by recording the lecturer’s activities and analyzed them through Brown and Levinson’s theory of politeness strategies (FTA). The researcher found some polite expressions of strategies that the lecturer used which are divided into two types. First, Positive Politeness (PP) such as noticing and attend the hearer, greetings, exaggerating, intensifying the interest of the hearer, using in-group identity makers, seeking agreement, presupposing/raising/asserting common ground, including both speaker and hearer in the activity, giving or asking reasons, assume or assert reciprocity and giving gifts to the hearer (goods, sympathy); and Negative Politeness (NP) such as Being conventionally indirect, Questions, Minimize the imposition, Giving deference, Nominalize. The effects on students are: being motivated in their study, student attitude (affective), respect for the lecturer, self-confidence, being active and attending the learning process, and honesty.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83599766","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 : 2022-12-31DOI: 10.24252/eternal.v82.2022.a7
M. Nawir
The students’ mastery in pronouncing English words depends not only on students themselves but also on the teacher as a facilitator. Therefore, it is very important for the students to practice their pronunciation using their ability to imitate their teachers’ pronunciation. Yet, it cannot be dismembered that students’ imitating ability is the only matter that can drag the students’ feet in learning pronunciation. As reaction for the issues, the researcher considered a technique that allowed the students to enjoy studying pronunciation and increase their ability in pronouncing English words immediately. In this case, the researcher desired to know the students’ perception in teaching pronunciation by using Imitation Technique. By knowing students' perceptions, it allowed the researcher and teachers to know more about the students and how their opinion is in terms of learning pronunciation. The objective of this research was to find out the students’ perception toward the use of Imitation Technique in learning pronunciation at the second grade of SMAIT Al-Ishlah Maros. This study used descriptive quantitative research design in analyzing data. The total number of populations was 68 students that consist of three classes. Therefore, the sample was 21 students that chosen by random sampling technique. The result of this study was found that the students’ showed positive perception on Imitation Technique in learning pronunciation according to the data analysis. It shows that the mean score of the students’ perception on the use of Imitation Technique in their English learning was 80.81 which classified as Positive.
{"title":"STUDENTS' PERCEPTION OF IMITATION TECHNIQUE IN LEARNING PRONUNCIATION: A SURVEY STUDY OF ISLAMIC HIGH SCHOOL STUDENTS","authors":"M. Nawir","doi":"10.24252/eternal.v82.2022.a7","DOIUrl":"https://doi.org/10.24252/eternal.v82.2022.a7","url":null,"abstract":"The students’ mastery in pronouncing English words depends not only on students themselves but also on the teacher as a facilitator. Therefore, it is very important for the students to practice their pronunciation using their ability to imitate their teachers’ pronunciation. Yet, it cannot be dismembered that students’ imitating ability is the only matter that can drag the students’ feet in learning pronunciation. As reaction for the issues, the researcher considered a technique that allowed the students to enjoy studying pronunciation and increase their ability in pronouncing English words immediately. In this case, the researcher desired to know the students’ perception in teaching pronunciation by using Imitation Technique. By knowing students' perceptions, it allowed the researcher and teachers to know more about the students and how their opinion is in terms of learning pronunciation. The objective of this research was to find out the students’ perception toward the use of Imitation Technique in learning pronunciation at the second grade of SMAIT Al-Ishlah Maros. This study used descriptive quantitative research design in analyzing data. The total number of populations was 68 students that consist of three classes. Therefore, the sample was 21 students that chosen by random sampling technique. The result of this study was found that the students’ showed positive perception on Imitation Technique in learning pronunciation according to the data analysis. It shows that the mean score of the students’ perception on the use of Imitation Technique in their English learning was 80.81 which classified as Positive.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78725113","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 : 2022-12-31DOI: 10.24252/eternal.v82.2022.a9
Andi Asmawati
This study aimed to describe the students’ perception of using Jeopardy strategy in teaching vocabulary. This research used quantitative method. The respondents were 348 students of PIBA Program who were willing to fill out the distributed questionnaire through G-form. The instrument was closed-end and opened-end questionnaires. The data were analyzed quantitatively by interpreting percentages. The results indicated that the students perceive Jeopardy Strategy as an effective way to improve their English vocabulary. Most of the students Strongly Agreed that this strategy was interesting. However, the students sometimes prioritized gaining high scores over understanding the meaning and definition of the new words. Therefore, it is recommended to use Jeopardy strategy in teaching vocabulary by focusing students’ attention on the new words.
{"title":"THE STUDENTS’ PERCEPTION OF USING JEOPARDY IN TEACHING VOCABULARY","authors":"Andi Asmawati","doi":"10.24252/eternal.v82.2022.a9","DOIUrl":"https://doi.org/10.24252/eternal.v82.2022.a9","url":null,"abstract":"This study aimed to describe the students’ perception of using Jeopardy strategy in teaching vocabulary. This research used quantitative method. The respondents were 348 students of PIBA Program who were willing to fill out the distributed questionnaire through G-form. The instrument was closed-end and opened-end questionnaires. The data were analyzed quantitatively by interpreting percentages. The results indicated that the students perceive Jeopardy Strategy as an effective way to improve their English vocabulary. Most of the students Strongly Agreed that this strategy was interesting. However, the students sometimes prioritized gaining high scores over understanding the meaning and definition of the new words. Therefore, it is recommended to use Jeopardy strategy in teaching vocabulary by focusing students’ attention on the new words.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"171 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90206907","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 : 2022-12-31DOI: 10.24252/eternal.v82.2022.a6
Indah Fadhilah Rahman, Alia Putri Rukmana
English Specific Purpose (ESP) is a subject on teaching English to Physics Education students. The goal of this study is to determine what the target needs and English learning needs are for students in the Physics Education Department at UIN Alauddin Makassar. The survey method applied in this study as the research design. The researcher used questionnaires and interviews to gather information for this study. This study included 56 participants, including 50 third-semester students from the 2019 intake year, one lecturer, and five graduates from the Physics Education Department at UIN Alauddin Makassar. Microsoft Excel was used to examine the data. The findings of this study revealed that students need to learn speaking, reading, and writing skills, because those are important to support them to succed in stujdy. It imply that the material should covers those skills to fullfill the students’ needs.
{"title":"PHYSICS EDUCATION STUDENTS’ NEED ANALYSIS TOWARD ENGLISH TEACHING MATERIAL","authors":"Indah Fadhilah Rahman, Alia Putri Rukmana","doi":"10.24252/eternal.v82.2022.a6","DOIUrl":"https://doi.org/10.24252/eternal.v82.2022.a6","url":null,"abstract":"English Specific Purpose (ESP) is a subject on teaching English to Physics Education students. The goal of this study is to determine what the target needs and English learning needs are for students in the Physics Education Department at UIN Alauddin Makassar. The survey method applied in this study as the research design. The researcher used questionnaires and interviews to gather information for this study. This study included 56 participants, including 50 third-semester students from the 2019 intake year, one lecturer, and five graduates from the Physics Education Department at UIN Alauddin Makassar. Microsoft Excel was used to examine the data. The findings of this study revealed that students need to learn speaking, reading, and writing skills, because those are important to support them to succed in stujdy. It imply that the material should covers those skills to fullfill the students’ needs.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"61 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77912294","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 : 2022-12-31DOI: 10.24252/eternal.v82.2022.a2
R. Prasetya, A. Pradipta, Geri Suratno
Moodle virtual learning transformed the implementation of online English education. This Learning Management System (LMS) was the most accepted in Higher Education in Indonesia. The qualitative study investigates and determines the integration of Moodle features on interactive and collaborative English teaching approaches. Case studies practice various qualitative research approaches for 43 language lecturers as the respondent. Illustrative case studies assisted essentially in obtaining the unknown common and providing pedagogical members with a specific language regarding the subject in the problem. The result exposed the opportunity to implement an interactive and collaborative teaching approach in the English language educational process. The availability of Moodle features is concerned with the activities and resources main feature in Moodle. The interactive Moodle feature involved assignments, lessons, quizzes, and surveys. English language learners who engage in interactive online learning experiences are compelled to participate in their education. Involving them in the English language online education process is critical to their achievement. In the meantime, Collaborative Moodle features involved chat, forum, glossary, and wiki. These fundamental features were revealed to help English lecturers establish the learner-centered English pedagogy mode as course designers. Integrating collaborative activities into online courses improves performance outcomes for English language learners. The Moodle virtual English online pedagogy would be the proper system to accommodate and facilitate education in Higher Education. English lecturers as course designers and instructors needed to be aware of the improvement of virtual media and made enhancement English language learners
{"title":"IMPLEMENTATION INTERACTIVE AND COLLABORATIVE ONLINE LEARNING ENGLISH FOR FOREIGN LANGUAGE MOODLE-BASED","authors":"R. Prasetya, A. Pradipta, Geri Suratno","doi":"10.24252/eternal.v82.2022.a2","DOIUrl":"https://doi.org/10.24252/eternal.v82.2022.a2","url":null,"abstract":"Moodle virtual learning transformed the implementation of online English education. This Learning Management System (LMS) was the most accepted in Higher Education in Indonesia. The qualitative study investigates and determines the integration of Moodle features on interactive and collaborative English teaching approaches. Case studies practice various qualitative research approaches for 43 language lecturers as the respondent. Illustrative case studies assisted essentially in obtaining the unknown common and providing pedagogical members with a specific language regarding the subject in the problem. The result exposed the opportunity to implement an interactive and collaborative teaching approach in the English language educational process. The availability of Moodle features is concerned with the activities and resources main feature in Moodle. The interactive Moodle feature involved assignments, lessons, quizzes, and surveys. English language learners who engage in interactive online learning experiences are compelled to participate in their education. Involving them in the English language online education process is critical to their achievement. In the meantime, Collaborative Moodle features involved chat, forum, glossary, and wiki. These fundamental features were revealed to help English lecturers establish the learner-centered English pedagogy mode as course designers. Integrating collaborative activities into online courses improves performance outcomes for English language learners. The Moodle virtual English online pedagogy would be the proper system to accommodate and facilitate education in Higher Education. English lecturers as course designers and instructors needed to be aware of the improvement of virtual media and made enhancement English language learners","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89408263","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 : 2022-08-17DOI: 10.26877/eternal.v13i2.12141
Agus Wismanto, Z. Arifin, S. Fatimah
What are the students' news writing challenges in the fourth semester of Grade E, according to this study's major issue? And what are the cognitive process-based characteristics that affect the students' difficulty with news writing in the fourth semester of grade E? The goal was to determine the students' news writing challenges in the fourth semester of Grade E and the factors affecting those challenges based on the students' cognitive processes at that time. The focus of the study was the fourth semester's twenty-two student population. The Qualitative Research Method was employed in this study. The information was acquired through observation, document (news articles written by students), and interview. The results demonstrated that there are two categories of students who have trouble pre-writing and pre-drafting a news article. The outcome showed there are nine students.
{"title":"THE STUDENTS’ NEWS WRITING DIFFICULTIES BASED ON COGNITIVE PROCESS","authors":"Agus Wismanto, Z. Arifin, S. Fatimah","doi":"10.26877/eternal.v13i2.12141","DOIUrl":"https://doi.org/10.26877/eternal.v13i2.12141","url":null,"abstract":"What are the students' news writing challenges in the fourth semester of Grade E, according to this study's major issue? And what are the cognitive process-based characteristics that affect the students' difficulty with news writing in the fourth semester of grade E? The goal was to determine the students' news writing challenges in the fourth semester of Grade E and the factors affecting those challenges based on the students' cognitive processes at that time. The focus of the study was the fourth semester's twenty-two student population. The Qualitative Research Method was employed in this study. The information was acquired through observation, document (news articles written by students), and interview. The results demonstrated that there are two categories of students who have trouble pre-writing and pre-drafting a news article. The outcome showed there are nine students.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85034741","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 : 2022-08-17DOI: 10.26877/eternal.v13i2.12017
Afief Fakhruddin, E. Nurhidayat, A. Rofi'i
Quizizz is an online assessment tool as a fun multiplayer classroom activity that allows all students to practice together with their computer, Smartphone and I Pad. The main purpose of this research was to find the effect of implemening quizziz in the discourse classroom of Universitas Majalengka. The population of this research were semester four studens of English department, and the samples were 22 students. This research belongs to pre-experimental research and one group pre and pos test design. It described about a study that cast about the effect of giving treatment of using quizziz in single group only.A pre-experimental research was conducted by comparing the means of the participants’ scores in both pre-test and post-test. The analysis figured out that there was a significant improvement, proven by the paired t-test analysis.The p-value 0.00 was less than alpha 0.05. This research concluded that quizziz was effective to assist the students to learn grammar in written discouse.After implementing quizziz, most of studentsfound that were very active to answer the questions which provided by researches, and more concentrated on the topic. And the results of the questioners shows that the students displayed the position attitude for quizizz as a online teaching and assessment tool during the Grammar in Written Discourse class.
{"title":"IMPLEMENTING QUIZZIZ AS GAME BASED LEARNING IN TEACHING GRAMMAR IN WRITTEN DISCOURSE","authors":"Afief Fakhruddin, E. Nurhidayat, A. Rofi'i","doi":"10.26877/eternal.v13i2.12017","DOIUrl":"https://doi.org/10.26877/eternal.v13i2.12017","url":null,"abstract":"Quizizz is an online assessment tool as a fun multiplayer classroom activity that allows all students to practice together with their computer, Smartphone and I Pad. The main purpose of this research was to find the effect of implemening quizziz in the discourse classroom of Universitas Majalengka. The population of this research were semester four studens of English department, and the samples were 22 students. This research belongs to pre-experimental research and one group pre and pos test design. It described about a study that cast about the effect of giving treatment of using quizziz in single group only.A pre-experimental research was conducted by comparing the means of the participants’ scores in both pre-test and post-test. The analysis figured out that there was a significant improvement, proven by the paired t-test analysis.The p-value 0.00 was less than alpha 0.05. This research concluded that quizziz was effective to assist the students to learn grammar in written discouse.After implementing quizziz, most of studentsfound that were very active to answer the questions which provided by researches, and more concentrated on the topic. And the results of the questioners shows that the students displayed the position attitude for quizizz as a online teaching and assessment tool during the Grammar in Written Discourse class.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81534015","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 : 2022-08-17DOI: 10.26877/eternal.v13i2.11966
Amin Wibowo
This study investigates how effective using myenglishstep and sumber.belajar.kemdikbud.go.id 7th grade students in composing descriptive text at SMP Negeri 42 Semarang. The writer used a quantitative method. There 2 as experimental classes which is using myenglishstep and sumber.belajar.kemdikbud.go.id. The result of the study is that there is correlation between myenglishstep and sumber.belajar.kemdikbud.go.id in composing descriptive text for 7th grade students.The objective is to discover which show is more viable than the two models when connected in learning to compose descriptive writings in course 7 junior high school. Based on the calculation of the normal increment, the student's last test normal score in the test course 1 of 87.230, where's the normal esteem of the student's last test in the test course 2 of 80.50. There's a distinction in esteem of 6.73 between experimental lesson 1 and exploratory lesson 2. So, it can be concluded that class Experiment 1 is more successful than test course 2.On the other hand, It can be seen that the normal beginning test score was 79,961 and the normal last test score was 87,230. This appears that the utilize of myenglishstep demonstrate is viable when connected to learning compose an informative content since the comes about appear an increment between some time recently and after the exploratory lesson 1 was given a treatment of 7.269.
{"title":"THE EFFECTIVENESS OF USING MYENGLISHSTEP AND SUMBER.BELAJAR.KEMDIKBUD.GO.ID IN COMPOSING DESCRIPTIVE","authors":"Amin Wibowo","doi":"10.26877/eternal.v13i2.11966","DOIUrl":"https://doi.org/10.26877/eternal.v13i2.11966","url":null,"abstract":"This study investigates how effective using myenglishstep and sumber.belajar.kemdikbud.go.id 7th grade students in composing descriptive text at SMP Negeri 42 Semarang. The writer used a quantitative method. There 2 as experimental classes which is using myenglishstep and sumber.belajar.kemdikbud.go.id. The result of the study is that there is correlation between myenglishstep and sumber.belajar.kemdikbud.go.id in composing descriptive text for 7th grade students.The objective is to discover which show is more viable than the two models when connected in learning to compose descriptive writings in course 7 junior high school. Based on the calculation of the normal increment, the student's last test normal score in the test course 1 of 87.230, where's the normal esteem of the student's last test in the test course 2 of 80.50. There's a distinction in esteem of 6.73 between experimental lesson 1 and exploratory lesson 2. So, it can be concluded that class Experiment 1 is more successful than test course 2.On the other hand, It can be seen that the normal beginning test score was 79,961 and the normal last test score was 87,230. This appears that the utilize of myenglishstep demonstrate is viable when connected to learning compose an informative content since the comes about appear an increment between some time recently and after the exploratory lesson 1 was given a treatment of 7.269. ","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"693 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76881637","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 : 2022-08-17DOI: 10.26877/eternal.v13i2.11354
Mu'man Mu'man
An abstract is one of the important parts in a research paper. It must give detail information to the readers. This research aimed to analyze abstracts’ content by using Move model proposed by Hyland (2003). It consists of introduction, purpose, method, result or product, and conclusion. This research used a qualitative method which specifically used content analysis design. Content analysis design was used because the researcher analyzed the content of abstracts taken from PROJECT Journal article which meant whether the writers presented the detail information as Move model or not. Evidently, from 15 articles analyzed, it was only one person who displayed detail information which was appropriate with Move model and the others were still not what the researcher expected except in informing the methods used. From the result of analysis, the understanding of writers about giving detail information in an abstract still lacks. It proves that the data finding presented in the result showed the weakness of abstracts which were not suitable yet with Move model.
{"title":"AN ANALYSIS OF ABSTRACT USING MOVE MODEL ON HYLAND’S THEORY IN PROJECT JOURNAL ARTICLE","authors":"Mu'man Mu'man","doi":"10.26877/eternal.v13i2.11354","DOIUrl":"https://doi.org/10.26877/eternal.v13i2.11354","url":null,"abstract":"An abstract is one of the important parts in a research paper. It must give detail information to the readers. This research aimed to analyze abstracts’ content by using Move model proposed by Hyland (2003). It consists of introduction, purpose, method, result or product, and conclusion. This research used a qualitative method which specifically used content analysis design. Content analysis design was used because the researcher analyzed the content of abstracts taken from PROJECT Journal article which meant whether the writers presented the detail information as Move model or not. Evidently, from 15 articles analyzed, it was only one person who displayed detail information which was appropriate with Move model and the others were still not what the researcher expected except in informing the methods used. From the result of analysis, the understanding of writers about giving detail information in an abstract still lacks. It proves that the data finding presented in the result showed the weakness of abstracts which were not suitable yet with Move model. ","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81932568","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 : 2022-08-17DOI: 10.26877/eternal.v13i2.12462
H. Saputra
This research aimed at describing the types of errors and their sources produced by 25 students of the Academic Writing Class of the Talent Scouting Program at IAIN Salatiga. This research used a qualitative method using students' writing assignments as the data source. The Theory of Surface Strategy Taxonomy was used in the data analysis. In finding the source of error, the researcher used comparative analysis. This study found four types of errors, with a total of 29 errors, including the omission 17 times, misinformation 5 times, addition 5 times, and misordering 2 times. Meanwhile, four error types were found for the source of errors: developmental or intralingual errors 14 times, unique errors 6 times, interlingual errors 2 times, and ambiguous errors 7 times.
{"title":"SURFACE STRATEGY TAXONOMY: ERROR ANALYSIS IN ACADEMIC WRITING","authors":"H. Saputra","doi":"10.26877/eternal.v13i2.12462","DOIUrl":"https://doi.org/10.26877/eternal.v13i2.12462","url":null,"abstract":"This research aimed at describing the types of errors and their sources produced by 25 students of the Academic Writing Class of the Talent Scouting Program at IAIN Salatiga. This research used a qualitative method using students' writing assignments as the data source. The Theory of Surface Strategy Taxonomy was used in the data analysis. In finding the source of error, the researcher used comparative analysis. This study found four types of errors, with a total of 29 errors, including the omission 17 times, misinformation 5 times, addition 5 times, and misordering 2 times. Meanwhile, four error types were found for the source of errors: developmental or intralingual errors 14 times, unique errors 6 times, interlingual errors 2 times, and ambiguous errors 7 times. ","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81065863","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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