The purpose of the study is to explain Max’s personality before going on a spiritual journey and how it is after being influenced by the spiritual journey in Karan Bajaj’s the Yoga of Max’s Discontent. The main character, Max, changes from having no purpose in life to being a person who achieves his goals and finds meaning after taking a spiritual journey. The kind of change in life’s purpose draws the researcher’s interest to conduct the analysis in this article since human’s thought develops from time to time whose developments could do the person either harm or good. However, this personality change does the main character good. Using social and emotional determinant and close reading method, the researcher conducts a deep observation about the main character’s personality and finds its change from emotional, indecisive, suffering, and traumatic before doing a spiritual journey to calm, decisive, happy and peacefull, and well-being after doing a spiritual journey. Thus, two of the eights determinant give a significant change of way of life of the main character, therefore, such determinants are worth studying very deeply as such knowledge is very necessary to make people able to manage available determinants they encounter in their daily life.
{"title":"the Max Pzoras’ Character Development in Karan Bajaj’s the Yoga of Max’s Discontent","authors":"Fahria Novita Qurrotul Aini, Fathur Rohim, Akhmad Syaikhu, None Thoriqussuud, Abu Fanani Fanani","doi":"10.29407/jetar.v8i2.20396","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.20396","url":null,"abstract":"The purpose of the study is to explain Max’s personality before going on a spiritual journey and how it is after being influenced by the spiritual journey in Karan Bajaj’s the Yoga of Max’s Discontent. The main character, Max, changes from having no purpose in life to being a person who achieves his goals and finds meaning after taking a spiritual journey. The kind of change in life’s purpose draws the researcher’s interest to conduct the analysis in this article since human’s thought develops from time to time whose developments could do the person either harm or good. However, this personality change does the main character good. Using social and emotional determinant and close reading method, the researcher conducts a deep observation about the main character’s personality and finds its change from emotional, indecisive, suffering, and traumatic before doing a spiritual journey to calm, decisive, happy and peacefull, and well-being after doing a spiritual journey. Thus, two of the eights determinant give a significant change of way of life of the main character, therefore, such determinants are worth studying very deeply as such knowledge is very necessary to make people able to manage available determinants they encounter in their daily life.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"166 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068492","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 : 2023-10-30DOI: 10.29407/jetar.v8i2.20915
Rachmawati Achadiyah, None Muhammad Ulul Azmi
Higher-order thinking gains a positive role in language assessment since it is compulsory to be implemented in the teaching-learning and evaluation system of the latest curriculum. The implementation of HOTS in English tests assists students in practicing their analytical, critical, and problem-solving skills in real life. It is essential to know how the hots question is narrated in English summative assessment. Myriad research has examined the thinking level applied in English summative tests. However, there has been less previous evidence for portraying how the hots questions were being narrated. This study specifically employed a case study as a research design with content analysis as the technique to analyze the data. Three papers of the English summative test of the first, second, and third grades of junior high school became the source of the data. The result highlighted that the ninth-grade English summative test applied higher-order thinking in 72% of both multiple choice and essay. The thinking levels used are giving a solution, giving a recommendation, giving an opinion, making judgments, and interpreting. This study discovered how English teachers also, as the test designers, formulate hots questions in English summative tests.
{"title":"Hots Manifestation in English Summative Assessment","authors":"Rachmawati Achadiyah, None Muhammad Ulul Azmi","doi":"10.29407/jetar.v8i2.20915","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.20915","url":null,"abstract":"Higher-order thinking gains a positive role in language assessment since it is compulsory to be implemented in the teaching-learning and evaluation system of the latest curriculum. The implementation of HOTS in English tests assists students in practicing their analytical, critical, and problem-solving skills in real life. It is essential to know how the hots question is narrated in English summative assessment. Myriad research has examined the thinking level applied in English summative tests. However, there has been less previous evidence for portraying how the hots questions were being narrated. This study specifically employed a case study as a research design with content analysis as the technique to analyze the data. Three papers of the English summative test of the first, second, and third grades of junior high school became the source of the data. The result highlighted that the ninth-grade English summative test applied higher-order thinking in 72% of both multiple choice and essay. The thinking levels used are giving a solution, giving a recommendation, giving an opinion, making judgments, and interpreting. This study discovered how English teachers also, as the test designers, formulate hots questions in English summative tests.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"169 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068489","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 analyze the violating of maxims on the conversation in the webtoon Just Friends by CL Nuna and determine which flouting of the maxims is the most dominant. This research uses a descriptive qualitative method because it explains a lot about violations of maxims. There are 8 data from 1 to 8 episodes that have been analyzed. The process of analyzing uses the theory of Grice which suggests four cooperative principles. Namely manner, relations, quantity and quality. Hasil analisis researchers found many violating from maxims of quantity with a frequency of 3 data and a percentage of 37%. 1 violation of maxims in data quality with 13%. 2 data in violation of maxims relations and 2 data in violation of maxims manner which amounted to 25% percentages.
{"title":"An Analysis of the Violation of Maxims in “Just Friends” Webtoon by CL Nuna","authors":"Khoirunnisa' Hamidah Nisa, Yuliyanto Sabat, Siti Aisyah","doi":"10.29407/jetar.v8i2.20848","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.20848","url":null,"abstract":"This research aims to analyze the violating of maxims on the conversation in the webtoon Just Friends by CL Nuna and determine which flouting of the maxims is the most dominant. This research uses a descriptive qualitative method because it explains a lot about violations of maxims. There are 8 data from 1 to 8 episodes that have been analyzed. The process of analyzing uses the theory of Grice which suggests four cooperative principles. Namely manner, relations, quantity and quality. Hasil analisis researchers found many violating from maxims of quantity with a frequency of 3 data and a percentage of 37%. 1 violation of maxims in data quality with 13%. 2 data in violation of maxims relations and 2 data in violation of maxims manner which amounted to 25% percentages.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068737","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 focus of this research is on EFL students’ language learning strategies used in Argumentative Writing class at UNIROW Tuban. It sought to determine the students’ most frequent language learning strategies and the strategies’ distinctions between students, both male and female. The descriptive qualitative was employed as the design of research for this study. The study's participants are 15 EFL students enrolled in Argumentative Writing class from English Language Education department undergraduate program of UNIROW Tuban. The questionnaire and interview data were qualitatively examined using Oxford's (1990) theories of language learning. It was identified that there were six kinds of language learning strategies used by the students, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The findings showed that in the Argumentative Writing class, both genders of students most frequently employed cognitive strategies (30,1%). Additionally, it was discovered that female students (23,5%) employed more varied language learning strategies than male students (22,5%). The cognitive strategies appear to be the finest support strategies employed in Argumentative Writing class that can overcome students' writing limitations.
{"title":"EFL Students' Language Learning Strategies at Argumentative Writing Class at UNIROW Tuban","authors":"Putri Amifalahiya Iqlima, Rissa Sofia, Risa Triassanti, Christina Innocenti Tumiar Panggabean","doi":"10.29407/jetar.v8i2.20968","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.20968","url":null,"abstract":"The focus of this research is on EFL students’ language learning strategies used in Argumentative Writing class at UNIROW Tuban. It sought to determine the students’ most frequent language learning strategies and the strategies’ distinctions between students, both male and female. The descriptive qualitative was employed as the design of research for this study. The study's participants are 15 EFL students enrolled in Argumentative Writing class from English Language Education department undergraduate program of UNIROW Tuban. The questionnaire and interview data were qualitatively examined using Oxford's (1990) theories of language learning. It was identified that there were six kinds of language learning strategies used by the students, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The findings showed that in the Argumentative Writing class, both genders of students most frequently employed cognitive strategies (30,1%). Additionally, it was discovered that female students (23,5%) employed more varied language learning strategies than male students (22,5%). The cognitive strategies appear to be the finest support strategies employed in Argumentative Writing class that can overcome students' writing limitations.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068734","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 : 2023-10-28DOI: 10.29407/jetar.v8i2.21005
Olivia Farisca Adhani, Aisyah Nur Fadhillah, Roza Auliya Yahya, Tri Wintolo
Currently, many different methods are being used to learn English as it occurred today, combining a variety of media or applications, including TikTok videos. Different student attitudes emerge as a result of the possibility of studying English through Tiktok videos. This study aims to investigate students' opinions and the difficulties they encounter when using TikTok videos to hone their speaking abilities. Descriptive qualitative method was employed in this study. Nine students from one reputable Islamic private senior high school in Bekasi, West Java were served as the study's subjects. Since some students were discovered using tiktok videos to practice English, the nine participants were selected and considered qualified for data collection through interview. Based on the result of this study, students had an assortment of perspectives on using TikTok videos to learn English, both favorable and unfavorable ones. Further, utilizing TikTok videos for teaching English to students presented a number of difficulties. Confirming to the results of this study, students had both advantageous and negative opinions on utilizing TikTok videos to learn English. Additionally, there were several kinds of difficulties that arose when students utilized TikTok short clips to study English.
{"title":"EFL Students’ perceptions on the use of TikTok in improving speaking skill","authors":"Olivia Farisca Adhani, Aisyah Nur Fadhillah, Roza Auliya Yahya, Tri Wintolo","doi":"10.29407/jetar.v8i2.21005","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.21005","url":null,"abstract":"Currently, many different methods are being used to learn English as it occurred today, combining a variety of media or applications, including TikTok videos. Different student attitudes emerge as a result of the possibility of studying English through Tiktok videos. This study aims to investigate students' opinions and the difficulties they encounter when using TikTok videos to hone their speaking abilities. Descriptive qualitative method was employed in this study. Nine students from one reputable Islamic private senior high school in Bekasi, West Java were served as the study's subjects. Since some students were discovered using tiktok videos to practice English, the nine participants were selected and considered qualified for data collection through interview. Based on the result of this study, students had an assortment of perspectives on using TikTok videos to learn English, both favorable and unfavorable ones. Further, utilizing TikTok videos for teaching English to students presented a number of difficulties. Confirming to the results of this study, students had both advantageous and negative opinions on utilizing TikTok videos to learn English. Additionally, there were several kinds of difficulties that arose when students utilized TikTok short clips to study English.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"15 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232493","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 : 2023-10-28DOI: 10.29407/jetar.v8i2.14338
Wildona Zumam, Mohammad Amiruddin
The purpose of this study is to describe the psychological distance between students and teachers in higher education. This is a qualitative case study. This study includes students from Madura University's English Department. The purposive sampling approach is used to choose a sample. To collect data, major sources of information include observation and interviews, with documents acting as secondary sources. The study's findings show that the psychological distance between Students and lecturers improve students' learning processes and provide input for learning. These tactics are used by teachers to maintain a psychological distance from their students. According to 13 (36.1%) of the students, encouraging youngsters to voice their thoughts, statements, and points of view is one approach for keeping their distance. Motivating students increases the psychological barrier between teachers and students. 14 (41.7%) of students agree, whereas 8 (22.2%) believe professors also say hallo or greet students. It suggests that instructors and members of academic society give students with an appropriate linguistic environment in order to provide optimum classroom settings for students to obtain relevant information as well as social interaction in order to improve students' comprehension of their society. Members of academic societies are urged to be responsive in order to provide useful feedback to students and to interact in a natural way on a regular basis.
{"title":"Psychological distance in language learning: a case study in higher education","authors":"Wildona Zumam, Mohammad Amiruddin","doi":"10.29407/jetar.v8i2.14338","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.14338","url":null,"abstract":"The purpose of this study is to describe the psychological distance between students and teachers in higher education. This is a qualitative case study. This study includes students from Madura University's English Department. The purposive sampling approach is used to choose a sample. To collect data, major sources of information include observation and interviews, with documents acting as secondary sources. The study's findings show that the psychological distance between Students and lecturers improve students' learning processes and provide input for learning. These tactics are used by teachers to maintain a psychological distance from their students. According to 13 (36.1%) of the students, encouraging youngsters to voice their thoughts, statements, and points of view is one approach for keeping their distance. Motivating students increases the psychological barrier between teachers and students. 14 (41.7%) of students agree, whereas 8 (22.2%) believe professors also say hallo or greet students. It suggests that instructors and members of academic society give students with an appropriate linguistic environment in order to provide optimum classroom settings for students to obtain relevant information as well as social interaction in order to improve students' comprehension of their society. Members of academic societies are urged to be responsive in order to provide useful feedback to students and to interact in a natural way on a regular basis.
 
","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"132 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232490","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 : 2023-10-28DOI: 10.29407/jetar.v8i2.20981
None Galuh Puri, Antonina Anggraini Setiamunadi
In writing English texts, grammatical errors are a problem that is always faced by writers. Not to mention other writing errors such as typos, punctuation, and capitalization can also be done by writers. Therefore, the Grammarly application was created to overcome this problem. This study aims to find out how Grammarly helps tertiary-level students in their online Writing Classes. The participants of this study were 78 students studying in an English Language Education study program. A questionnaire was used as the data collection instrument by adopting and adapting closed-ended questions from Hakiki's research (2021) and adding open-ended questions to find out the respondent's perceptions about the use of Grammarly in their online Writing activities. The findings of this study show the majority of respondents perceived Grammarly as a very helpful writing tool. Grammarly helps them by providing vocabulary and grammar suggestions to avoid language errors in their writing, providing mechanics corrections to help them revise their writing errors, and providing plagiarism checkers for premium users.
{"title":"The Use of Grammarly by Tertiary English Language Learners in Their Online Writing Classes","authors":"None Galuh Puri, Antonina Anggraini Setiamunadi","doi":"10.29407/jetar.v8i2.20981","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.20981","url":null,"abstract":"In writing English texts, grammatical errors are a problem that is always faced by writers. Not to mention other writing errors such as typos, punctuation, and capitalization can also be done by writers. Therefore, the Grammarly application was created to overcome this problem. This study aims to find out how Grammarly helps tertiary-level students in their online Writing Classes. The participants of this study were 78 students studying in an English Language Education study program. A questionnaire was used as the data collection instrument by adopting and adapting closed-ended questions from Hakiki's research (2021) and adding open-ended questions to find out the respondent's perceptions about the use of Grammarly in their online Writing activities. The findings of this study show the majority of respondents perceived Grammarly as a very helpful writing tool. Grammarly helps them by providing vocabulary and grammar suggestions to avoid language errors in their writing, providing mechanics corrections to help them revise their writing errors, and providing plagiarism checkers for premium users.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232492","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}
Vocabulary is very important to be mastered by who are learning foreign language, especially for students at Senior High School. This research was conducted at MA Miftahul Qulub Polagan. Most of the students at MA Miftahul Qulub Polagan get difficulties in mastering English vocabulary. It was caused by the method in teaching vocabulary. So, the students felt boring and did not have motivation in learning vocabulary. Therefore, learning innovation is needed to build their motivation in learning vocabulary. This research conducted chain word games to improve students’ vocabulary mastery. The research design is classroom action research which has two cycles implementation. Test and observation were utilized to gather the data. The research performed that the students’ vocabulary mastery increased in each cycle such as in cycle 1 was 34% students who reached the comulative score and cycle II was 49% students who reached comulative score. Cycle I showed the average score of students' mastery was 67, and cycle II showed the average score 76. It can be concluded that Word Chain Game can improve students' vocabulary mastery.
{"title":"The Utilization of Chain Word Games to Improve Senior High School Students’ English Vocabulary Mastery","authors":"Rini Listyowati, Sitti Anis Jumatus Solehah, Jaftiyatur Rohaniyah","doi":"10.29407/jetar.v8i2.19727","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.19727","url":null,"abstract":"Vocabulary is very important to be mastered by who are learning foreign language, especially for students at Senior High School. This research was conducted at MA Miftahul Qulub Polagan. Most of the students at MA Miftahul Qulub Polagan get difficulties in mastering English vocabulary. It was caused by the method in teaching vocabulary. So, the students felt boring and did not have motivation in learning vocabulary. Therefore, learning innovation is needed to build their motivation in learning vocabulary. This research conducted chain word games to improve students’ vocabulary mastery. The research design is classroom action research which has two cycles implementation. Test and observation were utilized to gather the data. The research performed that the students’ vocabulary mastery increased in each cycle such as in cycle 1 was 34% students who reached the comulative score and cycle II was 49% students who reached comulative score. Cycle I showed the average score of students' mastery was 67, and cycle II showed the average score 76. It can be concluded that Word Chain Game can improve students' vocabulary mastery.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"24 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232628","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 out the significant effect of using TELLS strategy toward students’ reading comprehension. Based on the researcher’s preliminary study, it was found that the students could not comprehend the meaning of texts in their text book at the school. This problem was caused by some factors, some students could not understand about the content of reading text and identify the detailed information of the text. The design of this research was quasi- experimental design, non-equivalent control group design. The total number of populations was 62 students. The researcher used cluster sampling by taking two groups only as sample; group VII-J consisted of 31 students as experimental group and group VII-K consisted of 31 students as control group, totally 62 students. To analyze the data, the researcher adopted ANCOVA formula by using SPSS 21. From calculating the hypothesis test, it is known the result of significant value of group class is 0,023 which is lower than 0,05 (p<.05), therefore there is significant different between experimental and control class. Point out the ANCOVA analysis, the “corrected model” value is reviewed. The result of corrected model is 0,000 which is lower than 0,05 (p<.05). This is also supported by the mean value of the experimental class of 82.45 which is higher than the control class of 66.97. In conclusion, TELLS strategy is more effective on students reading comprehension for the first grade at MTsN 2 Kediri.
{"title":"The Effectiveness of Using Tells Strategy on Students’ Reading Comprehension","authors":"Nurul Aini, Nita Suci Apriliani, Ary Setya Budhi Ningrum","doi":"10.29407/jetar.v8i2.19103","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.19103","url":null,"abstract":"This research aims to find out the significant effect of using TELLS strategy toward students’ reading comprehension. Based on the researcher’s preliminary study, it was found that the students could not comprehend the meaning of texts in their text book at the school. This problem was caused by some factors, some students could not understand about the content of reading text and identify the detailed information of the text. The design of this research was quasi- experimental design, non-equivalent control group design. The total number of populations was 62 students. The researcher used cluster sampling by taking two groups only as sample; group VII-J consisted of 31 students as experimental group and group VII-K consisted of 31 students as control group, totally 62 students. To analyze the data, the researcher adopted ANCOVA formula by using SPSS 21. From calculating the hypothesis test, it is known the result of significant value of group class is 0,023 which is lower than 0,05 (p<.05), therefore there is significant different between experimental and control class. Point out the ANCOVA analysis, the “corrected model” value is reviewed. The result of corrected model is 0,000 which is lower than 0,05 (p<.05). This is also supported by the mean value of the experimental class of 82.45 which is higher than the control class of 66.97. In conclusion, TELLS strategy is more effective on students reading comprehension for the first grade at MTsN 2 Kediri.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"13 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232626","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 : 2023-10-28DOI: 10.29407/jetar.v8i2.21077
Wahyun Bardianing, Bekti Wirawati, Ribut Surjowati, Ratu Tria Shalsadita, Amana Auliya Soekandar, Septian Arif Rizaldi
As EFL learners, writing a narrative essay with proper grammatical rules and good chronological order is not easy. Although simple past tense has been introduced to students, previous studies found that the misuse of past tense remains a problem. A similar case also happened to art students at Sekolah Tinggi Kesenian Wilwatikta Surabaya. Thus, this study aimed to find out the students’ errors in using past tense in their narrative essays. It is seen as an urgent point since the literature about how art students deal with English subjects is very limited. Help is still required, and it begins by identifying their errors in writing. By employing qualitative content analysis of 30 students’ narrative essays, this study found a total of 197 errors. These errors were grouped into three categories: omission (98 errors), addition (67 errors), and misinformation (32 errors). A conclusion was drawn that the students committed grammatical errors in their narrative essays due to several factors such as L1 interference, different grammatical rules between Indonesia and English, insufficient grammatical knowledge, overgeneralization, rule restriction ignorance, and false hypothesis.
作为英语学习者，写一篇语法规则正确、时间顺序良好的叙事性文章并不容易。虽然一般过去时已经介绍给学生，但以往的研究发现，过去时的误用仍然是一个问题。泗水Sekolah Tinggi Kesenian Wilwatikta Surabaya的艺术学生也发生了类似的情况。因此，本研究旨在找出学生在叙事文章中使用过去时的错误。这是一个紧迫的问题，因为关于艺术类学生如何处理英语科目的文献非常有限。帮助仍然是需要的，并且从识别他们的写作错误开始。本研究通过对30篇学生叙事文章进行定性内容分析，共发现197个错误。这些错误被分为三类:遗漏(98个错误)、添加(67个错误)和错误信息(32个错误)。得出结论:学生在叙事性作文中出现语法错误是由L1干扰、印尼语和英语的语法规则不同、语法知识不足、过度概括、忽视规则限制、错误假设等因素造成的。
{"title":"Art Students’ Error Analysis in Using Past Tense in Narrative Essay","authors":"Wahyun Bardianing, Bekti Wirawati, Ribut Surjowati, Ratu Tria Shalsadita, Amana Auliya Soekandar, Septian Arif Rizaldi","doi":"10.29407/jetar.v8i2.21077","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.21077","url":null,"abstract":"As EFL learners, writing a narrative essay with proper grammatical rules and good chronological order is not easy. Although simple past tense has been introduced to students, previous studies found that the misuse of past tense remains a problem. A similar case also happened to art students at Sekolah Tinggi Kesenian Wilwatikta Surabaya. Thus, this study aimed to find out the students’ errors in using past tense in their narrative essays. It is seen as an urgent point since the literature about how art students deal with English subjects is very limited. Help is still required, and it begins by identifying their errors in writing. By employing qualitative content analysis of 30 students’ narrative essays, this study found a total of 197 errors. These errors were grouped into three categories: omission (98 errors), addition (67 errors), and misinformation (32 errors). A conclusion was drawn that the students committed grammatical errors in their narrative essays due to several factors such as L1 interference, different grammatical rules between Indonesia and English, insufficient grammatical knowledge, overgeneralization, rule restriction ignorance, and false hypothesis.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"11 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232491","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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