This study can further initiate valuable implications for teachers’ belief on how teachers’ performers with pedagogic competence and knowledge in teaching english by using phonics to develop students reading skills, to find the teachers’ specific beliefs for teaching reading using phonics in kindergarten school. Considering beliefs can’t be seen or quantified directly, researchers searched for several effective data gathering approaches to discover teachers' belief. The researcher used a qualitative case study to investigate to address the research objectives about teachers’ beliefs about using phonics to develop Kindergarten School students’ reading. The researcher discovers that the teachers’ belief comprises of information, experience, prespective, assumption, truth, and perception regarding teaching english observations. In actuality, the teacher's belief teaches not only information but also the teacher's own viewpoint. Three factors reflect a teacher's belief in teaching using phonics: knowledge about teaching reading using phonics, teachers’ behavior about teaching reading and the creation of conditions and environments. The researcher suggest that the principal provide some training or workshops for teachers to aid them in properly executing the lessons. It help improve students' reading since they are exposed to a positive learning environment.
{"title":"Teachers’ Beliefs for Using Phonics to Develop Kindergarten School Students’ Reading","authors":"Deana Kharisma, Dila Charisma, H. Adiantika","doi":"10.32528/issh.v2i1.133","DOIUrl":"https://doi.org/10.32528/issh.v2i1.133","url":null,"abstract":"This study can further initiate valuable implications for teachers’ belief on how teachers’ performers with pedagogic competence and knowledge in teaching english by using phonics to develop students reading skills, to find the teachers’ specific beliefs for teaching reading using phonics in kindergarten school. Considering beliefs can’t be seen or quantified directly, researchers searched for several effective data gathering approaches to discover teachers' belief. The researcher used a qualitative case study to investigate to address the research objectives about teachers’ beliefs about using phonics to develop Kindergarten School students’ reading. The researcher discovers that the teachers’ belief comprises of information, experience, prespective, assumption, truth, and perception regarding teaching english observations. In actuality, the teacher's belief teaches not only information but also the teacher's own viewpoint. Three factors reflect a teacher's belief in teaching using phonics: knowledge about teaching reading using phonics, teachers’ behavior about teaching reading and the creation of conditions and environments. The researcher suggest that the principal provide some training or workshops for teachers to aid them in properly executing the lessons. It help improve students' reading since they are exposed to a positive learning environment.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"21 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86294787","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 Google classroom platform is one of the ones used in online learning during the pandemic, Google Classroom is a new Google product for academic institutions that aims to provide a blended learning platform that makes it easier to create, distribute, and grade assignments without using paper. It mixes traditional classroom approaches with online digital media. This article explains the facts based on a preliminary study in using Google classroom related to learning English in junior high schools in the 3T region. The research participant was a teacher teaching English at one of the junior high schools in rural area in Riau Island. This research used a qualitative research method with a case study design. Data were collected through open-ended interviews with junior high school teachers. The results show that the use of Google classroom is able to simplify and help the English teacher's work during Pandemic Covid 19. The results also show that learning English is not optimal because there are obstacles in the network, parental supervision and student motivation.
{"title":"Analysis of the Use of Google Classroom in English Learning at 3T Rural Regions","authors":"Gemminastiti Eka Putri, Nur Fatimah","doi":"10.32528/issh.v2i1.146","DOIUrl":"https://doi.org/10.32528/issh.v2i1.146","url":null,"abstract":"The Google classroom platform is one of the ones used in online learning during the pandemic, Google Classroom is a new Google product for academic institutions that aims to provide a blended learning platform that makes it easier to create, distribute, and grade assignments without using paper. It mixes traditional classroom approaches with online digital media. This article explains the facts based on a preliminary study in using Google classroom related to learning English in junior high schools in the 3T region. The research participant was a teacher teaching English at one of the junior high schools in rural area in Riau Island. This research used a qualitative research method with a case study design. Data were collected through open-ended interviews with junior high school teachers. The results show that the use of Google classroom is able to simplify and help the English teacher's work during Pandemic Covid 19. The results also show that learning English is not optimal because there are obstacles in the network, parental supervision and student motivation.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"10 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82353897","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}
One of the difficulties, speaking anxiety, has a significant impact on one’s capacity to speak a foreign language. Students are often hesitant to use English in class during their speaking performance. In line with this, the study aims to scrutinize the types of students’ anxiety and the factors that affect the student’s anxiety in English speaking class. Therefore, the case study as part of qualitative research design was employed to complete the study. The participants were the eighth graders of a private junior high school in East Java, Indonesia, that consisted of 22 students. The researchers obtained the data through observation, interviews, and documentation. The results show that the students experienced state anxiety, trait anxiety, and specific situation anxiety. Moreover, the factors that affected the students’ anxiety were test anxiety, communication apprehension, and fear of negative evaluation. According to the findings, English for Foreign Language (EFL) teachers should not only identify that anxiety is a fundamental factor in students' failure to learn a new language but also help them cope with their feelings of unease and discomfort.
{"title":"Students’ Anxiety in English Speaking Class at A Private Junior High School in East Java, Indonesia","authors":"Indah Lailatul Badriyah, D. Novita","doi":"10.32528/issh.v2i1.130","DOIUrl":"https://doi.org/10.32528/issh.v2i1.130","url":null,"abstract":"One of the difficulties, speaking anxiety, has a significant impact on one’s capacity to speak a foreign language. Students are often hesitant to use English in class during their speaking performance. In line with this, the study aims to scrutinize the types of students’ anxiety and the factors that affect the student’s anxiety in English speaking class. Therefore, the case study as part of qualitative research design was employed to complete the study. The participants were the eighth graders of a private junior high school in East Java, Indonesia, that consisted of 22 students. The researchers obtained the data through observation, interviews, and documentation. The results show that the students experienced state anxiety, trait anxiety, and specific situation anxiety. Moreover, the factors that affected the students’ anxiety were test anxiety, communication apprehension, and fear of negative evaluation. According to the findings, English for Foreign Language (EFL) teachers should not only identify that anxiety is a fundamental factor in students' failure to learn a new language but also help them cope with their feelings of unease and discomfort.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"2011 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82573469","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}
Kusnul Hotimah, Yeni Mardiyana Devanti, Henri Fatkurochman
This study suggests two research questions. First, what types of simple present tense errors made by students in their writing text? Second, what are the errors' causes? This study aimed to describe types of errors and examine the causes of errors in the use of simple present tense in writing text made by eleventh grade students of SMK PGRI 5 Jember. Descriptive qualitative research was used in this study because the data in this study were presented in the form of words rather than numbers, were obtained in a natural context, and were discussed descriptively. The data was compiled using information provided by English teachers and students. This information was gathered from students’ writing worksheet, student questionnaires response and the answer of students’ interview. Thus, error analysis is performed based on surface strategy taxonomy there are; omission, addition, misformation, and misordering. This study focus on research errors caused by intralingual transfer. The participants of the study were 37 eleventh grade students of OTKP 3 in SMK PGRI 5 Jember. The results showed that there are the most frequent error that were committed by students is omission error, and the causes of students in making error in the use of simple present tense are overgeneralization, ignorance of the rules’ restrictions, and false concept hypothesized. It is expected that analyzing students' errors in using simple present tense in writing descriptive text will improve the teacher's teaching strategy and help students overcome their errors, particularly in writing.
{"title":"Interpreting Error in The Use of Simple Present Tense in EFL Students’ Writing","authors":"Kusnul Hotimah, Yeni Mardiyana Devanti, Henri Fatkurochman","doi":"10.32528/issh.v2i1.149","DOIUrl":"https://doi.org/10.32528/issh.v2i1.149","url":null,"abstract":"This study suggests two research questions. First, what types of simple present tense errors made by students in their writing text? Second, what are the errors' causes? This study aimed to describe types of errors and examine the causes of errors in the use of simple present tense in writing text made by eleventh grade students of SMK PGRI 5 Jember. Descriptive qualitative research was used in this study because the data in this study were presented in the form of words rather than numbers, were obtained in a natural context, and were discussed descriptively. The data was compiled using information provided by English teachers and students. This information was gathered from students’ writing worksheet, student questionnaires response and the answer of students’ interview. Thus, error analysis is performed based on surface strategy taxonomy there are; omission, addition, misformation, and misordering. This study focus on research errors caused by intralingual transfer. The participants of the study were 37 eleventh grade students of OTKP 3 in SMK PGRI 5 Jember. The results showed that there are the most frequent error that were committed by students is omission error, and the causes of students in making error in the use of simple present tense are overgeneralization, ignorance of the rules’ restrictions, and false concept hypothesized. It is expected that analyzing students' errors in using simple present tense in writing descriptive text will improve the teacher's teaching strategy and help students overcome their errors, particularly in writing.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76193246","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}
Highlighting the importance of accuracy in grammar use, this study is interested to investigate the students’ error in English writing. Based on the preliminary study, the students seemed to have difficulty in conducting the sentences by using simple past. Therefore, this research explored more the errors on using simple past tense in writing recount text. The aim of this thesis was to know the types of error, to find out the dominant error, and to find out the sources of error. The research was a qualitative descriptive research. The subjects of this research were the thirty students of junior high school at eight grade. In collecting data, this research used a writing task about their unforgettable experiences which aimed to identify the errors produced by students in using the simple past in writing recount texts based on the linguistics category taxonomy and sources of error based on Ellis’ theory. The results implied that there were 13 types of errors made by students. The most dominant types of errors were miss-election of V-1 in the past event with the total number of error 56 items. Based on the results of the types of error was found sources of error that there were 96 items of interference errors, 68 items of intralingual errors, and 83 items of developmental errors.
{"title":"An Error Analysis on Past Tense in Recount Text Written by Lower Secondary School Students","authors":"Alifvia Putri Listiani, F. Megawati","doi":"10.32528/issh.v2i1.127","DOIUrl":"https://doi.org/10.32528/issh.v2i1.127","url":null,"abstract":"Highlighting the importance of accuracy in grammar use, this study is interested to investigate the students’ error in English writing. Based on the preliminary study, the students seemed to have difficulty in conducting the sentences by using simple past. Therefore, this research explored more the errors on using simple past tense in writing recount text. The aim of this thesis was to know the types of error, to find out the dominant error, and to find out the sources of error. The research was a qualitative descriptive research. The subjects of this research were the thirty students of junior high school at eight grade. In collecting data, this research used a writing task about their unforgettable experiences which aimed to identify the errors produced by students in using the simple past in writing recount texts based on the linguistics category taxonomy and sources of error based on Ellis’ theory. The results implied that there were 13 types of errors made by students. The most dominant types of errors were miss-election of V-1 in the past event with the total number of error 56 items. Based on the results of the types of error was found sources of error that there were 96 items of interference errors, 68 items of intralingual errors, and 83 items of developmental errors.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"65 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84755706","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}
Hafizhatu Nadia, Dina Rafidiyah, Ceria Hermina, Muhammad Julian Adhitama
Learning English in high school somehow still not becoming the favorite subject. Some students still feel anxiety while learning the language. Therefore English teachers must be able to make English class more fun and interesting. One way to do so is Kahoot!, which can be used as a means to teach several topics in English. The main objective of this study is to better understand the use of Kahoot! and its effect on reducing anxiety among students. This research is an interview study to investigate the needs of seven students as one of the inputs for teachers to design their classes to become more fun and interesting. The study's result shows the students' enthusiasm while learning English using Kahoot! and how it can reduce the anxiety of learning the language. Future studies can be conducted to show the teachers' steps in designing their lessons to be effective and fun simultaneously.
{"title":"Kahoot! and Anxiety in High School: An Interview Study","authors":"Hafizhatu Nadia, Dina Rafidiyah, Ceria Hermina, Muhammad Julian Adhitama","doi":"10.32528/issh.v2i1.157","DOIUrl":"https://doi.org/10.32528/issh.v2i1.157","url":null,"abstract":"Learning English in high school somehow still not becoming the favorite subject. Some students still feel anxiety while learning the language. Therefore English teachers must be able to make English class more fun and interesting. One way to do so is Kahoot!, which can be used as a means to teach several topics in English. The main objective of this study is to better understand the use of Kahoot! and its effect on reducing anxiety among students. This research is an interview study to investigate the needs of seven students as one of the inputs for teachers to design their classes to become more fun and interesting. The study's result shows the students' enthusiasm while learning English using Kahoot! and how it can reduce the anxiety of learning the language. Future studies can be conducted to show the teachers' steps in designing their lessons to be effective and fun simultaneously.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"57 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79421422","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}
Online media is the activities which are done throughout the internet in order to take benefits from it: such as to post, exchange, and search for online materials using symbols, text, voice, and other. Online media is known as published media over the internet, such as in web-sites, social media, and blog. However, it is self-evident that the internet not only connects people and entertains them, but also gives intellectual and scientific knowledge. The purpose of this study is to explore the students’ perception on the use of online media for their learning activities and the students perceive the use of online learning media on the development of their reading comprehension. This study used a descriptive method with qualitative design to observe and obtain information about a current phenomenon as much as possible. The instrument of this study is a semi-structured interview and questionnaire. For the data collection, the researcher gave some questions as an interview and explanation about how to answer the questionnaire. The results of research showed that online media is proven to help students in understanding the lesson. From questionnaires that have been submitted can be concluded that online media is very influential in the learning process because it makes it easier for teachers to explain and answer student questions, getting students' attention to achieve learning goals. Thus, using online media to increase students’ skills in reading comprehension is necessary as it is believed to help teachers and students to expand and support the English teaching and learning activities.
{"title":"The Role of Online Media for Students’ Reading Skills: A Case Studies","authors":"G. Sonia, H. Hidayati, Rima Rahmaniah","doi":"10.32528/issh.v2i1.142","DOIUrl":"https://doi.org/10.32528/issh.v2i1.142","url":null,"abstract":"Online media is the activities which are done throughout the internet in order to take benefits from it: such as to post, exchange, and search for online materials using symbols, text, voice, and other. Online media is known as published media over the internet, such as in web-sites, social media, and blog. However, it is self-evident that the internet not only connects people and entertains them, but also gives intellectual and scientific knowledge. The purpose of this study is to explore the students’ perception on the use of online media for their learning activities and the students perceive the use of online learning media on the development of their reading comprehension. This study used a descriptive method with qualitative design to observe and obtain information about a current phenomenon as much as possible. The instrument of this study is a semi-structured interview and questionnaire. For the data collection, the researcher gave some questions as an interview and explanation about how to answer the questionnaire. The results of research showed that online media is proven to help students in understanding the lesson. From questionnaires that have been submitted can be concluded that online media is very influential in the learning process because it makes it easier for teachers to explain and answer student questions, getting students' attention to achieve learning goals. Thus, using online media to increase students’ skills in reading comprehension is necessary as it is believed to help teachers and students to expand and support the English teaching and learning activities.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"197 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83516027","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}
ICT is an important medium that can be used for teaching and learning in today's world. ICT in education means teaching and learning using different ICT devices. New challenges and opportunities in the field of education have been brought about by ICT to reorganize the teaching, learning and knowledge relocation environment. ICT breakthroughs have also released new avenues for students and teachers. The present study aims to examine what types of ICT used by the teacher in their English classroom. This study employed qualitative research by using descriptive qualitative design. The participant of this study was one of EFL teacher of one private university. The data were collected through two instruments, such classroom observation and field notes. Based on the data analysis, the results of this study showed that EFL teachers used various types of ICT to facilitate the delivery of learning in their English pedagogical practice. In addition, ICT has many challenges for EFL teachers in incorporating ICT in their English classroom.
{"title":"ICT-ELT Integration in Indonesian Higher Education Context: EFL Teachers’ Perception","authors":"Yuhana Yuhana, H. Adiantika, Dila Charisma","doi":"10.32528/issh.v2i1.126","DOIUrl":"https://doi.org/10.32528/issh.v2i1.126","url":null,"abstract":"ICT is an important medium that can be used for teaching and learning in today's world. ICT in education means teaching and learning using different ICT devices. New challenges and opportunities in the field of education have been brought about by ICT to reorganize the teaching, learning and knowledge relocation environment. ICT breakthroughs have also released new avenues for students and teachers. The present study aims to examine what types of ICT used by the teacher in their English classroom. This study employed qualitative research by using descriptive qualitative design. The participant of this study was one of EFL teacher of one private university. The data were collected through two instruments, such classroom observation and field notes. Based on the data analysis, the results of this study showed that EFL teachers used various types of ICT to facilitate the delivery of learning in their English pedagogical practice. In addition, ICT has many challenges for EFL teachers in incorporating ICT in their English classroom.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"61 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88777073","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 teaching and learning process must be able to foster student independence and activeness so that students do not depend on the teacher in understanding the material. The teacher center learning method is not able to foster the active role of students in learning so that the method must shift to become student-centered. The student center learning method supported by blended learning facilitates students to explore their knowledge actively and independently. Community of Inquiry (CoI) can be applied to blended learning to create more interactive and innovative learning. This study intends to ascertain the influence of implementing Community of Inquiry (CoI) on Blended Learning. This research is a literature study. Data collection was carried out by reviewing and digging up several journals, articles, data sources and also various information related to research. Data analysis was carried out by analyzing and comparing library sources to obtain theoretical data. The study's findings suggest that the application of Community of Inquiry (CoI) has an influence on: 1) increasing student motivation, 2) improving student learning outcomes, 3) problem solving ability, and 4) increasing student understanding. Therefore, it can be said that the application of Community of Inquiry (CoI) on blended learning is a framework designed to offer independent, active, and collaborative learning methods
{"title":"The Influence of Application of Community of Inquiry (CoI) in Blend-ed Learning","authors":"D. Yulianti, Ana Maghfiroh","doi":"10.32528/issh.v2i1.158","DOIUrl":"https://doi.org/10.32528/issh.v2i1.158","url":null,"abstract":"The teaching and learning process must be able to foster student independence and activeness so that students do not depend on the teacher in understanding the material. The teacher center learning method is not able to foster the active role of students in learning so that the method must shift to become student-centered. The student center learning method supported by blended learning facilitates students to explore their knowledge actively and independently. Community of Inquiry (CoI) can be applied to blended learning to create more interactive and innovative learning. This study intends to ascertain the influence of implementing Community of Inquiry (CoI) on Blended Learning. This research is a literature study. Data collection was carried out by reviewing and digging up several journals, articles, data sources and also various information related to research. Data analysis was carried out by analyzing and comparing library sources to obtain theoretical data. The study's findings suggest that the application of Community of Inquiry (CoI) has an influence on: 1) increasing student motivation, 2) improving student learning outcomes, 3) problem solving ability, and 4) increasing student understanding. Therefore, it can be said that the application of Community of Inquiry (CoI) on blended learning is a framework designed to offer independent, active, and collaborative learning methods","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"55 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85151210","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}
Although having three courses of writing, college students’ especially at Unimuda Sorong often forget to apply conjunction to their writing when composing text. Students also tended to make very long sentence in a text that sometimes make the main ideas were difficult to be understood. Thus, this research aimed at exploring students’ ability in applying conjunction in writing research proposal. This qualitative research design used eight semester of English department students as the subject. The data was collected by document analysis. The obtained data was analyzed using the theory by Spradley. The results of this research showed that English department students’ used three kinds of conjunction, these were coordinating conjunction, correlative conjunction and subordinating conjunction, to join clauses or ideas. The mostly used conjunctions were coordinating conjunction and subordinating conjunction. In the chapter introduction, the conjunctions used to emphasize, give detail information and give strong reason for taking certain topic for research. It also used to influence the reader to agree with the information presented by the researchers. In the chapter research methodology, the students tended to use subordinating conjunction to ease students in presenting phases or steps in planning, organizing and conducting their research
{"title":"Exploring Students’ Ability in Applying Conjunction in Writing Re-search Proposal at Eight Semester Students of Unimuda Sorong","authors":"Raisa Anakotta","doi":"10.32528/issh.v2i1.152","DOIUrl":"https://doi.org/10.32528/issh.v2i1.152","url":null,"abstract":"Although having three courses of writing, college students’ especially at Unimuda Sorong often forget to apply conjunction to their writing when composing text. Students also tended to make very long sentence in a text that sometimes make the main ideas were difficult to be understood. Thus, this research aimed at exploring students’ ability in applying conjunction in writing research proposal. This qualitative research design used eight semester of English department students as the subject. The data was collected by document analysis. The obtained data was analyzed using the theory by Spradley. The results of this research showed that English department students’ used three kinds of conjunction, these were coordinating conjunction, correlative conjunction and subordinating conjunction, to join clauses or ideas. The mostly used conjunctions were coordinating conjunction and subordinating conjunction. In the chapter introduction, the conjunctions used to emphasize, give detail information and give strong reason for taking certain topic for research. It also used to influence the reader to agree with the information presented by the researchers. In the chapter research methodology, the students tended to use subordinating conjunction to ease students in presenting phases or steps in planning, organizing and conducting their research","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"3 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83701925","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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