Goals of the research are: (1) Knowing the characteristics of geography android learning media by not only students, but also teachers (2) Knowing feasibility of geography android learning media (3) Knowing the effectiveness of geography android learning media towards spatial thinking This is Research and Development with Thiagarajan model. Techniques of collecting data used are questionnaire analysis of needs, validation from material experts, validation from media experts, validation from teacher, validation from student’s, trying of questionnaire, tests, also documentation. Result of this study include: (1) characteristics of geography android learning media, from results obtained data that most of characteristics of geography android learning media with characteristics of students' learning styles on visual, color selection in blue and Comic Sans M font selection. (2) According to evaluation of validation from material experts and validation from media experts who gave score 5 (very good category), and also the evaluation of validation from teacher and validation from which had score 4 (good category). that it is feasible to use. (3) the geography android learning media was effective to improve spatial thinking ability according value of pre-test and post-test. Spatial thinking ability was increased especially in region aspect. The effectiveness of using geography android-based learning media improves spatial thinking significantly at 95% confidence level (Sig 0.007 <0.05).
研究的目标是:(1)了解地理机器人学习媒体的特点(2)了解地理机器人学习媒体的可行性(3)了解地理机器人学习媒体对空间思维的有效性。这是Thiagarajan模型的研究与开发。使用的数据收集技术有需求问卷分析、材料专家验证、媒体专家验证、教师验证、学生验证、问卷调查、测试和文档编制。本研究的结果包括:(1)地理机器人学习媒体的特征，从结果中获得的数据显示，地理机器人学习媒体的大多数特征与学生的学习风格特征有关，主要表现在视觉、蓝色的颜色选择和Comic Sans M字体的选择上。(2)根据材料专家验证和媒体专家验证5分(很好)，以及教师验证和4分(好)的验证的评价。它是可行的。(3)从测试前和测试后的价值来看，地理机器人学习媒体对空间思维能力的提高是有效的。空间思维能力增强，特别是在地域方面。使用基于android的地理学习媒体的有效性在95%的置信水平上显著提高了空间思维(Sig 0.007 <0.05)。
{"title":"Development of Geographic Learning Media with Android for Improving Spatial Thinking Ability Using Subject of Anthroposphere Dynamics","authors":"Veni Tusiana, P. Karyanto, S. Sarwono","doi":"10.32528/issh.v2i1.141","DOIUrl":"https://doi.org/10.32528/issh.v2i1.141","url":null,"abstract":"Goals of the research are: (1) Knowing the characteristics of geography android learning media by not only students, but also teachers (2) Knowing feasibility of geography android learning media (3) Knowing the effectiveness of geography android learning media towards spatial thinking This is Research and Development with Thiagarajan model. Techniques of collecting data used are questionnaire analysis of needs, validation from material experts, validation from media experts, validation from teacher, validation from student’s, trying of questionnaire, tests, also documentation. Result of this study include: (1) characteristics of geography android learning media, from results obtained data that most of characteristics of geography android learning media with characteristics of students' learning styles on visual, color selection in blue and Comic Sans M font selection. (2) According to evaluation of validation from material experts and validation from media experts who gave score 5 (very good category), and also the evaluation of validation from teacher and validation from which had score 4 (good category). that it is feasible to use. (3) the geography android learning media was effective to improve spatial thinking ability according value of pre-test and post-test. Spatial thinking ability was increased especially in region aspect. The effectiveness of using geography android-based learning media improves spatial thinking significantly at 95% confidence level (Sig 0.007 <0.05).","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"28 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":"78793821","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}
Reading is a systematic activity involving many strategies, such as cognitive and metacognitive. Self-regulated reading exists when participants use metacognitive strategies to govern the reading process, such as preparation, performance monitoring, and evaluation. As future teachers, EFL pre-service teachers must be able to teach self-regulated learning in their future classes since self-regulated learning is teachable and equips practical activities for class instruction. This study investigates pre-service teachers' abily to design activities that promote self-regulated reading in their lesson plan. This study uses a qualitative method with a case study design. There were about 10 EFL pre-service teachers who participated in this study. The data was taken from the lesson plan made by EFL Pre-service teachers. The data analysis results show that EFL pre-service teachers do not have adequate ability to design activities that cover all processes (personal, behavior, and environment) in promoting Self-regulated reading. Hopefully, the findings of this study will benefit the English Education Department, which is responsible for training programs for future English teachers.
{"title":"Investigating EFL Pre-Service Teachers ability in Promoting Self-Regulated Reading in Reading Class","authors":"Anita Fatimatul Laeli, S. Setiawan, S. Anam","doi":"10.32528/issh.v2i1.162","DOIUrl":"https://doi.org/10.32528/issh.v2i1.162","url":null,"abstract":"Reading is a systematic activity involving many strategies, such as cognitive and metacognitive. Self-regulated reading exists when participants use metacognitive strategies to govern the reading process, such as preparation, performance monitoring, and evaluation. As future teachers, EFL pre-service teachers must be able to teach self-regulated learning in their future classes since self-regulated learning is teachable and equips practical activities for class instruction. This study investigates pre-service teachers' abily to design activities that promote self-regulated reading in their lesson plan. This study uses a qualitative method with a case study design. There were about 10 EFL pre-service teachers who participated in this study. The data was taken from the lesson plan made by EFL Pre-service teachers. The data analysis results show that EFL pre-service teachers do not have adequate ability to design activities that cover all processes (personal, behavior, and environment) in promoting Self-regulated reading. Hopefully, the findings of this study will benefit the English Education Department, which is responsible for training programs for future English teachers. \u0000 ","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"14 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90893995","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}
Risa Juliana, Rina Listia, F. Hidayat, N. Nasrullah
There has been growing interest in the study of extensive reading in this decade, especially in the area of students' responses by using mobile-assisted language learning (MALL). However, of those studies, only a few explored the effects of assisted learning from the students' internal lens. To fill the gap, this study investigates the students' perceptions of implementing extensive reading through mobile-assisted language learning (MALL) during the Covid-19 pandemic viewed from an internal perspective. The subjects were students' batch 2019 at English Language Study Program at Lambung Mangkurat University. The researchers used purposive sampling to select 20 students based on specific criteria. The study used a qualitative approach that focused on a case study. The instruments were semi-structured interviews. The interview data were interpreted in narration. Based on the findings, students positively perceive implementing extensive reading through MALL during the Covid-19 pandemic. It was discovered four themes involve enhancement of self-students motivations, encouragement of students' feelings, fulfilling their language needs, and reflecting students' perspectives. This study calls for the inclusion of students to read extensively using mobile devices as a good learning strategy to improve their Language skills. However, they must find ways to overcome the challenges
{"title":"EFL Students’ Perception of Extensive Reading through MALL during the Covid-19 Pandemic","authors":"Risa Juliana, Rina Listia, F. Hidayat, N. Nasrullah","doi":"10.32528/issh.v2i1.135","DOIUrl":"https://doi.org/10.32528/issh.v2i1.135","url":null,"abstract":"There has been growing interest in the study of extensive reading in this decade, especially in the area of students' responses by using mobile-assisted language learning (MALL). However, of those studies, only a few explored the effects of assisted learning from the students' internal lens. To fill the gap, this study investigates the students' perceptions of implementing extensive reading through mobile-assisted language learning (MALL) during the Covid-19 pandemic viewed from an internal perspective. The subjects were students' batch 2019 at English Language Study Program at Lambung Mangkurat University. The researchers used purposive sampling to select 20 students based on specific criteria. The study used a qualitative approach that focused on a case study. The instruments were semi-structured interviews. The interview data were interpreted in narration. Based on the findings, students positively perceive implementing extensive reading through MALL during the Covid-19 pandemic. It was discovered four themes involve enhancement of self-students motivations, encouragement of students' feelings, fulfilling their language needs, and reflecting students' perspectives. This study calls for the inclusion of students to read extensively using mobile devices as a good learning strategy to improve their Language skills. However, they must find ways to overcome the challenges","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"45 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88298329","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}
In the modern era as it is today, technology is increasingly advanced and growing rapidly. Students must certainly have digital literacy skills in facing this fast-changing era. Digital literacy has a lot of coverage to which the students can use it as a media and learning resource. This research aimed to investigate the profile of the EFL students’ digital literacy competence. The research method used was case study with qualitative approach. The population in this study were the students of the English Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Cirebon in the 4th semester, totaling 21 people. The research sample taken were 12 people. The data were collected by using observation, digital literacy competence questionnaire, and unstructured interview. The result showed that in general the respondents were categorized as having good competence in the aspects of ICT literacy and media literacy. Meanwhile, in the aspect of information literacy the respondents were in the acceptable category. Furthermore, based on the results of data analysis of the interview results, it was found that even though they were good in the two aspects of digital literacy, and acceptable in competence of information literacy, they confessed that they tended not to practice the competence of ICT literacy in learning activities.
{"title":"An Analysis of EFL Students’ Digital Literacy Competence","authors":"Junita Reza, Fitri Aprianti, Ikariya Sugesti","doi":"10.32528/issh.v2i1.121","DOIUrl":"https://doi.org/10.32528/issh.v2i1.121","url":null,"abstract":"In the modern era as it is today, technology is increasingly advanced and growing rapidly. Students must certainly have digital literacy skills in facing this fast-changing era. Digital literacy has a lot of coverage to which the students can use it as a media and learning resource. This research aimed to investigate the profile of the EFL students’ digital literacy competence. The research method used was case study with qualitative approach. The population in this study were the students of the English Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Cirebon in the 4th semester, totaling 21 people. The research sample taken were 12 people. The data were collected by using observation, digital literacy competence questionnaire, and unstructured interview. The result showed that in general the respondents were categorized as having good competence in the aspects of ICT literacy and media literacy. Meanwhile, in the aspect of information literacy the respondents were in the acceptable category. Furthermore, based on the results of data analysis of the interview results, it was found that even though they were good in the two aspects of digital literacy, and acceptable in competence of information literacy, they confessed that they tended not to practice the competence of ICT literacy in learning activities.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"43 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79505158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The implementation of education policies in the emergency period of the spread of coronavirus disease (Covid 19) recommends carrying out the learning process from home through online learning. Students' writing ability is still fairly low due to a lack of motivation in studying English, difficulties expressing thoughts, and difficulty arranging words due to a lack of vocabulary. The aims of this research are to find out the students’ ability in writing descriptive text and the difficulties faced by students in writing descriptive text during online learning in the tenth grade students at SMAN 1 Panarukan Situbondo. This research was used quantitative method with survey design. The data was taken from writing test and questionnaire. The students ability in writing descriptive text was classified into good level with mean score 78,6. While the students difficulties in writing was grammar and organizing ideas, and also students had lack of vocabulary.
{"title":"An Analysis on Students’ Ability in Writing Descriptive Text at Senior High School during Online Learning","authors":"Viantika Millenia Putri, Anita Fatimatul Laeli, Fitrotul Mufaridah","doi":"10.32528/issh.v2i1.160","DOIUrl":"https://doi.org/10.32528/issh.v2i1.160","url":null,"abstract":"The implementation of education policies in the emergency period of the spread of coronavirus disease (Covid 19) recommends carrying out the learning process from home through online learning. Students' writing ability is still fairly low due to a lack of motivation in studying English, difficulties expressing thoughts, and difficulty arranging words due to a lack of vocabulary. The aims of this research are to find out the students’ ability in writing descriptive text and the difficulties faced by students in writing descriptive text during online learning in the tenth grade students at SMAN 1 Panarukan Situbondo. This research was used quantitative method with survey design. The data was taken from writing test and questionnaire. The students ability in writing descriptive text was classified into good level with mean score 78,6. While the students difficulties in writing was grammar and organizing ideas, and also students had lack of vocabulary.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"56 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74554486","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}
Teaching preparation with extensive knowledge and understanding of teaching-related constituents is required to create quality education. It thus underlies why microteaching is necessary for the prospective teachers. Modern Islamic boarding school, with its goal to create ideal future educators, conducted a microteaching program for high school students. This study aimed at evaluating the implementation of microteaching program for high school students in fulfilling their needs of acquiring eight basic skills of teaching. Fifteen novice teachers who had attended the microteaching program and have been teaching for one or two years were involved in the study. Questionnaire and interview were employed for data collection. The research results confirmed that the foregoing microteaching program had facilitated the improvement of eight teaching skills. Only two of eight skills, variation and explaining skills, which need further evaluation as they were found insufficient due to the lack of certain specific skills. Certain positive evaluations, on the other hand, were confirmed by the novice teachers as they found some improvements in terms of teaching method, lesson plan making, and material preparation.
{"title":"A need-based evaluation of microteaching program for high school students: Novice teachers’ viewpoint","authors":"Miftah Al Farhan","doi":"10.32528/issh.v2i1.151","DOIUrl":"https://doi.org/10.32528/issh.v2i1.151","url":null,"abstract":"Teaching preparation with extensive knowledge and understanding of teaching-related constituents is required to create quality education. It thus underlies why microteaching is necessary for the prospective teachers. Modern Islamic boarding school, with its goal to create ideal future educators, conducted a microteaching program for high school students. This study aimed at evaluating the implementation of microteaching program for high school students in fulfilling their needs of acquiring eight basic skills of teaching. Fifteen novice teachers who had attended the microteaching program and have been teaching for one or two years were involved in the study. Questionnaire and interview were employed for data collection. The research results confirmed that the foregoing microteaching program had facilitated the improvement of eight teaching skills. Only two of eight skills, variation and explaining skills, which need further evaluation as they were found insufficient due to the lack of certain specific skills. Certain positive evaluations, on the other hand, were confirmed by the novice teachers as they found some improvements in terms of teaching method, lesson plan making, and material preparation.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"31 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81182254","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 Extensive Reading (ER) principles is learners are being free to choose their own reading material. Reading courses of English Education Program in Ponorogo Muhammadiyah University are delivered in four levels namely pre-intermediate, intermediate, pre-advanced, and advanced which have learning process using mixed approach of extensive and intensive. This study is aimed to investigate whether the material selected by the students in which extensive reading conducted have fulfilled course learning outcome (CLO) of each level. They were 187 students’ reading material submitted as the final assignment and class discussion of all levels. Using content analysis approach to analyze them the result showed that most material had already fulfilled though there were still few material had not yet, however such condition is allowed in extensive reading.
{"title":"The Content Analysis of Students’ ER Material Based on Course Learning Outcome","authors":"Niken Reti Indriastuti","doi":"10.32528/issh.v2i1.144","DOIUrl":"https://doi.org/10.32528/issh.v2i1.144","url":null,"abstract":"One of Extensive Reading (ER) principles is learners are being free to choose their own reading material. Reading courses of English Education Program in Ponorogo Muhammadiyah University are delivered in four levels namely pre-intermediate, intermediate, pre-advanced, and advanced which have learning process using mixed approach of extensive and intensive. This study is aimed to investigate whether the material selected by the students in which extensive reading conducted have fulfilled course learning outcome (CLO) of each level. They were 187 students’ reading material submitted as the final assignment and class discussion of all levels. Using content analysis approach to analyze them the result showed that most material had already fulfilled though there were still few material had not yet, however such condition is allowed in extensive reading.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"35 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81230385","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}
T. Setiawan, Henny Yunita, Lena Marintan Sirait, Ana Qodriati, Rita Gusrianti
Learning media is the media used for the teaching and learning process. One form of learning media is online learning media. Online learning media is a media that can be used through the help of the internet as connectivity. Online learning media can be used in online learning. The use of online media in learning is expected to be able to improve the quality of education and increase the effectiveness of student learning. This study aims to describe what media are used by teachers when learning mathematics in elementary schools, and to describe the use of online learning media used in learning mathematics in elementary schools. The data obtained were analyzed using the narrative method by grouping the same/similar findings. The findings are that there are 6 online media used in learning mathematics in elementary schools. The online media consist of WhatsApp, quizizz, pear deck and jam board media, dragonbox algebra 5+, zoom and YouTube.
{"title":"The Use of Online Media in Mathematics Learning in Elementary Schools","authors":"T. Setiawan, Henny Yunita, Lena Marintan Sirait, Ana Qodriati, Rita Gusrianti","doi":"10.32528/issh.v2i1.128","DOIUrl":"https://doi.org/10.32528/issh.v2i1.128","url":null,"abstract":"Learning media is the media used for the teaching and learning process. One form of learning media is online learning media. Online learning media is a media that can be used through the help of the internet as connectivity. Online learning media can be used in online learning. The use of online media in learning is expected to be able to improve the quality of education and increase the effectiveness of student learning. This study aims to describe what media are used by teachers when learning mathematics in elementary schools, and to describe the use of online learning media used in learning mathematics in elementary schools. The data obtained were analyzed using the narrative method by grouping the same/similar findings. The findings are that there are 6 online media used in learning mathematics in elementary schools. The online media consist of WhatsApp, quizizz, pear deck and jam board media, dragonbox algebra 5+, zoom and YouTube.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"17 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84836711","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}
: Currently learning English is starting to be applied with various methods. Learning follows the times. As it is now done using various media, one of which is TikTok videos. The existence of learning English using Tiktok videos makes various student perceptions appear. This study aims to understand students' perceptions and the challenges students face in using TikTok videos for learning English. The method used in this research is descriptive qualitative. The subjects of this study were three fourth semester students of the Ahmad Dahlan University English Education Department. The researcher tried to interview the three participants who were considered appropriate because the researcher found several fourth semester students who used tiktok videos to learn English. The result of this study is that there are various positive and negative perceptions among students about the use of TikTok videos for learning English. Apart from that, there are also various challenges when students use TikTok videos to learn English.
{"title":"Students’ Perception toward the Use of Tiktok Videos for Learning English","authors":"Millenia Syamsiani, Rahmi Munfangati","doi":"10.32528/issh.v2i1.150","DOIUrl":"https://doi.org/10.32528/issh.v2i1.150","url":null,"abstract":": Currently learning English is starting to be applied with various methods. Learning follows the times. As it is now done using various media, one of which is TikTok videos. The existence of learning English using Tiktok videos makes various student perceptions appear. This study aims to understand students' perceptions and the challenges students face in using TikTok videos for learning English. The method used in this research is descriptive qualitative. The subjects of this study were three fourth semester students of the Ahmad Dahlan University English Education Department. The researcher tried to interview the three participants who were considered appropriate because the researcher found several fourth semester students who used tiktok videos to learn English. The result of this study is that there are various positive and negative perceptions among students about the use of TikTok videos for learning English. Apart from that, there are also various challenges when students use TikTok videos to learn English.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"100 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75680030","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}
Refsa Ina Irianti, Indri Astutik, Yeni Mardiyana Devanti
Analyzing students' writing specifically the components of it is crucial issue to assess how well students develop their ideas. Grammar, one of the writing components, consists of many aspects. One of the grammar aspects is gerunds. Thus, the use of gerunds in writing is unavoidable. The purposes of this research were to find out and identify the kinds and causes of students’ errors in the use of gerunds in their writing. This research used a case study design of qualitative research by employing thirty students of a private vocational school in Jember. The instruments of this research were writing assignments and interviews. The writer gave thirty students writing assignments and were analyzed to find out their errors that fall into four categories, i.e., omission, addition, miss-formation, and miss-ordering. The findings revealed there were 47 errors (44.34%) omission. 11 errors (10.38%) addition, 44 errors (41.51%) miss-formation, and 4 errors (3.77%) miss-ordering. Hopefully, the findings will contribute to help teachers in designing the writing activities in the classroom and the kind of assessment or feedback they use to help their students to have good writing ability
{"title":"An Error Analysis on The Use of Gerunds in Writing Descrip-tive Paragraph","authors":"Refsa Ina Irianti, Indri Astutik, Yeni Mardiyana Devanti","doi":"10.32528/issh.v2i1.154","DOIUrl":"https://doi.org/10.32528/issh.v2i1.154","url":null,"abstract":"Analyzing students' writing specifically the components of it is crucial issue to assess how well students develop their ideas. Grammar, one of the writing components, consists of many aspects. One of the grammar aspects is gerunds. Thus, the use of gerunds in writing is unavoidable. The purposes of this research were to find out and identify the kinds and causes of students’ errors in the use of gerunds in their writing. This research used a case study design of qualitative research by employing thirty students of a private vocational school in Jember. The instruments of this research were writing assignments and interviews. The writer gave thirty students writing assignments and were analyzed to find out their errors that fall into four categories, i.e., omission, addition, miss-formation, and miss-ordering. The findings revealed there were 47 errors (44.34%) omission. 11 errors (10.38%) addition, 44 errors (41.51%) miss-formation, and 4 errors (3.77%) miss-ordering. Hopefully, the findings will contribute to help teachers in designing the writing activities in the classroom and the kind of assessment or feedback they use to help their students to have good writing ability","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":"41 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":"75732505","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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