Correct Grammar Research Articles

Evaluation of Motivation, Expectation, and Present Situation in 3rd Year Undergraduate Students of German Language and Literature at the University of Rijeka, Croatia

Abstract In this article a closer look will be taken on motivation, expectation, and present situation of third year undergraduate students of German studies in Croatia at the University of Rijeka. Due to the author’s extensive experience in teaching translation classes from Croatian to German for undergraduate students in the third year, it is noticeable that most students have problems in certain areas, i.e. they are not able to correctly translate short Croatian texts into German in terms of correct grammar and syntax, even when words were explained in advance to facilitate the process of translation and upon extensive grammar practice in the first and second year of undergraduate studies. As studying a language also requires a lot of self-study and interest in the language being studied, it is certainly not enough just to sit in the courses at the university and do only the most necessary things to somehow pass the exams. It is essential to be engaged intensively with the country, the culture, and the people, to take part in exchange programmes, travel as often as possible to the country whose language you are about to learn, take the opportunity to communicate with native speakers, watch films or TV shows, read books or magazines in the target language etc. Thanks to the new technologies, nowadays one has almost endless possibilities to be exposed to the target language, even if one does not have the opportunity to travel to the destination country. But to what extent do students use what is available to them and are they at all motivated for the necessary effort of self-study? To answer these questions, a questionnaire was prepared to gain a deeper insight into the students’ motivation to enrol German language and literature at the university, their expectations of what the language study would be like and the present situation in their third year of undergraduate studies. The evaluation of the questionnaire should provide information on the extent to which the students were familiar with what to expect from their studies, how they deal with the requirements and challenges, to what extent they are willing and prepared to do something outside of the courses to improve their language proficiency autonomously, what the study of German studies should serve them in the future and if self-study has a visible impact on their language proficiency, i.e. if students who do a certain amount of self-study do have better results.

Evaluation of Motivation, Expectation, and Present Situation in 3rd Year Undergraduate Students of German Language and Literature at the University of Rijeka, Croatia

Abstract In this article a closer look will be taken on motivation, expectation, and present situation of third year undergraduate students of German studies in Croatia at the University of Rijeka. Due to the author’s extensive experience in teaching translation classes from Croatian to German for undergraduate students in the third year, it is noticeable that most students have problems in certain areas, i.e. they are not able to correctly translate short Croatian texts into German in terms of correct grammar and syntax, even when words were explained in advance to facilitate the process of translation and upon extensive grammar practice in the first and second year of undergraduate studies. As studying a language also requires a lot of self-study and interest in the language being studied, it is certainly not enough just to sit in the courses at the university and do only the most necessary things to somehow pass the exams. It is essential to be engaged intensively with the country, the culture, and the people, to take part in exchange programmes, travel as often as possible to the country whose language you are about to learn, take the opportunity to communicate with native speakers, watch films or TV shows, read books or magazines in the target language etc. Thanks to the new technologies, nowadays one has almost endless possibilities to be exposed to the target language, even if one does not have the opportunity to travel to the destination country. But to what extent do students use what is available to them and are they at all motivated for the necessary effort of self-study? To answer these questions, a questionnaire was prepared to gain a deeper insight into the students’ motivation to enrol German language and literature at the university, their expectations of what the language study would be like and the present situation in their third year of undergraduate studies. The evaluation of the questionnaire should provide information on the extent to which the students were familiar with what to expect from their studies, how they deal with the requirements and challenges, to what extent they are willing and prepared to do something outside of the courses to improve their language proficiency autonomously, what the study of German studies should serve them in the future and if self-study has a visible impact on their language proficiency, i.e. if students who do a certain amount of self-study do have better results.

Feature-Fusion Parallel Decoding Transformer for Image Captioning

Image caption is an important research direction at the intersection of computer vision and natural language processing. It is based on object detection, enabling machines to describe image content in human language, generating sentences with correct grammar. Most of the existing methods employ a Transformer-based structure which achieve the cutting-edge performance. However, most methods focus on improving visual feature information extraction, optimizing and improving between grid features and region features, and improving the performance of the final model. In this paper, we tried to improve the final effect of the model from the perspective of the model structure and the visual features extraction. We proposed Feature-Fusion Parallel Decoding Transformer (FPDT) which adopts parallel decoding mode and uses both grid features and region features. We conducted a large number of experimental studies on the MSCOCO dataset. And FPDT's performance on MSCOCO datasets is also at the cutting edge.

Grammatical Errors in English Study Made by UIB Students

Having and mastering the correct grammar in written even spoken English is considered as one of the major aspects needed in basic communication or delivering each other’s means. Therefore, this research is done in purpose of finding what are the most often grammatical mistakes that happened while communicating in English. But while working on this research, we, as a group, decided to set up a barometer, that the search and observation will only take focus on spoken English grammar, which is considered as nowadays underestimated factor in delivering proper English in daily life. Mostly by non-native speakers. We implement this research to 10 random students in UIB, give out a simple question, then through their answers we analyse the grammatical errors that we'll possibly find. And lastly draw conclusion from what we can get.

Investigating the Benefits of Video-making Projects in Developing English Communication Skills

Project-based learning (PBL) is a learning method that is tested in many stages of education. Notably, video-making projects are frequently used to help English as Second Language (ESL) students actively apply the target language learned in the classroom to real-world situations. However, only a few studies have discussed the use of video-making projects by undergraduate students as active learning assignments and their benefits in developing communication skills. Therefore, the objective of this study is to investigate students’ perceptions of the effects of video-making projects, a form of PBL on their English writing and speaking skills. A qualitative research design was conducted by interviewing students about their experiences with video-making projects. The participants of this study were 7 undergraduate students from the school of computer engineering at a Malaysian public university taking the required course titled English Communication Skills. The students were asked by their teacher to produce one video project as a requirement of the course. The data from the interviews were analyzed qualitatively. The findings of the study revealed that the students' attitudes towards the benefits and the use of video-making projects were overwhelmingly positive. They perceived that there were improvements in their English communication skills by gaining many new words, practicing better pronunciations, and using correct grammar. Consequently, it is strongly recommended to apply the video-making project in writing and speaking classes as an alternative way to enhance students’ writing and speaking abilities.

Teachers' perspectives on writing

This study recruited 29 educators from various states in the United States to investigate the factors that impact instructors' impressions of students' writing. The researchers discovered via interviews that the instruction in writing offered to kids in high-income and low-income schools differed quite from one another. The rhetorical style, developing one's voice, and the links between reading and writing are usually emphasized more by teachers in schools that educate children who come from wealthier backgrounds. Schools that educate kids from homes with lesser incomes typically have teachers who focus more on correct grammar, mechanics, and sentence construction. The district's mandated curriculum must be followed strictly by teachers working in schools serving students from low-income families.
 On the other hand, instructors at high-income schools tend to have greater latitude in selecting course materials, and they place a higher value on their student's ability to write than on the student's ability to write grammatically accurately. In contrast, instructors at low-income schools are forced to conform to a planned curriculum that the district has developed. This contrasts with the situation at middle-income schools. The teachers' orientations were influenced in various ways by various factors, including the curriculum, the assessment procedures, and the general culture of the institution. According to the findings of the study, there are grounds for worry that children who originate from low-income homes and attend schools that emphasize ability-based training are missing out on opportunities to write that are genuine, difficult, and significant. According to the findings of this research, it is essential to allow each student to develop their unique style and voice and establish connections between reading and writing. Teaching syntax, mechanical humour, and the construction of sentences are all important aspects of language education; however, these are not the only aspects that need to be taught.

Peer Review Declaration

All papers published in this volume of IOP Conference Series: Earth and Environmental Science have been peer reviewed through processes administered by the proceedings Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing. Type of peer review: Our conference opted the single-blind review. All submitted full papers were peer-reviewed by one reviewer. The acceptance of a paper was granted if the paper has positive recommendation from the reviewer. The criteria were based on the quality of data, quality of interpretation and conclusions, extent to which the interpretation/conclusions are supported by data, importance of the work, organization of the paper, clarity of the paper using correct grammar and syntax, title whether informative and reflects the content of the paper, usefulness and necessity of the tables/illustrations, quality of tables/illustration, relevancy and recentness of the references, and the overall quality of the work. Finally, the reviewer will decide whether the paper is acceptable in its form or acceptable with either minor or major corrections. Conference submission management system: Our conference has a technical committee for the management of conference papers. Authors send their papers to Conference E-mail (http://estcon.utp.edu.my/icer/) and the committee will evaluate the suitability after which the committee will channel the paper according to the conference tracks. Number of submissions received: Initially, our conference expected to receive about 120 papers but due to the Covid-19 issue and the conference being held virtually, we only received 68 papers. Number of submissions sent for review: Only 52 papers were sent for reviewed. Some papers from the oil and gas company cannot be published due to confidentiality while some authors decline as they managed to have their papers published by other journals. Our conference was delayed for about a year. Number of submissions accepted: One author did not response to the recommendations by the reviewer thus was not included for publication thus only 51 papers submitted to the publisher for publication. However, 4 papers were rejected by the publisher due to similarity thus only 47 papers were accepted for publication. Acceptance Rate (Number of Submissions Accepted / Number of Submissions Received X 100): The acceptance rate is 69%. Average number of reviews per paper: From the submission stage to acceptance followed by reviewing and after recommendation, a paper can be said to be reviewed three times. Total number of reviewers involved: Ten reviewers were involved in the reviewing of the papers which include mostly internal with a few from other universities. Any additional info on review process: Paper received by the committee was forwarded to the reviewer for a blind review. The results were return to the author to be revised according to the reviewer suggestions. Then, the author sent the final paper to the committee through email. The committee also take the initiative to correct the grammar for some papers. Contact person for queries: Name : Mohd Suhaili IsmailAffiliation: Universiti Teknologi PETRONASEmail : suhaili.ismail@utp.edu.my

HANASHIKATA TEACHING MATERIAL DEVELOPMENT

The compulsion to enter Hanashikata (speaking Japanese) class really makes it difficult for them to adjust to the learning process of Japanese speaking skills. There are many ways to improve speaking skills, but researchers prefer to develop teaching materials because they have a special attraction for students. Why is that? First, students compile a narrative first, they accidentally learn to arrange sentences according to correct Japanese grammar. If the sentences they produce are not in accordance with the correct grammar and correct vocabulary, it will make understanding difficult for the interlocutor or those who are listening. This can be used as a venue for the development of Hanashikata (Speaking Japanese) teaching materials.The objectives of this study are 1. To describe the quality of the feasibility of Hanashikata teaching materials for class B students of class B Japanese Language Education Study Program, FBS Unesa 2. To describe student responses to the development of Hanashikata teaching materials. This research is a development (R&D). The research subjects were 2018 class B students of the Japanese Language Education Study Program, FBS Unesa. The research data were in the form of the development of Hanashikata teaching materials, the quality of teaching materials and student responses to the development of Hanashikata teaching materials. Data analysis using descriptive method. The results of the first problem formulation research indicate that the average score of the validation results by experts on the feasibility of the Hanashikata teaching material used is known that the average score of the observer is 3.81. These results indicate that the development of Hanashikata teaching materials is categorized as feasible. The result of the second problem formulation research is that the student response shows higher learning outcomes after being given the development of Hanashikata teaching materials compared to learning outcomes before being given the development of Hanashikata teaching materials. Testing student responses using the Independent Sample T-Test.

The Language Attitude of English Department Students University of Muhammadiyah Gresik toward English

Language attitude has proven to reveal students’ success and failure in learning language especially English. The aim of this research is to investigate the language attitude of students’ University of Muhammadiyah Gresik Toward English and why they have those attitude. The participants are 95 students from academic year 2019 until 2021 in morning class there are first, third and fifth semester morning class. The design of this research is using descriptive qualitative research. A questionnaire and interview are used as an instrument to collect the data. This research reveals that the language attitude of all students of English Department University of Muhammadiyah Gresik was positive among three components of language attitude cognitive, affective and conative. They like to learn English, they proud to be an English Students, they like to practice using English inside and outside classroom, they interest to join organization and English contest. Nevertheless, 5 students are found with different language attitudes. In that sense, they have some reason and factor. The result from the interview indicates that the teaching and learning is difficult for them. They still afraid and do not confidence at all when using English. They still feel confused when they using English especially in speaking English using the correct grammar and with the right pronunciation. So, they do not like and desire to learn English in the classroom. They lack motivation to learn English from themselves and etc. that is some of the reason why they have a negative language attitude toward English. The conclusions are that the students attitude have a big role and it can influence on the success of learning English itself. The result and conclusion of this research are the actual results of this study, which is obtained from the data source itself.

THE ANALYSIS OF GRAMMATICAL ERRORS ON STUDENTS’ ESSAY WRITING BY USING GRAMMARLY

Considering the importance of grammar knowledge in the process of writing essays to students, the researchers aimed to research and explain the grammar errors in the essays of students of the English Department at UNISKA Kediri. The research study is classified into qualitative study. The study analyzed 14 samples English Essays written by UNISKA students. To classify the different types of errors made by students and identify common errors in writing student essays are using triangulation method. The results of this research found types of grammatical errors in the students' essays consist of 7 total errors in the grammar section, including 19,66% were found in articles a/an/the error, 13,68% were found in punctuation errors, 11,97% were found in plural/singular error, 11,97% were found in preposition errors, 5,13% were found in tenses error, 0,85% were found in to + V1 error, and 0,85% were found in pronoun error. Those errors indicated the problems faced by students in writing essays. The most dominant grammatical error found is in the articles a/an/the error including 19,66%. Researcher also found students’ difficulties facing in writing their essays. That found students' questionnaire answers. Researcher found the students’ difficulties are selecting and developing topic, write a well structured sentence and paragraph, grammar, and vocabulary. Based on the findings of grammar errors in student essays, the researcher hopes students to be more aware of writing essays with the correct grammar, aware of the wrong grammar on their Essays and using Grammarly Application to help in writing essays.

Fresh Graduate Students� Difficulties in Writing Research Articles

Writing research article is one of requirement for a student�s university to be fulfilled before graduate. However, writing research article is not easy for the student. This research aimed to find out the difficulties in writing research article, the cause of the difficulties in writing research article and the way to overcome the difficulties in writing research article. The respondents of this research were 4 fresh graduate students who graduated in 2020 and the data ware obtained through interview. This research used descriptive qualitative method by using the procedures from Miles and Huberman (1994). The result of this study shows that the difficulties in writing research article were in finding references and struggle in using correct grammar, the worry about feedback from the readers was the cause of the difficulties and the fresh graduate had their own solution to overcome the difficulties in writing research article. In conclusion, the fresh graduate of the English Education Study Program of Bengkulu University faced various difficulties in writing research article and had cause of the difficulties in writing research article, but they had solution to deal with such difficulties.

The Effect of Nahwu Learning Understanding for The Insya’ Ability of AFL Students in West Sumatra/Fahm An-Nahw wa ātsāruh ‘alā Qudrah Al-Insyā ladā Thullāb Qism Ta’līm Al-Lughah Al-‘Arabīyah bi Sumatra Al-Gharbīyah

So far, the success of learning insya' can be seen from the results of student essays when composing Arabic according to good and correct grammar. However, no single study has examined the effect or contribution of understanding Arabic grammar on learning outcomes insya'. Therefore, this study investigates the impact of understanding grammar, especially nahwu, on learning outcomes insya' for students majoring in Arabic language education at the Batusangkar State Islamic Institute. This research uses an experimental approach with the type of Expo Facto. This study indicates that understanding Arabic grammar (Nahwu) does not have a positive impact on the Insya' learning of students in the Arabic language learning department at the Batusangkar State Islamic Institute.

PEER AND SELF-ASSESSMENT IN TEACHING WRITING OF DESCRIPTIVE TEXT: A CASE OF THE TENTH GRADE STUDENTS OF SMAN 1 RANDUBLATUNG IN THE ACADEMIC YEAR 2021/2022

This research was conducted because it was found that most of the students of SMA N 1 Randublatung had difficulty using the correct grammar, spelling form, and vocabulary. Therefore, peer and self-assessment are used in this study. The main objective of this research is to find out if there is a substantial difference in the mean score of experimental group I, which is taught by peer assessment, and experimental group II, which is taught by self-assessment in teaching writing of descriptive text. The researcher employed a quasi-experimental design with nonequivalent control or comparison group designs in this study. In this quasi-experimental design, there were two groups: the first was the experimental group I, which was assessed by peer assessment. The other one was experimental group II, which was assessed by self-assessment. The results of the post-test scores of both classes using the Mann Whitney test. Sig value or P Value is 0.906. Because of the P value ˃ 0.05, there was no significant difference between the two groups. The answer of the statistical hypothesis there was no significant difference between student learning outcomes applied by peer and self-assessment.

THE OMISSION OF GRAMMATICAL COMPONENTS: ERRORS AND ITS EFFECTS ON STUDENT'S ACADEMIC WRITING QUALITY

Grammatical errors have been a major issue for decades. Some researchers have analyzed many types of grammatical errors made by foreign language students of English. This paper is one of the descriptions of grammatical errors derived and developed by the English Department of FKIP UMMY Solok in writing their theses. The students’ theses which had been allowed for joining the final comprehensive exam for getting the strata one degree at English Department of FKIP UMMY Solok were analyzed. Ideally, those theses were written by using correct grammar. However, there were still many errors in those theses. The errors found were respectively in form of omission, addition, misformation, and misordering types. This article focuses on the description of the omission of grammatical components written by the students and how it affects their theses quality. Admittedly, these grammatical errors make the theses quality are low and the ideas of the writing are difficult to be caught by the readers because some of the head nouns, subjects, verbs, direct objects, and other components of some sentences in those theses were omitted. It is suggested that the lectures on Grammar and Writing subjects as well as the students’ advisors on academic writings do intensive corrections towards students’ theses.

The use of storytelling techniques in extratextual activities for the development of children's expressive language skills

Language skills, the key elements for children’s development, are often used as a benchmark to measure the development of all abilities he/she possessed. For early childhood, time spent at school is an opportunity for them to develop their language skills, especially expressive language. The storytelling method often found in PAUD is still less innovative. This triggers boredom and result in neglecting learning process that is detrimental to students, especially in improving expressive language skills. The use of relevant techniques in extratextual activities during the learning process combined with the storytelling method will be very helpful for children. There are 12 extratextual techniques for teachers to do and nine techniques that can be done by children. These two categories of extratextual activities can make the storytelling method richer and ensure the achievement of learning targets specifically related to children’s language acquisition. This extratextual activity can trigger the development of children's expressive language in terms of adding new vocabulary, increasing the meaning of old and new vocabulary and developing vocabulary into sentences in everyday conversation. The conditioning carried out in the application of this extratextual activity also has a positive influence in terms of four aspects of language development, namely the development of phonology, semantics, grammar and pragmatics. In phonology, children are strengthened how to pronounce the alphabet correctly; in semantics, children get meaning reinforcement and additional meaning from a vocabulary; on grammar and pragmatics, improvement is given to the arrangement of correct grammar when old and new vocabulary is used in conversation.

Utilizing Online Paraphrasing Tools to Overcome Students’ Paraphrasing Difficulties in Literature Reviews

One of the prevalence of digital technology in academic writing, particularly in literature reviews, is the use of paraphrasing tools.However, there is a lack of research focusing on overcoming students' paraphrasing difficulties in writing.Using the notion of Schuemann, C., Byrd, P., & Reid. (2006), this paper explores students’ difficulties with paraphrasing and the use of online paraphrasing tools. A descriptive qualitative approach was used to collect data from 30 students enrolled in the Magister's of English Language Education (MELE) study program. Students' responses to two types of questionnaires were used as data sources. The study found that 83percent of the paraphrasing tools were used to rewrite the source text. Then, the most difficulties in terms of content, structure, language, and paraphrase strategy are paraphrasing itself, using correct grammar and appropriate vocabulary, and redundant/un-variative words. Furthermore, online paraphrasing tools mainly assist students in using the appropriate parts of speech (3.88) and in selecting appropriate vocabulary (3.79). It can then rewrite the source text using the same idea but a different writing style (3.75), correct grammar (3.67), the appropriate synonym to paraphrase (3.67), and changing the active sentence to the passive voice and vice versa (3.54). It can also change the source text's sentence structure (3.46), use proper tenses in literature reviews (3.38), and use proper discourse markers (3.33). Finally, students of the MELE study program can change the source text. Despite the numerous advantages of online paraphrasing tools, students are unable to read or comprehend text, which is the first step in the paraphrasing process.

SPN 2021 Poster Abstract Awards

SPN 2021 Poster Abstract Awards

Designing “Simpresent Game” Application For English Learners

English is the main communication capital in international relations One way to master English to prepare generations to compete in the global market is to learn English in a variety of ways in addition to mastering and qualified English skills, teachers also need to master children's English teaching skills so that learning is not boring. There are many obstacles in conveying English with correct grammar, especially the communication of tense materials, it is necessary to continuously develop techniques and methods or techniques in order to easily learn reading skills, especially grammar and tense. Based on the results of the needs analysis, the researcher intends to develop several tenses for learning media. This study examines the use of the “Simpresent Game” for maximizing learning in Madrasah Aliyah Mambaul Ulum Megaluh Jombang, and used qualitative descriptive as a data analysis technique. A study was conducted in 2021 with a total of 10 subjects. Data were obtained through interviews and questionnaires. The results show that the media can influence the enthusiasm in learning tense and make them more excited in understanding the material. Through “Simpresent Game”, the students or teacher can evaluate the English learning.

ENGLISH GRAMMAR AWARENESS FACILITATES L2 LEARNERS’ WRITING

“Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them”, Nathaniel Hawthorne (1804-1864). It is true that from just words can become a phrase then a sentence but what we may need to realize is how hard and challenging it is to make the sentence right. To face the real world, writing is the most challenging skill to teach for language teachers mainly because students take time to grasp and digest the knowledge of writing skill. To make matters worse, writing test is also the most popular means of test for placement in entering schools and universities. Due to this reason, L2 learners crave to write clearly and accurately in English. Undeniably, how a person writes with acceptable choice of words and correct grammar represents the L2 learner’s competency in English Language. This study is done to explore the importance of having English grammar awareness to facilitate L2 learners in their writing activities. The study thus aims to determine how grammar awareness amongst the L2 and other support systems such as English classes & facilities help facilitating L2 writing. 84 undergraduate students answered the questionnaire. The quantitative data have been analysed at the end of the research. Some of the findings are 75% of the respondents indicated that they were still unsure on the use of proper grammar in writing despite 94% of the respondents agreed and strongly agreed that they understood when the instructor/teacher taught them English Grammar. The mix-up results in the findings have shown some drawbacks in the teaching and learning practices. Moreover, only 63% of the participants answered agree and strongly agree that their learning institution has an English classroom that is conducive for learning (self-access centre), which can be considered as not satisfactory since English Language is the second language in Malaysia. It is hoped that the government of Malaysia could provide complete conducive learning centre for schools and universities. 
 
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Spell corrector for Bangla language using Norvig’s Algorithm and Jaro-Winkler distance

In the Online World, especially in the social media platform most of us write without much regard to correct spelling and grammar. The spelling mistakes are much larger in proportion when it comes to Bangla language. In our paper, we presented a method for error detection and correction in Bangla words' spellings. Our system could detect a misspelled Bangla word and provide two following services- suggesting correct spellings for the word and correcting the word. We had used Norvig's Algorithm for the purpose but instead of using probabilities of the words to prepare the suggestions and corrections, we had used Jaro-Winkler distance. The previous works done in this field for Bangla language are either very slow or offers less accuracy. Our system successfully achieved a 97% accuracy when evaluated with 1000 Bangla words.