Descriptive Essay Research Articles

Balinese Calonarang in Performance

Balinese <i>Calonarang</i> in Performance

L1 INTERFERENCE IN L2 WRITING: A STUDY ON YEAR 3 BTESL STUDENTS

This study attempts to identify the interferences of L1 in L2 writing among final year Malay students taking Bachelor in Teaching English as Second Language (TESL) in a Higher Education Institute in Shah Alam, Malaysia. 73 bilingual Malay students who are in their final year of study participated in this study. Data collection tool included two instruments; 1) a questionnaire in which the participants were asked regarding their perception on the interference of their L1 in their L2 writing, as well as 2) written discourse in the form of descriptive essays. The participants were provided with a text in Malay language to be convert into the second language within 30 minutes. Then, the errors were classified into six (6) categories according to the prepared rubric to find out the impact of L1 interferences in L2 writing. The findings of this study have shown that the biggest impact of first language interference can be seen in the writing is grammar, word choice, spelling, punctuation and content, whereas no evidence of error in capitalization. Yet, the negative impact on the transfer of L1 to writing in L2 were likely committed because of the non-existence of a certain rule or concept in the L1 of the participants. Besides, students’ perceptions on the interference of L1 in L2 writing have shown that they are not aware of the inadequate knowledge of English language that may have led them to do these kinds of errors.

KETERAMPILAN MENULIS DESKRIPSI SEKOLAH DASAR KELAS TINGGI MENGGUNAKAN MODEL PEMBELAJARAN KONTEKSTUAL

This study examines the application of a contextual learning model. The purpose of this study was to determine the application of the contextual learning model to improve the writing skills of descriptive essays in high grade elementary school students. This research is motivated by several problems experienced by students in writing descriptive essays. This study uses a literature review method, with the aim of describing the ability to write descriptions of high-grade elementary school students using a contextual learning model. The data was collected by tracing the Sinta indexed electronic National journal. From the results of this study, 5 relevant articles showed that the writing skills of students' description essays increased based on cycle 2 which reached 80%. Thus it can be concluded that the skills of writing essays of descriptions of students improve by using contextual learning models in high grade elementary school students.

Synonymy as a Cohesive Device in Students' English Essay Writing

English writing as a productive skill, is the most challenging skill for EFL students. Nowadays, writing cohesive texts is of great importance especially the essay writing. Consequently, this study is concerned with the use of synonymy as one of the lexical cohesive devices in EFL students' essay writing. This study aims at identifying the most frequently used synonyms in Iraqi university students' essay writing. It also aims at investigating the way in which the use of synonyms as a lexical device contributes in building-up a well-built cohesive essay. Twenty male and female/ third-year students in the English Department, College of Education for Humanities, University of Anbar-Iraq were purposively chosen to participate in writing twenty descriptive essays. A qualitative research design was used in data collection using writing task instrument. Thus, data were analyzed qualitatively using content qualitative analysis procedure. Findings revealed that the frequency of synonymy occurrence in the students' essays was more than that of near-synonymy type. It was also indicated that the students used different synonyms and near-synonyms in their essays to achieve the goal of logical cohesion though they have a little knowledge of this type, synonymy, of lexical cohesive devices. It was also revealed that they have problems in the selection of the appropriate synonyms in their writings due to the lack of sufficient vocabulary knowledge.

Error analysis of descriptive writings by pre-service EFL teachers: A case study in Indonesia

This research investigates pre-service EFL teachers’ writing proficiency by analyzing errors made in their descriptive essays. Conducted in one teacher training university in Indonesia, 40 randomly selected writing products assigned for the Writing course of 160 pre-service teachers, who are novice writers, were qualitatively analyzed. The result of the analysis showed that there were sentence fragments with 21 times or 42 %. It means that sentence fragment was the most dominant error done by students. Sentence fragment appeared due to the absence required in a complete sentence. Run-on sentence and comma splice existed 16 times or 32 %. Run-on sentences and comma splices appeared due to the wrong in combining two independent clauses. Choppy sentence were found 10 times or 20 % due to the use of too many short sentences, sometimes often repeating the same word at the beginning of a sentence. Stringy sentence were identified 3 times or 6 % of the whole essays due to the use of too many clauses with connected words. These clauses strung together forming one very long ineffective sentences. The findings are expected to reveal a comprehensive evaluation of writing proficiency of pre-service teachers and call for students, teacher educators, and policy makers to more concern with this crucial issue.

Improving students’ creativity in familiar versus unfamiliar mobile-assisted language learning environments

ABSTRACT Fifty-one learning strategies were developed and validated in this study to make language learners more knowledgeable about unfamiliar environments. The study tested the effectiveness of the strategies in improving the creativity of students. 75 university students participated in the study and they were divided into three groups: (1) students who learned in unfamiliar learning environments without familiarization strategies; (2) students who learned in unfamiliar learning environments and used familiarization strategies; and (3) students who learned in familiar learning environments. All students learned vocabulary, grammar, sentence patterns and how to write descriptive essays in class. After class, they applied newly learned knowledge by describing people, objects and situations in the real world using mobile devices. The content of students' essays was compared across three groups and the results showed that students in Group 2 and Group 3 had better creativity scores than students in Group 1. The results indicated that students' creativity is affected by their familiarity with the environment. Therefore, it is suggested that student familiarization with learning sites needs to be considered when designing learning activities in the real world. Educators should provide familiarization strategies to students when learning in unfamiliar learning environments.

Effectiveness of Counseling and Delivery of Instructions in Distance and Open Learning System: An Empirical Assessment

The success of distance and open mode of learning has created an atmosphere of increased credibility in terms of its acceptance in the recent past. As per an estimate, about 0.5 million students every year opt to study through distance mode. This total genre of population contributes to the vast potential of human resource development. Various factors, being recognized as the potential change makers for the sustainability and growth of distance learning, have been identified in this paper. This paper aims at making an assessment regarding effectiveness of counseling and delivery of instructions with the help of various parameters to reframe certain innovative strategies in distance learning. The challenges associated with distance mode of learning have contributed to design/mold and recast strategies in ensuring effective delivery mechanism of instructions besides counseling. The paper covers conceptual, methodological, theoretical, and policy initiatives for distance learning. This paper puts forth logical arguments about the effectiveness of counseling and delivery of instructions with use of technology over the period of time. It highlights various approaches of distance and open learning based on certain tactics of delivery of instructions and characteristics of peers and the counselors. The most important point of discussion is the use of the delivery mechanism by which learners are benefitted, which is certainly molded by the skills, characteristics, and the role of different stakeholders in facilitating the counseling process in distance and open learning mode. It is an experimental and descriptive essay of the modalities and mechanism of distance mode of education.

L2 writing development through two types of writing task repetition

Abstract This study investigated whether any remarkable effects emerge in terms of overall complexity, complexity by subordination, accuracy, and fluency in two types of writing task repetition during a single academic semester (16 weeks). The Cognition Hypothesis states that tasks involving different cognitive demands will lead to different L2 output. Thus, this study explored whether any significant differences existed between two task types: descriptive and argumentative essays. The results revealed different patterns in the two types of writing tasks. For the descriptive essays, despite the improvements in overall complexity, complexity by subordination, and fluency with a large effect size, no significant findings were confirmed for accuracy. In contrast, in the argumentative essays, the learners improved all the linguistic aspects, but with a medium effect size. This study also unraveled developmental trajectories to demonstrate how different variables interacted in the two different types of writing tasks throughout the measurement period.

ENHANCING ESP STUDENTS WRITING SKILL DURING THE COVID-19 PANDEMIC BY USING INSTAGRAM

The covid 19 pandemic has led the Indonesian government to carry out distant learning. This study aims to give an overview of a potential Instagram platform that can be used in teaching writing for ESP university students during the pandemic. Besides, social media is part of technology advancement to improve students' motivation and the efficacy of learning a language (Nugroho &amp; Rahmawati, 2020). The present study sheds light on the effect of the use of Instagram on ESP students writing ability. The pre-experimental research will be conducted in eight meetings, including the writing pre-test and post-test. The students will be assigned to write a descriptive essay using Instagram as the instructional medium. Moreover, a questionnaire will be given to reveal their perceptions toward the use of Instagram to practice writing. The finding of this study is expected to provide a significant contribution to the realm of English for specific purposes (ESP) teaching in Indonesia.

PENGARUH PENGUASAAN KOSAKATA TERHADAP KETERAMPILAN MENULIS KARANGAN DESKRIPSI

THE EFFECT OF VOCABULARY MASTERY ON ESSAY WRITING SKILLS DESCRIPTIONThe purpose of this study was to determine the effect of vocabulary mastery on description essay writing skills. The method used is a quantitative method with a causal technique. The data of this study were obtained by using multiple choice tests for vocabulary mastery variables and description tests for variable description writing skills. The population in this study were students of grade IV 03 Karangtengah State Elementary School, Babakanmadang, Bogor Regency, totaling 66 students. The sample used was 40 students, obtained by calculation using the Taro Yamane formula. Simple regression analysis and correlation techniques produce a relationship model that is expressed in the form of a regression equation that is Ŷ = (49 + 0.4X), with a price of 38.808 greater than the real level of 0.05 at 4.01 and contributions based on research results of 90%. Based on the results of these studies, it can be concluded that there is a positive and significant influence between vocabulary mastery of the writing essay skills in students.

Penerapan Media Video Animasi dalam Keterampilan Menulis Karangan Deskripsi Bahasa Jerman

Abstract. This research is a classroom action research conducted with 2 cycles. This study aims to determine the planning, process, and learning outcomes by using animated videos in the skills of writing descriptive essays in German for the XII grade students of SMAN 11 Makassar. This research data consists of two types, namely qualitative data and quantitative data. Qualitative data was obtained through observation, while quantitative data was obtained through writing skills tests in cycle I and cycle II. The data were analyzed using the percentage technique. The results showed that writing skills with the percentage of scores obtained by students in the first cycle reached 65.71 and the second cycle reached 78.28. These results indicate that the application of animated video learning media improves the writing skills of German language description essays for class XII students of SMA Negeri 11 Makassar.

"My opinion is that…": the subjective introduction in school students’ written discourse

Abstract. The paper is devoted to the analysis of the modes chosen to express the speaker’s/writer’s personal evaluations in essays written by children of eleven and twelve years old. The structural-semantic repertoire of subjectification tools, their functional potential, and frequency of occurrence in descriptive and argumentative essays are considered. It has been found that the ‘subjective’ textual density of argumentative texts reflects the developmental level of verbal introspection (related to the theory of mind) and correlates with children’s academic achievements. The results are compared with the data concerning a later mastering of the linguistic means expressing subjectivity. The research combines the methods of longitudinal and assessment observation, elements of statistical data processing and the theoretical principles of linguistic material analysis accepted in the Petersburg school of functional grammar. The linguistic tools of subjectification are interpreted in connection with the concepts of modus, modus frame, and authorship. The guidelines offered to language and literature teachers take into consideration the cognitive and the systemic-lingual difficulty of various subjectification means; they are aimed to enhance communicative skills promoting successful socialization of school children.

PENERAPAN METODE CTL DALAM PEMBELAJARAN KARANGAN DESKRIPSI SISWA KELAS IX SMP NEGERI 2 PALU

The problem in the main research is "How is the application of the CTL method in learning descriptive essays for third grade students of SMP Negeri 2 Palu?". While the objectives to be achieved in this study are to describe the application of the CTL method in learning descriptive essays for third grade students of SMP Negeri 2 Palu. To get the data, the researcher used the technique of literature study, observation, interviews and questionnaires by focusing on learning descriptive essays that were connected to the CTL method used by the teacher in the classroom. The data analysis was carried out in 3 (three) stages, namely (1) data preparation, (2) data processing, (3) data presentation. The results of the study prove that the application of the CTL method in learning descriptive essays for third grade students of SMP Negeri 2 Palu has been running according to the concepts contained in the CTL method. Meanwhile, the components of CTL used by teachers in the field of Indonesian language studies in class III SMP Negeri 2 Palu in learning descriptive essays are Inquiry, Questioning, Constructivism, Community Learning, Authentic Assessment, Reflection and Modeling

PENERAPAN PENDEKATAN CTL UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN DESKRIPSI SISWA SD

This research has motivated by the low skills of descriptive essay writing on the pre-cycle staged showed of completeness only 34% been experiencing by 5th grade Primary School students. The problem is caused by the learning process in the pre-cycle stage where the learning approach applied by the teacher does not provide opportunities for students to improve their descriptive essay writing skills. The purpose of this Classroom Action Research (CAR) is to describe how is the implementation of Contextual Teaching and Learning approach in increasing the descriptive essay writing skills on 5th class of elementary students which cover planning, implementation, and developing the study outcome of the students. The research was done using class action method that adapted from Kemmis and Mc. Taggart model, which done in two cycles. Data collection on this research was using the observation, field notes and test. Observation sheet, field notes, and test questions were used as the research instruments. Based on the previous research on class action, it can be concluded that the implementation of Contextual Teaching and Learning approach could increase the descriptive essay writing skills of 5th grade students in Primary School.

Second Language Learners’ Pauses Over Different Times Intervals in L2 Writing Essays: Evidence From a Keystroke Logging Program

Purpose. Several studies have been conducted to analyse students’ pauses during first language and/or second language writing to indicate the magnitude of the underlying cognitive processes learners have. Majority of studies have examined students’ pauses at a threshold 200ms. However, little is known about recording second language learners' pauses at different pauses’ times over different types of genres. The current investigation reports a case study of L2 learners’ cognitive processes by recording their pauses (&lt;500ms, &lt;1000ms, and &lt;2000ms) during L2 writing in response to multiple genres prompts. &#x0D; Design / methodology / approach. Twenty-five postgraduate students were asked to write three essays over three weeks, and their writing processes were recorded using a keystroke logging program (Inputlog, 7, Leijten &amp; van Waes, 2013). Data was triangulated using a log file from the keystroke logging program, a process graph for writing behavior through different stages, and a visual video recording of their captured screens during writing behaviours. &#x0D; Findings. Results found that the students paused over sentence and paragraph boundaries and their pauses between paragraphs were significantly higher in writing narrative essay than in their argumentative essays at pauses intervals &lt;500 and &lt;1000ms respectively, and in turn, their pauses between sentences in an argumentative essay were significantly higher than their pauses in a descriptive essay at &lt;500, &lt;1000 respectively. However, there were no significant differences across word boundaries over genre types. &#x0D; Conclusions. The current study extends the previous literature in examining the underlying cognitive processes during L2 writing tasks as the trendy issue of psycholinguistics. Knowing the cognitive processes is crucial in diagnosing the students’ difficulties in writing L2 essays as advanced technology has the potential to explore intrusively the accurate cognitive processes learners involved during writing tasks.&#x0D; Originality / value. This paper is innovative in examining a state-of-the-art issue and has implications to the field of psycholinguistics.

A CORRELATIONAL STUDY ON THE TRANSLATION ABILITY AND WRITING SKILL AT UNIVERSITAS RIAU

This research intends to find out whether or not there is a correlation between students’ translation and writing ability at the English Study Program of FKIP Universitas Riau. There were 40 students from 6A class chosen as samples. The instruments were translation and writing tests. The translation test aims to measure the ability of the students in translating an Indonesian-English text. The writing test aims to measure the students’ ability in writing a descriptive essay. The data were obtained by calculating the translation and writing test results. Based on the calculation, it was found that the students have good translation and writing ability. Besides, the value of the correlation coefficient obtained was 0.521 which means that there is a positive correlation between students’ translation and writing ability. The correlation is categorized as fair correlation since the value of the correlation coefficient obtained is 0.521 which is in the range of 0.400 - 0.599. Considering the fact that there is a correlation between students’ translation and writing ability, it issuggested that the students should also concern about and improve their translation ability because it will also improve their writing skill.

PENGARUH PENGGUNAAN MEDIA GAMBAR TERHADAP KEMAMPUAN MENULIS KARANGAN DESKRIPSI SISWA KELAS IX SMP PGRI 3 BANDAR LAMPUNG

In the communication process there are 4 different but interrelated skills, the components of these language skills are listening, speaking, reading, and writing. Description writing skills need to be instilled in students. Composing in principle is telling about something that exists in the imagination. The story can be written orally or in writing. So to be able to write well, one must have the ability to write. The ability to write can be achieved through the process of learning and practicing. Based on the reality that there is an effect of using image media on the ability to write descriptive essays for class IX students at SMP PGRI 3 Bandar Lampung, there is data on the low ability to write descriptions for class IX students, it can be seen from students' essays that have not been able to create an impression of readers through their writings. Students' essays have not succeeded in bringing the reader as if they really saw the object in front of their eyes. The low writing skill is also caused by the difficulty of students expressing ideas or ideas into writing. The research method used in this research is experimental research. The results of the ANOVA calculation above show that Fcount = 18.78* which is greater than Ftable = 4.08 at a = 0.05 and Fcount at a = 0.01. The obtained value of Fcount = 31.23 which is greater than Ftable = 4.08 at a = 0.05 and Ftable = 7.31 at a = 0.01. This means Ho is rejected. Obtained 9.18 and Ttable = 6.038 for T(0.05) = 6.038 T (0.01) = 2.750 turns To > Ttable . Ho is rejected and H1 is accepted. There is an influence of low learning independence on students who have high learning independence between the application of image media and those who do not apply image media, namely by looking at the results of To = 1.16 < T table = 6.038; Ho is rejected.

PERBEDAAN MEDIA POSTER DAN KARIKATUR TERHADAP KETERAMPILAN MENULIS PADA SISWA KELAS III DI MIS DAARUL MUQIMIEN

third graders in MIS Daarul Muqimien. The samples of this study were 15 students in class III-A (Experimental Class I taught with poster learning media) and 15 students in class III-B (Experimental Class II taught with caricature learning media). Data analysis was performed by t-test. These findings indicate that: (1) The learning outcomes of students taught with caricature learning media are better with an average score of 78.73 than students' learning outcomes taught by caricature learning media with an average value of 73.73 (2) There are differences which is significant in student learning outcomes taught with posters and caricature learning media on writing skills in descriptive essay writing material in class III MIS Daarul Muqimien for the 2020/2021 school year. This is in accordance with the t-test calculation, that based on the calculation results obtained tcount = 6.970 this result is compared with ttable at the real level = 0.05 and dk = 28, namely ttable = 1.70 then tcount &gt; ttable = 6.970 &gt; 1.70. The conclusion of this study explains that there is a significant difference in student learning outcomes taught by poster and caricature learning media on writing skills in descriptive essay writing material in class III MIS Daarul Muqimien in the 2020/2021 school year.

ANALISIS KESULITAN KETERAMPILAN MENULIS KARANGAN DESKRIPSI PESERTA DIDIK DI SEKOLAH DASAR

ABSTRACT&#x0D; This descriptive analysis study aims to determine the ability to write descriptive essays in fourth grade students at SDN Griya Bandung Indah. The data analysis method in this study used qualitative descriptive analysis. Data collection techniques used in this study were documentation and interviews. The average value of the ability to write descriptive essays is 54.6 with less qualifications. The percentage of suitability of the title with the theme of the essay is 66% or equal to 20 students including the very good/good category, the percentage of neatness of writing and accuracy of diction is 73.3% or equal to 22 people who are still not neat in their writing and choice of words/diction , the percentage of essay writing structure is 56.7% or equal to 17 people including very good/good category, percentage of suitability of ideas with essays is 63.3% or equal to 19 people who are still lacking in suitability of ideas with essays, and percentage of spelling usage In general, the Indonesian language is 87% or equal to 26 people, including the category of lacking in writing capital letters and using punctuation marks in accordance with general Indonesian spelling guidelines. The obstacles faced by students are that they find it difficult to express their ideas into words/sentences, this is due to the lack of interest of students in reading and the lack of students to get used to the practice seriously. Factors that influence learning difficulties in writing descriptive essays are intelligence, interest in learning, attitudes and behavior towards lessons, motivation, learning standards, factors from educators who use inappropriate media, methods, and learning tactics.

SURFACE STRATEGY TAXONOMY: GRAMMATICAL ERRORS ANALYSIS IN THE THIRD-SEMESTER STUDENTS’ DESCRIPTIVE ESSAY

English and Indonesian are grammatically different. The difference proves that the rules and the application of grammar are the difficult problems in writing English. Based on previous preliminary research, many Third-Semester students of English Education Study Program had problems using grammar. This is supported by the results of unstructured interviews by researcher against students. Then students made mistakes they cannot correct called errors. As English Education students, they must have good competence in all language skills to become a good English teacher. In the future, students will teach writing effectively if they master the grammatical understanding.This research’s objectives were to find: (1) The the types of grammatical errors based on surface strategy taxonomy found in students’ descriptive essay,(2) The dominant grammatical error based on surface strategy taxonomy found in students’ descriptive essay,(3) The factors causing students made grammatical error in writing descriptive essays.To achieve the objectives, a qualitative method is used. Data collected by observation, interview and documentation from students’ descriptive essay worksheet then analyzed using error analysis.The findings of the research: (1) Grammatical errors are Misformation (3rd Person Singular, Plural, Auxiliary Verb, Dictionaries, Preposition, Conjunction, Pronoun, Singular, Simple Present Tense, Simple Past Tense), Omission (Simple Present Tense, Agreement, Auxiliary Verb, Plural, Article, Pronoun, Conjunction, Preposition, Adverb), Addition (Simple Additions, Double Marking), Misordering (Adjective, Pronoun, Auxiliary Verb). (2) The dominant grammatical error is Misformation with 47.05% from 170 errors. (3) The factors causing error are Interlingual and Intralingual.