Mastery Of Grammar Research Articles

Integrating the deductive method and holistic assessment approach to teaching English grammar in English education programmes

Mastery of English grammar for students in English education departments has a dual purpose, namely to improve their ability to communicate in English fluently and accurately, and to prepare them for becoming English teachers capable of explaining aspects of the English language. Thus, the English grammar course series is expected to equip students with the ability to use the language at the same time as explaining elements of the English language. This investigation aims to improve the learning, learning process, and the results of English grammar courses by integrating the deductive method and holistic assessment approach. This consists of assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). The study was conducted among 72 fourth-semester students in the English education department at the University of Mataram. Data were collected using various techniques such as tests, observations, portfolios, and documentation, and were analysed qualitatively and quantitatively. From the analysis it was concluded that (1) the materials of EG were designed to fulfil the teaching and learning process by integrating the deductive method and the holistic assessment approach, with the proportion of AfL and AaL higher than that of AoL; (2) the integration produced a significant improvement in the TOEFL test (SWE section), with an increase of 63.24 points – from an average 388.84 on the pre-test to 452.01 on the post-test; (3) students responded positively to both the model used and the implementation of the deductive method and holistic assessment. The practical implication of this research is that those teaching grammar in English education need to consider applying holistic assessment in both design and implementation.

Effect of Gamification Approach towards Mastery of Al-cAdad wa al-Macdud among Secondary School Students

The issue of poor mastery of Arabic grammar among students is nothing new. Many studies have been done by previous researchers on this matter. One of the topics that is considered difficult and confusing is the topic of al-cAdad wa al-Macd?d. Studies show that factors affecting students' difficulty in mastering any educational topic are closely related to the techniques or approaches to teaching. Therefore, this study aims to identify the level of al-cAdad wa al-Macd?d dominance among form six students, to analyse the effect of gamification approach and comparing the al-cAdad wa al-Macd?d level of mastery between the control and experimental groups as well as comparing al-cAdad wa al-Macd?d level of mastery between male and female students. The quasi-experimental method was implemented using pre-and post-test questionnaires. The sample of this study was 60 students in sixth form at Ma’ahad Ahmadi Gemencheh, Negeri Sembilan. The students were divided into two groups, the control group (n = 30) and the experimental group (n = 30). Data were analysed descriptively to obtain frequency, percentage and mean. A t- test was conducted to measure differences in the level of mastery of the two groups. The findings show that the level of mastery for al-cAdad wa al-Macd?d was low for both the control and experimental groups before treatment. After the gamification approach was given to the experimental group, the findings showed a positive impact on al-cAdad wa al-Macd?d dominance with an improvement in the level of al-cAdad wa al-Macd?d for the experimental group was higher than that of the treatment group after the gamification approach was used. As for the level of al-cAdad wa al-Macd?d dominance between male and female students, the findings show no significant differences by gender. It is hoped that this study will be able to assist Arabic language educators apply a gamification approach to teaching and learning grammar in the Arabic language, in particular the topic of al-cAdad wa al-Macd?d.

分析中级水平在韓韩国大学生汉语写作易错點

In recent years, the relationship between China and South Korea has been developing rapidly, and the upsurge of Chinese learning has been increasing. In addition, a large number of Chinese characters in Korean have similar pronunciation or meaning to Chinese, which makes the beginners feel that learning Chinese is easy and interesting. Under many inducements, more and more people choose to learn Chinese. However, in the process of Chinese teaching, I found that many intermediate level students stopped learning Chinese because they lost points in their compositions. I am very sad for this. Chinese composition is not only a barrier for students, but also a big problem for many teachers whose mother tongue is not Chinese. We have to admit that the course of Chinese composition is indeed a very comprehensive course. It not only inspects students' mastery of vocabulary and grammar, but also requires students to overcome the interference of Korean language habits on Chinese writing, and use Chinese word order and language habits to write articles. This paper uses the methods of analysis, induction and synthesis. A total of 64 students from the Department of Chinese language of ** University who are in the middle level of Chinese in the first semester of 2017, 2018, and 2019, are selected as the research objects. A 600-word essay entitled “Introduction to Chinese festivals I am familiar with” is collected, with a total of about 390000 words. This paper analyzes the phenomenon of losing scores in writing compositions. It is found that these missing points include: Chinese character errors, punctuation errors, word use errors, faulty sentences, the article's semantic barrier or biased topic. This paper also summarizes the causes of the loss of marks, including language environment factors, mother tongue transfer phenomenon, the characteristics of Chinese itself, teachers' teaching, students themselves, teaching materials and so on. Finally, this paper tries to put forward the corresponding countermeasures from various angles, including teachers' teaching, students' learning, teaching material quality and Chinese teaching related education departments. I hope this paper will be helpful to more Chinese teaching workers, especially Chinese composition educators.

Improving Speaking Skill by Using Group Work Method

There are four skills in English and one of the skills that students think is very difficult is speaking. Speaking is the skill that needs more practice and exercise, otherwise speaking fluency cannot be improved. Teacher needs to use different teaching techniques in order to reach all students effectively. The objective of this research is to see whether the method in teaching Speaking English by using the group work technique has a positive effect on the academic achievement of the students at Polytechnic ATIM (ATI Makassar), especially for Agro Industrial Engineering students who studied at the second grade. This research was carried out through class action research where teacher give some materials , apply the method, then give direct testing such as written test to find out how far students understand about the materials after they discussed in group. It is one of the assessment materials. Others assessments are taken from groups’ activities in class room, groups’ presentation, Individual’s interview test and questionnaire. This technique plays a positive role in improving the academic achievement in speaking. The technique can also improve students’ motivation in learning English; develop their Self-confidence and cooperation among students. The finding from questionnaire proves that this method can also be used to improve students’ mastery of grammar in use and motivate students in learning grammar. The method promotes learner autonomy by allowing students to make their own decision in the group without being told what to do by the teacher.

TOP TEN MOST PROBLEMATIC GRAMMATICAL ITEMS FOR INDONESIAN TERTIARY EFL LEARNER WRITERS

Errors are almost inseparable from learning process, including learning new languages. Though, it is not always considered as negative, instead, it is a part of learning process. This study was conducted to assess students’ mastery of grammar in writing, to find what grammatical errors they make, to be an evaluation to overcome the problem in the future. In this study, samples were taken from EFL students of English Education Department of Universitas Muhammadiyah Purwokerto. The grammatical errors were identified under the theory of Politzer-Ramirez which classify errors into two types: morphological and syntactic error. In the end of the study, ten types of grammatical errors were identified as the most common grammatical errors made by the students. Three of them belong to morphological error, while the remaining fall into syntactic error. Those ten errors are: The use of prepositions (75 %), redundancy (75 %), simple past tense incorrect (62.5 %), determiners (58.3 %), number confusion (45.8 %), omission of verb (45.8 %), verb construction (41.67 %), derivatives/wrong part of speech (41.67 %), nominalization (33.3 %), and errors in the use of pronoun (29.2 %). Keywords: Problematic, Grammatical Items, Tertiary, EFL, Learner Writers

ENHANCING STUDENTS’ TRANSLATION ABILITY THROUGH GROUP WORK

Translation is a compulsory subject which must be mastered by the sixth semester students of STKIP Muhammadiyah Kotabumi, by mastering this course, they automatically also must master the mastery of English vocabulary and grammar. One of the ways done by lecturer in improving the ability to translate Indonesian into English and vice versa by the application of group work technique, in this case before learning begins the lecturer needs to prepare a syllabus, semester learning plan, teaching materials, and also the media used by lecturer in the learning process of translation courses. The first step taken by the lecturer in this case is Plan, while in the main activity through group work technique, the lecturer asks students to make groups of 3 to 4 students to translate the text given by the lecturer, when they are finished, the lecturer checks the results of the group by submitting the answers or also discussed together, other ways of group work is in pairs. The lecturer also gives appreciation to each group that can answer correctly; at this stage the lecturer also observes the learning process of students. The last stage is reflection, at this stage the lecturer presents the findings during the learning process, this aims to improve the learning process in the next stage is better and increased.

A PENGEMBANGAN KETERAMPILAN ACADEMIC ENGLISH WRITING MAHASISWA SEMESTER IV JURUSAN PARIWISATA POLITEKNIK NEGERI MANADO MELALUI METODE PENERJEMAHAN

English competence is determined by its grammar mastery, more specifically Academic English Competence. In daily conversation, mastery of grammar is not the key point but in Academic English, the mastery of grammatical sentences is an important aspect. The general objective of this research is to prepare the higher semester students to master Academic English in order that they pass the test for further studies both in domestic and foreign universities as well as pass the test for employment recruitment both in public and private sectors that require good Academic English mastery. The specific objective of this research is to enable the target students to fulfill the requirements for undertaking internship in foreign countries and write internship report in English as well as write the Final Project / Skripsi in English. The method used in developing the students’ Academic Writing Skill is Translation Method since this method provides ample grammatical exercises starting from sentence level translation , paragraph level translation and essay level translation as well as vocabulary practice .Further, the students are given examples of ideas in writing sentences, paragraphs and essays. Finally the students are trained to write tourism topics directly in English without depending on translation. The method of this research is Qualitative method. The results of research show that translation Method is very effective in developing the students’ Academic Writing Skills. The final test average score obtained by the Experimental group is 23 % higher than that of the Control group.

THE USE OF “KAHOOT” (ONLINE QUIZ APPLICATION) IN TEACHING GRAMMAR FOR SECOND YEAR STUDENTS AT SMA PEMBANGUNAN LABORATORIUM UNP

This research is motivated by the lack of mastery of Grammar in students. This is because the practice in the learning process is still not varied, one example of an exercise that can be used is Kahoot. This study aims to determine the effectiveness of the use of Kahoot on the teaching of Grammar students in the second year of the SMA Pembangunan Laboratorium UNP. This research uses a quantitative with quasi-experimental methods “pre-test and post-test control group design”. The population in this study were second year students of SMA Pembangunan Laboratorium UNP who were registered in the June-December period of the 2019/2020 school year. The research sample was 20 students of class XI IBB as the experimental class and 22 students of class XI MIPA 1 as the control class. The data of this study are the scores of the final test results of Grammar teaching without and using Kahoot second year students of SMA Pembangunan Laboratorium UNP. The test scores were compared using the t-test formula to determine the effectiveness of using Kahoot in Grammar teaching. Based on the results of the t-test, it was concluded that learning using Kahoot was effective in the teaching of Grammar in the second year students of SMA Pembangunan Laboratorium UNP because tcount> ttable (4.75> 1.68) at a significant level of 0.05. So, it was concluded that the teaching of Grammar in the second year students of SMA Pembangunan Laboratorium UNP by using Kahoot was better than without using Kahoot.

Компаративний аналіз структурно-семантичних типів англійських та українських прислів’їв і приказок

The article considers structural and semantic types of English and Ukrainian proverbs and sayings in a comparative aspect. It should be noted that phraseology has always been the subject of special attention of national lexicology. Issues such as typological, semantic and stylistic classifications of phraseological units, the degree of their stability, their origin will always remain at the forefront of the linguistic search. An interesting future awaits the comparison of phraseological systems in related and non-related languages, search and translation of variants, as well as the origin of units that remain constant over time. Phraseological units fill the gaps in the lexical system of the language which cannot fully provide the names of the new aspects of reality cognized be a person and in many cases are the only designations for objects, properties, processes, states, situations and the like. The emergence of phraseological units (proverbs and sayings) weakens the contradictions between the needs of thinking and the limited lexical resources of the language. Phraseological units are carriers of the aphoristic fund, which determines the factors of the perception of the world and is associated with everyday life f and culture and is also determined by both the theoretical and practical significance of the study of phraseological units. Correct and accurate semantisation of phraseological units (proverbs and sayings) of the English language more than any other means contribute to the vocabulary expansion and mastery. Laconicism and expressiveness of the studied phenomenon contributes to the rapid mastery of English grammar and the parallel development of idiomatic speech.

Integration of Local Wisdom in Arabic Learning

To realize Arabic learning based on local wisdom, the vocabulary contained in the material should be directed to vocabulary related to local wisdom or the characteristics and potential of the region in the local area. This research aims to explain the forms of integration the local wisdom of Kerinci area in Arabic learning, both in listening, speaking, reading, and writing skills. So far, Arabic learning materials still expose vocabulary found only in Middle East Countries. For them who never seen and heard for the first time the vocabulary certainly feels strange, so it requires more treatment in giving understanding to students. This research is a library research through the stages of collecting data, identifying, understanding, analyzing, and determining. The results of this research indicate that to integrating the local wisdom of Kerinci region in Arabic learning can be done by modifying the content of the subject matter, which includes the forms of local wisdom possessed by Kerinci region in listening, speaking, reading, and writing. This is done so that the knowledge gained by students is not only in the mastery of Arabic vocabulary and grammar, but also in the knowledge of the natural surroundings such as, Kerinci Folk Songs, Kerinci Folk Stories, Kerinci Tourism, and so forth. So that sense of belonging and nationalism can be formed in the young generation who are Arabic learning.

التدخل الدلالي وتأثيره في التعبير الشفهي لدى الطالبات الإندونيسيات الدارسات اللغة العربية بجامعة الراية

The problem that often occurs is that someone tends to carry the characteristics of the language he uses in other languages ​​when he learns and interacts with the language. This phenomenon has occurred in Indonesian students in learning Arabic at Ar Raayah University which influences the student's ta'bir syafahi. Based on this, the researcher wants to describe and analyze the forms and factors of the semantic intervention of Indonesian in Arabic from the aspects of ta'bir syafahi that occur in STIBA Ar Raayah students. This research uses descriptive analysis method based on a qualitative approach. Data collection is done by observation, interview and questionnaire techniques. The data analysis technique used is based on Miles and Huberman models. The results of this study indicate that semantic interventions have influenced the ta’bir Syafahi for STIBA Ar Raayah students, which can be seen from the use of inaccurate words in the use of Arabic or the use of Arabic words based on the meaning understood in Indonesian. This happens because of the influence of the Indonesian language, lack of knowledge about appropriate vocabulary in the use of Arabic, lack of mastery of Arabic grammar, the assumption of false and correct sentences and taklid.

Arabic Teaching and Learning on Construction of Modern Instruction in Muslim Minority Pesantren Society

This present study explores the practices of teaching and learning Arabic among Muslim minorities by using the approach of modernity principles. A qualitative descriptive approach was designed in this research. It was conducted in West Papua, which covered five regencies and one city. The findings demonstrate that the instruction served in a number of pesantren (Islamic boarding schools) in Mayamuk, Aimas, Waisai, Teminabuan, Kaimana, Waigom, and Misol was carried out in a structured manner. In these seven locations, Islamic education that adopted a language skill-based instructional framework was presented by applying a communicative approach among santri (pesantren students). The language component fostered among santri was Arabic expressions without any special emphasis on the mastery of grammar. The pesantren atmosphere equipped with a boarding school for santri as a place to stay facilitated interactions among them as well as the instructors to practice their language skills. The skills were situated in the learning context and the accompanying environment. The existing social aspects were then used to mediate the teaching and learning process. The study also reveals that the variety of learning objectives determining the aspects of the approach and methodology affects Arabic instruction in the pesantren settings. It implies that not only does pesantren internalize a religious spirit, but it also promotes Indonesia based on the spirit of nationalism.

Arabic Teaching and Learning on Construction of Modern Instruction in Muslim Minority Pesantren Society

Not only does pesantren (a term used to refer to an Islamic boarding school) instill a religious spirit, but it also interprets Indonesia based on the spirit of nationalism. Therefore, it is not surprising if later pesantren is presented in an attempt to dedicate itself to the nation and the state of Indonesia besides in the interests of Islam definitely. In addition to education, educational institutions such as pesantren also have socio-cultural functions and duties. Thus, a significant spiritual movement needs to be created in order to strengthen empowerment intended to provide education holistically. Among the tool to facilitate instructional processes is the mastery of Arabic. This paper describes the practices of teaching and learning Arabic among Muslim minorities using the approach of the principles of modernity. This research was conducted in West Papua, which covered five regencies and one city. Findings of the research suggest that instruction in a number of pesantren in Mayamuk, Aimas, Waisai, Teminabuan, Kaimana, Waigom, and Misol, was carried out in a structured manner. In those seven locations, Islamic education which adopted a language skill-based instructional framework was carried out by employing a communicative approach among santri (i.e. a term used to refer to students who go to pesantren). The skill developed among santri was language expression without any special emphasis on the mastery of grammar. The environment of pesantren equipped with a boarding school for santri as a place to stay facilitated interactions among santri to practice their language skills. Their language skills were adjusted to the learning context and the accompanying environment. The existing social aspects were then used to facilitate the learning process. Finally, this research draws conclusions that differences in learning objectives which determine the aspects of the approach and methodology affect Arabic instruction.

Worchitect: An English Grammar (Parts of Speech) Card Game

Mastery of the English grammar is an intricate subject. Conventional teaching and learning of the English grammar have found to be an arduous task for teachers and a lacklustre one for students. The traditional pen and paper method often cause second language (L2) learners to become unmotivated in understanding this important element of the language. Thus, it is critical to provide L2 learners with the motivation to engage learning grammar in a more meaningful and purposive process. An ideal way to provide such learning experiences is through the use of language games that accommodate L2 learners’ desire to grasp grammar rules in an enjoyable way. To fill the gap for a purposive and meaningful grammar-based language game, Worchitect, a card-based game that focuses on (English) parts of speech is developed. The card game poses players/learners with questions that will foster their understanding of the rules of grammar for them to play the game and accumulate the highest scores possible. This game provides a constructive reinforcement to L2 users as it allows for the English parts of speech (and grammar) rules to be deductively attained. Furthermore, Worchitect is highly marketable as it is suitable for learners of various language proficiencies; for language teachers to be used as reinforcement or the actual learning activity; for parents who are looking to spend quality time with their children; and for any language enthusiast.

PEMEROLEHAN BAHASA PERTAMA SEBAGAI DASAR PEMBELAJARAN BAHASA KEDUA (Kajian Psikolinguistik)

This article aims to describe the process of language development. Efforts made the linguist and psychologist in studying the problems of language learning from a variety of viewpoints and the theory is that a lot of benefits for language development so that today we can enjoy the results of studies on the language more familiar with psycholinguistics. There are two processes that occur when a person obtains his first language, which is a process of competence and performance process. These processes are different processes, competence is the process of mastery of grammar (phonology, Jurnal Komunikasi dan Pendidikan Islam, Volume 6, Nomor 2, Desember 2016 117 Alam Budi Kusuma : Pemerolehan Bahasa Pertama morphology, syntax and semantics) unconsciously. It needs to be questioned is how the strategy of the child in gaining his first language and whether each child has the same strategy in gaining his first language

Mastery of Language Grammar among Non-Malay Students

This study targets to classify the level of mastery of the Malay language grammar of non - Malay students. Furthermore, this study explored the factors that influence on the mastery of Malay language. The survey method was used to distribute questionnaires among 100 Chinese students. The findings show that Chinese students are still weak in the knowledge of Malay language grammar (N= 1.96; SD= 0.46). This specifies that Chinese students are still incapable of producing good essays and are profoundly influenced by the mother tongue. Their roots are weak in Malay due to their attitude, lack of teaching aids, teachers' attitudes and parental attitudes. Therefore, all parties need to play a role in helping to improve the mastery of the Malay grammar of Chinese students. This helps them not to stay out of the lesson, especially in Malay language subjects.

ANALYSIS OF STUDENTS’ ABILITY TO WRITE PROCEDURE TEXTS AT THE INFORMATICS ENGINEERING STUDENTS OF STATE POLYTECHNIC OF CILACAP

Abstract: Mastering writing skill is a better way to communicate. While in practice, some English teachers/lecturers frequently found out that their students’ writings were not well-written due to the students’ lack of writing ability. There are many text genres learnt by the students. One of them is procedure text. The students’ ability to write procedure text is not only measured by their mastery of grammar, but also from its structures and the language features. The data were 23 procedure texts written by the first semester students of Informatics Engineering department at State Polytechnic of Cilacap. This study is acase study in nature by using combination of quantitative and qualitative approaches in analysis. The analysis was done according to communicative purpose, generic structure, and linguistic features of a procedure text. The result of the study showed that all Informatics Engineering students (100%) have achieved the communicative purpose of procedure text, almost all students (97.10%) could implement the generic structures of procedure text in their writings, and some of the students (60.87%) could characterize their procedure texts by using the linguistic features of procedure text.

The Correlation Between Language Proficiency And The Use Of Lexical Collocations By Algerian EFL Undergraduate Students In Essay Writings :, A Case Study Of Verb+ Noun Collocations

‘Pseudo-native speaker’ is the term given to a foreign language learner who has reached a high level of proficiency. Such level of proficiency is characterised by the mastery of grammar, vocabulary, and pronunciation. Consequently, a distinction must be drawn between grammatical proficiency and the idiomatic one. Idiomaticity has three basic levels of compositionality: free combinations, collocations, and idioms. The present research work investigates the mastery of Verb+Noun lexical collocations by Algerian EFL learners in Freres Mentouri university. It is hypothesised that Algerian EFL learnershave a low level of mastery in the usage and comprehension of Verb+Noun collocations.It is also hypothesised that the essays of Algerian EFL learners lack the use of appropriate Verb+Noun collocations. An online corpus (BNC) and two other online websites (Collocation Checker & O.O.C.D) were used as tools to measure learners’ collocational competence. Examined collocations were extracted from the learners’ examination essays. The analysis was done manually through identification and corpus usage. The findings of the study indicate that Algerian EFL learners have a low competence in dealing with Verb+Noun collocations. Thus, focus on collocational knowledge is required. Teachers must raise their students’ awareness on the importance of collocations in improving the oral and written quality of production. Learners have to, deliberately, be able to identify collocations, and memorise them within their contexts.

Investigating Difficulty Order of Certain English Grammar Features in an Iranian EFL Setting

<p>The English grammar is usually taught to undergraduate EFL learners in Iran during the first academic year. It may be supposed that they have acquired a good mastery of the English grammar as they are on the verge of graduation. At the same time, it may be assumed that some English grammar features are more difficult/less difficult than others for the EFL learners to master. This study, therefore, attempts to find out which English grammar features are more difficult/less difficult than others for Iranian undergraduate EFL learners. 125 Iranian undergraduate senior EFL learners took part in this study and responded to the English grammar test. Moreover, some experienced English instructors were asked to rate the difficulty of the given English grammar features. The data were collected and analyzed which revealed that some English grammar features were more difficult and some were less difficult than others for the EFL learners. The obtained difficulty order determined by the EFL learners and the one obtained according to the instructors’ perceptions were compared. Some similarities/overlaps and differences were found to exist in the rank orders of the features for the two groups. The findings of the study may be beneficial to syllabus designers, material developers, instructors and EFL learners.</p>

STUDENTS’ STRUCTURAL AND CULTURAL PROBLEMS IN TRANSLATING FROM INDONESIAN INTO ENGLISH

This study is aimed at evaluating the lexical, grammatical and cultural problems faced by students of translation subjects in translating from Indonesian into English. The subjects of this study were students with low average ability. The findings show that students have problems in translating lexical, grammatical and cultural items. Based on the results of the analysis, it can be concluded that the problems are caused by low mastery of lexis, grammar and culture. It is recommended that the lecturers of translations give attention to these three aspects. Keywords: Translation, lexis, grammar, culture. Received: 10 June, 2016; Accepted: 8 September, 2016