English Sentences Research Articles

Improving English Writing Skills through the Application of Audiovisual Media at Senior High School

The author found that there was still a lack of mastery and interest of students in writing English sentences at SMAN 3 Sumbawa Besar. This study aims to explain strategies for using audiovisual media as well as analyze the results of improving English writing skills in the use of audiovisual media. This type of research is descriptive quantitative with the data collection techniques used are observation, English writing skills test and documentation and the analysis technique used is the paired sample t-test. Based on the results of the descriptive statistical analysis test, the average score of pretest and posttest English writing was obtained by students in the control class of 50.88 and 59.56 experienced an increase in scores in the experimental class of 58.68 and 74.85, meaning that there was an increase in English writing skills after the use of audiovisual media. From the analysis of the pretest-postest paired t-test, a result of -35.098 with a sig value was obtained. hitug (2 tailed) 0.000 is smaller than the ttabel 0.05. It was concluded that there was a difference between the pretest and postest scores in the results of English writing skills before using audiovisual media and after using audiovisual media.

Run-on and Fragment Sentences: An Error Analysis in Indonesian English Learners' Writings

Run-on and fragment sentences provide clues as to how English learners understand English sentences and how English learners organize information and shape their essays. This research was based on a group case study of run-on and fragment sentences in English college students’ essays, using an English Sentence Completeness approach to investigate how English college students make an error on making a sentence in their English essays and discusses the further pedagogical implications based on the errors pattern found. English college students were found to do run-on in their sentences more often than fragments. They write more than one subject and one verb in a sentence and significantly forget to limit their sentences. The carelessness in punctuation and a period between sentences make the sentence permitted to “run on” into the next. Besides run-on, fragments were also found in students’ essays: Missing subject and verb conditions are significantly found in the students’ sentences. These findings revealed that English college students lack knowledge of how to make complete sentences in ordering information and building up a text’s structure. Therefore the learning process of English writing should be informed of the importance of English sentence completeness in organizing a text and introduce the strategies for avoiding and making less run-on and fragment sentences through practice activities and writing assignments. This research is qualitative descriptive-explorative research where descriptive and explorative are intended to describe and explain the situation based on collected data and facts, which are then analyzed and arranged systematically to get conclusions in detail to be a hypothesis.

Integrating dictionary on taxation accounting terminology as self-learning kit in English for specific purposes

Specialized tax and accounting dictionaries are useful for vocational students as an independent learning medium, as they facilitate vocabulary mastery and eliminate the need for general dictionary lookups. The focus of this paper is the development of a dictionary of tax accounting terminology as an independent learning medium in the academic reading process and analysis of its implementation. This learning medium was developed using an adaptation of the ADDIE model which consists of five phases: needs analysis, design, development, implementation, and evaluation. This study elaborates on the student's perspective on the product produced in this study, namely a self-learning kit in the form of a tax accounting terms dictionary as well as student experiences in using dictionary applications to support their learning. The dictionary covers 731 data entries with the description of word translation, word class, definition, and sample sentences in English and Indonesian. In addition, users are also provided with 8 self-evaluation exercises in Quizizz which can be accessed via barcode scanning or link. Data analysis in the form of respondents’ responses in Google Form was described based on aspects of student feedback after using the dictionary. The descriptions of student perceptions are summarized into aspects of design, content, and usability. Students gave positive responses in those three aspects and highlighted that the dictionary assisted them in improving their vocabulary mastery, and reading comprehension as well as in reflecting on their learning progress through self-evaluation.

The Effect of Transitivity, Futurity, and Aspectuality on the Translation of English Present Progressive into Arabic Verbal and Active Participle Counterparts

Arabic lacks a specific form for progressive tenses and instead uses the imperfective form ‘jafʕal’ to express habitual and progressive aspects. Arabic also uses an active participle form (AP) to express progressiveness. This paper addresses the effect of transitivity, futurity, and aspectuality on the translation of English present progressive (PP) into Arabic verbal and active participle counterparts. To investigate which of the two forms is used to translate English PP into Arabic, data were collected from 100 students who were studying an elective ‘translation’ course at Princess Sumaya University for Technology (PSUT). The researchers built a questionnaire of 38 English sentences each of which has two main translations: one that uses the imperfective form ‘ja-fʕal’ and another that has an (AP) form, mainly ‘fa:ʕil’ or ‘mu-fʕil’. The participants were asked to rate the acceptability of each sentence on a scale of 0-2. The findings reveal that transitivity and the future reading of the progressive verb affect the translatability of the progressive tenses as imperfective or (AP) form. Transitive verbs are more likely to be translated as imperfective verbs than transitive APs because (AP) does not have as strong verbal properties as lexical verbs. On the other hand, translocative verbs accept (AP) translations fairly enough to refer to future. The findings also reveal that the aspectuality of the verb affects its translation in one of the two main forms mentioned above. (AP) translations of English (PP) become more acceptable when the root of the verb indicates state-of-affair actions, achievements or accomplishments.

The Analysis of English Sentence Components Based on Decision Tree Classification Algorithm

Decision tree is an important classification method in data excavation technology. It is a predictive analysis model expressed in the form of a tree structure (including binary trees and poly trees). The decision tree method is a more general classification function approximation method. It is an algorithm commonly used in predictive models to find some potentially valuable information by purposefully classifying a large amount of data. In this article, the author tries to analyze the English sentence components based on the decision tree classification algorithm. The author starts with the decision tree, extracts the decision tree rules, and generates a classifier by effectively sorting the decision tree rules, and applies it to classification prediction.

THE FACTOR OF SPEAKING PROBLEMS FACED BY THE ELEVENTH GRADERS OF SMA NEGERI 1 TANJUNG SELOR

The purpose of the research was to describe the results of the speaking problem factors of class XI students at SMA Negeri 1 Tanjung Selor. The design of the research was a descriptive. The subject was taken by random sampling technique. The researcher took 28 students of class XI with each representative from 8 classes. To collect the data, the researcher used documentation, questionnaire, and interview. Based on the results of the questionnaire showed that 1) there were 53.6% of students answered the lack of proper vocabulary selection, 2) 42.9% of students answered less confident in pronunciation, 3) 35.7% of students answered that they did not use proper grammar, and 46.4% of students answered that they could not speak English well. The results of interview with the teacher of English and the students showed that there were several problems faced by the students namely weak of grammar, weak of pronunciation in English, not fluent in speaking English, lack of vocabulary, difficulty compiling English sentences, lack of practice speaking at home and at school, embarrassed by wrong pronunciation and fear of being laughed at by friends. Based on the result of the research showed there were some factor of speaking problems faced by the eleventh graders of SMA Negeri 1 Tanjung Selor namely less of confidence, weak of grammar, weak of pronunciation in English, not fluent in speaking English, lack of vocabulary, difficulty compiling English sentences, lack of practice speaking.

Image to Caption Generator

Abstract: Image captioning aims to automatically generate a sentence description for an image. Our project model will take an image as input and generate an English sentence as output, describing the contents of the image. It has attractedmuch research attention in cognitive computing in the recent years. The task is rather complex, as the concepts of both computer vision andnatural language processing domains are combined together. We have developed a model using the concepts of a Convolutional Neural Network (CNN) and LongShort Term Memory (LSTM) model and build aworking model of Image caption generator by implementing CNN with LSTM.The CNN works as encoder to extract features from images and LSTM works as decoder to generates words describing image. After the captiongeneration phase, weuse BLEU Scoresto evaluate the efficiency of our model. Thus, our system helpsthe user to get descriptive caption for the given input image.

AN ANALYSIS OF ENGLISH EDUCATION DEPARTMENT STUDENTS' ABILITY IN TOEFL READING COMPREHENSION

Abstract:
 
 The TOEFL test is globally acknowledged as the foremost assessment tool for evaluating English proficiency levels (Warfield, 2013:133). This study explores the English department students' readiness for the TOEFL examination, with a specific focus on 4th-semester students enrolled in the TOEFL preparation class at STKIP MB. An observed issue pertains to reading comprehension difficulties encountered by students in this class. This difficulty primarily stems from the complexity and length of the texts, making it challenging to grasp the core ideas. Furthermore, students have been exposed to Academic Reading and Extensive Reading prior to the advanced Reading (TOEFL reading) section. This context demands specific skills such as extracting key ideas from passages, addressing direct and indirect questions, and enhancing vocabulary (Phillips, 2001).
 This research identifies a link between reading comprehension and reading techniques. Patel and Jain (2008:80) distinguish intensive, extensive, Aloud, and Silent reading techniques, with students struggling to maintain focus and comprehend texts effectively. Inefficient strategies often lead to time-consuming responses to reading comprehension questions. Another significant hurdle is that students tend to read passages word by word, hindering their ability to retain information. Harmar (2018:25) aptly notes, "Reading is an exercise dominated by the eyes and the brain," emphasizing that reading serves as a medium to obtain information and understand the meaning of text. However, the reality reveals a deficit in understanding words or sentences in English among some students, indicative of inadequate reading comprehension and limited vocabulary.
 This research also highlights the challenges faced by college students preparing for TOEFL, wherein tests exhibit varied formats, making them significantly different from typical assessments. The abundance of seemingly correct answer choices often perplexes students, leading to confusion and inconsistency in selecting the right answers. Furthermore, the students frequently grapple with tense usage and vocabulary limitations in the English language. Notably, reading comprehension consistently emerges as the lowest-scoring section in the TOEFL test.
 In conclusion, this study aims to address the reading comprehension difficulties encountered by STKIP MB 4th Semester Students in the TOEFL preparation class. By examining the correlation between reading techniques, comprehension strategies, and vocabulary enhancement, the research strives to provide effective solutions to improve TOEFL reading scores and overall English proficiency among students.
 
 Keywords :Reading, Reading strategy , TOEFL.

NEED ANALYSIS OF NON-ENGLISH DEPARTMENT STUDENTS IN ENGLISH FOR SPECIFIC PURPOSE (ESP)

This research is to investigate the need analysis of the non-English students in ESP. This research is descriptive and qualitative. The findings show that in the educational students’ background in high school from 348 students as respondents, most students (196 students or 56.3 %) graduated from Vocational High School. They think that the career opportunities available to tertiary education graduates are much wider and more numerous. Most students (259 students or 74.4 %) have a ‘Basic’ level. The students can use simple vocabulary/expressions in English, know a little grammar and make lots of pronunciation errors. Most students (232 students or 66.6 %) are motivated to learn English to have the ability in communicating orally in English and to get a good job after graduating from the study. Most students (231 students or 66.6 %) have difficulty understanding grammar’. Most students (250 students or 71.8 %) want to have the reading ability in looking for information on English text. Most students (283 students or 81.3 %) want to have the ability in writing English sentences properly and correctly. Most students (270 students or 77.6 %) want to have the ability in listening to and understanding English presentations from the lecturer. Most students (304 students or 87.4 %) want to have the speaking ability in pronouncing English words correctly. Related to English language material needs for specific purposes required by students, most students (303 students or 87.1 %) want the material of vocabulary, especially English specific terms in several references such as books, journal articles, textbooks, modules, or other sources according to their study program in the fields of Accounting, Taxation, Engineering and Information Systems, and Islamic Economics.

NEED ANALYSIS OF NON-ENGLISH DEPARTMENT STUDENTS IN ENGLISH FOR SPECIFIC PURPOSE (ESP)

This research is to investigate the need analysis of the non-English students in ESP. This research is descriptive and qualitative. The findings show that in the educational students’ background in high school from 348 students as respondents, most students (196 students or 56.3 %) graduated from Vocational High School. They think that the career opportunities available to tertiary education graduates are much wider and more numerous. Most students (259 students or 74.4 %) have a ‘Basic’ level. The students can use simple vocabulary/expressions in English, know a little grammar and make lots of pronunciation errors. Most students (232 students or 66.6 %) are motivated to learn English to have the ability in communicating orally in English and to get a good job after graduating from the study. Most students (231 students or 66.6 %) have difficulty understanding grammar’. Most students (250 students or 71.8 %) want to have the reading ability in looking for information on English text. Most students (283 students or 81.3 %) want to have the ability in writing English sentences properly and correctly. Most students (270 students or 77.6 %) want to have the ability in listening to and understanding English presentations from the lecturer. Most students (304 students or 87.4 %) want to have the speaking ability in pronouncing English words correctly. Related to English language material needs for specific purposes required by students, most students (303 students or 87.1 %) want the material of vocabulary, especially English specific terms in several references such as books, journal articles, textbooks, modules, or other sources according to their study program in the fields of Accounting, Taxation, Engineering and Information Systems, and Islamic Economics.

Teaching Strategies of Senior High School English Writing Based on Promoting Writing with Reading

With the continuous advancement of the new curriculum standard reform of senior high school English, English teaching based on the core quality of English teaching has become one of the important goals of senior high school English teaching. Based on the current situation and practice of senior high school English writing teaching, this paper analyzes a series of problems existing in senior high school English teaching and their causes, and holds that the teaching method of reading and writing is an effective means to improve the English writing ability of senior high school students. One can read and write with the help of combination of expansion of high school students in the English language knowledge, which can cultivates English thinking ability. Through the reading of English discourse structure or paragraph mode, it can effectively improve students in English sentence structure and word collocation organization ability and writing ability.

Image Captioning Generator Text-to-Speech

A model is created for blind people that can guide and support them while traveling on the highways just with the help of a smartphone application. This can be accomplished by first converting the scene in front of the user into text and then converting text into voice output. Then a method for the generation of image legends based on deep neural networks. With an image as an entry, the method can display an English sentence describing the contents of the image. The user first provides a voice command, then a quick snapshot is captured by the camera or webcam. This image is then fed as input to the image caption generator template that generates a caption for the image. Next, this caption text is converted to speech, which gives rise to a voice message on the description of the image.

Revelations on Grammar Teaching Based on an Analysis on Syntactic Structure of Transformational Generative Grammar and Metafunctions of Systemic Functional Grammar

English has become one of the compulsory subjects for students in China. As a foreign language, especially one whose grammatical structure is, in some sense, diverse from learners’ mother tongue, it requires teachers to research proper methods to present syntactic patterns for students’ sake. When teachers turn to linguistics, there are two well-known theories about syntax from different points of perspective. They are transformational-generative grammar, proposed by Chomsky, and systemic functional grammar by Halliday. Concerned that most beginners may be challenged to be exposed to a totally new language that embraces foreign cultures; hence, learners are supposed to start with what is called the most fundamental syntax---the five basic English sentence patterns. As for teachers, it is necessary to analyze those sentence patterns and come up with practical teaching methods so that they can help learner study more efficiently. In this sense, this essay is far too meaningful. This dissertation aims to reveal the potential relations between the two theories in analyzing the five sentences as part of the efforts to seek more appropriate ways of discussing English syntactic features. Also, hopefully, it may bring some enlightenment to teachers. The method this paper applied is comparative analysis. After the research, the two theories have their place in explaining different types of sentences.

The influence of semantic bias on triple non-identical cognates during reading: Evidence from trilinguals’ eye movements

The current study investigated how the processing of triple cognates (words sharing form and meaning across three languages) is modulated by the semantic bias of sentence context in a reading task. In the study, Polish–German–English trilinguals read English sentences while their eye movements were monitored. The sentences were either semantically biased (high-context) or neutral (low-context) towards target words. The targets were either Polish–German–English cognates whose cross-language form overlap was incomplete (e.g. DIAMENT–DIAMANT–DIAMOND) or English-only controls (e.g. KURCZAK–HÄHNCHEN–CHICKEN). The results revealed a significant effect of context in gaze durations and in total reading time. Importantly, no cognate facilitation effect was identified in any reading measure. The gaze duration data additionally revealed that English-only controls were read slower in low-context sentences than in high-context sentences but gaze durations for cognates were not affected by the sentence context. Thus, prior bilingual findings were only partially replicated in the current study with trilinguals. This suggests that bilingual models of language processing should be carefully adapted to trilinguals. The current data may also mean that non-identical cognates (even those shared across three languages) induce relatively small effects and large samples of participants and items may be needed to detect such effects across reading measures.

Design of the Intelligent Recognition Model for English Translation Based on the BP Neural Algorithm

With the development of modern intelligent recognition, many intelligent recognition translation tools have emerged. These translation tools mainly include machine learning, neural network, KNN, and other artificial intelligence technologies. These technologies have been applied to many fields. Among them, machine translation is the most important and widely used one. A large number of English translation technologies have appeared in this development era. However, the translation accuracy of intelligent recognition technology cannot be guaranteed. Under the background of this English translation environment, we design an intelligent recognition algorithm of English translation based on the BP neural algorithm to improve the rationality of English translation and analyze the intelligent recognition model of English translation. The following conclusions are drawn from the experimental comparison Four Methods of Translation. (1) Compared with some similar algorithms, machine translation based on the BP neural algorithm has many characteristics, such as convenience, which are very suitable for English translation. (2) The intelligent recognition model of English translation using the BP neural network makes the sentence flow higher, which can solve some problems in translation and achieve coherent translation in context. (3) The intelligent recognition model with the BP neural network as the core realizes a variety of permutations and combinations of different characteristics of complex English sentences, solves many poor English sentences, and significantly improves the accuracy of English translation.

The perception of intonational and emotional speech prosody produced with and without a face mask: an exploratory individual differences study

Face masks affect the transmission of speech and obscure facial cues. Here, we examine how this reduction in acoustic and facial information affects a listener’s understanding of speech prosody. English sentence pairs that differed in their intonational (statement/question) and emotional (happy/sad) prosody were created. These pairs were recorded by a masked and unmasked speaker and manipulated to contain audio or not. This resulted in a continuum from typical unmasked speech with audio (easiest) to masked speech without audio (hardest). English listeners (N = 129) were tested on their discrimination of these statement/question and happy/sad pairs. We also collected six individual difference measures previously reported to affect various linguistic processes: Autism Spectrum Quotient, musical background, phonological short-term memory (digit span, 2-back), and congruence task (flanker, Simon) behavior. The results indicated that masked statement/question and happy/sad prosodies were harder to discriminate than unmasked prosodies. Masks can therefore make it more difficult to understand a speaker’s intended intonation or emotion. Importantly, listeners differed considerably in their ability to understand prosody. When wearing a mask, speakers should try to speak clearer and louder, if possible, and make intentions and emotions explicit to the listener.

An Error Analysis on Dialogue Script Written by Eighth Grade of SMPN 3 Kota Jambi

In learning English especially in writing, the students made errors to write dialogue. They have lack of vocabulary and less idea in writing English sentence. They also need to consider about the grammatical components of English that differ from Indonesian language. The aim of this research was to describe errors made by the students in writing dialogue script. Thirty students from Eighth grade of SMPN 3 Kota Jambi were asked to write about free essay in dialogue script. All students writing are, then, analyzed in order to investigate students' errors. Based on findings of this research in linguistic category and surface strategy, it can be concluded that the students have difficulties in grammar (tenses, preposition, agreement, article), lexicon (vocabulary and spelling), punctuation for linguistic category and addition (double marking, regularization, simple addition), omission, misformation (regularization, archi- form, alternating form), misordering for surface strategy. Most students tend to have difficulties in spelling and omission.

Coarticulation is reduced in clear speech produced with protective face masks

Talkers dynamically modify their coarticulatory patterns when producing listener-oriented hyperarticulated clear speeches. This study examined how the use of protective face masks interacts with the production of intelligibility-enhancing clear speech to impact coarticulation. A native and a non-native speaker of English read sentences in a clear and conversational speaking style with and without a surgical mask. Coarticulation between word-internal adjacent segments was analyzed with a whole-spectrum analysis including spectral distance and segment overlap duration. Both speakers coarticulated less in clear than in conversational speaking style as indicated by the larger spectral distance and shorter overlap duration between adjacent segments. Coarticulation was further reduced when clear speech was produced with a mask by the native speaker but not by the non-native speaker. The findings showed that producing hyperarticulated intelligibility-enhancing clear speech also involves reducing coarticulatory overlap across adjacent segments. Coarticulatory resistance was adaptively reinforced in the presence of the additional communicative barrier, face mask, particularly for the speaker with extensive experience with the target language. Such cumulative reduction of coarticulation may in part underlie the larger perception-in-noise benefit for clear speech produced with a mask for the native compared to the non-native talker.

한국 중등학생의 영어 통사구조 인식 분석

This study investigated the response rate of negative polarity items(NPIs) in English simple sentences among Korean middle school students who use English as a second language. For this study, a total of 178 middle school students participated in the study. There are 61 first graders, 47 second graders, and 70 third graders, and the gender ratio is equal to 89 males and 89 females. The experimental results are as follows. First, in the results for NPIs, with respect to the position, all three groups showed higher NPI response rates in the object position than in the subject position. In terms of ranking, 1st year showed the highest in subject position, followed by 2nd and 3rd year, and the higher the grade, the lower NPI response rate. Second, according to the results for the correct answer, with respect to the position, the percentage of correct answers was higher in the object position than in the subject position. In terms of ranking, 3rd graders showed the highest in subject position, followed by 2nd graders and 1st graders. In conclusion, in relation to the position, the response rate suitable for this was higher in the object position than in the subject position in the NPIs and in the correct answer. These results can be said to be consistent with the previous study that the participants' perceptions of NPIs and that children acquire the object first. Also, by ranking, it can be said that the awareness of NPIs increases with age. To generalize the results of this study, more multifaceted studies are needed. However, since the results of this study have many points in common with previous studies, it is hoped that they will serve as a meaningful foundation for expanding existing theories.

INFLUENCE OF L1 WHILE LEARNING SUBJECT-VERB AGREEMENT OF ENGLISH AS A FOREIGN LANGUAGE

The study aims at investigating the poverty of subject verb agreement of Gujari learners of English at primary level. According to the term subject-verb agreement in English that verb should agree with the noun or pronoun. It is either singular or plural, the verb changes accordingly. In other words, the SVA can be defined as the change of verb according to the subject’s number and person. The study focusses upon the influence of the first language while constructing the English sentences. It investigated the Gujari speakers of English learners at district Kotli at primary level how their writing is packed with already learned languages. The study used the Brown (1994) model to classify the errors. The model categories the errors such as addition, substitution, wrong selection, omission. Learners writing sample were collected to classify the errors. It was found that adding the helping verb or main verb where it is not required in English. Similarly, they omit the verb despite its requisition likewise they substitute it according to the drive of their already learned languages. they were also found committing errors in the use of pronouns that automatically impact the subject-verb agreement. Keywords: Subject Verb Agreement, Errors, Gujari Learners, First Language Influence.