Subject Of Sentence Research Articles

EMPTY SUBJECT (EXISTENTIAL ‘THERE’) AND CONCORD IN ENGLISH AND ALBANIAN LANGUAGE

<p><span>Empty subject expressed with existential ‘there’ has confounded English linguists for a longer period of time. While some grammarians do not consider existential ‘there’ as real subject, Jespersen was the first to recognize and call it a ‘lesser subject’. Huddleston and Quirk argue that ‘there’ is subject of existential sentences. On the other hand, there is no subject when we translate simple sentences from English to Albanian language with existential ‘there’. In fact, such translated sentences start with a predicate. Existential ‘there’ and concord between the subject and predicate is also analyzed in this study. There are different examples where existential ‘there’ as subject takes a singular or a plural verb depending on the object in English language. There is a similar situation with the predicate in Albanian language when objects have an influence on the verb number. There are some differences, however, when existential ‘there’ is not in concord with some translated sentences in Albanian language. The second part of this study is focused on a questionnaire filled by students who had to choose between two given options, a singular or a plural verb with existential ‘there’ as the subject of the sentence for translated sentences from English to Albanian language.</span></p><p><span><strong><span>Keywords: </span></strong><span>Empty subject, existential ‘<em>there</em>’, verb, concord, English language, Albanian language.</span></span></p>

Синтаксические функции инфинитива в современном эрзянском языке

The aim of the study is to identify the syntactic functions of the infinitive using the material of one of the Mordovian languages, Erzya. The paper presents the polyfunctionality of this indefinite verb form conditioned by the synthesis of verbal and substantive semes. The study is novel in that it is the first in Mordovian linguistics to describe in detail the syntactic role of the infinitive. As a result, it has been revealed that in the sentence, the infinitive, just like the noun, can perform the functions of all the members of the sentence that are, except for the predicate, unmorphologized. A number of syntactic functions of the infinitive have been commented on. It has been indicated that taking into account the syntactic use, the infinitive is divided into the independent type (the subject of a two-member sentence or the main member of a one-member verbal sentence) and the dependent type (a component of a compound verbal predicate, attribute, object, adverbial modifiers of various categories). It has been determined that the infinitive subordinate to a finite verb form can be a subject infinitive (denotes an action whose subject coincides with the subject of the finite verb form), an object infinitive (indicates an action (state) as the object of activity of someone or something that is not the subject) or a subject-object infinitive (indicates the subject that is the producer of an action that should not be carried out). It has been noted that the infinitive can occupy important communicative positions in the text, bringing emotional coloring to its content.

КРИТЕРІЇ НАПИСАННЯ ТА АНАЛІЗ ЛІНГВІСТИЧНИХ ОСОБЛИВОСТЕЙ CONFERENCE ABSTRACTS У РОЗВИТКУ НАВИЧОК АКАДЕМІЧНОГО ПИСЬМА (НА МАТЕРІАЛІ АНГЛОМОВНИХ ТЕЗ ДОПОВІДЕЙ ДЛЯ НАУКОВИХ КОНФЕРЕНЦІЙ)

The article examines not only the issue of determining the list of criteria for successful writing of conference abstracts, but also views the ability to carry out a linguistic analysis of conference abstracts to ensure the development of academic writing skills. It outlines the meaning of key concepts, abstracts, and conference abstracts, known as secondary genres of scientific discourse. The article describes textual characteristics and application of rhetorical strategies in writing effective conference abstracts. The methods of content analysis and systematization have been used to determine linguistic features of the analyzed conference abstracts. Moreover, it claims on the importance of considering the established conventions of their meaningful writing not only for post-graduate students but for young scholars as well, since it is a common problem for all groups. Failing to meet the requirements, conference abstracts are to be denied by the committee board hosting the future scientific conference. Addressing this problem, experts of blind viewing suggest that it may be attributed to poor command of English, lack of knowledge of academic writing skills and of lexical and stylistic features. The results suggest that familiarizing students with the recent scientific data and methodology is crucial but not sufficient to develop their academic writing skills. Implementing the method of content analysis, the study places emphasis on examining various authentic scientific texts. Thus, the conclusion has been made about the significance of following the accepted format of writing conference abstracts and maintaining appropriate rhetoric strategies in the development of academic writing skills. Among the analyzed materials of the English-language conference abstracts, the most typical linguistic characteristics of this type of genre of academic writing were established: the use of Active Voice constructions, mainly verbs of the present indefinite tense, impersonal constructions, personal, possessive, and indicative pronouns in plural form which act as the subject, abbreviations and negative sentences are rarely used.

Attitude towards Social Media and English Language Competency of Grade 11 Students of Surigao State College of Technology

This study determined the attitude towards Social Media and English Language Competency of Grade 11 students of Surigao State College of Technology, Surigao City. Specifically, the demographic profile of the respondents, the attitude towards social media and English language competency in reading and writing of the respondents were determined. The significant difference on the ratings of respondents towards Social Media and the two macro skills in English Language with respect to th eir profile and the significant relationship between the attitude of respondents towards social media and English Language Competency were also ascertained. The data were gathered from the 31 Grade 11 students. The data were analysed through frequency count and percent, weighted mean and standard deviation, one–way analysis of variance (ANOVA) and Scheffe’s test, Pearson product moment of correlation and t-test. The findings of the study are: Most of the respondents spend 1-1.5 hours a day in using social media specially Facebook to look for advanced career opportunities, for self-expression, for academic school work, to interact with friends, make new friends, and coordinating group projects in their classes. Their parents have monthl y income of less than 5000 and they used the Filipino language when using their social media account. The respondents have positive attitude towards social media. The respondents showed a failing result in English language competency in terms of reading and writing skills. No significant difference existed on the English language competency of the respondents as to reading and writing when grouped according to their profile, and no significant relationship was found between attitude towards social media and the English language competency of the respondents in terms of reading and writing skills. The study concluded that: Access to social media especially Facebook has been affordable to the students despite meager income of parents; that they use social media to look for advanced career opportunities, for self-expression, for academic school work, to interact with friends, make new friends, and coordinating group projects in the classes. The Grade 11 students, regardless of profile, lack technical skills in writing and understanding what they read, in defining words, comparing words, identifying the main idea of a paragraph, in pointing-out the topic sentence, and in analyzing and interpreting important lines, and students’ favorable attitude towards social media does not have a connection to their reading and writing skills. The recommendations of the study are: The students should be reminded that constant engagement to social media due to their positive attitude may hinder their studies which may lead to poor performance in school, the parents being the partners of the school may monitor the whereabouts of their children and periodically check the school if their children are attending their classes, and teachers may incorporate in their classes the use of social media such as giving of assignments and other instructions related to their classes so that their students may not only engage in social media for chatting but also for educational purposes, and teachers should encourage their students to use English language in using Facebook to improve their English language competency.

『叔夷鐘·鎛』 人稱代詞 用法에 대한 再考察

“Shuyi Zhong” unearthed in 1123 at Linzi, Shandong Province. It is one of the important instrument for Qi culture research. Although the significant progress on the study of the preserved inscription, 'liding' and 'tongjia' of the content still need further study. This paper organizes personal pronouns, conducts historical research on them and reinterprets the content of the inscription by judging the positions in the sentences. There is a high possibility that the character of “Nai(乃)”was used as “Shi(尸)”by mistake, The five uses of the word “Nai(乃)” in the Jinwen of the Western Zhou Dynasty need to be further studied, as well as those in the Eastern Zhou Dynasty. The use of Jinwen in the Eastern Zhou Dynasty also needs to be re-examined.
 According to previous literature, the character of ‘nai’ appeared in Jinwen of Easten Zhou more than 130 times as adjective, and 5 times as the subject in sentences. This study revealed that ‘nai’ was not used as the subject in a sentence in Jinwen of Westen zhou.

한국인 중국어 작문과 중국인 중국어 작문의 텍스트 특성 비교 연구

The research purpose of this paper is to compare and analyze the textual features of Chinese writing by Koreans and Chinese individuals, in order to derive solutions for writing good or exemplary Chinese Texts that conform to these features. Korean Chinese writing is classified into excellent and immature texts and compared and analyzed with exemplary Chinese writing by Chinese individuals. There are 9 variables used as tools for analyzing textual features:T-unit numbers(X1), Topic of sentence number(X2), Whole word numbers(X3), Incorrect sentence number/whole sentence number(X4), Cohesive ties number/whole sentence number(X5), The number of thematic chunks(X6), Whole word numbers/T-unit numbers(X7), T-unit numbers/topic of sentence number(X8), The number of thematic chunks/the number of sentence theme(X9).BR According to the result of analysis, the features of good or exemplary Chinese writing are as follows: Firstly, there are many T-units per text, indicating rich content. Secondly, there are few grammatical errors, and there are many T-units per topic, allowing for detailed descriptions of a single topic. In addition, the number of thematic chunks per topic is many, allowing for detailed descriptions of a single theme. Thirdly, exemplary Chinese writing makes frequent use of cohesive ties, has a high number of thematic chunks, and uses fewer words per T-unit, resulting in shorter descriptions. Fourthly, there are few sentence topics, allowing for focused descriptions on the topic, and there are many characters per sentence, resulting in longer sentences.

SIMPLE SENTENCE IN A·WE

A·we is the standard variety of the A·chik language also known as A·chikku which is also commonly known as the Garo language. The Garo language belongs to the Tibeto-Burman branch of the Sino-Tibetan language family. Since Syntax involves arranging words to create logical phrases, clauses, and sentences, simple sentence is an important part of syntax and thus knowing about the simple sentence in A·we forms the basis of writing correct sentences in this variety of the Garo language. Noam Chomsky, the famous Linguist used the phrase, “ colorless green ideas sleep furiously’ in his book, Syntactic Structures (1957) as an example of a sentence which is syntactically and grammatically correct because it has the correct word order and the verb is consistent with the subject but is semantically incorrect. Chomsky (1957) thus illustrates that the rules governing syntax are different from the meaning conveyed by words. We can observe that there are subject and predicate in a simple sentence in language, which is the same for A·we. It is not essential that a simple sentence must be a short sentence and it is also possible to write a simple sentence if there is only one predicate used with a number of subjects to make a long sentence. Such sentences are still called a simple sentence. In this paper, we will discuss some classification of simple sentence in A·we which will further contribute to the study of syntax in A·we as well as aid in constructing proper sentences in the language.

Flipped Classroom: An Effective Methodology to Improve Writing Skills of EFL Students

This study proposes a flipped classroom methodology in the context of a group pre/post-quasi-experimental study to improve the writing skills of EFL students, with a particular emphasis on writing topic sentences, supporting sentences, concluding sentences, adjectives, adverbs, and sentence structures correctly. The research sample consisted of 25 EFL (English as a Foreign Language) students studying the course titled “Technical Report Writing,” adopting flipped classroom methodology. The effectiveness of students' writing skills before and after the experiment was evaluated by researchers through pre- and post-experimental exams. Results for the post-test were influenced by the dependent-sample t-test. It was determined that the flipped classroom remarkably improved EFL students' writing abilities. Other EFL teaching and learning challenges may be addressed through implications with the additional study into flipped classroom approaches.

Probing of Hardships and Their Factors of EFL Students in Constructing Text

The objective of this study was to investigate students' hardships and their factors in creating descriptive texts. The subject of this study was the fourth semester of IAIN Sultan Amai Gorontalo's English Education Program. 39 students were involved in this study. Three types of instruments were employed to gather the data: documentation, questionnaires, and interviews. The document was used to evaluate students' proficiency in five writing-related areas. The questionnaire was designed to identify specific challenges with descriptive text composition. The purpose of the interview was to identify factors contributing to students' difficulty in writing descriptive texts. This study employed mix method. This study revealed that students had difficulty with content, organization, and mechanics. In terms of content, students struggled with constructing subject sentences (30.76%), supporting sentences (59.97%), and closing sentences (38.46%). Students had trouble repeating essential terms (28.20%), utilizing linking words (28.20%), and explaining the topic (43.58%). In technical, students experienced difficulty with punctuation (12.82%) and capitalization (20.51%). The factors of hardship were self-motivation, self-confidence, lack of reading, and lack of practice were internal issues. External influences included the chance to write, learning materials and media, and the absence of feedback in the teaching and learning process.

Barrier to the Bays: The Islands of the Texas Coastal Bend and Their Pass by Mary Jo O'Rear

Reviewed by: Barrier to the Bays: The Islands of the Texas Coastal Bend and Their Pass by Mary Jo O'Rear Christopher Morris Barrier to the Bays: The Islands of the Texas Coastal Bend and Their Pass. By Mary Jo O'Rear. (College Station: Texas A&M University Press: 2022. Pp. 280. Illustrations, notes, bibliography, index.) This slender volume breezes through four centuries of history along the Texas Coastal Bend, from early Spanish encounters with Karankawa peoples to President Franklin Roosevelt's catching a prize tarpon. The focus of the book is on the Port Aransas area, Mustang and St. Joseph Isles, water- and wind-sculpted mounds of sand and shells that have marked the Texas Gulf Coast for the last 3,000 years, and the natural passes, shifting bars, and shallow bays around them. The region sustains a diversity of plant and animal life despite significant human-induced alterations, most significantly, the construction of Aransas Channel. Adaptation and contention rather than chronology structure this history. The title, Barrier to the Bays, has a double meaning. The islands bar tumultuous gulf seas from entering the placid waters of what the Spanish called the Laguna Madre and the organisms that thrive therein. The islands also bar ship access to the mainland, much to the frustration of battleship captains and merchant mariners. When General Zachary Taylor planned to use the Texas Coast as a staging area for war with Mexico, he discovered that getting soldiers from New Orleans to St. Joseph Island was easy. Getting from St. Joseph to Corpus Christi Bay was another matter. As O'Rear explains, "Herein lay one of the greatest drawbacks of the waterways of the coast: they silted" (37). Ocean-going schooners could not safely navigate the bay, Taylor's cartographers could not reliably chart its depths, and sailors found the passes "onerous" (39). What was a drawback for generals was a godsend for oysters, shrimp, and sea turtles. But this is no simple history of humans versus the sea. The islands barred destructive winds and waves from coastal settlements. They also prevented waste produced by sheltered towns and ranches from flowing out to sea, allowing it to collect in the bays where "estuaries began to resemble rancid smorgasbords" for sea life (79). The more sewage in the waters, the bigger and more numerous were the turtles and the more the [End Page 607] canning industry thrived. The 1880s saw more than 400,000 pounds of sea turtles processed by Aransas Bay canneries. Barrier islands that sheltered ecologies and the industrious people who lived off them also restricted access to global markets. All those cans of turtle meat had to go somewhere, and by the turn of the century dredging and infrastructural development were in full swing. By 1909, two massive rock jetties reached from the pass between Mustang and St. Joseph Islands nearly a mile and a half into the gulf. The current forced between them scoured the channel bottom to a depth of twenty feet, providing safe passage for ships between the Texas mainland and the Gulf of Mexico. By linking the Laguna Madre to the Gulf, the pass expanded opportunities for commercial fishers and for the service and tourist industries of Port Aransas, which profited from crowds of sport fishers. Fishing guide Barney Farley was a local celebrity by the time he helped President Roosevelt land his big fish a mile or two beyond the jetties. Aransas Pass brought cold gulf water into warm estuaries, altered patterns of wind and water erosion, and sent sediment but also larvae and plankton—fish food—in new directions. By the mid-twentieth century in this altered habitat, Portuguese man-of-wars, starfish, pelicans, and numerous other creatures thrived. Sunken shipwrecks became reefs for gamefish. However, all but gone were the sea turtles, and the shrimp fishery began to decline, both victims of habitat change, industrial development, and over-fishing. A practical understanding of gain and loss inspires present-day conservation efforts among many Coastal Bend residents. Readers should not permit O'Rear's cheery prose and unfortunate penchant for using sentence fragments as topic sentences and chapter openings to diminish the importance of an argument well...

Classification and Textual Function of Conclusions in Text and Paragraphs

Text and paragraph are two forms of discourse. Their conclusions are similar in structure and semantics. There are three types of conclusion sentence in paragraphs: closing sentence, comment sentence, concluding sentence. The closing sentence is the restatement of the theme of the paragraph and generally has a discourse marker indicating a summary; The comment sentence is the remark on the topic of the paragraph; The concluding sentence is the ending of the paragraph with both summary and comment. When the conclusion sentence is in the thesis paragraph, it is also the thesis statement of the text. There are two types of paragraphs in the conclusion part of the text: the transitional paragraph and the conclusion paragraph. The latter is a summary and comment on the topic of the text. Usually, the topic sentence of the conclusion paragraph, often accompanied by discourse markers indicating the general conclusion, is the closing sentence of the text, which forms a circulation in viewpoint with the thesis statement of the text through lexical cohesion of keyword repetition. The conclusion sentence of the conclusion paragraph is the comment sentence of the text, which forms an emotional echo with the title of the text and realizes the sublimation of the theme.

Habituality, Perfectivity and Ergativity in Nepali

This paper argues that in Nepali, the position of aspect heads leads to the ergative case assignment on agents of perfective clauses and optional marking on the agents in habitual sentences. Along with split ergativity, Nepali exhibits ergative marking also for stage vs. individual level readings of the subjects in habitual sentences. A marked subject has an individual level reading and an unmarked subject has a stage level reading. In the context of the data presented in the paper, it is argued that the case marking on the agent is an inherent case, assigned to the agent in its theta position. Furthermore, such inherent case assignment or the environment in which the agent is marked, is motivated and conditioned by the aspect of the clause, represented through various aspect heads in narrow syntax.

Does L2 influence on use of L1 animacy constraints depend on alignment of syntactic and semantic features?: Evidence from Japanese–English bilinguals

Aims and Objectives:English allows inanimate objects to be sentence subjects (e.g., “The knife cut the bread”) but Korean and Japanese restrict subjects of causal sentences on the basis of animacy. In previous work, we found that Korean speakers relaxed their native grammatical animacy constraint when immersed in English (e.g., found knives to be acceptable sentence subjects in Korean). We suggested this L2 influence occurred because the Korean animacy constraint does not map cleanly onto the semantic representation of animacy—some inanimate objects (e.g., “fire”) can be subjects of causal sentences. In the current study, we further test this idea by examining the case of Japanese–English bilinguals. We predict that because the Japanese animacy constraint aligns well with the semantic representation of animacy, it will be less susceptible to L2 influence.Methodology:We first independently assessed the semantic representation of animacy by comparing animacy ratings from native speakers of Korean, Japanese, and English for 60 objects. We then asked Japanese–English bilinguals and Japanese monolinguals to provide grammaticality judgments for sentences that varied in subject animacy.Data and Analysis:We analyzed participants’ animacy ratings and grammaticality judgments using mixed-effects models.Findings:Animacy ratings supported a closer correspondence between semantic representation of animacy and the grammatical animacy constraint for Japanese grammar than for Korean grammar. In contrast to previous results for Korean speakers, Japanese–English bilinguals’ grammaticality judgments did not significantly differ from those of Japanese monolinguals.Originality:The current study is unique in that it suggests the vulnerability of structures at the syntax–semantics interface to L2 influence varies across different language groups based on the alignment between syntactic and semantic features.Implications:The current findings support the possibility that representations at the syntax–semantics interface may only be vulnerable to influence when syntax is incongruent with semantic features.

Names and Quantifiers: Bringing Them Together in Classical Logic

Putting individual constants and quantifiers into the same syntactic category within first-order language promises to have far-reaching consequences: a syntax of this kind can reveal the potential of any such language, allowing us to realize that a vast class of noun phrases, including non-denoting terms, can be accommodated in the new syntax as expressions suited to being subjects of sentences. In the light of this, a formal system that is an extension of classical first-order logic is developed here, and is equipped with an appropriate semantics. An ontological interpretation of the new logic is then also provided, with several categories of object and notions of existence being distinguished. Last but not least, a modal version of the logic, with some interesting formal features, is proposed.

AN INVESTIGATION INTO ORGANIZATION ERRORS IN EFL LEARNERS’ PARAGRAPH WRITING: A CASE IN A FOREIGN LANGUAGE CENTER IN CAN THO CITY, VIETNAM

Committing errors is an inevitable phenomenon that happens to learners in the process of learning a foreign language, especially in writing skill. For many years, diagnosing what types of errors learners commonly made and why they are prone to committing such errors has become a great concern to language educators and researchers. The present study investigated organization errors in English compositions produced by 60 Vietnamese pre-intermediate learners on one task. The author collected data by writing tests and participant questionnaires. Analyses of the errors and survey data yielded the following main findings: (1) Among the five categories of organization errors, incoherence accounted for the largest percentage, followed by the poor topic sentence, disunity, poor conclusion and no conclusion; (2) There is a significant difference between the two genders in terms of the category of incoherence. Nevertheless, the difference in the other organization error categories between the two groups of participants was insignificant; (3) Several reasons were identified for the errors such as the lack of writing practice and the influence of Vietnamese.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0028/a.php" alt="Hit counter" /></p>

Boosting the English writing competence through the use of discourse connectors

Introduction. Discourse connectors are linguistic elements which main aim is to join sentences and provide fluency to the text. Objective. The present study investigates the relationship between discourse connectors and the improvement of the writing competence in the students of third semester at Carrera de Pedagogy de los Idioms Nationals y Estrangers, October 2020 – February 2021 academic period. Methodology. The research was qualitative and quantitative, cross-sectional correlational type with an experimental design and a literary review of the variables. The population consisted of 30 students from Carrera de Pedagogy de los Idioms Nationals y Estrangers, 12 women and 18 men, they were between 20 and 24 years old. To collect the information, a survey with 23 questions was elaborated which was validated by two experts in the writing field. They rated validity, relevance and coherence. The results from the survey allowed to establish the strategies and activities to teach the discourse connectors. Participants were also given an independent writing pre-test taken from the University of Cambridge and assessed with a rubric provided by the same university. Then, with the information obtained, a didactic guide was developed and the students had the opportunity to learn and practice the discourse connectors for two months. Finally, a post-test from the same university was applied to measure the relationship of discourse connectors and the improvement of writing competence. Results. With the help of the statistics the pre and post writing test were compared. The study showed that students use the correct punctuation and spelling and choose the correct DCs. Moreover, they choose the correct place of DCs within the sentence. Furthermore, their paragraphs contain topic sentences with controlling idea, supporting ideas and conclusions. Consequently, they improve their writing competence.

Content and Language Integrated Learning in Writing in the Junior High School

The purpose of this research is to analyze the steps and writing competency implemented through CLIL in writing. This research is aimed at seventh-grade students in the Junior High School at SMPN 4 Busungbiu, Singaraja. The participants of students in the Junior High School were 30 students in one class. The first time, the researcher found the diagnostic of students writing competency in SMPN 4 Busungbiu. The mixed method combining descriptive qualitative and quantitative was applied in this study. The data collected by Classroom research that determined by who does such as the teacher, the research then used a syntax, lesson plan (RPP), and rubric as the instruments. The result of students writing competency is seen by the writing component, namely: 1) Title, 2) Topic sentence, 3) Develop Topic Sentence, 4) Grammatical, 5) Vocabulary, and 6) Punctuation. There were 73.3% students had corrected in writing descriptive text based on seven components of writing. Almost same with descriptive text, there were 70% students had corrected in writing procedure text. The result showed a significant increase in students’ writing competency after being implemented CLIL method by the teacher.

Investigating the Effect of Reciprocal Teaching on Summarizing among Moroccan College Students

The current quasi-experimental study examines the differential effect of Reciprocal Teaching (RT) on summarizing among Moroccan EFL university students. Sixty participants who took part in this study were tested prior to instruction (pre-test) and immediately after the training (post-test). The experimental group were trained using RT, whereas the control group did not receive any specific treatment. The training lasted three weeks, in which participants were requested to provide a precis of the three articles covered in training based on five macro-rules, including deletion of trivia, deletion of redundancy, superordination, selection or invention of a topic sentence (see Brown & Day, 1983). The results showed that all participants performed the same in the pre-test, but the experimental group scored higher than the comparison group in the immediate post-test.

Difficulties Saudi, Undergraduate, Male Students Encountered in Topic-Sentence Writing and Bloom’s Cognitive Competencies They Relate to: A Case Study of (PMU)

This case study attempted to explore the difficulties Prince Mohammad Bin Fahd University (PMU) Saudi, undergraduate, male students encountered in writing topic sentences for the traditional, argument essays they wrote for a core writing course (COMM 1311) they took in the fall semester of 2017/2018. The data collection technique used for this study was the document review, which included thirty traditional, argument essays. MAXQDA 2020 was utilized for the data analysis. The analysis resulted in five themes of difficulties: lack of precision, lack of concision, lack of orientation, mechanics difficulties, and grammatical difficulties. The writing difficulties in each of the five themes were found to relate to the following cognitive competencies: understanding, analysis, and evaluation. Only the difficulties in lack of orientation and mechanics themes, however, were found to relate to the remembering cognitive competence, whereas the difficulties in lack of concision, mechanics, and grammar themes were found to relate to application.

Can Social Media-Style Fanfiction Stories Enrich Students’ Narrative Writing Mastery?

With the rise of pop culture, social media-style Fanfiction is a new style of fanfiction that are mostly read by students. However, students still find it hard to write narrative stories. This study is aimed at enhancing students’ narrative writing skills by employing social media-style Fanfiction stories as learning media. The design of the study is a pre-experimental design with one-group pre-test and post-test design. The samples of the study were 30 students from the eleventh grade of SMA Negeri 5 Depok. The data were collected using pre-test, treatment, and post-test and the data were calculated using a paired sample t-test to see the significant difference. Based on the data analysis, the findings showed that the students’ narrative writing skills were improved after using social media-style fanfiction as a learning media. In learning processes, students are involved in various writing activities such as practicing writing topic sentences, supporting sentences, and narrative features of narrative texts. It was proven with students’ writing achievement in the post-test. The score mean was increased from 66,58 to 81,04, and from the t-score it is -10,308 from t-table -2,045 which means that the hypothesis H1 is accepted. It can be concluded that the use of social media-style fanfiction story was able to enrich students’ narrative writing mastery at eleventh grade students.