Terms Of Sentence Structure Research Articles

The The Analysis of Post-Editing of Literary Text of Gnmt by Students of English Department University of Mataram


 
 
 
 This article is aimed at determining the accuracy of post-editing translations on GNMT by English Department students. The objects of this study were students of the English Education Study Program, Faculty of Teacher Training and Education, University of Mataram, who were admitted to the "Translation and Interpreting" course in the fourth semester of the 2021-2022 academic year. Data obtained through observation and documentation was used in two literary texts. The results of this study indicate that almost all students have poor accuracy in their post-editing results. Most of the post-editing accuracy levels of the two texts produced by students were not acceptable, with the criteria of “highly accurate” at 1%, followed by 14% for "accurate," 35% for “less accurate,” and “inaccurate” at 51%. Based on these percentages, it can be concluded that the level of accuracy of the translation in post-editing from GNMT shows inaccurate results. Therefore, it still needs to be improved to meet the target audience by paying attention to the naturalness of the target language in terms of sentence structure, grammar, and punctuation in order to produce a better translation.
 
 
 

The Role of AI Translators on Reading Comprehension

This study aims to investigate reading comprehension and students’ perception in a university reading course using an AI translator, whether Google or Papago Translate. The subjects were comprised of 113 students divided into three groups: the control group analyzed reading texts traditionally, the first experimental group analyzed reading texts using Google or Papago Translate, while the second experimental group also analyzed reading texts using Google or Papago Translate, but then also revised the machine translator’s incorrect translations. Reading comprehension tests and a post-questionnaire were then administered to examine the effects of using AI translators. The findings showed that all three groups significantly improved their reading comprehension scores in the post-tests as compared to those in the pre-tests. However, there were no statistically significant differences between groups. Regarding students’ perception, the participants using an AI translator showed no statistical differences between the two experimental groups. However, in terms of sentence structure, students’ translations after using an AI translator were perceived to be of significantly higher quality compared with those that simply used the translator. Most participants stated that using AI translators was much more beneficial to get the main idea and for understanding the whole passage, rather than using it simply to learn vocabulary and expressions. Furthermore, using AI translators relieved the participants’ anxiety and burden while also satisfying them. However, such students also had lower mean scores in terms of interest and motivation for language learning in the post-questionnaire items. Based on the results of the study, pedagogical implications and future research are suggested.

Validity and Reliability of a Questionnaire About Dental and Oral Health

Knowledge about dental and oral health is one of the factors that influence the occurrence of various dental and oral complaints. Lack of knowledge about the importance of dental and oral care can lead to individuals neglecting dental and oral hygiene. To measure knowledge about dental and oral health, a questionnaire that has been tested and is ready for use is needed. This study aims to test the validity and reliability of a questionnaire about dental and oral health. A random sample of 29 people were selected to complete the questionnaire. The validity test used the Kappa coefficient, and the reliability test used the Cronbach alpha test. The results showed that of the 25 questions tested, 25 questions were valid, and 5 questions were reliable. In conclusion, the questionnaire needs to be reviewed in terms of sentence structure by experts in dentistry, so the questionnaire is easily understood by respondents.
 Keywords: validity, reability, questionnaire

AN ANALYSIS OF SENTENCE STRUCTURE ERRORS IN ESSAY WRITINGS COMMITTED BY SOPHOMORES AT CAN THO UNIVERSITY, VIETNAM

This study investigates the common sentence structure errors and the source of those errors, focusing on the four types of sentences such as simple, compound, complex, and compound-complex. The data source for this study was collected from 80 writings composed by EFL second-year students. Simultaneously, the researchers designed an interview to explore the causes of errors, from which some resolutions were proposed. The findings revealed that there were seven (7) types of errors in terms of sentence structure: (1) Dangling Modifier, (2) Squinting Modifier, (3) Illogical Sentence, (4) Fragmented Sentence, (5) Run-on Sentence, (6) Inappropriate Coordinating Conjunction, and (7) Inversion of Subject-Verb. Those errors were caused by mother tongue influence, teaching approaches and materials, lack of grammatical knowledge and others. This research contributes to the discipline of linguistics by giving out several possible solutions that can help learners to prevent in their compositions.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0954/a.php" alt="Hit counter" /></p>

Intensive Reading and Task- Based Approaches: A Relevant Viewpoint in Improving Students’ Reading and Writing Proficiency

The gap that exists between reading and writing proficiency in English continues to grow. Moreover, the poor performance of the students is alarming when it comes to reading and writing. The kind of approach, strategy, and method has a big impact and factor which would affect the students’ performance. The purpose of this study is to determine the significant difference of Intensive reading approach in reading proficiency in terms of word recognition, comprehension, and speed. Also, to determine the significant difference of Task- based approach in the writing proficiency of the students in terms of sentence structure, vocabulary, cohesion, and transition device. Consequently, the intensive reading approach with the components of Know, want, and learn (KWL) Chart, Vocabulary Self Selection strategy (VSS), and Story maps used during the execution of the lessons. However, in the task – based approach which has the components of Listing, Ordering/sorting, Comparing/contrasting was used as part of the writing test. The findings show that there was significant difference in intensive reading approach in the reading proficiency of the respondents in terms of word recognition and comprehension. There were constant changes every time the treatment was being used. However, in speed, the changes were being manifested. It implies that the longer the time you use the treatment, the higher the chance that the speed of the students will be improved. The length of time of the intervention was another factor that may have caused these non-significant results. In the same manner, there was significant difference in task- based approach in the writing proficiency of the respondents in terms of sentence structure, vocabulary, cohesion, and transitional devices. The writing proficiency was all improved across the three post tests using the intervention. The findings show that there was improvement in the three consecutive posttests of Grade 8 respondents in reading and writing proficiency after the exposure to the intensive reading and task-based approaches. The use of the said approaches shows positive results in enhancing reading proficiency in terms of word recognition, comprehension, and speed. Moreso, in writing proficiency in terms of sentence structure, vocabulary, cohesion, and transitional devices.
 Keywords: Intensive Reading Approach, Task- based Approach, Reading Proficiency, Writing Proficiency.

Interrogative Sentences In Torajanese And English

This study aims to identify the forms of interrogative sentences in Torajanese and English structurally. This research is a descriptive qualitative research with the sample of native speakers of Torajanese in Pangala’ Village, North Toraja Regency. The method used in this research is contrastive method proposed by Tarigan. Then, for analyzed the types and forms of interrogative sentence the writer used the theory proposed by Quirk. The results of this research indicated that there were dominant differences in terms of sentence structure between Torajanese and English. The first types is Yes/No question, there are 8 forms of Interrogative sentences in Torajanese. Then, for the second types there are 7 forms of Wh-question. In the third types namely Alternative question there are 3 forms. Moreover, the differences from both languages were in placing the question word, in English it always begins with an Auxiliary verb or To Be and Wh-word. While, in Torajanese it was “Raka” which was equal to auxiliary verb, In Torajanese, it did not always begin in front of the sentence, but begins in the middle, and at the end of the sentence.

Grammatical Processing in Schizoprenia: Analysis on Sentence Structure

Objective. Language disorder is one of the most significant symptom domains that characterizes Schizophrenia Disorder. The aim of the present study carried out considering language deviations is to investigate and compare the schizophrenic patients’ and control group’s speech in terms of sentence structure. 
 Materials and Methods. The sample of the study consists of 50 patients diagnosed with schizophrenia according to the Diagnostic and Statistical Manual of Mental Disorders 4 (DSM-4) and 50 healthy subjects matched with these patients by age, gender and educational level. The narrative skills of the subjects in the study were evaluated with four oral expression tests, which were narrative picture test, story picture sequencing test, semi-structured speech test, and free speech test.
 Results. As a result of the statistical and linguistic analyses, significant differences were found between sentence types’ of schizophrenic patients’ and control group’s speech. Considering the use of simple sentences, it was revealed that patients with schizophrenia used more simple sentences than the control group in all tests. On the contrary, when complex and compound sentences were examined, patients with schizophrenia used less complex and compound sentences than the control group in all tests.
 Conclusion. The linguistics deviations found from the study are thought to be due to the schizophrenic thought disorder’s four relatively independent components: delusion; intrinsic thinking disturbance; formal thought disorder; and deficient real-world knowledge – a new concept.

Instrument Validity and Reliability UTAU-ZOOM2 Version 3.1

Zoom has emerged as an alternative application used by most communities in the world of education. The purpose of this study was to produce empirical evidence on the validity and reliability of the UTAU-ZOOM2 instrument for students who had attended Risale-i Nur learning sessions through ZOOM. This Risale-i Nur learning session is a non-formal education referring to a planned and structured personal and social education program and process designed to improve various skills and competencies outside the formal education curriculum. The objective of this study was to measure the instrument using item polarity test, standardized variance test, study instrument reliability test and individual-item distribution map in Rasch analysis. The findings of the study showed that only 16 items were received and met the requirements of the Rasch Model out of the total 24 items. However, all items can be improved in terms of sentence structure and language with content and language experts consultation to further improve the validity and reliability of the UTAU-ZOOM2 questionnaire. This study shows that Rasch analysis helps novice researchers improve systematically in term of constructing questionnaires to produce quality research data.

Interrogative Sentences Between East Manggarai Language And English

This research aims to describe the structure of interrogative sentences between East Manggarai Language And English also to find the contrast of interrogative sentences between East Manggarai Language And English.This research is a descriptive qualitative research with the sample of native speakers of East Manggarai language in Satar Punda Village, East Manggarai language, NTT. The method used is contrastive method purposed by Tarigan and using sentence function theory from Hariyono & Rahman for analyzed the Interrogative sentence in the form of Yes/No question. Then used the theory purposed by Azar to find the sentence function and the sentence pattern in the form of Wh-Question and also Question Tag.The results of this research indicated that there was a dominant difference in language use between East Manggarai and English, namely in terms of sentence structure where the placement of the interrogative words used has a very significant difference. One of the data found in the interrogative sentence in East Manggarai language is a Yes/No Question sentence, which generally has a predicate and also subject at the beginning of the sentence and ends with the Question word (koh, teh, teh gah, neh, etc). Meanwhile, in English the interrogative sentences structure is generally preceded by a Question word (Am, Is, Are, and Do, Does, Did, etc). In addition, the verb in the East Manggarai language also can not undergo changes and get modification because they were not influenced by adverbs. While, the verb in English can undergo changes depending on the word convention and also the context in the sentence.

A Comparative Study Between China and Malaysia: Investigating the Influence of First Language (L1) Syntax in Speaking English (L2) among Primary School Students

For Malaysian students, speaking in English is one of the most challenging skills to master, especially if they do not have a strong command of the language. Meanwhile in China, the English language is primarily employed as a means of academic communication and teaching. This paper aims to identify which linguistic items have been transferred positively and negatively from L1 (Bahasa Melayu and Mandarin) in speaking English (L2) among primary school students. A qualitative study among primary school students from China and Malaysia was carried out using purposive sampling. Based on the findings, four types of syntactic errors from the Malaysian students' speech were identified. It was evident that the students had difficulties to speak correctly in terms of sentence structure. The four syntactic errors found are simple past, simple present, verb ‘to be’ and subject-verb-agreement. Meanwhile, it has been found that Chinese students frequently produce linguistic mistakes during their utterances of L2 speech as a result of L1 interference. This research also exposed that the students are still unconsciously relying on their mother tongue to translate their sentence into L2. The study is expected to help ESL teachers to draw the analogies between corresponding L1 and L2 syntax constructions. The findings will contribute and direct the learners’ attention to cross-language syntactic similarities and differences and thus guide them to a deeper understanding of underlying linguistic structure.

KEEFEKTIFAN KALIMAT DALAM TEKS EKSPOSISI SISWA KELAS VIII SMP NEGERI 1 TANJUNG RAYA

ABSTRACT The purpose of this study is threefold, namely (1) the effectiveness of the sentence in the exposition essay of VIII grade students of SMP Negeri 1 Tanjung Raya in terms of sentence structure, (2) choice of words, and (3) spelling use. The type of research used is qualitative research using descriptive methods. Data of research is the results of identification of sentence ineffectiveness used in essays of exposition and sourced from the object of research. The technique of validating the data used is the thick description technique. Data were analyzed using simple statistical descriptive techniques and qualitative analysis using formats. Of 264 sentences used as research data, there were 47 effective sentences and 199 sentences were not effective. This means that there is still a lack of understanding of VII grade students of SMP Negeri 1 Tanjung Raya about effective sentences in exposition essays. The ineffectiveness of these 46 sentences is because they do not meet one or more of the indicators used in this study. Second, 42 sentences are not effective in terms of sentence structure. this is because one element is incomplete. Third, 125 sentences are not effective in terms of the use of word choices. This is due to inappropriate choice of words. Fourth, 97 sentences are not effective in terms of spelling usage. 48 sentences on the inaccuracy of the use of capital letters, 5 sentences on the inaccuracy of the use of dots, and 44 sentences on the inaccuracy of using commas. Kata kunci: Keefektifan, Kalimat, Teks Eksposisi

KEEFEKTIFAN KALIMAT DALAM TEKS EKSPOSISI SISWA KELAS VIII SMP NEGERI 1 PADANG PANJANG

ABSTRACT This article reveals effective sentences in the exposition text of class VIII students of SMP Negeri 1 Padang Panjang. The purpose of this study is three. First, describe the effectiveness of the sentence in the exposition text of class VIII students of SMP Negeri 1 Padang Panjang in terms of the accuracy of sentence structure. Second, describe the effectiveness of the sentence in the exposition text of class VIII students of SMP Negeri 1 Padang Panjang in terms of the accuracy of word choice. Third, describe the effectiveness of sentences in the exposition text of class VIII students of SMP Negeri 1 Padang Panjang in terms of spelling accuracy. This type of research is a qualitative descriptive method. The source of this research data is the task of students in writing exposition text class VIII Padang Panjang Middle School 1 which was registered in 2018/2019. The sample in this study was determined by proportional random sampling, which is 30 students' work. The results of the study are three. First, the effectiveness in terms of sentence structure is 344 effective sentences and 121 sentences are not effective. Second, the effectiveness of sentences in terms of word choices have 21 effective sentences and 444 sentences not effective. Third, the effectiveness of the sentence in terms of spelling found 253 effective sentences and 212 sentences were not effective. Based on the results of the study it was concluded that of the 465 sentences studied there were 81 effective sentences and 370 sentences not effective. Kata kunci:Kalimat Efektif, Teks Eksposisi

Writing Style: Analyzing How the Students Express Their Ideas in Descriptive Paragraph

This research was done to analyze how the students’ writing styles are in their descriptive paragraph in terms of sentence structure, word choice, degree of details and descriptions, and degree of formality. This is a descriptive qualitative approach with content analysis method. The sample of this study was 26 of fifth semester students of English Education Program UIN TS Jambi academic year 2018/2019. Technique of collecting the data was by documenting students’ descriptive paragraph writing and doing semi structure interview. The result finding showed that the students have different style of writing. In terms of sentence structure, some students used many simple sentences in their writing that make their paragraphs are monotonous and boring to read; while a few students used a mixture of these sentence types that make their paragraphs are interested to read and seemed attractive. In terms of word choice, the students’ paragraphs mostly used sensory details and a figurative language of simile in describing the object. While in degree of details and description, in general all of students’ paragraphs are specific and descriptive by using prepositional phrases and adding many adjectives to describe the characteristics of the object. In addition, related to degree of formality, in general students’ descriptive paragraphs are casual.

Reliability and validity of rubrics for assessment through writing

This experimental project investigated the reliability and validity of rubrics in assessment of students’ written responses to a social science “writing prompt”. The participants were asked to grade one of the two samples of writing assuming it was written by a graduate student. In fact both samples were prepared by the authors. The first sample was well written in terms of sentence structure, spelling, grammar, and punctuation; however, the author did not fully answer the question. The second sample fully answered each part of the question, but included multiple errors in structure, spelling, grammar and punctuation. In the first experiment, the first sample was assessed by participants once without a rubric and once with a rubric. In the second experiment, the second sample was assessed by participants once without a rubric and once with a rubric. The results showed that raters were significantly influenced by mechanical characteristics of students’ writing rather than the content even when they used a rubric. Study results also indicated that using rubrics may not improve the reliability or validity of assessment if raters are not well trained on how to design and employ them effectively.

Factors Affecting the Comprehension of Global and Local Main Idea

This study investigated factors that would affect a reader's understanding of the main idea at the global level and explicit and implicit main ideas at the local level. Fifty-seven first-year university students taking a college reading course took a comprehension test on an expository text. Statistical analyses revealed that text structure had a moderate effect on the reader's understanding of the global main idea; only a weak correlation existed between comprehension of the global main idea and local main ideas, particularly the explicit main idea. Analysis of the local main idea's textual features suggested that identification of the explicit main idea was affected by the degree of explicitness, which was measured in terms of sentence structure, position in the paragraph, and the number of points in the sentence. Analysis of textual features associated with implicit main ideas indicated the complex role of example in illustrating the main idea. The study offers some practical implications for college reading curriculum and instruction as well as textbook writing.