Developing Naskapi grammatical awareness and its effect on adult literacy (original) (raw)

The Grammatical Awareness of Student Teachers: The Case of an English Education Study Program in Indonesia

Universal Journal of Educational Research

The aims of this study were to find out student teachers' grammatical awareness and their perception towards grammatical awareness. This study employed a mixed method research. The participants were 129 English Education Study Program's student teachers at one state Islamic University in Indonesia. Purposeful sampling technique was applied to choose the participants. To collect the quantitative data, grammatical test was used and interview was used to obtain qualitative data. 129 student teachers took the test and 12 of them were willing to participate in the interview. The results indicated that student teachers had four types of grammatical awareness, namely (1) metalanguage recognition, (2) metalanguage production, (3) identification and grammatical error correction, and (4) grammatical rules explanation. The student teachers lacked of grammatical awareness. It could be seen from their ability to explain grammatical mistakes. Rules in grammar and explanation tasks were the most difficult for them whereas the easiest one was a metalanguage recognition task. The major factor of their weakness was the complexity of the rules of tenses.

An Analysis of Grammar Usedin Non English Immersion Classesby the Students of Sma Negeri 1 Pati

2011

This final project is a study about an analysis of the grammatical errors used in non-English immersion classes by the eleventh grade students of social programs at SMA 1 Pati. This study is conducted under the consideration that English has become one of the main subjects to study in every education level. In order to achieve a better comprehension of English for the students, some schools recently have applied a program which is known as immersion program. In this program, all materials of the subject are delivered to the students in English so that the students will get used to it. The purposes of this study are to analyze the communication among students, to find out the grammatical errors that students made during the class and to describe the process of making errors. The objectives of this study are to analyze the communication in the non-English immersion classes at SMA 1 Pati and to find out the grammatical errors that usually students do during the teaching learning process. I used qualitative research method in analyzing the data since the study is about finding and describing the process of making errors. Here I took the data by recording 90 minutes of Sociology lesson. Then, I transcribed it into written text by myself and gave mark at the errors that occurred. To find out the errors, I imitated Richards s table of classifying types of errors. However, I also used the Standard English Grammar. I classified the errors into six groups.

Grammatical Interference in English Communication Used by Nurul Jadid Students

International Journal of English Education and Linguistics (IJoEEL), 2021

Interference is one of the factors that can undermine a language system. Generally, interference often occurs in the language learning process. The interference is caused by a tendency to accustom the pronunciation of one language to another. Its scope includes changes in sound form, grammar, sentence structure, and vocabulary. Nurul Jadid Islamic boarding school is one of the boarding schools that develops foreign language skills as an attempt to prepare young people to be able to compete in the global world. In fact, the language learners (santri) still often mix the structure of their first language into foreign languages to communicate. Therefore, this study aims to identify the grammatical interference in the foreign language communication of Nurul Jadid students, and what factors behind them. The research method used is descriptive qualitative. The results show that the form of interference in Nurul Jadid students’ communication is in the form of morphological and syntactical ...

The Role of Language Awareness on Grammar Learning in Indonesian Efl Context

JELLT (Journal of English Language and Language Teaching)

The study aimed at investigating the affective role of integrating language awareness into grammar learning in the Indonesian EFL (English as a Foreign Language) context. In the study, questionnaires and interviews on language awareness were given to fifty participants. The findings show that majority of the participants responded to positively change their perceptions of the relationship between learning grammar and language skills. The conclusion underlines the necessity of language awareness in grammar learning in the Indonesian EFL context as well as its future development to facilitate second/foreign language teaching and learning.

Indonesian learners problems in acquiring English grammatical

International Journal of Language Studies, 2020

This is a study of the grammatical morphology of English, with the research focus on the problems of the pasted marker (lexical morpheme), the verb phrase marker (intra-phrasal morpheme), and the 3sg-s marker (inter-phrasal morpheme) used by the Indonesian learners of English as a second language. This study involved 40 participants from Syiah Kuala University in Banda Aceh, Indonesia. The data collection was carried out at two different points in time with a four-month interval. A corpus tagger software was used to analyze the corpora-a total of 69,575 words-produced by the the participants in two different writing conditions: timed writing and planned writing. Results indicated that the pasted marker is the type of morpheme with the least occurrences of errors, while the 3sg-s marker is the morpheme that appears to be the biggest problem for the L2 learners. The findings also revealed very small progress from Time 1 to Time 2; the relatively short time span appears to have an effect on the insignificant development of the grammatical morphemes. It is concluded that the acquisition of the English grammatical morphemes is not sensitive to the context of different writing tasks.