IMPROVING THE MODALITY MASTERY FIRST GRADE OF SMP N 5 WATES KULON PROGO ACADEMIC YEAR 2013/2014 GRAMMAR CONVERSATION FOR FIRST GRADE OF SMP N 5 WATES KULON PROGO he Attainment of the Sarjana (original) (raw)
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Journal of Language Research, 2021
The present study attempted to explore the effectiveness of form-focused-instruction (FFI) in a context where English is learned as a foreign language. In particular, the purpose of the study was to investigate the effectiveness of the planned focus-on-form instruction (FoF) in comparison with focus-onforms (FoFs) in the acquisition of a set of modal verbs. The participants of the study were 8th grade students (n= 37) studying at a middle school in Denizli. The present study adopted a mixed-method research design. The quantitative part involved a pretest, a treatment stage, and a posttest while the qualitative part consisted of written semi-structured interviews. The data obtained from the pretest and posttest were statistically analyzed through SPSS 17.0 with the aim of measuring the effectiveness of the two instructional treatments. As for the qualitative part, interviews were translated into Turkish and the data was subjected to content analysis and thus analyzed through pattern-coding process to identify recurrent themes. At the end of the study, it was found that planned FoF instruction was more effective than FoFs instruction in the participants' learning of target forms. In addition, at the end of the content analysis, it was found that the participants favored planned FoF instruction because they benefited from guessing the meanings out of the context as it helped them retain the knowledge for a longer period of time. In addition, the participants stated that their exam scores have been positively affected by planned FoF instruction.
Learning modal verbs of the students at Ho Chi Minh City Technical and Economic College
It's said that modality is a complex aspect of the English language for Vietnamese students becauses of the differences in expressionsbetween English and Vietnamese, and between Technical and General English in Macmillan English Grammar in Context in terms of frequency of use and semantic values. Therefore, it is important topresent the different uses of modality in context.Technical studentsshouldidentify, comprehend and use accurately those discourse elements whichcharacterize special and scientific language. This papershows an analysis of modal verbs used in some student's books Automotive Engineering Technology in Technical English and compararison with the use of them in Macmillan English Grammar. The resultswill allow me to shed some light on the role played by these verbs in these books, with special emphasis on their use intechnical texts.
Learning Method Using Communicative Approaches to English Grammar Teaching
Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan, 2021
Abstrak: Penguasaan grammar pada mata kuliah Basic English Grammar mahasiswa semester pertama di Universitas Billfath masih rendah sehingga diperlukan metode pengajaran yang tepat untuk mengakomodasi permasalahan tersebut yaitu pendekatan komunikatif dengan metode pembelajaran diskusi kelompok dan metode pembelajaran dengan presentasi. Penelitian ini bertujuan untuk mengetahui apakah diskusi kelompok dan presentasi dapat meningkatkan pemahaman dan penguasaan mata kuliah Basic English Grammar. Empat kelompok diskusi dengan total 16 mahasiswa semester pertama ditemukan setelah pretest. Diskusi kelompok dilakukan pada setiap hari perkuliahan (14 pertemuan). Hasil akhir perkuliahan ditentukan dengan posttest. Presentasi individu dilakukan di akhir perkuliahan. Uji t digunakan untuk menganalisis variabel skor pretes, postes, dan presentasi. Uji t Mann Whitney menunjukkan perbedaan yang signifikan sebesar 0,001 <0,05 antara skor pretes dan skor postes. Perbedaan signifikan 0,026 <0,...
ZBORNIK RADOVA VI MEĐUNARODNOG NAUČNO-STRUČNOG SKUPA "JEZIK – KNJIŽEVNOST – KULTURA, 2017
This paper presents the results of a study into the grammatical competence of freshmen students at different study programs, including English, at the University of Zenica, who were taught English throughout their elementary and high school education for 4 to 10 years. Grammatical competence, also referred to as linguistic competence, is an area of communicative competence, as put forward by Canale and Swain (1980). It includes the knowledge of grammatical forms and of "the ways in which they may be combined to form grammatical sentences" (ibid: 2) but also the ability to use them (Hymes, 1972). It has been noted over several years of teaching students at different study programs that their grammatical competence varies significantly, although they were taught English under a unified curriculum. Namely, their knowledge of English should be at level B2 or C1, (according to the Common European Framework of Reference for Languages), depending on the high school they completed. In order to investigate and quantify the students' grammatical competence, as well as to identify the segments which present most difficulties to the target group, a survey was designed testing the students' knowledge in respect to the most significant grammatical properties of the lexical parts of speech. Specifically, the survey contained the tasks related to verbs, such as tense formation and use, both active and passive, plural of nouns and comparison of adjectives and adverbs. Therefore, mostly the morphological segment of grammatical competence was investigated. It was hypothesized that the grammatical competence of freshmen students would not be at the anticipated level and that there would be significant variations among the different groups based on the high school program completed. The results of the study might serve to design more elaborate and attainable syllabi and curricula and to improve the teaching process among the target group both at high school and at university level.
THESIS_S1 DEGREE, 2014
ABSTRACT Grammar is rules in making sentence well or rules to make our statements clear and meaningful. The objective of this research is to find out and describe the types of error in making modal auxiliary based on surface strategy taxonomy and the proportions (frequency and percentage) that occur at the eleventh grade of SMAN 13 Bandar Lampung in 2013/2014 academic year. The research methodology used was descriptive qualitative method. The data were taken from students’ writing test. The population of this research was the students of SMAN 13 Bandar Lampung in 2013/2014 academic year. The sample was taken from one class; XI IPA2 consisted of 34 students. In collecting the data, the researcher used the instrument in form of writing test. Then, the researcher identifying and classifying them into the types of errors based on Surface Strategy Taxonomy, calculating frequency and percentage, and then displaying the data. From the research, the researcher found some errors in simple sentence writing made by students at the eleventh grade of SMAN 13 Bandar Lampung. The whole errors from students’ writing are 318 errors. It was known that the highest frequency of errors based on Surface Strategy Taxonomy is misformation errors 82.07%, followed by misordering errors 12.57%, addition errors are 4.40% and omission errors are 0.94%. So in this research the researcher found that misformation errors were the highest.
Teaching Method for Improvement of Student’s Grammatical Knowledge
2021
Present tense and past tense are prominent as basic general knowledge of English. Because present tense and past tense are essential parts of predicate of the sentences, the English learners are required to have adequate knowledge of present tense and past tense to enable them to construct effective sentences when expressing their idea in writing or in speaking. However most of the studens still have weakness of understanding on present tense and past tense. It becomes crucial issue for students when they construct their own sentences in writing and speaking. The aims of this research are 1) how the focused divided verb teaching method can improve students’ ability in writing and speaking? 2) how the teaching method improves student's comprehension on present tense and past tense? This is classroom-based research that employs explicit teaching approach. The data is gathered based on a semi-structured interview and by analyzing documents of students' worksheets. The documents...
2019
This study aim to describe the type of modal auxiliary used which is not in line with the usage or semantic meaning and illustrates the errors on the use of modal auxiliary that is often done by English Education Students at Muhammadiyah University of. The instrument used in this study is an essay test containing 9 modal auxiliaries. Subject in this study were 100 students of the English Education Students at Muhammadiyah University of Surakarta. The results showed that the semantic meanings had a lot of errors, namely 'prediction' (11%), while the modal that often had errors was 'may' (28.9%) and 'will' (27.2%) and the lowest was 'could' and 'might' (2.7% for each), as for modal that does not appear at all namely 'shall '. This study also examined 4 types of errors that occurred, namely 'misformation' with the highest number (48.2%), followed by 'addition' (26.5%), and 'omission' (25.2%), while the type was ...
Communicative language teaching sets as its goal the teaching of communicative competence. Grammatical competence refers to the ABSTRACT This study sought to determine how Communicative Language Teaching (CLT) enhances the grammar competence of the senior students. This made use of teaching grammar in six areas : verbal, modifier, subject-verb agreement, pronoun, preposition, and possessive noun, in a communicative way through varied communicative strategies with grammar and language focus. Learning performance was measured using the pretest and posttest scores in CLT group (experimental) and the traditional language teaching (control). The method used in the study was the quasi-experimental design in a pretest and posttest group design with fifty-two senior secondary participants CLT developmental activities were based on a teachermade rubric and evaluated through teacher-made questionnaires validated by experts with TOS with teacher's learning guide. Traditional teaching approach was based on discussion and lecture method. When posttest results were compared in the six areas, the experimental group's result using communicative language teaching (CLT) showed significant difference in their performance as reflected in their posttest mean score in all areas while there were only four learning areas in the control group using traditional approach. Subsequently, when compared in groups, findings showed that there was no significant difference between CLT (experimental) and Traditional approach (control) in teaching English language. This implies that either of the two approaches used could enhance grammar skill.