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All Journal Widya Wacana : Jurnal Ilmiah MAGISTRA Jurnal Penelitian Humaniora International Journal of Active Learning NOTION: Journal of Linguistics, Literature, and Culture
Sri Haryanti
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Arts Humanities Education Languange, Linguistic, Communication & Media

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Journal : International Journal of Active Learning

 1 
Students Difficulties in Mastering Clauses Haryanti, Sri; Setyandari, Ana
International Journal of Active Learning Vol 3, No 1 (2018): April 2018
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (367.81 KB) | DOI: 10.15294/ijal.v3i1.12197

Abstract

This study aims to know the students mastery on clauses of the fifth semester students of English Education Study Program, Teacher Training and Education Faculty, Widya Dharma University of Klaten in academic year 2016/2017 and the difficulties faced in comprehending clauses. The method of collecting data is the test. The method of analyzing data is statistics in the form of mean score. The results are the students mastery on clauses of the fifth semester students of English Education Study Program, Teacher Training and Education Faculty, Widya Dharma University of Klaten in academic year 2016/2017 is good; and the difficulties faced in comprehending clauses are identifying the functions of noun clause, determining the introductory conjunction, making adjective clause appropriately, selecting the appropriate verb, and determining the tense.
Developing Students’ Multicultural Background in Structure Courses Setyandari, Ana; Haryanti, Sri
International Journal of Active Learning Vol 4, No 2 (2019): October 2019
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (422.668 KB) | DOI: 10.15294/ijal.v4i2.20043

Abstract

In applying English sentence structure, learners need to know the patterns that must be mastered. In addition, in making sentences learners need to pay attention to different cultures between one learner and another. This study discusses the background of students? various cultures. This diversity is in terms of regional origin or provinces, mastered languages, and hobbies. However, this study focuses on hobbies. Student hobbies include: reading books, reading novels / comics, writing novels, graphic design, drawing, and so on. This is what encourages researchers to know the benefits of hobbies in learning English sentence structure. In this study researchers propose the problem "How to develop students? multi-cultural background in ?Structure? courses?? This problem is solved by collecting data on the construction of sentences that allude to multi-culture; thus they are referred to as data sources which were then scrutinized and recorded. In theory this method is called by Sudaryanto observation method. Finally, the research data were analyzed by qualitative descriptive method proposed by Seliger and Shohamy. From the results of the analysis, it can be known the kinds of construction that includes the students? hobbies. What researchers did was asking students to allude their hobbies in practicing the English structures. This appeal was initially ignored by students. Only a small number of students alluded their hobbies in making sentences. Researchers urged again to consider their hobbies in making sentences. In the end most students (75%) pay attention to hobbies or remember their hobbies in applying an English sentence.
English Students’ Character Reflected in Teaching and Learning of Seminar on Linguistics Course Haryanti, Sri; Setyandari, Ana
International Journal of Active Learning Vol 5, No 1 (2020): April 2020
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (457.816 KB) | DOI: 10.15294/ijal.v5i1.24126

Abstract

This study aims to describe the students’ character reflected in Seminar on Linguistics course. The students’ character is limited to seven (7) types, namely: respect, honesty, courage, confident, communicative, curious, and cooperative. This course must be taken by VII semester students of the English Education Study Program, Teacher Training and Education Faculty, University of Widya Dharma Klaten. This course was attended by eighteen (18) students and guided by one (1) lecturer who became the source of research data. The research data are in the form of the results of notes on the teaching and learning process of Seminar on Linguistics which were collected by directly observing the teaching and learning process of Seminar on Linguistics. The collected data were analyzed by statistical method especially the mean value. The students’ character is measured by the rubric. The result of the analysis shows that the students’ character reflected in Seminar on Linguistics course is very good with a mean value of 17.
English Students’ and Lecturers’ Difficulties in Teaching and Learning of Participle Phrases Haryanti, Sri; Haryono, Purwo; Yuwono, Suhud Eko
International Journal of Active Learning Vol 7, No 1 (2022): April 2022
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed at identifying and describing students’ and lecturers’ difficulties in teaching and learning of participle phrases and achieving the same perception of their difficulties in teaching and learning of participle phrases. The sources of the data are the English students and lecturers of English Education Study Program, University of Widya Dharma Klaten in 2021. Analyzing data by descriptive qualitative method, this research found out that students have difficulty in differentiating –ing form verb as predicate, modifier, and gerund; past participle verb especially irregular verb as predicate and as modifier; irregular past participle verbs as predicate of a sentence in perfect tenses and passive voice from those which are as participle phrases. Meanwhile, lecturers’ difficulties are that participle phrases have many patterns. They are patterns in active activity, passive activity, present form, perfect form, etc.; the theories of participle phrases that consist of some different concepts. Therefore, the students and lecturers have the same perception that the patterns of participle phrases which are different in active and passive meaning, especially in irregular verb formation need to be got more attention; the theories of participle phrase which are complicated need to be made simple and comprehensible.
A Comparative Study on Students’ Grammar Achievement Taught by Lecture and Inquiry Methods Sri Haryanti; Kustinah Kustinah; Sukasih Ratna Widayanti
International Journal of Active Learning Vol 8, No 2 (2023): October 2023
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mastery of grammar/structure is central to mastery of language skills. Without mastering structure, students will have difficulty expressing their thoughts both orally and in written. Based on several years of teaching experience, researchers know that most students have succeeded in mastering lecture material through the lecture method. The researchers formulated two problems: 1) Is there a significant difference in structure learning achievement between students taught through lecture and inquiry methods?, 2) Which method results better structure learning achievement?.The population of this study are the third semester students of the English Education Study Program, Widya Dharma University of Klaten for the 2022/2023 Academic Year with a total of 20 students. The sampling technique used was purposive sampling. The independent variables in this study were students who were taught by lecture and inquiry methods. While the dependent variable was structure learning achievement. Researchers used the test method to collect data. The content validity of the test used was tested by comparing the content of the test with the content of the material taught in semester III. The data analysis method used was a statistical method of t-test. The mean of students taught by the lecture method is 76.6, and by the inquiry method is 73.91. The t-test calculation result of  0.181 does not fulfill any of the t-table lists, so there is no significant difference in structure learning achievement between students taught through lecture and inquiry methods; and lecture method is better at producing structure learning achievement. 
Co-Authors Ana Setyandari Ana Setyandari Kustinah Kustinah Kustinah, Kustinah Purwo Haryono Septi Yuliana Suhud Eko Yuwono Suhud Eko Yuwono Sukasih Ratna Widayanti Umi Sholihah