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TO WHAT EXTENT EFL LEARNERS HAVE MASTERED CONCORD Isyam, Amri
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 3, No 1 (2009)
Publisher : English Department FBS UNP

Concord is one of grammatical items from which many EFL learners still commit deviations. Their deviations from this grammatical item are a reflection of their concord mastery. There are five kinds of concord. However, this article aims at describing to what extent EFL learners have mastered 3 types of concord: subject-verb, subject-complement, and subject-object. The article was based on a part of the research entitled EFL Learnersâ€™ Concord Mastery and their grammatical Deviations carried out by the writer two years ago. The population was 120 EFL learners consisting of three classes of the third year students of the English Department of the Faculty of Languages, Literature, and Arts of the State University of Padang, and with cluster-sampling technique one class of them was chosen as the sample comprising of 32 subjects. The data were gathered through a fifty-item test with one administration, but the sample students were required to write 4 versions of the answers. There were 2 versions of concord mastery (CM), CM1 which was based on the correct answers of version 1 and CM 2 which was based on the correct answers after the grammatical deviations were split into mistakes and errors. With the use of quantitatively descriptive method, it was found out that on the average the EFL learnersâ€™ CM1 was only 64 which was categorized into satisfactory level based on 5 achievement categories proposed by UNP (2005): excellent, good, satisfactory, weak, and poor. However, CM2 on the average increased significantly to 70, and the achievement category changed into good level. The writer believes CM2 was the actual concord mastery of the EFL learners. Thus, he suggests that an EFL lecturer/ teacher not neglect concord and (s)he split grammatical deviations into mistakes and errors in order to know actual mastery of any grammatical item.Â

MENINGKATKAN KEMAMPUAN â€˜GRAMMARâ€™ MAHASISWA JURUSAN BAHASA INGGRIS FBS UNP SECARA LISAN DAN TULISAN Isyam, Amri; Zainil, Yetty
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 4, No 1 (2010)
Publisher : English Department FBS UNP

English Department Students as EFL learners must be able to use correct grammar of English well either in oral or written form; nevertheless, based on a prelimenary observation many of the English Department Students of Faculty of Languages, Letters and Arts of State University of Padang committed grammatical deviations when they communicated in English. This article aims at describing the action research about using OHP/LCDP, Role Plays/Language Games, and written exercises as the efforts to improve Grammatical Ability of the English Department Students. The research was carried out in two cycles, and the subjects were a class of education program consisting of thirty students, who were taking Structure 2 at that time. The findings of the research showed that using OHP/LCDP as media of teaching, Role Play/Language Games as oral exercises, and asking the subjects to do two kinds of written exercises (homework from their handbook as usual and their own sentences/paragraphs as assignments) in teaching Structure 2 communicatively improved the studentsâ€™ grammatical ability either in oral or written forms much more significantly. Their grammatically-oral ability increased by 14.5 points/73.5% (from 21.8 to 36.3) whereas their grammatically-written ability increased by 13.1 points/82.3% (from 19.1 to 32.2) on the average. Thus, the research questions were answered positively, and the hyphotheses were proven.

EFL LEARNERSâ€™ GRAMMATICAL DEVIATIONS FROM CONCORD: What degree did they become mistakes and errors? Isyam, Amri
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 3, No 2 (2010)
Publisher : English Department FBS UNP

This article, based on the other part of the research entitled EFL Learnersâ€™ Concord Mastery and their grammatical Deviations carried out by the writer, aims at describing to what degree EFL learners have committed grammatical deviations from 3 types of concord: subject-verb concord (SVC), subject-complement concord (SCC), and subject-object concord (SOC) and to what extent those deviations became mistakes and errors. With the population of 120 EFL learners of three classes of the third year students of the English Department of the Faculty of Languages, Literature, and Arts of the State University of Padang, and with one class of them chosen as the sample comprising of 32 subjects by cluster-sampling technique, the data were gathered through a fifty-item test with one administration but with 4 versions of the answers. Thus, with 4 versions of grammatical deviations (GD): GD of version 1 (GD1), GD2, GD3, and GD4 taken from the answers of the test of version 1, 2, 3, and 4 respectively, and the overall grammatical deviations (OGD) as the accumulation of the 4 versions of GD, and by using quantitatively descriptive method, it was found out that on the average the EFL learnersâ€™ GD1 was more than one-third of the total test items (TTI), and that of the OGD was nearly a half of TTI. Besides, after the split of OGD into mistakes and errors it was known the ratio between the two kinds of GD was about 2:5, or in every 7 GD there were 2 mistakes and 5 errors on the average. Furthermore, there were 3 types of grammatical errors (GE) found for each kind of concord: omission, addition, and misformation. Misformation had the greatest percentages of GE for SVC and SOC. Most of the GE of this type dealt with the use of plural verbs for singular ones, that of possessive adjective (their) for reflexive genitive (their own), that of reciprocal pronoun referring to 2 peeople (each other) for reciprocal pronoun referring to 3 people or more (one another) and that of object pronoun (them) for reciprocal pronoun referring to 3 people or more (one another). For SCC the omission type of the GE had the greatest, and most of them were absence of plural indicators â€“s/-es.

STRATEGI-STRATEGI BELAJAR BAHASA ASING Isyam, Amri
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 4, No 2 (2011)
Publisher : English Department FBS UNP

This article aims at desribing foreign language learning strategies which should be possessed by each foreign language learner because their success or failure doesnâ€™t depend only on the lecturerâ€™s language teaching but also very much on the foreign language learning strategies. There are a lot of foreign language learning strategies; however, at least, there are fourteen foreign language learning strategies that they should possess and apply if they really want to succeed in learning a foreign language. The strategies will be enough for foreign language learners to reach their learning targets if they can possess and apply them as well as possible in learning whatever foreign language, like English for example.Â In addition to the fourteen strategies, how they will find or get them will also be presented and discussed in the article. It is advisable that a foreign language teacher or lecturer save a small amount of time of his/her teaching hours to teach those strategies, and that a learner apply them as well they can or make his/her own effort to find and apply them. Key words/phrases: foreign language learner, strategy, and foreign language learning strategy

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