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All Journal JOURNAL OF EDUCATION Journal of English Language Teaching and Linguistics
Bambang Sugeng
Yogyakarta State University
Education

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An Analysis of the Grammatical Errors in the Narrative Writing of the First Grade Students of SMA 6 Yogyakarta Hendriwanto Hendriwanto; Bambang Sugeng
JOURNAL OF EDUCATION Vol 6, No 1 (2013): November 2013
Publisher : LPPM UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (12333.991 KB)

Abstract

This study was aimed at finding  out: (1) the types of grammatical errors in the narrative writing of the first grade students of SMA 6 Yogyakarta, and (2) the causes of the grammatical errors in their narrative writing. The study was a case study. The participants were 30 students of the first  grade students of Senior High School Six Yogyakarta in the academic year of 201112012.  The study comprised five  steps, namely collection of data, identification of errors, quantification of errors, description of errors, and explanation of errors. The research instrument was in the form  of a writing assignment. The data were obtained from  the students' writing works. The results of the study were as follows.  First, fourteen  types of the grammatical errors of the students'  narrative writing were found concerning  verb tenses, finite  verbs,  non-finite verbs, pronouns,  prepositions,  spelling, agreement of singular and plural, punctuation,  contexts of usage, contexts of meaning, redundancy, word choices, word orders, and unintelligibility. Second, the verb tense errors occupied the first  rank (24.47%), followed  by the pronoun errors (11.56%),  and the finite verb errors (10.51%).   Third, five  types of the causes of errors were: (1)  interference in copulative verbs, word orders, verb tenses, and article usages; (2) ignorance of rule restrictions in articles, relative clauses, causative verbs, and verb + gerund constructions; (3) incomplete application of rules in prepositions, verb phrases, subjects of the sentence, and objects of the sentence; (4) false  concepts hypothesized in past verb tenses, non-finite verbs,  agreement  of  the  singular  and plural,  and  adverbs  of  degree;  and (5)  over­ generalization in irregular past verbs, articles, verb phrases, and plural nouns.
Critical Literacy for ELT in Indonesia: What EFL Teachers should be Aware of Anitha Thalib Mbau; Bambang Sugeng
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.8 KB) | DOI: 10.21462/jeltl.v4i2.255

Abstract

This article explores the basic and important issues related to critical literacy for ELT in Indonesia. Hopefully, it could contribute to improving EFL teachers’ understanding of critical literacy, particularly in Indonesia. Critical literacy is still considered as a new approach in EFL contexts. However, it is promising such benefits for both students and teachers for it might contribute to developing both teachers’ and students’ critical manners in reading and writing. This article describes the concept of critical literacy. Then, it elaborates the appropriate learning sources and activities to support the development of students’ critical literacy. After that, it describes some challenges for implementing critical literacy in ELT in the Indonesian context briefly. Finally, it offers conclusions on the important points of the topic. 
Co-Authors Anitha Thalib Mbau Hendriwanto Hendriwanto