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All Journal LEKSIKA English Language in Focus (ELIF)
Meli Aulia Utami
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Education Languange, Linguistic, Communication & Media

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Interlanguage in recount writing text on 8th grade secondary school student Deadora Rahma Muthia; Fahriany Fahriany; Meli Aulia Utami
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 15, No 2 (2021)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v15i2.9805

Abstract

This study attempts to analyze interlanguage production made by ten eight-grade students who were enrolled in one of the secondary schools in Jakarta. Interlanguage happens when a learner talk in the target language but their linguistic framework is still the source language (any prior language they knew beforehand). It is intended to explore kinds of interlanguage that occur in their recount writing and to explain the potentials of why the errors emerge in their recount writing. The data of the study requires one recount text writing produced by the participants of this present study. This study employed a qualitative research design and it was specifically presented using a descriptive case study. Furthermore, document analysis is employed as the procedure of collecting data when analyzing the writing. The result of the study showed that based on students' recount writing, the interlanguage is detected from the way they formed passive sentences, incorrect verb agreement, unparalleled sentences, and L1 to L2 translation. In that sense, it can be concluded that interlanguage happens due to L1 tendency which still dominated the students' minds when producing the target language. Thus, the students should be assisted to practice the correct rules of English in their writing, especially in recount text to prevent any possible fossilization.
Analysis of Teachers-Constructed Reading Comprehension Test Meli Aulia Utami; Riska Rahman; Albiansyah Albiansyah
English Language in Focus (ELIF) Vol 3, No 2 (2021): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.3.2.89-98

Abstract

Constructing tests as part of assessments is the teacher's part in the teaching and learning process. Assessments have a role to evaluate student's comprehension and measure the extent of studying stages' success.  Despite its significant value, teachers frequently construct tests without considering the main purpose of the test. This research concerns the way teachers construct their tests. To narrow the research scope, this research focuses on the reading comprehension test since reading comprehension is one of the main language skills for predicting learners' academic and professional development skills. The purpose of this study is to reveal the teacher stages in the construction of a reading comprehension test and the appropriateness of the test according to the test eligibility. To answer research questions, we adopt the qualitative research method. To collect data, we interview English language teachers from different schools who are teaching at different grades from Junior High Schools. Documentation is also be given since the teachers will need some of their final constructed test forms. To analyze the data, researchers calculate the number of HOTS and LOTS questions in the test, as the test eligibility standard. The study found that they are required to create their test indicators based on official general school/regulation indicators. It is also found that even though teachers are not obliged to provide dominant HOTS test items, HOTS test items are frequently discovered.
Co-Authors Albiansyah Albiansyah Deadora Rahma Muthia Fahriany, Fahriany Riska Rahman