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All Journal Jurnal Bahasa Lingua Scientia International Journal of Language Teaching and Education
Sony Sukmawan
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Education Languange, Linguistic, Communication & Media Social Sciences

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REVEALING EFL STUDENTS’ GRAMMATICAL ERROR IN CAUSE-EFFECT ESSAY Lestari Setyowati; Sony Sukmawan; Ana Ahsana El-Sulukiyyah; Nur Indah Ramadhani
Jurnal Bahasa Lingua Scientia Vol 12 No 2 (2020)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2020.12.2.353-368

Abstract

The purpose of this study is to investigate 1) the types of the error made by the fourth-semester students of PGRI Wiranegara University in writing a cause-effect essay, and 2) the most frequent error made by the students in making cause-effect essay. The research uses descriptive quantitative design. The subjects of the study were the fourth-semester students of the English Education Study Program in the academic year 2019/2020 in the Faculty of Pedagogy and Psychology, University of PGRI Wiranegara, East Java, Indonesia. The instrument used in the study was mainly a documentation of the students’ composition. The researchers used Hewing's theory in 2002 to analyze the errors. The data was analyzed based on seven categories. They are: (1) Errors in using verb group, (2) Errors in the agreement between subject and verb, (3) Errors in the use of the article, (4) Errors in the use preposition, (5) Errors in pluralization, (6) Error in the use of pronoun and (7) Error in the use of a conjunction. The result of the study shows that In total, there were 406 errors made by the students in writing cause-effect essay.The most frequent error made by the students is the use of preposition. This error occur 149 times in the students’ essay (36.70%). The second most frequent error is the use of article (28.57%) which occurs 116 times in the students’ essay. And the third most frequent error is in the use of subject-verb agrrement (7.88%) and pluralization (7.88%).
REVEALING EFL STUDENTS’ GRAMMATICAL ERROR IN CAUSE-EFFECT ESSAY Lestari Setyowati; Sony Sukmawan; Ana Ahsana El-Sulukiyyah; Nur Indah Ramadhani
Jurnal Bahasa Lingua Scientia Vol 12 No 2 (2020)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2020.12.2.353-368

Abstract

The purpose of this study is to investigate 1) the types of the error made by the fourth-semester students of PGRI Wiranegara University in writing a cause-effect essay, and 2) the most frequent error made by the students in making cause-effect essay. The research uses descriptive quantitative design. The subjects of the study were the fourth-semester students of the English Education Study Program in the academic year 2019/2020 in the Faculty of Pedagogy and Psychology, University of PGRI Wiranegara, East Java, Indonesia. The instrument used in the study was mainly a documentation of the students’ composition. The researchers used Hewing's theory in 2002 to analyze the errors. The data was analyzed based on seven categories. They are: (1) Errors in using verb group, (2) Errors in the agreement between subject and verb, (3) Errors in the use of the article, (4) Errors in the use preposition, (5) Errors in pluralization, (6) Error in the use of pronoun and (7) Error in the use of a conjunction. The result of the study shows that In total, there were 406 errors made by the students in writing cause-effect essay.The most frequent error made by the students is the use of preposition. This error occur 149 times in the students’ essay (36.70%). The second most frequent error is the use of article (28.57%) which occurs 116 times in the students’ essay. And the third most frequent error is in the use of subject-verb agrrement (7.88%) and pluralization (7.88%).
The Use Of Internet For Academic Writing Course: Do They Still Need Books In The Library? lestari setyowati; Sony Sukmawan; Ana Ahsana El-Sulukiyyah
International Journal of Language Teaching and Education Vol. 6 No. 1 (2022): Volume 6, Issue 1, June 2022
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v6i1.9964

Abstract

Technology advancement has influenced all aspects of life, including education. Nowadays, more and more students utilize gadgets to seek for information and to help them finish papers and essays assigned by their lecturers. This study focuses on the students’ perception of what way the internet helps them finish academic writing assignments. The design of the study is descriptive quantitative design. The subjects of the study were the fifth-semester students who took writing courses in the English Education Study Program in the Faculty of Pedagogy and Psychology, Universitas PGRI Wiranegara, Pasuruan, East Java, Indonesia in the academic year 2019-2020. The researchers used to interview and questionnaire in google form to collect the data. The result of the study shows that 1) all students uses the internet to finish their academic writing assignment in looking for references and sources. 2) The students feel that internet gives more detail information and sources than books; 3) 30% of the students copy-paste the sources without studying it first; 4) 80% of the students confess that they rarely go to the library to read relevant sources for their academic writing assignment, while 20% of them never go to the library al all; 5) all students read more sources on the internet in soft files than in books, and 6) all students agree that internet helps them a lot in academic writing. In sum, instead of going to the library, the students depend on the internet for information gathering to finish their papers and writing assignment.
Co-Authors Ana Ahsana El-Sulukiyyah Lestari Setyowati Nur Indah Ramadhani