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Saudin Saudin
Politeknik Negeri Bandung
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THE INVESTIGATION OF INDONESIAN EFL LEARNERS’ ERRORS ACROSS THREE PROFICIENCY LEVELS Saudin Saudin
Jurnal Bahasa Inggris Terapan Vol 3 No 2 (2017): Oktober 2017
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (341.847 KB) | DOI: 10.35313/jbit.v3i2.1259

Abstract

The study analyzed the errors made by students across three different levels of proficiency (Advanced, Intermediate and Elementary) in their writing pieces. Three students were selected purposively to represent their respective level. So, nine pieces of writing altogether were to be investigated in this study. The errors committed by the purposive samples were first grouped into fifteen linguistic classifications such as verb form, preposition, mechanics and so forth, then subsumed under two broader categories: negative interlingual and intralingual transfer. The investigation revealed that the learners made more errors of intralingual transfer than those of negative interlingual one. However, in terms of errors based on the linguistic classifications, this study showed surprising findings. Advanced learners, though committing the least errors, performed worst by making errors in the most linguistic classifications (seven altogether): plural-singular form, omission of constituent, verb form, article, vocabulary, pronoun and comparative. Intermediate learners came next by committing errors in less number of linguistic areas (five), namely mechanics, preposition, derivative, auxiliary verb and clause formation. Elementary learners came last by giving poor performances on the least number of just three linguistic areas: tense, word order and genetives. Across levels, however, three areas (consecutively mechanics, plural/singular form and omission of constituent) appeared to be where errors were most commonly committed. With findings as such, the study is expected to impart theoretical contributions to SLA, especially to studies on error analysis. The findings hopefully can also inspire teachers to teach students of these three proficiency levels in ways that meet their needs more. Keywords: purposive samples, linguistic classifications, negative interlingual tranfer, intralingual transfer, SLA.
ADOPTING THE THEORY OF PATTERNS OF COHESION TO ASSESS THE STUDENTS’ EXTENSIVE WRITING: DOES IT WORK? Saudin Saudin
Jurnal Bahasa Inggris Terapan Vol 2 No 1 (2016): April 2016
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (332.519 KB) | DOI: 10.35313/jbit.v2i1.1283

Abstract

The study investigated the extensive writing performance of the students across three proficiency levels of English: Advanced, Intermediate and Elementary. From each level, three students were selected purposively to represent high-, middle- and low-achievers. Their nine pieces of writing were then assessed by means of the theory of patterns of cohesion (Halliday and Matthiessen, 2004; Eggins, 2004; Paltridge, 2006; Salkie, 1995; and Gerot & Wignell, 1994). The patterns consist of five cohesive devices: reference, conjunction, lexical cohesion, ellipsis and substitution. The assessment focused on analyzing the students’ failures in observing the patterns. The study, therefore, resembles an error analysis but adopts the cohesive devices, instead of linguistic/ grammatical classifications or other kinds of taxonomy as the sources of errors. As such, the study is the first that introduced the uses the devices as the sources of errors. Further, the errors made by the learners were calculated and compared with the total number of the words they wrote in their essay writing. This way, the data concerning the frequency of the failures in the cohesive devices across the students’ levels were obtained, tabulated and then discussed. Based on the results, a model of an analytic scoring guide was proposed to be used for assessing the students’ writing performance by considering the differences of levels. The model is expected to be useful for writing teachers as it has a higher level of practicality and measurability compared with other available analytic scoring methods.Key words: extensive writing, analytic scoring guide, cohesion, cohesive devices, error analysis, taxonomy
Kompetensi Kolokasi dan Keterampilan Menulis Mahasiswa Jurusan Bahasa Inggris Politeknik Negeri Bandung Saudin Saudin
Jurnal Bahasa Inggris Terapan Vol 4 No 1 (2018): April 2018
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (377.968 KB) | DOI: 10.35313/jbit.v4i1.1357

Abstract

Kolokasi merupakan fitur bahasa yang menjadi ciri utama kualitas berbahasa seorang pemelajar. Penguasaan atau kompetensinya menjadi bagian penting dari kompetensi komunikasi penutur asli (Bazzaz & Samad, 2011). Penelitian kolokasi yang membahas pengetahuan kolokasi secara lebih spesifik dengan memilahnya ke dalam kompetensi produktif dan reseptif masih sedikit (Henriksen, 2013). Penelitian ini bertujuan untuk mengungkap tingkat kompetensi produktif dan reseptif kolokasi tipe v+n dan adj+n subjek penelitian, 49 mahasiswa semester empat Jurusan Bahasa Inggris, dan hubungan antara kompetensi kolokasi produktif dan reseptif mereka dengan keterampilan menulis. Untuk tujuan tersebut, penelitian kualitatif ini mengaplikasikan tiga instrumen,blank-filling test of English collocations untuk memperoleh data mengenai tingkat kompetensi kolokasi produktif,multiple-choice test of English collocations untuk mengetahui tingkat kompetensi kolokasi reseptif, dan writing test untuk mengungkap tingkat keterampilan menulis subjek. Analisis terhadap instrumen menghasilkan temuan bahwa nilai kompetensi produktif kolokasi v+n dan adj+n cukup baik tapi lebih rendah daripada nilai kompetensi reseptif dua tipe kolokasi tersebut. Analisis juga menunjukkan subjek meraih keterampilan menulis level 4 (cukup baik) tapi dengan beberapa catatan. Analisis lebih jauh menunjukkan kompetensi kolokasi produktif memiliki pengaruh lebih besar terhadap keterampilan menulis daripada kompetensi kolokasi reseptif.Pengajaran kolokasi (terutama untuk penguasaan kompetensi produktif) perlu diberikan untuk meningkatkan kualitas tulisan pemelajar.Kata kunci: kolokasi, kompetensi produktif, kompetensi reseptif, kompetensi komunikasi kualitatif
THE INVESTIGATION OF INDONESIAN EFL LEARNERS’ ERRORS ACROSS THREE PROFICIENCY LEVELS Saudin Saudin
Jurnal Bahasa Inggris Terapan Vol 3 No 2 (2017): Oktober 2017
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35313/jbit.v3i2.1259

Abstract

The study analyzed the errors made by students across three different levels of proficiency (Advanced, Intermediate and Elementary) in their writing pieces. Three students were selected purposively to represent their respective level. So, nine pieces of writing altogether were to be investigated in this study. The errors committed by the purposive samples were first grouped into fifteen linguistic classifications such as verb form, preposition, mechanics and so forth, then subsumed under two broader categories: negative interlingual and intralingual transfer. The investigation revealed that the learners made more errors of intralingual transfer than those of negative interlingual one. However, in terms of errors based on the linguistic classifications, this study showed surprising findings. Advanced learners, though committing the least errors, performed worst by making errors in the most linguistic classifications (seven altogether): plural-singular form, omission of constituent, verb form, article, vocabulary, pronoun and comparative. Intermediate learners came next by committing errors in less number of linguistic areas (five), namely mechanics, preposition, derivative, auxiliary verb and clause formation. Elementary learners came last by giving poor performances on the least number of just three linguistic areas: tense, word order and genetives. Across levels, however, three areas (consecutively mechanics, plural/singular form and omission of constituent) appeared to be where errors were most commonly committed. With findings as such, the study is expected to impart theoretical contributions to SLA, especially to studies on error analysis. The findings hopefully can also inspire teachers to teach students of these three proficiency levels in ways that meet their needs more. Keywords: purposive samples, linguistic classifications, negative interlingual tranfer, intralingual transfer, SLA.
ADOPTING THE THEORY OF PATTERNS OF COHESION TO ASSESS THE STUDENTS’ EXTENSIVE WRITING: DOES IT WORK? Saudin Saudin
Jurnal Bahasa Inggris Terapan Vol 2 No 1 (2016): April 2016
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35313/jbit.v2i1.1283

Abstract

The study investigated the extensive writing performance of the students across three proficiency levels of English: Advanced, Intermediate and Elementary. From each level, three students were selected purposively to represent high-, middle- and low-achievers. Their nine pieces of writing were then assessed by means of the theory of patterns of cohesion (Halliday and Matthiessen, 2004; Eggins, 2004; Paltridge, 2006; Salkie, 1995; and Gerot & Wignell, 1994). The patterns consist of five cohesive devices: reference, conjunction, lexical cohesion, ellipsis and substitution. The assessment focused on analyzing the students’ failures in observing the patterns. The study, therefore, resembles an error analysis but adopts the cohesive devices, instead of linguistic/ grammatical classifications or other kinds of taxonomy as the sources of errors. As such, the study is the first that introduced the uses the devices as the sources of errors. Further, the errors made by the learners were calculated and compared with the total number of the words they wrote in their essay writing. This way, the data concerning the frequency of the failures in the cohesive devices across the students’ levels were obtained, tabulated and then discussed. Based on the results, a model of an analytic scoring guide was proposed to be used for assessing the students’ writing performance by considering the differences of levels. The model is expected to be useful for writing teachers as it has a higher level of practicality and measurability compared with other available analytic scoring methods.Key words: extensive writing, analytic scoring guide, cohesion, cohesive devices, error analysis, taxonomy
Kompetensi Kolokasi dan Keterampilan Menulis Mahasiswa Jurusan Bahasa Inggris Politeknik Negeri Bandung Saudin Saudin
Jurnal Bahasa Inggris Terapan Vol 4 No 1 (2018): April 2018
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35313/jbit.v4i1.1357

Abstract

Kolokasi merupakan fitur bahasa yang menjadi ciri utama kualitas berbahasa seorang pemelajar. Penguasaan atau kompetensinya menjadi bagian penting dari kompetensi komunikasi penutur asli (Bazzaz & Samad, 2011). Penelitian kolokasi yang membahas pengetahuan kolokasi secara lebih spesifik dengan memilahnya ke dalam kompetensi produktif dan reseptif masih sedikit (Henriksen, 2013). Penelitian ini bertujuan untuk mengungkap tingkat kompetensi produktif dan reseptif kolokasi tipe v+n dan adj+n subjek penelitian, 49 mahasiswa semester empat Jurusan Bahasa Inggris, dan hubungan antara kompetensi kolokasi produktif dan reseptif mereka dengan keterampilan menulis. Untuk tujuan tersebut, penelitian kualitatif ini mengaplikasikan tiga instrumen,blank-filling test of English collocations untuk memperoleh data mengenai tingkat kompetensi kolokasi produktif,multiple-choice test of English collocations untuk mengetahui tingkat kompetensi kolokasi reseptif, dan writing test untuk mengungkap tingkat keterampilan menulis subjek. Analisis terhadap instrumen menghasilkan temuan bahwa nilai kompetensi produktif kolokasi v+n dan adj+n cukup baik tapi lebih rendah daripada nilai kompetensi reseptif dua tipe kolokasi tersebut. Analisis juga menunjukkan subjek meraih keterampilan menulis level 4 (cukup baik) tapi dengan beberapa catatan. Analisis lebih jauh menunjukkan kompetensi kolokasi produktif memiliki pengaruh lebih besar terhadap keterampilan menulis daripada kompetensi kolokasi reseptif.Pengajaran kolokasi (terutama untuk penguasaan kompetensi produktif) perlu diberikan untuk meningkatkan kualitas tulisan pemelajar.Kata kunci: kolokasi, kompetensi produktif, kompetensi reseptif, kompetensi komunikasi kualitatif
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