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All Journal Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Wahana Didaktika Vision: Journal for Language and Foreign Language Learning At-Taqaddum Journal of Teaching and Learning English Issues Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature ELITE Journal: Journal of English Linguistics, Literature, and Education Journal of English Teaching and Learning Issues Rengganis Jurnal Pengabdian Masyarakat Indonesian Journal of English Teaching The Journal Of English Teaching For Young And Adult Learners Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Nadiah Ma’mun
Universitas Islam Negeri Walisongo Semarang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Vision: Journal for Language and Foreign Language Learning

 1 
Grammatical Intricacy on Students’ Writing Nadiah Ma'mun
Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv6i11619

Abstract

Grammatical intricacy refers to how often a clause complex in a text in comparison with simple clauses. It is accepted that any text has a different level of intricacy (complexity). This is all related to how much information is introduced in a clause complex which can contain more than one simple clause. Classification of clauses (sentences) applies to the determination of grammatical intricacy (complexity) of a text. If in a text there are more clause complexes than simple clauses, it can be said that the text is more complex in the sense that it presents more information in a condensed way. Consequently, learners are potential to encounter problems. The concept of this article only focuses on the paratactic clause, hypotactic clause construction and the combination among clause constructions used by students.
THE GRAMMATICAL ERRORS ON THE PARAGRAPH WRITINGS Nadiah Ma’mun
Vision: Journal for Language and Foreign Language Learning Vol 5, No 1 (2016)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv5i1862

Abstract

This paper makes a study of grammatical error on paragraph writings of English department students. The students were asked to write the paragraph of writing as their final assignment for paragraph based writing Class. The errors found in the students’ compositions are then classified based on the surface strategy taxonomy on errors of omission, addition, misformation, and misordering. Based on the result of  the research findings whole have been analyzed and the discussions which have been presented, the writer generally concluded that there are four kinds of errors which are omission, addition, misinformation and misordering. The writer found that mostly the students had grammatical error on their writing in mis-information error 43%. They consist of misinformation of adverb, V2, subject-verb agreement, article, modal, passive and word choices. It also can be concluded that most students of intermediate level made Grammatical Error in Omission and Misinformation of their paragraph writing as  Dulaay at.all (1982) said that Omission of to be is common error made by students. Even tough those sentences appear without to be, article or preposition and still have meaning, student must use the Grammar correctly or accurately in writing. Most students made grammatical error in using modal, for example of error in misinformatiom “We  can learning all about English, after modal must be followed by main verb. It mostly happened on students’ writing. The most common types of  errors made  b y  students  are misinformation with  the  number  of  errors  is  15  or  43% and o m i s s i o n  with the number of error is 11 or 31%. The type of errors with the lowest frequency is misordering errors (9%). They consist of misordering of noun phrase and misordering of adverb. These errors seem to be caused by interlingual and intralingual interference.
The Effect of Task Based Language Teaching on the Teaching Practice of Pre Service English Teacher Nadiah Ma'mun
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i23046

Abstract

This present study investigated the effect of Task-Based Language Teaching (TBLT) on the teaching practice of pre-service English teacher. The research method used to study was experimental research with one group design. The sample of the research was 25 students of Microteaching class at English Education Department. The data were collected through the Performance Test of teaching practice as the instrument of the research. After conducting the pre-test of the Performance test of teaching practice and giving the treatment by using TBLT and the post-test. The result of post-test is higher than pre-test. It happened after the researcher gave treatments using TBLT to the pre-service English teacher. The researcher used the t-test formula to discover the significant difference between the teaching practice of the pre-service English teacher and the use of TBLT. The score of t-test was 8.90, higher than t-table. Thus, it could be concluded that there was a significant difference before and after being taught by using TBLT. The result showed that it had a positive effect.
Co-Authors Ahdi Riyono Ani Fitriyani Catur Kepirianto Catur Kepirianto Djoko Sutrisno Ida Nurhidayah Mohammad Kanzunnudin, Mohammad Muhammad Nafi Annury Nur Faidatun Naimah Nur Faidatun Naimah Nur Lina Amalia Raharjo Raharjo Raharjo Raharjo Sabiq Ariqun Nabih Siti Mariam