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All Journal English Journal Literacy Utama
Harnani - Harnani
Institut Digital Ekonomi LPKIA
Humanities Education Other

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THE IMPLICATION OF ADDITIONAL PRACTICE FOR EFL LEARNERS IN WRITING SKILL ASSESSMENT Harnani - Harnani
English Journal Literacy Utama Vol. 5 No. 1 (2020): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (121.162 KB) | DOI: 10.33197/ejlutama.vol5.iss1.2020.478

Abstract

Additional material or practice is highly needed in language learning and teaching in order to progress as expected. However, its usage and delivery frequency may differ and to a certain extent may affect the language assessment for EFL students. This study outlines the effect of providing various and frequent additional writing practice to language assessment. The aim of the study is twofold, firstly, it is to identify the implication of adding more practice, aside from theprovided materials, to writing skill assessment, and secondly, to examine whether uniformity exists among the teachers in choosing the added practice and the frequency in providing it and how this uniformity influences the expected assessment. This study applied a qualitative method and used questionnaire, interview and lesson observation as the instruments. The result of the analyzed data showed that the various additional writing practice could well be one of contributing factors to the inconsistency in writing skill assessment for intermediate level EFL students. The data also showed that there was no uniformity among the teachers in choosing the additional writing practice and the frequency in providing it, which may also have resulted an implication in writing assessment.Agreement among teachers in creating and selecting a number of identical practice and sustaining the frequency in delivering it may propose a consistency in writing skill assessment.
Verb Formation Errors in Structuring Simple Past Sentences Anum Dahlia; Harnani
English Journal Literacy Utama Vol. 7 No. 1 (2022): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33197/ejlutama.v7i1.173

Abstract

This study is an investigation of college students’ English tense knowledge, according to their work of writing simple past sentences. The students’ written work was analyzed to find the most frequent errors made by students when they were writing their activities done in the day before. The errors were then identified in the sentences on their writing. The study used descriptive qualitative method, and was conducted through (a) identifying the most frequent errors in student’s simple past sentences, (b) classifying the errors into their categories, and (c) analyzing what causes the errors to be made. The result shows that the most frequent errors made by college students in writing simple past sentences are errors of verb formation.  The verb formation errors are classified into three forms of error: regularizations, archi-forms and alternating forms. The dominant errors found in this research are archi-form (88%) and alternating form (12%). The errors are most likely caused by the students’ confusion in selecting a class member of verb as there are two choices to use, the students’ growth of grammar knowledge that make them have bigger or more selection of verb use and the students’ comprehension failure of mastering tense.
Co-Authors Dahlia, Anum