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All Journal International Journal of English Education and Linguistics (IJoEEL) International Journal of English Linguistics, Literature, and Education (IJELLE)
Sri Widyarti Ali
Gorontalo State University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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English Phonetics and Phonology Learning and Its Impact on Students’ English Pronunciation Sri Widyarti Ali
International Journal of English Education and Linguistics (IJoEEL) Vol 5, No 1 (2023)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v5i1.5930

Abstract

This study aims to identify students' perceptions and expectations of English Phonetics and Phonology learning, and whether the learning process in this course meets students' needs and expectations for mastering English pronunciation. This research is conducted at the English department of Universitas Negeri Gorontalo, by taking English Department students as research subjects. Students' perceptions and expectations regarding the English phonetics and phonology course are described using a qualitative method gleaned from student interviews. The interviews show students' perceptions of the English phonetics and phonology course that the process of learning the subject is enjoyable, the lecturer's teaching method aids students to comprehend the course material, and the course material was well-explained. While the findings of interviews on students' perceptions of the impact of studying English phonetics and phonology on their English pronunciation show that through this course students gain a better understanding of phonetics symbols, are able to recognize and distinguish various English sounds, are capable of producing language sounds with the proper use of speech organs, can correctly apply stress and intonation to English words and sentences, and improve their English pronunciation. Finally, students have expectations about the teaching and learning of English phonetics and phonology, such as lecturers should use more interesting teaching techniques, provide more practice to students, and ensure students comprehend the lesson learned before class ends.
Syntactic Tree Diagram: Students' Problems and the Causes Sri Widyarti Ali
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5 No. 1 (2023)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v5i1.3717

Abstract

Syntactic tree diagrams are used to help students recognize and analyze sentence structure. This study aims to discover students' difficulties in constructing syntactic tree diagrams of simple sentences. The descriptive qualitative approach was implemented with six English Department students participating as research participants. The data was gathered using interviews as the primary instrument and tests as a secondary instrument. The findings of this study show that students have six problems when constructing the syntactic tree diagram: determining phrase structure rules, placing words and phrases, determining word classes, drawing the diagram of long sentences, drawing arrows on the syntactic tree diagram, and identifying sentences with ambiguous meaning. Furthermore, some factors, such as insufficient knowledge of tree diagrams, the classroom environment, and a lack of confidence, contribute to students' difficulties in drawing the syntactic tree diagram of simple sentences. In light of the findings of this study, it is proposed that students practice constructing the syntactic tree diagram. Furthermore, lecturers are expected to give students more practice constructing syntactic tree diagrams in order to improve their ability to analyze sentence structure.
English Affixation in Translated Short Stories: Student Error Analysis Indri Wirahmi Bay; Sri Widyarti Ali; Nurwegya Dehi
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5 No. 02 (2023)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research scrutinizes the prevalent issue of English affixation errors in the writing of EFL students. These errors have substantial implications for the semantic accuracy of translated words from the student's native language into English. The study focuses on errors in short stories translated by students from Translation Class at the English Education Study Program of Universitas Negeri Gorontalo. The research objectives encompass the identification and categorization of errors in English affixation usage and an exploration of their underlying causes. Dulay, Burt, and Krashen's error classification framework (2016), including omission, addition, misformation, and misordering, is employed and adapted for specific categories of English affixation errors. The study also investigates the causes of these errors, including interlingual transfer, intralingual transfer, context of learning, and communication strategies, as outlined by Brown (2014). Utilizing a qualitative descriptive research approach, the study provides a comprehensive analysis of error types and their causative factors related to affixation. Drawing upon Ellis's data analysis technique (1997), the researchers identify, describe, and explain these errors. The findings reveal omission as the most prevalent error, followed by misformation and addition, each encompassing inflectional and derivational affixes. Notably, the inflectional suffix -ed, signifying the past tense, is a recurrent source of errors. These errors predominantly stem from intralingual transfer, with contextual learning, interlingual transfer, and communication strategies also contributing. In summary, differences in affixation usage between Indonesian and English significantly impact student translations of short stories.
Co-Authors Indri Wirahmi Bay Nurwegya Dehi