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All Journal International Journal of Innovation and Education Research Jurnal Bilingual
Arisman Arisman
Universitas Bengkulu
Education Languange, Linguistic, Communication & Media Social Sciences Other

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EFL Students’ Grammatical Errors in Writing Descriptive Text Arisman Arisman
International Journal of Innovation and Education Research Vol. 2 No. 1
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v2i1.28911

Abstract

The aim of this study is to find out grammatical most frequently made by the student in writing descriptive text. This study was quantitative and qualitative method. The population of this study is Students' English Department of Muhammadiyah University. The writer chose 23 students as the sample. In this study, collect the data used observation, writing test, and documentation. The result shows there were 328 items of error in the students’ writing. The percentage of errors made by students in writing descriptive text are noun phrase 49,7%, verb phrase36,3%, adjective phrase 8,8%and adverb phrase5,2%. The writer finds that the grammar errors that most of the students made were in noun phrases, with a cumulative total of 163 errors or 49.7%. From the research findings, it is suggested learners have to use these errors as a means to study more about correct the use of grammar in descriptive texting, especially in the use of noun phrases, verb phrases, and adjectives. For teachers to work harder on noun phrases and verb phrases because they are the most frequent failures that are made by students in their writing.
STUDENTS PERCEPTION BY USING GOOGLE FORMS-BASED ENGLISH ASSESSMENT IN ENGLISH ACADEMIC Arisman Arisman; Syafryadin Syafryadin
Jurnal Bilingual Vol 13, No 1 (2023): Jurnal Bilingual EDISI MEI 2023
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v13i1.6474

Abstract

This study aims to investigate how students perceive the utility-perceived self-efficacy, perceived cheating risk, and of online formative assessment using Google Forms. Additionally, it aims to assess the benefits and drawbacks of using Google Forms as an online formative assessment tool for EFL teachers. This study was a quantitative. investigation into how senior high school students felt about teachers utilizing Google Forms to evaluate their students. The population of this study is student senor high school in Seluma. The sample in this study were 40 students. a perception survey that offered The attitudes of senior high school students were assessed employing a 10-item online survey divided into three variables: perceived self-efficacy (three statements), perceived cheating risk (four words), and perceived utility (four statements) (three statements).According to the poll results, 23.5% of the majority of students said that using Google Forms helped them learn to read and made that process easier. Regarding her use of Google Forms, her 11.25% of students were neutral, 15.5% of students disagreed, 8.25% of students definitely disagreed, and 42% of students strongly agreed. The findings revealed many drawbacks to utilizing Google Forms as well as students' perceptions that using it positively enhances learning despite the possibility of cheating. In order to track each student's development during the course and create interventions to prevent cheating on online tests, English language teachers are recommended to involve all students in online formative assessments. The current study contributes to greater knowledge of the benefits and drawbacks of English online testing.
AN ANALYSIS OF HIGHER ORDER THINKING SKILL (HOTS) IN MERDEKA CURRICULUM ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” PUBLISHED BY ERLANGGA FOR GRADE X OF SENIOR HIGH SCHOOL Arisman Arisman; Ira Maisarah; Wisma Yunita; Iis Sujarwati; Dedi Sofyan
Jurnal Bilingual Vol 14, No 1 (2024): Jurnal Bilingual EDISI MEI 2024
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v14i1.7904

Abstract

Higher order thinking skills (HOTS) refer to the more advanced mental processes outlined in Anderson and Krathwohl's updated version of Bloom's taxonomy (2021), comprising analysis, evaluation, and creation.". This research aimed to investigate the composition of HOTS (Higher Order Thinking Skill) in language tasks and knowledge of the English textbook on titled “Pathway” To English For SMA/MA Grade X and to explain the dominant cognitive dimension used in this textbook. The design of this research was descriptive qualitative. This research is classified as a content analysis. A table checklist based on the cognitive domain of the revised Bloom’s taxonomy was the instrument of this research. The findings of the research indicate that for language skills, this book is more concerned with HOT than LOTS with the percentage of HOTS at 58,34% and LOTS at 41,66%.  The result showed The most dominant level of thinking skill of language skill in this book is analyze (C4), followed by apply (C3), remember (C1), create (C6), evaluate (C5), and understand (C2).  For knowledge, it can be concluded that the composition of the Higher Order Thinking Skill (HOTS) presented in the instruction question on the English Textbook is not lower than the Lower Order Thinking Skill (LOTS) with the percentage of HOTS at 20,83% and LOTS at 79,17%. The dominant composition is Apply (C3), followed by Remember (C1), Apply (C4), and Understand (C2).   The researcher concludes that for language skill and knowledge, the cognitive dimension of each instruction question is present in the imbalance portion. Based on the result, this book has followed the ministry of education regulation and mereka curriculum in providing HOTS material in the teaching and learning process for language skills and proving LOTS material for knowledge because grammar and vocabulary teach the basics of language. It is suggested for teachers who use this book to be innovative, and creative, even teachers can adapt from other sources in giving instruction to develop students’ critical thinking.
Co-Authors Dedi Sofyan Iis Sujarwati Ira Maisarah Syafryadin Syafryadin Wisma Yunita