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All Journal Ahmad Dahlan Journal of English Studies
Sudilah, Sudilah
Universitas Terbuka, Yogyakarta, Indonesia
Languange, Linguistic, Communication & Media

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Punctuation Errors by The Fourth Semester Students of The English Department Sudilah, Sudilah
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (219.468 KB) | DOI: 10.26555/adjes.v2i1.2025

Abstract

Abstract This paper was written based on the end-semester composition examination paper of the fourth  semester students of the English Department, Faculty of Education And Teacher Training, Ahmad Dahlan University in  Yogyakarta. The study aimed at : (1) analyzing the students’ errors in using punctuation marks in their composition examination paper and (2) identifying the most as well as the least frequently used punctuation marks in their composition examination paper, and (3) finding out whether there is relation between students’ ability in using punctuation mark and their final examination grades.          The objects of the study were 29 composition examination paper written by the fourth semester students of the academic year 2008/2009. The criteria used to identify and analyze the students ‘errors were adapted from the Writer’s Bureau Handbook, the Essentials of English, and the American English Today. The results of the study indicated that : 1) there were 59 cases of errors found covering four kinds of punctuation marks – full stop (.), commas (,), apostrophe (‘), and quotation mark (“  “). They respectively occurred 14, 36, 5, and 4 times, 2) Of the 29 students, none used 10 to 11 kinds of punctuation marks. Only 1 student (3,44%) used 9 kinds of punctuation , 2 students (6,90) used 7 kinds,19 students (65,51%)  used 5 to 6 kinds and 3 students (10,34%) used 4 kinds, 4 students (13,80%)  used 2 to 3 kinds of punctuationmarks. It could be interpreted that in the average the students were able to use 5 to 6 kinds of punctuation marks in their composition. 3) There was also a close relation between the students’ ability of using punctuation and their composition grades.
The effectiveness of Online Process Writing Portofolio Program to Improve the Writing Ability of S1 English Department Students Faculty of Teacher Training And Education – UT at Yogyakarta Distance Learning Program Unit Sudilah, Sudilah
Ahmad Dahlan Journal of English Studies Vol 2, No 2 (2015): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (577.019 KB) | DOI: 10.26555/adjes.v2i2.2975

Abstract

This paper is written based on the findings of an Action Based Research aimed at knowing whether the implementation of an online Process Writing Portfolio Program (PWPP) is effective in improving the long distance students’ writing ability. The subjects of the study are the students of Faculty of Education and Teacher Training, Universitas Terbuka, at Yogyakarta Long Distance Learning Program Unit. The data are collected from three cycles of the program implementation via email : sudilah@ut.ac.id. Each cycle consists of 4 stages, the plan, action, observation, and reflection. Grades of each cycle were taken from 4 kinds of activities; brainstorming, first draft writing, revising and editing, and final copy. The score increase from cycle to cycle is used to measure the improvement of the students’ writing ability. For this purpose the writer uses Wilcoxson Signed Ranks Test and Scoring Scale for Composition. The results of the study indicate that the implementation of online Process Writing Portfolio Program is merely effective in improving the students’ writing ability in terms of numerical grade scores. From the Pre- Program Implementation (Pre- PI) to Cycle I, the average increase of the students’ writing score is 6.51. After the implementation, that is from the (Pre-IP) cycle to cycle I, the increase achieved is Z =.380 and p = .017 (p <0.05), and from cycle I to II is) Z = 2524 with p = .012 (p <0.05), and from cycle II to III the improvement increase is Z = 2524 with p = .012 (p <.0.05). It means that all of the increase is significant. Yet, if the scores are converted to Skidmore’s criteria of Scoring Scale for Composition, the quality of the paragraphs does not increase significantly. All of the paragraphs are not publishable yet. Many aspects of refinement are still needed to display or publish the paragraph. Keywords: effectiveness, to improve, online Process Writing Portfolio Program 
THE IMPACT OF THE PROBLEM BASED TUTORIAL MODEL IMPLEMENTATION ON STUDENTS’ ABILITY IN DESIGNING CLASSROOM ACTION RESEARCH AND WRITING A SCIENTIFIC REPORT Prastiti, Tri Dyah; Sudilah, Sudilah
Ahmad Dahlan Journal of English Studies Vol 3, No 1 (2016): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (445.177 KB) | DOI: 10.26555/adjes.v3i1.3627

Abstract

This paper is written based on the research done to the 6th semester students of PGSD (Elementary School Teacher Training Program), Faculty of Teacher Training and Education (FKIP), Universitas Terbuka. The study aimed to describe the impact of the implementation of Problem Based Tutorial Model (PBTM) in Classroom Action Research (CAR) tutorial activities on the students’ ability in designing CAR and writing a scientific report. The model is designed to help the students to implement the concept of CAR in their own teaching, and to make the report of the study in a well-written scientific writing. The model consists of Tutorial Activity Unit, Tutorial Design Activity, Student Worksheets and Evaluation Design. The results of study showed that after the implementation of the model the students were able to design a class room action research well. Each part of the report was written appropriately. Part I consists of introduction, part II (review of the related literature), and part III (results and discussion). The first study was done with students of PGSD at Magelang learning cluster. The average scores of the reports was 87, whereas those done in Temanggung was 87,43. This result showed the increase of the students’ ability in writing a scientific report. Furthermore, the impact of the implementation of the model in Pokjar Temanggung showed higher scores than that of the previous implementation (in Pokjar Magelang) with the level of confidence  99%.
Co-Authors Tri Dyah Prastiti