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All Journal Journal of English Language and Pedagogy International Journal of Ethno-Sciences and Education Research
Wisnuwardhani, Sitaresmi Imaniyati
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Transportation Other

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The simple past tense learnability in reading for eight-graders Wisnuwardhani, Sitaresmi Imaniyati; Robiasih, RR.Hasti; Sukur, Silvester Goridus
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.15363

Abstract

The study aims to determine the simple past tense learnability in reading for eighth-grade students. This study uses qualitative research methods. Data were collected through observation, interviews, document studies, and questionnaires. The analysis used is the analysis of the Miles and Huberman models. Observations were made to see how students produce simple past tense sentences directly without the reading text. The reading comprehension test is used to see how students produce the simple past tense with reference to the reading. Student errors during observation and when doing tests are used to see the learnability. Interviews and questionnaires were used as supporting data from the reading comprehension test results and observation. Based on the results of data analysis, it can be concluded that simple past tense learnability in reading for eighth graders is low. This can be seen from the errors made by students. Based on the observation, students make overgeneralized, global, and local errors. Most students make global errors and misinformation through the reading comprehension test. Reading only helps a little in understanding the sentence structure of the simple past tense. Students tend to imitate the sentences in the reading. However, when students produce sentences independently, they need help correctly using the simple past tense sentence structure.
The simple past tense learnability in reading for eight-graders Wisnuwardhani, Sitaresmi Imaniyati; Robiasih, RR.Hasti; Sukur, Silvester Goridus
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.15363

Abstract

The study aims to determine the simple past tense learnability in reading for eighth-grade students. This study uses qualitative research methods. Data were collected through observation, interviews, document studies, and questionnaires. The analysis used is the analysis of the Miles and Huberman models. Observations were made to see how students produce simple past tense sentences directly without the reading text. The reading comprehension test is used to see how students produce the simple past tense with reference to the reading. Student errors during observation and when doing tests are used to see the learnability. Interviews and questionnaires were used as supporting data from the reading comprehension test results and observation. Based on the results of data analysis, it can be concluded that simple past tense learnability in reading for eighth graders is low. This can be seen from the errors made by students. Based on the observation, students make overgeneralized, global, and local errors. Most students make global errors and misinformation through the reading comprehension test. Reading only helps a little in understanding the sentence structure of the simple past tense. Students tend to imitate the sentences in the reading. However, when students produce sentences independently, they need help correctly using the simple past tense sentence structure.
Influence of Instrumental Motivation and Integrative Motivation on English Learning Outcomes Wisnuwardhani, Sitaresmi Imaniyati
International Journal of Ethno-Sciences and Education Research Vol. 2 No. 1 (2022): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v2i1.235

Abstract

This research addresses students’ motivation in influncing learning outcomes. The purpose of this study is to describe the students’ condition of motivation in learning English whether it tends to be integrative or instrumental and the extent to which their motivation in learning English may influence students’ learning outcome. This research was conducted based on principles of qualitative research. The researcher conducted an online interview to collect the data. The mid-term test grade are used as the learning outcome. Data gained in the interview and Mid-term test grade were compared and then analyzed it descriptively. Population of this study are students at grade nine. It is about 29 students in a class. The result performs that students in learning English were motivated by both instrumental and integrative motivation. That is motivation to have wider social contact with target language speakers and also motivation to utilize English as a tool to gain certain goals like good grade or future goals. Based on the findings, it is suggested that the teacher should able to motivate the students’ in learning through developing his/her teaching materials concerned with integrative and instrumental motivation to motivate students’ in learning English
Co-Authors Robiasih, RR.Hasti Silvester Goridus Sukur