IJET (Indonesian Journal of English Teaching)
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STUDENTS’ GRAMMATICAL COLLOCATION ERRORS AND ITS’ IMPLICATION IN TEACHING WRITING
Full text linkThe Regulation of Minister of Education and Culture of the Republic of Indonesia number 49 2014 on National Standard of Higher Education stated that National Standard Research is the minimum criterion of research on higher education system in force in the entire territory of the Republic of Indonesia. The study was conducted according to the rules of the activities and the scientific method systematically to obtain information, data, and information related to the understanding and/or testing of a branch of knowledge and technology. Based on the background the researcher states the following questions of the research: 1) What kinds of grammatical collocation errors were found in students’ thesis? 2) what is the implication of students’ grammatical collocation errors in teaching Writing. The researcher analyzed five major types of grammatical collocation error found in English department students’ thesis. The classification of five major types of English grammatical collocation error will make it easy to understand English grammatical collocations. The first type of English grammatical collocation error is collocation consisting of twelve English verb patterns (G8) which have different grammatical structures as the most challenging followed by (G7), (G1), (G4, (G5). As for the implication of those errors made by students is that the lecturers must include the discussion of collocation in teaching Writing
TEACHING WRITING DESCRIPTIVE TEXTS TO THE EIGHTH YEAR STUDENTS: “PUT YOURSELF IN THE PICTURE” ACTIVITY
Full text linkWriting is considered as a complicated and difficult skill to be mastered by the students. Several difficulties are found in learning of descriptive writing. Dealing with the case, the research questions are proposed as follows: (1) How is “Put Yourself in the Picture” activity implemented by the teacher in teaching descriptive texts? and (2) How are the results of the students in writing descriptive texts in the aspects of grammar, vocabulary, content and organization through the implementation of “Put Yourself in the Picture” activity? This research is qualitative design in which the researcher acted as the observer to collect information as the evidences in the writing class to find the teacher’s and students’ activities in implementing “Put Yourself in the Picture” activity in the three stages of teaching learning process in writing descriptive texts. The results of the research showed that the teacher and the students implemented “Put Yourself in the Picture” activity in some of the these activities, as follows: (1) introducing the essay topic; (2) listing the words or phrases relating to the topic; (3) Making sentences based on the listed ideas; (4) identifying the generic structures and language features of descriptive text; (5) Writing the descriptive text; (6) Making groups and giving feedbacks of the writing’ results; (7) Editing and re writing the final drafts. Besides, the students’ learning writing progresses are described into five categories. They are (1) very good student’s score category; (2) good student’s score category; (3) fair student’s score category; (4) poor student’s score category; and (5) very poor student’ score category. These criteria are based on the students’ writing results analyzed in the aspects of grammar, vocabulary, content, and organization
IMPROVING VOCABULARY AND TAHAJJUD HABIT USING CHAIN SMS IN TAHAJJUD TIME FOR THE FIFTH GRADE STUDENTS OF MI AL MUBAROK WANGKAL SIDOARJO
Full text linkVocabulary is an important aspect in the process of learning English because it is needed by the students when they are learning English language skills. Therefore, teaching English in primary schools are held to provide students a larger amount of vocabulary than what they probably have before. This research is designed to improve the students’ vocabulary as well as their Tahajjud (night prayer) habit using Chain SMS sent during Tahajjud time. The method was selected because it was believed to be able overcome the problem of limited time at school and allow students to memorize vocabulary gradually since they will learn after they have enough rest and after they did they tahajjud prayer. This is a a Classroom Action Research (CAR) designed in two cycles. The subjects of this research were 29 students of the fifth grade of MI Al Mubarok Wangkal in the 2014/2015 academic year. The data of this research study were obtained through vocabulary test documentation. The findings of this research indicated that the Chain SMS in Tahajjud time was successful in improving both the students’ ability in vocabulary and the students’ Tahajjud habit. The improvement can be seen from the increase of students’ scores and the students’ individual score percentage from preliminary study to Cycle 2 both for vocabulary achievement and Tahajjud prayer habit
ENGLISH TEACHING IMPLEMENTATION IN INDONESIAN PESANTRENS: TEACHERS’ DEMOTIVATION FACTORS
Full text linkThis qualitative inquiry is aimed at analysing demotivation factors of teachers in Indonesian Pesantrens (Islamic Boarding School) in implementing EFL teaching. The research is appropriately undertaken as a qualitative research with a case study approach. The research sites for this study are two Pesantrens in Jambi, one of Indonesian Provinces. Eight English teachers were involved as the participants to providebroader perspectives of the participants in relation to the EFL teaching. The researcher use three kinds of instruments in collecting the data; interview, focus group discussion, and document review. The researcher conducted the observation, interviewed the teachers, held focus group discussion, and collected related documents to support the data.To assess the trustworthiness of the research, the researcher did triangulation, member checking and reflexivity. The findings describe working condition (financial matter and working overload); curriculum (rapid changing of Indonesian curriculum and lack of teaching and supporting materials); facilities (classroom temperature and over-crowded classroom); students (lack of basic knowledge and lack of motivation)
DISCOVERY LEARNING IN TEACHING REPORT WRITING FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON 2013 CURRICULUM
Full text linkThis study focuses on how the implementation of DL in teaching report writing for junior high school students based on 2013 curriculum. It has three research questions: (1)how is the implementation of DL in teaching report writing, (2) how are the students’ responses towards DL during the teaching learning of report writing, (3) how is the students’ writing report after taught by implementation of DL.This study used qualitative research. It focuses on natural setting, has an interest in meaning, the perspective emphasizes on a process, concern with an inductive analysis and grounded theory. The data collection techniques are observation and interview to anstablewer the first and second research questions, and documentation to answer first and third research questions.The result of this study reveals when teaching report writing, the teacher implements DL which is relevant and appropriate with the theories. He uses six steps, (1) stimulation (2) problem statement (3) data collection (4) data processing (5) verification (6) generalization. The students’ responses are positive in five steps, except data processing, the students’ response is negative, because of limited time. In all of the writing, the teacher gives his comments. It makes students pay attention to their result, and know their mistakes as motivational correction for them. All of students’ score isstill high of the standard score