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All Journal English Language and Literature International Conference (ELLiC) Proceedings Journal of English Language and Culture
Tanihardjo, Jonathan
Bunda Mulia University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Interlingual Errors in the Argumentative Essays: A Case Study of LS Private English Course Jonathan Tanihardjo
Journal of English Language and Culture Vol 2, No 1 (2012): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v2i1.1016

Abstract

Learning English becomes more and more important nowadays since we know that English is considered a lingua franca among countries which do not share the same language. Learning a different language is problematic since the target Ianguage may have different elements compared to the native language. These differences are often the trigger of making errors when using the target language. The writer carried out research on ten students of LSETC, Private English Course who have completed TOEFL program to have knowledge of the students' grammatical competence by means of two composition tasks comprising between 250 words and 350 words each, within forty-five minutes. Following Selinker's theory, the writer does the analysis first from the poinf of view of lndonesian structure, and then from the point of view of English structure. He used composition tasks, particularly argumentative essays to find out what kinds of errors come from first language transfer of grammatical knowledge (interlingual errors). In brief, the study aims to find out the errors taking place and give brief explanation in relation to Indonesian grammar. The results of the study are expected to be beneficial and can give a picture of inappropriate grammaticality in accordance with Indonesian structure, and therefore the students can be more aware of the difference between both languages.  Keywords: grammatical competence, interlingual errors, linguistic category taxonomy 
The Analysis of Students’ English Competence in the Grammar Section in the Paper-Based TOEFL: A Case Study at English Department in Bunda Mulia University Jonathan Tanihardjo
Journal of English Language and Culture Vol 6, No 1 (2016): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (347.269 KB) | DOI: 10.30813/jelc.v6i1.270

Abstract

TOEFL is a standardized test used to measure non-native English speakers’ proficiency. Even though the paper-based test (PBT) as well as the computer-based test (CBT) may seem obsolete and have progressively been replaced by the Internet-based Test (iBT), most universities and institutions still make use of PBT as a graduation requirement. There are three sections in PBT, namely listening comprehension, structure / written expression and reading comprehension. However, this study only aims to provide information on students’ problems, particularly those in the grammar section in the PBT TOEFL. The study involved students of the Culture and English Department in Bunda Mulia University from semester 6 who are already finished with the whole grammar subjects: Grammar I – IV and whose scores in the structure / written expression section are below 50 in the pre-test. Two Random paper-based tests are opted for in the post-test, and therefore there are 80 questions in total. The purposes of this research are to find out (1) the most frequent types of questions to occur and (2) the mistakes students tend to make. The study is then expected to help both lecturers and students to have a clearer picture of types of questions in the PBT TOEFL structure / written expression and know how to overcome problems. Keywords: PBT TOEFL, structure / written expression, mistakes
A Comparative Study of Deductive and Inductive Teaching of Participial Phrase: A Case Study Jonathan Tanihardjo
Journal of English Language and Culture Vol 6, No 2 (2016): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (634.528 KB) | DOI: 10.30813/jelc.v6i2.261

Abstract

Grammar is one of the language features that are intricate for language learners. Owing to the fact that vocabulary has a substantial role in a language, many language learners are reluctant to know the rule of a language inside and out. Nonetheless, grammar is of value to avoid confusion towards the intended meaning. Gewerhr (1998) states that grammaticality is fundamental, thus the teaching of grammar should be central in a language classroom. Many teachers have been teaching grammar using various approaches, but still, errors are present in students’ performance in terms of grammatical accuracy. Thornbury (1999) suggested 2 different methods in the teaching of grammar: deductive and inductive. From years of experience in teaching grammar, the researcher has always opted for deductive method, since it is something that students are familiar with and saves time. For that reason, this study is conducted to find out which of the two methods works better. This research is focusing on the students’ ability to understand the specific topic, namely Participial Phrase. The participants of the research are 12 students of 4PBI1 and 11 students of 4PBI2, making 23 students in total. To find out the students’ knowledge and understanding, pre- and post-test were administered to both classes of 4PBI1 and 4PBI2. The results shown were really surprising, since the method widely and commonly adopted in the teaching of grammar was not good enough. Instead, the method which shows an intended result was inductive teaching. The pre- and post-test using such method was significantly different. Keywords: inductive teaching, deductive teaching, participial phrase
Indonesian EFL Students' Production of English Lexical Collocation in Writing Jonathan Tanihardjo
Journal of English Language and Culture Vol 7, No 2 (2017): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (554.391 KB) | DOI: 10.30813/jelc.v7i2.1025

Abstract

Knowing a word is not only knowing its form and meaning. Hanks (1987) affirmed that words do not co-occur freely and randomly. Uncommon production of collocation may pose confusion to the listeners. Although a word can possibly be synonymous with one another; improper combinations of words can cause incongruity. The respondents of the study are students of the English Language and Culture Department (BBI) from semester 6 at Bunda Mulia University, as they all have accomplished their reading subjects and are expected to have a wide vocabulary at this level. This research is conducted to spot collocational errors, as well as to relate the errors to the influence of the L1 (mother tongue) in the production of the collocations in the students’ writings. From 20 students’ essays of which topic was “How do movies or televisions influence people’s behavior”, it is found that there are twenty two errors that were possibly resulted from six different causes. Keywords: Collocational errors, mother tongue
The Effectiveness of Grammarly to Promote Student’s English Grammar Competence: A Case Study Jonathan Tanihardjo; Jovianto Jovianto
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

Feedback is of importance in language for language learners, since it is useful to evaluate the learners’ ability and performance when using the target language. Nowadays, with the development of technology, learners have begun to make use of educational applications, like Grammarly to help them review the grammar, spelling, punctuation, and suggest replacement for the identified errors in the English texts. The primary data collected for this study are the results of the student’s grammar test, which test items were taken from the feedback generated by Grammarly. Nugroho (2021) states that feedback on students’ errors is crucial in the learning process, so that students can learn from their mistakes and avoid repeating the same mistakes in the future. The results in this study show that the student managed to correctly identify most of the grammatical errors he previously made in his thesis. The findings show the number of incorrect numbers decreased quite significantly to 11 out of 35 which fell into 6 subcategories with the determiner as the most problematic grammatical error. 
Co-Authors Jovianto Jovianto