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INTERFERENCE IN LEARNING ENGLISH: GRAMMATICAL ERRORS IN ENGLISH ESSAY WRITING AMONG SEVENTH GRADERS OF MTs DARUL ULUM, SUKOSEWU, BOJONEGORO, EAST JAVA Ghufron, M. Ali
English Teaching Journal Vol 3, No 2 (2015)
Publisher : English Teaching Journal

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The purpose of this research was to present an analysis of interference effect, a factor that plays an important role in inhibiting the acquisition of English among seventh grade students of MTs Darul Ulum, Sukosewu, Bojonegoro, East Java. The data substantiating the discussion throughout this article came from an empirical study of errors in essays written by seventh grade students of MTs Darul Ulum in the academic year of 2015/2016. The participants were all students in 7A class consisting of 30 students. The participants were chosen by cluster random sampling. The findings of the study show that the learners are still having difficulty in using correct English grammar in their writings. The three most frequent errors are: 1) the use of articles, 2) subject-verb agreement, and 3) copula âbeâ.

THE EFFECT OF COLLABORATIVE WRITING TECHNIQUE IN TEACHING ARGUMENTATIVE ESSAY WRITING VIEWED FROM THE STUDENTSâ CREATIVITY Ghufron, M Ali; Hawa, Masnuatul
Language Circle: Journal of Language and Literature Vol 10, No 1 (2015): October 2015
Publisher : Faculty of Languages Ã¢â¬â¹Ã¢â¬â¹and Arts, State University of Semarang

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This research is aimed at finding out: (1) whether or not Collaborative Writing Technique is more effective than Direct Instruction in teaching writing of argumentative essay; (2) whether the students who have high creativity have better writing ability than those who have low creativity; and (3) whether there is an interaction between teaching techniques and creativity in teaching writing. This experimental research was carried out in IKIP PGRI Bojonegoro in the academic year of 2014/2015 from March 2015 to June 2015. The population was the fourth semester students of English Education Department in the academic year of 2014/2015, and the number of population was 126 students who were divided into three classes. The samples, which were selected by using cluster random sampling, were IIB as the experimental group and IIA as the control group. Each group consists of 42 students. The experimental group was treated by using Collaborative Writing Technique, while the control group was treated by using Direct Instruction. The data analysis shows the following findings: (1) Collaborative Writing Technique is more effective than Direct Instruction in teaching writing; (2) students with high creativity have better writing ability than those having low creativity; and (3) there is an interaction between teaching techniques and creativity in teaching writing.

DESIGNING A MODEL OF RESEARCH PAPER WRITING INSTRUCTIONAL MATERIALS FOR ACADEMIC WRITING COURSE: TEXTBOOK EVALUATION Ghufron, M. Ali; Saleh, Mursid
Language Circle: Journal of Language and Literature Vol 10, No 2 (2016): April 2016
Publisher : Faculty of Languages Ã¢â¬â¹Ã¢â¬â¹and Arts, State University of Semarang

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This study attempted to evaluate an academic writing textbook used in English Education Study Program of Language and Art Education Faculty of IKIP PGRI Bojonegoro, East Java, Indonesia. The fourth edition of a book entitled âWriting Academic Englishâ written by Oshima and Hogue was critically evaluated based on two major points, namely general attributes of the textbook and the learning-teaching contents of the textbook. The general attributes of the textbook cover the book in relation to syllabus and curriculum, the methodology, the bookâs suitability to learners, physical and utilitarian attributes, and efficient outlay of supplementary materials; and the learning-teaching content of the textbook covers general elements (move of the tasks, tasksâ objectives, etc.), academic writing (specified on research paper writing), vocabulary, grammar, and exercises. The questionnaires developed to evaluate the textbook were adapted from textbook evaluation checklist developed by Mukundan, Nimehchisalem, and Hajimohammadi (2011). The results indicate that the lecturers and students were not really satisfied with the book since it does not represent the studentsâ needs and curriculum (the curriculum of English Education Study Program of IKIP PGRI Bojonegoro mandated to teach research paper writing for Writing IV course). The materials provided there are not specified to research paper writing. However, the textbook is very good in some points such as the methodology, physical and utilitarian attributes, layout of the book, general elements (move of the tasks, tasksâ objectives, etc.), academic writing (from paragraph writing to various essays writing), vocabulary, grammar, and exercises in the area.

Teaching Writing of Argumentative Essay Using Collaborative Writing Technique Viewed from Studentsâ Creativity: an Experimental Ghufron, M. Ali; Hawa, Masnuatul
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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The use of small group and pair work in classrooms, particularly in second language (L2) classrooms, rests onstrong theoretical and pedagogical bases. This research was aimed at finding out: (1) whether or notCollaborative Writing Technique is more effective than Direct Instruction in teaching writing ofargumentative essay; (2) whether the students who have high creativity have better writing ability than thosewho have low creativity; and (3) whether there is an interaction between teaching techniques and creativity in teaching writing. This experimental research was carried out in IKIP PGRI Bojonegoro in the academic year of 2014/2015 from March 2015 to June 2015. The population was the fourth semester students of English Education Department in the academic year of 2014/2015, and the number of population was 126 students who were divided into three classes. The samples, which were selected by using cluster random sampling, were IIB as the experimental group and IIA as the control group. Each group consists of 42 students. Theexperimental group was treated by using Collaborative Writing Technique, while the control group wastreated by using Direct Instruction. The data analysis shows the following findings: (1) Collaborative WritingTechnique is more effective than Direct Instruction in teaching writing; (2) students with high creativity havebetter writing ability than those having low creativity; and (3) there is an interaction between teachingtechniques and creativity in teaching writing.

Facilitating Students Verbal Creativity in EFL Writing Course Ghufron, M. Ali; Ermawati, Siti
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

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This article reported a pedagogical attempt to facilitate students verbal creativity (hereafter: VC) in EFL writing course. This study was aimed at (1) providing students with learning activities that would promote students VC; (2) promoting students VC in EFL writing class; and (3) revealing students perception towards the implementation of the pedagogical attempt in promoting students VC. To achieve the aims, a collaborative action research was employed. The subject of this study was 30 of the second-grade students of English Education Department in a private university in East Java, Indonesia. The data in this study was taken from class observation, VC test, and in-depth interview. The results show that (1) the nine-learning-step proposed by Avila (2015) was implemented. Those nine steps are remembering English grammar and structure, creating a fictional story, promoting creative writing, boosting vocabulary through screen writing, sharing a speech, circle life, drawing and speaking, asking and answering questions, and asking the students to create their own activities. (2) From the VC test, it was also revealed that through Avilas (2015) nine-learning-step, the studentsâ VC are facilitated and promoted. (3) The students also have positive attitude and positive feedback towards the implementation of the nine-learning-step. The findings of this study might have implications to EFL writing teachers and students.

THE NEEDS FOR DEVELOPING COOPERATIVE PROBLEM-BASED LEARNING (CO-PBL) TO PROMOTE VERBAL CREATIVITY IN EFL WRITING Ghufron, M. Ali; Ermawati, Siti
Journal of Education Reseach and Evaluation Vol 2, No 2 (2018)
Publisher : LPPM Undiksha

This study is the initial part for developing cooperative problem-based learning (hereafter Co-PBL) to promote verbal creativity in EFL writing. The study is aimed at: (1) investigating the previous teaching and learning model implemented in EFL writing class; and (2) measuring and analyzing the extent to which the teachers and students need Co-PBL to promote verbal creativity (hereafter VC) in EFL writing. This study employed a case study method with the respondents of the research were 2 EFL writing teachers and the students who take EFL writing course in English Education Department of a private university in East Java, Indonesia. The data was yielded from questionnaire, in-depth interview, observation, and document analysis. After analyzing the data descriptively, the results show that teachers have used to implement cooperative learning and problem-based learning in EFL writing class; however, they never try to integrate the two models as a new one. It was also revealed that they did not notice verbal creativity as an affecting factor in EFL writing due to their insufficient knowledge to develop learning model that can promote verbal creativity. This study also reveals that teachers and students are eager to develop and implement Co-PBL in order to promote studentsâ verbal creativity in EFL writing. The findings of this study might have implication for EFL writing teachers and learners.

THE EFFECT OF COLLABORATIVE WRITING TECHNIQUE IN TEACHING ARGUMENTATIVE ESSAY WRITING VIEWED FROM THE STUDENTSâ€™ CREATIVITY Ghufron, M Ali; Hawa, Masnuatul
Language Circle: Journal of Language and Literature Vol 10, No 1 (2015): October 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v10i1.4158

This research is aimed at finding out: (1) whether or not Collaborative Writing Technique is more effective than Direct Instruction in teaching writing of argumentative essay; (2) whether the students who have high creativity have better writing ability than those who have low creativity; and (3) whether there is an interaction between teaching techniques and creativity in teaching writing. This experimental research was carried out in IKIP PGRI Bojonegoro in the academic year of 2014/2015 from March 2015 to June 2015. The population was the fourth semester students of English Education Department in the academic year of 2014/2015, and the number of population was 126 students who were divided into three classes. The samples, which were selected by using cluster random sampling, were IIB as the experimental group and IIA as the control group. Each group consists of 42 students. The experimental group was treated by using Collaborative Writing Technique, while the control group was treated by using Direct Instruction. The data analysis shows the following findings: (1) Collaborative Writing Technique is more effective than Direct Instruction in teaching writing; (2) students with high creativity have better writing ability than those having low creativity; and (3) there is an interaction between teaching techniques and creativity in teaching writing.

DESIGNING A MODEL OF RESEARCH PAPER WRITING INSTRUCTIONAL MATERIALS FOR ACADEMIC WRITING COURSE: TEXTBOOK EVALUATION Ghufron, M. Ali; Saleh, Mursid
Language Circle: Journal of Language and Literature Vol 10, No 2 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v10i2.5618

This study attempted to evaluate an academic writing textbook used in English Education Study Program of Language and Art Education Faculty of IKIP PGRI Bojonegoro, East Java, Indonesia. The fourth edition of a book entitled â€•Writing Academic Englishâ€– written by Oshima and Hogue was critically evaluated based on two major points, namely general attributes of the textbook and the learning-teaching contents of the textbook. The general attributes of the textbook cover the book in relation to syllabus and curriculum, the methodology, the bookâ€˜s suitability to learners, physical and utilitarian attributes, and efficient outlay of supplementary materials; and the learning-teaching content of the textbook covers general elements (move of the tasks, tasksâ€˜ objectives, etc.), academic writing (specified on research paper writing), vocabulary, grammar, and exercises. The questionnaires developed to evaluate the textbook were adapted from textbook evaluation checklist developed by Mukundan, Nimehchisalem, and Hajimohammadi (2011). The results indicate that the lecturers and students were not really satisfied with the book since it does not represent the studentsâ€˜ needs and curriculum (the curriculum of English Education Study Program of IKIP PGRI Bojonegoro mandated to teach research paper writing for Writing IV course). The materials provided there are not specified to research paper writing. However, the textbook is very good in some points such as the methodology, physical and utilitarian attributes, layout of the book, general elements (move of the tasks, tasksâ€˜ objectives, etc.), academic writing (from paragraph writing to various essays writing), vocabulary, grammar, and exercises in the area.

STUDENTS’ COMMON ERRORS IN TRANSLATING PHRASAL VERBS: A CASE OF STUDENTS IN ISLAMIC EDUCATION PROGRAM Ghufron, M. Ali
PROJECT (Professional Journal of English Education) Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, JANUARY 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i1.p185-193

The objectives of this study were to determine (1) the types of errors students made when translating phrasal verbs, (2) the frequency with which students made errors when translating phrasal verbs, and (3) the reasons of students' errors when translating phrasal verbs. The study used a qualitative case study approach and was conducted with second-semester students enrolled in the Islamic Education Program at a State Institute for Islamic Studies (Institut Agama Islam Negeri) in Central Java, Indonesia. The data sources were documents generated as a consequence of the exam and interview with the students. The author gathered data by doing an error analysis of students' test scores as provided by their lecturer. The obtained data were examined in steps that included collecting data, detecting mistakes, categorizing errors according to their categories, summarizing the errors for each category, and assessing the students' errors. Additionally, to ascertain the causes of students' mistakes, the researcher performed an interview with students who were purposefully chosen. According to the researcher's findings, students made two sorts of errors while translating phrasal verbs: errors in propositional meaning, which are incorrect alternate meanings for words, and errors in expressive meaning, which are incorrect translations of idiomatic expressions. Meanwhile, the interview findings indicated that the reasons for students' errors include a lack of understanding of what a phrasal verb is, a dislike for English, a lack of vocabularies, and a tendency to be lazy about learning more about English because they believe it is difficult.

The Implementation Of Clustering Technique To Improve Studentsâ€™ Writing Skill In Descriptive Text Of The Eighth Graders Of MTs Darul Ulum Purwoasri Sukosewu Bojonegoro In The Academic Year Of 2012/2013. M. Ali Ghufron
Jurnal Pendidikan Edutama Vol 1, No 1 (2014): January
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v1i1.2

The Implementation of Clustering Technique to Improve Studentsâ€™ Writing Skill in Descriptive Text of The Eighth Graders of MTs Darul Ulum Purwoasri Sukosewu Bojonegoro in the Academic Year Of 2012/2013. This research is aimed at finding out whether the implementation of clustering technique can improve studentsâ€™ writing skill in descriptive text. This research is categorized as Classroom Action Research (CAR) in which there are two cycles in this research. The population of this research was the eighth graders of MTs Darul Ulum in the Academic Year of 2012/2013 which consists of 32 students. The result shows that the implementation of clustering technique can improve the studentsâ€™ writing skill in descriptive text significantly of the eight graders of MTs Darul Ulum Purwoasri Sukosewu Bojonegoro in the Academic year of 2012/2013.Keywords: Clustering Technique, Writing Skill, Descriptive Text

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