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All Journal Journal of Educational Research and Evaluation Proceedings of ISELT FBS Universitas Negeri Padang
Syayid Sandi Sukandi
Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) PGRI Sumatera Barat
Humanities Education Public Health Social Sciences Other

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REFLECTING THE PERCENTAGE OF SENTENCE TYPES IN EFL STUDENTS’ PARAGRAPH WRITING ASSIGNMENTS: A DESCRIPTIVE STUDY ON PEDAGOGICAL OUTCOMES OF LEARNING ENGLISH WRITING Syayid Sandi Sukandi
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.785 KB)

Abstract

This research quantitatively presents and reflects findings on the percentage of Indonesian EFL students’ sentences in their writing assignments that were submitted online in Writing 1 course. Each type of sentences is coded differently: Simple Sentence (Code: S.S.), Compound Sentence (Code: C.S.1), Complex Sentence (Code: C.S.2), and Compound-Complex Sentence (Code: C.C.S). Each of these types of sentences is measured along with their occurrences in students’ paragraph writing on five genres. Percentage on type of sentences is analysed through quantitative measurement. Samples of this research are 10% from all population, which is specifically seen through the number of students’ writings submitted online. The result of this research shows five obvious occurrences. For S.S. type, students used it mostly in descriptive genre with 32.58% from total sentences written in the descriptive genre. For C.S.1 type, students used it mostly in descriptive genre with 39.44% from total sentences written in the descriptive genre. For C.S.2 type, students mostly used it in argumentative genre with 34.42% from total sentences written in the argumentative genre. For C.C.S type, students mostly used it in comparison-contrast genre with 30.26% from total sentences written in the comparison-contrast genre. This finding reveals that pedagogically, awareness on students’ writing product in learning English writing should be less important than looking at students’ writing process in the same type of learning.    
Types of Sentences in EFL Students' Paragraph Assignments: A Quantitative Study on Teaching and Learning Writing at Higher Education Level Syayid Sandi Sukandi; Yola Merina
Journal of Education Reseach and Evaluation Vol 1 No 3 (2017): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (966.316 KB) | DOI: 10.23887/jere.v1i3.10322

Abstract

This research investigates Indonesian EFL students writing four types of English sentences in their paragraph writing assignments that were posted online in Writing 1 course of English Education at STKIP PGRI Sumatera Barat. The analysed types of sentences are Simple Sentence (code: S.S.), Compound Sentence (code: C.S.1), Complex Sentence (code: C.S.2), and Compound-Complex Sentence (code: C.C.S). The percentage of each type of sentences that appears in the students’ writings within each five genres represents the students’ syntactical composition. Moreover, this research focuses on quantitatively analysing the above five types of sentences that appeared in students’ assignments in each type of following genres: argumentative, descriptive, process, cause-effect, and comparison-contrast. Data are taken from 10% samples of all population. The finding shows that writing Simple Sentence in paragraphs is a common type of sentence that is used by the students. It indicates that the guiding process to teaching students about writing paragraphs with varied sentence types is important for further development of teaching process of writing.
Co-Authors Yola Merina