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All Journal The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) English Journal Literacy Utama

Dahlia, Anum

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Author-ID : 5652451

Humanities Education Languange, Linguistic, Communication & Media Other

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Articles

GROWING STUDENTS’ WRITING FLUENCY USING FREE WRITING ACTIVITY Anum Dahlia
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 1 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

For most EFL students especially novice writers, writing English was hard to do. They were often stuck with a lot of obstacles. The obstacles were not only about students’ knowledge in linguistic elements, such as grammar, structure, vocabulary, spelling, punctuation, capitalization but also about students’ attitudes toward writing. Writing was not easy and not fun for students. To solve this hardship, students required a particular activity which helped them improve their writing ability and change their attitudes. Free writing was the activity chosen to overcome this case. It was done in series over five times with time limit, and after that students did reflection on their five results of free writing. The purpose of this study was to examine the beneficial effects of using free writing activity toward students’ writing fluency and writing ability. The method used in this study was descriptive qualitative. This method described how effective free writing activity on students’ writing. Data were taken from students’ free writing samples as primary data, and the reflection as the secondary data. There were 75 free writing samples and 60 reflection samples. This study revealed that free writing made students get used to writing, improve linguistic elements, and be confident and comfortable in writing. Finally free writing gave beneficial effects for learners, it could make learners write more, write easier and write better.

THE MEANING OF ?ING FORM AS CLASSIFIER IN NOMINAL GROUP: SYSTEMIC FUNCTIONAL LINGUISTICS PERSPECTIVE Anum Dahlia
English Journal Literacy Utama Vol. 3 No. 2 (2019): English Journal Literacy UTama
Publisher : Universitas Widyatama

The aim of this study is to describe and to classify the meaning of ?ing form in nominal group structure based on systemic functional linguistics perspective. To understand the meanings of ?ing form, it is necessary to know its function in the structure. The existence of ?ing form in nominal group structure can be functioning as Epithet, Classifier, Thing, and Qualifier. This study is done to describe and to classify the meaning of ?ing form functioning as Classifier. This study deserves doing since Classifier has wide range of semantic relations, and the broad meaning needs to be identified, and then to be described and classified based on the characteristics. The results find that the ?ing form describe status and process when it is represented by the word class of verb plus ?ing, then categorized as present participle functioning as verb, but when present participle functioning as adjective, the ?ing form describes restriction related to time and sequence; the ?ing form describes purpose and function, and scope when it is represented by the word class of noun plus ?ing, then categorized as verbal noun functioning as noun; the ?ing form describes restriction associated with science when it is represented by the word class of noun plus ?ing, then categorized as pseudo-participial adjective functioning as noun.

The Effectiveness of Blended Learning in Improving Students Anum Dahlia; Bertha Musty; Atep Aulia Rahman
English Journal Literacy Utama Vol. 4 No. 1 (2020): English Journal Literacy UTama
Publisher : Universitas Widyatama

The advancement of technology and the age of the industrial revolution 4.0 today have changed the way people learn and acquire information. The availability of internet access and the large use of computers and smartphones in a campus environment can be directed to carry out the learning reform and to obtain the course learning outcomes. Therefore, blended learning as one method of choice was adopted to be implemented to achieve the learning outcomes. The study aimed to investigate the effectiveness of blended learning to improve students' English speaking ability. The participants of the study were 48 fourth-semester students, and the study was conducted for one semester in the English Business Conversation class. The research methods used were quantitative and qualitative. The use of quantitative in this research was to measure students

ON PSEUDO-PARTICIPIAL IN NOMINAL GROUP Anum Dahlia
English Journal Literacy Utama Vol. 5 No. 2 (2021): English Journal Literacy UTama
Publisher : Universitas Widyatama

In nominal group, noun is the central word or as a modified word. It can be modified by several elements. One modification of a noun is by a noun added with –ed ending, then labelled pseudoparticipial. Pseudo-participial as modifier is not frequently used, but it exists. The objectives of this study are to identify the formation and to find out the meaning of pseudo-participial. The method used in this study is descriptive qualitative. She analyzed the data and described them based on the theories of Systemic Functional Grammar (SFG). The data were collected from Corpus of Contemporary American English (COCA). The results reveals that the formation of pseudo-participial is placed before head named as pre-head modifier, it can be preceded by its own sub-modifier, such as intensifier or adjective, and it functions as epithet in nominal group structure. Pseudo-participial means having which can be elaborated using finite clause, non-finite clause, or prepositional phrase.

Verb Formation Errors in Structuring Simple Past Sentences Anum Dahlia; Harnani
English Journal Literacy Utama Vol. 7 No. 1 (2022): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33197/ejlutama.v7i1.173

This study is an investigation of college students’ English tense knowledge, according to their work of writing simple past sentences. The students’ written work was analyzed to find the most frequent errors made by students when they were writing their activities done in the day before. The errors were then identified in the sentences on their writing. The study used descriptive qualitative method, and was conducted through (a) identifying the most frequent errors in student’s simple past sentences, (b) classifying the errors into their categories, and (c) analyzing what causes the errors to be made. The result shows that the most frequent errors made by college students in writing simple past sentences are errors of verb formation. The verb formation errors are classified into three forms of error: regularizations, archi-forms and alternating forms. The dominant errors found in this research are archi-form (88%) and alternating form (12%). The errors are most likely caused by the students’ confusion in selecting a class member of verb as there are two choices to use, the students’ growth of grammar knowledge that make them have bigger or more selection of verb use and the students’ comprehension failure of mastering tense.

Co-Authors Bertha Musty Harnani - Harnani Rahman, Atep Aulia

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