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All Journal Journal of Language and Literature Journal of ELT Research
Juliaty, Hanna
University of Muhammadiyah Prof. DR. HAMKA
Arts Humanities Languange, Linguistic, Communication & Media Other

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A Preliminary Study on EFL Students’ Grammatical Competence in Descriptive Writing Task Juliaty, Hanna; Abetnego, Demus
Journal of Language and Literature Vol 19, No 1 (2019): April
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (794.88 KB) | DOI: 10.24071/joll.v19i1.1812

Abstract

This study aims to identify and examine the ill-formed sentence construction in a descriptive text produced by Indonesian senior high school students, focusing on eight grammatical categories classified by James (1998): prepositions, articles, singular and plural nouns, adjectives, irregular verbs, tenses, concord and possessive case. The study used qualitative research and text analysis to examine five senior high school students’ descriptive texts. The findings showed that there were seven grammatical categories occurred in the ill-formed sentence construction in the students’ descriptive texts. Those grammatical categories include prepositions, articles, singular and plural nouns, adjectives, tenses, concord and possessive case. In addition, this study also found that the most frequently occurred ill-formed sentence construction in the descriptive text appeared in the grammatical forms of articles, tenses and concord.Keywords: descriptive text, English as a foreign language, grammar 
Examining EFL Student Response to Student-Centered Classroom Instruction Juliaty, Hanna; Yuyun, Ignasia; Pattiwael, Athriyana S.; Mau, Emanuella C. Natalia
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.75 KB)

Abstract

Student-centered learning has been the new trend in education field in recent years. Various levels of education have started to gradually shift their teaching approach from the traditional teacher-centered instruction into student-centered instruction. This transition that focuses the learning process on students is considered desirable by society as it offers various benefits for students’ personal and academic growth (Clifford, 1999). However, in higher education, where most teaching instructions are naturally conducted in the form of lectures, the application of student-centered approach may appear as unfamiliar to students who are used to teacher-centered instruction. This study, hence, aims to investigate how undergraduate students responded to a shift in their classroom instruction, from teacher-centered into student-centered. An action research was conducted in three meetings of a Reading and Writing course for EFL undergraduate students in the Department of English. The study collected the data from class observations done by three observers. The field notes, observation reports, and discussion notes resulted from the three observation sessions were then analyzed using a qualitative approach to find out the students’ responses towards the student-centered classroom instructions. The findings of this study reveal that most of the students responded positively towards the student-centered instruction, as shown in their active involvement during the learning activities, such as in pair works, group discussions, and collaborative work using technology. The implications and recommendations drawn from this study are discussed in the paper.
Co-Authors Abetnego, Demus Ignasia Yuyun Mau, Emanuella C. Natalia Pattiwael, Athriyana S.