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INDONESIA
LearnING Online Journal
Published by Universitas Jambi
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
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Articles 8 Documents
 1 
THE NEEDS OF LANGUAGE ASSESSMENT TO FOSTER STUDENT LEARNING OF ENGLISH AS A SECOND LANGUAGE Safitri, Nyimas Triyana
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

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Abstract

The assessment of students’ skills of ESL has become a fundamental aspect of teaching and learning language at schools level. It can be seen as the process of collecting the information about students to help language teachers in decision making about students’ progress and language development. In ESL instructional context, assessment practice essentially focuses on the process of making efforts and contributions for students to improve language learning outcomes. To achieve this goal, it is expected that language teachers should have literacy in assessment concepts, knowledge or skills and strategies to assist students to achieve the higher level of language learning performance and achievement. This is also an essential aspect of developing students’ language competences in relation to acquire and learn English as a second language that involves the way language teachers evaluate students’ performance in learning ESL and  language aspects that needed to be assessed. Hence, ESL assessment practice should be implemented as a continous evaluation in assisting language teacher to provide students with a better understanding on language learning.
THE NEEDS OF LANGUAGE ASSESSMENT TO FOSTER STUDENT LEARNING OF ENGLISH AS A SECOND LANGUAGE Safitri, Nyimas Triyana
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (8.878 KB)

Abstract

The assessment of students’ skills of ESL has become a fundamental aspect of teaching and learning language at schools level. It can be seen as the process of collecting the information about students to help language teachers in decision making about students’ progress and language development. In ESL instructional context, assessment practice essentially focuses on the process of making efforts and contributions for students to improve language learning outcomes. To achieve this goal, it is expected that language teachers should have literacy in assessment concepts, knowledge or skills and strategies to assist students to achieve the higher level of language learning performance and achievement. This is also an essential aspect of developing students’ language competences in relation to acquire and learn English as a second language that involves the way language teachers evaluate students’ performance in learning ESL and  language aspects that needed to be assessed. Hence, ESL assessment practice should be implemented as a continous evaluation in assisting language teacher to provide students with a better understanding on language learning.
THE NEEDS OF LANGUAGE ASSESSMENT TO FOSTER STUDENT LEARNING OF ENGLISH AS A SECOND LANGUAGE Safitri, Nyimas Triyana
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

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

Abstract

The assessment of students’ skills of ESL has become a fundamental aspect of teaching and learning language at schools level. It can be seen as the process of collecting the information about students to help language teachers in decision making about students’ progress and language development. In ESL instructional context, assessment practice essentially focuses on the process of making efforts and contributions for students to improve language learning outcomes. To achieve this goal, it is expected that language teachers should have literacy in assessment concepts, knowledge or skills and strategies to assist students to achieve the higher level of language learning performance and achievement. This is also an essential aspect of developing students’ language competences in relation to acquire and learn English as a second language that involves the way language teachers evaluate students’ performance in learning ESL and  language aspects that needed to be assessed. Hence, ESL assessment practice should be implemented as a continous evaluation in assisting language teacher to provide students with a better understanding on language learning.
MISTAKES AND ERROR ANALYSIS OF COHESIVE FEATURES IN ARGUMENTATIVE ESSAY OF FIFTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF JAMBI UNIVERSITY Hidayati, .
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

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Abstract

The aim of this research is  to describe the types of lexical and grammatical mistakes and errors that were committed by students in argumentative essay. In conducting this research, the researcher used descriptive research. There were twenty students as the subject of this research. To collect the data, the researcher conducted three tests in which the students were asked to write three argumentative essays. In analyzing data, the researcher applied some theories that are relevant to this research. These theories are theory of cohesive features, theory of error analysis, and theory of writing. From the result of the test, the researcher found that there were four types of errors namely misformation in using antonym, misformation in using personal pronoun and misformation in using possessive pronoun and omission of additional connective or conjunction. Meanwhile, the researcher found nine types of mistakes namely misformation  in using personal pronoun, misformation in using possessive pronoun, misformation in using demonstrative reference, misformation in using additional conjunction, misformation in using cause effect conjunction, omission of additional conjunction, omission opposite conjunction, omission of cause effect conjunction, misformation in using noun substitution
DERIVATION OF INDONESIAN LANGUAGE IN THREE INDONESIAN TEXTS Abrar, Mukhlash
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

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Abstract

This paper tries to analyze the derivational process in three Indonesian texts. The method of the research and data collection of this research is synchronic descriptive in which the data are collected and described naturally. The data of the research are taken from three Indonesian texts “Semarang Metro” newspaper published on January 7th 2012. The writer uses substitution or agih method in analyzing the data. The result shows that there are 6 derivation affixes found in three Indonesian texts such as prefixes peN- and ber-, suffixes –an and –kan and also circumfix peN-an and ke-an. And the most derivation words found in three Indonesian texts are the derivational process by the addition of suffix –an. ju�� o.F x7le, the researcher found nine types of mistakes namely misformation  in using personal pronoun, misformation in using possessive pronoun, misformation in using demonstrative reference, misformation in using additional conjunction, misformation in using cause effect conjunction, omission of additional conjunction, omission opposite conjunction, omission of cause effect conjunction, misformation in using noun substitution 
A PROPOSED SYLLABUS FOR ENGLISH COURSE FOR STUDENTS OF INDUSTRIAL ENGINEERING, INSTITUT SAINS & TEKNOLOGI AKPRIND, YOGYAKARTA Ambawani, Suprih
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

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Abstract

This study develops an English syllabus for the Industrial Engineering Department at InstitutSains&TeknologiAkprind, Yogyakarta since there is no appropriate syllabus available. The English syllabus is developed based on the educational research and development (R and D). The model used is adopted from Richards Model on Course Development (2001). The finding shows that a topic-based syllabus is appropriate for English course for students of Industrial Engineering of InstitutSains&Teknologi AKPRIND, Yogyakarta. The syllabus focuses on reading skill. The subjects being discussed are the topics related to the students field of study. The format syllabus consists of following aspects: 1) competence standard, 2) basic competence, 3) indicator, 4) materials, 5) learning activities, 6) assessments, 7) time allotment and 8) sources of the materials. In the implementation of this syllabus, it is recommended that English lecturer should collaborate with the subject specialists to get clear description of the subject being discussed; a discussion on the proposed syllabus attended by the English lecturers also needs to be done to socialize the product.
COMPOUND WORDS IN THE KERINCI LANGUAGE, PONDOK TINGGI DIALECT Arif, Nely; Volya, Duty; ., Ernanda
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

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Abstract

This research focused on compound words in  the Kerinci language, Pondok Tinggi Dialect seen from its function in the sentence. To clarify the issues to be investigated, then the problem is formulated as “How are the compound words in the Kerinci language, Pondok Tinggi  dialect seen from its function in the sentence?” This research is descriptive qualitative. The sources of data in this research were the use of spoken language. This research is conducted because until now there is no written data source such as magazines, books and so on in the Kerinci language, Pondok Tinggi Dialect. The research involved several informants whose criteria refer to the opinion of Samarin (1998), Djajasudarma (1993), and Sudaryanto (1998).The data in this research were obtained by using the technique of observation, interviews and recordings. The function of the compound in Kerinci language, Pondok Tingi Dialect can grammatically be a subject, predicate, object, and adverbs. The pattern of formation of compound words are: Compound Words that  Function As subject, e.g.: N + N, V + N and N + V;  the function of  compound word as a predicate , such as N + N , / Ba - / + N + N ; Compound words function as Object , some of them are  N + V / N, N + V / N / Adv; and function of  compound word as adverb , some of them are  N + N , N + V , and N+R+N
PRACTICES IN GENERATING ELEMENTARY SCHOOL STUDENTS’ LITERACY SET Failasofah, .
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

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Abstract

As stated by Nunan (1999), generally, most people read books in order to get some information or for pleasure. Through reading, people are processing ideas that generated by others. Here, the ideas are transmitted through language. It happens along with listening, and assumed by some experts to become more and more important in foreign language classroom because reading provides inputs for the students. This article reviews the theoretical framework that has been adopted in some studies of elementary shcool students’ reading comprehension. It covers some important theories of reading, teaching reading to young learners, reading comprehension and strategies in teaching reading comprehension.

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