Lillian L. C. Wong and Ken Hyland (eds): Faces of English Education: Students, Teachers, and Pedagogy

2018 ◽  
Vol 41 (6) ◽  
pp. 1011-1014
Author(s):  
Stephen H Moore
Keyword(s):  
English Education ◽  
Education Students

scholarly journals Affinity Spaces and Ecologies of Practice: Digital Composing Processes of Pre-service English Teachers

2014 ◽  
Vol 16 (1) ◽  
pp. 34 ◽  
Author(s):  
Patrick Howard
Keyword(s):  
Communication Systems ◽  
New Technologies ◽  
Literacy Practices ◽  
English Education ◽  
Meaning Making ◽  
Cultural Literacy ◽  
Student Experiences ◽  
Traditional Schools ◽  
Education Students ◽  
Unique Experience

English educators are responsible for preparing pre-service and in-service teachers to consider the ways in which people engage in meaning making by using a variety of representation, interpretive and communication systems. Today new technologies are radically changing the types of texts people create and interpret even as they are influencing the social, political and cultural contexts in which texts are shared. This research project was designed to immerse pre-service English education students in the creation of multimodal, multimedia texts as part of a digital composing workshop. For the purposes of this paper, three student experiences were drawn from a group of twelve pre-service English education students participating in the project. Each student represents a unique experience from which we may draw insight and direction as English educators. Despite the ever present barriers to integrating afterschool (Prensky, 2010) literacy practices into traditional schools and to ensure what we are teaching has the important element of “life validity” ( Mills, 2010) and reflects the evolving socio cultural literacy practices of contemporary society, English educators  must provide authentic, engaging opportunities for pre-service teachers to learn about and through multimedia, multimodal digital technologies.

scholarly journals COHESION AND COHERENCE IN ENGLISH EDUCATION STUDENTS’ THESIS

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Cut Irna Liyana
Keyword(s):  
Qualitative Research ◽  
English Education ◽  
Data Sources ◽  
Education Students ◽  
Purposive Sampling ◽  
Lexical Cohesion ◽  
Grammatical Errors ◽  
Logical Order

This study is entitled Cohesion and Coherence in English Education Students’ Thesis. The aim of this study is to describe the cohesion and coherence as wholeness aspect of discourse in English Education students’ thesis. This study is a qualitative research. The data sources in this study are the thesis of three students that were obtained by purposive sampling. Furthermore, analysis of the data was done by identifying and classifying the data that related to cohesion, based on the theory of Halliday and Hasan (1976), and related to coherence, based on the theory of Oshima and Hogue (1991). From analysis, it was found four things related to cohesion and coherence. First, the use of grammatical cohesion devices in thesis, which consists of reference, substitution, ellipsis, and conjunction; and the use of lexical cohesion devices, which consists of reiteration and collocation, was used in thesis. Second, the violence of cohesion device was found in grammatical devices, such as reference and conjunctions. Third, the use of coherence devices, which consists of key nouns repetition, use of pronouns, transition signal, and logical order of chronology was found in students’ thesis. Fourth, the cause of the error coherence of thesis consists of keyword repetition errors, inconsistent pronouns, inappropriate transition signal, grammatical errors, and inappropriate punctuation.

scholarly journals SUBJECT-VERB AGREEMENT ERRORS MADE BY SIXTH SEMESTER ENGLISH EDUCATION STUDENTS

2017 ◽  
Vol 1 (1) ◽  
pp. 21-34
Author(s):  
Eki Putra Hidayatullah ◽  
Syarial . . ◽  
Gita Mutiara Hati
Keyword(s):  
Quantitative Method ◽  
English Education ◽  
Education Students ◽  
Verb Agreement ◽  
Causes Of Errors ◽  
Academic Year

This resarch used descriptive quantitative method. This research aimed to find out subject- verb agreement errors made by sixth semester Engllish Education students of Universitas Bengkulu and to find out the possible causes of the errors. The samples of this research were sixth semester English Education students of Universitas Bengkulu in 2016/2017 academic year. The data were collected by conducting writing. The results of the data were analyzed descriptively by using Surface Strategy Taxonomy by Dulay et al (1982) to analyze the types of errors and theory of causes of errors by Richards (1974) to analyze the causes of errors. The result shows that there were 3 types of subject-verb agreement errors found in students’ essays. The errors were omission (49 %), addition (25 %) and misinformation (26 %). Another result shows that there were 2 possible causes of subject-verb agreement errors in this research. They were interlingual errors (2 %) and intralingual & developmental errors (98 %).

scholarly journals SURFACE STRATEGY TAXONOMY: GRAMMATICAL ERRORS ANALYSIS IN THE THIRD-SEMESTER STUDENTS’ DESCRIPTIVE ESSAY

2021 ◽  
Vol 1 (2) ◽  
pp. 36-48
Author(s):  
Annafi’in Nur Rixha ◽  
Idrus Alhamid ◽  
Siti Rokhmah ◽  
Syamsir Bin Ukka
Keyword(s):  
Qualitative Method ◽  
English Education ◽  
Education Students ◽  
Study Program ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Present Tense ◽  
The Difference ◽  
Auxiliary Verb ◽  
Errors Analysis

English and Indonesian are grammatically different. The difference proves that the rules and the application of grammar are the difficult problems in writing English. Based on previous preliminary research, many Third-Semester students of English Education Study Program had problems using grammar. This is supported by the results of unstructured interviews by researcher against students. Then students made mistakes they cannot correct called errors. As English Education students, they must have good competence in all language skills to become a good English teacher. In the future, students will teach writing effectively if they master the grammatical understanding.This research’s objectives were to find: (1) The the types of grammatical errors based on surface strategy taxonomy found in students’ descriptive essay,(2) The dominant grammatical error based on surface strategy taxonomy found in students’ descriptive essay,(3) The factors causing students made grammatical error in writing descriptive essays.To achieve the objectives, a qualitative method is used. Data collected by observation, interview and documentation from students’ descriptive essay worksheet then analyzed using error analysis.The findings of the research: (1) Grammatical errors are Misformation (3rd Person Singular, Plural, Auxiliary Verb, Dictionaries, Preposition, Conjunction, Pronoun, Singular, Simple Present Tense, Simple Past Tense), Omission (Simple Present Tense, Agreement, Auxiliary Verb, Plural, Article, Pronoun, Conjunction, Preposition, Adverb), Addition (Simple Additions, Double Marking), Misordering (Adjective, Pronoun, Auxiliary Verb). (2) The dominant grammatical error is Misformation with 47.05% from 170 errors. (3) The factors causing error are Interlingual and Intralingual.

scholarly journals The Communication Strategies Used in English Classroom Presentation by the English Education Students of UNIMUDA Sorong

2018 ◽  
Vol 5 (2) ◽  
pp. 13-21
Author(s):  
Nurteteng Nurteteng
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Communication Strategies ◽  
Video Recording ◽  
Code Switching ◽  
Communication Strategy ◽  
Education Students ◽  
English Classroom ◽  
Classroom Presentation

The study attempts to analyze the types of communication strategies used in English classroom presentation by the English education students of UNIMUDA Sorong and the reasons why they used the strategy. The study took place at UNIMUDA Sorong in TEFL class where 30 students were participated and observed during their presentation activity in this subject. The study employed descriptive method, where the data obtained through open interviewed and video recording. The result showed that from twelve features of communication strategies, there are six of them that the students used during presentation. They are appoximation, circumlocation, examplification, word coinages, code switching and use fo fillers. Circumlocation was used because the students wanted to make direct contact to the students in order to make the successful teaching and learning process. Examplification was used because it can reflect the meaning of the concept. Word coinages was used because they might forget the appropriate words/term. Code switching was used because they felt more comfortable in case she combined between Bahasa Indonesia and the English language. Use of fillers was used because the strategy was very significant particularly second or foreign language speaker. The most frequently communication strategy that the students used is use of fillers.

scholarly journals STUDENT TO SELF-FEEDBACK IN IMPROVING STUDENTS’ SPEAKING ABILITY

2017 ◽  
Vol 6 (1) ◽  
pp. 27
Author(s):  
Rizka Indahyanti ◽  
Mutmainnah Mursidin
Keyword(s):  
English Education ◽  
The Self ◽  
Statistical Hypothesis ◽  
Experimental Setting ◽  
Education Students ◽  
Speaking Test ◽  
Post Test ◽  
Quasi Experimental ◽  
Written Assessment ◽  
Feedback Method

This research is basically aimed to test the Student to the self-feedback method in improving their speaking ability. Furthermore, it is aimed to see the effectiveness of colleagues in helping other friends to learn. The method used in this research is the Quantitative method with the quasi-experimental setting in its test. The step of this research includes the field observation, pre-test, giving treatment by applying student to the self-feedback method, then post-test. One by one the student talks then another friend judge what the strengths and the weaknesses of his friend. The instruments used in this research are speaking test and questionnaire. The written assessment contained in the assessment aspect includes fluency, accuracy, and comprehensibility. The population in this research is all English education students of FKIP UIM. While the sample used is the second-semester students. The researchers divided the class into 2 groups. One group as the experimental class and the other as the control class.The results of the data analysis show that the probability is less than 0.05 or 0.000 <0.05. This means that H1 is acceptable and, of course, the statistical hypothesis H0 is rejected. Therefore, it can be concluded that the use of Student to self-feedback method improves their speaking ability. 

scholarly journals Textual Error Meaning in English to Indonesian Translation of EFL Class

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 49-61
Author(s):  
Dedy Subandowo ◽  
Eva Faliyanti ◽  
Yuli Triatmi
Keyword(s):  
English Education ◽  
Sampling Technique ◽  
Answer Sheet ◽  
Error Distribution ◽  
Education Students ◽  
Common Error ◽  
The Subject ◽  
The Common ◽  
Textual Meaning ◽  
Essay Test

This research addresses on textual error meaning of English to Indonesian translation in EFL class. This study is aimed to describe the frequency of error distribution and to investigate the dominant errors made by students in English to Indonesian Translation. The subject of this research is the fourth-semester English education students at the Muhammadiyah University of Metro. There are 37 students used as the total sampling technique to get the sample. To collect the data, the writer used a test as the instrument, i.e. an essay test. The collected data are analyzed by means of error analysis which starts from collecting the data, identifying the errors from the answer sheet, classifying and describing of errors on each type and finally tabulating the students' errors. The finding shows that frequency of errors made by the student in translating English into Indonesian can be classified into 73.43% of verb, 85% of noun, 52.7% of adverb and 100% of conjunction. On the other hand, the common error in translating textual meaning occurs in conjunction class which the average is 100%. It is the biggest percentage of all the errors which is automatically be the dominant error of textual meaning in this research

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