The EFL Students' Narrative Paragraph Writing of The Second Semester Students of State Institute of Islamic Studies (IAIN) Samarinda: A Syntactic Analysis

Sanu, La Ode

doi:10.24903/sj.v1i1.15

Cited by 9 publications

(11 citation statements)

References 5 publications

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“…The current study revealed that the Indonesian EFL students' ability of Islamic State Institute (IAIN) Samarinda in writing comparison and contrast essay is Dinamika Ilmu, Volume 19(1), 2019 categorized in good scores and followed by their writing aspects ability namely content, organization, vocabulary, grammar, and mechanics. This findings were relevant found by Sanu (2016) and Husin & Nurbayani (2017) who studied the EFL students of IAIN Samarinda and revealed that the quality of academic paper writing was good (Husin & Nurbayani, 2017) and also their English narrative paragraph writing (Sanu, 2016). Moreover, the studies of Rasyidah & Antoni (2014), Cahyono et al (2016), and Irwan et al (2018), similarly reported that the Indonesian EFL students' academic essay writing ability was satisfied.…”

Section: E Discussionsupporting

confidence: 59%

“…Concerning the research findings above, there was also difference of research findings concerning the Indonesian EFL students' essay writing. Sanu (2016) and Husin & Nurbayani (2017) who investigated the Indonesian EFL students' writing ability at IAIN Samarinda, East Kalimantan and reported that their academic paper writing was good quality (Husin & Nurbayani, 2017) and also their English narrative paragraph writing (Sanu, 2016). Rasyidah & Antoni (2014) organized their study in Riau and similarly noted the Indonesian EFL learners had satisfied proficiency in critical essay writing.…”

Section: A Introductionmentioning

confidence: 99%

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The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay

Toba

Noor

Sanu³

2019

Self Cite

115

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The aim of this study is to investigate issues of Indonesian EFL students’ writing skills, covering ability, problem and reason why they got problems in writing comparison and contrast essay. The convergent parallel of mixed methods was used to explore these issues by involving 52 EFL students of IAIN Samarinda who enrolled the academic essay writing course. The three research instruments; essay writing test, open-ended questionnaire and interview were used in the data collection. The findings of this study revealed that the Indonesian EFL students’ writing ability was good that categorized with the mean score 77.83. However, some of them encounter problems in writing aspects including content, organization, vocabulary, grammar, and mechanics. Their reasons in experiencing these problems are not only limited knowledge of writing aspects and comparison and contrast essay itself, but also they had own personal reasons; lack of writing practice, writing dislike, writing anxiety, negative writing perception, low writing motivation, insufficient time given in writing test, and also inadequate teaching writing process taught by their lecturers. Indeed, the teaching writing improvement that involved EFL students and lecturers should be well-integrated in order to alleviate the students’ essay writing problems related to their reasons and to improve their writing ability. Factors caused the writing difficulties will be discussed further and some suggestions will be given on this research.

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Section: E Discussionsupporting

confidence: 59%

Section: A Introductionmentioning

confidence: 99%

The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay

Toba

Noor

Sanu³

2019

Self Cite

115

View full text Add to dashboard Cite

show abstract

“…Other works such as Mohammed (2015), Sanu (2016), and Persada (2016) investigate parts of language i.e. grammatical problem, writing paragraph skill, and writing short article.…”

mentioning

confidence: 99%

The Ability of Indonesian EFL Learners in Writing Academic Papers

Husin

Nurbayani

2017

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This study is meant to examine the thesis quality of students of English Department at IAIN Samarinda. Through the descriptive-quantitative research, the thesis quality of students of English Department at IAIN Samarinda is reviewed from the aspects of language, structure, concepts understanding, theoretical framework, methodology, content, writing mechanism, and references used. This study also tries to figure out any factors that affect the thesis quality of English Department students. Fourteen English Department Students' thesis tested in 2013 are used as the main data. In addition, other data are obtained from respondents i.e. 19 students, and informants i.e. lecturers of English Department who are also their thesis advisors. The result shows that the average score of thesis written by 14 English Department students at IAIN Samarinda academic year of 2013 is 3.16 which is in the range of 2.61-3.40 scale, which is quite good quality. This quality is relevant with the informants' perceptions about the quality of thesis written by their students. Judging from some aspects, they assume that their students are able to write a good quality of thesis with an average score of 2.81 which is at a scale of 2.61-3.40. The quality is affected by internal factors and external factors. The most decisive internal factor is the respondents' low score of writing with appropriate and acceptable structure in English. This is the effect of respondents' lack of ability of composing adequate paragraphs in English. Meanwhile, the most concerning external factor is the quality of learning structure course and the professionalism of the informants in guiding the students to improve their writing ability in thesis writing.

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“…Furthermore, many studies that have been investigated regarding errors in grammar have been carried out such as (Febriyanti & Sundari, 2016;Heryanti et al, 2017;Sanu, 2016;Sukarno, 2016). Generally, the studies are more viewed from the perspective of essays and narrative paragraph writing.…”

Section: Introductionmentioning

confidence: 99%

Native Language Interference in Learning a Second Language

Mubarok

Nur'aisyah

2020

Buletin Al-Turas

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The purpose of the research is to identify and investigate grammatical errors of the theses which are written by students’ Department of English Literature at one of the State Universities, Jakarta, Indonesia. The research approach is descriptive qualitative with descriptive analysis. There are five theses that are used as data sources. The data sources are the fourth chapter of the thesis that every chapter contains a conclusion and a suggestion. The study uses a non-contrastive approach by Richards to error analysis. Based on data sources, the authors found 84 errors, which can be divided into 17 types of grammatical errors. There are 29.80% of article errors, 11.90% of punctuation errors, 8.30% of unnecessary words, 6% of spelling errors, 8.30% of spacing errors, 4.80% of subject-verb agreement errors, 6% of parallel structure errors, 1.20% of word order errors, 4.80% of plural errors, 1.2% of word choice errors, 1.2% of preposition errors, 3.6% of missing words errors, 4.8% of run-on sentence errors, 4.8% of to infinitive errors, 1.2% of passive voice errors, 1.2% of capitalization errors, and 1.2% of auxiliaries errors. The results indicate that students make common grammatical errors encouraged or influenced by their first language (L1). Tujuan dari penelitian ini adalah untuk mengidentifikasi dan menyelidiki kesalahan tata bahasa dalam skripsi yang ditulis oleh mahasiswa jurusan Sastra Inggris di salah satu Universitas Negeri, di Jakarta, Indonesia. Pendekatan dalam penelitian menggunakan deskriptif kualitatif dengan analisis deskriptif. Ada lima tesis yang digunakan sebagai sumber data. Sumber data tersebut adalah bab keempat dari skripsi tersebut dimana dalam bab ini berisikan kesimpulan dan saran. Penelitian ini menggunakan pendekatan a non-contrastive dari Richards untuk menganalisis kesalahannya. Berdasarkan sumber data, penulis menemukan 84 kesalahan, yang dapat dibagi menjadi 17 jenis kesalahan tata bahasa. Ada 29,80% kesalahan artikel (article), 11,90% kesalahan punctuation (tanda baca), 8,30% dari kata-kata yang tidak perlu (unnecessary words), 6% kesalahan ejaan (spelling errors), 8,30% kesalahan spasi (spacing errors), 4,80% kesalahan subject-verb agreement, 6% kesalahan struktur paralel (parallel structure), 1,20% kesalahan urutan kata (word order), 4,80% kesalahan jamak (plural), 1,2% kesalahan pilihan kata (word choice), 1,2% kesalahan preposisi (preposition), 3,6% dari kesalahan kata yang hilang (missing words), 4,8% dari kesalahan (run-on sentence), 4,8% dari kesalahan infinitif (to infinitive), 1,2% dari kesalahan kalimat pasif (passive voice), 1,2% dari kesalahan kapitalisasi (capitalization), dan 1,2% kesalahan auxiliaries. Hasil menunjukkan bahwa mahasiswa membuat kesalahan tata bahasa umum dipengaruhi oleh bahasa pertama (L1) mereka. كان الغرض من هذه الدراسة هو الكشف عن الأخطاء النحوية في البحث العلمي الذي كتبه طلاب قسم اللغة الإنجليزية و آدابها في إحدى جامعات الحكومية، بجاكرتا- إندونيسيا. و يستخدم هذا البحث المنهج النوعي الوصفي مع التحليل الوصفي. هناك خمس أطروحات تستخدم كمصادر البيانات. و مصدر البيانات هو الباب الرابع من البحث العلمی الذي يحتوي على استنتاجات واقتراحات. و تستخدم هذه الدراسة مقاربة غير متناقضة من ريتشاردز لتحليل أخطائه. و بناءً على مصدر البيانات، وجد المؤلفون 84 خطأ، والتي يمكن تقسيمها إلى 17 نوعًا من الأخطاء النحوية. و هناك 29.80٪ من أخطاء المقالة، 11.90٪ من علامات الترقيم، 8.30٪ من الكلمات غير الضرورية، 6٪ من الأخطاء الإملائية، 8،30 ٪ أخطاء التباعد، 4.80٪ أخطاء اتفاق الفعل، 6٪ أخطاء بنية متوازية، أخطاء ترتيب الكلمات 1.20٪، أخطاء الجمع 4.80٪ (الجمع)، 1.2٪ من أخطاء اختيار الكلمات، 1.2٪ من أخطاء حروف الجر، 3.6٪ من الكلمات المفقودة، 4.8٪ من جملة الجمل، 4.8٪ من الأخطاء اللانهائية، و 1.2٪ من الأخطاء الصوتية السلبية، و 1.2٪ من أخطاء الكتابة بالأحرف الكبيرة، و 1.2٪ من الأخطاء المساعدة. و تظهر النتائج أن الطلاب الذين يرتكبون أخطاء نحوية شائعة يتأثرون بلغتهم الأولى.(L1)

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The EFL Students' Narrative Paragraph Writing of The Second Semester Students of State Institute of Islamic Studies (IAIN) Samarinda: A Syntactic Analysis

Cited by 9 publications

References 5 publications

The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay

The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay

The Ability of Indonesian EFL Learners in Writing Academic Papers

Native Language Interference in Learning a Second Language

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