WRITING GRAMMATICAL SENTENCES: VOICES OF INDONESIAN UNDERGRADUATES IN EFL CLASSROOMS

Yustinus Calvin Gai Mali

Abstract


Abstract

      This study aims to explore perspectives of Indonesian undergraduates on factors that conceivably help them to write grammatical English sentences. The participants of the study were 40 students in a Procedural Writing class and an Extensive Reading class, at English Language Education Study Program, Dunia University, Indonesia (ED-DU); academic year 2014/2015. The data were collected through students’ written responses and interview. More specifically, the students responded to a statement asking their perspectives towards the issue. In the interview process, the researcher asked 3 participants to provide further clarification of the responses they have written. The findings provide some evidence that friends’ feedback, sufficient time to practice, and lecturer’s feedback are the primary factors perceived by the students. Besides, the overall results of the study would seem to indicate that possessing grammatical competence, specifically in writing the grammatical sentences, needs conscious focus on grammatical aspects through explicit learning of grammar rules and sufficient time to practice the rules, which the study posits as conceivable ways to enhance the students’ grammatical accuracy. Eventually, the study proposes possible pedagogical ideas to help the students to minimize their grammatical errors, as an attempt to support their roles as a future professional English teacher and language user.

      Keywords: grammar, grammatical sentence, explicit learning, practice

 

Abstrak

Penelitian ini bertujuan untuk menyelidiki pandangan dari mahasiswa calon sarjana di Indonesia tentang faktor yang dapat membantu mereka untuk menulis kalimat bahasa Inggris dengan tata bahasa yang benar. Peserta dalam kajian ini adalah 40 mahasiswa di salah satu kelas Procedural Writing dan Extensive Reading, pada Program Studi Pendidikan Bahasa Inggris, Universitas Dunia Indonesia, tahun akademik 2014/2015. Data penelitian diambil dari respon tertulis mahasiswa dan wawancara. Secara lebih rinci, para mahasiswa merespon suatu pernyataan yang menggali pandangan mereka terkait dengan pokok persoalan tersebut. Dalam proses wawancara, peneliti meminta 3 peserta dalam kajian ini untuk menjelaskan lebih jauh tentang respon tertulis mereka. Hasil analisa data memberikan beberapa fakta bahwa umpan balik teman, waktu yang cukup untuk berlatih, dan umpan balik guru merupakan faktor utama yang disebutkan oleh para mahasiwa. Selain itu, keseluruhan hasil dari kaijan ini nampak mengindikasikan bahwa memiliki kompetensi ketatabahasaan, khususnya dalam menulis kalimat dengan tata bahasa yang benar, memerlukan fokus secara sadar pada aspek-aspek tata bahasa melalui pembelajaran eksplisit aturan ketatabahasaan dan waktu yang cukup untuk berlatih aturan tersebut. Pada akhirnya, kajian ini mengusulkan beberapa gagasan pedagogi yang mungkin dapat membantu para mahasiswa dalam mengurangi kesalahan tata bahasa mereka, sebagai suatu usaha untuk menunjang peran mereka sebagai guru bahasa Inggris dan pengguna bahasa yang profesional di masa yang akan datang.

Kata kunci: tata bahasa, kalimat dengan tata bahasa yang benar, pembelajaran secara eksplisit, latihan

Keywords


grammar; grammatical sentence; explicit learning; practice

Full Text:

PDF

References


Ana, I.K.T.A., & Ratminingsih, N.M. (2012). Teaching English tenses to EFL learners: Deductive of inductive? International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 2(2), 998-1004.

Ary, D., Jacobs, L.C., & Sorensen, C. (2010). Introduction to research in education. Belmont: Wadsworth, Cengage Learning.

Azad, A.K. (2013). Grammar teaching in EFL classrooms: Teachers’ attitudes and beliefs. ASA University Review, 7(2), pp. 111-126.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.

Farrell, T.S.C., & Lim, P.C.P. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. TESL-EJ, 9(2), 1-13.

Gall, M.D., Gall, J.P., Borg, W.R. (2007). Educational research: An introduction (8th ed.). Boston: Pearson Education, Inc.

Gebhard, J.G. (1999). How yoga was taught: Connecting my student and teacher selves. In Gebhard, J.G., & Oprandy, R. (Eds.). Language teaching awareness: A guide to exploring beliefs and practices. Cambridge: Cambridge University Press.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex: Pearson Education Limited.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.

Hendrickson, J. (1981). Error analysis and error correction in language teaching. Singapore: Seameo Regional Language Centre.

Lock, G. (1996). Functional English grammar: An introduction for second language learners. Cambridge: Cambridge University Press.

Male, H. (2011). Students’ view on grammar teaching. Journal of English Teaching, 1(1), 57-69.

Mali, Y.C.G. (2011). Subject-verb agreement errors made by students in paragraph writing class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Mali, Y.C.G. (2015). Students’ attributions on their English speaking enhancement. Indonesian Journal of Applied Linguistics.4(2), 32-43.

Malilang, C.S. (2013). How children decode visual narrative in Gaiman’s and McKean’s The Wolves in the Walls. Resital, 14(1), 81-90.

Neuman, W.L. (2006). Social research methods: Qualitative and quantitative approaches. Boston: Pearson Education, Inc.

Richards, J.C. (2002). Addressing the grammar gap in task work. In Richards, J.C., & Renandya, W.A. (Eds.), Methodology in language teaching: An anthology of current practice (p.153-166). Cambridge: Cambridge University Press.

Richards, J.C., & Rodgers, T.S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.

Richards, J.C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Harlow: Pearson Education Limited.

Sheen, R. (2002). Focus on form and focus on forms. ELT Journal, 56(3), 303-305

Uysal, H.H., & Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms? South African Journal of Education, 34(1), 1-16.




DOI: https://doi.org/10.17509/bs_jpbsp.v16i1.3058

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Yustinus Calvin Gai Mali



                 p-ISSN                                 e-ISSN

Lisensi Creative Commons

JPBS is published by:

Fakultas Pendidikan Bahasa dan Sastra (Faculty of Language and Literature Education), Universitas Pendidikan Indonesia,

with

TEFLIN, and APPBIPA

View My Stats