PROJECT BASED LEARNING IN EFL WRITING: THE USE OF EDUBLOG: A Study at a Vocational School in Cimahi

This study aims at finding out the implementation of project-based learning using Edublog on students’ writing involving vocational students in Cimahi, West Java. The focus of this study is on answering two research questions: 1) is the use of Edublog, and 2) what are students’ perceptions after using Edublog for their writing project? The study employed quantitative research design, using true-experimental design. A total number of students involved in this study were 60 student, divided in two classes, the experimental class (N=30) received a project based learning using Edublog, and the control class (N=30) received a project based learning using printed-media. A pre-test and post-test were administered to both class, to find out a difference in the classes in writing skills. Questionnaire and interview were also distributed to collected information regarding the use of media. In analyzing the experimental data, the study used the Independent t-test. Meanwhile, in evaluating data questionnaire and interview, the study analyzed the data by assembling, coding, comparing and building interpretations of the data, and then reporting the outcomes descriptively. The results show that the project based learning using Edublog effectively improved students’ writing score, as indictaed by ttable>tobs (4,416 > 2,01). It can be concluded that there was a significant difference between the experimental class and control class. Data from questionnaire and interview support the findings as indicated by positive perception towards the use of Edublog. Keywords: Project-based learning, Edublog, Writin

Students Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.DOI: https://doi.org/10.24071/llt.2015.18020

Students’ Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers’ understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.   DOI: https://doi.org/10.24071/llt.2015.18020

Students� Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.DOI: https://doi.org/10.24071/llt.2015.180205</jats:p