STRUCTURAL TRANSFORMATION DIFFICULTIES OF JUNIOR HIGH SCHOOL STUDENTS

Abstract

This study aimed to determine the difficulties, competency level and language learning strategies in changing sentences from deep into surface structure of high school students from each curriculum level. Also, suitable questionnaires were used to gather data and were assessed using a five-point Likert scale with mean range and corresponding descriptive ratings. Meanwhile, a 40-item test was used to measure the level of competence of the students in changing deep into surface structure of a sentence. Result of assessment shows that the dominant types of difficulties faced by students were applying each rule in subject- verb agreement in sentence construction, constructing a sentence based on the tenses of verb, distinguishing the parts of speech, making a question from a statement based on the tense that is used, constructing the words in supporting the ideas, and distinguishing the differences of each transformational rule. In the meantime, the overall mean score in the 40-item test in English described students’ competence at low achievement level. In terms of language learning strategies, the overall mean obtained was described as Generally Not True to students. Results of this study clearly point out that even though subject-verb agreement is one of the basic features of the English grammar and has been referred to as a fairly simple or easy semantic feature, even advanced learners and sometimes also native speakers fail to use the feature correctly. It is therefore essential for English language teachers to provide activities for learners to motivate them on the use of various language learning strategies to improve their proficiency level.