REVIEW OF RELATED LITERATURE Sample Clauses

REVIEW OF RELATED LITERATURE. A. Listening 4
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REVIEW OF RELATED LITERATURE. A. Reading Comprehension 10 1. The Definition of Reading 10
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REVIEW OF RELATED LITERATURE. The author reviews pertinent literature in this chapter, including reviews of earlier studies and theoretical analysis.
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REVIEW OF RELATED LITERATURE. To support the understanding of the problem formulated in chapter 1, some theories are reviewed related to the concepts of writing skill and journal writing. This chapter also presented some relevant research studies for this research. Once those theories have been reviewed and some relevant research studies have presented, conceptual framework is draw for this study.
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REVIEW OF RELATED LITERATURE. Writing skills is one of the most vital parts of English language learning, especially at the elementary level. According to Aplus Blog (2020), " Learning how to write is not just about developing writing skills. It is also a way of train ing the mind to think." Writers need to build and e xp ress ideas with clear sentences and coherent paragraphs. The key to expressing ideas is proper grammar. Following the correct grammar rules makes a writing piece clearer and more readable. In grammar, one of the essential structure rules to learn is the subject and verb agreement. People who speak or write without committing subject-verb agreement errors are considered to have a good command of the English language. However, English as a second language learners tends to ma ke errors in terms of these grammatical rules. According to Xxxxx, (2009), students tend to make errors in the general rule of subject - verb agreement. Many students struggle with subject-verb rules in their writing even though they have been learning English for many years. Subject-verb agreement errors are observable when writing an essay or any written production. Xxxxx et al. (1982) stated that errors are the flawed side of learner speech and writing. According to (Xxxxxx 1967, as cited in Xxxxx 2009), an error refers to a systematic deviation made by learners who have not yet mastered the rules of L2. A learner cannot self-correct an error because it is a product reflective of his or her current stage of L2 development or underlying competence. To perform a language task such as writing, learners should master the grammatical structure needed. The teachers can regularly give activities that will improve students' knowledge of the subject-verb agreement. Teachers must be responsive to this matter to improve the quality of students' language acquisition and must use and follow correctly the 14 Rules of Subject - Verb Agreement. According to xxxxxxx.xxxxxxxxxxxxxx.xxx, here are the 14 Rules of Subject-Ve rb Agreement: Rule No.1: Subject and verb must agree in number, Rule No. 2: Subject and verb must agree with each other even if there are subordinate and prepositional phrases that come between, Rule No. 3: Subjects must be placed after the verb if sentences start with "there" or "here," Rule No.4:Subjects come after the verb in questions, Rule No. 5: Plural form of the verb is applied in the sentence when two subjects are joined by "and," Rule No. 6: Singular verb form is applied in sentences w...
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REVIEW OF RELATED LITERATURE. The idea of supplier relationship management is to give priority to suppliers. Managing relationship with suppliers are mutually beneficial to both the firm and its suppliers. Monitoring supplier performance is a tool that systematically works with suppliers on improving the supplier's quality and performance 2010).
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REVIEW OF RELATED LITERATURE. In this chapter, the researcher elaborated about some theories connected to the thesis.
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REVIEW OF RELATED LITERATURE. A. The Concept of Willingness to Communicate Initially, the theoretical concept of WTC was established in the discursive domain of native language (L1) usage. Xxxxxxx (1976) was the first to develop the concept of unwillingness to communicate, which was described as the propensity to avoid verbal communication. XxXxxxxxx and Xxxx later known the unwillingness to communicate (1985) who proposed WTC as a means of communicating in the current situation. In their theoretical concept, they identified WTC as a personality characteristic that refers to a consistent proclivity to speak in diverse contexts. Based on WTC's personality characteristic hypothesis, XxxXxxxxx et al (1998) introduced the idea of WTC in the field of L2 WTC through the heuristic model consisting of different variables that might impact L2 WTC, also known as the pyramid model This concept suggests that WTC is produced by factors other than personality traits like as self-confidence and communication skill, Introvert and extrovert personalities, among others, are impacted by situational circumstances. It is because people's WTC varies according on their circumstances (XxXxxxxxx & Richmond, 1982). Willingness to communicate in a second language (L2 WTC) concept indicates to the student's readiness to communicate in a second language when allowed to do as such and has been progressively shown to associate with students' language fluency and capability just as their speaking abilities (Xxxxxxx, Xxxxx, and Xxxxxxx, 2008). It's anything but amazing then that the idea has gotten impressive consideration in second language research lately. XxxXxxxxx, Xxxxxxx, Xxxxxxx and Xxxxx (1998) pyramid model has been the most powerful structure that has roused investigation into L2 WTC over most recent twenty years. The model presents the impact of trait-like and state-like variables on L2 WTC. While the statelike factors, including self-confidence and desire to speak with a particular individual/group at a particular time, apply a prompt effect on L2 WTC, the trait-like variables, like social situation, intergroup climate and personality, exert an indirect, intergroup attitudes, interpersonal motivation and intergroup motivation, distal influence on L2 WTC. One of the affective factors to impact the accomplishment in second and foreign language learning is willingness to communicate (WTC). Riasati (2012) states that it is fundamental in a language classroom with communication approach to have students who are...
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