This research aims to investigate students’ errors in transforming active into passive sentences of simple past tense. This research is descriptive. The population of this research was the second-year students at Bung Hatta University English Department. A total sampling technique was applied in this research where there were 30 students involved in this study. The instrument for collecting the data was a writing test. To make the test reliable the researcher used the inter-rater technique. It was found that the reliability index of the test was 0.99 (very high correlation), which means that the test is reliable. The writing test is valid in terms of content because it covered all materials that students had learned. The result of this test showed that students make 1134.5 errors. It can be classified from the highest to the lowest errors: such as misformation (47.55%), misordering (26.80%), omission (23.45%), and addition (2.20%). This study recommends some future research to find out what the best solutions are to manage the best teaching practices to minimize the students’ errors in writing

<p class="abstrak">Based on the current study, this paper aims to discuss how students managed their new learning adaptation in online-offline learning activities in continuous semesters as their efforts to achieve the learning objectives, namely English Proficiency, according to the general objectives of the course and characteristics. This study explored how students deal with some problems on their online courses independently to meet course objectives. The study reflected how students engaged in learning problems in a shocking moment that occurred in the first quarter of 2020 at the start of the covid-19 pandemic that suddenly moved traditional face-to-face classrooms to multiple online learning systems. This study found that students practiced their strategies in such critical situations to develop their competencies to meet course objectives. This research was qualitative. The students’ responses collected from a series of questionnaires distributed while attending several semi-online courses managed by researchers during the ongoing COVID-19 pandemic at the Bachelor Program of the English Education Department, Bung Hatta University and the Counseling Department of IAIN Batusangkar, semester I academic year 2021/2022 (August 2021-January 2022) were the data of the research. This study has paid a special concern for teaching and learning management in the coming semesters in the midst of the ongoing covid-19 pandemic. This study identified how students adapt to online learning with conditions: (1) the support for the availability of Information and Communication Technology (ICT) facilities in the environment where they live, and (2) the influence of the culture and social characteristics of the place where they live</p><p><em>Artikel ini melaporkan hasil penelitian bagaimana mahasiswa mengelola adaptasi baru pembelajaran dalam konteks kegiatan pembelajaran online-offline secara berkelanjutan dalam kondisi pandemi covid-19 sebagai upaya mereka untuk mencapai tujuan pembelajaran, yaitu Kemahiran Bahasa Inggris, sesuai dengan tujuan dan karakteristik mata kuliah. Artikel ini merangkum seperti apa mahasiswa menghadapi kendala pada perkuliahan daring-luring mereka secara mandiri untuk mencapai tujuan perkuliahan. Pada penelitian ini dicerminkan bagaimana mahasiswa terlibat dalam beradaptasi pembelajaran dalam kondisi pandemi covid-19 yang memindahkan ruang kelas tradisional tatap muka ke beberapa sistem pembelajaran daring yang terjadi sejak kuartal pertama tahun 2020. Dalam penelitian ini juga dilaporkan bahwa mahasiswa menggunakan strategi mereka untuk beradaptasi dalam situasi kritis seperti itu dalam mengembangkan kompetensi sebagaimana tujuan mata kuliah.Penelitian ini bersifat kualitatif. Data penelitian ini berupa tanggapan mahasiswa yang dikumpulkan dari kuesioner yang dibagikan saat mengikuti beberapa mata kuliah semi online yang dikelola oleh peneliti selama pandemi covid-19 yang sedang berlangsung pada Program Sarjana Pendidikan Bahasa Inggris Universitas Bung Hatta dan Konseling IAIN Batusangkar, semester I tahun ajaran 2021/2022 (Agustus 2021-Januari 2022). Kajian ini menjadi perhatian khusus dalam manajemen belajar-mengajar selama semester di tengah pandemi covid-19 yang sedang berlangsung ini. Kajian ini mengidentifikasi bagaimana mahasiswa beradaptasi dengan pembelajaran daring-luring dengan kondisi (1) dukungan ketersediaan sarana Teknologi Informatika Komunikasi (TIK) di lingkungan tempat tinggalnya, dan (2) pengaruh budaya dan karakteristik sosial tempat tinggalnya.</em></p>

The purpose of this research was to describe the second-year students’ speaking ability in the debate. The descriptive method was used as the design of this research. The population of this research was the second-year students at the English Department of Bung Hatta University who registered in the academic year 2020/2021. The researcher used the total sampling technique to select the sample, and the number of sample members was 37 students. The instrument for collecting the data in this research was a speaking test in the form of debate. To identify if the test is reliable, the researcher used the inter-rater method that two scorers checked the students’ speaking performance. The result of the analysis showed that the test was reliable. It was supported by the fact that the coefficient correlation is 0.89. It was categorized as a very high correlation. Then the last was valid in terms of contents because it had covered all materials that students had learned. Generally, the  result  of  this  research  showed  that  the  students’  speaking ability in debate at the English Department of Bung Hatta University was very high. In general, the students’ speaking ability in the debate was classified as very high ability.  This research concludes that  the  second-year students’ speaking ability in debate at the English Department of Bung Hatta University was very high.   REFERENCES Atchison, J. (2017). The Art of Debate. Virginia: The Great Courses. Bailey,  K.  (2016).  Practical  English  Language  Teaching  Speaking.  New  York:  The  Mc.  Graw  Hill Companies. Chania, S., & Amri, Z. (2019). An Analysis of Students’ Grammatical Errors on Speaking at SEA Debate at English Department of Faculty of Languages and Arts of Universitas Negeri Padang. Journal of English Language Teaching, Vol. 8, No. 4. Claudia, A. (2017). An Analysis of The Second Year Students’ Speech Ability at the English Department of Bung Hatta University. Unpublished Thesis.  Padang: Bung Hatta University. Fauzan,  U.  (2014).  The  Use  of  Improvisations  Technique  to  Improve  the  Speaking  Ability  of  EFL Students. Dinamika Ilmu, Vol. 14, No. 2. Lestari, L. F. (2018). Debate Technique as Teacher’s Strategies in Improving Students’ Higher Education English Speaking Skill. Musfirah. (2017). The Effectiveness Of Debate Method To Improve Students’ Speaking Skill. Didaktika Jurnal Kependidikan, Vol. 11, No. 2. Rasyid, A.R., Perdana, I., & Dayu, A.T. (2020). Students’ Speaking Achievement: The Application of Debate Technique For Teaching. Proceedings of Shepo 2020. Refnita, L. (2018). Educational research: A guide for Beginners. Padang: LPPM Universitas Bung Hatta. Rubiati,  R.  (2010).  Improving  Students’  Speaking  Skill  Through  Debate  Technique.  IAIN  Walisongo Semarang.

The purpose of this research was to describe the students’ ability in writing cause and effect sentence at Grade XII of Culinary Art, SMKN 2 Pariaman. The descriptive method was used as the design of this research. The researcher used a total sampling technique and the sample was 29 students. The instrument for collecting the data in this research was a writing test of cause and effect. The result of the analysis showed that the test was reliable. It was supported by the fact that the coefficient correlation was 0.98. It was categorized as having a very high correlation. Then the test was valid in terms of content because it had covered the material that students had learned. Generally, all of the twelfth grade students have been able to write cause and effect sentence. 20.68% of students got good, 55.17% of students got moderate and 36.84% of students got low. In applying grammar 17.24 % of students got good, 44.82% of students got moderate, and  37.93% of students got low. In using vocabulary 17.24 % of students got good, 65.51% of students got moderate, 17.24% of students got low. In mechanics 6.89% of students got very good, 58.62% of students got good, 27.58% of students got moderate, and  6.89% of students got low.   REFERENCES Agustrianti, S. (2014). Improving The Eleventh Grade Students’Ability in Writing Simple Cause Effect Sentences Through Flow Chart. E-Journal of English Language Teaching Society (ELTS).  (2) 1. Retrieved April 15, 2021, from http://jurnal.untad.ac.id/jurnal/index.php/ELTS/article/ view/3018  Andersen, S. (2014). Sentence Types and Structures. California: San José State University Writing Center. Retrieved March 20, 2021, fromhttps://www.sjsu.edu/writingcenter/docs/handouts/    Sentence%20Types%20and%20Functions.pdf Field, M. (2009). Improve Your Written English : Master the essential of grammar, punctuation, and spelling and write wth greater confidence. United Kingdom:  How to Book.  Retrieved March 25, 2021, from https://libgen.is/book/index.php?md5=53AFCD2CAA9D8CD4491322978CB72281 Harmer, Jeremy. (2007). How to Teach English. England: Pearson Education Limited. Indriana, F. S. (2020). An Error Analysis of Using Conjunction in Students’ Writing Cause aand Effect Sentence (A Qualitative Research At The Eleventh Grade Students Of SMA Islam Sudirman Ambarawa In The Academic Year Of 2019/2020). E-repository perpus IAIN Salatiga. Retrieved February 2, 2021, from http://e-repository.perpus.iainsalatiga.ac.id/8469/  Khalel, A., F. (2020). An Analysis of the Third Year Students’ Difficulties to Use Expressions of Quantity in Writing Positive Simple Sentences at the English Department of Bung Hatta University. E-journal Bung Hatta. 5 (2). Retrieved February 15, 2021, from https://ejurnal. bunghatta.ac.id/index.php/JFKIP/article/view/18066 Landon, B. (2013). Building Great Sentences : How to Wrtie The Kinds Of Sentences You Love to Read. New York: The CoursesTM. Retrieved March 22, 2021, from https://libgen.is/book/ index. php?md5=A4084FE55A161955A94104337715BD24 Nainggolan, E, S. (2021). Error Analysis on Simple Present Tense of Students’ Sentences. Universitas Pamulang. Open Journal unpam. Retrieved August 19, 2021, from http://openjournal.unpam.ac.id/index.php/NOSLLTL/article/viewFile/9317/5892  Raimes A. (1983). Techniques in Teaching Writing. New York: Oxford American English. Refnita, L. (2018). Educational research: A guide for beginners. Padang: LPPM Universitas Bung Hatta. Riggs, Ann. (2012). Sentence Types and Punctuation. UK: WFRANKLIN WATTS.