This study investigates second language learners’ production in writing, aiming to understand common problems the learners frequently have with English. The study focuses on the analysis of errors in 100 essays written by 50 Indonesian undergraduate students of English, which is aimed at identifying the commonly occurring errors, classifying them according to a linguistic category, and explaining the causes of the occurring errors. The study shows that a large number of the occurring errors resulted from intralingual sources, the proportion of which account for more than 60% of the total errors. The results conform to a number of earlier studies in this research field which concluded that the majority of errors L2 learners make stem from intralingual interference. Another possible explanation for the phenomena is that because the subjects participating in this study are university students majoring in English, they had at least mastered the basics of English when entering university. As a result, they are more likely to make fewer interlingual errors than students at elementary level who tend to rely more on their native language when dealing with the aspects of the target language which they have not yet mastered.

This research was designed to figure out the effectiveness of the think aloud strategy in improving students’ reading comprehension ability. The think aloud strategy is a learning strategy whereby students verbalize their thought as they read. Twenty 2nd grade students of MAS Darul Ulum Banda Aceh participated in this quantitative research. This research used a pre-experimental design with one-group pretest-posttest. The finding showed that the think aloud strategy improves students’ reading comprehension ability, especially in analytical exposition text. It can be seen from the mean score of the post-test (54.4) which was higher than that of the pre-test (36.4). The t-test analysis showed that the t-score (4.255) obtained a higher gain than the t-table (2.085). This strategy successfully helped the students to increase their reading comprehension ability in all aspects, particularly in identifying main ideas, making inferences, summarizing, and interpreting vocabulary. Therefore, the think aloud strategy can be considered as an effective instructional tool for teaching reading skill.

This study describes the types of taboo words used by the Acehnese people in Aceh, Indonesia. Ten language informants in the district were interviewed for this qualitative study. The interviews were recorded and then transcribed prior to analysis. The data were then analysed by the procedures of condensation, display, and conclusion drawing. The findings of the research reveal that the most common taboo types used by Acehnese speakers are taboos of vulgarity or obscenity, epithet, and the taboo of disease. This implies that calling people bad names, talking about sex, mentioning incurable or ‘repulsive’ diseases are among the most taboo discussions in Acehnese society. Taboo words related to religion are found the least in the data, which could imply that these words are small in number because the Acehnese people embrace their religion strongly and thus minimise verbal abuse related to it.

This study aims to describe the structure and function of the oral poetry Meurukon. This research uses a qualitative approach. The source of research data is the text Meurukon edited by Rahman (2010), Harun (2012), text and recording of Meurukon at the 7th Aceh Culture Event (Huda, 2018). The research data are all sequences relating to the structure and function of Meurukon. Data is collected by using the techniques of listening, recording, and reading. The research instrument consisted of handy cam, stationery, and the researchers themselves. Data analysis was conducted through five stages. The stages are carefully and critically reading Meurukon text, sorting data into Meurukon structure and function, analyzing data comprehensively, verifying research results, and concluding research results. The results of the study indicate that the Meurukon structure includes the opening part which consists of greetings and preface. It also includes the content section which consists of discussions on religious issues, especially about bismillah, problems with prayer, water problems, and problems of faith (aqeedah). Then, the structure of Meurokon is the closing that concern on apology and farewell. Last, the Meurukon functions are religious learning, entertainment, and interactive-dialogical learning model.

This study aimed to find out how environmental education influences promising practices for sustainability and conservation in Aceh, Indonesia. We investigated how educational initiatives influence environmental stewardship awareness, knowledge, and action. Lacking environmental care and nonsensical practices requires propelling sensibility and assurance through regular tutoring. This study aimed to ascertain the efficacy of environmental stewardship education programs. This study employs a mixed-methods approach that combines qualitative and quantitative methods to investigate the impact of environmental education on practices that promote sustainability and conservation. Surveys and questionnaires, interviews, and observations are used to gather information about participants' knowledge, attitudes, and actions. The information gathered was then examined and deciphered to give bits of knowledge into the adequacy of ecological instruction programs and distinguish regions for development. After participating in environmental education programs in Aceh, the participants' knowledge, attitudes, and actions toward conservation and sustainability were found to have improved. In conclusion, environmental education is crucial in promoting sustainability and conservation practices. Raising awareness, fostering knowledge, and inspiring action empower individuals to become stewards of the environment, contributing to a more sustainable future. Based on the findings, enhancing environmental education initiatives in Aceh Province is recommended by strengthening partnerships among educational institutions, NGOs, and government agencies. Integrating practical hands-on activities and community engagement can promote sustainability and conservation practices.