This research was intended to see the phenomena of students capability in producing products of their language target which was English. This was purposed to observe and to find their errors in producing writings. The result then could be used as reflection to improve their skill in writing specifically in parts of speech. From the analysis, it was found out that the errors found in the students writing were dominated by noun with the percentage of 22%, followed by pronoun 19%, adjective 17%, verb 14%, conjunction 14%, adverb 8%, preposition 6%, and lastly interjection 0.2 %. The data then analysed by considering the analysis in error analysis and found out that 33% error in misordering, 23% error in omission, 22% error in misformation, and 22% error in addition. This research showed that error which appear the most was dominated by misordering error and noun in the aspect of parts of speech. The possible cause of how the errors could happened was because of the influence of intralingual transfer. Students cannot differentiate between their experience in using grammar of source language and target language. Thus, the product of target language that provided by the students met errors.

The objectives of this research were focused on English teachers’ perspectives on learner autonomy and to what extent do English teachers feel their learners are autonomous in online reading comprehension in times of the COVID-19 pandemic. These research questions were answered by using observation, interview, and Likert-scale questionnaire in the form of qualitative method. The sample of this study was 26 English teachers in 4 elementary schools and 5 junior high schools in North Sumatra, Indonesia. The results of the study showed some points on learner autonomy, such as: (1) the importance of learner autonomy, (2) the way English teachers promoted learner autonomy, (3) the challenges of English teachers to implement learner autonomy, (4) English teachers’ responsibility in online reading comprehension, (5) English teachers’ observation to learners’ autonomy in online reading comprehension, (6) learners’ activities in online reading comprehension strategy, (7) English teachers’ preparation in online reading comprehension class. This research concluded that the degree of learners’ autonomy during the pandemic was higher rather than before the COVID-19 pandemic due to some reasons.

Punctuation is one of the most important aspects of written English, and yet it is one that is taken the most lightly. It is, in fact, this feature of writing that gives meaning to the written words much like pauses and changes in tones of the voice when speaking. This study also has objective to explore the ability of students in placing punctuation marks in descriptve paragraph.The writer used descriptive qualitative research to give description systematically and factually about facts of a certain population.This research only describes how the students’ ability in using punctuation mark in writing descriptive paragraph.The students’ ability in using punctuation marks in descriptive writing was categorized into low,It can be classified that only 1 (one) students or 2% was categorized into excellent who got score 80 from the total students were 53 students, and 10 (ten) students or 10% were categorized into Good, 17 (seventeen) students or 32% were categorized into fair, 13 (thirteen) students or 24.5% were categorized into Low, and 12 (twelve) students or 22.5% were categorized into Failed.

Vocabulary mastery is the basic language aspect that must be mastered before mastering English skill. The more words the students learn, the more they can understand and express their idea in that language. When they have inadequate vocabulary, they can say little things because they do not know how to say it in that language. That is why this study was conducted in order to improve the students’ vocabulary mastery. Storytelling technique can help students for remembering or mastering vocabulary. The objectives of this study are to find out whether Storytelling technique can improve the students’ English vocabulary mastery and find out the students’ responses after being taught by using Storytelling technique. The subjects of this study were the twelfth grade students of SMA Santo Petrus Medan. In conducting this study the writer used Classroom Action Research (CAR) as the method of the study. Tests were used to gather the quantitative data. In addition, field notes and observation sheet were used to gather qualitative data. Based on the finding of this study, it showed in pre-test only 4 students (16%) who passed KKM (Mastery Minimum Criterion) and in post-test 22 students (88%). The result of this study revealed that there was a significant improvement of the students’ achievements in the pre-test and in the post-test. It could be seen from the improvement of the students’ mean score 59.52 in pre-test to 80.48 in post-test. Furthermore, the students were interested in Storytelling technique. The analysis of the questionnaire showed that most of students agree to learn vocabulary by using Storytelling technique. It could be seen from the table, it showed that total of agree 47.2%. Therefore, Storytelling technique was an effective technique in helping students to improve their vocabulary mastery.

This research is written to achieve an objective as follow: (1) to find out the progression of transitional in writing text has been made by the second semester of English Education Study Program in academic 2018/2019. The writer used descriptive qualitative research to give description systematically and factually about facts of a certain population. The researcher determines that the design is descriptive quantitative method because it describes the data that is taken from the sample, and the results of the data were tabulated in the form of percentage. There were 18 students (90%) agreed that transition words were used to connect the sentences. There were 20 (100%) students (90%) agreed that transition words were used to organize the sentences. There were 17 students (85%) agreed that transition words were used to remember about the topic. There were 20 (100%) students agreed that transition words were used to tell the experience, and there were 20 (100%) students agreed transition words were used to enhance the connections between facts.