Abstract. In Dyatmika Kindergarten, the students came from different cultural backgrounds and nations. They were taught by English native speaker teacher in English sessions. The students sometimes might understand the intention of the teacher; however, sometimes they might not understand at all. Therefore, the teacher should know how they communicate with the students to avoid misunderstanding. This study aimed at identifying, describing and explaining communication strategies used by English native speaker teacher at Dyatmika Kindergarten during English sessions of the teaching and learning process. This study used descriptive qualitative design, and the data collected through observation and interview. The data were analyzed using taxonomy of communication strategies by Dornyei and Scott (1995). The result indicated there were thirteen communication strategies used by the English native speaker teacher in teaching and learning process. The use of communication strategies by English native speaker teacher was expected to inspire other teachers inside and outside Dyatmika Kindergarten when they communicate with students and make the students understand the message conveyed by the teachers.
AbstrakPenelitian ini bertujuan untuk (1) menemukan jenis-jenis kesalahan grammatikal yang dilakukan oleh siswa kelas sepuluh SMA Negeri 1 Baturiti dalam menulis teks recount pada tahun pelajaran 2014/2015; dan (2) menemukan sumber-sumber yang menyebabkan kesalahan grammatikal yang dilakukan oleh siswa kelas sepuluh SMA Negeri 1 Baturiti pada tahun pelajaran 2014/2015. Penelitian ini dirancang dalam bentuk penelitian deskriptif kualitatif. Metode yang digunakan untuk mengumpulkan data adalah analisa dokumen dan wawancara.Instrument penelitian yang digunakan adalah penugasan dan panduan wawancara. Data dalam penelitian ini dianalisa dengan menggunakan teori analisis data Miles dan Hubarman. Jenis-jenis kesalahan grammatikal yang digunakan dalam penelitian ini adalah berdasarkan surface strategy taxonomy yang dikemukakan oleh Dulayet al sedangkan sumber-sumber kesalahan grammatical berdasarkan penggabungan antara teori yang diajukan oleh Richards dan Brown. Model analisis kesalahan yang digunakan pada penelitian ini adalah model yang diajukan oleh Gass dan Selinker. Hasil penelitian menunjukkan bahwa subjek melakukan 167 kesalahan grammatical pada tulisan mereka, yaitu misformation(29,94%), addition (27,54%), omission (24,55%), dan misordering (17,96%). Sumber dari kesalahankesalahan tersebut adalah interlingual transfer (50,30%), intralingual transfer (49,10%), dan context of learning (0,60%). AbstractThe present study aimed at (1) finding the types of grammatical errors committed by the tenth grade students of SMA Negeri 1 Baturiti in writing recount text in academic year 2014/2015; and (2) finding the sources of the errors committed by the tenth grade students of SMA Negeri 1 Baturiti in writing recount text in academic year 2014/2015. This study was designed as descriptive-qualitative study. The methods used to collectdata were document analysis and interview. The instruments used were project and interview guide. The data in this study were analyzed by using data analysis theory proposed by Miles and Hubarman. The types of grammatical errors used in this study were based on the surface strategy taxonomy proposed by Dulayat alwhile the sources of the errors were based on the combination of theories proposed by Richards and Brown. Model of error analysis used in this study was the one proposed by Gass and Selinker. The result of the study showed that the subject committed 167 errors in their writing, namely misformation (29.94%), addition (27.54%), omission (24.55%), and misordering (17.96%). The sources of those errors were interlingual transfer (50.30%), intralingual transfer (49.10%), and context of learning (0.60%).
Abstrak Penelitian ini bertujuan untuk mengidentifikasi jenis – jenis kesalahan dan menganalisis sumber-sumber kesalahan yang dilakukan oleh siswa kelas X.3 SMA Dwijendra Bualu dalam menyusun teks deskriptif serta mengungkapkan implikasi dari kesalahan-kesalahan tersebut terhadap kompetensi bahasa kedua siswa kelas X.3 SMA Dwijendra Bualu. Penelitian ini didesain dengan menggunakan metode deskriptif kualitatif. Data untuk jenis-jenis dan sumber-sumber kesalahan diperoleh dengan cara memberikan tugas kepada siswa untuk membuat tulisan deskriptif. Sedangkan, untuk mengungkapkan implikasi dari kesalahan yang terdapat dalam tulisan siswa diperoleh dari hasil analisis data tersebut. Hasil analisis data menunjukkan bahwa, terdapat delapan belas jenis kesalahan yaitu: determiner, auxiliary, qualifier, preposition, pronoun, conjunction, -s for plural case, -s for verb after modal, placement of capital letter, wrong word choice, addition of noun, s-v agreement, wrong verb tenses, addition of verb, omission of verb, omission of letter, addition of letter and changing letter position. Selain itu, terdapat dua jenis sumber kesalahan, yaitu: kesalahan interlingual dan kesalahan intralingual. Disisi lain, kesalahan-kesalahan yang muncul berdampak pada kompetensi dan perkembangan bahasa kedua siswa, khususnya dalam menulis teks desrkripsi. Oleh karena itu, harus dilakukan analisis kesalahan untuk meminimalisir kemunculan kesalahan-kesalahan tersebut. Sehingga, siswa dapat memahami dan mampu menulis teks deskripsi berdasarkan struktur kebahasaan bahasa target.Kata Kunci : Kata kunci: Tipe kesalahan, sumber kesalahan, implikasi kesalahan, tulisan deskriptif Abstract This study was aimed at identifying the types and the sources of errors committed by the tenth (X.3) grade students of SMA DwijendraBualu in composing descriptive writing as well as revealing the implications of errors toward learners L2 competency. This research was designed by using descriptive qualitative method. The data for the types and the sources of errors were collected through administering writing task to the students. Meanwhile, the implications of errors were drawn from the result of data analysis. The research shows 18 types of errors, such as: determiner, auxiliary, qualifier, preposition, pronoun, conjunction, -s for plural case, -s for verb after modal, placement of capital letter, wrong word choice, addition of noun, s-v agreement, wrong verb tenses, addition of verb, omission of verb, omission of letter, addition of letter and changing letter position.Besides that, there are two sources of errors, namely: interlingual and intralingual errors. On the other hand, the errors that the students commit affect their L2 competency and development, especially in writing descriptive text. That is why, it is crucial conducting error analysis in order to minimize the appearance of errors. So, the students are able to acquire and compose descriptive text based on the structure of target language. keyword : Keywords: Types of errors, Sources of errors, Implication of errors, Descriptive Writing
This study aimed at investigating 1) the contribution of the students’ vocabulary on the English speaking competency, 2) the contribution of the students’ grammar on the English speaking competency, 3) the contribution of the students’ practice on the English speaking competency, and 4) the contribution of the students’ vocabulary, grammar and practice on students’ speaking competency. The present research makes use of an ex post facto study with regression analysis. The research was done toward the second year or eleventh grade students of SMUN 1 Kuta in academic year 2013/2014. The population of the study covered 398 students; and the sample was 80, which was determined through cluster random sampling technique. This research used multiple regression analysis with two kinds of instruments, that is, tests and questionnaire. The results show that: 1) there is a significant contribution of vocabulary on the students’ speaking competency at 26.8%, 2) there is a significant contribution of grammar on the students’ speaking competency at 18.1%, 3) there is a significant contribution of practice on the students’ speaking competency 16.9%, 4) there is a significant contribution of vocabulary, grammar and practice on the students’ speaking competency at 32.6%. Based on the results of this study, the teachers were suggested that they develop various ways to teach vocabulary, grammar and practice to improve the students’ speaking competency.
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