No abstract

The aimed of the research was to find out the errors which were commonly made by the students of Sekolah Menengah Kejuruan Swasta Bustanul Yatama Syamtalira Bayu in their writing narrative text and to find out the causes of errors in their writing narrative text. This research useds a qualitative and quantitative approach. The population of this research was all the students of the Second year students of Sekolah Menengah Kejuruan Swasta Bustanul Yatama Syamtalira Bayu in academic year 2020/2021 consisted of 120 students and divided into 56 male students and 64 female students. The sample of this research selected by using random sampling technique by using lottery. In this study, only 20 students and one English teacher involved as the sample. The researcher use two kinds of instruments, they are test and interview. In analyzing the data, the writer used a percentage formula from Sudjana. Result of the research from test most of the first year students of Sekolah Menengah Kejuruan Swasta Bustanul Yatama Syamtalira Bayu made many errors in grammatical aspects in writing, a high percentage of errors was found in one out of three categories. The highest error category was tense errors. Moreover, the students felt difficult in getting ideas to begin free writing. The causes of errors were made by the students because of lack of interactive facilities is one of the problems to develop interactive classroom activities. Based on this reasoning, it can be concluded that many of the students made errors because of interlingual and intralingual transfer.

Seeing the important role of services for the advancement of tourism, this research needs to be carried out with the aim of analyzing the understanding of guides about the competence of a guide, services provided to tourists, the obstacles faced by guides in providing services to tourists, and the efforts made by guides and museum institutions to overcome the obstacles encountered. Respondents in this study were guides and chief of guides at the Aceh Tsunami Museum. This research uses qualitative methods with descriptive data. The data in this study uses the techniques of documentation study, interviews and observations. Then the data are analyzed using several stages, namely data reduction, data presentation, and data verification or drawing conclusions. The results of the research are the Aceh Tsunami Museum placed the competence and services of tour guides as the spearhead of tourist satisfaction, although there is a deficiency that the tour guides have not received adequate seminars or training as the way to support their profession. Conclusion, the guides got many improvements related to their English competence dominantly by learning directly from tourists, learning from experience, learning self-taught, and considering tourists as friends. Keywords: services, tour guides, aceh tsunami museum

The present research investigated the effect of using Directed Activities Related to Texts (DARTs) on reading comprehension among the students of secondary school. This research was conducted on class X students of Senior High School of Ummulqura Indonesia, Aceh with the number 25 students. This research was designed in the form of classroom action research. This research was done in two cycles. Then the instruments of this research were test field notes, observation check list and interview script. The data analysis uses both qualitative and quantitative descriptive approaches. The results showed that students' reading comprehension had significantly increased from an average value of 70.32 in the first cycle and 85 in the second cycle. Completeness of classical study in the first cycle is 52% and at the end of the second cycle was 80%. It showed that there was an improvement on the students' reading comprehension after applying the Directed Activities Related to Texts (DARTs) strategy during teaching learning activity.Brown, H. D, (2007), Teaching by Principles, New Jersey: Prentice HallMarpaung, A. P., Yanti, I., & Marzuki, Y. (2019).Developing Students’ Reading Comprehension Using STAD Strategy: A Classroom Action Research at SMA Negeri 7 Pekanbaru. REiLA : Journal of Research and Innovation in Language, 1(1), 10-16 https://doi.org/10.31849/reila.v1i1.2775Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties, 2/E. Guilford Publications.Hameed, S. (2017). Effect of Intervention of Directed Activities Related to Text (DARTs) on Undergraduates’ Writing Skill. Pakistan Journal of Educational Research and Evaluation, 2(1), 77-103.Silitonga, S.A.R.Y, (2016). “The Effect of Applying Directed Activities Related to Text (DART) to Improve Students’ Reading Comprehension. Undergraduate Thesis. Medan. UMSU. Sugiarti, U. (2012). Pentingnya Pembinaan Kegiatan Membaca Sebagai Implikasi Pembelajaran Bahasa Indonesia. Jurnal Basastra, 1(1).Celce-Murcia, M. (2001). Teaching English as a second and foreign language, 3rd ed. Boston: Heinle and Heinle Thomson Learning Inc.Presetyo, W., & Abbas, M. F. F. (2017). The Use Of Questioning The Author (Qta) Strategy In Improving Students’ability In Reading Descriptive Text At The Seventh Grade Students Of Smp Islam Plus Jannatul Firdaus Pekanbaru. ELT-Lectura, 4(2)Mikulecky, B. & Jeffries, L (2004). More reading power. Pearson ESL. Ma’mur, I. (2006). Pijar-pijar pemikiran bahasa dan budaya. Jakarta: Diadit Media.Ulfianda, F. (2018). The Effect of Directed Activities Related to Text (DART) Method in Improving Students’ Reading Comprehension. Undergraduate Thesis. English Education Departement, Faculty of Teacher Training and Education. Medan: UMSU.Shamsulbahri, M. M., & Zulkiply, N. (2021). Examining the effect of directed activity related to texts (DARTs) and gender on student achievement in qualitative analysis in chemistry. Malaysian Journal of Learning and Instruction, 18(1), 157-181. https://doi.org/10.32890/ mjli2021.18.1.7Harrison, Colin. 2004. Understanding Reading Development. London: SAGEDavies, R. and Green, F. 1984. Reading for Learning in the Sciences. Edinburg: Oliver and Boyd.Zainab, K. (2012, November). Innovative approaches in teaching Science at secondary level: Focus on reading and writing in Science classrooms [Paper presentation]. Search of Relevance and Sustainability of Educational Change: An International Conference, at Aga Khan University Institute for Educational Development, Karachi, Pakistan.Supardi & Suharjo. (2012). Strategi Menyusun Penelitian Tindakan Kelas. Yogyakarta: ANDI Offset.Nunan, D. (2003). Practical English language teaching McGraw Hill/Contemporary.Purwanto (1996), Psikologi Pendidikan, Remaja Rosdakarya, BandungSyamsuar and Reflianto (2018) ‘Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Industri 4.0’, Jurnal Ilmiah Teknologi Pendidikan, 2(2). doi: https://doi.org/10.24036/et.v2i2.101343.Trianto. (2009). Mendesain Model Pembelajaran Inovatif Progresif, Jakarta: Kencana Prenada Media GroupWahyuni, D. and Abdillah, D. (2019) ‘Analisa Pembelajaran Dan Penilaian Di Perguruan Tinggi Dengan Metode Student Centered Learning Berbasis Teknologi Informasi’, in Prosiding Seminar Nasional Era Industri (SNEI) 4.0, pp. 136–141.Rosyada, D. 2007. Paradigma Pendidikan Demokratis: Sebuah Model Pelibatan Masyarakat dalam Penyelenggaraan Pendidikan.Jakarta: Kencana Prenada Media Grup.Rouhani, Maryam and Behzad Pourgharib. (2013). The Effect of Games on  Learning Vocabulary.  International Research Journal of Applied and  Basic Sciences Vol, 4 (11):3540-3543 Science Explorer Publications.Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.

Running a reading classroom, the teacher needs to prepare the learning strategy which is assumed effective to achieve the learning goal. Directed Activities Related to Texts (DARTs) was applied in reading teaching learning process as the treatment which took times for 12 meetings. The students' perception on the teaching strategy implemented by the teacher is important, to indicate whether the teaching strategy in accordance with the students' need or not. Because of this reason, the research aimed at examining the students' perception on the implementation of Directed Activities Related to Texts (DARTs) in teaching Reading. The methodology used in this research was mixed method. The qualitative data were collected by using observation and semi-structured interview. Meanwhile, the quantitative data were collected using a questionnaire. This research was conducted in a class of 25 students at a Senior High School. The results revealed that most students believed Directed Activities Related to Texts (DARTs) has given positive contribution toward students' reading achievement. Through a set of activities which were the students involved, this strategy encouraged the students to read contextually and think critically so that their comprehending of the text would become easily. In summary, the result of the research found several main areas, namely students' behavior (79.3%), students' experience (76%), students' reading skill achievement (74.2%) and students' difficulty (40%). Knowing those things will ultimately help students to receive better a number of English texts that lead them to be autonomous learners.