This research aimed at finding out the types of error based on Surface Strategy Taxonomy (Dulay, Burt, and Krashen, 1982) that found at ELT student’s speaking and analyzing some factors influencing their errors. The subject of this research was the sixth semester students of English Education from Indo Global Mandiri University who already taken speaking 3 and structure 4 courses. Qualitative study was used as a method to obtain the data. The data was taken from final exam video of speaking 3 course. The researcher analyzed the data following the Error Analysis (EA) procedures which involves transcribing, coding, classifying error, also explaining the errors and their factors. The result shows that the most dominant error were omission (55,50%), followed by addition (22,49%), misformation (18,66%), and misordering (3,35%). The current research investigated the factor of errors based on their source were intralingual and interlingual interference. Meanwhile, intralingual was considered as the major cause of the students’ errors. In conclution, the students still have a problem in terms of grammatical aspect of their speaking. It is suggested that the students should pay more attention to the grammatical aspect and improve their speaking skills.

The aim of this research was to improve students mastery of simple present tense in descriptive text by using Kahoot! game. This research was a classroom action research that was done in three cycles. The subject for this research was the tenth-grade students in class X IIS 2. The writer observed students improvement in mastering the simple present tense by collecting data through observation checklist, field notes and multiple choices test. The students attitude towards the learning process was gathered by observation checklist and field notes. The data of students mastery in simple present tense was obtained by the students test which was assessed through scoring rubric. The result showed that students problems in simple present tense in the form of verb (to be) and verb (-s,-es) of the third person singular had been solved by using Kahoot! game as media for teaching, by providing picture in each question of Kahoot! game, by setting time limit in the game to encourage students participation, a music in the Kahoot! game created positive attitude in the classroom and the questioning improved the students attention and motivation in remembering the rules of simple present tense. Furthermore, the students interest in learning the simple present tense also improved. In conclusion, the media was able to improve the students mastery of simple present tense in descriptive text. The writer recommends the teacher to use Kahoot! game as media in teaching and learning process, especially in teaching simple present tense with the similar problems.

ASI (air susu ibu) eksklusif adalah ASI yang diberikan kepada bayi sejak dilahirkan selama 6 bulan tanpa menambahkan dan atau mengganti dengan makanan atau minuman lain (kecuali obat, vitamin, dan mineral). ASI dapat mengurangi resiko kematian pada bayi. Di kabupaten Karawang capaian ASI eksklusif masih rendah termasuk di Puskesmas Telagasari 72,31% dari target 80%. Banyaknya ibu bekerja di Kabupaten Karawang menjadi kendala terhadap kelangsungan pemberian ASI eksklusif. Studi ini dilakukan untuk mengetahui hubungan pengetahuan dan sikap terhadap perilaku pemberian ASI eksklusif oleh ibu bekerja di Desa Cadas Puskesmas Telagasari Karawang. Studi menggunakan metode analitik cross-sectional dengan jumlah responden sebanyak 130 responden yang diambil dengan teknik purposive sampling. Instrumen yang digunakan adalah kuesioner. Hasil studi menunjukan bahwa dari 130 responden didapatkan sebanyak 67(51,5%) responden memberikan ASI eksklusif, 87 (66,9%) responden berpengetahuan baik dan 67 (51,5%) responden bersikap baik. Pada analisis Chi-Squre didapatkan nilai p <0,004 yang menunjukkan adanya hubungan bermakna antara pengetahuan dengan perilaku pemberian ASI eksklusif dengan nilai PR 1,87. Sedangkan pada sikap diperoleh nilai p <0,036 yang menunjukkan adanya hubungan bermakna antara sikap dengan perilaku pemberian ASI eksklusif oleh ibu yang bekerja dengan nilai PR 1,48. Pada uji tersebut didapatkan pula hubungan yang bermakna antara pengetahuan dengan sikap pemberian ASI eksklusif, dengan nilai p <0,035 dan PR 1,59.