Analysis of Students’ Problems in Writing Procedure Text at The Tenth Grade Students of SMA Negeri 1 Sepang

Dewi, Elicia Citra; Saman, Tampung N.; Ristati, None

doi:10.37304/ebony.v3i1.7688

Cited by 13 publications

(13 citation statements)

References 4 publications

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“…The finding supports by previous study in terms of similar types of errors, such as addition, omission, and misordering (Mashoor & Abdullah, 2020;Nadya & Muthalib, 2021;Saputra et al, 2014). Additionally, the finding of this study is also congruent with others studies due to errors in the omission of the language unit (Dewi & Huda, 2020;Kharmilah & Narius, 2019;Setiyorini et al, 2020). It is also in line with previous study which dealing with lexical or diction errors and reinforces (Aziz et al, 2022;Yani, 2022) From the study results, we can understand that most students still made lexical errors.…”

Section: Discussionsupporting

confidence: 92%

Students’ Errors in E-Learning Discussion in TEFL Course and Their Responses

Ratminingsih

Santosa

Ana

2022

Indonesian J. Educ. Res. Rev.

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Lack of knowledge, practice, and forgetfulness can also contribute to typographical errors. Writing errors will impact the information presented and cannot be appropriately channeled. This research aims to analyze the types of mistakes made by students using English and identify their responses to the errors made. This type of research is qualitative. The research method is a qualitative descriptive method. The sample was determined purposively, namely students in class 3A who were categorized as having superior English skills among other classes. The methods used in collecting data are observation and interviews. The instrument used is a questionnaire sheet. The data analysis technique used is qualitative and quantitative analysis. The study's results proved that there were 7554 errors from 1875 conversations. 3332 (44.11%) lexical errors, 474 (6.27%) grammatical errors, and 419 (5.54%) spelling errors. Additional findings include grammar or mechanics errors, as much as 3329. (44%). Student responses varied towards the mistakes made, including limited knowledge, forgetting English grammar concepts, accustomed to thinking in the native language (mother tongue) or translating, lack of using tenses in everyday life, the assumption that one does not need to master grammar, and limited time and rush in writing answers, as well as lack of accuracy.

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Section: Discussionsupporting

confidence: 92%

Students’ Errors in E-Learning Discussion in TEFL Course and Their Responses

Ratminingsih

Santosa

Ana

2022

Indonesian J. Educ. Res. Rev.

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“…The result is that if it is forced without good writing skills, the score obtained by students will be low. Another thing that is almost the same is that students still find it difficult to assemble the ideas they have into a coherent paragraph, thus causing the writing to be in good order and will confuse the reader with a messy writing structure (Adas & Bakir, 2013;F. S. Dewi & Huda, 2020;Saifudin et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of E-Picture Strip Story in English Writing

Putra

Supianti

2023

JPBI

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In today’s digital era teachers get a challenge to increase students' creativity and motivation by using technology as a medium. The use of e-picture strip story as a technology-based media become one of the strategies to students in English writing. Picture strip story can help students’ develop critical thinking creativity in writing to create magnificent various text. This study aims to analyze the procedures used by the researcher in implementing e-picture strip story in writing class and analyze the challenges faced by students. This study uses qualitative research as a research method. The subjects of this study were class VIII at junior high school. Data were collected using an observation checklist and an interview guide. Both data collection methods allow triangulation of data to ensure data validity. The result of the data that has been collected is the procedure carried out by the researcher is to carry out three stages, namely; pre-activity, whilst-activity, and post-activity. Then, the other findings found there are three challenges that researchers and students face, namely; time management, material resources, and classroom atmosphere.

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“…Descriptive text can be interpreted as text that aims to describe or describe experiences, hearing, touch, smell, and feelings of situations or problems written in the form of sentences or paragraphs (Kahraman, 2020;Saraswati & Fiftinova, 2018;Yoandita, 2019). Previous study state that in descriptive text, the author attempts to transfer his impressions, observations, and feelings by conveying the nature and all the details that can be found on the object (Dewi & Huda, 2020). Descriptive Text is a type of text used in describing objects, places, fruits, people, animals and so on.…”

Section: Introductionmentioning

confidence: 99%

The Practice of Ginger Writer Application to Improve Students Descriptive Text

Widiawati

Ammade

Nasrullah

2023

JPBI

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Nowdays students still face problems in improving their writing skills, including grammatical arrangements, lack of known vocabulary, use of inappropriate punctuation marks and setting capital letters in sentences. The purpose of this study was to analyze the improvement of students’ writing skills and respond to use of the Ginger Writer application. The subject of this study is students in class VIII of junior high school. In this study, the researcher used a writing test to see the students’ writing ability and distributed a questionnaire consisting of 16 statements in paper form. From the results of data analysis showed that the students’ writing ability increased. This is indicated by the mean score of pre-test is 52.84 and post test is 85.4. After calculating the t-test, the researcher found that (H0) was rejected and (H1) was accepted. This means that the Ginger Writer application was able to improve the ability to write descriptive texts of students. Then the results of the questionnaire also showed that most of the students gave positive responses after learning to use the Ginger Writer application in writing descriptive text.

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Analysis of Students’ Problems in Writing Procedure Text at The Tenth Grade Students of SMA Negeri 1 Sepang

Cited by 13 publications

References 4 publications

Students’ Errors in E-Learning Discussion in TEFL Course and Their Responses

Students’ Errors in E-Learning Discussion in TEFL Course and Their Responses

The Implementation of E-Picture Strip Story in English Writing

The Practice of Ginger Writer Application to Improve Students Descriptive Text

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