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All Journal Jurnal Basataka (JBT)
Christina N Saragi
universitas HKBP Nommensen
Education Languange, Linguistic, Communication & Media

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THE EFFECT OF COLLABORATIVE TEACHING TECHNIQUE AND STUDENT’S PERSONALITIES ON STUDENTS’ ACHIEVEMENT ON HORTATORY EXPOSITION WRITING Christina N Saragi; Lastri Wahyuni Manurung; Dewi Paulina Silalahi; Yohana Friscila Naibahao
Jurnal Basataka (JBT) Vol. 7 No. 2 (2024): Desember 2024
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/basataka.v7i2.563

Abstract

This research aimed to observe whether the writing scores of hortatory texts for extroverted students are higher when compared to introverted students who use collaborative techniques. Quantitative methodology was used in this research and the population included 60 students. 49 students were selected as samples, each from the extrovert group of 28 students and the introvert group of 21 students, both groups were distanced using collaborative techniques. According to data analysis, the extrovert students' hortatory exposition writing scores taught using collaborative techniques were higher than the extrovert students' hortatory exposition writing scores taught using collaborative writing teaching techniques. The writing instrument is in the form of a horatory exposition writing test, while to determine whether a student's personality is classified as extrovert or introvert, a valid questionnaire is used. 
SURFACE-LEVEL ERRORS IN EFL WRITING: A TAXONOMIC STUDY OF JUNIOR HIGH SCHOOL STUDENTS DESCRIPTIVE TEXTS IN GRADE IX SMP NEGRI 23 MEDAN Christina N Saragi; Dewi P Silalahi; Devi M Saragi
Jurnal Basataka (JBT) Vol. 8 No. 1 (2025): Juni 2025
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/basataka.v8i1.650

Abstract

This study examines grammatical errors in descriptive writing among ninth-grade students at SMP Negeri 23 Medan, focusing on their challenges in learning English as a Foreign Language (EFL). This research applies the Surface Strategy Taxonomy framework by Dulay, Burt, and Krashen (1982) to classify students' grammatical errors into four categories: omission, addition, misformation, and misordering. Utilizing a qualitative descriptive approach, the study integrates numerical data to highlight the prevalence of each error type. Writing samples from 15 randomly selected students were examined to identify common patterns and recurring linguistic difficulties. The results indicate that misformation errors are the most frequent (36.1%), followed by omission (28.8%), addition (23%), and misordering (12%).These results emphasize the importance of structured grammar instruction and corrective feedback in enhancing students’ writing skills. The study offers practical recommendations for teachers to refine their instructional methods and support students in developing greater accuracy in written English.
Co-Authors Devi M Saragi Dewi P Silalahi Dewi Paulina Silalahi Lastri Wahyuni Manurung Yohana Friscila Naibahao