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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Ida Nur'aeni
Indonesian Language and Literature Education Study Program, Tadulako University
Languange, Linguistic, Communication & Media

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Analysis of Errors in the Use of the Enhanced Spelling System in the Undergraduate Theses of 2020 Cohort PJKR Students at Tadulako University Raihan Mufli; Ida Nur'aeni; Asrianti; Ulfah; Andi Bismawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.11269

Abstract

In academic writing, spelling accuracy plays a crucial role as it directly impacts the clarity of ideas, text readability, and the quality of information delivery. Repeated spelling errors can hinder the effective communication of the writing's content to the reader. This study aims to describe the types of spelling errors found in the undergraduate theses of students from the Physical Education, Health, and Recreation Study Program (Class of 2020) at Tadulako University. A qualitative approach with a descriptive method was employed. Data were sourced from the students' theses, specifically focusing on Chapter 1 (Background). Data collection involved documentation, observation, and note-taking techniques. Data analysis utilized the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. The results indicate that the most frequent errors occurred in letter usage 72 instances, specifically involving capital letters 60 and italics 12. Additionally, there were 52 errors related to word writing, covering base words 28, derivative words or affixes 10, prepositions 8, and numerals/numbers 6. Punctuation errors totaled 31, specifically involving periods 6, commas 19, and hyphens 6. Five errors regarding loanwords were also identified. The findings suggest that the understanding and application of spelling rules in students' academic writing require more intensive attention.
Improvement Of Speaking Skills Based on Collaborative Learning Models in Students Class V Elementary School Sitiyul Setiawati; Ulfah; Sukma; Ida Nur'aeni; Juniati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8024

Abstract

Problems in the research on Improving Speech Skills Based on Collaborative Learning Model in Grade V Students of Elementary School. This study aims to determine the improvement of speaking ability based on the Collaborative Learning Model in Grade V Students of Elementary School. This type of research is Classroom Action Research (PTK).  The subjects in this study are grade V students of Elementary School. This type of research is class action research or PTK using the Kemmis and Mc Taggart research model, namely planning, implementation of actions, observation, and reflection The subject of this research is grade V students of Elementary School. The data collection technique uses the performance test technique. The data analysis technique in this study uses qualitative and quantitative data analysis. The results of this study were obtained in cycle I showing that there was an increase in speaking ability in the aspects of fluency, sentence structure, vocabulary, intonation and pronunciation were very good. This increase was seen in cycle I and cycle II increased from 5% to 81%. Based on the average score obtained by students in cycle I is 75 and in cycle II the average score obtained by students is 80. From these results, it can be concluded that the implementation of the collaborative learning model can improve the speaking ability of grade V students of Elementary School.
Co-Authors Andi Bismawati Asrianti Juniati Raihan Mufli Sitiyul Setiawati Sukma Ulfah