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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran Al Ishlah Jurnal Pendidikan IRJE (Indonesian Research Journal in Education) Wiralodra English Journal (WEJ) Journal of English Teaching and Applied Linguistics (JETAL) Language and Education Journal Jadila: Journal of Development and Innovation in Language and Literature Education Gunung Djati Conference Series JELT (Jambi-English Language Teaching) DIDASCEIN （Journal of English Education）
Rizqy Dwi Amrina
English Education Study Program, Faculty Of Tarbiyah And Teaching Sciences, State Islamic University Of Raden Fatah
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Students’ Narrative Writing : An Error Analysis Indah Khairunnisa; Shynta Amalia; Rizqy Dwi Amrina
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 2 (2023): April 2023
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i2.1245

Abstract

The objective of this research was to investigate the kinds of errors on using simple past tense in writing narrative text at ninth grade students at SMP N 4 Rambutan. The research design used in this study was quantitative descriptive. The sampling technique to choose 1 class which consist of 30 students were used cluster random Sampling . The data was collected through students' writing task. After got the data, the results of this study showed that there were errors made by students in the use of the simple past tense. The errors are categorized into 4, consisting of omission, misformation, addition, and misordering. First, there are 39 or 31.70% omission. Second, there are 69 or 56.09% misformation. Third, there are 11 or 8.94% addition. Finally, there are 4 or 3.25% misordering. In summary, misformation is the most dominant type of error that appeared in students' narrative text writing.
Speaking Anxiety of the Eleventh-Grade Students at Senior High School Khalisya; Shynta Amalia; Rizqy Dwi Amrina
Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i2.748

Abstract

Anxiety related to speaking can also impair students' communication skills; students who have poorly understood pronunciation feel ashamed and are unwilling to practice speaking. This research was conducted to determine the categories of anxiety of the speaking anxiety level by the eleventh-grade students in the English classroom of SMAN 19 Palembang. This descriptive research used a quantitative descriptive method. The research instrument was a questionnaire. The questionnaire was adapted from the Foreign Language Speaking Anxiety Questionnaire (FLSAQ) from Öztürk and Gürbüz (2014). This research involved 76 students of eleventh grade in the English classroom of SMAN 19 Palembang. It consisted of 17 statements with three categories: high level, medium level, and low level. The collected data was analyzed using descriptive analysis. Based on the research analysis, it was found that the dominant speaking anxiety was test anxiety. The types faced by the respondents were the fear of test anxiety (75.62%), communication apprehension (73%), and fear of negative evaluation (70.04%). Furthermore, from the questionnaire result, the anxiety level category was determined to be 3 categories: high level, medium level, and low level. The level of students’ speaking anxiety in the middle level was 56.6%. It is significantly different from other levels with 32.9% for the low level and 10.5% for the high level. This finding indicated that teachers need to be more aware of students’ anxiety to arouse students’ motivation to speak confidently and fluently in English-speaking classes. Therefore, teachers must be creative in designing better techniques to encourage students to talk more.
Co-Authors Abdurrahmansyah Abdurrahmansyah Ai Yeni Yulianti AISYAH SHAHAB Alisa Ratna Ningsih ANISSA ASTRID Annisa Astrid Deta Desvitasari Dewi Warna Dian Erlina Hamdan Sugilar HERIZAL HERIZAL Heru Saputra Indah Khairunnisa Kasinyo Harto Khalisya Muhamad Holandiyah Muhamad Uyun Nopalia Nopalia Prabowo Lukito Raudhatul Jannah Salsa Agustina Shynta Amalia Shynta Amalia UCI FITRIANI Widya Karamina Zulfiyani Labib Abdillah