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All Journal Jurnal Suluh Pendidikan Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
ANNA STASYA PRIMA SARI
CATHOLIC UNIVERSITY OF SAINT THOMAS
Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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ERROR ANALYSIS MADE BY THE FIFTH SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF CATHOLIC UNIVERSITY OF SAINT THOMAS IN THEIR ENGLISH COMPOSITIONS ANNA STASYA PRIMA SARI; Anggiat Sahat Martua Sinaga
Jurnal Suluh Pendidikan Vol 8 No 2 (2020): September 2020
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nom- mensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v8i2.316

Abstract

This research was primarily conducted to find out the total amount of grammatical errors and to analyze kinds of morphological and syntactical errors made by the fifth semester students of English Language Education Study Program of Catholic University of Saint Thomas in the Academic Year of 2018/2019 in their English compositions. There are 22 students as the research subject of the study. The writers collected the data by asking the students to write down an English composition entitled My Unforgettable Experience. The grammatical errors made by the students were analyzed based on linguistic category taxonomy (morphological and syntactical errors) proposed by Dulay et al (1982). Based on the data analysis, it was found that there are 400 grammatical errors altogether (277 morphological errors and 123 syntactical errors) made by the research subject in their English compositions. In morphological errors, the students dominantly made errors in past tense, namely 247 errors (89.2%). Next, the students made 14 errors in definite article (5.0%), 10 errors in third singular verb (3.6%), 2 errors in comparative adjective/adverb (0.7%), 2 errors in regular/irregular verbs (0.7%), 1 error in possessive case (0.4%), and 1 error in past participle (0.4%). In syntactical errors, the students dominantly made errors in transformation, namely 42 errors (34.15%). Next, the students made 30 errors in verb construction (24.39%), 25 errors in word order (20.33%), 24 errors in verb phrase (19.51%), and 2 errors in noun phrase (1.62%). It is advisable that the students had better master English grammar very well and need to equip themselves with at least a number of fundamental abilities such as how to use punctuations and construct simple sentences in the English language correctly, and the English teachers/lecturers had better explain English grammar and teach how to construct simple sentences in the English language correctly. Keywords: Error analysis, grammatical errors, morphological errors, syntactical errors, English compositions
THE APPLICATION OF GUESSING STRATEGY TO IMPROVE STUDENTS’ VOCABULARY MASTERY ON ENGLISH PHRASAL VERBS ANNA STASYA PRIMA SARI; Siska Ria Pandiangan
Jurnal Suluh Pendidikan Vol 9 No 1 (2021): Maret 2021
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nom- mensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v9i1.524

Abstract

This Classroom Action Research (henceforth, CAR) is mainly aimed at proving that the application of Guessing strategy is able to improve the students’ vocabulary mastery on English phrasal verbs. This CAR was performed in two cycles in which each cycle consisted of three meetings excluded the pre-test, formative test, and post-test. The subjects of this CAR are the fourth semester students of English Language Education Study Program, Faculty of Teachers Training and Education, Catholic University of Saint Thomas in the Academic Year of 2019/2020. There are 20 students as the research subjects. The quantitative data analysis shows that the mean of the students’ score in the pre-test, formative test, and post-test increases significantly after Guessing strategy was applied in the learning teaching processes of English phrasal verbs. The students’ total score of the pre-test is 1.316 and the pre-test mean is 65,8. The students’ total score of the formative test is 1.384 and the formative test mean is 69,2. The students’ total score of the post-test is 1.600 and the post-test mean is 80. There are 8 (eight) students (40%) who attained score >75 in the pre-test, 8 (eight) students (40%) who attained score >75 in the formative test, and 15 (fifteen) students (75%) who attained score >75 in the post-test. The qualitative data analysis shows that the students are more active and enthusiastic in learning and mastering English phrasal verbs after Guessing strategy was applied. Their responses towards the application of Guessing strategy in the learning teaching processes of English phrasal verbs are very positive. All of them agree that learning English phrasal verbs through the application of Guessing strategy can trigger their curiosity and improve their knowledge and vocabulary mastery on English phrasal verbs. The researchers recommend that English learners implement Guessing strategy to improve their vocabulary mastery on English phrasal verbs.
Improving Students’ English Speaking Skill Through the Implementation of Talking Stick Method to the Fifth Grade Students of State Primary School 028226 Binjai Anna Stasya Prima Sari; Ribka Kariani Br Sembiring
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 4 (2019): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v2i4.552

Abstract

This research was primarily carried out to prove that the implementation of Talking Stick method could improve students’ English speaking skill and to describe the students’ responses to the implementation of Talking Stick method in the learning teaching processes of English speaking skill. This research is Classroom Action Research (henceforth, CAR) which was carried out in two cycles. Each cycle consisted of four meetings. The research subject of this CAR are the fifth grade students of State Primary School 028226 Binjai Class V-1 in the Academic Year of 2019/2020. There are 33 students as the research subject. The analysis of quantitative data showed that the students’ mean score increased continually from 55,63 in the pretest, 66,36 in the posttest of cycle 1, to 76,81 in the posttest of cycle 2. The analysis of qualitative data showed that the learning teaching processes of English speaking skill through the implementation of Talking Stick method ran very well. The students were more active, and motivated to learn English speaking skill. The class atmosphere was more alive and enjoyable after Talking Stick method was implemented in the English speaking classes. It is advisable that English teachers of primary school students apply Talking Stick method as one of alternatives to improve their students’ English speaking skill.
Co-Authors Anggiat Sahat Martua Sinaga Ribka Kariani Br Sembiring Siska Ria Pandiangan