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All Journal Scope: Journal of English Language Teaching HANA: Humanities and Academic Narratives in Education
nia liska saputri
universitas indraprasta pgri
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Morphological and Syntactical Error Analysis on The Students’ Descriptive Composition of Private Vocational High School nia liska saputri
Scope : Journal of English Language Teaching Vol 1, No 2 (2017): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (800.564 KB) | DOI: 10.30998/scope.v1i02.1353

Abstract

The aim of this research is to find out morphological and syntactical errors made by the students in their composition, the frequency of errors and  the dominant type of error, the sources of error, and find a remedial teaching. The method that was used in this research is descriptive method, a method which seeks to provide the depicition or description of a case. This research conducted on the second semester of 2016/2017 in SMK Kharismawita 2 Jakarta. Meanwhile, the sample of this research is 30 students of XI APh class of SMK Kharismawita 2. In this case, the researchers use purposive sampling in choosing the sample and  the method of this research is qualitative research.In this research the researchers are going to find some morphological errors made by the students, these errors can be classified into 9 categories of morphological errors. These are categories, number, percentage of morphological errors made by the students : adverbs, adjectives, indefinite demonstratives, adjectives, nouns, plurals, possesive adjectives, past formations, singulars and to infinitives.Meanwhile, in this research, the researchers are going to find some syntactical errors made by the students. These categories are categorized based on surface strategy taxonomy. These are the categories, the numbers and the percentage : omission, addition, misformation, and misordering.
Relationship Between the Frequency of Reading English Texts and Students’ English-Speaking Skills Fitri Suryani; Nia Liska Saputri
HANA: Humanities and Academic Narratives in Education Vol. 2 No. 1 (2026): HANA: Humanities and Academic Narratives in Education
Publisher : Asosiasi Asesmen Pendidikan (AAP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63203/hana.v2i1.589

Abstract

Despite years of formal English instruction, many Indonesian senior high school students remain reluctant and unable to speak English fluently, largely due to limited exposure to authentic language input outside the classroom. Although reading is a readily accessible source of such input, its specific contribution to speaking performance has rarely been examined empirically at the senior high school level in Indonesia, leaving a gap in understanding how reading frequency in particular relates to oral proficiency. This study investigated the relationship between the frequency of reading English texts and students' English speaking skills at An Nur Aliyyah Senior High School, using a quantitative correlational design. The sample consisted of 30 eleventh-grade students selected through purposive sampling from a population of 76. Reading frequency was measured using a 30-item Likert-scale questionnaire, while speaking skills were assessed through an oral test covering pronunciation, intonation, accuracy, comprehension, and fluency. Data were analyzed using descriptive statistics, Pearson Product-Moment correlation, and t-test analysis. Results showed a positive and significant correlation between reading frequency (M = 66.00) and speaking skills (M = 77.66), with reading frequency accounting for 64.7% of the variance in speaking performance (t = 7.16 > 1.70, p < 0.05). These findings suggest that integrating reading activities into English instruction can support the development of students' speaking proficiency.
Co-Authors Fitri Suryani