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All Journal Englisia Journal Studies in English Language and Education
Rosnani Sahardin
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Education Languange, Linguistic, Communication & Media

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A Study of Error Analysis from Students’ Sentences in Writing Rizki Ananda; Sofyan A. Gani; Rosnani Sahardin
Studies in English Language and Education Vol 1, No 2 (2014)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (577.61 KB) | DOI: 10.24815/siele.v1i2.1828

Abstract

This study was to investigate the types of  sentence errors and their frequency  made by  first grade students from  a high school in Banda Aceh in their writing  of English. The participants for  this study were 44 first graders chosen by random sampling. The research method used was quantitative as the data was analyzed with a statistical procedure. The data was  obtained  from written tests  for  a descriptive text entitled “My school” of 120-140 word length. This study found that three out of four sentence errors in the students’ writing were fragmented sentences whilst nearly a quarter of the errors were run-on or comma splice sentences. There were only a few  choppy sentence  errors and no  stringy sentence  errors. The data revealed five  types  of fragmented  sentences:  these were  the absence of  a  subject, the absence of  a  verb, the absence of  both  a  subject and  a  verb, the absence of  a verb in a dependent clause, and the absence of an independent clause.
A Study of Error Analysis from Students’ Sentences in Writing Rizki Ananda; Sofyan A. Gani; Rosnani Sahardin
Studies in English Language and Education Vol 1, No 2 (2014)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i2.1828

Abstract

This study was to investigate the types of  sentence errors and their frequency  made by  first grade students from  a high school in Banda Aceh in their writing  of English. The participants for  this study were 44 first graders chosen by random sampling. The research method used was quantitative as the data was analyzed with a statistical procedure. The data was  obtained  from written tests  for  a descriptive text entitled “My school” of 120-140 word length. This study found that three out of four sentence errors in the students’ writing were fragmented sentences whilst nearly a quarter of the errors were run-on or comma splice sentences. There were only a few  choppy sentence  errors and no  stringy sentence  errors. The data revealed five  types  of fragmented  sentences:  these were  the absence of  a  subject, the absence of  a  verb, the absence of  both  a  subject and  a  verb, the absence of  a verb in a dependent clause, and the absence of an independent clause.
Scrabble game technique: A game changer for English vocabulary learning Sari, Diana Fauzia; Sahardin, Rosnani; Yani, Vida; Yusuf, Yunisrina Qismullah
Englisia: Journal of Language, Education, and Humanities Vol 10, No 1 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.12388

Abstract

Students’ learning outcomes of vocabulary mastery in reading comprehension at junior high schools in Banda Aceh, Indonesia, are relatively low. To tackle the issue, the Scrabble Game Technique (hereafter, SGT) is hoped to be a game-changer. This study aims to investigate EFL students’ learning outcomes through the use of the SGT in learning English vocabulary through narrative texts to seventh-grade students at a junior high school. The aspects assessed for each type of vocabulary included nouns, verbs, pronouns, adverbs, adjectives, and conjunctions. The research design was quantitative with pre-experimental research that used a one-group pre-test post-test design to measure the students’ learning outcomes after three treatments with the SGT. A total of 30 seventh-grade students were selected by purposive sampling. The instrument used to collect data was a test, comprising 30 questions in total, with 18 multiple choices, 6 fill-in-the-blanks, and 6 matching-the-word. The tests were further analyzed using the right-hand t-test after the pre-requisite test was met. It was found that the percentage of mastery of nouns and verbs in the post-test was better than the pre-test, with the improvement of nouns at 93%, verbs at 91%, pronouns at 84%, adverbs at 72%, adjectives at 71%, and conjunctions at 71%. Furthermore, the t-count was 19.68 with p = 0.05, dk = 29, and t-table = 1.70. It was concluded that students’ learning outcomes were better after being taught through the SGT.
Scrabble game technique: A game changer for English vocabulary learning Sari, Diana Fauzia; Sahardin, Rosnani; Yani, Vida; Yusuf, Yunisrina Qismullah
Englisia Journal Vol 10 No 1 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.12388

Abstract

Students’ learning outcomes of vocabulary mastery in reading comprehension at junior high schools in Banda Aceh, Indonesia, are relatively low. To tackle the issue, the Scrabble Game Technique (hereafter, SGT) is hoped to be a game-changer. This study aims to investigate EFL students’ learning outcomes through the use of the SGT in learning English vocabulary through narrative texts to seventh-grade students at a junior high school. The aspects assessed for each type of vocabulary included nouns, verbs, pronouns, adverbs, adjectives, and conjunctions. The research design was quantitative with pre-experimental research that used a one-group pre-test post-test design to measure the students’ learning outcomes after three treatments with the SGT. A total of 30 seventh-grade students were selected by purposive sampling. The instrument used to collect data was a test, comprising 30 questions in total, with 18 multiple choices, 6 fill-in-the-blanks, and 6 matching-the-word. The tests were further analyzed using the right-hand t-test after the pre-requisite test was met. It was found that the percentage of mastery of nouns and verbs in the post-test was better than the pre-test, with the improvement of nouns at 93%, verbs at 91%, pronouns at 84%, adverbs at 72%, adjectives at 71%, and conjunctions at 71%. Furthermore, the t-count was 19.68 with p = 0.05, dk = 29, and t-table = 1.70. It was concluded that students’ learning outcomes were better after being taught through the SGT.
Co-Authors Rizki Ananda Sari, Diana Fauzia Sofyan A. Gani Yani, Vida Yunisrina Q. Yusuf