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Noening Poejilestari
Sekolah Tinggi bahasa Asing IEC Bekasi
Languange, Linguistic, Communication & Media

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IMPROVING THE STUDENTS’ READING SKILL THROUGH SHORT STORY TECHNIQUE Noening Poejilestari
Journal of English Language and Literature (JELL) Vol 4 No 02 (2019): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v4i02.79

Abstract

The aims of this research are to solve the English reading problem and to know the effectiveness of using short story in teaching reading. This research is using classroom action research with three cycles. Each cycle consist of four steps; planning, action, observation and reflection. The sample of the research is the seventh grade of Junior High School students. The data are obtained from direct and indirect observation and collaboration. In the direct observation, the data is from field observation and In the indirect one, the data is from the test result. Based on the data collected it is found that some students are active in reading practice through short story technique. Further, the students have more desire and motivation to improve their reading skill. Looking up the evaluation table, the reading from thirty three students in three cycles can be explained; in the first cycle, students get the average score 63.0 or there are thirteen students (39.4%) who achieve the standard of minimum score achievement (65.0). In the second cycle, they get the average score 69.6 or there are twenty eight students (84.8%) who achieved the standard minimum score. While in the third cycle, they get 77.0 on their average sore or all of them (100%) can achieve the standard minimum score. Furthermore, the writer concludes that the use of short story technique approach can be one of the appropriate approach to teach English reading skill for the students
AN ANALYSIS OF MORPHOLOGICAL AND SYNTACTICAL ERRORS IN RECOUNT TEXT Noening Poejilestari
Journal of English Language and Literature (JELL) Vol 5 No 01 (2020): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v5i01.91

Abstract

The purpose of this study is to determine the morphological errors and syntactic errors made by students in writing recount text, frequency of errors, types of dominant errors and sources of errors. The research method used is qualitative research. The data from this study are 70 recount texts made by students of tenth grade in SMK Negeri 9 Kota Bekasi. The research found that there were still many mistakes made by the tenth grade students of SMKN 9 in Bekasi in writing English recount text. For morphological errors the researcher found that students made 56 errors which included single errors with the number of errors 4 (7.14%), plural form errors with number of errors 5 (8.93%), errors belonging to the number of errors 8 (14.29%), errors to infinitive with the number of errors 9 (16.07%) and the formation error in the past with the number of errors 30 (53.57%). While for syntactic errors, the researcher found that students made 113 errors which included omission errors with 47 errors (41.60%), addition errors with 24 errors (21.24%) and formation errors with 42 errors (37.16%). This shows that grammar is a weakness of students in writing essays, especially recount text. From the results of the study it was found that students experienced obstacles in writing caused by interlingual factors, intralingual factors and excessive generalization. Thus students' writing skills are still weak.
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