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All Journal Linguistics and Elt Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang SOLID Bina Edukasi
Aini Husnida Wulandari
Universitas Teknologi Mataram
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : SOLID

 1 
AN ERROR ANALYSIS OF STUDENTS’ DESCRIPTIVE WRITING AMONG THE TENTH GRADE STUDENTS OF SMKN 1 PRAYA TENGAH IN THE 2020/2021 ACADEMIC YEAR Aini Husnida Wulandari
SOLID Vol 11, No 2 (2021)
Publisher : Universitas Teknologi Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35200/solid.v11i2.500

Abstract

AbstrakTujuan penelitian ini adalah untuk menemukan yang paling umum dan sumber kesalahan yang dibuat oleh para siswa dalam tulisan deskriptif. Sampel studi ini adalah 30 siswa. Penulis menggunakan deskriptif kuantitatif dan kualitatif metode analitis. Sang penulis menganalisis jenis-jenis kesalahan dengan menggunakan teori Azars dan sumber kesalahan dari teori Brown. Hasil riset itu menyingkapkan bahwa jenis kesalahan yang paling banyak hingga yang paling tidak umum dalam tulisan para siswa. Hasil penelitian mengungkapkan bahwa sebagian besar jenis kesalahan adalah mengeja dengan 24,30% kemudian pengajaran perulangan adalah guru bahasa inggris harus memberikan lebih banyak latihan dalam mengajar dan belajar proses bagaimana mengeja dengan benar kata-kata. Selain itu, sumber yang paling salah adalah intralingua transfer dengan 54,58% kemudian pengajaran pemulihan adalah, guru harus memberikan penjelasan lebih lanjut tentang aturan tata bahasa inggris terutama dalam aspek tata bahasa untuk mengurangi kesalahan siswa.  Kata kunci: kesalahan, kesalahan, analisa kesalahan, tulisan deskriptif AbstractThe purpose of this study was to find the most typical errors and sources made by the students in descriptive writing. The samples of this study were 30 students. The writer used the descriptive quantitative and qualitative analytical method. The writer analyzed the types of error by using Azars’ theory and the source of error by Brown’s theory. The result of the research revealed that the most up to the least common types of errors on the students’ writing. The result of the research revealed the most types of error was spelling with 24,30% hence the remedial teaching is the English teacher should give more practice in teaching and learning process how to spell correctly the words. Furthermore, the most source of error was intralingua transfer with 54, 58% thus the remedial teaching is, the teacher should give more explanation about the rule of English grammar especially in grammatical aspect in order to reduce the students’ error. Keywords: error, mistake, error analysis, descriptive writing 
THE EFFECT OF USING FRINTZ’ BRAIN AND CROSSWORD PUZZLE ON VOCABULARY MASTERY FOR STUDENTS WHO HAVE DIFFERENCE LEARNING STYLE Aini Husnida Wulandari
SOLID Vol 9, No 1 (2019)
Publisher : Universitas Teknologi Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35200/solid.v9i1.280

Abstract

The objective of this research is to investigate: (1) the different of students’ vocabulary mastery between those who were taught trough frintz’ brain and those who were taught through crossword puzzle, (2) the different of auditory and visual students’ vocabulary mastery, (3) the interaction between teaching methods and learning style with students vocabulary mastery, (4) which method is more effective to improve auditory students’ vocabulary mastery, and (5) which method is more effective to improve visual students’ vocabulary mastery.The research was conducted at SDN Kramatjati 27 Pagi which is located at Jl. Kerja Bakti No. 01 East Jakarta from March 2016 to June 2016. The writer took the third grade students as her research participant. There were two classes at that school. Therefore, the writer took two classes as her research with 30 students in the grade III A and 30 students in the grade IIIB. The method of the research was a quasi experiment. The data were analyzed by two-way ANOVA..Based on the results of the data analysis, there were five conclusions drawn: first, there is significant difference of students’ vocabulary mastery between those who were taught trough frinz’ brain and those who were taught trough crossword puzzle. It was supported by the p-value of methods is smaller than 0.05. Second, there is significant difference result between auditory and visual students’ on their vocabulary mastery. It was supported by p-value of learning style that is smaller than  0.05. Third, there is significant interaction between vocabulary methods and learning style on students’ vocabulary mastery. It is supported by the p-value of interaction which is smaller than 0.05. Fourth, frintz’ brain is better crossword puzzle for auditory students on their vocabulary mastery at the third grade students of Elementary School. It is supported by the mean of frintz’ brain in auditory 80.60 that is higher than the mean of crossword puzzle in auditory 75.53. Keywords: Vocabulary mastery, Frintz’brain, Crossword puzzle, Auditory and visual learning style.
Co-Authors Lalu Isnaeni Rahman Sartika Hijriati Sugianto, Riris