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All Journal Cakrawala Indonesia DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra
Syamsuriani Syamsuriani
Universitas Muhammadiyah Sidenreng Rappang
Humanities Education Languange, Linguistic, Communication & Media Other

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KEMAMPUAN MENENTUKAN UNSUR INTRINSIK PUISI KARYA SOETARDJI CALZOUM BACHRI Syamsuriani Syamsuriani; Suhartini Khalik; Suleha Ecca; H. Agussalim
Cakrawala Indonesia Vol 5 No 2 (2020): Nopember-April
Publisher : Program Studi Pendidikan Bahasa Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/jci.v5i2.485

Abstract

Penelitian ini bertujuan memperoleh data tentang kemampuan menentukan unsur intrinsik dalam puisi karya Sutardji Calzoum Bachri. Populasi penelitian ini adalah seluruh siswa kelas X SMA Negeri 6 Pinrang yang berjumlah 128 siswa, sampel penelitian ini ditarik dengan cara cluster sampling yakni 31 siswa. Teknik yang digunakan dalam pengumpulan data adalah teknik dekomentasi dan tes. Data dianalisis dengan menggunakan teknik statistik deskriptif dalam bentuk persentase. Berdasarkan hasil analisis data diketahui bahwa siswa sebanyak 27 siswa (87,10%) tuntas belajarnya. Sehingga disimpulkan bahwa siswa mampu menentukan unsur puisi Tragedi Shika dan Winka karya Sutardji Calzoum Bachri siswa kelas X SMA Negeri 6 Pinrang Kabupaten Pinrang. Dengan demikian, disarankan agar guru Bahasa Indonesia terus memtovasi siswa untuk meningkatkan kemampuannya dalam mengapresiasi karya sastra.
Common Grammatical Errors in Students’ Writing: A Qualitative Error-Analysis Study Nur Hikmah; Sam Hermansyah; Jumiati Jumiati; Zulkifli N; Sri Rahayu; Nuraeni Syarif; Syamsuriani Syamsuriani
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i4.2178

Abstract

This qualitative study investigates the common grammatical errors produced by English as a Foreign Language (EFL) students in written tasks, and explores possible underlying causes as reported by the students. Using an error-analysis framework, 60 undergraduate learners’ short essays were analyzed for grammatical errors; follow-up semi-structured interviews were conducted with 12 volunteers to probe students’ awareness and perceived causes. Findings indicate that article/determiner misuse, verb tense and aspect errors, subject-verb agreement, preposition misuse, and word order/sentence structure problems are among the most frequent error types. Interview data suggest that first-language transfer, inadequate exposure to grammatical input, faulty internalization of rules, and limited proofreading strategies contribute to recurring mistakes. Pedagogical implications include focused grammar instruction within writing contexts, increased corrective feedback that highlights patterns rather than isolated errors, and explicit metalinguistic awareness activities. The study contributes up-to-date qualitative evidence on error patterns and student perspectives to inform EFL writing pedagogy.
Co-Authors Ecca, Suleha H. Agussalim Jumiati Lanta Khalik, Suhartini Nur Hikmah Nuraeni Syarif Sam Hermansyah Sri Rahayu Zulkifli N