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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal AbdiMas Nusa Mandiri
Ratna Dewi
Muhammadiyah University of Makassar
Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Teachers’ Corrective Feedbacks on the Students’ Grammatical Errors in their Written Descriptive Text and Their Response. Harianto Harianto; Ratna Dewi; Radiah Hamid
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2694

Abstract

        This study aimed to find out (1) The teachers’ feedbacks on the students’ grammatical errors in the students’ descriptive text; (2) The students’ responses towards the teachers’ grammatical feedbacks in their descriptive text.  The research design is Descriptive Qualitative Research conducted at SMP 1 Ma’rang Pangkep.   The subject of research was three English teachers and thirty students who were selected by Purposive Sampling Technique. The instrument of data collected were teachers’ corrective feedback and the student’s response from the descriptive text. The result of the research showed that corrective feedback on the students’ grammatical errors in descriptive texts was more dominant in syntax errors, in this case mis formation errors.  These errors occurred because of student’s mother tongue interference. The students still confused to choose the right word in a sentence because of the lack of knowledge or poor vocabularies and its used. Besides that, some students tried to translate the words one by one from Indonesian language into English without paying attention to the English structure rules. Students’ response by imitating the teacher's corrective feedback. Because they were aware that the parts which were given feedback were incorrect and they agreed with the correction suggested by the teacher. Thus, they directly imitated the corrections and did not change any other parts. And a few students ignore.
The Teachers’ Corrective Feedbacks on the Students’ Grammatical Errors in their Written Descriptive Text and Their Response. Harianto Harianto; Ratna Dewi; Radiah Hamid
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 10 No. 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2694

Abstract

        This study aimed to find out (1) The teachers’ feedbacks on the students’ grammatical errors in the students’ descriptive text; (2) The students’ responses towards the teachers’ grammatical feedbacks in their descriptive text.  The research design is Descriptive Qualitative Research conducted at SMP 1 Ma’rang Pangkep.   The subject of research was three English teachers and thirty students who were selected by Purposive Sampling Technique. The instrument of data collected were teachers’ corrective feedback and the student’s response from the descriptive text. The result of the research showed that corrective feedback on the students’ grammatical errors in descriptive texts was more dominant in syntax errors, in this case mis formation errors.  These errors occurred because of student’s mother tongue interference. The students still confused to choose the right word in a sentence because of the lack of knowledge or poor vocabularies and its used. Besides that, some students tried to translate the words one by one from Indonesian language into English without paying attention to the English structure rules. Students’ response by imitating the teacher's corrective feedback. Because they were aware that the parts which were given feedback were incorrect and they agreed with the correction suggested by the teacher. Thus, they directly imitated the corrections and did not change any other parts. And a few students ignore.
PENGUATAN LITERASI LINGKUNGAN SISWA MELALUI SEKOLAH BEBAS SAMPAH BERBASIS 5R DI SMP UNISMUH MAKASSAR Fatmawati A. Mappasere; Ratna Dewi; Abd. Hadi Aqsha; J Julianti
Jurnal AbdiMas Nusa Mandiri Vol. 8 No. 3 (2026): Periode Juli 2026
Publisher : LPPM Universitas Nusa Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33480/abdimas.v8i3.8356

Abstract

Urban waste generation continues to increase, and a substantial portion remains unmanaged, making education and the habituation of waste management practices from the school level a strategic necessity. At SMP Unismuh Makassar, daily waste generation is estimated at 15–20 kg; however, its management has not yet been supported by standard operating procedures (SOPs) or adequate waste-sorting facilities. This Community Service Program, entitled Waste-Free School, aimed to strengthen the environmental literacy of the school community and improve school waste management governance based on the 5R principles (Refuse, Reduce, Reuse, Recycle, dan Rot). The program consisted of environmental literacy education, technical training on waste sorting and processing through composting and the school waste bank, provision of supporting facilities such as sorting bins and composters, institutional strengthening of the school waste bank, and monitoring and evaluation. Program effectiveness was assessed using pre-tests, post-tests, and observation, and the data were analyzed using descriptive statistics, gain scores, and normalized gain (N-gain). The results showed that the students’ mean understanding score increased from 29.52 to 38.12, with an average gain of 8.60 points or 29.1%. A total of 84% of students achieved a moderate to high N-gain category, indicating that the program effectively improved students’ understanding of the 5R concept and began to foster waste-sorting practices at school. This program has the potential to be replicated in similar schools through integration into the School Work Plan (RKS) and continued institutional strengthening.
Co-Authors Abd. Hadi Aqsha Fatmawati A. Mappasere Harianto Harianto J Julianti Radiah Hamid