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All Journal Jurnal Ilmiah Wahana Pendidikan Teaching English and Language Learning English Journal
Elita Modesta Br Sembiring
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analysis of Character Education Value in the Zootopia Movie Miranda Tarigan; Yunike Br Ginting; Merry Susanti Tarigan; Elita Modesta Br Sembiring
Jurnal Ilmiah Wahana Pendidikan Vol 8 No 21 (2022): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (213.427 KB) | DOI: 10.5281/zenodo.7275308

Abstract

Zootopia Movie. The reason the researchers chose this movie is because this movie really displays good character education so that this movie can be reached by all people. From the result obtained, the value of character education contained in the Zootopia Movie is fourteen. The researchers concludes that this movie really shows the character about struggle, hard work, and responsibility in everything as a police officer
An Analysis of Students’ Grammatical Errors in Writing Descriptive Texts at Senior High School Level Lumban Gaol, Lidia Natalia; Yenita Br Sembiring; Elita Modesta Br Sembiring
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8265

Abstract

This study investigates the grammatical errors made by tenth-grade students in writing descriptive texts at SMK Telkom Medan. Adopting a descriptive qualitative approach, the research aimed to identify the types and sources of grammatical errors found in students’ writing. The data were collected through students’ written tasks and analyzed using the Surface Strategy Taxonomy by Dulay, Burt, and Krashen (1982), which classifies errors into omission, addition, misformation, and misordering. The findings revealed that misformation was the most frequent error (40.2%), followed by omission (33.7tc%), addition (16.8%), and misordering (9.2%). In terms of error sources, intralingual transfer was the dominant factor, indicating students’ overgeneralization of grammatical rules. Other sources included interlingual transfer, context of learning, and communication strategies. The results highlight the need for more targeted grammar instruction and feedback in EFL writing classes. This study contributes to improving grammar pedagogy and promoting more effective teaching strategies in descriptive writing instruction.
Co-Authors Lumban Gaol, Lidia Natalia Merry Susanti Tarigan Miranda Tarigan Yenita Br Sembiring Yunike Br Ginting