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Wachyudi, Kelik
Universitas Singaperbangsa Karawang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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DEMYSTIFYING STUDENTS’ WRITING ERRORS IN DESCRIPTIVE TEXT AFTER THE IMPLEMENTATION OF THINK-TALK-WRITE (TTW) STRATEGY Rahma Juwita, Andini; Wachyudi, Kelik; Dafitri, Fela
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60015

Abstract

This study aims to identify the types and frequencies of writing errors in students' descriptive texts produced after the implementation of the Think-Talk-Write (TTW) strategy in a rural senior high school. Writing is still a difficult productive skill for Indonesian learners of English, and error analysis studies are generally carried out without being linked to a particular teaching strategy, so it is not yet clear which error types remain dominant once a strategy such as TTW has been applied. This research used a qualitative descriptive case study design. The data were collected through a semi-structured interview with the English teacher and the analysis of twenty two descriptive texts produced by tenth grade students across two TTW sessions. The errors were classified using Dulay, Burt, and Krashen's (1982) surface strategy taxonomy. From forty two identified errors, omission was the most dominant type at 54.8 percent, followed by misformation and addition at 16.7 percent each, and misordering at 11.9 percent. The dominance of omission, especially the missing copula to be, is interpreted as first language interference. The study also found a gap between the teacher's perception and the actual error pattern in the students' texts. These findings provide a contextual reference for teaching descriptive writing in rural schools.
Co-Authors Abdul Kodir Al-Baekani Acep Bahrum Kamil Afifa Meitifazahra Ahmad Shayid Aisna Marliyanda Alfathdil, Mohamad Hagel Alfiani Perdana Putri Alya Putri, Rahma Angelia, Riche APRIYANTI, NURLITA Aprizal, Agung Dwi Arisandi, Vidya Azzura, Della Nur Chaerani Chaerani Claudia Lois Eunike Anes Dadang R. Munandar Dadang Rahman Munandar Dafitri, Fela Dedeh Kartini Della Nur Azzura Dewi, Indah Purnama Dhika Bayu M Dian Hartati Dori Lukman Hakim Fadillah, Zikry Indra Fauzi Miftah Fauzi Miftakh Gracia Octora Gustiawati, Resty Hanum Salsabila Hilmansyah Saefullah Ika Rizky Meilya Iwa Lukmana Iwan Ridwan Iwan Ridwan Kamil, Acep Bahrum Khoirunisa, Salma Kolivia Kusrin M. Januar Ibnu Adham Maharani, Laras Sekar Maman Suryaman Mobit Mobit Mobit, Mobit Muhammad Rizqi Romadlon Nadia Puspita Nazaryo Radja Nia Hoerniasih Nurauliya, Salsafadilah Oktaviarini Yahya Rahmadhanty Pahlevi, Muhammad Reza Praditya Putri Utami Putri, Alya Aqila Putri, Shofa salsabilla Rahayu, Indah Tri Rahma Juwita, Andini Rina Marlina Rizkhi Juni Setyawan Rizkhi Juni Setyawan Ruslan Abdul Gani Safuri Musa Sayyid Agil Rifqi Munawar Setia Samsi, Yogi Shofura Zahrah Adn Siburian, Irene Nataly Sidik Indra Nugraha Sidik Indra Nugraha, Sidik Indra Sinta Rosalina Suci Dhea Anjani Sudana, Dadang Sunarya Suntoko, Suntoko Suprananto, Suprananto Sutirna Syafira Rahmawati Syifa Hanifah Talia Milania Tedi Purbangkara Tuhibagus Dimas Fajrin Abdillah Wawan Gunawan Yogi Setia Samsi yogi setia samsi, yogi setia Zaenal Novianto Zaeni, Bunga Viona