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All Journal Jurnal Ilmu Pendidikan dan Sosial Journal of Language Education
Hutasoit, Jona
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Improving Students' Writing Skills Through Picture Series at 6th Semester of English Department Education of HKBP Nommensen University Tambunan, Agnes Tiomadina; Naibaho, Yohana Friscila; Hutasoit, Jona; Simarmata, Dr. Rina Octavia
Journal of Language Education (JoLE) Vol. 2 No. 3 (2024): September
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v2i3.146

Abstract

Abstract This study emphasizes how difficult it is for students to formulate and arrange their thoughts in descriptive writing, as well as how little teachers focus on their understanding of the content they are teaching. The goal of the study is to examine how pupils in the tenth grade have improved their writing abilities. By using pictures in conjunction with visual aids. Using qualitative information was obtained by means of classroom observations. The subjects of this study are the sixth semester English Department Education students at HKBP Nommensen University, who are given visual assistance in the form of graphics to help them write better. The results show that when pictures are used creatively and positively, students write with greater engagement, drive, and originality, which produces compositions that are noticeably better. The major areas of emphasis are the significance of visual aids in helping students' writing learning processes and the efficacy of creative teaching tactics. The significance of a mixed-methods approach for a thorough comprehension of pedagogical interventions in education is emphasized in this essay. The study highlights the necessity of creative pedagogical techniques in educational situations while offering profound insights into the function of pictures as stimuli in improving students' writing abilities. The ramifications of these research findings further highlight how important it is to use visual aids in the classroom, since they greatly improve the caliber of instruction. Keywords: Classroom,Writing Skill, Picture, Student
Error Analysis Of Countable And Uncountable Nouns In Writing Descriptive Text At First Grade Hutasoit, Jona; Lestari, Febrika Dwi; Sitorus, Nurhayati
Jurnal Ilmu Pendidikan dan Sosial Vol. 4 No. 4 (2026): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v4i4.1176

Abstract

This study aims to examine the types and frequency of students’ errors in using countable and uncountable nouns in descriptive text writing. The research was conducted at SMK IT Insan Kreatif Tanjung Morawa, focusing on first-grade students. The objectives of the study are: (1) to identify the types of grammatical errors made by students in applying countable and uncountable nouns, and (2) to determine the most dominant type of error. This research employed a descriptive qualitative method, and the participants consisted of 28 students from class X-A. The data were obtained from students’ written descriptive texts, which were then analyzed based on the Surface Strategy Taxonomy by Dulay, Burt, and Krashen (1982). The analysis revealed that four main types of errors occurred: omission (41.46%), misordering (24.39%), addition (21.95%), and misformation (12.19%). Among these, omission errors were the most dominant. These errors occurred due to several factors, including a lack of understanding of noun classification rules, limited vocabulary, and insufficient exposure to correct usage in context. Additionally, many students confused uncountable nouns with plural countable nouns, resulting in inappropriate use of determiners and verb forms. The findings of this study suggest that English teachers need to emphasize targeted instruction on countable and uncountable nouns, integrate corrective feedback, and provide contextualized practice to help students internalize correct grammatical structures. This research also contributes to the broader field of English language teaching by offering insights into common learner difficulties in grammar, which can be addressed through enhanced pedagogical strategies
Co-Authors Febrika Dwi Lestari Naibaho, Yohana Friscila Nurhayati Sitorus Simarmata, Dr. Rina Octavia Tambunan, Agnes Tiomadina