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All Journal ELS Journal on Interdisciplinary Studies in Humanities
Ivane Esther Neman, Meily
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Errors in English Descriptive Text Produced by High School Students in Manado Ivane Esther Neman, Meily; Sabatini Kamuh, Virginia
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 1 (2024): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i1.32782

Abstract

Studying errors in English as a foreign language is crucial for both teachers and learners. This study aims to identify and analyze the types of errors in writing descriptive texts produced by students at SMA N 8 Manado, with a focus on determining the most prevalent types. This qualitative study employs the classification error theory based on Dulay et al. (1982), namely, the surface strategy taxonomy, omission, misordering, addition, and misformation. The students in SMA N 8 Manado, as the sample of this study, were asked to write a paragraph about their goals. The results of this study showed the percentage of errors made by students in writing descriptive text, which are, omission error (25,23%), error of misordering (7,47%), error of addition (10,28%), and error of misformation (57,94). This study also found other errors that are produced by some students that are not included in the classification of errors by Dulay et al (1982), they are errors in punctuation and capitalization.
The Use of English Language Learning Strategies in learning as Foreign Language Semuel Warouw, Daniel; Ivane Esther Neman, Meily
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 1 (2024): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i1.32847

Abstract

The purpose of this quantitative descriptive study is to identify the English language learning strategies employed by university students in North Sulawesi.  It also explains the ways in which male and female students approach learning English differently, as well as the kinds of strategies that they most frequently employ.  The survey included 91 students enrolled in a Business English course during the second semester of 2020/2021.  The SILL questionnaire, with 50 items over six categories, namely, cognitive, metacognitive, affective, memory, and social strategies, was the instrument utilized in this investigation.  The findings indicate that when learning English, students in Business English classes mostly employ Cognitive, Compensatory, and Metacognitive strategies.  Based on gender, male students tended to employ cognitive strategies, while female students tended to use metacognitive strategies.  This study is significant for the English teachers, students, and the school to inform them about the learning strategies that they usually use in learning English.
Co-Authors Sabatini Kamuh, Virginia Semuel Warouw, Daniel