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All Journal Journal of Language, Literature, and Educational Research
Akkhakraisi, Piyanart
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Analysis Of Simple Past Tense Errors In Grade X Students’ Recount Texts Fitri, Auliatul; Akkhakraisi, Piyanart; Ahmad Qaderi, Naveed
Journal of Language, Literature, and Educational Research Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v2i2.2296

Abstract

Purpose of the study: This study aims to identify and analyze the types of grammatical errors made by tenth-grade students in writing recount texts, particularly in the use of the simple past tense, using Surface Strategy Taxonomy and Linguistic Category Taxonomy to reveal patterns of learners’ grammatical difficulties. Methodology: This research employed a descriptive error analysis approach, combining qualitative interpretation with quantitative frequency analysis. The data consisted of recount texts written by tenth-grade students of Senior high school 1 Sumberejo Tanggamus, collected through documentation. The errors were identified, classified, and analyzed based on Surface Strategy Taxonomy and Linguistic Category Taxonomy, with percentages used to indicate error tendencies rather than statistical generalization. Main Findings: The results show that misformation errors were the most dominant type (57.3%), followed by omission (24.3%), addition (5.6%), and misordering (2.8%). Most errors occurred in morphological and syntactic categories, particularly in verb forms related to the simple past tense. These findings indicate that students’ difficulties stem from incomplete mastery of grammatical rules and verb inflections rather than careless mistakes. Novelty/Originality of this study: This study contributes a dual-taxonomy error analysis that integrates Surface Strategy and Linguistic Category approaches to provide a more comprehensive diagnosis of students’ grammatical errors. The findings offer specific pedagogical implications, including the need for targeted grammar instruction, focused practice on verb-form accuracy, and error-based corrective feedback in teaching recount text writing.
Improving Students’ Writing Skills In Advertising Text Through Audio Visual Media At The Junior High School Level Pelangi, Garris; Akkhakraisi, Piyanart
Journal of Language, Literature, and Educational Research Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v2i2.2297

Abstract

Purpose of the study: This study aims to examine the effectiveness of audio-visual media in improving students’ writing skills in advertisement texts among eighth-grade students at SMPN 87 Jakarta. Methodology: The research employed a quantitative experimental design using a one-group pretest–posttest model. The participants were eighth-grade students selected through random sampling. Data were collected through writing tests focusing on advertisement text composition and analyzed using descriptive statistics and inferential analysis with a paired-sample t-test. Main Findings: The findings indicate a significant improvement in students’ advertisement text writing skills after the implementation of audio-visual media. The mean post-test score (84.56) was higher than the mean pre-test score (71.25), and the calculated t-value (5.46) exceeded the critical t-value (2.04), demonstrating a statistically significant effect. The improvement reflects students’ enhanced ability to develop persuasive content, organize ideas, and apply appropriate language features in advertisement texts. Novelty/Originality of this study: This study contributes to language learning research by providing empirical evidence on the effectiveness of audio-visual media specifically for teaching advertisement text writing at the junior high school level. Unlike studies that focus broadly on multimedia use, this research emphasizes the alignment between instructional media, learning materials, and writing objectives, offering a practical model for integrating audio-visual resources into writing instruction.
Co-Authors Ahmad Qaderi, Naveed Fitri, Auliatul Pelangi, Garris