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Putri Lidiana Permata Sari, M.S
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Program Studi Pendidikan Bahasa Inggris, FKIP, Universitas Asahan Gedung FKIP UNA Jl. Jendral Ahmad Yani No. 1 Kisaran, Kab. Asahan, Sumatera Utara-21214
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Journal of English Education and Linguistics
Published by Universitas Asahan
ISSN : -     EISSN : 29875943     DOI : https://doi.org/10.36294/jeeli
Core Subject :
Journal of English Education and Linguistics (JEELi) merupakan jurnal ilmiah yang mempublikasikan artikel hasil penelitian, kajian konseptual, dan pengembangan ilmu pengetahuan di bidang pendidikan Bahasa Inggris dan linguistik terapan. Jurnal ini menjadi wadah akademik bagi para peneliti, dosen, guru, mahasiswa, serta praktisi pendidikan untuk menyebarluaskan hasil penelitian dan gagasan ilmiah yang berkontribusi terhadap pengembangan teori maupun praktik pembelajaran Bahasa Inggris. JEELi diterbitkan oleh Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Asahan. Setiap naskah yang diterbitkan telah melalui proses seleksi dan penelaahan sejawat (peer review) guna menjamin kualitas, orisinalitas, dan kontribusi ilmiah artikel yang dipublikasikan. Dengan mengedepankan standar etika publikasi ilmiah, JEELi berkomitmen untuk menjadi sumber referensi yang kredibel dan berkualitas bagi pengembangan ilmu pendidikan Bahasa Inggris dan linguistik.
Arjuna Subject : -
Articles 92 Documents
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THE EFFECT OF PRODUCTIVE MODEL ASSISTED BY FLASHCARDS ON STUDENTS WRITING ABILITY OF DESCRIPTIVE TEXT Dara Pratiwi; Heni Subagiharti
Journal of English Education and Linguistics: JEELi Vol. 4 No. 1 (2026): JANUARI, 2026
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

This study aims to determine the effect of the Productive Model assisted by question cards on students' descriptive text writing skills. This study was conducted using a quasi-experimental design with two groups: an experimental group taught using the Productive Model and question cards, and a control group taught using conventional methods. Participants were grade XI students of SMAN 1 Sei Kepayang, selected through random sampling. Data were collected using a writing test and analyzed quantitatively. The results showed that students in the experimental group achieved significantly higher scores in writing descriptive texts compared to the control group with a ratio of 10% in the control class and 15.8% in the experimental class. Data analysis using the t-test showed that the increase was significant, as evidenced by the t-score value exceeding the critical value at a significance level of 0.05. With degrees of freedom (df) 66 and a significance level of 0.05, a t-score value of 5.74 was obtained, which was greater than the t-table of 1.668 (5.74> 1.668). These results indicate that the alternative hypothesis (Ha) is accepted, the integration of the Productive Model and question cards is effective in improving students' descriptive writing skills.
AN ERROR ANALYSIS ON STUDENTS’ WRITING DESCRIPTIVE TEXT IN SMA NEGERI 1 AIR JOMAN Deo Fandy Mahendra Ritonga; Putri Lidiana Permata Sari
Journal of English Education and Linguistics: JEELi Vol. 4 No. 1 (2026): JANUARI, 2026
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

This research analyzes grammatical errors in the descriptive writing of tenth-grade students at SMA Negeri 1 Air Joman in the 2025/2026 academic year. The study aims to identify the types of errors and determine the most frequent one. A descriptive qualitative method was used, and Dulay, Burt, and Krashen’s Surface Strategy Taxonomy served as the analytical framework. Twenty-five students participated, and their descriptive texts were examined for four types of errors: omission, addition, misformation, and misordering.The findings revealed 122 errors, including 50 omissions (40.98%), 21 additions (17.21%), 39 misformations (31.97%), and 12 misorderings (9.84%). Omission emerged as the dominant error, showing students’ difficulty with articles, linking verbs, and plural forms. Misformation was also significant, indicating challenges in selecting correct word forms. The results show that students’ writing is affected by fundamental grammatical weaknesses, suggesting the need for stronger grammar instruction and more writing practice.

Page 10 of 10 | Total Record : 92

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