Lesson Journal: Languange, Applied Linguistics, and Education Journal

The An Analysis of Student’s Error in using Personal Pronoun on Writing Descriptive Text

2021-08-16T09:43:30+00:00

The research was aimed to analyse the errors made by students in using personal pronoun on writing descriptive text of tenth grade SMKN 9 Padang in the academic year of 2021/2022. The subject of this research consist of 15 students in X TB 5. The objectives of the study were (1) To find the types of error made by students in using personal pronoun on writing descriptive text. (2) To find out the couses of errors made by students in using personal pronoun on writing descriptive text.This research used qualitative approach with descriptive approach. The errors Were collected, identified, and classified based on the surface structure Taxonomy by Dulay. It was specified by four types of errors namely omission, addition, misordering, and misformation.The result showed (1) the most common errors made by students were misformation (48.84%). The second was error in addition with frequency (27.91%). The third error was omission (20.93%). The lowest frequency of error was misordering (2.31%). (2) The research proved that the students still did not understand the material given by teacher. The errors occurred because the students were mostly confused about the material given and they did not study well.

Abstract
The research was aimed to analyse the errors made by students in using personal pronoun on writing descriptive text of tenth grade SMKN 9 Padang in the academic year of 2021/2022. The subject of this research consist of 15 students in X TB 5. The objectives of the study were (1) To find the types of error made by students in using personal pronoun on writing descriptive text. (2) To find out the couses of errors made by students in using personal pronoun on writing descriptive text.This research used qualitative approach with descriptive approach. The errors Were collected, identified, and classified based on the surface structure Taxonomy by Dulay. It was specified by four types of errors namely omission, addition, misordering, and misformation.The result showed (1) the most common errors made by students were misformation (48.84%). The second was error in addition with frequency (27.91%). The third error was omission (20.93%). The lowest frequency of error was misordering (2.31%). (2) The research proved that the students still did not understand the material given by teacher. The errors occurred because the students were mostly confused about the material given and they did not study well.

Key Word : Error analysis; Personal Pronoun; Descriptive Writing Text.

Content Analysis of English Learning Material for SMK/MAK XI 2013 Curriculum Published by Bumi Aksara

2021-08-16T14:54:05+00:00

The reseach queations in this study were : Is there any relevant between learning material for SMK/MAK XI 2013 curriculum published by BUMI AKSARA with syllabus? and What is the English textbook learning material for SMK / MAK XI based on the 2013 curriculum published by BUMI AKSARA fulfill criteria based on Nation and Macalister (2010: 160)? The textbooks used in the 2013 curriculum are rarely matched with the syllabus because the teacher thinks that it is not necessary to do so that learning is more relaxed with the method. In the subject of English at SMK N 10 Padang, especially class XI, the textbooks used are published by "BUMI AKSARA" based on the 2013 curriculum. Therefore, researchers are interested in conducting research on Content Analysis of English Learning Materials for SMK / MAK XI 2013 Curriculum “Published by BUMI AKSARA. To get the data, this research conducted at SMKN 10 Padang. The school is located in Simpang Kantor Camat, Jl. Flamboyan, Lubuk Buaya, Kec. Koto Tangah, Kota Padang, Sumatera Barat. Research instrument is the tool used to gathering the data based on the method use. In this study, the researcher use human instrument as the primer instrument. The data collection techniques in this study document analysis. The data analysis in this research was using (1) organizing and familiarizing, (2) coding and reducing, and (3) interpreting and representing. The findings show English Learning material relevant with the syllabus and English textbooks relevant with the criteria Nation and Macalister (2010: 160).
Keywords: Learning Material, Textbook, 2013 Curriculum.

An Analysis of Teachers’ Strategies in Teaching Speaking Skill at SMPN 5 Padang

2021-08-17T15:19:29+00:00

To gain the needed data, the researcher used observation sheet and interview guideline based on three expert theories. They are killian (2015), And Anjaniputra (2013). Observation sheet was to identify the strategies that is used by the teacher and interview guideline was to collect the data about the teachers’ reason of choosing that strategies.

This research was conducted descriptive qualitative research with phenomenal approach. Descriptive qualitative research with phenomenal method was to describe about the teachers experience in teaching English speaking skill at SMP N 5 Padang. for the participants, there were 3 English teachers at SMP N 5 Padang. The results showed that the teachers used 6 strategies in teaching English speaking skill. There were plenty of practice, telling and showing, questioning for checking understanding, setting clear lesson and goals it, teach strategies not just content, getting student working together, training interview, improving their discussion, and make your idea.in addition, plenty of practice become the strategy mostly used by the teacher because speaking need practice to increae the student speaking skill.

Teacher’s Difficulties in Teaching Listening Using Audio-Visual at SMAN 3 Padang Panjang

2021-08-17T19:44:12+00:00

The objective of this research was to describe about the teachers strategies in teaching speaking skill at SMP N 5 Padang. Speaking is needed for the student to convey their goal and to make them fluent in speaking. To achieve the goal of the lesson, the teacher needs the good and interesting strategies to make the student easier to understand about the material. To gain the needed data, the researcher used observation sheet and interview guideline based on three expert theories. They are killian (2015), And Anjaniputra (2013). Observation sheet was to identify the strategies that is used by the teacher and interview guideline was to collect the data about the teachers’ reason of choosing that strategies. This research was conducted descriptive qualitative research with phenomenal approach. Descriptive qualitative research with phenomenal method was to describe about the teachers experience in teaching English speaking skill at SMP N 5 Padang. for the participants, there were 3 English teachers at SMP N 5 Padang. The results showed that the teachers used 6 strategies in teaching English speaking skill. There were plenty of practice, telling and showing, questioning for checking understanding, setting clear lesson and goals it, teach strategies not just content, getting student working together, training interview, improving their discussion, and make your idea.in addition, plenty of practice become the strategy mostly used by the teacher because speaking need practice to increae the student speaking skill

An Analysis of Students’ Difficulties in Reading Comprehension of Descriptive Text

2022-07-07T14:48:39+00:00

An Analysis of Students’ Difficulties in Reading Comprehension of Descriptive Text

Vira Fauziah¹^*, Suparmi² , Rahma Dania³

Universitas Putra Indonesia “YPTK” Padang²

viraarrahman@gmail.com

Abstract

This study aimed (1) to find out the difficulties that students found in reading comprehension in descriptive texts, (2) to find out the difficulty factors that affect students in reading comprehension of descriptive texts for the first grade Tata Boga 1 class at SMK N 9 Padang. This research is a qualitative. The techniques of collected the data are questionnaire, interview, observation and document analysis. The subjects of this study were 35 students of first grade Tata Boga 1. The results of the data that have been obtained, there are 69.5% of students find difficulties with very strong answers to the difficulties they find. Then 23.1% of students found difficulties with the usual category. Furthermore, 6.3% of students who did not find it very difficult and finally 1.1% of students who did not find it difficult at all. The factors that influence their difficulty in understanding descriptive text readings are the lack of vocabulary they master, the lack of motivation to learn English as a foreign language, studying without a tutor or studying online, and environmental factors or school associations that are less supportive.