Pub Date : 2021-09-28DOI: 10.54367/kairos.v5i1.1441
A. Gulo, Novalina Sembiring, J. J. Pangaribuan
This study is about errors made by the tenth grade students of SMA Negeri 1 Ulu Moro’o in writing recount text composition in academic year 2019/2020. The objectives of this study is to find out types of errors made by the tenth grade students in their writing recount text composition and to find out the most dominant errors made by the tenth grade students in writing recount text composition. The instrument of the research is test and documentation. The research methodology is descriptive qualitative. The subject of this study is the tenth grade students of SMA Negeri 1 Ulu Moro’o, which is consist of 30 students. The result of this study showed that there are four types of errors that occur; they are error of omission, error of addition, error of misformation and error of misordering. The data was taken from the test: it was written text. The findings showed that errors made by the students were 19,80% omission, 17,82% addition, 53,46% misformation, and 8,91% misordering. The writer observed 101 total errors. From the frequency of each error types, misformation was the error which most frequently produced by the students. The writer concluded that misformation was the dominant kind of errors made by the tenth grade students of SMA Negeri 1 Ulu Moro’o in writing recount text composition.
本研究针对2019/2020学年SMA Negeri 1 Ulu moro€™o十年级学生在撰写叙述文本作文时所犯的错误进行研究。本研究的目的是找出outÂ十年级学生在写作重述文本写作中所犯的错误类型，并找出十年级学生在写作重述文本写作中最主要的错误。研究的工具是测试和文献。研究方法是描述性定性的。本研究的对象为SMA Negeri 1 Ulu moro€™o的十年级学生，共30名学生。这项研究的结果表明，有四种类型的错误发生;它们是遗漏错误、添加错误、误读错误和乱序错误。数据取自测试:它是书面文本。结果表明，学生的错误为遗漏19.80%，添加17.82%，误读53.46%，顺序错误8.91%。作者总共观察到101个错误。从各种错误类型的频率来看，误读是学生最常犯的错误。作者得出结论，歪曲是SMA Negeri 1 Ulu moro - o十年级学生在撰写叙述文本作文时所犯的主要错误。
{"title":"ERRORS MADE BY THE TENTH GRADE STUDENTS OF SMA NEGERI 1 ULU MORO’O IN THEIR WRITING RECOUNT TEXT COMPOSITION IN ACADEMIC YEAR 2020/2021","authors":"A. Gulo, Novalina Sembiring, J. J. Pangaribuan","doi":"10.54367/kairos.v5i1.1441","DOIUrl":"https://doi.org/10.54367/kairos.v5i1.1441","url":null,"abstract":"This study is about errors made by the tenth grade students of SMA Negeri 1 Ulu Moro’o in writing recount text composition in academic year 2019/2020. The objectives of this study is to find out types of errors made by the tenth grade students in their writing recount text composition and to find out the most dominant errors made by the tenth grade students in writing recount text composition. The instrument of the research is test and documentation. The research methodology is descriptive qualitative. The subject of this study is the tenth grade students of SMA Negeri 1 Ulu Moro’o, which is consist of 30 students. The result of this study showed that there are four types of errors that occur; they are error of omission, error of addition, error of misformation and error of misordering. The data was taken from the test: it was written text. The findings showed that errors made by the students were 19,80% omission, 17,82% addition, 53,46% misformation, and 8,91% misordering. The writer observed 101 total errors. From the frequency of each error types, misformation was the error which most frequently produced by the students. The writer concluded that misformation was the dominant kind of errors made by the tenth grade students of SMA Negeri 1 Ulu Moro’o in writing recount text composition.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125464185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-16DOI: 10.54367/kairos.v4i3.1148
Elya Batu Baren, F. Y. Ginting, K. Tarigan
The aims of this study were to figure out the casual factors of ambiguity found in students writing. The subject of this study was the students of Class XI-TKR of SMK Dharma Bakti Medan. The research design was in the form of descriptive qualitative research. The instrument of collecting data was the students’ sheet of English writing text. In conclusion, the most dominant ambiguity in lexical meaning found in writing text by Class XI-TKR of SMK Dharma Bakti Medan was polysemy ambiguity. There were 10 casual factors of why ambiguity found in students’ writing text based on the analysis of the structure of sentence in students’ English writing. The most reasons were: (1) the students did not give the specific details in their writing, usually they preferred the short writing, (2) there were several vocabularies which could be reasonably interpreted more than one way or reasonably interpreted more than one thing, (3) the students felt confused to find appropriate vocabularies to express the meaning. As a result, they sometimes left the sentence undone or hanged without a clear idea, due to the lack of vocabularies. The analysis of ambiguity in lexical meaning that made by students of Class XI-TKR of SMK Dharma Bakti Medan revealed that students should learn semantic as the main subject in English writing to understand multiplicity of meanings.
{"title":"THE ANALYZING OF AMBIGUITY ON STUDENTS’ WRITING MADE BY STUDENTS IN SMK DHARMA BAKTI MEDAN","authors":"Elya Batu Baren, F. Y. Ginting, K. Tarigan","doi":"10.54367/kairos.v4i3.1148","DOIUrl":"https://doi.org/10.54367/kairos.v4i3.1148","url":null,"abstract":"The aims of this study were to figure out the casual factors of ambiguity found in students writing. The subject of this study was the students of Class XI-TKR of SMK Dharma Bakti Medan. The research design was in the form of descriptive qualitative research. The instrument of collecting data was the students’ sheet of English writing text. In conclusion, the most dominant ambiguity in lexical meaning found in writing text by Class XI-TKR of SMK Dharma Bakti Medan was polysemy ambiguity. There were 10 casual factors of why ambiguity found in students’ writing text based on the analysis of the structure of sentence in students’ English writing. The most reasons were: (1) the students did not give the specific details in their writing, usually they preferred the short writing, (2) there were several vocabularies which could be reasonably interpreted more than one way or reasonably interpreted more than one thing, (3) the students felt confused to find appropriate vocabularies to express the meaning. As a result, they sometimes left the sentence undone or hanged without a clear idea, due to the lack of vocabularies. The analysis of ambiguity in lexical meaning that made by students of Class XI-TKR of SMK Dharma Bakti Medan revealed that students should learn semantic as the main subject in English writing to understand multiplicity of meanings.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124794841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-16DOI: 10.54367/kairos.v4i2.1139
Yosephin Kristina Barus, Anna Stasya Prima Sari, K. Tarigan
This research was primarily carried out to prove that Project Based Learning (henceforth, PBL) method is effective to improve the students’ skill in writing descriptive texts and to describe the students’ responses towards the learning teaching processes of writing descriptive texts through the use of PBL method. This is Classroom Action Research (henceforth, CAR) which consisted of two cycles. Each cycle consisted of three meeting, excluded pre-test and post-test. There are seven classes in the eleventh grade of SMA Swasta Santa Maria Kabanjahe. There are 36 students in the XI IPA 4 as the research subjects. The analysis of quantitative data showed the improvement of students’ skill in writing descriptive texts. It was shown by the mean score of the pre-test (49,69), the formative test (74,22) and the post-test (82,33). The percentage of the students’ score increased from pre-test to post-test (65,68%). The responses of students can be seen from the total percentage of questionnaires strongly agree about 46,75% and followed by the highest percentage agree about 50,92%. It is advisable that English teachers apply PBL method as a method in order to improve their students’ writing skill.Â
本研究主要是为了证明基于项目的学习(Project Based Learning，以下简称PBL)方法能够有效提高学生撰写描述性文本的€™技能，并通过使用PBL方法描述学生对撰写描述性文本的学习教学过程的€™反应。这就是课堂行动研究(以下简称CAR)，由两个周期组成。每个周期包括三次会议，不包括前测试和后测试。圣玛丽亚卡班贾赫小学十一年级有七个班。定量数据分析表明，学生在撰写描述性文本方面的技能有所提高。前测(49分，69分)、形成性测试(74分，22分)和后测(82分，33分)的平均得分表明了这一点。学生的分数从测试前到测试后增加的百分比(65,68%)。学生的回答可以看出，总百分比强烈同意约46.75%，其次是最高百分比同意约50.92%。建议英语教师采用PBL方法来提高学生的€™写作skill.Â
{"title":"THE USE OF PROJECT BASED LEARNING METHOD TO IMPROVE STUDENTS' SKILL IN WRITING DESCRIPTIVE TEXTS TO THE ELEVENTH GRADE STUDENTS OF SMA SWASTA SANTA MARIA KABANJAHE IN THE ACADEMIC YEAR OF 2020/2021","authors":"Yosephin Kristina Barus, Anna Stasya Prima Sari, K. Tarigan","doi":"10.54367/kairos.v4i2.1139","DOIUrl":"https://doi.org/10.54367/kairos.v4i2.1139","url":null,"abstract":"This research was primarily carried out to prove that Project Based Learning (henceforth, PBL) method is effective to improve the students’ skill in writing descriptive texts and to describe the students’ responses towards the learning teaching processes of writing descriptive texts through the use of PBL method. This is Classroom Action Research (henceforth, CAR) which consisted of two cycles. Each cycle consisted of three meeting, excluded pre-test and post-test. There are seven classes in the eleventh grade of SMA Swasta Santa Maria Kabanjahe. There are 36 students in the XI IPA 4 as the research subjects. The analysis of quantitative data showed the improvement of students’ skill in writing descriptive texts. It was shown by the mean score of the pre-test (49,69), the formative test (74,22) and the post-test (82,33). The percentage of the students’ score increased from pre-test to post-test (65,68%). The responses of students can be seen from the total percentage of questionnaires strongly agree about 46,75% and followed by the highest percentage agree about 50,92%. It is advisable that English teachers apply PBL method as a method in order to improve their students’ writing skill. ","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131314340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-16DOI: 10.54367/kairos.v4i2.1141
Angeline Elisabeth Samosir, Viator Lumban Raja, F. Y. Ginting
This research is an attempt to find out the types of errors made by the tenth grade students of SMK Grafika Bina Media Medan based on linguistic category, morphology and syntax and the dominant errors in each category. The population of this research is the tenth grade students amounting 56 students of three classes. As many as 30 students are taken as a sample which is randomly taken 10 students from each class. The research employed the descriptive qualitative research analysis. Based on the result of the analysis, there are 117 errors found in the students’ writing advertisement text. In the morphological area, there are errors in article, possessive case, third person singular and comparative so there are 35,90% errors. Meanwhile, in syntax area the writer found noun phrase, verb phrase, noun and verb construction, word order and some transformation, there are 64,10%. in conclusion, the dominant errors made by the tenth grade students of SMK Grafika Bina Media Medan is syntax errors namedly noun phrase.
本研究试图从语言学范畴、词法和句法三个方面找出SMK Grafika Bina Media Medan的十年级学生所犯的错误类型以及各类别中的主要错误。本研究的对象是十年级的学生，共56名学生，分为三个班。以30名学生为样本，每个班级随机抽取10名学生。本研究采用描述性定性研究分析。根据分析结果，学生在€™广告文写作中发现了117个错误。在形态方面，冠词、所有格、第三人称单数和比较级存在错误，有35 - 90%的错误。同时，在句法方面，作者发现名词短语、动词短语、名动结构、语序和一些变换，占64.10%。综上所述，SMK Grafika Bina Media Medan的十年级学生犯的主要错误是语法错误，即名词短语。
{"title":"GRAMMATICAL ERRORS MADE BY THE TENTH GRADE STUDENTS OF SMK GRAFIKA BINA MEDIA MEDAN IN WRITING ADVERTISEMENT TEXT","authors":"Angeline Elisabeth Samosir, Viator Lumban Raja, F. Y. Ginting","doi":"10.54367/kairos.v4i2.1141","DOIUrl":"https://doi.org/10.54367/kairos.v4i2.1141","url":null,"abstract":"This research is an attempt to find out the types of errors made by the tenth grade students of SMK Grafika Bina Media Medan based on linguistic category, morphology and syntax and the dominant errors in each category. The population of this research is the tenth grade students amounting 56 students of three classes. As many as 30 students are taken as a sample which is randomly taken 10 students from each class. The research employed the descriptive qualitative research analysis. Based on the result of the analysis, there are 117 errors found in the students’ writing advertisement text. In the morphological area, there are errors in article, possessive case, third person singular and comparative so there are 35,90% errors. Meanwhile, in syntax area the writer found noun phrase, verb phrase, noun and verb construction, word order and some transformation, there are 64,10%. in conclusion, the dominant errors made by the tenth grade students of SMK Grafika Bina Media Medan is syntax errors namedly noun phrase.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126643618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-16DOI: 10.54367/kairos.v4i3.1147
Florentina Sembiring, Viator Lumban Raja, J. J. Pangaribuan
The aims of this study are to prove whether Peer Tutoring Technique can improve students’ reading comprehension and to know the students’ responses after being taught by using Peer Tutoring technique. This research is Classroom Action Research (CAR) which was conducted by Teaching Reading Comprehension Through Peer Tutoring technique to the Tenth Grade Students of SMA Santa Maria Kabanjahe Class X IPA II in the Academic Year of 2020/2021. The quantitative data analysis showed that the students’ mean score increased continuously from 46,42 in pre-test, 68,33 in formative test, and 80,38 in post-test. The percentage of the students’ score increased from pre-test to post-test was 69,69%. The qualitative data analysis showed that the students’ responses after being taught by using Peer Tutoring t echnique are very good. It can be seen from observation sheets and field notes; they felt more confident, enthusiastic and motivated to learn reading comprehension on narrative texts after Peer Tutoring technique was applied. The responses of students it can be seen from the total percentage of questionnaires strongly agree about 46,66% and followed by the highest percentage of agree about 46,06%. The Peer Tutoring technique was beneficial and effective for teaching reading comprehension. It is suggested that English teachers use Peer Tutoring technique as an alternative technique in teaching reading to the students in Senior High School in order to improve their students’ reading comprehension.
{"title":"TEACHING READING COMPREHENSION THROUGH PEER TUTORING TECHNIQUE TO THE TENTH GRADE STUDENTS OF SMA SANTA MARIA KABANJAHE IN THE ACADEMIC YEAR OF 2020/2021","authors":"Florentina Sembiring, Viator Lumban Raja, J. J. Pangaribuan","doi":"10.54367/kairos.v4i3.1147","DOIUrl":"https://doi.org/10.54367/kairos.v4i3.1147","url":null,"abstract":"The aims of this study are to prove whether Peer Tutoring Technique can improve students’ reading comprehension and to know the students’ responses after being taught by using Peer Tutoring technique. This research is Classroom Action Research (CAR) which was conducted by Teaching Reading Comprehension Through Peer Tutoring technique to the Tenth Grade Students of SMA Santa Maria Kabanjahe Class X IPA II in the Academic Year of 2020/2021. The quantitative data analysis showed that the students’ mean score increased continuously from 46,42 in pre-test, 68,33 in formative test, and 80,38 in post-test. The percentage of the students’ score increased from pre-test to post-test was 69,69%. The qualitative data analysis showed that the students’ responses after being taught by using Peer Tutoring t echnique are very good. It can be seen from observation sheets and field notes; they felt more confident, enthusiastic and motivated to learn reading comprehension on narrative texts after Peer Tutoring technique was applied. The responses of students it can be seen from the total percentage of questionnaires strongly agree about 46,66% and followed by the highest percentage of agree about 46,06%. The Peer Tutoring technique was beneficial and effective for teaching reading comprehension. It is suggested that English teachers use Peer Tutoring technique as an alternative technique in teaching reading to the students in Senior High School in order to improve their students’ reading comprehension.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126474750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-16DOI: 10.54367/kairos.v4i3.1146
Siska Ria Pandiangan, Anna Stasya Prima Sari Sinaga, F. Y. Ginting
The aim of this study is to find whetever Murder technique works effectively on improving students’ reading comprehension and to describe the students’ responses towards the application of Murder technique in the learning teaching processes of reading comprehension. The subject of the study in the seventh grade students of SMP Santo Thomas 1 Medan in the Academic Year of 2020/2021 consisting 32 students of class VII-A. This study was conducted by applying Classroom Action Research (henceforth CAR). The result of the test showed that the students’ mean score in pre-test is 55,00 with 16% of students got ≥ 70, in formative test is 68,13 with 38% of students got score ≥ 70, and 83,13 in post test with 100% of students got score ≥ 70. The qualitative data analysis showed that the students’ responses after being taught by using Murder Technique are very good. The percentage students who strongly agree is 26 (81%), agree is 27 (84%), there is no students choose strongly disagree and disagree. It is suggested that the English teachers use Murder Technique as an alternative technique in teaching reading to the students in Junior High School in order to improve their students’ reading comprehension.
{"title":"APPLYING MURDER TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION OF THE SEVENTH GRADE STUDENTS OF SMP SANTO THOMAS 1 MEDAN IN THE ACADEMIC YEAR OF 2020/2021","authors":"Siska Ria Pandiangan, Anna Stasya Prima Sari Sinaga, F. Y. Ginting","doi":"10.54367/kairos.v4i3.1146","DOIUrl":"https://doi.org/10.54367/kairos.v4i3.1146","url":null,"abstract":"The aim of this study is to find whetever Murder technique works effectively on improving students’ reading comprehension and to describe the students’ responses towards the application of Murder technique in the learning teaching processes of reading comprehension. The subject of the study in the seventh grade students of SMP Santo Thomas 1 Medan in the Academic Year of 2020/2021 consisting 32 students of class VII-A. This study was conducted by applying Classroom Action Research (henceforth CAR). The result of the test showed that the students’ mean score in pre-test is 55,00 with 16% of students got ≥ 70, in formative test is 68,13 with 38% of students got score ≥ 70, and 83,13 in post test with 100% of students got score ≥ 70. The qualitative data analysis showed that the students’ responses after being taught by using Murder Technique are very good. The percentage students who strongly agree is 26 (81%), agree is 27 (84%), there is no students choose strongly disagree and disagree. It is suggested that the English teachers use Murder Technique as an alternative technique in teaching reading to the students in Junior High School in order to improve their students’ reading comprehension.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121404518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-16DOI: 10.54367/kairos.v4i3.1144
Viator Lumban Raja
Grammar is the rules of how words are arranged into sentences. Without the knowledge of grammar one cannot produce sentences grammatically. If one makes a sentence which is not grammatically arranged, then that sentence cannot be said grammatical though perhaps it is still meaningful. Therefore, a sentence should be grammatically correct and meaningfully acceptable. This study deals with the ability of the freshmen of the English Study Program on using English grammar in academic year 2019/2020. They are first given the pretest, and after studying for one semester they are given the posttest in order to see if there is significant difference from the pretest to posttest. It is expected that the learning-teaching process for one semester will give significant impact on the learning achievement. Based on the result of analysis of the test both in the pretest and posttest, it is found out that there found no difference between the result of the pretest and that of posttest. It is indicated by the mean score of the pretest 9.04 and that of posttest only 9.00. Therefore, it can be concluded that their ability on using English grammar is far below the average as the percentage of correct answer only 30.10% both in the pretest and posttest.  Of the 17 topics covering the 30 test items both in the pretest and posttest, only 5 (five) items are correctly answered by more than 10 students within the percentage of 44% - 68%. On the whole,. Their ability on using English grammar is far below average.
{"title":"THE FRESHMEN’S ABILITY ON USING THE GRAMMAR OF ENGLISH IN ACADEMIC YEAR 2019/2020","authors":"Viator Lumban Raja","doi":"10.54367/kairos.v4i3.1144","DOIUrl":"https://doi.org/10.54367/kairos.v4i3.1144","url":null,"abstract":"Grammar is the rules of how words are arranged into sentences. Without the knowledge of grammar one cannot produce sentences grammatically. If one makes a sentence which is not grammatically arranged, then that sentence cannot be said grammatical though perhaps it is still meaningful. Therefore, a sentence should be grammatically correct and meaningfully acceptable. This study deals with the ability of the freshmen of the English Study Program on using English grammar in academic year 2019/2020. They are first given the pretest, and after studying for one semester they are given the posttest in order to see if there is significant difference from the pretest to posttest. It is expected that the learning-teaching process for one semester will give significant impact on the learning achievement. Based on the result of analysis of the test both in the pretest and posttest, it is found out that there found no difference between the result of the pretest and that of posttest. It is indicated by the mean score of the pretest 9.04 and that of posttest only 9.00. Therefore, it can be concluded that their ability on using English grammar is far below the average as the percentage of correct answer only 30.10% both in the pretest and posttest.  Of the 17 topics covering the 30 test items both in the pretest and posttest, only 5 (five) items are correctly answered by more than 10 students within the percentage of 44% - 68%. On the whole,. Their ability on using English grammar is far below average.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133604330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-16DOI: 10.54367/kairos.v4i2.1138
Aswani Jelita Sianturi, Novalina Sembiring, F. Y. Ginting
The Research was aimed to analyze the error on pronoun made by the eleventh grade students of SMA Katolik Cinta Kasih Tebing Tinggi in Academic Year of 2020/2021. The subject of this research consists of 30 students in XI-MIPA-1. The objectives of the study were (1) To find out the types of error made by students in using pronoun. (2) To find out what causes the students made such error in using pronoun. This research used qualitative approach with descriptive research. 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 the students were misformation (52,0%) or 88 errors. The second was error in addition with the frequency (35,5%) or 60 errors. The third error was omission (11,2%) or 19 errors. The lowest frequency of error was misordering (1,1%) or 2 errors. (2) The students made such errors in using pronouns because of their less motivation of learning, lack of knowledge about grammar and English language, and minimal use of media by the teacher during teaching learning process. The teacher should create an interesting teaching, so it that can increase the students’ interest in learning English.
本研究旨在分析SMA Katolik Cinta Kasih Tebing Tinggi高二学生在of 2020/2021学年所犯的代词错误。本研究的目的是:(1)找出学生在使用代词时所犯的错误类型。(2)找出学生在代词使用上出现错误的原因。本研究采用定性研究和描述性研究相结合的方法。基于Dulay表面结构分类法对误差进行收集、识别和分类。它被指定为四种类型的错误，即遗漏、添加、错误排序和错误。结果表明:(1)学生最常犯的错误是误读(52.0%)或88个错误。二是误差加频(35.5%)或60个误差。第三个错误是遗漏(11.2%)或19个错误。错误频率最低的是顺序错误(1.1%)或2个错误。(2)学生在代词使用上的错误主要是由于学习动机不强，语法和英语知识缺乏，教师在教学过程中很少使用媒体。教师应该创设有趣的教学，这样才能增加学生学习英语的兴趣。
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Pub Date : 2021-03-16DOI: 10.54367/kairos.v4i3.1145
Meikardo Samuel Prayuda
This research was aimed to find out the subject-verb agreement error made by the second semester students of Law Faculty UNIKA Santo Thomas. From the findings, 27% of the instruments answered by the students were identified error. There were 4 kinds of error made by the students in constructing subject-verb agreement. They were omission error, addition error, misformation error, and misordering error. In omission error, there were 26 errors occurred. In addition error, there were 5 errors occurred. In misformation error, there were 54 errors occurred. In misordering error, there was 1 error occurred. Among all of the errors that had been identified, misformation error was the most dominan error faced by the students. Based on the analysis, the possible cause of error was because of the students did not understand well about the construction of the simple present tense mastery. Although only 27% instrument was identified error, it was considered that the students’ lack of knowledge in structure could give serious impact to their writing. It was suggested that the students need to enrich their knowledge at least in the mastery of the simple present tense, specially in the construction of subject-verb agreement. In other hand, the faculty need to make extra class for the English subject to give the students more chance to enhance their English knowledge. This would support the vision of UNIKA Santo Thomas in achieving International Level University.
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Pub Date : 2021-03-16DOI: 10.54367/kairos.v4i2.1137
Yatafati Lahagu, J. J. Pangaribuan, Meikardo Samuel Prayuda
This research was conducted in order to improve students’ Reading Comprehension on Narrative Texts through ETR method and to know the students’ responses towards the learning reading comprehension through ETR method at SMA Swasta Palapa Medan. In conducting this research, the writer used Classroom Action Research (CAR). This research showed that teaching reading comprehension through ETR method at SMA Swasta Palapa Medan could improve their reading comprehension. The result of the test showed that the students’ mean score in pre-test is 51.59 with 4 students (13,79%) of the students got score ≥70, in formative test the mean score is 68.69 with 15 students (51,72%) of the students got score ≥70, and in post-test the mean score is 77.66 with 21 students (72,41%) of the students got score ≥70. The writer concluded that ETR method could improve the eleventh grade students’ reading comprehension on narrative texts of SMA Swasta Palapa Medan. On the other hand, the students’ responses towards the method of the teaching sound good because above 80% of the students are interested, motivated and understand the lesson with the ETR method.
本研究旨在通过ETR方法提高学生对叙事文本的阅读理解能力，并了解学生在SMA Swasta Palapa Medan使用ETR方法学习阅读理解的反应。在进行本研究时，笔者使用了课堂行动研究(CAR)。本研究表明，在SMA Swasta Palapa Medan使用ETR方法进行阅读理解教学可以提高学生的阅读理解能力。测试结果表明，前测学生的平均成绩为51.59分，其中4人(13.79%)得分为‰70分;形成性测试学生的平均成绩为68.69分，其中15人(51.72%)得分为‰70分;后测学生的平均成绩为77.66分，其中21人(72.41%)得分为‰70分。笔者认为，ETR方法可以提高高一学生对《SMA Swasta Palapa Medan》叙事文本的阅读理解能力。另一方面，学生对教学方法的反应很好，因为80%以上的学生对ETR方法感兴趣，有动力并且理解课程。
{"title":"IMPROVING STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXTS THROUGH EXPERIENCE TEXT RELATIONSHIP (ETR) METHOD AT SMA SWASTA PALAPA MEDAN IN THE ACADEMIC YEAR OF 2020/2021","authors":"Yatafati Lahagu, J. J. Pangaribuan, Meikardo Samuel Prayuda","doi":"10.54367/kairos.v4i2.1137","DOIUrl":"https://doi.org/10.54367/kairos.v4i2.1137","url":null,"abstract":"This research was conducted in order to improve students’ Reading Comprehension on Narrative Texts through ETR method and to know the students’ responses towards the learning reading comprehension through ETR method at SMA Swasta Palapa Medan. In conducting this research, the writer used Classroom Action Research (CAR). This research showed that teaching reading comprehension through ETR method at SMA Swasta Palapa Medan could improve their reading comprehension. The result of the test showed that the students’ mean score in pre-test is 51.59 with 4 students (13,79%) of the students got score ≥70, in formative test the mean score is 68.69 with 15 students (51,72%) of the students got score ≥70, and in post-test the mean score is 77.66 with 21 students (72,41%) of the students got score ≥70. The writer concluded that ETR method could improve the eleventh grade students’ reading comprehension on narrative texts of SMA Swasta Palapa Medan. On the other hand, the students’ responses towards the method of the teaching sound good because above 80% of the students are interested, motivated and understand the lesson with the ETR method.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123145397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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