Articles

Students’ Grammatical Errors in Writing Recount Text by the Tenth Grade of SMA Immanuel Bandar Lampung

/0 Comments/in /by

It is often found out that many students commonly make grammar mistakes in their learning especially in writing. This study aimed to find the types of errors made by grade X students of SMA Immanuel Bandar Lampung in writing Recount Text.  Theoretically, this research was conducted to identify, classify and show the proportion of each type of errors made by students. The type of research used was qualitative research with descriptive methods. The research subjects were 25 students of SMA Immanuel Bandar Lampung who were in the first semester of grade X. The instrument used was documentation of students’ writings about recount text. All grammatical errors that appeared in student writings were analyzed using the Surface Strategy Taxonomy introduced by Dulay et.al. The findings showed that the total error was 171 errors. Most errors were omission (70 errors/41%), second place was substitution error (69 errors/40%), third place was addition error (20 errors/12%), and the last was permutation error (12 errors/7%). Based on these results, it was summed up that students still experienced great difficulties in learning the grammar structure in the writing process.

Error Analysis in Solving Word Problems among Grade-8 Students

/in /by

Despite the importance of problem-solving skills in preparing students for the workforce and the emphasis on problem-solving in mathematics education, studies have shown that many students struggle with mathematics problem-solving. In the Philippines, low proficiency in mathematics and a high prevalence of errors in problem-solving have been observed, emphasizing the need for further improvement in students’ problem-solving abilities. This research investigated the errors made by eighth-grade students of Talalora National High School in solving word problems and examined their impact on reading comprehension and analytical skills. A quantitative correlational design was employed, and standardized tests were used as data-gathering instruments. The analysis involved statistical measures such as frequency counts, percentages, mean, and standard deviation, as well as inferential statistical methods, including chi-squared for dependence, to establish correlations. The results showed that most respondents were 13 years old, with the instructional level of comprehension being the dominant category. The chi-squared test indicated a significant relationship between reading comprehension levels and problem-solving errors Χ²(6, N = 20) = 26.726, p < 0.001, Cramer’s V = 0.817. The identified errors were primarily related to challenges in comprehending and evaluating the problems. The study emphasized the importance of reading comprehension and analytical skills in solving word problems and suggested that educators should focus on developing these abilities to enhance students’ problem-solving proficiency.