Written Texts Research Articles

The Parataxis and Hypotaxis in Recount Text Writing of Second-Grade Students at SMA Negeri 17 Medan

This research aims to discover the parataxis and hypotaxis in recount text writing of second-grade students at SMA Negeri 17 Medan. This research uses qualitative research with an interactive model. In collecting data, this research employs observation and document analysis. Then, an interactive model for analyzing data has three steps: data condensation, data display, and conclusion/drawing verification. The research results show that the data findings on 15 students' recount text writings were found to use Parataxis can be seen by the appearance of 16 clauses, namely: 11 clauses “and”, 2 clauses “then”, 2 clauses “while”, 1 clause “but”, and 1 clause “before”. Hypotaxis found 21 clauses, namely: 12 clauses “after”, 3 clauses “because”, 5 clauses “when”, and 1 clause “which”. The study is essential for understanding how students construct sentences and organize their thoughts in recounting text. Parataxis involves the juxtaposition of clauses or sentences without subordinating them, while hypotaxis uses subordination to show the relationship between clauses.

Dialects as а Written Text, or on the Textual Phenomenology of Bulgarian Dialects

Dialects as а Written Text, or on the Textual Phenomenology of Bulgarian Dialects

Grammatical Errors in Students’ Recount Text Writing (A Case Study in The Third Grade of SMAN 22 Jakarta)

This study is aimed to find out grammatical errors and the sources of errors in students’ recount texts. The subject of this study is the third-grade students of SMAN 22 Jakarta in the academic year 2023/2024 which consists of 23 students. Specifically, their recount texts focused on recounting their vacation activities. From the entire third-grade class of 23 students, 16 students were selected as the study sample using the purposive sampling technique. This study used a qualitative approach to analyze and identify grammatical errors. The analysis was carried out by referring to Dulay, Burt & Krashen’s theory, a surface strategy taxonomy consisting of Omission, Addition, Misformation, and Misordering and the sources of errors based on Ellis’s theory are Interlingual Transfer and Intralingual Transfer. The result of this study showed that the total number of grammatical errors made by the students in their recount texts is 32 errors. Which consist of 4 omission errors, 7 addition errors, 8 misordering erros, and 13 misinformation errors. Accordingly, the most frequent error is misinformation error which corresponds to 13 (40,6%) of the total error. Furthermore, this study also revealed that most of the errors are caused by Intralingual Transfer (30 errors or 94% of the total error). Based on these findings, it concluded that the students had some difficulties in applying English grammar rules in their writings. Therefore, it is suggested to be aware and pay more attention to improve the English teaching and learning process.

Inner Speech and Speed Reading: An Analysis of Written Texts Internalization

Inner Speech and Speed Reading: An Analysis of Written Texts Internalization

The Use of Picture Series of Central Kalimantan Folklore as a Visual Media in Teaching Writing of Narative Text

The objective of this research was to determine whether the use of picture series could improve the generic structure of students' writing, specifically their ability to write narrative texts with proper generic structure. The researcher employed a pre-experimental design with a one-group pre-test and post-test format. The population consisted of ninth-grade students from SMP Negeri 14 Palangka Raya during the 2023/2024 academic year, comprising three classes. The sample size was 30 students from class IX-A. The research findings indicated that using picture series improved students' writing abilities in terms of generic structure, particularly in writing narrative texts. This was evidenced by the increase in students’ mean scores from 60.9 in the pre-test to 81.8 in the post-test, reflecting 20.9 points of improvement. After calculating the difference between the matched pairs, the t-test value was found to be 9.390. With a significance level (p) = 0.05 and a degree of freedom (df) = 29, the t-table value was 1.699. Since the t-test value was greater than the t-table value (9.390 > 1.699), the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted.

The Effect of The Example Non-Example Learning Model Assisted by Infographic Media on The Persuasive Text Writing Skills of Eighth Grade Students at SMP Negeri 6 Percut Sei Tuan

The Effect of The Example Non-Example Learning Model Assisted by Infographic Media on The Persuasive Text Writing Skills of Eighth Grade Students at SMP Negeri 6 Percut Sei Tuan

Using Functional Grammar Teaching to Improve Analytical Exposition Text Writing for senior high school students in Karanganyar

Using Functional Grammar Teaching to Improve Analytical Exposition Text Writing for senior high school students in Karanganyar

The Influence of Grammar and Vocabulary Mastery Towards Students’ Recount Writing Text

The Influence of Grammar and Vocabulary Mastery Towards Students’ Recount Writing Text

Analysis of Errors in Students' Writing of Analytical Exposition Text at the Eleventh Grade of SMA Negeri 2 Kotabumi Academic Year 2023/2024

Writing is a crucial aspect of English language abilities as a foreign language. Writing is an activity that involves creating thoughts and then deciding how to communicate them and created a set of statements and paragraphs that others could read and understand. The aim of this research is to describe the types of errors in writing text and to describe the dominant errors in writing analytical exposition text in the XI Science 1 of SMA Negeri 2 Kotabumi. The researcher found some of the students still got experienced problems of writing texts. The main cause is a lack of understanding of grammar and limited English vocabulary among students. This research used a qualitative research method because the researcher did not use experiments or treatments in research. The subjects for this research is students of XI science 1 of SMA Negeri 2 Kotabumi and the subjects of the research were 29 students. The researcher analyzed using four types of errors: omission, addition, misformation, and misordering. Based on the results obtained, there were 159 errors, which consist of omission is 62, addition is 55, misformation is 31, and misordering is 11 for the most dominant error was omission.

Enhancing Global Education Through Insights into Student Responses in Recount Text Writing

This qualitative study investigates the responses of 8th-grade students in writing recount texts at SMP Muhammadiyah 4 Porong. Through interviews and analysis of students' texts, the research identifies students' chosen topics, feelings during writing, and difficulties faced. Results indicate that while many students struggle with composing recount texts effectively, they generally express positive feelings towards the task. These findings underscore the importance of teachers in supporting students' learning motivation and addressing writing challenges to enhance their writing skills.

Descriptive Text Writing in the Perspective of Surface Strategy Taxonomy

The purpose of the study was to figure out the types of errors in the perspective of surface strategy taxonomy found in students’ descriptive writing. This study employed qualitative research. The population of the study was the tenth graders of SMA Islam Sultan Agung 1 Semarang. The sample of the study was 38 students of the tenth graders of X-IPS 1. They were given a descriptive text writing test. The result of the test were analyzed by using Surface Strategy Taxonomy. It classified the errors into four categories: omission, addition, misinformation, and misordering. The result of the study showed that the total errors were 91 errors. The errors consisted of omission with 38 errors (41.76%), misinformation with 33 errors (36.27%), addition with 14 errors (15.38%), and misordering with 6 errors (6.59%). From the data above, it can be concluded that omission was the most common error made by the students.

A Guided Writing Technique based on Project-Based Learning to Improve Students’ Descriptive Text Writing

This study aims to find out whether the Guided Writing technique based on Project-based Learning could improve the students’ descriptive text writing. The research was a quantitative research. The design was one-group pretest-posttest design where there was only one group as the experimental class. The study was done in SMPN 1 Dente Teladas Grade VII, consisting of 32 students. There was a total of six meetings, which were 1 meeting for pretest, 4 meetings for the treatment, and 1 meeting for the posttest. The data was collected from a writing test and analyzed using SPSS v.25. The result shows that the Guided Writing technique based on Project-based learning could improve the students’ descriptive text writing. In conclusion, the use of Guided Writing technique is maximized when it is used based on Project-based learning, and applying the Guided Writing technique based on Project-based Learning is able to cover the weakness that the Guided Writing technique has.

College Students’ Learning Outcomes On Genre-Based Approach Implementation In Teaching A Recount Text Writing

Penelitian ini bertujuan untuk mengetahui hasil belajar mahasiswa ketika GBA diterapkan. Penelitian ini dilakukan di sebuah sekolah kejuruan swasta di Bandung, Jawa Barat, Indonesia. Wawancara, tahap pengajaran, dan analisis teks tertulis siswa digunakan untuk memperoleh data. Temuannya menunjukkan bahwa sebagian besar siswa merasa bahwa instruksi dan tahapan yang digunakan oleh guru dalam mengajar teks recount jelas dan efektif. Mengenai tujuan pembelajaran siswa terlihat bahwa hasil karya tulisnya mengalami peningkatan dari segi struktur teks dan unsur kebahasaan dari teks pertama ke teks kedua. Namun demikian, beberapa orang belum melihat adanya perbaikan dalam teks tertulis mereka. Oleh karena itu, disarankan bagi peneliti selanjutnya untuk mempersiapkan kegiatan pembelajaran yang menarik dan mudah dipahami. Selain itu, penerapan strategi berbasis genre telah menghasilkan peningkatan nyata pada sebagian besar kemampuan menulis siswa.

Pengembangan Materi Ajar Menulis Teks Laporan Hasil Observasi Pada Kurikulum Merdeka Fase D Berbantuan Lectora Inspire Pada Siswa Kelas VIII SMP Negeri 1 Bintang Bayu Tahun Ajaran 2023/2024

The aim of this research is to determine the process of developing teaching materials for observation report texts in the Merdeka phase D curriculum assisted by Lectora Inspire in class VIII SMP and to determine the feasibility of the resulting product. This research uses research and development methods using the Borg and Gall procedure with stages of potential and problems, data collection, product design, product validation, product revision, and limited trials. The feasibility value is calculated using a Likert scale based on the results of material expert validation, design expert validation, and study teacher assessment. The material development process was carried out to add several contributions in developing the existing observation report text material to be better. The research results show that the product resulting from the research "Development of Teaching Materials for Writing Text Reports on Observations in the Merdeka Curriculum Phase D for Class VIII Students of SMP Negeri 1 Bintang Bayu for the 2023/2024 Academic Year" is included in the "Very Good" category. This is based on the results of validation and material experts which were carried out twice with a score of 89% in the "Very Good" category and media expert validation twice with a score of 93% in the "Very good" category. Thus, the product is said to be suitable for use in the learning process.

Applying Peer Review to Improve Students’ Descriptive Writing Text

This research is conducted to determine whether there is a significant difference in students’ descriptive writing score after being treated using peer review compared to those students who did not get the same treatment. This is a quasi-experimental research design with one group as the experimental and one group as the control. Pre-test and post-test were also administered before and after the 10 times treatment given. The population of this research are all of the seventh-grade students in Bangka Islandy the total 80 students. Meanwhile, 50 students from two different classes were the sample of this research. The result of this research showed that the t-obtained in equal variances assumed 6.353 and the significant (2-tailed) was 0.00. Since t-obtained was higher than t-table (2.02) and the significant (2-tailed) was lower than computation with level significant (0.05), it could be stated that there was a significant difference in post-test between the experimental class and control class. It can be concluded that the using of peer review is able to improve the students’ descriptive writing score significantly.

Training Future Teachers in Genre Pedagogy: Does it Improve their Written Texts?

Recently, there has been growing interest in studying the factors affecting the development of academic writing competences of university students in different disciplinary areas. Less attention, however, has been devoted to the influence on this phenomenon of the specialised training students receive, even in undergraduate and postgraduate teacher training programmes where models of writing development are analysed and implemented. In this paper we measure the effect on the writing of 22 students in the Bachelor´s Degree in Primary Education of the knowledge of the genre pedagogy in the Reading to Learn model, based on Systemic Functional Linguistics. For this purpose, two groups of students in the subject Spanish Language Didactics wrote a descriptive report or an anecdote before and after a didactic intervention. From the 82 participants, texts by 11 from each group were selected. The 44 texts were evaluated by applying a scoring scheme with 8 items (rated from 1 to 4) covering features from genre to clause level, following the field, tenor and mode components established by Systemic Functional Linguistics. The statistical study shows post-intervention improvements in all the variables analysed. The Wilcoxon test shows these were significant for the narrative texts (TN1: 23.36; TN2: 30.91), but not for the informative ones (TED1: 25.20; TED 32:26).

Investigating Idiomatic English for Chinese ESL/EFL Learners: Corpus Investigation of Using the Genitive Marker in English Written Texts

Investigating Idiomatic English for Chinese ESL/EFL Learners: Corpus Investigation of Using the Genitive Marker in English Written Texts

Peculiarities of Translating an Oral Text in the Field of Neuro-Legal and its Transformation into Written Text

Due to the practical usage of neuro-technologies in all areas of our life, lawyers make attempts to provide a legal definition of such a philosophical category as mind, which expresses the highest type of thinking activity, and to develop legal norms and standards in this field. The area of law that deals with the impact of neuroscience discoveries on the regulation of social relations is referred to as neurolaw. This branch of law is considered to be interdisciplinary establishing close connections with a spectrum of sciences such as neuropsychology, neurogenetics, neurobiology, neurosociology and many other neurosciences and links a brain with law. As a result this area of law often employs categories and concepts of those sciences. This is a reason for legal terminology in this field of law to be constantly broadened. New legal terms are of great interest to translators who create and analyze conceptual fields in the area of “neuro-law”. For translators it is a real challenge to deal with specialized legal texts when they can apply not only their translation skills, techniques and methods but also their knowledge in a particular field of neuro-technology application in the real sector of economy. The author of the article makes an attempt to reveal the peculiarities and features of translation of the texts which deal with human body enhancement technologies and legal issues related to their application. New legal terms and concepts are of great interest to understand a developing area of law.

Exploring the Use of Contextual Analysis of Written Communications to Identify Fraud Risk: Analysis and Comparison of Enron and Facebook Internal Communications

Written texts can reveal the personality traits of the authors of those documents. Beyond the differences in writing styles of individuals, the choice of words and use of vocabulary can be different for individuals depending on their personality traits. In this study, we use Linguistic Inquiry and Word Count (LIWC2015) software to analyze the content of emails from a sample of Enron and Facebook executives. We compare the attributes revealed in these emails at both the individual and company levels. The results of the analysis indicate that there are significant differences in the personality traits of individuals in the two companies. Context analysis can offer valuable insights into the traits of business leaders and serve as a useful tool for identifying potential fraud risks.

Developing a Web-Based Descriptive Text Writing Material for Tenth-Grade Students

This study aimed to develop a teaching material which is applicable in teaching descriptive text writing for tenth-grade students of Senior High School. Branch’s ADDIE model was used in the study in developing the instructional teaching material. Due to certain situation during the process of this study, the ADDIE model was only implemented for three phases only namely analyzing, designing, and developing (ADD). The purpose of designing the final product was to support teachers in teaching descriptive text writing. A need analysis was conducted in this research to gain information regarding the teacher and students’ needs. The designed product of the research was a web-based teaching material in form of a learning website. The developed web-based teaching material consisted of three chapters. It covers the descriptive text learning, grammatical aspect of descriptive text, and descriptive text writing lesson. There are activities on the lesson and a test for each chapter to measure students’ comprehension of related chapter. Furthermore, a validation made by the teacher displayed a percentage of 87% on the first questionnaire and 88% for the second. Both of the result can be labelled as “Very Good”. The result indicated that the designed product is suitable to be used in classroom to teach descriptive text writing for tenth-grade student of senior high school.Keyword: Developmental Research, Web-Based Learning Material, Descriptive Text Writing