Errors made by students in skills such as speaking and writing have been treated as important information to help teachers direct the foci of their teaching. Teachers need to pay attention to the most serious errors before addressing other errors. Hence, this research was aimed at finding the most serious errors produced by students at one of the junior high schools in Indonesia, i.e. State Junior High School No 7 in Banda Aceh. The errors were categorized into surface strategy taxonomy and linguistic category taxonomy errors. The data were collected from recount texts produced by 19 students who were known to make errors in writing. The data was analyzed by calculating the percentage of errors based on the total cumulative errors for surface strategy taxonomy, but based on the number of attempts in the same grammatical elements for linguistic category taxonomy. The results of data analysis showed that the dominant errors for surface strategy taxonomy were selection (72%) followed by omission (14.4%), and addition (10.6%). In the linguistic category taxonomy, the most dominant types were word forms (48.4%), followed by articles (35%), nonfinite verbs (34.9%), verb tenses (34.3%), plurals (33.3%), and prepositions (30%). It is suggested that teachers pay more serious attention to the most serious problems because solving these problems will hasten the students' progress in learning.
Students of social and natural sciences are expected to achieve different learning outcomes because they employ different language learning strategies and are exposed to different vocabulary. This research was aimed at finding evidence from empirical data to determine whether the differences in learning outcomes are statistically significant. The data for this research were collected by administering the Test of English as a Foreign Language (TOEFL) to 179 students from four state universities in Aceh, the northernmost province of Indonesia. The results of the test were analysed based on the components in each subtest. There are three parts in the listening comprehension section, 14 aspects in the structure and written expression section, and six skills in the reading comprehension section. The results show that significant differences were only found in part A (the short talk section) of the listening comprehension part and in the main idea skill section in the reading comprehension part. Students of natural sciences performed better when listening to a short academic talk, while social science students had a better general comprehension of non-discipline specific academic texts.
The research aimed at finding out the Acehnese archaic words and their non-archaic alternatives that younger speakers often utter today. Several Acehnese original lexical items were no longer understood by the younger generation, and thus it was expected that some words to disappear without proper documentation. Hikayat Prang Sabi (Sabil War Sage), an early literary work in Acehnese, was the source of archaic words for the research. Therefore, the research design applied a descriptive qualitative method. The data consisted of 54 suspected archaic words from Hikayat Prang Sabi that were distributed to 20 speakers of Acehnese who lived in the Pidie regency. They were divided into two age groups consisting of 20 to 25 years old and 26 to 30 years old. They were asked to verify the suspected archaic words. The research results show that there are five archaic words and 49 semi-archaic words have found in the Hikayat.
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