This research aims to find out the common errors made by students studying at one of the vocational colleges in Banda Aceh, Indonesia. The students’ opinions on their experiences of learning English, particularly in speaking, were also explored. This qualitative-quantitative research design was conducted by collecting some recordings of the students’ speaking performance, and distributing questionnaires on the process of teaching and learning EFL to be filled in by the participants. In the analysis, the data from the recordings were coded, transcribed, described and displayed in accordance with the students’ error items. Meanwhile, the analysis of the questionnaire employed a simple percentage calculation. From the speaking performance, the students in the speaking class produced two types of common errors, i.e. pronunciation and grammar errors. The common errors in their English pronunciation vary between the vowel and the consonant. The errors in vowel production were produced the most. Meanwhile, 70% of the students made errors in grammar on language tense and some on plural morphemes. From the questionnaire, it was revealed that even though the students tried to speak English well, all of them were aware and agreed that they made grammatical errors when speaking English.
Writing is not a spontaneous ability in language learning because it requires both editing and revising, and thus making this skill perceived as an easy task. Students could use a dictionary to help them use a foreign language on any occasion. Nonetheless, these activities may result in several errors in students' writing assignments. Relating to this situation, this study aims at identifying the students’ problems and their grammatical errors during the process of academic writing. In this study, mix-methods were applied in which vocational college students’ writings were documented and interview with the students was conducted. The data on students’ grammatical errors were collected, transcribed, analyzed, and interpreted. The findings show that the students’ errors laid on tense (38.0%), preposition (11.7%), article (11.4%), conjunction (11.4%), omission (8.9%), subject-verb agreement (6.3%) and adverb (2.5%). Meanwhile, based on the interview, to facilitate language competence, a translation tool such as Google translate was routinely used by most of the students (81.8%) during the writing completion. Although applying a translation tool in writing, the majority of the students (73%) thought it is a hard skill, and 18% of them believed that the writing process is the most difficult in language activities.
Saat pandemi COVID-19 yang melanda Indonesia, sistem pendidikan berfluktuasi. Metode pembelajaran tatap muka segera diubah menjadi pembelajaran jarak jauh dengan bantuan perangkat digital seperti komputer dan internet. Pada awalnya para praktisi pendidikan khususnya yang ada di Banda Aceh kesulitan menentukan metode yang tepat. Namun para pembuat kebijakan, khususnya di tingkat perguruan tinggi, Universitas Syiah Kuala menetapkan arahan untuk metode campuran; kelas dan kegiatan belajar online. Dalam penelitian ini data diperoleh melalui google form melalui media sosial seperti WhatsApp. Peserta semester 2 dan 4 dipilih untuk memberikan suara pada sistem pembelajaran yang baru. Hasil penelitian kualitatif ini menunjukkan bahwa sebagian besar siswa (89,6%) setuju dengan kebijakan pendidikan. Mereka (80%) juga menyatakan senang belajar dengan metode campuran pada semester ini. Di sisi lain, jika siswa dapat memilih tanpa mempertimbangkan efek samping dari situasi saat ini, 51,8% dari mereka akan lebih memilih aktivitas tatap muka daripada kelas online.
This study aimed at investigating the mother tongue influence of Acehnese learners in vocational English class. The students’ mother tongue influence can be detected by the results of speaking errors on their performance. The primary data of the students’ speaking performance was recorded, then transcribed. Furthermore, the student’s questionnaire was applied to support the primary data. The results of this study were analyzed and presented into two parts containing pronunciation and grammar errors. Meanwhile, the data obtained from the questionnaire was quantitatively shown that the learning process of the target language was affected by the first language.
To enrich students writing aptitude, it is significant to identify the effective feedback process in the language classroom. While the teacher is presenting the appropriate feedback strategies, it is needed to find whether the students prefer what their teacher applied in order to solve their writing problems. The teacher carried out both written and oral (writing conference) in giving feedback, however, this study aims at comparing the teacher and students’ preferences on the teacher feedback practice qualitatively. The students’ writing assignment of 200 words was submitted before the conference schedule. Receiving the written feedback on their writing sheets, the students read and review their teacher feedback. Next, participating in this study, the students were required to contribute on the questionnaire about their preferences during the conference, while the teacher was interviewed. The results show that the students (58%) in the novice writing class preferred on the writing conference. There were 79% students in English writing program would rather work in personal with their teacher which means each of students work one-to-one. Meanwhile, the teacher preferred providing the written feedback, though she realized that the conference might work better on the novice level.
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