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All Journal Mamangan Social Science Journal Journal of English Language Teaching, Literatures, Applied Linguistics
Simanjuntak, Abdi Putra Arianto
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Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Improving Students' Descriptive Writing Achievements Through The Mind Mapping Method Carolina, Carolina; Susanti, Susanti; Lestari, Febrika Dwi; Simanjuntak, Abdi Putra Arianto
Jurnal Ilmu Sosial Mamangan Vol 12, No 3 (2025): Jurnal Ilmu Sosial Mamangan Accredited 2 (SK Dirjen Ristek Dikti No. 0173/C3/DT
Publisher : LPPM Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/mamangan.v12i3.8480

Abstract

This study focused on finding out the effect of using mind mapping method of   in teaching writing descriptive text. The objective of the study is to find out whether or not the mind mapping method affects students’ achievement in writing descriptive text. This study was conducted by applying study case research. The subject of the study was the Second-year students of HKBP Nommensen University. The writer took group A which consists of 20 students used Mind mapping. The writer took one class as random sampling to see the effect of Mind mapping method in teaching writing descriptive text. The data were taken by giving writing test. The tests were divided into two tests: pre-test and post-test for both the second cycle and the first cycles. The mean score of cycle I class is 57 and the post-test is 85,55. The mean score of pre-test in the cycle I is 53,4 and the post-test is 82,1. It is conducted that the mean score of cycle II is higher than a the first cycle. The result that the calculated > t-table as the level of significance p=0.05 (4,48 >1.734). The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It is suggested that teachers of English subject apply Mind mapping method   as an alternative teaching technique to help writing ability at tenth grade students in university level.
AN ERROR ANALYSIS OF USING SIMPLE PRESENT TENSE IN WRITING DESCRIPTIVE Simanjuntak, Abdi Putra Arianto; Tobing, Aryo Hans; Simbolon, Desi; Silaban, Tumiar
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 3 No. 1 (2025): Mey
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v3i1.306

Abstract

This Descriptive text is a type of writing that explains or illustrates people, places, and objects by focusing on their physical characteristics or appearances.This study analyzes students’ grammatical errors in using the simple present tense in descriptive texts. Conducted on 24 second-semester English Education students at HKBP Nommensen University Medan, the research used a qualitative descriptive method and surface strategy taxonomy (Dulay et al., 1982) to classify errors into omission, addition, misinformation, and misordering. The population of this research included all second-semester students of the English Education Study Program at HKBP Nommensen University Medan during the academic year of the study. These students had completed Writing I and were enrolled in Writing II, which covers the use of grammatical structures such as the simple present tense in descriptive writing. Using purposive sampling, one class (Class B) was selected, consisting of 24 students who met the criteria and were deemed suitable for analyzing grammatical errors. The primary instrument was a supervised writing task, where students wrote a five-paragraph (200–300 words) descriptive text about a person, place, or thing within 60 minutes. Their texts were analyzed using the Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982), which classifies errors into omission, addition, misinformation, and misordering. For data validity, two grammar experts assisted in reviewing and confirming the identified errors through triangulation. From 263 simple present tense usages, 141 (53.61%) were incorrect. The most frequent error was omission (40%), followed by addition (29%), misformation (18%), and misordering (13%). These findings indicate that students still face difficulties in mastering simple present tense, especially in forming grammatically complete sentences.
Co-Authors Carolina Carolina, Carolina Febrika Dwi Lestari Silaban, Tumiar Simbolon, Desi Susanti Susanti Tobing, Aryo Hans