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MINIMISING STUDENTS’ ERRORS IN WRITING PROCEDURE TEXT: WHAT STRATEGIES
DO TEACHERS EMPLOY?
By
Iqlima Sarah Kismawati1, Siti Nur’aini2, Faiza Hawa3
1,2,3English Education, University PGRI Semarang Indonesia
[email protected]Article History: Abstract: This study aimed at finding out errors students
Received: 16-01-2023 made when writing procedure texts and strategies the
Revised: 27-01-2023 teachers employed to overcome the errors . This study used a
Accepted: 20-02-2023 qualitative method. This study was conducted at SMAN 01 Bae
Kudus. Researchers employed observations, interview to
teachers, and documentation to gather data. The study
Keywords: revealed that students made errors when writing procedure
Teacher's Strategy, texts; those are interlanguage, intralingual, spelling,
Students' Errors , grammar, and punctuation. To minimise the errors,, the
Procedures Text teacher used the "jembatan keledai" method and the Duolingo
program. The success rate for using this strategy to minimize
student errors is 50% for the Duolingo program and 70% for
“jembatan keledai
INTRODUCTION
People from all across the world can communicate with one another through language.
Every area has a unique language used to interact with its culture. Through language, people
can convey their thoughts and aspirations to others, such as when they require assistance
from other group members. When one language predominates over another, it makes that
language—English—the most frequently spoken worldwide. For the reasons above,
proficiency in English is a crucial necessity for individuals, society, and our country as a whole
as we face new challenges. Our government is working very hard to employ school-based
curricula to raise English proficiency in our society. Students must possess the first four
language abilities to master English in secondary schools.
Writing assignments are very important to express meaning in various forms. High
school students must study multiple texts, including procedure, descriptive, recount, and
narrative. Procedure text is used to explain something through a series of actions or steps in
our daily lives. Based on the observation done by the researchers, the students encountered
specific issues in writing, such as their inability to understand the material, especially
procedure texts, which made them bored in joining the learning process. Other than that, the
issue at hand is grammar, tenses, and spelling in writing procedural texts. In addition,
students struggle to generate ideas to write. Students occasionally work to select the
appropriate English terminology while writing, which causes their papers contain more
errors. These are influenced by students' low desire and interest in studying English,
particularly when it comes to procedural text. Health, intelligence, talent, interests, maturity,
motivation, exhaustion, attitudes, attention, teachers, parents, friends, and environmental
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conditions are among the factors that affect learning. Many teachers rarely employ models
or other learning materials to stimulate their interest in the subject. Due to the numerous
circumstances that create barriers in learning, students cannot achieve their full potential,
are incapable of being serious, and lack focuses on the learning process. Those circumstaines
are pictured when students are talking to others, playing unnecessarily, occupied with
communication devices, and other behaviours that are frequently found in classroom
settings. To cope those situations, an effort must be made to enhance the learning process,
particularly in learning procedure text.
In learning English, students must develop specific skills, which are crucial. Students
find it difficult to learn English due to lack of grammar, vocabulary, and pronunciation issues.
However, the students also have challenges in developing their abilities, particularly in
writing. Astrini et al (2020) discovered that writing majors experienced issues with
coherence, cohesiveness, and grammar during the writing process. They discovered children
who had writing problems, such as poorly organized paragraphs, poor diction, and
misspelled terminology. Furthermore, they observed the students' minor writing flaws, such
as awkwardly organized paragraphs, poor diction, and misspelled terms.
Some studies related to students’ errors have been done by some researchers. First,
Bulqiyah (2021) in her article entlited Investigating Writing Difficulties in Essay Writing:
Tertiary Students’ Perspectives stated an important aspect of writing is the field of linguistics
which has a great response in students' difficulties in writing essays. The primary goal of this
research is to learn more about how college students perceive the challenges associated with
writing essays. This study used an explanatory research design in which semi-structured
interviews and an online questionnaire were used to collect quantitative and qualitative data,
which who then evaluated independently. Six of the 21 undergraduate participants signed up
for the survey's interview portion. According to this study, tertiary students' issues with the
essay-writing course can be divided into three categories: affective issues, which result from
the lecturers' and students' attitudes during the course's teaching and learning, cognitive
issues, which are problems with the writing process, language transfer, and writing
viewpoint, and linguistic issues with vocabulary, lexico-grammar, and essay structure.
According to the results, these aspects of academic writing should receive serious attention
from EFL students and instructors to solve the issues. The results of this study have
consequences for researchers, especially in the fields of language and education, as well as
for designers of EFL writing courses as fundamental data of material development. On the
other hand, problems in vocabulary mastery are an important aspect of students' essay
writing. Therefore, knowledge of linguistics as a major aspect of academic writing should get
serious attention for EFL students and teachers. Therefore, suggestions for critical building
are needed to advance a better understanding of the writing problem. These illustrate how
challenging writing for students. To solve these issues, teachers must opt for appropriate and
effective teaching and learning methodologies, strategies, and techniques. The second is the
article entitled “Problems in Writing Narratives in English Faced by Students at Daar El Nayl
Islamic Boarding School, Cilebut Bogor” by Simanjuntak (2019). This study aims to identify
the difficulties and writing faults that students encounter when composing narrative texts in
English. This investigation employed a qualitative methodology. The study's sample included
four students from Daar El Nayl Islamic Boarding School Cilebut in Bogor Regency, who were
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in grades 7 to 9. According to the study's findings, four students in grades 7 to 9 at the Daar
El Nayl Islamic Boarding School Cilebut in Bogor Regency struggled with writing narratives
in English because they lacked a solid grasp of the language's grammar. These students made
two mistakes when writing English narrative texts, including errors with tenses/Kalas,
articles, and prepositions. Third study is the study conducted by Lestari et al (2020) entitled
“A Comprehensive Teacher Strategy For Successful Online Learning Process”. This study
reviewed the teacher's approach to achieve success in online learning in the literature.
Teachers must create effective online learning strategies. Teachers can employ audio-visual
presentations to hold students' attention, avoid assigning too many activities and offer
context-relevant homework that applies to students' everyday lives. The research technique
is a literature study with around 40 papers and books released from 2002 to 2020, with the
topic being teachers. The selection of documents is based on their applicability to the subjects
covered in online discussions during the Covid-19 pandemic. The researcher examines the
literature in-depth and creates pertinent information to convey thorough and compelling
knowledge. The study concludes that teachers must develop these online learning strategies
to accomplish learning goals. Teachers in specific subject areas might gather data on students
who do not have electronic devices for online learning and then employ various tactics.
Instructors in guidance and counseling can provide traditional online tutoring by making
assignments enjoyable for students rather than assigning them difficult work. If everything
goes according to plan, online learning can be implemented successfully—possibly even
more effective than classroom instruction. A study related to strategies to cope students’
problems in making errors in writing is still under explored. To fill the gap, the researchers
eagered to do this research concerning on teacher’s stategies to minimise students’ errors in
wring. Teachers might utilize strategies as benchmarks when determining the level of
student inaccuracy in writing procedure text during instructional activities.
LITERATURE REVIEW
1. Teachers’ Strategies
Teaching strategies are comprehensive plans for lessons that explain the structure of
expected learner behavior in terms of the instruction's goal and the planned techniques used
to carry it out. According to Sarode (2018), teaching strategies are techniques used to help
students learn the material in the intended course and create goals they can meet in the
future.
Sarjan (2017) stated the basic lesson plans that the English teacher must learn to give
the lesson to the students in the class contain structure, student behavior preferences,
teaching goals, and summaries of methods needed to achieve these general lesson plans. As
a result, the lesson will be as fully comprehended and used as feasible.
The researcher has concluded that teaching strategies are comprehensive plans for
lessons that include structure and goals for students’ behavior. In terms of teaching, a goal
refers to strategies used to aid students in understanding the material in the desired course
and create goals they can work toward in the future.
2. Writing
If students desire to write well, they must teach them the necessary skills and use
intentional tactics to improve their writing proficiency. Students must complete all four to
complete their English learning. Students immediately learn to listen first, talk, read, and
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write when they study English as a foreign language. The conventional wisdom, firmly backed
by the structuralist and behaviorist schools, was that “writing only reproduces the spoken
language while spoken language is the true embodiment of language.” We must acknowledge
that when we write, we automatically convey how effective the fusion of our spoken words
is. The four linguistic skills are connected and intertwined (Pharr, D., & Buscemi, 2014).
Additionally, there are other elements that pupils must understand to produce such
excellent writing. According to Llach, (2011) learning the writing approach entails going
through all the steps involved, such as planning and outlining the piece, coming up with ideas,
writing several drafts, reading it aloud, revising, restructuring, and editing. This study may
guide students to use process text to explain their ideas.
3. Genre
According to Knapp & Watkins (2013), a genre is a setting with structures for occasion,
function, behavior, and interaction. The definition of the genre is a staged, purposeful social
process. These use language to engage with participants in a typical, step-by-step design.
The genre-based writing involves a strategy for how to see and perceive paper. That is
to say, approaching a report from a genre perspective will result in regular information.
4. Procedure Text
According to Walter (2015), procedure text describes the process that must follow to
produce a successful result. It indicates that when we operate, plan, or produce something,
we need to know the procedures to take to reach the aim. The purpose of
instructions, regulations, and processes is to guarantee that something is done correctly and
successfully. Text that explains how something operates or how to follow operating
instructions or manuals, such as how to use a computer, a movie, or a
photocopier. Instructional texts describe how to carry out specific tasks, such as
recipes, game rules, science experiments, and traffic safety regulations. People are already
accustomed to procedure texts from everyday life, such as instructions for making
something, game rules, recipes, manual steps, and destination directions . The researcher
require the standard text arrangement used when composing procedure text to arrange a
suitable process text.
METHODOLOGY
The researchers employed descriptive qualitative in this research. Qualitative
research describes and analyses the abilities, forms, uniqueness, and variations of words
produced by teachers in classes (Sugiyono, 2019). According to (Moleong, L, n.d.), qualitative
research approaches produce descriptive data in spoken words from persons whose
behaviour may be observed. This research focuses on teachers' strategies for minimizing
student errors in writing procedural texts. It describes the strategies used by the teacher in
SMAN 01 Bae Kudus to minimise the errors made by students in writing procedure text. To
collect data for this research the researchers did it, through observation, interview, and
documentation.
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FINDING AND DISCUSSION
The researcher presents the study's findings based on the information collected in this
chapter. In this case, the researcher went through the teaching strategy used by the two first-
grade English teachers in the academic year 2022–2023 to reduce errors made by first-
graders when writing procedural texts, SMAN 01 Bae Kudus.
A. Research Findings
1. Students Errors in Writing Procedure Texts
One of the fundamental skills that are required of language learning
competencies when learning English at school is the ability to write
procedure texts. Students are usually expected to illustrate or describe how
to produce or create something using correct and sequential procedures.
The study discovered that many first-graders continued to make errors in
text writing methods based on the findings of interviews with English
teachers.
a. Grammar
Students' failure to follow school regulations and their inability
to learn English are additional factors that contribute to their
writing faults. These caused the two first-grade teachers to
approach students more to reduce errors in drafting process
manuals.
b. Tense
Tenses are changes in the form of verbs based on the description
of time and the nature of activities or events. Students usually make
errors in this section when writing procedural texts. Using a
different past tense is incorrect, such as the simple past tense. Thus
that is the main issue.
2. The Teachers’ Strategies in Teaching English at First Grade
a. Jembatan Keledai
According to Solso, R. L., Maclin, O. H., & Maclin (2008) “jembatan keledai” method
approach used keywords or abbreviations to help people remember and comprehend a piece
of data faster and easier. It would also make used of images and words. Which involves
making the title special finite, was employed to reduce student errors.
In general, she constantly emphasized grammar to her students as soon as she entered
the classroom. In an interview with the researcher, she claimed, "in essence, all tenses may
be broken down into two types of phrases: nominal sentences and verbal sentences.
Whatever the tenses, if students can fundamentally master them for sentence formation, it
will get easier later ".
In addition to focusing on grammar queries, she also used the "jembatan keledai"
technique she learned at school. Additionally, she added that applying this strategy to
linguistics helps students write or use it when they practice speaking. Therefore, if students
thoroughly investigate the context of sentences, both simple sentences, and sentences that
are already complex, basic and simple finite forms can at least be applied more simply.
b. Duolingo application
Duolingo application is a platform based on learning English. It turns out that students still
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feel the effects of yesterday's pandemic. She said, “For instance, several students continued
to make errors when writing English texts, particularly when writing procedural pieces,
forcing she to start over, especially with grammar.” She usually experienced grammar issues
with his students as well. Other than grammar issues, she frequently employed other
strategies.
a) Investigating the causes of students' continued writing errors.
b) After realizing the error, she will divide the class into several groups.
c) Students who will complete the test by creating phrases using the Duolingo app.
Discussion
1. Students Errors in Writing Procedure Texts
Students occasionally make errors when creating procedure material. Common mistakes
made by students include:
a. Grammar
The least amount of errors is made by students during passive building. Students also
make errors in this part while writing sentences that are not used in passive sentences. The
usage of to be, which did not correspond to the subject of the phrase, was the student's error
in subject-verb agreement. The topic, for instance, is plural but is used as if it were singular,
and vice versa. Students erred in the article part by failing to place the article in the
appropriate noun. The most troubling of the misunderstanding errors, according to Tizazu
(2014), is the incorrect usage of linguistic elements, which takes the shape of wholly wrong
word choices, incorrect collocations, incorrect syntactic categories, incorrect word forms,
borrowing, and currency. Using capital letters is another error that students make when
writing; they either fail to do so after periods or do it in a manner appropriate to the context,
such as in the middle of a phrase. Researchers also discovered that many students did not
pay attention to punctuation, did not utilize punctuation marks, or used punctuation marks
that were inappropriate for the context, which led to vague or ambiguous phrases or
paragraphs. Example:
For intance they forced plural form in the singular form as follows:
1) Put is pan in the refrigenerator, up till one days.
2) Next, turn on the blender and wait until one minuts.
b. Tenses
According to Rahman et al (2017), researchers categorize errors into ten categories based
on the interpretation of the results: errors in verb tenses, sentence structure, connectors,
passive construction, and subject-verb agreement. Agreements, word choice, article
placement, diction, mechanics, and concepts are unclear. Several mistakes were discovered,
such as incorrect vocabulary, where who should have used verb one, but some students used
verb two or verb three or verb-ing. There is also the issue of using the incorrect word; some
students use noun groups in sentences when a verb is more appropriate. According to the
study, the choice of singular/plural nouns and countable/uncountable nouns was also
frequently incorrect.
Example:
They used past tense for imperatives sentences like the following:
1) First, prepared the material ...
2) Next, blended fried rice with ...
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3) Heated and add other....
Their verb instructions were followed by s, as follows:
1) Cuts is mango and put in to bowl
2) And then, prees orange or mixed with....
3) Third, shells a banana....
Many students first underrated procedural text content and believed it to be simple. Still,
after learning about the structure and traits of procedural text from researchers, they
recognized that procedural text material was more complicated than they had initially
believed. These are influenced by students' low desire and interest in studying English,
particularly when it comes to procedural text.
According to an interview with the first English teacher at SMAN 01 Bae, lack worked 70%
successfull in this application in teaching english. These indicate that many students
comprehend. The remaining students, however, need to learn due to a lack of students who
understand the subject matter, students who need to pay attention in class, and a lack of
students who comprehend the meaning of the word in English itself, especially when the
teacher is instructing students in text procedure lessons.
Specifically, students need help comprehending how to construct sentences and their
ignorance of the definition of an English term or sentence. The study discovered the causes
of mistakes in writing procedure texts produced by SMAN 01 Bae Kudus students.
Four categories of error causes—interlanguage transfer, intralingual transfer, learning
environment, and communication strategy—are used to classify sources of error Brown
(2018). The study discovered the causes of mistakes in writing procedure texts produced by
SMAN 01 Bae Kudus students.
1. Interlanguage transfer
Interlingual transfer, also known as negative transfer, is the first type of error that can
occur because of influence from the learner's mother tongue. Example:
1) Wait some minute....(correction: wait some minutes)
2) There is many food in the refrigerator....(correction: There are many food in the
refrigerator)
2. Intralingual transfer
The study identified numerous sources of errors in intra-lingual transfer, including the
formation of errors when students apply the structures they have studied but in different
contexts and the adoption of aberrant sentence structures by students. Based on the analysis,
here are same examples of errors which were caused by intralingual transfer:
1) He put the rice in the magicom (Correction: he puts the rice in the magicom)
2) Mix litle cheap until flatten. (Correction: Mix little cheap until flatten).
3) Then pour a juice to six glases. (Correction: Then pour a juice to six glasses)
3. Learning environment
Many students first were undervalued and felt the material for procedure texts was simple.
Still, after learning about the structure and features of procedure texts from researchers, they
recognized that the material for procedure texts was more complex than they had originally
imagined.
4. Communication strategy
Communication strategy is the final area where students make mistakes. Researchers have
identified several contributing factors, including students' lack of interest in learning.
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2. The Teachers’ Strategies in Teaching English at First Grade
As previously stated, the SMAN 01 Bae Kudus teacher uses two different teaching
methods when instructing first-graders in English. The “jembatan keledai” approach is used
in this procedure. The “jembatan keledai” approach offers benefits and disadvantages. One
advantage is that students may concentrate on receiving instruction, while a penalty is
stopping participating actively in their education.
The teacher's approach is to highlight grammar with the class, create a “jembatan keledai”
to make it simpler for students to write procedural texts, and have them practice writing
sentences correctly using the dual language app. Clear class objectives, demonstrating and
telling, flexible scheduling, lots of practice, providing students feedback, questions to gauge
learning, and getting students to collaborate are additional strategies, according to teachers,
who can enhance the teaching and learning process by using successful strategies.
The teacher added that the “jembatan keledai” strategy was well-liked by the students.
They enjoy it because it allows them to participate more actively in their education. Even
though some are not interested in this method, most students enjoy it when the teacher uses
student presentations. So they ought to have more self-assurance. Because they put students
on the passive side, lecturing and multimedia methods are rarely used by teachers.
The study discovered that most students were more successful when employing the
“jembatan keledai” method based on the findings of the interviews. They prefer group
discussions over other instructional strategies. At the same time, many students dislike group
discussions because they find the teacher's repetition of the material boring.
CONCLUSION
Based on the findings of the study of the research data approach used by English
teacher's strategy to minimise students' errors in writing procedures text for 1st grade at
SMAN 01 Bae Kudus, specifically:
1. Students often need help with creating process documents. The issues encountered
are, of course, distinct according to the findings of the interviews with the two
teachers. The results of the initial teacher's interviews revealed that errors in writing
grammar, punctuation, and spelling were among the reasons students made problems
when writing procedural texts. While the challenges experienced were not
significantly different from those of the first teacher, the results of interviews with the
second teacher showed that they made more writing errors during the interlanguage
transfer and intralingual transfer.
2. The two teachers' approaches to their students are undoubtedly different based on
their strategies. The first teacher employed the "jembatan keledai" method. Using
these methods, 70% of students could write procedural texts in line with the rules,
reducing procedural text writing errors. In comparison, the second teacher's
approach used the Duolingo program. Students can embrace this approach because
almost 50% no longer make mistakes when composing procedural texts, so the
teacher can reduce student errors in producing procedural texts using the second
way.
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[1] Astrini, F., N.M, R., & G.A. L.P, U. I. (2020). The Model of Strategies Employed by English
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[12] Simanjuntak, H. L. (2019). Problems in Writing Narratives in English Faced by Students
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[14] Tizazu, Y. (2014). A LINGUISTIC ANALYSIS OF ERRORS IN LEARNERS’
COMPOSITIONS: THE CASE OF ARBA MINCH UNIVERSITY STUDENTS Yoseph Tizazu
Department of English Language and Literature, Arba Minch University, Arba Minch,
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Errors-in-Learners’-Compositions-The-Case-of-Arba-Minch-University-Students.pdf
[15] Walter, C. (2015). Procedural writing grade three. Saskatchew School Library
Association, 29.
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HALAMAN INI SENGAJA DIKOSONGKAN
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