The Analysis Of Students’ Error

Negative and interrogative forms are the important elements of Englishgrammars that have to be mastered by SMP students. The learners need to havesubtantial capability of English grammar in order that they are able to speak andwrite correctly.Therefore, the objectives of this research are (1) to identify the frequencies ofoccurance of the students’ grammatical errors based on surface strategy taxonomyfound in their sentences, (2) to identify the frequencies of occurance of students’grammatical errors based on developmental category that are found in theirsentences, and (3) to find out which types of errors were mostly made by thestudents. Descriptive method was used in this research, where the data were takenfrom the students to draw conclusions. This research was conducted at SMPNegeri 8 bandar Lampung. The subject of the research was class VIII.H consistingof 34 students. The data gained were further analyzed based on surface strategytaxonomy and developmental category.Having analyzed the data, it is found that the students commited four types oferrors based on surface strategy taxonomy and developmental category, thehighest frequency of error types based on surface strategy taxonomy ismisformation error (63,17%) followed by misordering errors (23,36%), additionerrors (11,34%) and misordering errors (2,27%). While based on thedevelopmental category, the errors are: pre-systematic stage (44,75%), systematicstage (33,14%) and post-systematic stage (22,09%).The result shows that the highest number of errors occured is misformation. ThisIndicates that students have more serious problems in using grammar especiallytenses in present tenses. They might also be influenced by Indonesian grammar.And based on developmental category the most frequent errorr occured is presystematicstage. This might be due to the students’ lack of knowledge aboutgrammar. The errors students produced were possibly caused by some factorssuch as insufficient grammar mastery, lack of knowledge of present tenses andlack of awareness. In line with the result, it is suggested that English teachersshould not ignore the errors made by them. The teachers can give remedialteaching for the students and provide some tasks or exercises which enable themto practice using tenses

The Effect of Think-pair-share Technique on Students’ Reading Comprehension Achievement

Penelitian ini bertujuan untuk mengetahui apakah terjadi peningkatan hasil belajar membaca siswa ketika mereka diajarkan menggunakan teknik Think-Pair-Share; dan untuk mencari aspek membaca mana yang meningkat secara signifikan. Penelitian ini menggunakan one group pretest-posttest design dengan IX IPA 2 yang terdiri dari 32 siswa dipilih sebagai sample penelitian. Hasil penelitian menunjukkan nilai rata-rata protest siswa (84.22) lebih besar daripada nilai rata-rata pretest mereka (50.16), dengan perbedaan nilai sebesar 34.06. Hasil T-Test menunjukkan nilai kesignifikanan (2-tailed) sebesar 0.000 (p=0.000, p<0.05). Hal ini menunjukkan bahwa adanya peningkatan hasil belajar membaca siswa. Peneliti menganjurkan bahwa guru bahasa Inggris dapat menerapkan teknik Think-Pair -Share  dalam mengajarkan pemahaman membaca sebagai salah satu strategi alternatif terutama karena terbukti bahwa strategi tersebut dapat membuat mereka sukses dalam belajar membaca. The objectives of this research is to find out whether there is any significant increase of students’ reading comprehension achievement when they are taught by using Think-Pair-Share technique; and to find out which aspects of reading that significantly increases. The research design used a one group pretest-posttest with IX IPA 1 class, which consisted of 32 students, was taken as the sample of the research. The results showed that the students’ mean score of posttest (84.22) in experimental class was higher than the pretest (50.16) with the gain was 34.06. The results of t-test indicated that the significant (2-tailed) value was 0.000 in α level was p<0.05). It showed that the hypothesis was accepted, since there was a significant increase of students’ reading comprehension achievement. The researcher suggests that the English teacher should apply Think-Pair-Share technique in teaching reading comprehension as one of alternative learning strategies especially because it has been found that the strategy can make them successful in learning reading

Socializing One Health: an innovative strategy to investigate social and behavioral risks of emerging viral threats

In an effort to strengthen global capacity to prevent, detect, and control infectious diseases in animals and people, the United States Agency for International Development’s (USAID) Emerging Pandemic Threats (EPT) PREDICT project funded development of regional, national, and local One Health capacities for early disease detection, rapid response, disease control, and risk reduction. From the outset, the EPT approach was inclusive of social science research methods designed to understand the contexts and behaviors of communities living and working at human-animal-environment interfaces considered high-risk for virus emergence. Using qualitative and quantitative approaches, PREDICT behavioral research aimed to identify and assess a range of socio-cultural behaviors that could be influential in zoonotic disease emergence, amplification, and transmission. This broad approach to behavioral risk characterization enabled us to identify and characterize human activities that could be linked to the transmission dynamics of new and emerging viruses. This paper provides a discussion of implementation of a social science approach within a zoonotic surveillance framework. We conducted in-depth ethnographic interviews and focus groups to better understand the individual- and community-level knowledge, attitudes, and practices that potentially put participants at risk for zoonotic disease transmission from the animals they live and work with, across 6 interface domains. When we asked highly-exposed individuals (ie. bushmeat hunters, wildlife or guano farmers) about the risk they perceived in their occupational activities, most did not perceive it to be risky, whether because it was normalized by years (or generations) of doing such an activity, or due to lack of information about potential risks. Integrating the social sciences allows investigations of the specific human activities that are hypothesized to drive disease emergence, amplification, and transmission, in order to better substantiate behavioral disease drivers, along with the social dimensions of infection and transmission dynamics. Understanding these dynamics is critical to achieving health security--the protection from threats to health-- which requires investments in both collective and individual health security. Involving behavioral sciences into zoonotic disease surveillance allowed us to push toward fuller community integration and engagement and toward dialogue and implementation of recommendations for disease prevention and improved health security

Reviewing the past to learn in the future: Making sense of design errors and failures in construction

Design errors can severely jeopardise safety and contribute to failures in construction and engineering projects. Such failures can have devastating economic, environmental and social consequences. Significant efforts have been made to reduce the incidence of failures through learning from previous disasters and events by modifying building and engineering codes and standards accordingly. Design errors, however, remain an innate feature of construction and engineering projects despite the considerable amount of knowledge that has been accumulated to date. Most errors are identified during construction and require rework, but there is always a potential for some to remain undetected and contribute to failure, and as a result potentially contribute to accidents and loss of life. An examination of the literature research suggests that a series of pathogenic influences contribute to errors and failure. Thus, this paper article examines the circumstances and issues that contributed to a series of construction and engineering failures to enable development of a learning framework that can be used to mitigate design errors and potential failures and accidents. © 2013 Copyright Taylor and Francis Group, LLC