CRITICAL JOURNAL REVIEW

LANGUAGE STUDIES
LECTURER : Christine Helena Natalia Aritonang [Link]., [Link]

ARRANGED

BY:

CAHYALTI (2193121046)
DESY INTAN SIRAIT (219)

ENGLISH EDUCATION 19 A

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN 2020
 PREFACE

Praise and gratitude to God the almighty who has given us the opportunity to complete this paper, so
that this Critical Journal Review can be completed timely. And also the writers would like to thank to
Miss Christine Helena Natalia Aritonang [Link]., [Link] as the writers’ lecturer in LANGUAGE STUDIES.
A critical journal review is a task given by a lecturer to students to criticize and evaluate the contents of
the journal so the writers can find out more about the contents of the articles. The writers realize that in
the results of this paper there are still short comings and mistakes, we as the writers apologize for the
amount.

Therefore the writers gladly accept all criticism and suggestions from readers. The writers hope this
Critical Journal Review brings benefits to all of us.

Medan, April 2020

Writers

LIST OF CONTENTS
PREFACE ........................................................................................................................... i
LIST OF CONTENTS ....................................................................................................... ii
JOURNAL REVIEW 1 ...................................................................................................... 1
JOURNAL REVIEW 2 ......................................................................................................

Journal Review 1

JOURNAL ARTICLE REVIEW

INTRODUCTION

Morphology is the study of morphemes which are the smallest significant units of grammar, It explains
that morphology is a study of morphemes which are the smallest unit of the word. While Syntax is the
grammatical structure of sentences. A writer will vary sentence syntax to make writing more interesting
or to emphasize a particular point.

It is very important to understand each student correctly because at this time every student is required to
speak or make a composition in English. Making composition is considered as the most challenging
academic task for many students.

Writing a composition is not an easy task for the students since they have so many things to be worried
about grammar, spelling, punctuation, capitalization, details, effective wording and so on.

ARTICLE SUMMARY

English plays an important role in communication because it is used in all aspects of life. Mastering
English will allow people to communicate with others around the world. Therefore, high school in
Indonesia currently strives to have students speak fluent English. Unfortunately, teachers usually forget to
pay attention to all the above aspects. In fact, teachers only provide topics that should be written to
students and ask them to create compositions based on the topic, As the result, the students often make
many errors in making English composition because of several reasons.

This research is to find out morphological and syntactical errors made by the students in their
composition, the frequency of errors, the dominant type of error, the sources of error, and also to find a
remedial teaching. The method of the research is descriptive method. This research is conducted at the
second semester of 2016/2017 in SMK Kharismawita 2 Jakarta with the sample of 30 students of XI APh
class.

The writer uses purposive sampling in choosing the sample and the method of this research is qualitative
research. In this research, the errors are classified into 9 categories of morphological errors. The
categories, number, percentage of morphological errors made by the students are adverbs, adjectives,
indefinite demonstratives, adjectives, nouns, plurals, possesive adjectives, past formations, singulars and
to infinitives. Meanwhile, the syntactical errors made by the students are categorized based on the surface
strategy taxonomy. The categories, the numbers and the percentage are omission, addition, misformation,
and misordering.

RECOMANDATION

After researching the entire journal, the authors argued that the journal had many advantages.
The first is that the research objectives in the journal are very good, which is to know the
mistakes of writing done by students so that educators learn about it and find out how to better
teach. Secondly, the method of research conducted using two methods is quantitative and theory,
where the theory given is very relevant to the topic of research and help to provide the
explanation needed so that the research is not ambiguous. Then the results of the study are
specified in detail so that the data can be seen, and calculated easily and accurately. Not only
does it count the number of errors, in this journal it also shows some forms of error and then
gives the correct explanation as well as who the participant made the mistake with details. E.g "
The example

is made by the 2nd participant. She makes this error because she makes word for word
translation from Indonesian into english. This example shows that she wants to translate “setiap
1 tahun” and she translates these words into “every one year” it

should be “every year”.

As for the lack of, the authors only found a small thing that there are several repetitions that do
not mean in the presentation of the percentage of errors, there are even 2 tables of the same
content, which according to the Periview is not necessary.

For the writer of journal I hope in the next journal it will be a better one and has a clear
explanation.

CONCLUSION

After the Riview of the journal, the author concluded that the journal is well done and is very good for
reference and guidance for researchers who are about to conduct research.

From this journal The authors also know that there are still many mistakes in understanding and the use
of grammar (especially morphology and sintax) performed by students. And the most error cases are in
the ommision and adverb sections. Students tend to conduct direct translations of the sentence without
regard to the structure of the grammar. According to the journal this happens solely not a student's
fault, but also because the teacher does not convey the material explanation well, many teachers are
only giving assignments without giving the material introduction first.

Therefore, it is expected for teachers to develop learning methods for better.