Considering the importance of grammatical aspect in the writing process, the students should have gramatical knowledge since they are as a beginner. This research aims at error analysis of students’ writing by using surface taxonomy strategy and the factors happen in error of students’ writing based on surface taxonomy strategy at Pre-Planet Program of Kresna English Language. The research study is classified into qualitative research. The instrument that the researcher used are document and interview. By analyzing the students’ answer sheet, the writer obtained their scores of the test result and found that the highest error was found in Misinformation, the students committed 147 times or 68.37% out of the whole errors. The second is Omission, from the data that was found 37 times or 17.21 % out of the whole errors of omission. Then, Addition was found 27 errors or 12.56 % on their writing. The lowest percentage is Mis ordering, was found 4 times or 1.86% errors. The factors of those errors because of the students do not know well about how to use the structure of sentence, the vocabulary that the students do not know before even how to spell it. Writing can begin from a simple piece to a more advanced level of writing. It includes the organization of words, phrases, clauses and sentences.

Non – formal education is one of the solution to help the student learning the subject.One of non – formal education is English course to complete the studying in formal education, to give more knowledge, human skill, and to be able to develop the ability, improving the skill and independence. When the students cannot get maximal in speaking English at school, they can join some courses that is focusing on English. LANGUAGE CENTER English Course has known well to make students able to speak English because they will be helped by 100 teachers who is professional in English. The Implemntation of teaching speaking program at LANGUAGE CENTER English Course are including teacher’s preparation, material taught, teachers’ evaluation in learning, and students’ response toward the teacher in teaching speaking .The research used descriptive qualitative as research design. The subject was 13 students of basic speaking class at LANGUAGE CENTER English Course. The method used in collecting data was interview, observation and documentation. Interview and observation were used for collecting data on teacher’s preparation, material taught, teachers’ evaluation in learning, and students’ response toward the teacher in teaching speaking at LANGUAGE CENTER English Course and documentation used for collecting picture and video that we did research. The result of research is to show that teacher’s preparation, material taught, teacher’s evaluation and students’ response in teaching speaking program at LANGUAGE CENTER English Course was very good.

The objectives of this study were (1) to describe the student’s skill of recount text in an experimental class taught by using Edraw Mind Map, (2) to describe the students’ skill of control class without being taught Edraw Mind Map, and (3) to investigate whether there is a significance in teaching writing skill of recount text between experimental and control class at tenth grade of MAN 4 Kediri. During the research quantitative approach of true experimental was used as the research design. This research used two classes which became experimental class (X Social Science Program 1) which was taught by using Edraw Mind Map Application and control class (X Natural Science Program 4) which was not taught by using Edraw Mind Map Application. The population was the first year students of MAN 4 in academic year of 2019/2020. Out of this population, 60 students were taken as sample. There were two classes, each of which consisted of 30 students. The data were collected by using writing test and questioners.

The main objective of this study is to describe how the teaching of Primary Speaking class at SMART ILC. The researcher limits this study only to find and then describe; the implementation, the responses of the students, the result of the students, and the evaluation of the students after joining Primary Speaking class at SMART ILC. This research used descriptive qualitative approach as a research design. The subject was Primary Speaking students. The methods used in collecting data were interview, observation, field note and documentation. The data analysis was based on three concurrent flows of activities, they were: data reduction, data display, and verification. The result of this study shows that syllabus, lesson plan, materials, method, technique, and media of teaching were available. The curriculum was not necessary for non-formal education to have it. The resrponses which came from students were various. They were active, responsive, nervous, but they felt enjoyable. The result of students after joining the class was FAIR. And the evaluation that the students gave according to the documentation was GOOD.

This research was carried out to answer three objectives of study. Those are the teaching of English for Hotel at Neptune Kediri, response of the students towards the teaching of English for Hotel at Neptune Kediri and the tutor’s solution of the problems faced by students. The design was descriptive qualitative. The research instruments were observation sheet, interview note/sheet, document, and field note. The data collecting method were observation, interview, documentation, and field note. The result of this study showed that the teaching process of English for hotel at NEPTUNE had been supported by syllabus and lesson plan, the material was taken from book and internet, the media is using whiteboard and lcd tv. The method which was used was communicative learning and drill method, the technique which was applied in the class was direct question, problem based learning, discussion and role play technique. The evaluation of this program was taken by daily, mid semester and final semester. Tutor takes the student activeness and ability every meeting, mid and final evaluation take by interview test and witten test. From the result about the students’ perception was known that students had problems in constructing idea for speaking, less vocabulary and less confidence. From the students’ problem, the tutor gave solution by giving them tips and more discussion to increase their comprehension in speaking English.