The research aims to find KPN students’ grammatical mistake and compare its analysis result by using manual and digital transcription. This research emphasizes on analysing students’ grammatical mistake when they were doing a conversation practice in the classroom, and evaluating the effectiveness among those transcription media. The researchers employed qualitative research design in collecting the data through observation and students’ recording, and utilized “surface strategy taxonomy” to analyse it. Further, voice note as the digital transcription media is used in converting students’ voice into a direct text and the participant of this research was KPN students on the fifth semester. The findings revealed that the dominant students’ grammatical mistake by using both of transcription media was misformation. It was categorized by the use of wrong form of the morpheme which means one or more sentence’s aspect has a wrong formation. In conclusion, the voice note application assisted teacher in less time-consuming, even sometimes it did not optimally detect students’ utterances well. Therefore, teacher should encourage students to be more active in learning grammar, and this application is a recommended media in teaching and learning process.

1. The Comparison Between Manual And Digital Transcription Media
Towards KPN Students’ Grammatical Mistake in Maritime Study
Haryani 1
*, Iisrohli Irawati2
* Ainur Rosyidah Azmie Putry3*
haryani@akpelni.ac.id 1
, atmajaira2@gmail.com2
,putryazmie@gmail.com3
1*
Nautical Study Program of PoliteknikBumi Akpelni Semarang
Jl. Pawiyatan Luhur II/17, Bendan Dhuwur Semarang
2*
English Practitioner on Mampumedia Publishing
Jln. Menoreh IX Gg.2 Sampangan Semarang
3*
English Education of Universitas Negeri Semarang
Jl. Kelud Utara 3, Petompon Gajahmungkur Semarang
Abstract: The research aims to find KPN students’ grammatical mistake and compare
its analysis result by using manual and digital transcription. This research emphasizes
on analysing students’ grammatical mistake when they were doing a conversation
practice in the classroom, and evaluating the effectiveness among those transcription
media. The researchers employed qualitative research design in collecting the data
through observation and students’ recording, and utilized “surface strategy taxonomy”
to analyse it. Further, voice note as the digital transcription media is used in converting
students’ voice into a direct text and the participant of this research was KPN students
on the fifth semester. The findings revealed that the dominant students’ grammatical
mistake by using both of transcription media was misformation. It was categorized by
the use of wrong form of the morpheme which means one or more sentence’s aspect has
a wrong formation. In conclusion, the voice note application assisted teacher in less
time-consuming, even sometimes it did not optimally detect students’ utterances well.
Therefore, teacher should encourage students to be more active in learning grammar,
and this application is a recommended media in teaching and learning process.
Keywords: students’ recording, grammatical mistake, and transcription media.

2. In learning English, pupils have to learn several aspects which should be mastered
include language skills and language components. Baker (2009) defined that language
skills cover listening, speaking, reading, and writing; meanwhile, the language
components include grammar, vocabulary, phonology, and graphology. Both language
skills and language components are related to each other. For instance, when people
need to deliver their feelings or thought by speaking, they have to notice not only about
vocabulary but also grammar indeed.
Pupils can be assumed in overwhelming speaking English when they can produce that
language in their activities based on their needs. As we know, producing language is not
easy as it seems, pupils have to recognize some elements which support in practicing
that language such as vocabulary, grammar, pronunciation, etc. Therefore, people could
be said they master the language when they could produce the language by themselves.
English as a foreign language in Indonesia makes pupils lacked practice on it. They only
practice it at certain times based on their needs.
In speaking skill, it can be mastered through continuous practices. It cannot be
generated genetically. It is different from writing skill. Speaking skill doesn’t strict in
accomodating formal rules. In writing, the discourse markers should be clearly
explained in the text. Meanwhile, phrases could be represented by an interval when
somebody is speaking.
Speaking skill is one of the important aspects of learning a foreign language especially in
Indonesia. Burns & Joyce (1999) stated most of the language programs synthesize both
spoken and written languages but more emphasize in speaking because it is closer to
the students’ needs and the objective of the materials which is employed in their daily
life activities. Speaking English is not only delivering something in spoken form but how
we concern about conveying the meaning through suitable vocabulary and language
structure we employed within the utterances. The way we construct our language
becomes comprehensible and meaningful.
In order to overwhelm speaking skill, students should understand grammar well.
Although sometimes we could understand what is the speaker tells us about incorrect
grammar, but it requires an extra effort to convey the meaning inside. According to
Alufohai (2016) grammar is a fundamental aspect in the sentence level of writing
English. Therefore, the reseachers tried to convert the spoken form into written form by
utilizing voice note application from students’ recording. There are some rules in
grammar such as articles, parts of speech, sentence pattern, and tense, etc (Cook and
Richard, 1980) as cited in Muhsin (2016). Some mistakes happen when students do not
comprehend grammar well. If the teacher does not provide any feedback towards
students’ mistakes and errors, the mistakes and errors may happen again on another
occasion.
In a college, teaching grammar is challenging for an English lecturer in designing
learners to comprehend the materials well. The lecturers even adjoin some media to
assist them in creating the learning process become comprehensible. After the teaching
and learning process, the common action that lecturers have to do is providing feedback
to the learners about the learners’ results. Feedback is a way of delivering correction
towards students’ results during the teaching and learning process. The main objective
of feedback is enhancing learners’ awareness to learn better. Because after receiving the
feedback, students realize their weaknesses during the learning process and they were
asked to revise their works to become better or they have guidance to do better on the
next occasion.