Error Analysis on the Malaysian Students’ Writing for ESL Classroom

2021 ◽  
Vol 8 (2) ◽  
pp. 55-65
Author(s):  
Wan Khairunnisa’ Wan Ibrahim ◽  
Zarina Othman
Keyword(s):  
Secondary School ◽  
Error Analysis ◽  
English Language ◽  
Language Use ◽  
Upper Secondary ◽  
Core Subjects ◽  
Written Test ◽  
Malaysian Students ◽  
Correct Structure ◽  
Selection Of

English has been regarded as one of the core subjects in the Malaysian Certificate of Education or known as the Sijil Pelajaran Malaysia (SPM). There has been a concern over the writing components in English language papers at the SPM level. Writing requires students’ competence in syntax, coherence, developing and arranging ideas, mechanics in writing and appropriate use of vocabulary. A concern over students who produce very limited number of words in their essays has resulted in the lack of content to be assessed which then led to low scores. This paper presents an error analysis focusing on the types of errors found in students’ written test scripts to identify the weaknesses of students' writing abilities. The study adopts a qualitative approach where the students’ written assessment texts were collected. A total of 18 upper secondary Year Four students (aged 16 years old) were selected as the research participants.  The selection of participants was carried out in a secondary school in one of the states in Malaysia. The students’ written tests were analysed to identify the emerging categories of language use, focusing on language and grammar inaccuracies. It is found that students have the idea on how to write the answers to the task but seem to have difficulties putting the ideas in the correct structure.

scholarly journals A Corpus-based Study on the use of Phrasal Verbs in Malaysian Secondary School Textbooks

2019 ◽  
Vol 8 (6) ◽  
pp. 76
Author(s):  
Ainul Azmin Md Zamin ◽  
Mahmoud Elfeky ◽  
Rafidah Kamarudin ◽  
Faizah Abd Majid
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
English Language ◽  
Language Instruction ◽  
Phrasal Verbs ◽  
Upper Secondary ◽  
English Language Instruction ◽  
Linguistic Approach ◽  
Upper Secondary Schools ◽  
Selection Of

Phrasal verbs (PVs) are one of the most notoriously puzzling aspects of English language instruction. Despite their difficulty and idiosyncrasies, they are of high relevance for ESL/EFL learners because mastery of PVs is often equated with language proficiency. Different from prior researches, this content analysis study seeks to identify the PVs used in the Malaysian upper secondary school textbooks and the frequency count of each PV in each textbook using a corpus linguistic approach. The most frequently PVs in each textbook were compared to the list provided by Biber et al (1999)’s Longman Grammar of Spoken and Written English corpus. Findings from this study revealed that the selection and presentation of these combinations in the secondary school textbooks used in Malaysia depended more on authors’ intuition rather than on empirical findings and pedagogical principles. There were no clear explanations of Phrasal Verbs in both textbooks that were analysed. Despite the large number of PVs in the corpus, their presentation in the textbooks was far from satisfactory with some being over-repeated at the expense of some others. This paper makes a few suggestions to further improve the present treatment of PVs in the textbooks used at upper secondary schools in Malaysia. It is suggested that accurate definitions and appropriate selection and presentation of PVs should be considered. Rather than relying on intuition, Malaysian textbook writers must consider integrating the use of corpus into their selection of PVs to be presented to students.

scholarly journals Secondary school students’ attitudes to phrasal verbs

2020 ◽  
pp. 73-94
Author(s):  
Dorota Góreczna
Keyword(s):  
Secondary School ◽  
English Learners ◽  
Secondary School Students ◽  
English Language ◽  
Native Speakers ◽  
School Students ◽  
Phrasal Verbs ◽  
Upper Secondary ◽  
Students Attitudes ◽  
Upper Secondary Schools

Phrasal verbs are an essential, though difficult to teach and learn, part of the English language. Although phrasal verbs are commonly used by native speakers, for English learners they pose a considerable challenge as far as their acquisition and use are concerned. The aim of this study is to examine students’ attitude towards phrasal verbs taught at the B2 level in upper-secondary schools, and to analyse the significance of these multi-word verbs. The paper presents an excerpt of a survey conducted among secondary school students, which examined their understanding of phrasal verbs and analysed students’ opinions about the importance of acquiring these demanding multi-word verbs.

scholarly journals Excelling in Exam Through Narrative Writing: A Connection of Creative and Descriptive Expressions

2019 ◽  
Vol 7 (4) ◽  
pp. 46
Author(s):  
Roseline David ◽  
Joseph Alagiaraj Thambu Raj
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Limited English Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Writing Skills ◽  
Secondary Level ◽  
Upper Secondary ◽  
Upper Secondary Level

This paper discusses the impacts of an action research on how students can excel in writing skills regardless of their level of competency especially for those taking the English Language paper (SPM 1119) in the Malaysian Secondary School Public Exam in 2018. This action research aims to exert the need for realigning our focus to incorporate an approach of teaching and learning at upper secondary level. The research was carried out from January to October in a secondary school in Kota Kinabalu, Sabah. Two classes of 37 Limited English Proficiency students and 24 High English Proficiency Students who were sitting for SPM 1119 in 2018 were the subjects. The students were exposed to creative expressions under various topics which were then emphasized to be utilized in continuous writing. As a result, the performance of students had improved significantly in their continuous writing where they eventually scored 100 percent pass in SPM1119 in 2018. All 24 Highly Competent students were able to score ranging from “A-” to “A+” with grade A being the median grade. On the other hand, all the students from the Limited English Proficiency students passed with grades ranging from “A”+ to “E” (minimum passing grade) with grade “B” as the median.

Language maintenance among Vietnamese-Australian students

1996 ◽  
Vol 19 (2) ◽  
pp. 115-138 ◽  
Author(s):  
Peter Ninnes
Keyword(s):  
Secondary School ◽  
English Language ◽  
Language Use ◽  
Language Maintenance ◽  
Social Contexts ◽  
Length Of Residence ◽  
School Students ◽  
Language Competence ◽  
Cultural Maintenance ◽  
Attitudinal Factors

Using the theoretical framework developed by Clyne this paper examines the factors influencing language maintenance among a cohort of secondary school students of Vietnamese ethnic background in Adelaide. It reports on a survey of 197 students who were asked (1) to estimate the extent to which, in Australia, they used Vietnamese when speaking to close others; how often these people used Vietnamese when speaking to them; and how often the students used Vietnamese in certain social contexts; and (2) to rate their ability in written and oral Vietnamese and written and oral English. Variables derived from these measures were then correlated with a number of other demographic, social, cultural and attitudinal factors in order to determine the major influences on language maintenance. Language use was greater with parents and grandparents than with members of the students’ own generation. Vietnamese language was used more in private and ethnic settings such as the home and community events than in public settings. Vietnamese language competence declined and English language competence increased with length of residence. Overall length of residence in Australia and age at which that residence commenced were more influential in language maintenance than ethnic identity or attitudes to cultural maintenance.

KESALAHAN LEKSIKOGRAMATIKAL PADA TEKS RECOUNT

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 144
Author(s):  
Adip Arifin ◽  
Syamsudin Rois
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Analysis Data ◽  
Learning Activity ◽  
English Language Education ◽  
Action Verb ◽  
Written Test ◽  
Academic Year

<p><em>Language learning is basically a process of trial and error. It means that in every language learning activity, both in oral and written, errors in language are made. It also happens to Indonesian learners of English. This study is aimed at investigating the organization of lexicogrammatical feature in recount texts, written by sixth semester students of English Language Education Department, STKIP PGRI Ponorogo, in the academic year 215/2016. The study used descriptive qualitative method and designed as error analysis. The data were collected through written test composition. The result of study showed that the organization of lexicogrammatical feature was less satisfying. It could be seen from a number of mistakes produced by the students. In detail, there were 32 mistakes in using wrong word (misuse), 30 mistakes of wrong tense, 25 mistakes in using action verb, 21 mistakes in using finite, 17 mistakes in adverbial use, 17 mistakes of misspelling, 3 mistakes of using conjunction, 2 mistakes of using srticle, and 2 mistakes of using adjective.</em></p><p> </p><p><em>Pembelajaran bahasa pada prinsipnya merupakan proses mencoba dan gagal. Hal ini berarti bahwa dalam proses pembelajaran bahasa, baik lisan maupun tulisan, tidak terlepas dari berbagai kesalahan berbahasa. Bagi pembelajar Bahasa Inggris sebagai bahasa asing di Indonesia tentu juga tidak bisa terlepas dari kesalahan. Penelitian ini bertujuan untuk mengetahui bagaimana unsur-unsur pembentuk teks dalam teks recount yang ditulis oleh partisipan, yang berasal dari mahasiswa semester VI program studi Pendidikan Bahasa Inggris STKIP PGRI Ponorogo pada semester genap tahun akademik 2015/2016. Fokus penelitian ini adalah pengorganisasian fitur leksikogramatikal. Penelitian ini menggunakan desain error analysis. Data diperoleh dari written test composition, dan kemudian dianalisis berdasarkan prosedur error analysis. Dari hasil analisis data diketahui bahwa; pertama,  pengorganisasian teks khususnya pada fitur leksikogramatikal belum sepenuhnya memuaskan. Hal ini dapat dilihat dari statistik kesalahan yang telah teridentifikasi. Secara detail ditemukan kesalahan terbanyak pada penggunaan kata (misuse) yakni 32 kesalahan(22%), wrong tenses 30 kesalahan (20%), wrong action verb 25 kesalahan (17%), absence of finite 21 kesalahan (14%), adverbial mistake 17 kesalahan (11%), misspelling 17 kesalahan (9%), cnjunctionmistake 3 kesalahan (2%), articlemistake 2 kesalahan (1%), dan wrong adjective 2 kesalahan (1%). </em></p>

scholarly journals THE FACTORS AFFECTING STUDENTS’ CHOICE IN STUDYING ENGLISH AT PRIVATE TUTORING SCHOOLS: A CASE OF THAI UPPER-SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 2 (2) ◽  
pp. 44 ◽  
Author(s):  
Chris Chan ◽  
Preechaya Mongkolhutthi
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
Secondary School Students ◽  
English Language ◽  
Private Tutoring ◽  
Upper Secondary School ◽  
School Teachers ◽  
School Students ◽  
Upper Secondary ◽  
Mainstream School

This study explores the factors leading Thai upper-secondary school students to study English at tutoring school. The students’ perceptions of their EFL private tutors and mainstream school teachers are also a focus of this research. Drawing on statistical data from 80 upper-secondary school students, it shows that these students perceive EFL private tutors to be more effective in the provision of examination support, particularly regarding the university admission examination, compared with mainstream school teachers. Overall, these students have more positive attitudes towards their English tutors than their mainstream school teachers. They agree that tutors have higher English language proficiency and can make them understand the lesson better than their school teachers. The characteristic of the tutors and teaching techniques is considered a significant factor leading students to study English at tutoring schools, particularly the teaching techniques that allow them to do better on university examinations. These findings not only highlight the impact of private tutoring schools on language education systems, but also caution Thai educational policy makers and practitioners to further explore the pressure of the university admission examination on upper-secondary school students in the country.Keywords: Examination support, English language proficiency, private tutoring schools, teaching technique, Thailand.Cite as: Chan, C. & Mongkolhutthi, P. (2017). The factors affecting students’ choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies, 2(2), 44-52.

scholarly journals The Didactical Contract Surrounding CAS when Changing Teachers in the Classroom

2016 ◽  
Vol 5 (3) ◽  
pp. 263 ◽  
Author(s):  
Uffe Thomas Jankvist ◽  
Morten Misfeldt ◽  
Anders Marcussen
Keyword(s):  
Secondary School ◽  
Recent Change ◽  
School Mathematics ◽  
Upper Secondary School ◽  
Secondary School Mathematics ◽  
Upper Secondary ◽  
Winning Strategies ◽  
Crucial Part ◽  
Selection Of

The article discusses three empirical examples of Computer Algebra System (CAS) use in Danish upper secondary school mathematics class with a recent change of teacher. All examples lead to didactical problems surrounding the situation and unclear expectations between teacher and students, involving loss of students’ mathematical skills and confidence, loss of global mathematical perspective, and the students losing sight of the mathematical objects in question. The article is the result of collaboration between two mathematics education researchers and an upper secondary school mathematics teacher, who experienced severe difficulties when taking over a class from another teacher. CAS was experienced as a crucial part of and reason for these difficulties. As a means for investigating the potential reasons behind the difficulties, a selection of constructs from the Theory of Didactical Situations (TDS) is applied. In particular, it is observed that unclear contractual relations about the role of CAS bring with them misguided winning strategies and metacognitive shifts, eventually causing the students to ‘lose the game’.

scholarly journals LINGUISTIC SEXISM IN CURRENT UPPER SECONDARY SCHOOL ENGLISH LANGUAGE TEXTBOOKS: TIẾNG ANH 10, TIẾNG ANH 11 AND TIẾNG ANH 12

2017 ◽  
Vol 33 (6) ◽  
Author(s):  
Nguyen Doan Canh
Keyword(s):  
Secondary School ◽  
English Language ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Language Textbooks ◽  
English Textbooks

This article reports my study on linguistic sexism in current Vietnamese upper secondary school English language textbooks: Tiếng Anh 10, Tiếng Anh 11 and Tiếng Anh 12. The study was aimed at finding out how often linguistic sexism occurs in these textbooks and uncovering the hidden messages conveyed through this linguistic sexism. The results of the study showed that linguistic sexism occurs rather often in the three English textbooks and through it the messages of women’s low status are conveyed.

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