Native Language Interference in Learning a Second Language

The purpose of the research is to identify and investigate grammatical errors of the theses which are written by students’ Department of English Literature at one of the State Universities, Jakarta, Indonesia. The research approach is descriptive qualitative with descriptive analysis. There are five theses that are used as data sources. The data sources are the fourth chapter of the thesis that every chapter contains a conclusion and a suggestion. The study uses a non-contrastive approach by Richards to error analysis. Based on data sources, the authors found 84 errors, which can be divided into 17 types of grammatical errors. There are 29.80% of article errors, 11.90% of punctuation errors, 8.30% of unnecessary words, 6% of spelling errors, 8.30% of spacing errors, 4.80% of subject-verb agreement errors, 6% of parallel structure errors, 1.20% of word order errors, 4.80% of plural errors, 1.2% of word choice errors, 1.2% of preposition errors, 3.6% of missing words errors, 4.8% of run-on sentence errors, 4.8% of to infinitive errors, 1.2% of passive voice errors, 1.2% of capitalization errors, and 1.2% of auxiliaries errors. The results indicate that students make common grammatical errors encouraged or influenced by their first language (L1). Tujuan dari penelitian ini adalah untuk mengidentifikasi dan menyelidiki kesalahan tata bahasa dalam skripsi yang ditulis oleh mahasiswa jurusan Sastra Inggris di salah satu Universitas Negeri, di Jakarta, Indonesia. Pendekatan dalam penelitian menggunakan deskriptif kualitatif dengan analisis deskriptif. Ada lima tesis yang digunakan sebagai sumber data. Sumber data tersebut adalah bab keempat dari skripsi tersebut dimana dalam bab ini berisikan kesimpulan dan saran. Penelitian ini menggunakan pendekatan a non-contrastive dari Richards untuk menganalisis kesalahannya. Berdasarkan sumber data, penulis menemukan 84 kesalahan, yang dapat dibagi menjadi 17 jenis kesalahan tata bahasa. Ada 29,80% kesalahan artikel (article), 11,90% kesalahan punctuation (tanda baca), 8,30% dari kata-kata yang tidak perlu (unnecessary words), 6% kesalahan ejaan (spelling errors), 8,30% kesalahan spasi (spacing errors), 4,80% kesalahan subject-verb agreement, 6% kesalahan struktur paralel (parallel structure), 1,20% kesalahan urutan kata (word order), 4,80% kesalahan jamak (plural), 1,2% kesalahan pilihan kata (word choice), 1,2% kesalahan preposisi (preposition), 3,6% dari kesalahan kata yang hilang (missing words), 4,8% dari kesalahan (run-on sentence), 4,8% dari kesalahan infinitif (to infinitive), 1,2% dari kesalahan kalimat pasif (passive voice), 1,2% dari kesalahan kapitalisasi (capitalization), dan 1,2% kesalahan auxiliaries. Hasil menunjukkan bahwa mahasiswa membuat kesalahan tata bahasa umum dipengaruhi oleh bahasa pertama (L1) mereka. كان الغرض من هذه الدراسة هو الكشف عن الأخطاء النحوية في البحث العلمي الذي كتبه طلاب قسم اللغة الإنجليزية و آدابها في إحدى جامعات الحكومية، بجاكرتا- إندونيسيا. و يستخدم هذا البحث المنهج النوعي الوصفي مع التحليل الوصفي. هناك خمس أطروحات تستخدم كمصادر البيانات. و مصدر البيانات هو الباب الرابع من البحث العلمی الذي يحتوي على استنتاجات واقتراحات. و تستخدم هذه الدراسة مقاربة غير متناقضة من ريتشاردز لتحليل أخطائه. و بناءً على مصدر البيانات، وجد المؤلفون 84 خطأ، والتي يمكن تقسيمها إلى 17 نوعًا من الأخطاء النحوية. و هناك 29.80٪ من أخطاء المقالة، 11.90٪ من علامات الترقيم، 8.30٪ من الكلمات غير الضرورية، 6٪ من الأخطاء الإملائية، 8،30 ٪ أخطاء التباعد، 4.80٪ أخطاء اتفاق الفعل، 6٪ أخطاء بنية متوازية، أخطاء ترتيب الكلمات 1.20٪، أخطاء الجمع 4.80٪ (الجمع)، 1.2٪ من أخطاء اختيار الكلمات، 1.2٪ من أخطاء حروف الجر، 3.6٪ من الكلمات المفقودة، 4.8٪ من جملة الجمل، 4.8٪ من الأخطاء اللانهائية، و 1.2٪ من الأخطاء الصوتية السلبية، و 1.2٪ من أخطاء الكتابة بالأحرف الكبيرة، و 1.2٪ من الأخطاء المساعدة. و تظهر النتائج أن الطلاب الذين يرتكبون أخطاء نحوية شائعة يتأثرون بلغتهم الأولى.(L1)

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Grammatical Problems In Introduction Section Of Thesis Written By English Literature Students

Jurnal KATA ◽

10.22216/jk.v2i1.3158 ◽

2018 ◽

Vol 2 (1) ◽

pp. 107

Author(s):

Silvia Utami

Keyword(s):

Qualitative Research ◽

Indirect Method ◽

English Literature ◽

Writing Studies ◽

Background Information ◽

Verb Agreement ◽

Grammatical Errors ◽

Teaching Grammar ◽

Descriptive Qualitative

Introduction section is the first section of the thesis that has an important role which summarizes background information about the topic. The ability to write a clear and concise introduction section of a thesis is indispensable skill to writers; thus it is essential for students to be aware of linguistic aspects of writing. Past literature in writing studies have shown that although many studies have been written about the grammatical errors and mistakes in writing, there is very little research done on grammatical problems in writing introduction section of thesis. This research was a descriptive qualitative research which aimed to analyze grammatical problems found in the introduction section of thesis written by English literature students at STIBA Persada Bunda Pekanbaru. The source of data in this research was documents taken from students’ thesis. The data were collected by using coding sheets. The findings of this research showed that the most common grammatical problems found in introduction section of thesis was incorrect verbs which dominated by tenses confusion and lack of subject and verb agreement. The possible solutions to overcome students’ grammatical problems were using indirect method in teaching grammar and prioritizing grammar structures to teach.

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Errors in the Use of English Grammar

Journal of NELTA ◽

10.3126/nelta.v15i1-2.4610 ◽

1970 ◽

Vol 15 (1-2) ◽

pp. 54-63

Author(s):

Anju Giri

Keyword(s):

Learning Strategies ◽

Word Order ◽

English Language ◽

English Grammar ◽

Verb Agreement ◽

Grammatical Errors ◽

Main Verb ◽

Question Formation ◽

Target Languages ◽

Comprehensive Study

By systematically studying the errors committed by learners one can get a lot of hints about the learning strategies and mechanisms which they are employing in learning their target languages. Such hints have provided insights to the teachers, textbook writers, curriculum designers and many applied linguists and enable them to contribute to their fields. This article seeks to present a comprehensive study of grammatical errors committed by the bachelor level university students of Nepal learning English which followed the established stages of error analysis. It was found that the bachelor level students in Nepal did commit all sorts of grammatical errors in the use of the English language. For them, the error prone grammatical units were Sentence and Clause and the error prone grammatical categories were Conditionals, Mood, V-Form, Tense/Aspect, Main Verb, Subject-Verb Agreement, Question Formation, Auxiliary/Modal,Miscellaneous forms, 'So' Form, Determiner, Verb+Participle, Word Order, and Noun.Key words: Correct forms; Incorrect forms/mistakes; ErrorsJournal of NELTAVol. 15 No. 1-2 December 2010Page: 54-63Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4610

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Developing Cooperative Learning Based E-Module to Teach Basic English Grammar of the First Semester of English Study Program Students at FKIP – UIR

JOURNAL OF ENGLISH FOR ACADEMIC ◽

10.25299/jshmic.2017.vol4(2).536 ◽

2017 ◽

Vol 4 (2) ◽

pp. 1-11

Author(s):

Arimuliani Ahmad

Keyword(s):

Word Order ◽

Learning Outcome ◽

Word Choice ◽

Study Program ◽

First Semester ◽

English Grammar ◽

Grammatical Errors ◽

Basic English ◽

Verb Tense ◽

Finite Verb

Achieving learning outcome requires a set of the material that can be understood easily by the students. The material should be appropriate in the learning process. It should give the opportunity for the students to learn both in the classroom and out of the classroom. The students can learn independently by using the appropriate material. However, the material of Basic English Grammar is still quite enough to give a chance for the students to practice and learn cooperatively. This research is aimed obtain e-module of Basic English Grammar, so that it can be used as a source of learning for first semester students of English Study Program of FKIP-UIR. The research method used in this study is R & D (Research and development) of Borg and Gall. The participant of this research is 30 students from first semester who learn Basic English Grammar. In this research, the researcher tried to find out students’ need because it is the first step to do in this research design. So, the data was obtained by writing test.The findings suggest that the participants made 386 errors in writing their paragraph. There are 45 errors (11.66%) of the agreement of singular and plural, 106 errors (27.46%) of the using of verb tense, 51 errors (13.21%) of the finite verb, 25 errors (2.48%) of the non-finite verb, 28 errors (7.25%) of the pronoun, 20 errors (5.18%) in using the preposition, 9 errors (2.33%) of the context of usage, 55 errors (14.25%) of the context of meaning, 22 errors (5.70%) of the word choice and 25 errors (6.48%) of word order. To sum up, the most frequent grammatical errors made by the students are errors in writing verb tense. Based on this finding, the researcher will design e-module of Basic English Grammar.

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THE ANALYSIS OF COMMON GRAMMATICAL ERRORS IN WRITING NARRATIVE ESSAY OF ENGLISH STUDY PROGRAM STUDENTS AT JAMBI UNIVERSITY

Edukasi: Jurnal Pendidikan dan Pengajaran ◽

10.19109/ejpp.v4i2.1674 ◽

2017 ◽

Vol 4 (2) ◽

pp. 83-92

Author(s):

Reni Heryanti ◽

Muhammad Hadi Sucipto ◽

Makmur Makmur

Keyword(s):

Word Order ◽

Quantitative Research ◽

Native Language ◽

Word Choice ◽

Grammatical Knowledge ◽

Error Identification ◽

Study Program ◽

Writing Test ◽

Grammatical Errors ◽

Verb Tense

The purpose of this quantitative research is to reveal common grammatical errors in writing narrative essay of English Study Program students at Jambi University. The data were collected through writing test. The data were analyzed by using format error identification. This research reveals twelve errors. They were verb-tense, punctuation, capital letters, word choice, spelling, preposition, pronoun, pluralism, redundancy, word order, article, and possessive case. There were 599 errors happened in students’ papers, and the highest amount of error occurred in verb-tense category. There were 303 verb-tense errors (50.58%). Meanwhile, the smallest number of error occurred in article and possessive case category. Both have the same frequency and percentage, which are 6 errors (1.00%) in article and 6 errors (1.00%) in possessive case. The researcher concluded that students made errors because of the lack of grammatical knowledge. Their native language also still influenced the students, which is Bahasa that lead them to made errors.

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AN ANALYSIS OF THE WRITTEN GRAMMATICAL ERRORS PRODUCED BY FRESHMENT STUDENTS IN ENGLISH WRITING

Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa ◽

10.24036/ld.v6i1.3127 ◽

2012 ◽

Vol 6 (1) ◽

pp. 17

Author(s):

Hamzah Hamzah

Keyword(s):

Relative Clause ◽

Word Choice ◽

English Writing ◽

Verb Agreement ◽

Written Production ◽

Correction Error ◽

Writing Class ◽

Grammatical Errors ◽

Grammatical Error ◽

The University

Abstract This study is aimed at providing explanation on the taxonomy of the grammatical errors made by the university students in written production of English. The data were obtained from twenty English texts written by students as a part of their task in writing class. The findings of the study reveal that the errors can be grouped into fifteen categories ranging from severe errors to mild errors. The categories for severe errors are word choice, verb group, article, preposition, plurality and spelling. The other categories are subject-verb agreement, pronoun agreementa nd dropping, relative clause, possessive, copula omission and mechanic. Based on these findings, the teacher of English are suggested to raise students’ awareness on these errors and provide sufficient remedies to prevent students from internalising such errors. Key words: error correction, error analysis, grammatical error, interlanguage

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Structure and Written Expression Section on Paper-Based TOEFL : Perceived Difficulties by Nursing Students of Poltekes Solok, West Sumatera

Journal Educative Journal of Educational Studies ◽

10.30983/educative.v4i2.2393 ◽

2019 ◽

Vol 4 (2) ◽

pp. 135

Author(s):

Fitri Handayani

Keyword(s):

Nursing Students ◽

Word Order ◽

English Language ◽

Written Expression ◽

Parallel Structure ◽

Word Choice ◽

Grammatical Competence ◽

Plural Noun ◽

Item Item ◽

Order Parallel

English language ability is one of the skills that must be possessed by college students, including nursing students. Having good English skills will open broad opportunities for increasing the competency and expertise of nursing students. One form of recognition of good English skills is to have a high TOEFL score. However, getting a high TOEFL score is still a challenge for nursing students. Facts in the field show that many nursing students find it difficult to achieve high scores on the TOEFL test. The most common form of difficulty is the problem in answering questions related to the structure and written expression section in the Paper-Based TOEFL test. The purpose of this research is to investigate nursing students’ difficulties in the structure and written expressions section tested in the Paper-Based TOEFL. The population of this study was 80 nursing students of POLTEKES Solok, and the sample was selected by using cluster random sampling. Data of the research was collected through tests and interviews. The result of the research found that that there were 8 items considered as the most difficult elements met by nursing students in the TOEFL test. These items were word order, parallel structure, singular and plural nouns, missing and extra words, articles, comparative and superlative, word choice, and word form. In addition, the findings also show that several factors influence nursing students' difficulties in the structure and written expression section. The factors were unfamiliarity with the TOEFL test, lack of practice, and lack of grammatical competence.Kemampuan berbahasa Inggris merupakan salah satu keterampilan yang harus dimiliki oleh mahasiswa perguruan tinggi, termasuk mahasiswa keperawatan. Dengan memiliki keterampilan bahasa Inggris yang baik akan membuka kesempatan yang luas terhadap peningkatan kompetensi dan keahlian mahasiswa keperawatan. Salah satu bentuk pengakuan dari kemampuan bahasa Inggris yang baik ialah memiliki skor TOEFL yang tinggi. Namun, mendapatkan nilai yang tinggi dalam test TOEFL masih menjadi tantangan tersendiri bagi mahasiswa keperawatan. Fakta di lapangan menunjukkan bahwa masih banyak mahasiswa keperawatan yang kesulitan untuk bisa mencapai skor tinggi dalam tes TOEFL. Bentuk kesulitan yang paling banyak ditemui adalah permasalahan dalam menjawab soal yang berkaitan dengan structure dan written expression section pada Paper-Based TOEFL test. Penelitian ini bertujuan untuk menyelidiki kesulitan yang dihadapi oleh mahasiswa keperawatan POLTEKES Solok dalam menjawab structure dan written expression section yang diuji dalam Paper-Based TOEFL. Populasi penelitian ini adalah 80 orang mahasiswa keperawatan, dan sampel penelitian ini dipilih dengan menggunakan cluster random sampling. Data dari penelitian ini dikumpulkan dengan menggunakan tes dan interview. Dari temuan penelitian, dapat disimpulkan bahwa ada 8 item yang dianggap sebagai elemen paling sulit yang ditemui mahasiswa keperawatan dalam tes TOEFL. Item-item tersebut adalah word order, parallel structure, singular and plural noun, missing dan extra words, article, comparative and superlative, word choice, dan word form.Selain itu, temuan ini juga menunjukkan bahwa ada beberapa faktor yang mempengaruhi kesulitan siswa dalam structure and written epression section. Faktor-faktor tersebut adalah tidak terbiasa dengan tes TOEFL, kurangnya latihan, dan kurangnya penguasaan tata bahasa.Kata Kunci: TOEFL, Structure and Written Expression Section, Mahasiswa Keperawatan

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SIAPKAH MAHASISWA KELAS INTERNASIONAL MENULIS TUGAS AKHIR BERBAHASA INGGRIS?:

Jurnal Penelitian Pendidikan ◽

10.17509/jpp.v13i2.3427 ◽

2016 ◽

Vol 13 (2) ◽

Author(s):

Fetty Poerwita Sary

Keyword(s):

Word Choice ◽

Sentence Structure ◽

Word Form ◽

Passive Voice ◽

Verb Agreement ◽

Bahasa Indonesia

Mahasiswa Indonesia perlu menguasai bahasa Inggris. Karena bahasa Inggris masih dianggap sebagai bahasa asing (EFL) di konteks Indonesia, hal itu menyebabkan masalah bagi mahasiswa dalam mempelajari empat keterampilan dalam bahasa Inggris termasuk menulis. Penelitian ini bertujuan untuk mencari kesalahan paling umum dalam tulisan bahasa Inggris oleh mahasiswa tingkat akhir di MBTI Internasional Institut Manajemen Telkom. Meskipun dinamakan kelas internasional, sebagian besar bahasa pertama yang mereka gunakan adalah bahasa Indonesia, bahasa lain (yaitu Uzbekistan), atau bahasa lokal mereka (Sunda, Jawa, dll). Hasil tulisan mahasiswa yang diambil adalah dari proyek mata kuliah E-Commerce kemudian dianalisis dan dikelompokkan ke dalam 25 jenis kesalahan. Hasil analisis menunjukkan bahwa kesalahan yang paling umum adalah sentence structure, preposition, word choice, word form, subject-verb agreement, passive voice, punctuation, verb formation, incomplete structure, dan noun-pronoun. Dalam menghasilkan tulisan ini, para siswa ternyata sangat dipengaruhi oleh bahasa pertama mereka. Dalam penelitian ini juga menunjukkan bahwa sangat penting untuk membuat siswa menyadari perbedaan struktur bahasa Inggris dan Indonesia. Aturan-aturan tertentu dalam Bahasa Indonesia tidak dapat diaplikasikan ketika mereka menulis dalam bahasa Inggris. Siswa perlu memahami perbedaan bahasa ini sehingga dapat menghasilkan kalimat-kalimat yang baik dan dapat diterima.

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Honorifics: A sociocultural verb agreement cue in Japanese sentence processing

Applied Psycholinguistics ◽

10.1017/s0142716410000111 ◽

2010 ◽

Vol 31 (3) ◽

pp. 551-569 ◽

Cited By ~ 3

Author(s):

YUKI YOSHIMURA ◽

BRIAN MACWHINNEY

Keyword(s):

Second Language ◽

Language Learners ◽

Sentence Processing ◽

Word Order ◽

Second Language Learners ◽

Native Speakers ◽

Role Assignment ◽

Verb Agreement ◽

Case Marking ◽

New Type

ABSTRACTCase marking is the major cue to sentence interpretation in Japanese, whereas animacy and word order are much weaker. However, when subjects and their cases markers are omitted, Japanese honorific and humble verbs can provide information that compensates for the missing case role markers. This study examined the usage of honorific and humble verbs as cues to case role assignment by Japanese native speakers and second-language learners of Japanese. The results for native speakers replicated earlier findings regarding the predominant strength of case marking. However, when case marking was missing, native speakers relied more on honorific marking than word order. In these sentences, the processing that relied on the honorific cue was delayed by about 100 ms in comparison to processing that relied on the case-marking cue. Learners made extensive use of the honorific agreement cue, but their use of the cue was much less accurate than that of native speakers. In particular, they failed to systematically invoke the agreement cue when case marking was missing. Overall, the findings support the predictions of the model and extend its coverage to a new type of culturally determined cue.

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Nepalese English (Nenglish): Diverse and expanded assortment of Standard English

Siddhajyoti Interdisciplinary Journal ◽

10.3126/sij.v2i01.39237 ◽

2021 ◽

Vol 2 (01) ◽

pp. 39-49

Author(s):

Nani Babu Ghimire

Keyword(s):

Social Norms ◽

Qualitative Analysis ◽

Word Order ◽

Cultural Context ◽

English Language ◽

English Literature ◽

Standard English ◽

Literal Translation ◽

Norms And Values ◽

Written Form

Nepalese English is a new version of Standard English which is developed due to the effect of the Worlds Englishes. When the English language is expanded, the consequence has been seen in the use of English according to the socio-cultural context of the countries. The use of English either in spoken or written form is also seen differently from the Standard English in Nepal. To uncover this change in the use of English in Nepal, I studied two fictions (novels) written by two Nepalese literary figures in English based on qualitative analysis of the authors’ practice in the use of Nepalese English in writing fiction and found that there is the influence of Nepalese socio-cultural, socio-political, social norms and values in English literature. The finding also illustrated that Nepalese words (characters, location, kinship and taboos terms) are making their entries, complete sentences in Nepali are written, English suffixes are being attached to Nepalese words and vice versa, the word order of English is changed in Nepalese English (Nenglish), the literal translation of Nepalese proverbs are being introduced in English literature. The practice of writing English literature using Nepalese English is being extended to create its own features in English language which leads to develop Nepalese English as a separate variety in the field of language study.

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Judgments of Grammatically by Normal and Language-Disordered Children

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4202.199 ◽

1977 ◽

Vol 42 (2) ◽

pp. 199-209 ◽

Cited By ~ 18

Author(s):

Betty Z. Liles ◽

Martin D. Shulman ◽

Susan Bartlett

Keyword(s):

Word Order ◽

Sentence Type ◽

Type A ◽

Order Type ◽

Specific Reference ◽

Type B ◽

Normal Children ◽

Grammatical Errors ◽

Type C

Fifteen linguistically normal children and 15 linguistically deviant children were presented with three types of agrammatical sentences. The subjects were asked to judge the sentences as right or wrong and to change the sentences judged as wrong, rendering them correct. The three types of agrammatical sentences represented rule violations of syntactic agreement (Type A), lexical restrictions (Type B), and word order (Type C). The two groups of children were compared in terms of the number of sentences of each type that were recognized as agrammatical. Those productions which represented the child’s correction of agrammatical sentences were subjected to descriptive analyses (percentages) with specific reference to the number of attempted changes and the number of those changes which demonstrated corrections of the specific deviation from well formedness. Results indicated that the two groups of subjects were significantly different in their ability to recognize grammatical errors in sentence Types A and C, but did not differ in their ability to recognize errors in sentence Type B. The descriptive comparison of the groups' verbal corrections reflected this trend, in that the language-disordered subjects made corrections specific to the error on more of the Type B sentences (for example, “The dog writes the food.”) than on Types A (for example, “'She will pick some flowers last week.”) or C (for example, “Get and come your dinner.”). Linguistically normal children accurately corrected 90.7% of the sentences judged as agrammatical; this percentage did not vary more than 1% across sentence types.

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