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

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.

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

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.

scholarly journals ERROR ANALYSIS ON ENGLISH WRITING SKILL FOR THE FIRST SEMESTER STUDENTS

2018 ◽  
Vol 1 (01) ◽  
pp. 1-20
Author(s):  
Bejo Sutrisno
Keyword(s):  
Content Analysis ◽  
Word Order ◽  
Word Choice ◽  
Word Form ◽  
Analysis Method ◽  
First Semester ◽  
English Writing ◽  
Content Analysis Method ◽  
Writing Skill ◽  
Verb Tense

The objective of this research is to find out the most and the least of typical errors on the first semester students’ writing skill. Writing gives an important role to students in practicing their ability to express their ideas to readers. The students sometimes commit errors when they write and those errors can effect to the content of their writing, as the result, the readers will be confused or do not understand to the students’ writing. This research using content analysis method. The writer interprets the data based on the errors on the students’ writing. This research found that error analyzes of students’ writing on word form is in the first rank (14,6%) followed by word choice (11,5%), Article and add a word  (9,5%), Omit a word, singular-plural, verb tense, and capitalization (8,3%), Word order and Incomplete sentence  (6,2%) and the least error is on Meaning not clear, that is (0%). This research has the implication that the lecturers should treat errors made by students as a part of learning process and it should be solved through remedial activity.

scholarly journals AN ANALYSIS OF STUDENT’S ERROR IN WRITING DESCRIPTIVE TEXT

2019 ◽  
Vol 13 (1) ◽  
pp. 19
Author(s):  
Rika Rahmawati Suryana
Keyword(s):  
Word Order ◽  
Word Choice ◽  
Word Form ◽  
Sources Of Error ◽  
School Year ◽  
Remedial Teaching ◽  
Tenth Grade ◽  
Word Spelling ◽  
Descriptive Writing ◽  
Verb Tense

<p>The paper aims to find out the most typical errors and sources of  error  on  students’  descriptive  writing  of  the  tenth  grade  of  SMAN 3 Rangkasbitung. This study was conducted in the SMAN 3 Rangkasbitung, the 1st semester of the school year 2014-2015. The population of the research was 30 students from one class of the tenth grade of SMAN 3 Rangkasbitung and the sample was taken 30 students. The writer uses a descriptive qualitative approach and error analysis based on the aspect. As the result, the researcher found that the students made 78 errors in their descriptive writings. The errors occurred in all types of errors investigated from Azar’s give the types of errors in grammatical aspects to classified based on linguistic category taxonomies aspect. There are verb tense, omit a word, spelling, add a word, capitalization, word choice, word order, singular – plural, word form, article. The sources of error was also mostly due to interlanguage transfer. Therefore, the teachers should be more focus on teaching of verb tense then must give remedial teaching after identifying students’ error in writing also the teachers can teach students to more practices on writing.</p>

scholarly journals Native Language Interference in Learning a Second Language

2020 ◽  
Vol 26 (1) ◽  
pp. 173-188
Author(s):  
Yasir Mubarok ◽  
Aruna Heli Nur'aisyah
Keyword(s):  
Word Order ◽  
English Literature ◽  
Data Sources ◽  
Parallel Structure ◽  
Research Approach ◽  
Word Choice ◽  
Passive Voice ◽  
Spelling Errors ◽  
Verb Agreement ◽  
Grammatical Errors

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)

scholarly journals Describing the Students’ Grammatical Errors on Spoken English

ELT-Lectura ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 83-91
Author(s):  
Imanuel Kamlasi
Keyword(s):  
Word Order ◽  
Qualitative Method ◽  
English Education ◽  
Video Recording ◽  
Study Program ◽  
Spoken English ◽  
Data Analyses ◽  
Oral Test ◽  
Grammatical Errors ◽  
Education Study

This present study describes the students’ grammatical errors on spoken English based on the classifications of errors refer to Dulay, Burt and Krashen’s theories. Qualitative method was used in the study. Oral test was used as the research instrument. There were 25 participants of English education study program of Timor University who were chosen randomly as the research sample. The Tape Video Recording (TVR) was used to gain data of spoken English. There were five techniques in analyzing the data: transcription, codification, classification, analyses and discussion. The results of data analyses revealed that omission presented 40,87% of errors. Then; addition presented 31,74% and misformation presented 15%. The misorderning was categorized as the lowest score with 12,30%. In linguistic category; the data showed that verb was categorized as the highest errors which presented 19% of errors. The next error was preposition which presented 17%. Then pronouns category presented 14% of errors. The conjunction and article categories presented 11% of errors on spoken English. The singular/plural and negation categories presented 10% of errors for each category. The lowest error of linguistic category was word order which presented 8% errors. The findings showed that the students still make errors on linguistic category on spoken English. There was a phenomenon in this finding that the students tend to use verb-ing instead of using verb-1 in the spoken English. They dispose to add and omit any linguistic category unconsciously when they speak.

scholarly journals The Analysis of Grammatical Errors in University Students’ Essays

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Dewa Putu Ramendra
Keyword(s):  
English Education ◽  
Syntactic Structure ◽  
Study Program ◽  
Essay Writing ◽  
Writing Courses ◽  
Verb Forms ◽  
Grammatical Errors ◽  
Interview Guide ◽  
Qualitative Descriptive ◽  
Verb Tense

This study aims to identify and analyze grammatical errors in student essays. In this case, every student's grammatical error consisting of errors in the use of diction, syntactic structure and meaning were identified and described in detail within the framework of the correct grammatical rules. This research was conducted using a qualitative descriptive method because the data collected was in the form of language use, especially grammatical errors. The subject of this research is English Education Study Program students who joined essay writing courses. Meanwhile, the object of research was grammatical errors in student essays. The data were collected through the collection of student essays obtained from the end-of-semester test and interview guide. The percentage of grammatical errors made by students in their essays in sequence were as follows; fragments: 280 (17.5%), runs on: 235 (14.7%), verb forms and verb tense: 225 (14.1%), passive: 220 (13.8%), linking verb deletion: 160 (10 %), plural disagreement: 120 (7.5%), unclear reference: 115 (7.2%), proposition misuse 89: (5.6%), subject-verb disagreement: 80 (5%), and parallelism: 74 (4.6%). Grammatical errors that needed to be considered more seriously were parallelism and passivity, which, although they look low in percentage terms, for they were rarely used in student essays; but when both forms were present, the grammatical construction tended to be wrong. In addition, both forms were also difficult to understand, compared to other types of errors that could be learned quickly. 

scholarly journals AN ANALYSIS OF ACEHNESE EFL STUDENTS’ GRAMMATICAL ERRORS IN WRITING RECOUNT TEXTS

2017 ◽  
Vol 5 (1) ◽  
pp. 41
Author(s):  
Qudwatin Nisak M. Isa ◽  
Risdaneva Risdaneva ◽  
Affied Alfayed
Keyword(s):  
First Year ◽  
Word Choice ◽  
Personal Writing ◽  
First Year Students ◽  
Grammatical Errors ◽  
Efl Teachers ◽  
Efl Students ◽  
The Subject ◽  
Verb Tense ◽  
Interference Error

This study aims at finding empirical evidence of the most common types of grammatical errors and sources of errors in recount texts written by the first-year students of SMAS Babul Maghfirah, Aceh Besar. The subject of the study was a collection of students’ personal writing documents of recount texts about their lives experience. The students’ recount texts were analyzed by referring to Betty S. Azar classification and Richard’s theory on sources of errors. The findings showed that the total number of error is 436. Two frequent types of grammatical errors were Verb Tense and Word Choice. The major sources of error were Intralingual Error, Interference Error and Developmental Error respectively. Furthermore, the findings suggest that it is necessary for EFL teachers to apply appropriate techniques and strategies in teaching recount texts, which focus on past tense and language features of the text in order to reduce the possible errors to be made by the students.

Identifikasi Miskonsepsi dan Tingkat Pemahaman Mahasiswa Tadris Fisika pada Materi Listrik Dinamis Menggunakan 3-Tier Diagnostic Test

2020 ◽  
Vol 3 (2) ◽  
pp. 128
Author(s):  
Lalu A. Didik ◽  
Muh. Wahyudi ◽  
Muhammad Kafrawi
Keyword(s):  
Diagnostic Test ◽  
Physics Education ◽  
Quantitative Research ◽  
Full Understanding ◽  
Study Program ◽  
Electric Voltage ◽  
Quantitative Research Methods ◽  
Physics Courses ◽  
Basic Physics ◽  
Level Of Understanding

This study aims to determine the misconceptions and level of understanding of physics education students on dynamic electricity. The method used is descriptive quantitative research methods. The research sample was 33 students of the tadris physics study program who are currently taking basic physics courses 2 even semester 2019/2020. Data collection used a 3-tier diagnostic test. In the concept of current and electric voltage, students who are included in the full understanding category are 26% and 29% understand partially with the low category and the level of misconception reaches 45%. In the concept of ohm law and electrical resistance, it was found that students with a full understanding level of 23% and partially understanding 14% were in the low category and the level of student misconception showed the largest percentage, namely 63% with the high category. In the concept of electrical circuits, students with a full understanding level of 29% and partially understanding 50% and included in the medium category with student misconceptions showed the smallest percentage was 21% with the low category. As a whole, it shows that the average level of students' understanding and misconceptions on dynamic electricity material is still low with a percentage of 26% and partial understanding is moderate with a percentage of 31% and a misconception of 43% with a moderate category. Keywords: Misconception, level of undertanding, 3-tier diagnostic, electricicity.ABSTRAK.Penelitian ini bertujuan untuk mengetahui miskonsepsi dan tingkat pemahaman mahasiswa tadris fisika pada materi listrik dinamis. Metode yang digunakan adalah metode penelitian deskriptif kuantitatif. Sampel penelitian adalah 33 orang mahasiswa program studi tadris fisika yang sedang menempuh mata kuliah fisika dasar 2 semester genap 2019/2020. Pengumpulan data menggunakan 3-tier diagnostic test. Pada konsep arus dan tegangan listrik, mahasiswa yang termasuk dalam kategori pemahaman penuh sebesar 26% dan paham sebagian sebesar 29% dengan kategori rendah dan tingkat miskonsepsi mencapai 45%. Pada konsep hukum ohm dan hambatan listrik didapatkan bahwa mahasiswa dengan tingkat pemahaman penuh sebesar 23% dan paham sebagian 14% dengan kategori rendah dan tingkat miskonsepsi mahasiswa menunjukkan persentase paling besar yaitu sebesar 63% dengan kategori tinggi. Pada konsep rangkaian listrik, mahasiswa dengan tingkat pemahaman penuh 29%, paham sebagian 50% dengan kategori sedang serta miskonsepsi mahasiswa menunjukkan persentase paling kecil yaitu 21% dengan kategori rendah. Secara kesuluruhan rata-rata tingkat pemahaman dan miskonsepsi mahasiswa pada materi listrik dinamis masih tergolong rendah dengan persentase sebesar 26% dan paham sebagian tergolong sedang dengan persentase 31% dan miskonsepsi sebesar 43% dengan kategori sedang.Kata kunci: miskonsepsi, tingkat pemahaman, 3-tier diagnostic, listrik dinamis

Practical Issues of Translated Texts Editing

2019 ◽  
Vol 25242644 ◽  
pp. 38-41
Author(s):  
Maryna Aleksandrovych
Keyword(s):  
Word Order ◽  
Native Language ◽  
Original Text ◽  
Copy Editor ◽  
Proper Nouns ◽  
Units Of Measurement ◽  
Work Shifts ◽  
Basic Features

This article contains a summary of some practical issues of translated texts editing with clear examples. Copy editing of translated texts is different from copy editing of texts written in the native language, because the focus of the work shifts from how to deliver an author’s message in the most appropriate way to how to deliver author’s text, written in the native language, in another language (Ukrainian) in the most appropriate way. The first question is the versatility: does the copy editor need to know the language of the original text in order to do effective copy editing. And she/he should at least understand the basic features of the language of the original text such as phonetics, grammar and syntax. Also a copy editor should pay particular attention to such aspects as: at the lexical level – false friends, transliteration of proper nouns, excess of possessive pronouns, translation or adaptation of lexical gaps; at the syntactic level – copulative verb, word order in a sentence, contrastive stress in a phrase, address words, syntax simplification. A necessary aspect is the unification of certain elements in the translated text: address words, units of measurement (length, weight, area, time, volume, etc.), transliterated proper and common nouns. Described in this article principles of transliteration, unification, adaptation, lexical and syntactic aspects of copy editing of translated texts will help to improve the quality of translated books into Ukrainian.

scholarly journals A qualitative analysis of perceptions of fluency in second language French

2016 ◽  
Vol 54 (2) ◽  
Author(s):  
Yvonne Préfontaine ◽  
Judit Kormos
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Qualitative Analysis ◽  
Quantitative Research ◽  
Qualitative Methodology ◽  
Quantitative Methods ◽  
Native Speaker ◽  
Cognitive Demand ◽  
Word Choice ◽  
Speech Features

AbstractIn the field of second language (L2) fluency, there is a common adherence to quantitative methods to examine characteristics and features of speech. This study extends the field by reporting on an investigation that analyzed native-speaker listeners’ perceptions of L2 fluency in French from a qualitative perspective. Three untrained judges rated students’ performance on speech tasks varying in cognitive demand and provided justifications for their perceptions of fluency. The goal of the research was to examine the factors that affect raters’ evaluations of fluency in response to three oral performances from 40 adult learners of French of varying proficiency. Qualitative analysis revealed that the main speech features that influenced native listeners’ perceptions of L2 fluency were speed, rhythm, pause phenomena, self-correction and efficiency/effortlessness in word choice, but also in target-like rhythm and prosody. The results of using such qualitative methodology highlights the important role that rhythm plays in fluency judgements in syllable-timed languages such as French, a factor which has not always been given much prominence in previous L2 fluency quantitative research.

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