scholarly journals AN ANALYSIS OF STUDENTS’ ERROR IN WRITING SIMPLE SENTENCES

2020 ◽  
Vol 3 (1) ◽  
pp. 49
Author(s):  
Budi Nugraha Hidayat ◽  
Maryani Maryani
Keyword(s):  
Data Analysis ◽  
Spoken Language ◽  
Past Tense ◽  
Simple Sentence ◽  
Medium Level ◽  
Second Year ◽  
Irregular Verbs ◽  
Simple Sentences

Language is needed whether it is written or spoken. Language is very necessary for people as a mean of communication. The objective of this research was to analyze the students’ ability in writing simple sentences in past tense. This research used qualitaive research and the data were analyzed to investigate the second year of students’ ability in writing English simple sentences. The participant of this research was consisted of 32 students. Data analysis shows that 27.81% the students have difficulties in structure English simple sentence in past tense. Furthermore 38.12% the students have difficulties using regular verbs in past tense, whereas 71.8% the students have difficulties using irregural verbs in past tense. Over all, the students’ ability in writing English simple sentence in past tense can be considered in medium level. This is due to their confusion in using verb (regular verbs and irregular verbs).

scholarly journals Effects of semantic and syntactic complexities and aspectual class on past tense production

2003 ◽  
Vol 29 ◽  
pp. 149-175
Author(s):  
Ayumi Matsuo
Keyword(s):  
Relative Clause ◽  
Past Tense ◽  
Complex Sentence ◽  
Simple Sentence ◽  
Complex Sentences ◽  
Complement Clause ◽  
The Matrix ◽  
Series Of Experiments ◽  
Topic Time ◽  
Simple Sentences

This paper reports results from a series of experiments that investigated whether semantic and/or syntactic complexity influences young Dutch children’s production of past tense forms. The constructions used in the three experiments were (i) simple sentences (the Simple Sentence Experiment), (ii) complex sentences with CP complements (the Complement Clause Experiment) and (iii) complex sentences with relative clauses (the Relative Clause Experiment). The stimuli involved both atelic and telic predicates. The goal of this paper is to address the following questions. Q1. Does semantic complexity regarding temporal anchoring influence the types of errors that children make in the experiments? For example, do children make certain types of errors when a past tense has to be anchored to the Utterance Time (UT), as compared to when it has to be anchored to the matrix topic time (TT)? Q2. Do different syntactic positions influence children’s performance on past-tense production? Do children perform better in the Simple Sentence Experiment compared to complex sentences involving two finite clauses (the Complement Clause Experiment and the Relative Clause Experiment)? In complex sentence trials, do children perform differently when the CPs are complements vs. when the CPs are adjunct clauses? (Lebeaux 1990, 2000) Q3. Do Dutch children make more errors with certain types of predicate (such as atelic predicates)? Alternatively, do children produce a certain type of error with a certain type of predicates (such as producing a perfect aspect with punctual predicates)? Bronckart and Sinclair (1973), for example, found that until the age of 6, French children showed a tendency to use passé composé with perfective events and simple present with imperfective events; we will investigate whether or not the equivalent of this is observed in Dutch.  

English Past Tense Use in Bilingual Children With Language Impairment

2005 ◽  
Vol 14 (4) ◽  
pp. 313-323 ◽  
Author(s):  
Peggy F. Jacobson ◽  
Richard G. Schwartz
Keyword(s):  
Language Impairment ◽  
Bilingual Children ◽  
Past Tense ◽  
Typically Developing ◽  
Language Differences ◽  
Error Patterns ◽  
History Of ◽  
English Speaking ◽  
Irregular Verbs ◽  
Verb Categories

Grammatical measures that distinguish language differences from language disorders in bilingual children are scarce. This study examined English past tense morphology in sequential bilingual Spanish/English-speaking children, age 7;0–9;0 (years;months). Twelve bilingual children with language impairment (LI) or history of LI and 15 typically developing (TD) bilingual children participated. Thirty-six instances of the past tense including regular, irregular, and novel verbs were examined using an elicited production task. By examining English past tense morphology in sequential bilinguals, we uncovered similarities and differences in the error patterns of TD children and children with LI. The groups differed in the overall accuracy of past tense use according to verb type, as well as the characteristic error patterns. Children with LI performed lower than their TD peers on all verb categories, with an interaction between verb type and group. TD children were better at producing regular verbs and exhibited more productive errors (e.g., overregularization). Conversely, children with LI performed relatively better on irregular verbs and poorest on novel verbs, and they exhibited more nonproductive errors (e.g., bare stem verbs). The results have important clinical implications for the assessment of morphological productivity in Spanish-speaking children who are learning English sequentially.

Production of the English past tense by children with language comprehension impairments

2005 ◽  
Vol 32 (1) ◽  
pp. 117-137 ◽  
Author(s):  
KATE NATION ◽  
MARGARET J. SNOWLING ◽  
PAULA CLARKE
Keyword(s):  
Language Comprehension ◽  
High Frequency ◽  
Matched Control ◽  
Low Frequency ◽  
Past Tense ◽  
Phonological Skills ◽  
The Poor ◽  
Poor Comprehenders ◽  
Irregular Form ◽  
Irregular Verbs

Three experiments investigated the ability of eight-year old children with poor language comprehension to produce past tense forms of verbs. Twenty children selected as poor comprehenders were compared to 20 age-matched control children. Although the poor comprehenders performed less well than controls on a range of tasks considered to tap verbal-semantic abilities, the two groups showed equivalent phonological skills. Poor comprehenders performed as well as control children when asked to inflect novel verbs and regular verbs. In contrast, poor comprehenders were less skilled than controls at inflecting both high frequency and low frequency irregular verbs. Although the predominant error pattern for all children was to over-regularize, this was most marked in the poor comprehenders; control children were more likely to produce errors that contained knowledge of the irregular form than poor comprehenders. In addition, the ability to inflect irregular verbs was related to individual differences in verbal-semantic skills. These findings are discussed within a framework in which verb inflection is related to underlying language skills in both the phonological and semantic domains.

scholarly journals Exploring Sentence Diversity at the Boundary of Typical and Impaired Language Abilities

2020 ◽  
Vol 63 (10) ◽  
pp. 3236-3251
Author(s):  
Pamela A. Hadley
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Empirical Studies ◽  
Review Article ◽  
Simple Sentence ◽  
Language Abilities ◽  
Developmental Patterns ◽  
Third Person ◽  
Archival Database ◽  
Simple Sentences

Purpose This review article summarizes programmatic research on sentence diversity in toddlers developing language typically and explores developmental patterns of sentence diversity in toddlers at risk for specific language impairment. Method The first half of this review article presents a sentence-focused approach to language assessment and intervention and reviews findings from empirical studies of sentence diversity. In the second half, subject and verb diversity in three simple sentence types are explored in an archival database of toddlers with varying levels of grammatical outcomes at 36 months of age: low average, mild/moderate delay, and severe delay. Results Descriptive findings from the archival database replicated previous developmental patterns. All toddlers with low-average language abilities produced diverse simple sentences by 30 months of age and exhibited greater sentence diversity with first-person I -subjects before third-person subjects. Third-person subject diversity emerged in a developmental sequence, increasing in one-argument copula contexts and one-argument subject–verb sentences before two-argument subject–verb–object sentences. This developmental pattern held across all three outcome groups. Third-person subjects were least diverse for children with severe grammatical delays and were absent in all sentence contexts for two children with severe delays at 36 months. Conclusions Sentence diversity increases gradually and expands in predictable patterns. Understanding these developmental patterns may help identify and treat children who display unexpected difficulty combining different subjects and verbs in flexible ways. Supplemental Material and Presentation Video https://doi.org/10.23641/asha.12915320

scholarly journals ANALISIS LITERASI DIGITAL MAHASISWA CALON GURU BIOLOGI MELALUI PROYEK VIDEO AMATIR BERBASIS POTENSI LOKAL PADA MATA KULIAH EKOLOGI TUMBUHAN

2018 ◽  
Vol 2 (1) ◽  
pp. 1-13
Author(s):  
Adi Pasah Kahar
Keyword(s):  
Data Analysis ◽  
Statistical Analysis ◽  
Qualitative Methods ◽  
Digital Literacy ◽  
Biological Information ◽  
Systematic Sampling ◽  
Indirect Communication ◽  
Direct Communication ◽  
Medium Level ◽  
Descriptive Statistical Analysis

The purpose of this study to know the degree of digital literacy of the students teacher towards video project based on local potency in West Borneo. This study uses descriptive qualitative methods. The subjects of the study was taken by using systematic sampling technic. The technic of collecting data uses the indirect communication, observation, and direct communication. Collecting data uses observation sheet, and dialogue sheet. The technic of data analysis uses descriptive statistical analysis. The result of the study shows that the degree of the digital literacy of the students is high. It means that the students can use computer (71%) and the ability to use internet (63%). The degree of the digital literacy of the students is moderate. It means that the percentage of the students who can use internet to find biology information only (61%), the percentage of reading biology books via internet only (58%), and to spread and to criticize biological information (58%). The degree of digital literacy is regarded low. This can be seen from having social net to inform about biology (8%) and to distinguish the sources eithen valid or invalid (8%), the ability to find information about biology (3%), and the ability to produce media to spread information of biology (5%). Based on the result get, can be concluded that the degree of digital literacy of students are medium level.

scholarly journals APLIKASI KAMUS IRREGULAR VERBS BERBASIS ANDROID

Infotekmesin ◽  
2019 ◽  
Vol 9 (01) ◽  
pp. 14-23
Author(s):  
Dang Anom ◽  
Danuri Danuri ◽  
Jaroji Jaroji
Keyword(s):  
Past Tense ◽  
Past Participle ◽  
Modelling Language ◽  
Java Programming ◽  
Unified Modelling Language ◽  
System Use ◽  
Irregular Verbs ◽  
Sqlite Database ◽  
Mobile Base ◽  
Learning English

Irregular is verbs on English do not add with ed or d but change agree with rule. To listen andcomprehend only memorize from verb base make past tense and past participle. Because this resultmany people so think difficult in learning English specially of irregular verbs. Aim of this research is to make application dictionary irregular verbs base android to make support in listen English specially irregular verbs. Scheme of system use Unified Modelling Language, java programming and sqlite database. This research produce a application dictionary irregular verbs to use device mobile base android

scholarly journals Kata Kerja Mengatakan dalam Tuturan Bahasa Banjar

Kelasa ◽  
2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Rissari Yayuk
Keyword(s):  
Data Analysis ◽  
Data Retrieval ◽  
Spoken Language ◽  
Data Presentation ◽  
Everyday Communication

Verbs say are often used in everyday communication. These words are usually structurally predicate in sentences.However, the pragmatic semantics of these words can be used in a variety of functions and types of speech. This research is titled verbs say in Banjar language speech. The problem under consideration is the use of verbs to mean significant in affix in Banjar language and Banjar language speech strategy using verbs. The purpose of the study is to describe the use of verbs to say meaningful affixes meN- in the language of Banjar and Banjar language speech strategies that use the verb says. This study uses a structural, semantic, and pragmatic perspective. The method of this research is descriptive. Techniques used in data retrieval are recording and documentation techniques. Method of data analysis is by qualitative way. Data presentation techniques using ordinary words. The results of the study concluded that the use of verbs means that the meN- affix in Banjar speech includes the commanding verb, giving information, agreement, and expectation. The banjar language spoken language strategy using the verb says. Includes paying attention to the needs of the said partners, involving the said partner. Avoiding discrepancies, and growing an optimistic attitude. AbstrakKata kerja mengatakan digunakan dalam komunikasi sehari-hari. Kata ini memiliki fungsi predikat dalam kalimat. Kata ini dapat digunakan dalam ragam fungsi dan jenis tuturan. Masalah penelitian yaitu makna kata mengatakan imbuhan meN- dan strategi menggunakan kata kerja mengatakan dalam tuturan bahasa Banjar. Tujuan penelitian adalah mendeskripsikan penggunaan makna kata mengatakan imbuhan meN- dan strategi menggunakan kata kerja mengatakan dalam tuturan bahasa Banjar. Penelitian ini menggunakan teori struktural, semantik, dan pragmatik. Metode penelitian ini adalah deskriptif. Teknik yang digunakan dalam pengambilan data adalah teknik  rekam dan dokumentasi. Teknik penyajian data dengan menggunakan kata-kata biasa.  Hasil penelitian yaitu makna imbuhan meN- dalam kata kerja mengatakan  dalam tuturan bahasa Banjar  meliputi kata kerja memerintah, memberikan informasi, perjanjian, dan harapan. Strategi tuturan bahasa Banjar yang menggunakan kata kerja mengatakan meliputi  memperhatikan kebutuhan mitra tutur,  melibatkan mitra tutur, menghindari ketidakcocokan, dan menumbuhkan sikap optimis.

scholarly journals An Analysis of Students’ Grammatical Errors in Arranging Jumbled Words into Meaningful Sentences of the Einght Grade at SMP Negeri 4 Banyuwangi in the Academic Year 2016/2017

LUNAR ◽  
2018 ◽  
Vol 2 (01) ◽  
pp. 1-6
Author(s):  
Dilla Ayuning Pangestu
Keyword(s):  
Data Analysis ◽  
Research Area ◽  
Past Tense ◽  
Grammatical Errors ◽  
Present Tense ◽  
Academic Year

Writing cannot be separated from sentences. Constructing sentences is astart to write a composition since it has levels of difficulties starting from wordsto sentences, sentences to paragraph and paragraph to longer composition.Jumbled words is a method of teaching. There are some words or sentenceswhich are jumbled by teacher and the students must arrange them intocorrect sentences. This research is a descriptive quantitative one that focusedon the data analysis with form description with the scoring of the eight gradestudents’ grammatical errors in arranging jumbled words into meaningfulsentences at SMP Negeri 4Banyuwangi in the Academic Year 2016/2017. Purposive method was used todetermine the research area. The number of respondent were 30 students.The result of the data analysis showed that compose sentences was difficultfor the eight year students of SMP Negeri 4 Banyuwangi. (1) There are 126miordering of using adjective followed by noun with the percentage 23,37%.(2) There are 46 misordering of using verb followed byadverb with the percentage 8,53%. (3) There are 98 misordering of usingauxiliary verb ( do, do es and did )with the percentage 18,18%, (4) There are 95 misordering of using to be pasttense (was and were) with the percentage 17,62%. (5) There are75misordering of using Simple Present Tense with the percentage 13,91%. (6)There are 99 misordering of using Simple Past Tense with the percentage18,36%

Past-Tense Marking by Children With and Without Specific Language Impairment

1997 ◽  
Vol 40 (1) ◽  
pp. 62-74 ◽  
Author(s):  
Janna B. Oetting ◽  
Janice E. Horohov
Keyword(s):  
Theoretical Model ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Past Tense ◽  
Control Group ◽  
Grammatical Structure ◽  
Specific Language ◽  
Impaired Group ◽  
Irregular Verbs ◽  
Morphological System

This study examined the productivity and representation of past-tense marking in children with and without specific language impairment (SLI). Participants were 11 6-year-olds with SLI, 11 age-matched controls, and 11 MLU-matched controls. Regular and irregular verbs were used to examine the productivity of regular marking. Past-tense representation was examined by asking children to inflect homophonous pairs of denominal and irregular root verbs. All three groups demonstrated productive marking of past tense, although as expected the accuracy of the impaired group was less than that of either control group. Patterns of past-tense marking as a function of a word's phonological composition and inflectional frequency were the same for the SLI- and MLU-matched groups, and all children presented a past-tense system that was sensitive to grammatical structure. The findings replicate previous research of the SLI morphological system and provide additional specification of these children's morphological strengths and weaknesses. Strengths include the children's sensitivity to grammatical and phonological characteristics of the lexicon; weaknesses include limited productivity of regular past-tense marking and a greater sensitivity to frequency manipulations as compared to normally developing children. Results are discussed in terms of the nature of the SLI profile. They also are used to evaluate the theoretical model on which the study was based.

Inflection and Derivation

2019 ◽  
pp. 241-261
Author(s):  
Andrew Spencer
Keyword(s):  
The Other ◽  
Past Tense ◽  
Personal Pronoun ◽  
Past Participle ◽  
Double Object ◽  
Completely Regular ◽  
Auxiliary Verbs ◽  
The Past ◽  
Irregular Verbs ◽  
Categorial Status

The chapter presents an overview of phenomena which pose important problems of description and analysis. I focus on the inflectional system, which has undergone severe attrition and shows idiosyncrasies typical of such systems. For nominals I describe the personal pronoun paradigm and the ‘possessive -s’ clitic/phrasal affix. The controversial categorial status of adverbs in -ly is discussed, while for verbs, all the subcategories prove to be highly problematical. For instance, only 50 irregular verbs distinguish past tense from past participle (e.g. wrote/written), so it is not even clear whether the past participle category is a highly restricted subcategory, with the vast majority of verbs showing past tense/past participle syncretism, or whether this is a case of ‘overdifferentiation’, like the forms am, are, were of the verb BE. On the other hand, the polyfunctionality of the completely regular -ing suffix, which derives verb, noun, and adjective forms, also poses serious unresolved problems. Auxiliary verbs and related phenomena alternate between periphrastic, clitic, and genuinely morphological (affixal) constructions. The chapter concludes with consideration of those aspects of derivational morphology which seem to be indisputably productive, hence part of the grammar, including (certain types of) event nominalization, some cases of double object alternation, and morphosemantic mismatches of the kind electrical engineering ⇒ electrical engineer.

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