scholarly journals Students' Analyses toward Grammatical Errors on Social Media's Posts: Case Study in Politeknik Negeri Medan

2021 ◽  
Vol 2 (2) ◽  
pp. 320-330
Author(s):  
Orli Binta Tumanggor ◽  
Aprilza Aswani ◽  
Winda Syafitri

Learning a second or foreign language is quite different from acquiring the first language or mother tongue. There are some differences found in different languages including the grammatical pattern. It tends to make the learners have errors in writing or speaking English. This study investigated the students’ analyses toward grammatical error on social media posts. The subject of research are 15 students of Politeknik Negeri Medan majoring computer engineering.There were 20 errors found by students which were further analyzed by using surface taxonomy theory.  This study showed that the students’ analyses were dominantly on misformation analysis, followed by omission, addition, and misordering analysis. Misformation is the highest rate of errors found as it actually covers many grammar topics in english such as tenses, participle, verbal sentence, nominal sentence, part of speech, and others as analyzed by students on social media posts.  Besides, no students found blends analysis, it might due to their lack of knowledge of blends itself. Key word: Grammatical error, social media, surface taxonomy theory

JURNAL IQRA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Suhono Suhono

This study deals with error analysis on composition written by EFL Students IAIM NU Metro. It aims at developing further analyzing of error analysis in second language learners. For this purpose, an empirical study was conducted, using Indonesian students learning English as the subject of research. To achieve this purpose, the researcher explored the type of grammatical errors made by students at different grade semesters: the second, the sixth, and the eighth. More specifically, this study was an attempt to describe the type of grammatical error which frequently exist in written composition, to describe frequency grammatical error among the grade semesters, and to describe the sources of errors. Students’ writings were analyzed based on surface strategy taxonomy theory. The results of this research revealed that 268 sentences indicated errors. In all semesters, types of omission error was the highest one 131 (48.9%) sentences. Furthermore, grammatical error in the second semester was the highest one 124 (46.8%) sentences. The sources of errors of this research were mother-tongue influence (Interlingual errors). It was influenced by the native language which interferes with target language learning. The second was Intralingual errors, caused by the target tself like, misanalysis (wrong hypothesis), incomplete rule application.   Keywords: Surface Strategy Taxonomy, Error Analysis, IAIM NU Metro.


2021 ◽  
Vol 5 (1) ◽  
pp. 38-44
Author(s):  
Hernalia Citra Dewi

Language acquisition cannot just be acquired from birth. There is a process and stages in acquiring a language. Language is obtained because of the continuous practice factor. It is possible for someone who already has a mother tongue to have a second language (B2) which is used as a communication tool alongside the first language. Acquisition of a second language can be obtained through the influence of the environment or activities carried out continuously. This study will describe how the effect of viewing on social media YouTube affects the acquisition of a second language for a five years old girl. This research uses qualitative methods with descriptive explanations. The results of this study found that the subject's second language proficiency in English was evident from his understanding of the films and videos she had watched repeatedly. His mastery of a second language can also be seen in the ability of the subject to mention the objects around her, the names of fruits and animals, and to be able to make simple sentences in English.Keywords: Language acquisition, second language, YouTube.


2019 ◽  
Vol 10 (2) ◽  
pp. 123-135
Author(s):  
Maspufah

Writing is regarded as one of difficult skill in learning English because it needs more effort to elaborate a complex process of generating, organizing, and revising ideas on a paper. Since English is not students’ mother tongue, error might be occurred in their writing. This research was intended to identify the types and the causes of error made by EFL learners of STIBA Persada Bunda in thesis proposal. It was a descriptive research. Thirteen students from the eighth semester of 2018-2019 academic years were taken for the sample. The instruments used to collect the data were in quantitative and qualitative form. Students’ thesis proposals were taken for quantitative data. Interview was used for qualitative data. The result showed that there were four types of grammatical error found in EFL learners’ thesis proposal: addition, omission, misformation, and misordering. The Errors in their thesis proposal were caused by three conditions: inter-lingual, intra-lingual, and communication strategy-based error. Inter-lingual occurred because of first language interfere when transferring from first language to target lnguage. Intra-lingual occurred in the incomplete rule application and exploiting redundancy. Avoidance caused communication strategy-based error. It could be concluded that EFL learners’ competence in writing needed to be improved as there were many grammatical errors occurred in their thesis proposal.


2021 ◽  
Vol 2 (4) ◽  
pp. 561-567
Author(s):  
Angela M.Sihotang ◽  
Friskila Sitanggang ◽  
Novitriani Hasugian ◽  
Fachri Yunanda

This article discusses grammatical error in social media post. The objectives are to investigate the types of common errors by social media users. By describing the dominant errors and also elaborate on the reason why social media users did the errors on their posts. The subject of this study consisted of 30 akum social media users, 15 from facebook and 15 from instagram. Author make social media as a samples. Findings show that there were some types of errors such as ommision 10 (33,3%), addition 4 (13,3%), misordering 7 (23,3%), misformation 9 (30%). Thus ommision is the dominant type found. Errors occur because social media users do not understand the structure of language and writing English correctly. in addition, users often make errors in their post, sometimes only as a style and aiming for rumors but without realizing it causes fatal irregularities. A part from that the curiosity of social media users in understanding English is still lacking.


2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Imansyah Imansyah ◽  
Fedrilla Rarasani

The objectives of this research were to find out the types of students’ grammatical error, the dominant type of students’ grammatical error, and the causes of students’ grammatical error in translating Indonesian sentences into English. It was a descriptive qualitative research. The subject of this research was the 11th grade Language students at SMAN 6 Mataram consisting of 29 students, and the samples of this research were the Indonesian sentences that had been translated into English and the answers of questionnaire by the 11th grade Language students at SMAN 6 Mataram. In collecting the data, translation test and questionnaire were employed.The result of translation test showed that students committed 100 errors in the form of omission, addition, missformation, and missordering. The most frequent error committed by students was omission (37 or 37%). The second most frequently committed error was missformation (33 or 33%), the error was addition (17 or 17%), and the least was missordering (13 or 13%). Based on the questionnaire, 38.7% students' error was caused by interlingual (their mother tongue or source language).


DEIKSIS ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 73
Author(s):  
Rifa Suci Wulandari ◽  
Ratri Harida

<p class="5AbstrakIsi">Students cannot avoid making errors which might enrich learners’ knowledge in using a foreign language. Error as such a systematic deviation which occurs when the student has not learned something of the language and gets it wrong constantly, because he has not learned the correct form. However, there are some factors that cause the errors such as carelessness, first language interference, and translation. When using English in their essays writing, students might make errors in various aspects of grammar, such as tenses, aspects, word classes, word order, inflections, and punctuation. Therefore, the accuracy of using them in the writing of English sentences must be considered, especially by students who are developing writing skills in English as a foreign language. By writing English sentences according to the grammatical structure, the meaning of it will be accurate, easily understood and acceptable. This article aims to identify types of grammatical errors made by the students of English education department at STKIP PGRI Ponorogo in writing essay and find out the factors causing the students’ grammatical errors in writing essay.</p>


2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Kadek Eva Krishna Adnyani ◽  
Ni Wayan Nilam Puspawati ◽  
Ni Komang Arie Suwastini

In acquiring the second language, children will use their first language knowledge as a base in their attempt of using a new language. This phenomenon is called language interference. This study aimed at identifying specific instances of language interference conducted by a bilingual child during her study in an international school. The subject was a 5-year-old Japanese child who was acquiring Indonesian as her second language. This study was a case study using a descriptive qualitative research method. Data collection was done through observation, interview and note-taking. Furthermore, the data in the form of utterances in Indonesian interfered by Japanese were analyzed descriptively. The results showed that the most common type of language interference that occurred was phonological interference (16 examples), followed by lexical error (4 words) and grammatical error (5 sentences). In short, in this case, Japanese phonological interference with Indonesian pronunciation occurred more frequently than lexical error and grammatical error.


2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.


2015 ◽  
Vol 1 (2) ◽  
pp. 35-40
Author(s):  
Monika Łodej

Research indicates that L2 reading competence is influenced by L1 reading ability, L2 proficiency, and L2 decoding competence. The present study investigates the significance of two variables, regularity and frequency, in relation to English as a Foreign Language (EFL) reading accuracy in students with a transparent L1. Fifteen 6th grade students in their sixth year of regular instruction in English took part in this study. Their mother tongue is Polish whereas English is their foreign language; thus, their language competence in L1 and L2 differs substantially. The research design followed Glusko (1979), Plaut (1996), and Wang and Koda (2007). There are four sets of real words. Two features of real words are manipulated for regularity and frequency. The study reveals that both conditions of script, regularity and transparency, affect reading accuracy in EFL students. However, the dimension of regularity is a stronger predicator of accuracy than the frequency with which the students encounter a word. From the pedagogical perspective, the collected data supports the use of structured reading instructions in the EFL classroom in order to restrain negative transfer of L1 to L2 reading strategies.


2021 ◽  
Vol 12 (4) ◽  
pp. 349-365
Author(s):  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.


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