scholarly journals ENGLISH INFLECTIONAL ERRORS MADE BY INDONESIAN DEAF PEOPLE IN WRITING COMPOSITION

2021 ◽  
Vol 5 (1) ◽  
pp. 117-128
Author(s):  
Suwandi Suwandi ◽  
Deliana Deliana ◽  
Desri Maria Sumbayak
Keyword(s):  
Qualitative Approach ◽  
Deaf People ◽  
Past Participle ◽  
Community Groups ◽  
English Writing ◽  
Writing Test ◽  
Writing Composition ◽  
Present Participle ◽  
Third Person ◽  
Source Of Error

This paper  was conducted to describe the types of English inflectional errors found in Indonesian deaf people in writing composition, identify the sources of the errors in the use of English inflection, and to find out the percentages. The Indonesian deaf people were from Indonesian deaf community groups on Facebook, WhatsApp, and Instagram. This research used a descriptive qualitative approach by applying English inflection theory by Andrew Carstairs-McCarthy. The data collection techniques were conducted by using an online English writing test. The results showed that there were 179 errors in total in Indonesian deaf people’s writings. The most found error was in Third Person Singular Present Inflection with 51 errors (28.5%) and the least was in Present Participle Inflection with 16 errors (9%), and the rest were 18 errors (10%) in Preterite Inflection, 19 errors (10.6%) in Comparative Inflection, 22 errors (12.3%) in Superlative Inflection, 27 errors (15.1%) in Past Participle Inflection, and 26 errors (14.5%) in Plural Inflection. The source of error was Intralingual Error with 156 errors (87.15%) (False Concept Hypothesized with 6 errors (3.3%), Incomplete Application of Rules with 8 errors (4.5%), Overgeneralization with 23 errors (12.85%), and Ignorance of Rules Restriction with 119 errors (66.5%)) and Interlingual Error with 23 errors (12.85%).

scholarly journals The lemmatization of Old English Verbs from the second weak class on a lexical database

2015 ◽  
Vol 13 ◽  
pp. 135
Author(s):  
Marta Tío Sáenz
Keyword(s):  
Old English ◽  
Past Participle ◽  
Lexical Database ◽  
Second Person ◽  
The Past ◽  
Present Participle ◽  
Third Person ◽  
Weak Verbs

This article compiles a list of lemmas of the second class weak verbs of Old English by using the latest version of the lexical database Nerthus, which incorporates the texts of the Dictionary of Old English Corpus. Out of all the inflecional endings, the most distinctive have been selected for lemmatization: the infinitive, the inflected infinitive, the present participle, the past participle, the second person present indicative singular, the present indicative plural, the present subjunctive singular, the first and third person of preterite indicative singular, the second person of the preterite indicative singular, the preterite indicative plural and the preterite subjunctive plural. When it is necessary to regularize, normalization is restricted to correspondences based on dialectal and diachronic variation. The analysis turns out a total of 1,064 lemmas of weak verbs from the second class.

Why is this happened? Passive morphology and unaccusativity

1997 ◽  
Vol 13 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Patricia Balcom
Keyword(s):  
Argument Structure ◽  
Native Speakers ◽  
Control Group ◽  
Past Participle ◽  
Production Task ◽  
Syntactic Rule ◽  
English Writing ◽  
The Past ◽  
Linguistic Representations ◽  
Unaccusative Verbs

Zobl discussed inappropriate passive morphology (‘be’ and the past participle) in the English writing of L2 learners, linking its occurrence to the class of unaccusative verbs and proposing that learners subsume unaccusatives under the syntactic rule for passive formation. The research reported here supports and amplifies Zobl' proposal, based on a grammaticality judgement task and a controlled production task containing verbs from a variety of subclasses of unaccusatives. The tasks were administered to Chinese L1 learners of English and a control group of English native speakers. Results show that subjects both used and judged as grammatical inappropriate passive morphology with all verbs falling under the rubric of unaccusativity. The article concludes with linguistic representations which maintain Zobl’s insights but are consistent with current theories of argument structure.

The verbal system

2019 ◽  
pp. 176-231
Author(s):  
D. Gary Miller
Keyword(s):  
The Other ◽  
Past Participle ◽  
Verbal System ◽  
The Third ◽  
The Past ◽  
Change Of State ◽  
System P ◽  
Third Person ◽  
The Third Person ◽  
Weak Verbs

Verbs in Gothic are thematic, athematic, or preterite present. Several classes, including modals, are discussed. Strong verbs have seven classes, weak verbs four. Inflectional categories are first, second, and third person, singular, dual (except in the third person), and plural number. Tenses are nonpast and past/preterite. There are two inflected moods, indicative and optative, and two voices (active, passive). The passive is synthetic in the nonpast indicative and optative. The past system features two periphrastic passives, one stative-eventive with wisan (be), the other inchoative and change of state with wairþan (become). Middle functions are mostly represented by simple reflexive structures and -nan verbs. Nonfinite categories include one voice-underspecified infinitive, a nonpast and past participle, and a present active imperative. The third person imperative is normally expressed by an optative.

scholarly journals Project-based learning and writing skill in EFL: are they related?

2018 ◽  
Vol 42 ◽  
pp. 00059
Author(s):  
Luh Tiwika Praba̕ ◽  
Luh Putu Artini ◽  
Dewa Putu Ramendra
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Quantitative Data ◽  
Collaborative Work ◽  
Project Based Learning ◽  
School Students ◽  
English Writing ◽  
Writing Test ◽  
Quantitative Data Analysis ◽  
Writing Skill

This study aimed at investigating the effect of Project-Based Learning on students’ writing skill of grade 9 at SMPN 3 Kuta Selatan. This study employed embedded mixed method design, in which the quantitative data were considered as the main data. The data were collected through guided interview, observation, and writing test. Paired sample t-test was used for the quantitative data analysis. The result showed that Project-Based Learning has significant effect on students’ English writing skill (sig. = .000 < α = .05). Project-Based Learning also revealed potentially promotes students’ critical thinking, communication, and creativity through collaborative work. In general, it can be concluded that Project-Based Learning significantly improves junior high school students’ writing skill in English as a Foreign Language.

scholarly journals IMPELEMENTING PADLET APPLICATION TO IMPROVE WRITING ABILITY IN ENGLISH WRITING SKILL FOR NON ENGLISH DEPARTMENT STUDENTS

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Sri Lestari
Keyword(s):  
Primary Education ◽  
Video Recording ◽  
English Department ◽  
Writing Ability ◽  
English Writing ◽  
Writing Test ◽  
Writing Practices ◽  
Writing Students ◽  
Writing Skill ◽  
Teaching Learning

This study is aimed to know teaching learning process in writing by using padlet application for Primary Education Department’s students whether there is improvement of students writing English skill by using that application. Subject of this research was third semester students of Primary Education Department. This is a Classroom Action Research. In collecting the data, the writer  used some techniques: observation, interview, and writing test. The data were analyzed quantitatively and qualitatively. Result of this research were: those application can be implemented as online writing practices every time that made students ability improve, the situation of wall in padlet can stimulate students to explore idea because they could upload video, recording, or picture suitable with topic that can support their writing. Students improvement in writing can be seen from postest score in every cycles. Based on the results above, it can be concluded that implementing padlet application can improve students Non English Department’ writing skill.

scholarly journals The Assessment of Students’ English Writing Skill at SMA Yaspen Tugu Ibu Depok

2020 ◽  
Vol 5 (1) ◽  
pp. 42
Author(s):  
Mulyadi Mulyadi ◽  
Siti Nurani ◽  
Nurul Frijuniarsi
Keyword(s):  
High School Students ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Second Grade ◽  
School Students ◽  
English Writing ◽  
Writing Test ◽  
Second Grade Students ◽  
Writing Skill ◽  
Senior High School Students

<p>The aim of this research is to analyze empirically English writing skill of Senior High School students. This research is a descriptive qualitative research. The population of this research is the second grade students from SMA Yaspen Tugu Ibu in Depok. The sample was taken through simple random sampling of which 25 students as samples of this research. For collecting the data, the instruments used in this research were writing test and interview. The writing test was conducted to obtain the writing skill indicators, while the interview was carried out to elicit information of students’ problems in writing. The result of this research explained that students’ English writing skill was definitely good at SMA Yaspen Tugu Ibu Depok. There were 88% of students with scores more than 50 and only 12 % with scores less than 50. In conclusion, the students’ writing skill at SMA Yaspen Tugu Ibu is considered to be high category in English writing skill.</p>

scholarly journals Description and Categorization of Balti Tense Markers

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 387-394
Author(s):  
Iftikhar Hussain ◽  
Arshad Khan ◽  
Amina Khalid
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
Past Participle ◽  
Qualitative Research Design ◽  
Present Participle ◽  
Corpus Data ◽  
Inflectional Morphemes ◽  
Gilgit Baltistan

The current study aims at describing and categorizing the possible tense markers of Balti language, spoken in the Baltistan region of Gilgit-Baltistan. As for linguistics exposure is concerned, Balti is one of the less explored languages. Balti has a handful amount of traditional pieces of literature in the form of books (Traditional Grammars, stories, and history) and even the available Balti literature have not been documented within the proper paradigm of linguistics. To conduct this particular study, 200 Balti root words (verbs) have been collected from the corpus data using both the naturalistic and documented sources. The selected 200 Balti root words (verbs) were critically described, analyzed, and categorized within the paradigm of inflectional morphemes of tense markers using the qualitative research design. The result shows that there are 11 tense markers, i.e., “-ed", "-en", "-set", "-s", "-uk", "-nuk", "-tuk", "-ik", "-in", "-se" and "-e" in Balti language. These tense markers are added to the respective root verbs to mark present indefinite, present participle, past participle, future indefinite, and future perfect tenses.  This study will hopefully encourage future researchers to conduct research works on the various aspects of Balti language.

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