Grammatical Errors on Students’ Writing of Recount Text

This research aims to classify and analyze students’ types and sources of errors in writing recount text using simple past tense. This research used descriptive qualitative research. Furthermore, researchers used a written test and chose the 2nd grade students of Senior High School and observed 20 students. It was found the students do all the types of errors. Selection errors was the most common types of errors with 94 or 44,98% of errors. The second was the omission errors with 56 or 26,79% of errors. The third was the addition errors with 43 or 20,57% of errors. Then the last was misordering errors with 16 or 07,66% of errors. Furthermore, the errors weren’t caused by Indonesian language’s system but the complexity of English language’s system. Moreover, the lack of students’ understandings of grammar was the cause of the errors. In this research, most of the students didn’t understand present and past form of the verbs. It can be concluded that students had difficulty in writing using properly grammar because the English language’s system. Keywords: error analysis, types of errors, sources of errors.

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An Analysis of the Grammatical Errors in Narrative Writing Made by Eleventh-grade Students of One Private Islamic Senior High School Palembang, South Sumatera, Indonesia

Ta dib ◽

10.19109/td.v24i1.3145 ◽

2019 ◽

Vol 24 (1) ◽

pp. 199-210

Author(s):

MURDIYANA MURDIYANA

Keyword(s):

High School ◽

Qualitative Research ◽

Error Analysis ◽

Senior High School ◽

Narrative Writing ◽

Frequent Type ◽

Grammatical Errors ◽

Writing Errors ◽

Descriptive Qualitative

This study was aimed at finding out: (1) the types of grammatical errors in narrative writing made by eleventh-grade students of one private Islamic senior high school Palembang, South Sumatera, Indonesia and (2) the most frequent type of grammatical errors in narrative writing made by eleventh-grade students of private Islamic senior high school Palembang, South Sumatera, Indonesia. This study was a descriptive qualitative research. The data were collected from narrative writing written by the 32 eleventh grade students. In this study, grammatical items analyzed were covering noun, pronoun, verb, conjunction, adjective, adverb and preposition. In analyzing students’ errors, some procedures of error analysis were applied. They were identification, description, and explanation. The frequencies of errors were calculated in percentages. Based on the result of the analysis, there were 621 grammatical errors found in students’ narrative writing. Errors in using verb became the most frequent type of errors with 308 errors (49.59%), followed by errors in pronoun with 136 errors (21.90%), in adjective with 87 errors (14.00%), in preposition with 61 errors (9.82%), in noun with 13 errors (2.09%), in conjunction with 10 errors (1.61%) and the last errors in adverb with 6 errors (0.96%).

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An Analysis of Mood and Modality

PIONEER: Journal of Language and Literature ◽

10.36841/pioneer.v13i2.1299 ◽

2021 ◽

Vol 13 (2) ◽

pp. 302

Author(s):

Yuni Siregar ◽

Arsen Nahum Pasaribu ◽

Erika Sinambela

Keyword(s):

High School ◽

Qualitative Research ◽

High School Students ◽

Senior High School ◽

School Students ◽

The Future ◽

Senior High School Students ◽

Descriptive Qualitative

Since the outbreak of Coronavirus in 2020, teaching and studying activities commonly conducted in the classrooms were shifted to online, which caused students to adapt and accept without compromising. This study analyzed the dialogue texts expressing students' hopes and views about the future of learning amidst the Covid-19 pandemic written by the Senior High School students of Nanyang Zhi Hui school in Medan, Sumatera Utara. The objectives are to analyze the mood, modality, and modality orientation types; and figure out the dominantly-applied mood, modality, and orientation types in the dialogue texts. This descriptive qualitative research applied the Mood and Modality theory by Halliday and other linguists. The study revealed that 1) three mood types: declarative, interrogative, and imperative, four types of modality: probability, usuality, obligation, and inclination range from low, median, and high degrees; four orientations: subjective-explicit, subjective-implicit, objective-explicit, and objective-implicit occurred in the texts; and 2) the clauses are represented through the extensive use of declarative mood (80,74%), median probability (47%), and implicitly objective modality orientation (45,15%). The study concludes that the students tend to give their insights using statements with median probability and orientation of objective-implicit in the dialogue, which shows a lack of confidence in the utterances.

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Error Analysis on Classroom Language Made by Pre-service Teachers of English Education Program UNP

Journal of English Language Teaching ◽

10.24036/jelt.v9i1.108151 ◽

2020 ◽

Vol 9 (1) ◽

pp. 56

Author(s):

Mir-atul Aufa ◽

Hermawati Syarif

Keyword(s):

Qualitative Research ◽

High Schools ◽

Error Analysis ◽

Education Program ◽

English Education ◽

Grammatical Errors ◽

Field Practice ◽

Classroom Language ◽

Lexical Errors ◽

Descriptive Qualitative

This study aimed to analyse the errors on pre-service teachers’ classroom language while having field practice in senior high schools. The analysis was conducted by adapting James (1998) Target Modification Taxonomy. Classroom language including the simple instructions and the questions given by pre-service teachers. The participants of this research are five pre-service teachers from four different schools. This study was descriptive qualitative research. The instrumentation of this research were observation, document and interview. The study analyzed pre-service teachers’ classroom language by categorizing the errors into types followed by the causes of each error. Some problems related to pre-service teachers’ classroom language were also found. The problems found hindered the optimal use of classroom language. The findings of the research showed that there were grammatical and lexical errors occured. The grammatical errors were omission (50%), overinclusion (21.73%), misselection (8.70%) and misplacement (4.34%). Some ellipsis (15.21%) were also detected.

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KESALAHAN GRAMATIKAL PADA TEKS TERJEMAHAN ABSTRAK (INDONESIA-INGGRIS) MAHASISWA UNIVERSITAS SEMARANG (USM)

Jurnal Dinamika Sosial Budaya ◽

10.26623/jdsb.v22i1.2111 ◽

2020 ◽

Vol 22 (1) ◽

pp. 54

Author(s):

Stefani Dewi Rosaria

Keyword(s):

Qualitative Research ◽

Target Language ◽

Sentence Structure ◽

Verb Agreement ◽

The Third ◽

Grammatical Errors ◽

Grammatical Error ◽

The Subject ◽

Descriptive Qualitative

AbstrakPenelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan jenis kesalahan gramatikal yang terdapat pada teks terjemahan (Indonesia-Inggris) para mahasiswa Universitas Semarang. Hasil penelitian ini menunjukkan bahwa dari 366 kalimat yang diteliti terdapat 547 kesalahan gramatikal pada teks abstrak para mahasiswa. Kesalahan terbanyak adalah pada penghilangan kata sandang atau article yaitu sebanyak 189 kesalahan. Ketidaksesuaian antara subjek dan kata kerja menjadi jenis kesalahan kedua yang sering terjadi dan pembentukan kalimat yang tidak lengkap menjadi jenis kesalahan terbanyak ketiga. Berdasarkan temuan tersebut dapat disimpulkan bahwa pemahaman para mahasiswa dalam menerjemahkan teks masih kurang karena mengabaikan struktur kalimat bahasa sasaran yang baik dan benar.Kata Kunci: kesalahan gramatikal; abstrak; terjemahan AbstractThis is a descriptive qualitative research which aims to describe a grammatical error in translated abstract texts (Indonesia-English) written by students of Semarang University. The result showed that there were 366 sentences containing 547 grammatical errors made by the students. The most grammatical errors made by the students are the omission of the article with 189 errors. Following the omission of the article was the subject and verb agreement and the third most errors occurred was the sentence fragment. It can be concluded that the students’ understanding in translating the text is lack and they are ignoring the sentence structure of the target language.Keywords: grammatical errors; abstract; translation

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THE ANALYSIS OF GRAMMATICAL ERRORS SPOKEN BY MALANG TOURIST INFORMATION CENTER’S CUSTOMER SERVICES

Jurnal Ilmiah Bahasa dan Sastra ◽

10.21067/jibs.v4i2.3188 ◽

2019 ◽

Vol 4 (2) ◽

pp. 125-130

Author(s):

Linda Setiorini

Keyword(s):

Qualitative Research ◽

Error Analysis ◽

Spoken English ◽

Grammatical Errors ◽

Information Center ◽

Causes Of Errors ◽

Customer Services ◽

Tourist Information ◽

Descriptive Qualitative

This research analyzes the grammatical errors in spoken English of customer services of Malang Tourist Information Center. The objectives of this research are to determine the types of errors and the cause of errors spoken by the customer services. The data were collected from four customer services by recording their conversation between them and the tourists. The study only focuses on the customer service’s utterances. The design of this research is descriptive qualitative research and the instrument is researcher herself. The finding of this research showed that the most dominant error was error of omission with 44 numbers (44%), followed by error of selection with 38 numbers (35%), error of ordering with 14 numbers (12%), and error of addition with 8 numbers (9%). The research also investigated that the causes of errors spoken by customer services were interlingua and intralingua transfer. Interlingua transfer was considered as the major cause of errors of customer services of Malang Tourist Information Center. Keywords: grammatical errors, error analysis, utterances

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Grammatical Errors in Students’ Translating Text by the Informatics Department Students in Stekom Semarang

NOBEL Journal of Literature and Language Teaching ◽

10.15642/nobel.2018.9.1.45-56 ◽

2018 ◽

Vol 9 (1) ◽

pp. 45-56

Author(s):

Novita Kusumaning Tyas

Keyword(s):

Foreign Language ◽

Error Analysis ◽

Writing Skills ◽

Qualitative And Quantitative ◽

The Third ◽

Grammatical Errors ◽

Grammatical Error ◽

Present Tense ◽

The Difference ◽

Omission Errors

Abstract: The errors cannot be separated from the students who learn English as their Foreign Language in writing skills. They always make error, especially in grammar term. It is because of the difference between the Indonesian and English grammatical pattern. The purposes of this study are to find out the grammatical errors based on Dulay, Burt and Krashen’s surface structure taxonomy that happen in students’ writing text in translating text from Indonesian to English especially in using simple present tense and to find the sources of errors. Mix method,qualitative and quantitative, is used as the method in this study. The data is taken from 20 students of the third-semester students in Stekom Semarang. This study found that misformation is the highest errors, 96 errors or 54,8% from the whole errors. Next, 40 errors or 22,8% for addition errors, 29 errors or 16,5% for omission errors and 10 errors or 5,71% for misordering errors from the whole errors. Intralingual factor is the most source of learner errors. There are 75% of errors that caused by intralingual factor and 25% errors are caused by interlanguage factors. Keywords: error analysis; grammatical error; translating text; simple present tense; stekom semarang.

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AN ANALYSIS OF THE ACTIVITIES IN ENGLISH TEXTBOOK (2017 REVISE EDITION) OF 11” GRADE SENIOR HIGH SCHOOL ENTITLED “STOP BULLYING NOW” PUBLISHED BY KEMENDIKBUD

JISIP (Jurnal Ilmu Sosial dan Pendidikan) ◽

10.36312/jisip.v5i1.1752 ◽

2021 ◽

Vol 5 (1) ◽

Author(s):

Sapta Friyanti Pakpahan ◽

Indah Dewi Sartika Purba ◽

Srilasima Pakpahan ◽

Erikson Saragih

Keyword(s):

High School ◽

Qualitative Research ◽

Data Analysis ◽

Senior High School ◽

High School English ◽

Source Data ◽

Revise Edition ◽

Data Source ◽

11Th Grade ◽

Descriptive Qualitative

This research was conducted to evaluate the english textbookcontent of 11th grade Senior high school (2017 Revise Edition) Entitled "STOP BULLYING NOW"published by KEMENDIKBUD.This study used descriptive qualitative research approach.The data source is 11th grade Senior high school english textbook and used the content analysisto evaluate the English textbook based on standard of KEMENDIKBUD.This study gathered the source data by using checklist instruments,which are consists of Textbook content,Presentation,Languange and Graphic Design.The data analysis resulted from the percentage of fullfilment scoreand gain 95% as the Good CategoryEnglish textbookand have been fulfilled the requirements of KEMENDIKBUD for eleventh grade senior high school.ThisEnglishtextbookEntitled"STOPBULLYINGNOW"itisaqualifiedbookbycontaingoodmaterialsbasedonMAGICConcepttheyareMotivating,AuthenticandAppropriate,GraphicandGraded,Interesting,InteractiveandIntegrated,ContextualizedandCreative.

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GRAMMATICAL ERRORS COMMITED BY EIGHT GRADE STUDENTS IN WRITING RECOUNT TEXT

International Journal of Language and Literature ◽

10.23887/ijll.v1i4.12584 ◽

2017 ◽

Vol 1 (4) ◽

pp. 213

Author(s):

N.P.T.M.E. Fridayanthi

Keyword(s):

Qualitative Research ◽

Descriptive Analysis ◽

Omission Error ◽

Grammatical Errors ◽

The Subject ◽

Context Of Learning ◽

Omission Errors ◽

Made In ◽

Descriptive Qualitative

There are 2 purposes of conducting this study, (1) finding the errors commonly made in writing recount text by eighth grades students at SMPN 2 Seririt; and (2) finding the sources of the errors committed in writing recount text by eighth grades students at SMPN 2 Seririt. As a descriptive qualitative research, there were two main instruments used in this study, they were the researcher and the sample of writing. After gaining the data, then descriptive analysis was conducted. From 30 students’ writing which were analyzed based on surface strategy taxonomy proposed by Dulay et al. (1982), it is found that there are 169 errors committed by the subject including 130 (77%) omission errors, 14 (8.28%) misordering errors, 13 (7.7%) misformation errors, and 12 (7.1%) addition errors. Omission error becomes the most frequent errors committed by the students. There are three types of errors sources found in this study, those are intralingual transfer (90.96%), interlingual transfer (7.22%), and context of learning (1.8%).

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An Analysis of Grammatical Errors in Writing Recount Text at the Eighth Grade of SMP Negeri 20 Kota Jambi

INTERNATIONAL JOURNAL OF LANGUAGE TEACHING AND EDUCATION ◽

10.22437/ijolte.v2i2.5205 ◽

2018 ◽

Vol 2 (2) ◽

pp. 131-144

Author(s):

Selvia Lisa Asni ◽

Susi Susanti ◽

Urip Sulistiyo

Keyword(s):

Qualitative Methods ◽

Research Design ◽

Past Tense ◽

English Teacher ◽

The Third ◽

Grammatical Errors ◽

English System ◽

8Th Grade ◽

Written Test

This study aims to analyze and classify the types or mistakes of students using simple past tense in writing text recount. In addition, this study also aims to determine the cause of errors made by the students using simple past tense in writing text recount, This research used qualitative methods. Meanwhile, the research design used is case study. Furthermore, the writer chose the 8th grade students and observed 26 students. The writer used a written test and interviews to gain the data from some students and an English teacher. Based on this research, it is found that students do all kinds of errors (omission, addition, selection and misordering). The type of error most often done by the students was omission error with 166 errors or 38.97%. The second position was a selection error with 162 errors or 38.03%. The third position was the addition error with 67 errors or 15.73%. Then the last position was misordering error with 31 errors or 7.28%. In addition, the errors were caused by the complexity of the English system itself and not because of the influence of the Indonesian system (intralingual transfer). Moreover, students lacked of understanding of the grammar that became the cause of the error. In this study, most students did not understand verb 1,2,3 as well as the proper use if “be” in a sentence. This suggested that students had difficulty with the use of grammar in writing

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Grammatical errors of writing in EFL class

International Journal of Linguistics Literature and Culture ◽

10.21744/ijllc.v5n2.605 ◽

2019 ◽

Vol 5 (2) ◽

pp. 1-11

Author(s):

David Samuel Latupeirissa ◽

Anastasia Imelda Sayd

Keyword(s):

Qualitative Research ◽

Foreign Language ◽

Current Paper ◽

Current Analysis ◽

Verb Agreement ◽

The Third ◽

Writing Class ◽

Grammatical Errors ◽

Descriptive Qualitative

The current paper is descriptive qualitative research which aimed at describing grammatical errors of students’ writing in English as a Foreign Language (EFL) Class. Data were gained from documents written by students of State Polytechnic in Kupang City, East Nusa Tenggara- Indonesia. The results have shown that the highest percentage of grammatical errors occurred in using the verb group. It consisted of 65.0 %. Following these errors, students made errors in the use of prepositions (12.8 %). The third errors that were usually made by students were the errors in the use of pronouns. It took 9.8 %. After errors in the use of pronouns, students made errors in pluralization (5.1 %). The next lower frequency of errors made by students were errors in the use of articles. It took 4.3 % of the whole text. Following that, students made errors in the use of conjunctions. The errors occurred at 1.7 %. The last errors made by students were errors in the use of subject-verb agreement. The errors occurred only 1.3 %. The results of the current analysis are hoped to be a reflection of EFL lecturers in Indonesia. Furthermore, EFL lecturers of State Polytechnic Kupang are hoped to focus more on teaching the use of verbs in writing class.

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