scholarly journals Grammatical Error Made by EFL Learners of STIBA Persada Bunda in Thesis Proposal

2019 ◽  
Vol 10 (2) ◽  
pp. 123-135
Author(s):  
Maspufah
Keyword(s):  
Qualitative Data ◽  
Mother Tongue ◽  
First Language ◽  
Communication Strategy ◽  
Efl Learners ◽  
Descriptive Research ◽  
Complex Process ◽  
Grammatical Errors ◽  
Rule Application ◽  
Grammatical Error

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.

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
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Mother Tongue ◽  
First Language ◽  
Part Of Speech ◽  
Grammatical Errors ◽  
Key Word ◽  
Grammatical Error ◽  
The Subject

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

scholarly journals Grammatical Errors Made by Eighth-Grade Students in Speaking English

2021 ◽  
Vol 14 (1) ◽  
pp. 30-46
Author(s):  
Merliyani Putri Anggraini ◽  
Satria Adi Pradana
Keyword(s):  
Error Analysis ◽  
Mother Tongue ◽  
Qualitative Approach ◽  
Communication Strategy ◽  
Eighth Grade ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Eighth Grade Students ◽  
Context Of Learning ◽  
Speaking Skills

This research primarily deals with grammatical error analysis. It describes the grammatical errors in speaking skills made by the eighth-grade students. The data of the study are the conversation of the students that are defined into ten groups. The grammatical errors are classified based on Comparative Taxonomy. They are; developmental errors, interlingual errors, ambiguous errors, and other errors. Besides classifying the errors, the research also discovers the sources of errors. A qualitative approach was employed to gather the data in this study. The result of this study shows that the students committed errors in every type of Comparative Taxonomy. The most error that students made was interlingual errors. It can be inferred that the student's mother tongue interfered with them in speaking English. Based on the observation and interview, the possible causes of students' grammatical errors were interlingual transfer, intralingual transfer, the context of learning, and communication strategy.

scholarly journals “How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing

2021 ◽  
Vol 14 (10) ◽  
pp. 92
Author(s):  
Sakulrat Worathumrong
Keyword(s):  
English Language ◽  
First Language ◽  
Communication Strategy ◽  
Target Language ◽  
High Exposure ◽  
Efl Learners ◽  
Language And Culture ◽  
English Writing ◽  
Low Exposure ◽  
Analysis Models

This study investigated features of first language and cultural interference in Thai EFL learners’ English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners’ writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners’ interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way. 

scholarly journals A Survey on the Effectiveness of Mother Tongue on Learning L2 Vocabulary by Iranian Pre-intermediate EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 113
Author(s):  
Mohammadreza Khodareza ◽  
Maryam Kaviani
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Proposal A ◽  
Post Test ◽  
Objective Structures ◽  
L2 Vocabulary ◽  
Learning English

<p>This study investigated the role of mother tongue on learning English vocabulary by Iranian pre-intermediate EFL learners. For this purpose, 30 female pre-intermediate learners were chosen. After administering a Nelson test participants were selected from the intact classes at Foreign Language Institute in Babol. These 30 partners were randomly allocated to 2 gatherings (one laboratory and the other control) each comprising of 15 partners. The participants received a pre-test comprising 70 English words to ensure that they did not have previous information of objective structures. Experimental group received their instruction, meaning of each target word, and translation of target words with their mother tongue (Persian). But control group just received target language (English) for all activities or instructions. Both teacher and students in this group didn’t allow using Persian. After the treatment, the same pre-test was given to the participants as a post-test to measure the effectiveness of therapy gained. After collecting the data, to respond the research proposal, a t-test was conducted. The results indicated that first language had significant effect on learning English words. The findings of this study are considered to be useful in methodology issue.</p>

scholarly journals Students’ Grammatical Error Analysis in Speaking

1970 ◽  
Vol 5 (2) ◽  
pp. 127-137
Author(s):  
REFA ANJENG SARI
Keyword(s):  
Data Analysis ◽  
Error Analysis ◽  
Research Design ◽  
Sampling Method ◽  
Purposive Sampling ◽  
Descriptive Research ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Third Person ◽  
Speaking Performance

The purposes of this research were to find out the kinds of students’ grammatical error, and to figure out the dominant kind of grammatical error in speaking. The research design was descriptive research. The participant of this research was students of State Islamic University in Palembang, South Sumatera. The purposive sampling method was used to choose 12 participants; three students was taken from category of high, medium, and low score in speaking class. The collection of data used documentation by recording student’s speaking performance. The data were analyzed by using Linguistic Category Classification from Politzer and Ramirez. Based on the result of data analysis, 12 kinds of grammatical errors were found. The dominant kind of grammatical error was about number. The lowest percentages were about third person singular incorrectness and comparative adjective/adverb incorrectness.

scholarly journals Grammatical Errors in French Translation: Case of Indonesian Students

FRANCISOLA ◽  
2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Rita PRAMESTI ◽  
Yuliarti MUTIARSIH ◽  
Dante DARMAWANGSA
Keyword(s):  
Research Method ◽  
Foreign Languages ◽  
French Translation ◽  
Mots Clés ◽  
Translation Process ◽  
Descriptive Research ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Qualitative Descriptive ◽  
Errors Analysis

RÉSUMÉ. L’activité de traduction n’est pas une tâche facile, surtout pour les apprenants en langues étrangères. Par conséquent, les erreurs survenues dans le processus de traduction ne peuvent être évitées, notamment les erreurs grammaticales. Cette recherche vise à décrire les erreurs grammaticales commmises dans la traduction d’articles de presse en indonésien traduits en français par des étudiants; et de trouver les erreurs les plus fréquentes. Cette recherche met en oeuvre une méthode de recherche descriptive qualitative. Les données utilisées dans cette recherche ont été extraites de 87 textes d'articles de presse en indonésien traduits en français, effectués par des étudiants du département de français du septième semestre dans une université à Bandung, en Indonésie. Les résultats de cette étude devraient enrichir les connaissances dans le domaine de l'analyse des erreurs grammaticales sur les résultats de la traduction. Mots clés : analyse des erreurs, erreurs grammaticales, articles de presse, traduction. ABSTRACT. Translation activity is not an easy activity to do especially by learners of foreign languages. Hence, errors occurred in the translation process cannot be avoided, one of which is errors that occur in grammatical aspects. This research was conducted to describe errors in the grammatical aspects found in the translation of Indonesian language press articles that had been translated into French by students; and to propound the frequency of errors that were most often done. This research uses a qualitative descriptive research method. The data used in this research were taken from 87 translated-texts from Indonesian language press articles into French conducted by seventh semester students of French Department in one university in Bandung, Indonesia. The results of this research are expected to enrich the knowledge in the field of grammatical error analysis on the results of the translation. Keywords: errors analysis, grammatical errors, press articles, translation.

scholarly journals Grammatical Errors on EFL Students’ Final Project Writings

2021 ◽  
Vol 6 (2) ◽  
pp. 10-25
Author(s):  
Zewitra ◽  
Poppy Fauziah
Keyword(s):  
Error Analysis ◽  
Travel Writing ◽  
Sentence Structure ◽  
Efl Learners ◽  
Final Project ◽  
Analysis Process ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Efl Students ◽  
Made In

Making errors is an unavoidable part of learning a new language, especially for those who do not use that new language as their first medium of communication. Writing in a foreign language can be a considerably tough challenge for EFL learners, one of the problems is regarding the grammatical rules. This present study attempts to discover and analyze the grammatical errors found in EFL students’ final project writing. It employed a descriptive qualitative method using a textual analysis process by adopting the theory of Dulay et al regarding grammatical error analysis. (Dulay et al., 1982) classify grammatical errors into four; omission, addition, misformation, and misordering. Five students’ final projects with a total number of 2884 sentences became the object of this research. The final projects were taken from Politeknik Negeri Bandung (Polban) English Department graduates of 2018 and they were limited to the project of ‘Travel Writing’ only. Travel Writing was chosen due to the fact that it contains more various types of sentences, more complicated sentence structure, and higher level of language modification. The results of this study claim that all types of grammatical errors presented by Dulay et al are found in those five students’ final projects. Misformation is the most frequent error the students made in producing their travel writing products by 74% (380 out of 516 errors) while misordering is the least one by 1% (7 out of 516 errors). Theoretically, the findings can be a base for the next researchers to further analyze the cause of this error production. Meanwhile, practically the results can be used by curriculum makers as a guide to evaluate and develop new curriculum, syllabus, materials, and teaching methods which are more suitable for EFL students in order to communicate effectively and write skillfully.   Keywords: error analysis, grammatical error, writing, travel writing  

scholarly journals SURFACE STRATEGY TAXONOMY ON THE EFL STUDENTS’ COMPOSITION A STUDY OF ERROR ANALYSIS

JURNAL IQRA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Suhono Suhono
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Mother Tongue ◽  
Target Language ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Efl Students ◽  
The Subject

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.

scholarly journals Pragma-linguistic Difficulties in the Recognition of Phrasal Verbs by Iraqi EFL University Learners

2018 ◽  
Vol 9 (6) ◽  
pp. 148
Author(s):  
Mohanad A. Amret ◽  
Sinan A. Yousif
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
First Language Transfer ◽  
Culture Gap

The purpose of this paper is to recognize the level of pragma-linguistic difficulties Iraqi EFL university learners face when handling phrasal verbs. Despite the fact that phrasal verbs are easy to understand by native speakers of English, non-native speakers usually encounter some difficulties in understanding the meaning of a phrasal verb depending on the meaning of the root verb, or different phrasal verbs of the same root. The problem might be attributed to pragma-linguistic knowledge. However, culture gap could be the reason behind such difficulties. The aim of the study is (1) to evaluate the pragma-linguistic level of interpreting phrasal verbs as understood and used by Iraqi EFL university learners, (2) to check the level of difficulty they experience while recognizing phrasal verbs, and (3) to find out reasons behind such misinterpretations. It is hypothesized that (1) the pragma-linguistic interpretation of phrasal verbs tends to play an important role in understanding the message conveyed by the speaker; (2) cultural gap could be the reason that EFL learners recognize phrasal verbs incorrectly, and (3) mother tongue language might make it difficult for EFL learners to understand phrasal verbs. To verify the aforementioned hypothesis, a test has been constructed and administered to a sample of 100 fourth-year Iraqi EFL university learners, morning classes at the department of English Language and Literature, College of Arts, in Mustansiriyah University, during the academic year 2017 – 2018. The responses of the students have been collected and linguistically analyzed according to a model given by Richards and Schmidt (2010). It has been found that Iraqi students’ lack of cultural norms of the target language makes it difficult for them to understand phrasal verbs. The lack of this knowledge is considered as a factor of confusion and then failure. The influence of the first language culture on the recognition of phrasal verbs may be seen as a negative first language transfer. The reason behind this negative transfer is that the norms and principles of first language are different from the norms and principles of the target language. It has been concluded that Iraqi EFL university learners have difficulties in pragma-linguistic knowledge as far as phrasal verbs are concerned. Iraqi EFL university learners face great difficulties in using phrasal verbs while communicating with other people. While using phrasal verbs, Iraqi EFL university learners have been highly influenced by their mother tongue language.

scholarly journals An Investigation of Mother Tongue Influence on EFL Learners during their Speaking Performance

2019 ◽  
Vol 2 (2) ◽  
pp. 30-35
Author(s):  
Naria Fitriani ◽  
Said Iskandar Zulkarnain
Keyword(s):  
Learning Process ◽  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Primary Data ◽  
Efl Learners ◽  
English Class ◽  
Speaking Performance

This study aimed at investigating the mother tongue influence of Acehnese learners in vocational English class. The students’ mother tongue influence can be detected by the results of speaking errors on their performance. The primary data of the students’ speaking performance was recorded, then transcribed. Furthermore, the student’s questionnaire was applied to support the primary data. The results of this study were analyzed and presented into two parts containing pronunciation and grammar errors. Meanwhile, the data obtained from the questionnaire was quantitatively shown that the learning process of the target language was affected by the first language.

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