scholarly journals An Analysis of Grammatical Errors made by Senegalese English Majors

2020 ◽  
Vol 1 (10) ◽  
pp. 64-76
Author(s):  
Hafissatou KANE
Keyword(s):  
French Language ◽  
English Department ◽  
Structural Error ◽  
Grammatical Errors ◽  
English Majors ◽  
Second Year ◽  
Academic Year ◽  
Error Types

This study identifies, classifies, and interprets the grammatical errors made by 30 second-year students at the English Department of Cheikh Anta Diop University of Dakar (Senegal) in their grammar translation tests. The said students took a course on Grammar during the academic year 2018-2019. The exercises consist of translating some French sentences into English. The errors made by these participants can be classified into seven categories. There are errors in the use of tenses, auxiliaries, articles, relative adverbs. In addition, morphological and structural error types and other errors related to the choice of verbs (i.e., tell/say) have also been listed. The results show that the participants made both inter-lingual errors (due to the influence of French language) and intra-lingual errors (over generalization of rules, addition or omission of items, etc.).

scholarly journals Students’ Perception of Using Socrative in Learning Grammar at the English Study Program of FKIP UIR: A Case Study at the Second Year Students

2020 ◽  
Vol 7 (2) ◽  
pp. 31-40
Author(s):  
Johari Afrizal ◽  
Arimuliani Ahmad ◽  
Aini Safitri
Keyword(s):  
Learning Process ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
English Department ◽  
Perceived Ease Of Use ◽  
Study Program ◽  
Positive View ◽  
Second Year ◽  
Academic Year

The main objective of this study is to identify students' perceptions of the implementation of socrative learning grammar. The second-year students of the English Department of FKIP UIR in the academic year 2018/2019 were the objects of this research. Questionnaires and interviews as a tool to collect data for this study. The questionnaire was adapted from the TAM theory (David, Bagozzi & Warshaw, 1989) which included 20 closed questions relating to the perceived usefulness and perceived ease of use of using socrative in learning grammar. The data in this study was analyzed using quantitative and qualitative analysis. While data from the interview were transcribed. The results of this study indicated that students have positive perceptions about the use of socrative. The results of this study also proved that students have a positive view of the use of socrative in learning grammar. This means that they accept the use of socrative in the learning process  

scholarly journals The Error Analysis on the Students of English Department Speaking Scripts

2014 ◽  
Vol 7 (2) ◽  
pp. 225 ◽  
Author(s):  
Setia Rini
Keyword(s):  
Error Analysis ◽  
English Department ◽  
Word Choice ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Speaking Skill ◽  
Subject Pronoun ◽  
Irregular Verbs ◽  
Academic Year ◽  
Formal Rules

Speaking skill is different from writing skill. Writing is a formal skill, soas a writer he or she must be consistently follow the formal procedures.It is different from the speaking skill which doesn‘t so strict inaccommodating the formal rules. The Writing of script at Speaking 2lecture is the focus of this study because the scripts are presented afterthey prepare for having conversation. Through writing the speakingscript the students learn carefully of khow to deliver a conversationpurposefully and use the language features correctly even in oralcommunication. Moreover, in speaking they are able to convey theirfeeling, emotion and thought. The purposes of this study are to know thekind of grammatical errors made by the students of the EnglishDepartment in writing their speaking scripts and the sources of studentsin making error in writing the speaking scripts. The researcher takes thesubjects of students of the second semester of the English DepartmentSTAIN Salatiga in academic year of 2012/2013 as they took Speaking 2subject. And to collect the data the researcher used test anddocumentation. The result of this study explains that the writer analyzedthe errors made by the students included the use of grammatical rules,vocabulary choice by implementing error analysis. In addition, the errors are analyzed such as the use of preposition, subject pronoun, objectpronoun, verbs and nouns, irregular verbs, tenses, pronouns andpossessive case, word choice, writing questions, and conditionalsentence.Keywords: error analysis ; Speaking skills ; writing and script 

scholarly journals The Error Analysis on the Students of English Department Speaking Scripts

2014 ◽  
Vol 7 (2) ◽  
pp. 225 ◽  
Author(s):  
Setia Rini
Keyword(s):  
Error Analysis ◽  
English Department ◽  
Word Choice ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Speaking Skill ◽  
Subject Pronoun ◽  
Irregular Verbs ◽  
Academic Year ◽  
Formal Rules

Speaking skill is different from writing skill. Writing is a formal skill, soas a writer he or she must be consistently follow the formal procedures.It is different from the speaking skill which doesn‘t so strict inaccommodating the formal rules. The Writing of script at Speaking 2lecture is the focus of this study because the scripts are presented afterthey prepare for having conversation. Through writing the speakingscript the students learn carefully of khow to deliver a conversationpurposefully and use the language features correctly even in oralcommunication. Moreover, in speaking they are able to convey theirfeeling, emotion and thought. The purposes of this study are to know thekind of grammatical errors made by the students of the EnglishDepartment in writing their speaking scripts and the sources of studentsin making error in writing the speaking scripts. The researcher takes thesubjects of students of the second semester of the English DepartmentSTAIN Salatiga in academic year of 2012/2013 as they took Speaking 2subject. And to collect the data the researcher used test anddocumentation. The result of this study explains that the writer analyzedthe errors made by the students included the use of grammatical rules,vocabulary choice by implementing error analysis. In addition, the errors are analyzed such as the use of preposition, subject pronoun, objectpronoun, verbs and nouns, irregular verbs, tenses, pronouns andpossessive case, word choice, writing questions, and conditionalsentence.Keywords: error analysis ; Speaking skills ; writing and script 

scholarly journals An Analysis of Grammatical Error By Facebook Users: A Study at Students of English Department at Muhammadiyah University of Mataram in Academic Year 2015-2016

2019 ◽  
Vol 5 (1) ◽  
pp. 80
Author(s):  
Muhammad Hudri
Keyword(s):  
Qualitative Method ◽  
Omission Error ◽  
English Department ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Academic Year ◽  
Descriptive Qualitative

This study entitled An Analysis of Grammatical Errors Based on Facebook User at the Group of English Department Program at Muhammadiyah University of Mataram in the academic year 2015-2016. This research focused on the purpose of investigated kinds of grammatical error made by facebook user. The method used a descriptive qualitative method where the instrument employed to collect the data. The total number involved in the group of English Department UMM were 136 members who are consisted of 10 lectures and 126 students. As a result of this study, the researcher found out four kinds of errors were classified into Omission error, Addition error, Misformation error, and Misordering error. The highest rank of their error was Omission and Misformation error (16,4%), the second rank was Addition error (10,8%), the lowest rank was Misordering error (2,8%). These errors were mostly caused the members did not realize the errors of the language they have made.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

scholarly journals Review of the Interactive Writing Lesson Provided for Turkish Hearing-Impaired University Students

2018 ◽  
Vol 8 (6) ◽  
pp. 116
Author(s):  
Guzin Karasu
Keyword(s):  
Balanced Literacy ◽  
Hearing Impaired ◽  
Interactive Writing ◽  
Student Group ◽  
Skill Levels ◽  
Level Of Knowledge ◽  
Second Year ◽  
Academic Year ◽  
Instruction Approach ◽  
Hearing Impaired Students

When the literature about the writing expression of hearing-impaired students is reviewed, it is seen that there arestudies in which the effectiveness of several approaches and the writing process are analysed, assessment andevaluation aspects are considered and comparisons are made with the level of skills of non-impaired peers. On theother hand, there is a need for researches regarding the method of implementation of writing lessons. In this study, it isexplained how the pre-writing stage for the writing of a text is performed with hearing-impaired students throughInteractive Writing. The study, based on the action research method, was conducted during the Fall term of the2015-2016 academic year, at the Integrated School for the Handicapped of Anadolu University, located in Eskisehirprovince of Turkey. Participants of the study were seven hearing-impaired second-year students enrolled to theComputer Operating department. During the study, nine lessons were made based on the principles and components ofthe Balanced Literacy Instruction Approach (BLIA). Among the nine lessons, four of them were performed withinteractive writing. When the language skill levels of the hearing-impaired students group of the study was considered,Interactive Writing was determined to be the most effective writing component for the group. However, the mosteffective writing component can be different for another hearing-impaired student group. Writing levels of the students,the types and amount of support they need and their level of knowledge about the text to be written were decisive in thedetermination of writing components.

scholarly journals ENHANCING WRITING ABILITY THROUGH IDEA LISTING TECHNIQUE

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
M. Zaini Miftah
Keyword(s):  
Action Research ◽  
English Department ◽  
Writing Ability ◽  
The Third ◽  
Classroom Action Research ◽  
Academic Year

The study is aimed at developing the Idea Listing Technique (ILT) to enhance the students‟ writing ability. The Classroom Action Research was applied in this study. The subjects of the study were 31 students, the students taking the course of Writing II, of the third semester of English Department of one State Islamic College at Palangka Raya, Indonesia, in the 2012/2013 academic year. The findings show that the implementation of ILT can enhance the students‟ ability in writing expository paragraph. It is indicated by the enhancements of the percentage of the students achieving the score greater than or equal to C (60-69), and of the percentage of their involvement in the writing activities during the implementation of ILT in Cycle I and II. Thus, the enhancement of the students‟ ability in writing expository paragraph can be reached but it should follow the appropriate procedures of the implementation of ILT having been developed.Keywords: Idea Listing Technique, Writing Ability, Paragraph Writing, Expository Paragraph

scholarly journals The Application of Society Based School and Its Implication toward Self-Governance of the Second Year Students of “SMU ALTERNATIVE QARYAH THAYYIBAH” of Kalibening, Salatiga in the Academic Year of 2007/2008

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Lina Mardliyah
Keyword(s):  
Qualitative Research ◽  
Second Grade ◽  
The Future ◽  
Second Year ◽  
The Relationship ◽  
Academic Year ◽  
Descriptive Qualitative

This paper attempts to describe the application of society based school and the implication of such a system as well as to depict the relationship between them toward students’ self-governance at SMU Alternative QT in the academic year of 2007/2008. The respondents of the study are 20 students of the second grade and 9 teachers. By applying descriptive qualitative research,It found that there is relationship between the application and the implication of society based school toward the students’ self-governance where the students become more ready to live in the future, realize their own personalities better, and have many skills. 

scholarly journals Pedagogical Stylistics as a Tool in the Classroom: An Investigation of EFL Undergraduate Students' Ability in Analyzing Poetic Language

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eman Adil Jaafar ◽  
Fatimah Khudair Hassoon
Keyword(s):  
Social Context ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Literary Texts ◽  
Literary Language ◽  
Teaching Literature ◽  
Post Test ◽  
Second Year ◽  
Literary Awareness ◽  
Academic Year

This research paper draws on applying the tools of pedagogical stylistics in teaching literature in particular poetry to English as a foreign language (EFL) undergraduate Iraqi students. The language of literature is rich with social context, exquisite deviant forms, and vocabulary. This paper aims at examining to what extent pedagogical stylistics can be helpful in increasing students' literary awareness. In addition, to examine how it can help them to interpret and analyze selected poems that have been chosen for them to achieve this goal. For the purpose of gathering the required data a pre-test and a post-test are conducted. Verdonk's (2013) approach is adopted in teaching stylistic tools to the students. The participants were (40) second-year students of the academic year 2018-2017 from University of Baghdad, Iraq. Moreover, a questionnaire is distributed to know students' opinions about studying stylistics. The final results proved that (1-) pedagogical stylistics tools are of great significance to pay heed to the language of poetry or literary language in general, (2-)the questionnaire shows that most agreed on studying stylistics in the classroom. Thus, this study highly recommends that teachers of literary subjects should focus on stylistic tools in teaching literary texts.

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