scholarly journals Students Error Analysis in Using Preposition “to” and “for” in Simple Past Tense

2019 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Ipa Zuhra Alhamid
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Science And Technology ◽  
Language Translation ◽  
First Language ◽  
Second Grade ◽  
Past Tense ◽  
International Language ◽  
Translation Error ◽  
Learning English

This study was  designed  to  investigate  the  students  error  in  using  preposition  “to”  and  “for”.  English  is  one  of  international  language,  this is important for us  to  master  it.  In  this  era,  many  science  and  technology book are written in English. Based on the fact that, learning a  foreign  language  often the learner get difficulties,  especially  in  grammar.  They  were  that  error  analysis  at  using preposition “to” and “for” are found in the second grade  of  MTS Al-Ma’arif 1 aimas. The students error were classified into several kind, error in using preposition “to” and “for”, error in using past tense and error in omission, addition and miss-formation. From the analysis, it was found that, the first errors in miss-formation, with the frequency 56% as the highest number of occurrences. The second level in addition, with frequency 22%l. The finally lower in omission with  frequency 21%. In learning English process students make error in using preposition in miss-formation, it happened to do not mastery about the material and also writer found caused the error of students include first language, translation error. Based on the discussion, it is included that the students at the second grade of MTS Al-Ma’arif 1 Aimas still low in understanding function of preposition. The finally the writer hopes that it will help the teacher in their teaching to improving the students ability in learning English.

scholarly journals Students' Understading on English Articles

2020 ◽  
Vol 1 (2) ◽  
pp. 86-95
Author(s):  
Lilik Yuliawati ◽  
Aprillia ◽  
Endang Sri Andayani
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
First Language ◽  
English As Foreign Language ◽  
Research Participants ◽  
Descriptive Research ◽  
Analysis Methodology ◽  
English Articles ◽  
Omission Errors ◽  
Learning English

In learning English as foreign language, Indonesian learners may produce errors since the structure of their first language is different with the English as the foreign language. Errors also exist when they use articles in English. The objective of the research is to know students’ understanding in using articles. Besides, this research also aims to know what type of error mostly appears in students’ writing. This research is a descriptive research combined with error analysis methodology using Surface Strategy Taxonomy. The research participants were 90 students of Bina Sarana Informatika University majoring Communication Science. The result shows that most of the students have some difficulties in using articles. The most common errors made by students are omission errors. Whereas, the second most common errors which appear in students’ writing is addition error which number is not much different with misformation errors. The least type of error which exists in students’ writing is misordering error.

scholarly journals Error Analysis Of Indonesian Grammatical Interference In Students’ English Composition

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Puspita
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
First Language ◽  
English Composition ◽  
Second Grade ◽  
Study Program ◽  
Dominant Type ◽  
Management Study ◽  
Second Grade Students ◽  
Academic Year

The first language (L1) of learners has a significant effect in learning a foreign language. The influence of L1 could become errors, that is called interference. The main purposes of the study are to identify the most dominant type of language interference and the factors contribute to language interference in students’ English composition. The data were collected from 67 Second Grade Students of Plantation Management Study Program in State Polytechnic of Agriculture, Samarinda for the Academic Year 2019/2020, and taken through elicitation technique and documentation, and then analyzed the errors. The result of the study shows that the type of grammatical interference comprise morphological errors and syntactical errors were the most troublesome areas of language that students encountered when conducting composition in English. Since the main focus of the study is L1 interference, only errors related to Indonesian as L1 interference were addressed.

scholarly journals The Influence of L2 English Acquisition of the Request Speech Act on Persian Preschool Children

2018 ◽  
Vol 6 (4) ◽  
pp. 25
Author(s):  
Firooz Sadighi ◽  
Shahrzad Chahardahcherik ◽  
Maryam Delfariyan ◽  
Fariba Feyzbar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Production ◽  
Speech Act ◽  
First Language ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Instructional Effects ◽  
Request Strategies ◽  
Learning English

In Iran the age of learning English as a foreign language is decreasing yearly. It is obvious that learning English at a very early age is a most appropriate time to start. The investigation in this study is focused on the speech act of request. Instructional effects of learning request strategies are assessed in preschoolers who received instruction to find out whether the exposure to the foreign language learning enhances the development of request strategy use and brings about changes in their first language strategy use features. The data were collected from 10 preschool Iranian learners of English as a foreign language. The participants of the study took a two-semester speaking course in an academic setting in Iran. The study had a pretest and posttest design in which 10 conversations were used including polite request strategies of English to analyze instructional effects on the learners’ first language after the posttest, by comparing and measuring the backward transfer against the pretest results. The oral task was in the form of role plays which were also utilized for communicative practice with the learners. The data were rated for the extent of a foreign language effect on the first language by experienced tutors and linguistic analyses were done to identify the foreign language components of request strategies features in the first language production. Results showed that frequent use of English request strategy features in the first language was an indication of L2 students’ beneficial experience in their L1.

scholarly journals Analysis of Errors Made by Iraqi University Students in the Area of English Relativization System

2020 ◽  
Vol 2 (1) ◽  
pp. 107-115
Author(s):  
Abbas Naethel
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
University Students ◽  
Relative Clause ◽  
Native Language ◽  
Target Language ◽  
The University ◽  
Made In ◽  
Learning English

This study aims at giving an account of an analysis of errors made by Iraqi university students in the area of English Relativization system. It focuses mainly on dealing with the investigation of the syntactic errors committed by Iraqi students in English relative clause. This causes a major problem for university students learning English as a foreign language. This comes from the students' interlingual and intralingual strategies. This also indicates that the university students seem to depend on the target language (TL) system rather than on that of the native language (NL). The technique used is an error analysis which Wilkins (1972) highlights its value in giving "greater understandings of the difficulties that learners face, and will perhaps assist in the development of pedagogic strategies." (p. 206). After analyzing and interpreting the errors made in the 100 students' compositions, some recommendations are given.

scholarly journals LIMITATION VOCABULARY CAN BE ONE OF FACTOR THE STUDENTS DO NOT WANT TO SPEAK ENGLISH

2021 ◽  
Vol 4 (1) ◽  
pp. 75
Author(s):  
Rizka Dinda Amalia ◽  
Anita Anggraeni
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Qualitative Method ◽  
English Language ◽  
Junior High ◽  
Second Grade ◽  
Grade Student ◽  
International Language ◽  
The Way

English is an International language that is used as an instrument to communicate. As a foreign language it is quite normal if  English difficult to learn, because the way to write and read or speak English language is dissimilar whereas  in Indonesian language the way to read or speak and write it is the same. Same as student in one of Junior High school in Lembang, some of them do not want to speak English language especially in from of the class. The author guest one of the factor students do not want to speak English is limitation vocabulary. In this article the author try to know is it true that limitation vocabulary is one of factor student do not want to speak English ? To answer that question, the author use qualitative method through questionnaire and interview for second grade student. The result finding that many factor student do not want to speak English one of them is limitation vocabulary, the student said that is no easy to memorize a lot of vocabulary, when they memorize it the feel bored. To make the student do not feel bored the author  suggest to use some games in the class to make the student more attractive. Keywords:  Vocabulary, Factor, Speaking

scholarly journals INTELLIGIBLE PRONUNCIATION: TEACHING ENGLISH TO VIETNAMESE LEARNERS

2021 ◽  
Vol 37 (1) ◽  
pp. 176
Author(s):  
Do Anh Tuan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Transfer ◽  
First Language ◽  
Foreign Language Learning ◽  
Teaching English ◽  
Teaching Process ◽  
International Language ◽  
Accented English ◽  
Point Of Reference

L1 (first language) phonological transfer in L2 (second/foreign language) learning appears unavoidable; concerns are whether it is positive or negative and which strategies could help to deal with negative transfer. This paper discusses the exploitation of an innovative approach to English pronunciation teaching named the L1 point of reference (L1POR) approach, in which L1 phonological impacts on L2 pronunciation are taken into account in the teaching process. Teaching points and strategies to improve the intelligibility of Vietnamese-accented English are recommended with reference to the L1POR and literature in teaching English as an international language.

scholarly journals KORELASI ANTARA MOTIVASI BELAJAR BAHASA INGGRIS SISWA DENGAN SIKAP MEREKA TERHADAP QUIPPER SCHOOL

2015 ◽  
pp. 259-272
Author(s):  
Zaitun Zaitun ◽  
Aan Nopianah
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Significant Degree ◽  
Learning Model ◽  
Test Battery ◽  
Second Grade ◽  
Spearman Rank ◽  
Innovative Learning ◽  
Learning English

Abstrak:Dalam proses pembelajaran bahasa Inggris sebagai bahasa asing, salah satu faktor yang menentukan keberhasilan peserta didik adalah motivasi. Motivasi peserta didik tersebut dipengaruhi oleh beberapa hal, dan salah satunya adalah model pembelajaran. Model pembelajaran yang tepat, efektif, menarik, dan inovatif dianggap mampu meningkatkan motivasi peserta didik dalam belajar. Salah satu model pembelajaran berbasis teknologi yang inovatif adalah Quipper School. Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara motivasi siswa dalam belajar bahasa Inggris dengan sikap mereka terhadap Quipper School pada siswa kelas XI SMAN 55 Jakarta. Penelitian kuantitatif ini menggunakan studi korelasi. Sampel pada studi ini adalah 30 peserta didik kelas XI SMAN 55 Jakarta. Nilai motivasi dan sikap terhadap Quipper School peserta didik didapatkan setelah mereka mengisi angket. Angket motivasi dalam belajar bahasa Inggris terdiri dari 32 butir. Angket ini diadopsi dari Attitude Motivation Test Battery (AMTB). Sedangkan angket sikap mereka terhadap Quipper School terdiri dari 23 butir. Angket ini diformulasikan berdasarkan struktur sikap. Analisis data menggunakan korelasi Spearman Rank. Hasil analisis menunjukan bahwa rs adalah 0,109. Kemudian penulis membandingkan dengan rs table pada tingkat signifikansi 5% (0,364), hubungan antara motivasi peserta didik dalam belajar bahasa Inggris dan sikap mereka terhadap Quipper School adalah negatif (rs < rs table ; 0,109 < 0,364). Hasil penelitian menunjukkan bahwa alternatif hipotesis (Ha) ditolak dan null hipotesis (Ho) diterima, dengan kata lain tidak ada hubungan antara motivasi peserta didik dalam belajar bahasa Inggris dan sikap mereka terhadap Quipper School.Kata Kunci: Sikap, motivasi, quipper schoolAbstract:In the learning process of English as a foreign language, one of the factors which influence students achievement is motivation. This motivation is also affected by several things, and one of them is learning model. An appropriate, effective, interesting, and innovative learning model is considered to be able to pump students’ learning motivation up. One of innovative IT-based learning models is Quipper School. The purpose of this research was to find out the correlation between students’ motivation in learning English and their attitude towards Quipper School at the second grade of SMAN 55 Jakarta. In this quantitative research, the author used correlational study. The sample of this study is 30 students from second grade of SMAN 55 Jakarta. The students’ motivation and attitude towards Quipper Score were obtained from the students after they filled out the questionnaires. The students’ motivation questionnaire consists of 32 items. This questionnaire was adopted from AMTB (Attitude Motivation Test Battery). While the students’ attitude towards Quipper School questionnaire consists of 23 items. This questionnaire was formulated based on attitude structure. The data was analyzed by using Spearman Rank technique. The calculation resulted in the rs value of 0,109. Then, the author compared it with rs table at the significant degree of 5% (0,364), the correlation between students’ motivation in learning English and attitude towards Quipper School was negative (rs <rs table ; 0,109 < 0,364). The result of this research is: alternative hypothesis (Ha) is rejected and null hypothesis (Ho) is accepted. It means that there is no correlation between students’ motivation in learning English and their attitude towards Quipper School.Keywords: Attitude, motivation, quipper school

scholarly journals Question Formation Problems Encountered by Students of English as a Foreign Language: A Case Study

2021 ◽  
Vol 3 (3) ◽  
pp. 12-16
Author(s):  
Fatima Elnaeem Mohammed
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Significant Influence ◽  
Word Order ◽  
English Language ◽  
First Language ◽  
Past Tense ◽  
Parts Of Speech ◽  
Question Formation

This study aims at identifying the problems that face Sudanese university students in forming questions for communicative purposes in the English language; It is an investigation of the difficulties the students find in constructing questions correctly and accurately. Types of errors were analyzed on different linguistic levels. The results have shown that the area of confusion includes the use of the verb ‘be’, present and past tense, parts of speech and word order. The methodology used in this study was based on the students' feedback; linguistic analysis of the questions they formed. The main findings proved that the students face difficulties in forming questions resulting from the fact that their first language has a significant influence on learning English as a foreign language in general and forming questions in particular.   

scholarly journals Students Error Analysis In Using Past Continuous Tense

2019 ◽  
Vol 6 (2) ◽  
pp. 21-27
Author(s):  
Sri Marwati
Keyword(s):  
Error Analysis ◽  
First Language ◽  
Second Grade ◽  
Frequency Error ◽  
Descriptive Research ◽  
Quantitative Descriptive

The purpose of this study was to analyze the students’ error in using past continues tense. The specific objectives were to analyze kinds of error made by the students, to analyze the dominant kind of the students’ error and further more to found out their probably causes. In analyzing data, the writer were giving test to the students to measure the students’ results of their ability and analyze their cases in their study on using past continues tense. The writer took points in every student works, counted it and analyzed. This study were using quantitative descriptive research, in which include counted on analyzed and present the result of study by described on concluding it. The data took from the population of the second grade of SMP Muhammadiyah Aimas were include two class and the writer took the sample from12 (twelve) students from one class. The students of this study had been studied the theory of past continues tense before it. First step in collecting data the writer gave explanation related the theory of past continues tense to follow up the students’ memories in understanding, share the worksheet then explaining the instruction of the test before gave the test. By the observation to the students’ result test, she found four kinds of the students’ error with the frequency: error in addition= 53 (25, 24%), error in omission= 60 (28, 57%), error in miss-formation = 57(27, 14%), and error in miss-ordering = 40 (19, 05%) and the most dominant error was error in omission = 60 (28, 57%). The causes of error were classified based on the theory by John Norris (carelessness, first language interference, and translation), analyzed on the students’ results test.

scholarly journals The Influence of Students' Mastery of Vocabulary on Paraphrasing Ability

2021 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Muhammad Muslih
Keyword(s):  
Statistical Analysis ◽  
Foreign Language ◽  
Essential Role ◽  
Quantitative Approach ◽  
Reading And Writing ◽  
International Language ◽  
The World ◽  
Primary Instrument ◽  
Learning English

Some countries much use English as an international language all over the world. Unfortunately, the use of English in some countries is different from each other.  In this case, Indonesia uses English as a foreign language. There are four English skills, listening, speaking, reading, and writing. The mastery of vocabulary is a vital aspect in learning a language; we will not be able to speak to read, and write any language if we do not master it in vocabulary. Therefore, vocabulary has an essential role because it is his primary instrument of language. The student's mastery of English vocabulary is still low. Some factors that cause why the students' vocabulary is still low are the teacher's technique that does not motivate students in learning English. Instrument of the collecting data used by the writer is observation, interview, and test. In doing research, the writer uses a quantitative approach. It means that the data being obtained are presented by number and then interpreted by using statistical analysis. The conclusion of the research is the application of mastery of vocabulary on ability in making paraphrase. It is is know the result the student' of the mastery of vocabulary (X variable) in the average of 71.142 and the result the students' of ability in making paraphrase (Y variable) in the average of 68.00. Correlation of C variable on Y variable showing 0.418%. It means that 0.418 is enough to influence the correlation between applying the students' mastery of vocabulary on their ability to make paraphrase.

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