STUDENTS’ GRAMMATICAL ERRORS IN TRANSLATING INDONESIAN SENTENCES INTO ENGLISH

The objectives of this research were to find out the types of students’ grammatical error, the dominant type of students’ grammatical error, and the causes of students’ grammatical error in translating Indonesian sentences into English. It was a descriptive qualitative research. The subject of this research was the 11th grade Language students at SMAN 6 Mataram consisting of 29 students, and the samples of this research were the Indonesian sentences that had been translated into English and the answers of questionnaire by the 11th grade Language students at SMAN 6 Mataram. In collecting the data, translation test and questionnaire were employed.The result of translation test showed that students committed 100 errors in the form of omission, addition, missformation, and missordering. The most frequent error committed by students was omission (37 or 37%). The second most frequently committed error was missformation (33 or 33%), the error was addition (17 or 17%), and the least was missordering (13 or 13%). Based on the questionnaire, 38.7% students' error was caused by interlingual (their mother tongue or source language).

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

JURNAL IQRA ◽

10.25217/ji.v1i2.128 ◽

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.

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Students' Analyses toward Grammatical Errors on Social Media's Posts: Case Study in Politeknik Negeri Medan

FOSTER: Journal of English Language Teaching ◽

10.24256/foster-jelt.v2i2.44 ◽

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

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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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Analyse des erreurs grammaticales dans le cours de la production écrite du 4ème semestre

Digital Press Social Sciences and Humanities ◽

10.29037/digitalpress.43312 ◽

2019 ◽

Vol 3 ◽

pp. 00039

Author(s):

Setia Rini

Keyword(s):

Qualitative Research ◽

Qualitative Method ◽

Font Size ◽

Dominant Type ◽

Grammatical Aspect ◽

Grammatical Errors ◽

Grammatical Error ◽

Type 3 ◽

Learner Needs ◽

Descriptive Qualitative

Writing is a proficiency which is very difficult and complex. This is because the learner needs many aspects to master, such as lexical aspect, grammatical aspect, the ability to present facts and express their thoughts, etc. According to the results of the final review of the 4th semester students, we found that students have encountered a lot of grammatical errors in the course of writing. As a result, we search for analysis to identify this problem and find solutions. Therefore, the problem proposed in this research is: 1) what type of error is often done by students in the course of writing? (2) What is the grammatical error which is found a lot depending on the result type? (3) What are the solutions to solve them? In order to find answers to this problem,we did a descriptive qualitative research with qualitative method by analyzing of the errors. We found that: 1) the dominant type of error is the grammatical error, 2) the most significant type of grammatical error is the error of the adjective. So, in order to solve the problems, students must have a good grammatical skill in the first half; we have to make the students know their grammatical errors even if it’s very simple, give more exercises in the students so that they are used to write correctly

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Grammatical Errors On Social Media

Jurnal Indonesia Sosial Teknologi ◽

10.36418/jist.v2i4.135 ◽

2021 ◽

Vol 2 (4) ◽

pp. 561-567

Author(s):

Angela M.Sihotang ◽

Friskila Sitanggang ◽

Novitriani Hasugian ◽

Fachri Yunanda

Keyword(s):

Social Media ◽

Dominant Type ◽

Grammatical Errors ◽

Grammatical Error ◽

The Subject

This article discusses grammatical error in social media post. The objectives are to investigate the types of common errors by social media users. By describing the dominant errors and also elaborate on the reason why social media users did the errors on their posts. The subject of this study consisted of 30 akum social media users, 15 from facebook and 15 from instagram. Author make social media as a samples. Findings show that there were some types of errors such as ommision 10 (33,3%), addition 4 (13,3%), misordering 7 (23,3%), misformation 9 (30%). Thus ommision is the dominant type found. Errors occur because social media users do not understand the structure of language and writing English correctly. in addition, users often make errors in their post, sometimes only as a style and aiming for rumors but without realizing it causes fatal irregularities. A part from that the curiosity of social media users in understanding English is still lacking.

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GRAMMATICAL ERROR OF SPEECH BY STUDENTS IN BILINGUAL PROGRAM OF MA’HAD AL JAMI’AH UIN NORTH SUMATRA

LINGUISTIK TERAPAN ◽

10.24114/lt.v17i3.22459 ◽

2021 ◽

Vol 17 (3) ◽

pp. 273

Author(s):

Riyah Sibha Nasution ◽

Rahmad . Husein ◽

Anni Holila Pulungan

Keyword(s):

Qualitative Research ◽

Arabic Language ◽

Bilingual Students ◽

Bilingual Program ◽

English Bilingual ◽

Grammatical Errors ◽

Grammatical Error ◽

North Sumatra ◽

Descriptive Qualitative

This study investigates the types of grammatical errors produced by Arabic learners in English. Bilingual program is a condition that the students speak both English and Arabic languages in their daily communication. The researcher used descriptive qualitative research in conducting this study. The data are bilingual students’ utterances consisting of grammatical errors in daily communication. The utterances consisted of words, phrases, clauses and sentences. The prior aim in this research is to describe the types of grammatical errors since there are two kinds of grammatical errors namely morphological errors and syntactical errors.Keywords: Grammatical Error, Bilingualism, English, Arabic language, Speech

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ANALYSIS ON POLYTECHNIC OF TONGGAK EQUATOR STUDENTS’ ERROR IN WRITING

Jurnal Pendidikan Bahasa ◽

10.31571/bahasa.v7i2.1019 ◽

2018 ◽

Vol 7 (2) ◽

pp. 392

Author(s):

Magpika Handayani

Keyword(s):

Qualitative Research ◽

First Language ◽

Written Expression ◽

Word Form ◽

Grammatical Errors ◽

Student Error ◽

Language Students ◽

Word Selection ◽

Verb Tense

Students are required to express something in the form of written expression because it is one of skill in learning a language. Students are required to be good at grammar to regulate every word with a good structure. However, there is an error made by students that are caused by some grammatical factors such as punctuation, word selection, tenses, spelling, use of article and capitalization. This research is qualitative research, and the writer describes the error made by students by looking at the factors commonly cause the error. The results showed that student error in writing lies in misused form, words form, words choice, verb tense, misplace words, spelling, punctuation, capitalization, and article. The occurrence of an error in writing is due to first language interference, style of translation, and carefulness in writing. The dominant error made by the student lies in the use of the word form in the sentence. Keywords: analysis, writing error, grammatical errors.

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Grammatical Errors Made by Eighth-Grade Students in Speaking English

English Education: Jurnal Tadris Bahasa Inggris ◽

10.24042/ee-jtbi.v14i1.8712 ◽

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.

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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 Students’ Errors in Writing Negative Sentences

Academic Journal Perspective Education Language and Literature ◽

10.33603/perspective.v3i2.1675 ◽

2018 ◽

Vol 3 (2) ◽

pp. 352

Author(s):

Mita Nurmayanti Rohendi ◽

Herlina Herlina

Keyword(s):

Qualitative Research ◽

Mother Tongue ◽

Descriptive Analysis ◽

Logical Thinking ◽

Writing Test ◽

Qualitative Research Design ◽

The Subject ◽

Present Tense ◽

Made In

This study was carried out to analyze and to classify the kinds and the source of students’ errors in writing negative sentences using simple present tense and simple present continuous tense. The purpose of this study were to describe kinds of the stundents’ errors in writing negative sentences and to find out the source of errors which the students made in writing negative sentences. The method used in this study was descriptive analysis research. Descriptive analysis in form qualitative research design applied in this study was case study. Furthermore, the subject of this study was the students of the seventh grade students of SMPN 13 Cirebon which consisted of 20 students. The data were collected through writing test and interview for students. The result of the analysis of students’ errors process showed that students committed errors into ten kinds of errors are made by students: 1. Omission, 2. Additional, 3. Misformation, 4. Misordering, 5. Omission and misformation, 6. Omission and misordering, 7. Additional and misordering, 8. Additional and misformation, 9. Omission and additional, 10. Misformation and misordering. Based on the finding of analysis, it showed the students made a total of 120 errors in catagory of verb which consist of 21 are omission, 22 are additional, 15 are misformation, 6 are misordering, 8 are omission and misformation, 20 are omission and misordering, 5 are additional and misordering, 10 are additional and mosformation, 10 are omission and additional, and 3 misformation and misordering. These errors were conducted because most of students were still influenced by their mother tongue and their Indonesian logical thinking (interlingual transfer). Besides, errors occurred because students generalized the rule and applied it incompletely (intralingual transfer). To sum up, it showed that the analysis of students’ errors in writing negative sentences using simple present tense and simple present continuous tense is difficult for students.

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