scholarly journals AN ANALYSIS OF STUDENTS’ ERRORS IN TRANSFORMING ACTIVE TO PASSIVE SENTENCE

2019 ◽  
Vol 1 (2) ◽  
pp. 54-60
Author(s):  
Lina Septianasari
Keyword(s):  
First Language ◽  
Private University ◽  
Passive Voice ◽  
English Grammar ◽  
Grammatical Errors ◽  
Efl Students ◽  
The Subject ◽  
Passive Sentence ◽  
English Students ◽  
Made In

Passive voice is one of the important English grammar that should be mastered because it is used at formal and informal communication. The EFL students tend to produce grammatical errors in transforming active to the passive sentence because of syntactical interference of their first language. The objectives of this research are to know the types of errors that students made in transforming active to passive sentences, to know the students' problems in transforming active to passive sentences and to know the proportion of the students' errors. The subject of this research is 20 English students at one private university in Lampung. The result of this research shows that the total number of errors that had been committed by the students based on surface strategy taxonomy is 280 errors, which falls into the following proportion of the four kinds of errors in surface strategy taxonomy: 126 errors of omission error, 18 errors of addition error, 120 errors of misformation error, and 16 errors of misordering error.

scholarly journals Students' Grammatical Errors in Composing English Passive Sentences

2020 ◽  
Vol 8 (2) ◽  
pp. 588-601
Author(s):  
Siska Bochari ◽  
, Afrillia Anggreni ◽  
Maf’ulah Maf’ulah
Keyword(s):  
English Education ◽  
First Language ◽  
Study Program ◽  
Passive Voice ◽  
Auxiliary Verbs ◽  
English Grammar ◽  
Grammatical Errors ◽  
Sentence Patterns ◽  
Auxiliary Verb ◽  
Constituent Elements

Students in learning English grammar often experience difficulties, and are influenced by the first language, namely Indonesian. Students are influenced by the first language, Indonesian, in composing passive sentences and changing active sentences into passive sentences without first identifying the tense used. The students' difficulties in composing passive sentences resulted in difficulties in writing text properly. This is because most students do not understand how to change the active voice to the passive voice, use auxiliary verbs, and identify the tense. The study uses descriptive qualitative method that aims to analyze errors in the preparation of English passive sentences made by the 4th semester students of the English Education Study Program, Tadulako University. In arranging the passive form and which passive form is the most difficult for students to understand and after analyzing the students' mistakes in composing passive sentences, the researchers concluded that of the 50 students who became respondents, the problems that students make in composing passive sentences are 1) changing word order caused by not being able to distinguish between subject and object, 2) not understanding the tense used in active sentences resulting in a change in the auxiliary verb form, 3) reducing or eliminating one of the constituent elements passive, such as the BY preposition, auxiliary verb be, or the suffix –ED to the regular verb. 4) generalizing all passive sentence patterns. Type of error becoming the most dominant thing that students do in making noun clauses is misordering, which is changing the position of the subject and the object without considering the passive patterns and verbs that the sentence has. Next, the passive voice which is the most difficult for students to make is that they had difficulty in constructing passive sentences using the main sentence HAVE or GET followed by a non-finite verb (past participle).

An Exploration of Grammatical Errors in Written English of Libyan EFL Students with Special Reference to Arabic as their First-Language

2021 ◽  
Vol 3 (7) ◽  
pp. 07-25
Author(s):  
Ahmed Sanoussi Himeda Al Jawad ◽  
Asma Abdalrahman Mansour
Keyword(s):  
Special Reference ◽  
Daily Life ◽  
First Language ◽  
Passive Voice ◽  
Efl Learners ◽  
Arts And Sciences ◽  
Form Errors ◽  
Grammatical Errors ◽  
Efl Students ◽  
Teaching Grammar

This study focuses on an exploration of grammatical errors in written English of Libyan EFL students with special reference to Arabic as their first language. One of the most important factors that negatively affect EFL students' writing is grammatical errors. Several studies have looked at grammatical errors made by learners of English as a foreign language. Some studies have reported that L1 interference has been indicated as an important factor in the commission of such errors. The current study explores the phenomenon of EFL learners making grammatical errors. It also examines whether the time spent learning English and using English in daily life positively affects a student's writing (fewer grammatical errors appear). In addition, it examines whether first language interference leads to errors by Arab learners in particular. Data was collected from 30 EFL participants studying in Faculty of Arts and Sciences Kufrah- Benghazi University by writing an essay, in English, about the students themselves, their families, and the cities where they live in. The subjects also answered a Grammar Recognition Test. The results of this study indicated that the subjects made 205 errors in 10 different grammatical areas, the highest number of errors found in using articles, the second was word/verb form errors, whereas the third was preposition-related errors. Furthermore, errors of active and passive voice, plural, word order, tense, 3rd person morpheme, and copula “be”. The analysis of these results indicated that the appearance of these errors was more common among learners who have less time learning the language as well as who use the language less in their daily life. Furthermore, the results also revealed that Arab EFL learners tend to translate directly from Arabic to English; in this case, L1 interference appears to be a reason for committing grammatical errors by the Arabs. Moreover, students 'lack of competence in English plays an important role in such an occurrence. The study concludes by giving some suggestions for teaching grammar and reducing the occurrence of errors in this area.

scholarly journals Pragmatic competence in English at the VG1 level: To what extent are Norwegian EFL students able to adapt to contextual demands when making requests in English?

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Silje Brubæk
Keyword(s):  
Second Language ◽  
First Language ◽  
Language Choice ◽  
Pragmatic Competence ◽  
Pragmatic Development ◽  
L1 Transfer ◽  
Strong Focus ◽  
Completion Test ◽  
Efl Students ◽  
The Subject

The present article presents an investigation of Norwegian students of English as a foreign language (EFL) and their pragmatic competence in English. The importance of developing such a competence receives a strong focus in the English subject curriculum. However, very few studies have been conducted in the field of pragmatics in Norway, and even fewer Norwegian studies have focused on students’ pragmatic competence in a second language. The purpose of this study was therefore to investigate whether Norwegian EFL students would be familiar with and show awareness of English politeness norms and pragmatic conventions when having to communicate in English. Would they be able to adapt their language, choice of strategy and level of formality to the contextual demands when making requests in the second language (L2)? Forty students answered a simplified version of a discourse completion test (DCT) consisting of four different situations in which the students had to make requests. The results, which were analysed by means of Brown and Levinson’s theory of face threatening acts, indicated that most of the students were at one of the beginning stages of English pragmatic development. Their language use was characterized by first language (L1) transfer and overuse of familiar and informal expressions. When faced with more formal and demanding situations, they fell short and clearly lacked the knowledge and competence that would allow them to communicate successfully. It can be argued that these findings might indicate a lack of focus in Norwegian schools when it comes to developing students’ pragmatic competence. If this is true, an important part of the subject curriculum is being neglected.

scholarly journals THE ANALYSIS OF INTERLANGUAGE PRODUCED BY 3RD GRADE HIGH SCHOOL STUDENTS IN NARRATIVE WRITING TEXT

2017 ◽  
Vol 3 (1) ◽  
pp. 39
Author(s):  
Nida Amalia Asikin
Keyword(s):  
High School ◽  
High School Students ◽  
Narrative Writing ◽  
Narrative Texts ◽  
School Students ◽  
Descriptive Case Study ◽  
English Grammar ◽  
Qualitative Research Design ◽  
Efl Students ◽  
Passive Sentence

This research is a descriptive case study concerning interlanguage in EFL students� narrative writing. The study explores the occurrence of interlanguage in students� writing, and the reason(s) why interlanguage exist in their writing. The data of the study are ten narrative texts produced by nine twelfth-year students of a senior high school in Kuningan. The study used a qualitative research design. There was one data collection procedures applied in this study, namely document analysis. The data from students� texts were analyzed on the basis of the concept of interlanguage by Selinker (1972). The results of the study revealed that from the ten texts, the interlnguage appear in forming passive sentence, choosing incorrect verb agreement, choosing wrong auxiliary, making the unparalleled sentence, and translating sentence word by word. For that reason, it is concluded that interlanguage exist due to the strong influence of native language. Therefore, it is suggested that students should be exposed to the use of appropriate English grammar in their writing.Keywords: interlanguage, narrative writing, passive sentence

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 EFL students’ perception on the use of self-reflection cards for learning English tenses

2021 ◽  
Vol 22 (2) ◽  
pp. 217-226
Author(s):  
Rosyida Ekawati ◽  
◽  
Iqbal Nurul Azhar ◽  
Keyword(s):  
Subject Matter ◽  
Use Of Self ◽  
Qualitative Design ◽  
Self Reflection ◽  
English Grammar ◽  
Study Results ◽  
Efl Students ◽  
The Subject ◽  
Learning English

This study aimed at implementing self-reflection cards (SRCs) in learning English tenses and also explaining students’ perceptions of the use of SRCs in understanding English tenses. A qualitative design was carried out to conduct the study. It focused on interpreting and understanding students’ perception on learning English tenses. The context of study was two classes who were taking English grammar and structure, in particular for the subject matter of English tenses. English tenses were explained orally in the class before students used SRCs to improve their understanding of using English tenses. Data were collected by distributing the questionnaire to the students who participated in two classes with total number of 57 students.The data were classified based on the repetitive and common forms found to assign criteria to the most important aspects related to the objectives of the study. Results indicated that the majority of students participating in the SRCs gamesagreed to all statements in the distributed questionnaire. However, only small number of students responded to their disagreement or neutrality. The majority of positive responses from students are considered as the indicator that the use of SRCs in learning English tenses was successfully implemented in class.

scholarly journals Peciuliar Passive Expressions of Japanese

2004 ◽  
Vol 5 ◽  
Author(s):  
Violeta Devėnaitė
Keyword(s):  
Mother Tongue ◽  
Passive Voice ◽  
Advanced Level ◽  
The Subject ◽  
Passive Sentence

The article deals with Japanese passive expressions and features of the usage of Japanese passive voice, introduces interpretations of the meaning of Japanese passive expression and the classification of the passive sentences. The explanation of the case necessary for the agent and the subject (receiver of the action) and the importance of unification of the viewpoint is also presented.The main conclusions are as follows:The scope of the usage of the passive voice in Japanese is wider than in Lithuanian, and there are a lot of Japanese passive sentences to which an interpretation of the Lithuanian passive “The agent did something, and the receiver of action entered such a state” does not apply.It can be said that some Japanese passive sentences, e.g., indirect passive sentences, are not so easy to understand even for intermediate and advanced level Japanese learners.The concept of the agent is not identical in Lithuanian and Japanese.The understanding of the concept of the agent is not identical even among Lithuanian learners of Japanese. There are a lot of learners who make a passive sentence relying on mother tongue and those who cannot unite the viewpoint of a sentence.The japanese passive voice means receiving influence of action (good or bad for speaker) regardless of the intention of the speaker (out of the range which the speaker can control). It means that “the receiver of action cannot know what happens and, moreover, cannot stop it.”

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 Investigating Preposition Usage Problems of English Language Education Study Program Students

2021 ◽  
Vol 2 (1) ◽  
pp. 19-34
Author(s):  
Albertus Agung Sanjaya ◽  
Barli Bram
Keyword(s):  
English Language ◽  
First Language ◽  
Language Education ◽  
Private University ◽  
English Language Education ◽  
Study Program ◽  
English Grammar ◽  
Education Study ◽  
Students First ◽  
Incorrect Usage

As one of the English grammar elements, prepositions might be considered difficult for students of English as a foreign language (EFL). Many studies on this topic have been conducted but it remains problematic and unresolved. Accordingly, the researchers aimed to explore the prepositions in this paper. Gathering the data from fifty acknowledgments of undergraduate theses of the English Language Education Study Program (ELESPA) of a private university in Yogyakarta, the researchers analyzed preposition usage problems that occurred in the acknowledgments. Results showed that three main problems involving the use of prepositions, namely the misselection of prepositions for, in, and to, insertion of prepositions about and to, and omission of prepositions about. Factors causing the problems were investigated and it was found that students’ first language (L1) influenced the incorrect usage of English prepositions.

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

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