scholarly journals AN ERROR ANALYSIS ON SUBJECT-VERB AGREEMENT IN CONSTRUCTING SIMPLE PRESENT TENSE MADE BY THE SECOND SEMESTER STUDENTS OF LAW FACULTY

2021 ◽  
pp. 153-161
Author(s):  
Meikardo Samuel Prayuda
Keyword(s):  
Error Analysis ◽  
Omission Error ◽  
International Level ◽  
Verb Agreement ◽  
Law Faculty ◽  
Cause Of Error ◽  
The Subject ◽  
Present Tense ◽  
Possible Cause ◽  
English Subject

This research was aimed to find out the subject-verb agreement error made by the second semester students of Law Faculty UNIKA Santo Thomas. From the findings, 27% of the instruments answered by the students were identified error. There were 4 kinds of error made by the students in constructing subject-verb agreement. They were omission error, addition error, misformation error, and misordering error. In omission error, there were 26 errors occurred. In addition error, there were 5 errors occurred. In misformation error, there were 54 errors occurred. In misordering error, there was 1 error occurred. Among all of the errors that had been identified, misformation error was the most dominan error faced by the students. Based on the analysis, the possible cause of error was because of the students did not understand well about the construction of the simple present tense mastery. Although only 27% instrument was identified error, it was considered that the students’ lack of knowledge in structure could give serious impact to their writing. It was suggested that the students need to enrich their knowledge at least in the mastery of the simple present tense, specially in the construction of subject-verb agreement. In other hand, the faculty need to make extra class for the English subject to give the students more chance to enhance their English knowledge. This would support the vision of UNIKA Santo Thomas in achieving International Level University.

scholarly journals an Analysis of Students’ Error in Constructing the Negative and Interrogative Sentence by Using Simple Present Tense

2020 ◽  
Vol 3 (2) ◽  
pp. 296-307
Author(s):  
Diana Adinda Shafira ◽  
Rabbayani Mawaddah ◽  
Lidya Br Aritonang ◽  
Elianti Nainggolan ◽  
Natalia Widya Pasca Tarigan
Keyword(s):  
Error Analysis ◽  
Qualitative Method ◽  
The Subject ◽  
Present Tense ◽  
Interrogative Sentence ◽  
Essay Test ◽  
Descriptive Qualitative

This research aims to find out the errors made by the students in constructing the negative and interrogative sentences by using the simple present tense. Those errors were classified into four types, namely omission, addition, misformation, and misordering based on surface strategy taxonomy from Daulay. The researchers used a descriptive qualitative method to find the result. The subject of this research was the VIII-A class of SMP Negeri 40 Medan that consisted of 30 students. The instrument for gathering the data was the essay test, which included 20 affirmative sentences, which asked to form those sentences into the negative and interrogative sentences. The findings indicated that the students' errors in this study were 318 (50,4%) case of mistakes on misformation; 175 (27,8%) case of errors on addition; 100 (15,9%) case of errors on misordering; and 37 (5,9%) case of errors on omission. It can be concluded that misformation in the most frequent errors, while failure is the rarest error in this research. Keywords: error analysis, constructing negative and interrogative sentence

scholarly journals USING OF EXPLICIT INSTRUCTION METHOD IN IMPROVING STUDENTS’ GRAMMAR ABILITY IN SIMPLE PRESENT TENSE AT CLASS X3 OF SMA NEGERI 4 LEIHITU

JURNAL TAHURI ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 13-32
Author(s):  
Ernita Lumaela ◽  
Stella Rose Que
Keyword(s):  
Explicit Instruction ◽  
First Grade ◽  
Auxiliary Verbs ◽  
Verb Agreement ◽  
The Poor ◽  
Result Show ◽  
The Subject ◽  
Present Tense ◽  
Teaching Learning ◽  
Teaching Grammar

Based on the preliminary study, almost students usually have some problems in finding out the verb form of simple present tense. There are omissions of be, and suffix -s/-es. It shows that students’ grammar ability is low in simple present tense. The research questions are how can explicit instruction method improve students’ grammar ability in simple present tense? And what are students’ responses about using explicit instruction method during teaching learning process? Its significant are for students, they have grammar ability in using simple present tense well. And they are accustomed to use the correct verb of simple present tense. Then, for teacher, is to provide the better method for teaching grammar. And the Explicit Instruction method helps the teacher to variety his or her instruction of teaching grammar. Type of this research is classroom action research by using Explicit Instruction method. It is conducted at SMA Negeri 4 Leihitu in Seith village of Central Maluku.  The subject is the first grade of class X3 with the total number 20 students. The research has been done in three cycles consisted of three times of meeting in each cycle during four weeks. And every last meeting of each cycle, researcher conducted a test to measure students’ improvement.  And the pre- test of students’ result show the mean 29,5 at the poor level. Then, in the first cycle, the students’ mean add 52,9 at the poor level. And the second cycle, the students’ mean increase 65 which show at the average level. And the last cycle, students’ mean improve highly 78 which shows at the good level. Finally, students show the good progress. They have been able to use the simple present tense of auxiliary verbs in sentences, determine the correct verbs of the subject-verb-agreement and transform the verb of the third singular person well

scholarly journals Error Analysis of Subject-Verb Agreement Made by Students in Meurandeh Langsa

2018 ◽  
Vol 2 (2) ◽  
pp. 157
Author(s):  
Rasyid Gunawan ◽  
Reny Lestari Indah ◽  
Putri Mulyani
Keyword(s):  
Error Analysis ◽  
Descriptive Analysis ◽  
Narrative Writing ◽  
Writing Test ◽  
Descriptive Research ◽  
Verb Agreement ◽  
The Subject ◽  
Verb Agreement In English ◽  
Types Of Error

This research aimed at identifying the subject-verb agreement errors in students’ writing. This research applied a descriptive research. The data were collected through test and non-test instruments. Test instruments were conducted through writing test and non-test instruments were through questionnaire and interview. The data obtained from both test and non-test instruments were conducted by employing descriptive analysis. This research analyzed students’ narrative writing based on Surface Strategy Taxonomy proposed by Dulay, Burt and Krashen (1982). This result revealed the types of error in subject-verb agreement in the students’ narrative writing covering omission, addition and misinformation. In conclusion, the students involved in the research made a number of errors. It was found that the students’ ability to use subject-verb agreement in English was still low.

STUDENTS’ ERROR IN USING SIMPLE PRESENT TENSE

2020 ◽  
Vol 3 (3) ◽  
pp. 379
Author(s):  
Horia Siregar ◽  
Melisa Zuriani
Keyword(s):  
Error Analysis ◽  
The Subject ◽  
Present Tense ◽  
Management Students ◽  
Types Of Error ◽  
Economic Faculty

This research aimed to analyse the errors in using simple present tense. Descriptive qualitataive approach was used in this reserch. The subject of this research was 37 management students of Economic Faculty  Muslim Nusantara Al Washliyah University  Medan. The data were the sudents’  answer test.  This research was analysed by Surface strategy taxonomy proposed by Dulay et al. The results of the research showed that there are four types of students’ errors in using simple present tense. These errors are categorized into omissions, additions, misinformation, and misordering. The most errors made by students is  omission with 50,61%,and the lowest is misordering with  2,47%. Keywords:  Error Analysis, Simple Present Tense, Types of Error

scholarly journals ERROR ANALYSIS IN USING SIMPLE PRESENT TENSE IN DESCRIPTIVE PARAGRAPHS MADE BY THE SEVENTH GRADE STUDENTS OF SMP KATOLIK TRISAKTI 1 MEDAN

2020 ◽  
pp. 63-78
Author(s):  
Laura Silalahi ◽  
Rosa Maria Simamora ◽  
Anna Stasya Prima Sari
Keyword(s):  
Error Analysis ◽  
Research Method ◽  
Seventh Grade ◽  
Case Study Method ◽  
Grammatical Errors ◽  
The Subject ◽  
Present Tense ◽  
Written Test

This research method used a case study method. The subject of this included the Seventh Grade Students of SMP Katolik Trisakti 1 Medan. Which is comprised of 30 stusents. In analysis the datan the writer collected the data from the students identifiedthe grammatical errors, classified the errors of using simple present tense in the students’ descriptive paragraph to determine the frequency of errors, and calculated the data into percentages. The data by using formula:P= fnx100%  P= Percentage, F= Frequency of error made, N= Total of students’ errors.the data was taken from the test: it was written test. The result demonstrate that the students’ errors can be categorized into four kinds of errors. Which include 14,7% errors of omission, 6,7% errors of additon, 73,3% errors in misformation and 5% error in misordering. The writer observed 218 total errors. The witer concluded that misformation was the dominant kind of errors Made by the Seventh Grade of SMP Katolik Trisakti 1 Medan. The teacher recommended practicing grammatical rules in Simple Present Tense in order to minimize the errors. Morever, other researchers can provide techniques in increase students’ mastery of simple present tense.

scholarly journals ANALISIS KESALAHAN PADA TEKS EKSPOSITORI BAHASA INGGRIS HASIL UJIAN MATA KULIAH ENGLISH 1 MAHASISWA JURUSAN ADMINISTRASI NIAGA POLITEKNIK NEGERI JAKARTA

Epigram ◽  
2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Anwar Mustofa ◽  
Supriatnoko Supriatnoko
Keyword(s):  
Secondary Schools ◽  
Error Analysis ◽  
Noun Phrase ◽  
Expository Text ◽  
English Writing ◽  
English Grammar ◽  
Verb Agreement ◽  
Sentence Construction ◽  
Writing Skill ◽  
The Subject

AbstractThe research aims at analyzing semester 1 students’ average abilities of Business Administration Department State Polytechnic of Jakarta in writing expository text in English 1 subject through error analysis approach. The data is then measured by the following standard English grammar books—Harbrace College Handbook (1977), Common Mistakes in English (1982), dan A Practical English Grammar (1982). By qualitative analysis, the research found out that: (1) students made mistakes in verb agreement with the subject and forgot verb/be to fill the predicate slot, (2) students opened a sentence with number or/and sometimes with conjunction, (3) students also forgot to use capital letter to begin a new sentence, as a name of an object, and also made mistakes in noun pluralization, (4) students also still did not know how to make derivational words and how to make noun phrase, and (5) students also did not aware of the function and meaning of the mechanic of writing such as full stop, comma, and semicolon in a sentence construction. Beside that, students came from vocational secondary schools had better writing skill than students from secondary schools; and hence female students proved to have better abilities in English writing skill than the male counterparts.Keywords: error analysis, expository text, final test, writing skillAbstrakPenelitian ini bertujuan menganalisis kemampuan mahasiswa dan mengukur tingkat kemampuan rata-rata mahasiswa semester 1 dalam berbahasa Inggris tulis pada Mata Kuliah English 1 melalui analisis kesalahan (error analysis) terhadap hasil Ujian Akhir Semester 1 yang berupa teks ekspositori. Penelitian ini mengambil tempat di Jurusan Administrasi Niaga, menggunakan pendekatan kualitatif. Data dikumpulkan dengan menggunakan teknik tes menulis. Data yang telah terkumpul diukur kebenarannya dengan menggunakan standar baku pada buku Harbrace College Handbook (1977), Common Mistakes in English (1982), dan A Practical English Grammar (1982). Penelitian ini memperoleh beberapa temuan sebagai berikut: yaitu (1) mahasiswa lupa memasang kata kerja atau to be yang berfungsi sebagai predikat, untuk kesesuaian subjek dan predikat, (2) mahasiswa menggunakan kata hubung dan angka untuk mengawali sebuah kalimat. (3) mahasiswa lupa menggunakan huruf kapital untuk mengawali kalimat atau untuk nama sebuah objek dan bentuk jamak sebuah kata benda (pluralization), (4) mahasiswa belum memahami tentang bentuk kata (derivation) dan kata majemuk (noun phrase), dan (5) mahasiswa belum memahami fungsi tanda baca khususnya “titik”, “koma”, dan “titik koma” pada kalimat. Mahasiswa yang berasal dari SMK ternyata memiliki kemampuan yang lebih baik dibanding mahasiswa yang berasal dari SMU untuk membuat teks ekspositori meskipun jumlah mereka lebih sedikit dibanding mahasiswa yang berasal dari SMU. Peserta didik wanita mendapatkan hasil yang lebih baik dibanding peserta didik pria dalam membuat teks ekspositori.Kata kunci: analisis kesalahan, teks ekspositori, ujian akhir semester, keterampilan menulis.

scholarly journals AN ERROR ANALYSIS OF ARGUMENTATIVE ESSAY (CASE STUDY AT UNIVERSITY MUHAMMADIYAH OF METRO)

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Fenny - Thresia
Keyword(s):  
Data Analysis ◽  
Error Analysis ◽  
English Writing ◽  
The Third ◽  
The Subject ◽  
The Common ◽  
Learner Language

The purpose of this study was study analyze the students’ error in writing argumentative essay. The researcher focuses on errors of verb, concord and learner language. This study took 20 students as the subject of research from the third semester. The data took from observation and documentation. Based on the result of the data analysis there are some errors still found on the student’s argumentative essay in English writing? The common errors which repeatedly appear are verb. The second is concord, and learner languages are the smallest error. From 20 samples that took, the frequency the errors of verb are 12 items (60%), concord are 8 items (40%), learner languages are 7 items (35%). As a result, verb has the biggest number of common errors.

scholarly journals Creación automática de equipos de estudiantes universitarios: una experiencia desde la asignatura Inglés / Automatic Building of University Student Teams: an experience from English subject

Ciencia Unemi ◽  
2017 ◽  
Vol 9 (21) ◽  
pp. 58
Author(s):  
Marcelo Haro Gavidia ◽  
Guisella Chabla Galarza ◽  
Miguel Montalvo Robalino ◽  
David Coello Chabla ◽  
Pavel Novoa-Hernández
Keyword(s):  
Optimization Problem ◽  
University Student ◽  
State University ◽  
Pareto Dominance ◽  
Student Teams ◽  
Trabajo En Equipo ◽  
Level Of Knowledge ◽  
The Subject ◽  
English Subject ◽  
Estudiantes Universitarios

Uno de los principales objetivos en la educación es lograr que los estudiantes desarrollen la capacidad de trabajo en equipo. Esta capacidad potencia la socialización entre los estudiantes y la resolución de problemas complejos. Comúnmente, la creación de estos equipos es realizada por el docente de la asignatura, quien debe tener en cuenta múltiples criterios como la presencia de un estudiante líder y equipos heterogéneos. Cuando la asignatura tiene poco estudiantes, esta tarea suele ser fácil. Sin embargo, cuando se debe tener en cuenta a numerosos estudiantes, la tarea se torna compleja y por lo general no existe garantía de que los equipos creados cumplan con los criterios deseados. En este sentido, con el objetivo de favorecer el desarrollo óptimo de esta tarea docente, la presente investigación propone una solución computacional que automatiza la creación de equipos de trabajo de estudiantes. Específicamente, la tarea de la creación de los equipos se modeló matemáticamente como un problema de optimización de tipo combinatorio y multi-objetivo, que fue resuelto a su vez por un algoritmo evolutivo basado en los conceptos de Dominancia de Pareto. Para validar las propuestas, se realizaron varios experimentos computacionales que involucran escenarios reales, relacionados con la Unidad de Aprendizaje Inglés en varias carreras de la Universidad Técnica Estatal de Quevedo. ABSTRACTOne of the main goals for Higher Education is to educate students to work in teams. Such a skill not only improves their social behavior in the community, but also the ability for solving complex problems. Usually, the process of making teams is carried out by professor of the subject, who has to take into account several criteria (e.g. the presence of leader, heterogeneity of the team according the level of knowledge, sex, among others). When the subject has just few students, this task becomes easy. However, in the case of classes with a large number of students, this task becomes complex and there is no warranty about the accomplishment of the considered criteria. In that sense, the present work proposes a computational solution that automatizes the task of student teams building. Specifically, it was approached as a multi-objective combinatorial optimization problem, which was solved using a Pareto Dominance-based algorithm. In order to validate the proposal we performed several computational experiments involving real case studies from the English subject of three careers at the Technical State University of Quevedo. Results show that the proposed approach is able to build balanced teams according to the considered criteria.

scholarly journals Conceptual effects on agreement: A corpus study of mismatch in English copular constructions

2012 ◽  
Vol 3 ◽  
pp. 3
Author(s):  
Cecily Jill Duffield
Keyword(s):  
Conceptual Information ◽  
Corpus Study ◽  
Number Agreement ◽  
Verb Agreement ◽  
The Subject ◽  
Agreement Morphology ◽  
Grammatical Number ◽  
Verb Number ◽  
Conceptual Relationship

Research on the production of subject-verb agreement has focused on the features of the subject rather than the larger construction in which subject-verb agreement is produced or how the conceptual relationship between subjects and predicates may interact in affecting subject-verb agreement patterns. This corpus study describes subject-verb number agreement mismatch in English copular constructions which take the frame of (SEMANTICALLY LIGHT) N + [REL] + COP + (SPECIFIC) PRED NOM, where the copula reflects the grammatical number of the predicate. Results suggest that speakers make use of conceptual information from the entire construction, and not just the subject, when formulating agreement morphology.

Sign in / Sign up

Export Citation Format

Share Document