The Implementation of Grammatical Error Analysis to Improve Students’ Writing Skill on Recount Text for Students Class X MIA At SMA Tri Dharma Kosgoro Dompu

This study is a classroom action research that focuses on the implementation of grammatical error analysis to improve students’ writing skill on recount text for students. The study conducted at SMA Tri Dharma Kosgoro Class X MIA that consisted of 25 students; 15 male and 10 female. Apart from implementing the grammar error analysis to enhance students’ writing skill, the researcher also identify some errors of students’ writing particularly on grammatical error and analyze some factors of these errors. The implementation of this research was in cycle I that consist of eight meetings. Study shows that the implementation of grammatical error analysis can enhance the students’ understanding in writing recount text. This has been shown by the improvement of student’s score. Moreover, the kinds of the students’ grammatical errors could be classified into seven categories namely errors in verb groups, errors in subject and verb agreement, errors in article, errors in pluralization, errors in conjunction, errors in preposition, and errors in pronoun. The identification of these type of grammatical error is paramount due to these could help students understand some components of grammar that students should master to improve their understanding in writing recount text.

KESALAHAN PENGGUNAAN KONJUNGSI PADA MAKALAH MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA DAN SASTRA INDONESIA STKIP PGRI SUMATERA BARAT

The backgroundof this research is because are still many errors of using conjunctions in the papers of student of the Indonesia Language and Literature education study program STKIP PGRI West Sumatera. This study aims to describe the misuse of conjunctions found in the papers of students of the Indonesian Language and Literature education study program STKIP PGRI West Sumatera. This type of research is a qualitative study using descriptive methods. The data source of this research is a paper writing scientific papers and discourse analysis of studens of Indonesian Language and Literature education study programs STKIP PGRI West Sumatera. The data in this study are errors using conjunctions in student papers. The results of data analisysis showed that in the papers written by students there were still many errors in their use. Errors of use of conjunctions obtained as many as four errors of use of conjunctions namely Pertema. Misuse of conjunctions and those placed at the beginning of sentences and excessive use of conjunctions and expressions are found in sentences. Secondly, errors in the use of conjunctions and those used at the beginning of a sentence and are not used to connect two languages in a sentence. Third, the use of conjunction errors students put the conjunction at the beginning of a sentence and is not used to connect the power between sentences. Fourth, mistakes in the use of conjunctions while those used at the beginning of a sentence, whereas this conjunction is used precisily in the middle of asentence and used to combine contradictory sentences. The most common use of conjunction errors in student papers is the use of conjunctions whereas, because many students use conjunctions while not in place ther efore the use of conjunctions used by students is declared wrong.

Two Informational Theories of Memory: a case from Memory-Conjunction Errors

The causal and simulation theories are often presented as very distinct views about declarative memory, their major difference lying on the causal condition. The causal theory states that remembering involves an accurate representation causally connected to an earlier experience (the causal condition). In the simulation theory, remembering involves an accurate representation generated by a reliable memory process (no causal condition). I investigate how to construe detailed versions of these theories that correctly classify memory errors (DRM, “lost in the mall”, and memory-conjunction errors) as misremembering or confabulation. Neither causalists nor simulationists have paid attention to memory-conjunction errors, which is unfortunate because both theories have problems with these cases. The source of the difficulty is the background assumption that an act of remembering has one (and only one) target. I fix these theories for those cases. The resulting versions are closely related when implemented using tools of information theory, differing only on how memory transmits information about the past. The implementation provides us with insights about the distinction between confabulatory and non-confabulatory memory, where memory-conjunction errors have a privileged position.

Broken Physics: A Conjunction-Fallacy Effect in Intuitive Physical Reasoning

One remarkable aspect of human cognition is our ability to reason about physical events. This article provides novel evidence that intuitive physics is subject to a peculiar error, the classic conjunction fallacy, in which people rate the probability of a conjunction of two events as more likely than one constituent (a logical impossibility). Participants viewed videos of physical scenarios and judged the probability that either a single event or a conjunction of two events would occur. In Experiment 1 ( n = 60), participants consistently rated conjunction events as more likely than single events for the same scenes. Experiment 2 ( n = 180) extended these results to rule out several alternative explanations. Experiment 3 ( n = 100) generalized the finding to different scenes. This demonstration of conjunction errors contradicts claims that such errors should not appear in intuitive physics and presents a serious challenge to current theories of mental simulation in physical reasoning.

AN ANALYSIS OF GRAMMATICAL ERRORS MADE BY 3rd-YEAR THAI BUSINESS ENGLISH UNDERGRADUATES WHEN SPONTANEOUSLY WRITING NARRATIVE AND DESCRIPTIVE PARAGRAPHS

This research reviews the grammatical errors written by sixty-eight, 3rd-year, Thai, Business English undergraduates when spontaneously writing narrative and descriptive paragraphs. The data was analysed using percentages, mean scores, standard deviation scores, and t-test p-values. The research results show that the students wrote 837 sentences with a mean score of 6.154 sentences per paragraph. 86 were written correctly and 751 were written incorrectly with 2131 grammar errors. The grammatically correct written sentences were all simple sentences. The most frequent errors identified were 227 verb (V) errors (10.652% of identified errors). There is a mean of 31.338 errors per participant (SD 9.957), a mean of 15.669 errors per paragraph, and a mean of 2.837 errors for each incorrectly written sentence. The female participants wrote a mean score of 12.685 sentences, which is 16.84% more than the males who wrote a mean of 10.857 sentences. Three error types by gender showed a high level of significance. These were noun errors with a t-test p-value of 0.012, punctuation errors with a t-test p-value of 0.037, and conjunction errors with a t-test p-value of 0.081. The female students made a significantly higher number of errors in these three error groups.

Limited Domain Structure for Conjunction Errors

People make conjunction errors, rating a conjunction as more likely than one of its constituents, across many different types of problems. They commit the conjunction fallacy in problems of social judgment, in physical reasoning tasks, and in gambles of pure chance. Doctors commit the fallacy when making judgments about hypothetical patients. Do all these errors share an underlying cause? Or does the fallacy arise independently in different types of reasoning? In a series of studies, we look for structure in conjunction errors across various types of problems. We find that error magnitudes are related for some clusters of items, but there does not appear to be a universal relationship between all cases of this fallacy.

The eye that binds: Feature integration is not disrupted by saccadic eye movements

Feature integration theory proposes that visual features, such as shape and color, can only be combined into a unified object when spatial attention is directed to their location in retinotopic maps. Eye movements cause dramatic changes on our retinae, and are associated with obligatory shifts in spatial attention. In two experiments, we measured the prevalence of conjunction errors (that is, reporting an object as having an attribute that belonged to another object), for brief stimulus presentation before, during, and after a saccade. Planning and executing a saccade did not itself disrupt feature integration. Motion did disrupt feature integration, leading to an increase in conjunction errors. However, retinal motion of an equal extent but caused by saccadic eye movements is spared this disruption, and showed similar rates of conjunction errors as a condition with static stimuli presented to a static eye. The results suggest that extra-retinal signals are able to compensate for the motion caused by saccadic eye movements, thereby preserving the integrity of objects across saccades and preventing their features from mixing or mis-binding.

Language Form in The Speech of MPBI-UMS Students Who Roled As The Head of Middle School

This study aims to describe the linguistic form in the speech of the Muhammadiyah Surakarta University of Indonesia (MPBI-UMS) Master of Indonesian Language students who portray themselves as junior high school principals. The data in this study are in the form of words, phrases, clauses, and sentences in the speeches of students acting as principals. The source of research data is in the form of student speech transcripts. The data collection technique uses the technique to see and note. The data analysis technique uses the equivalent and final method, while the data validity technique uses theory and source validation. The results in the study show that in the speech of Indonesian language education students the graduate school master's program of Muhammadiyah University of Surakarta covers five fields. First, the field of phonology includes (a) 10 forms of pronunciation error, (b) two forms of capital letters misuse, (c) five forms of italics, and (d) six forms of spelling writing errors. Second, morphology is found in five prepositions. Third, the field of syntax includes (a) four forms of pleonasm errors, (b) four forms of conjunction errors, and (c) four forms of misuse of the redundant word. Fourth, the field of pragmatics includes (a) one form of implicature, (b) one form of expressive speech acts, and (c) two forms of directive speech acts. Fifth, the field of sosiolinguistics includes (a) five forms of code switching, and (b) two forms of code mixing. Sixth, nonformal variety fields are found in one form.

A Study of English Language Syntactical Errors Committed by Pakistani Higher Secondary Science Students

This study aimed to identify syntactical errors, find out the frequency of these errors and identify the causes of these syntactical errors in the writing of intermediate science students. Data was collected in the form of 12 written samples from intermediate students from two public sector colleges. The findings revealed that the most frequently committed error was punctuation error. On the other hand, the lowest committed errors were run-on sentences, object missing, and fragments errors. It was also found that the students committed a total of 232 errors. The syntactical errors identified in the corpus were: subject-verb agreement errors, word form errors, word order errors, object missing, run-on sentences, orthographic errors, fragments, punctuation errors, article errors, preposition errors and conjunction errors. Although both interlanguage and intralanguage influences were found to be causing syntactical errors, intralanguage errors were more prevalent compared to interlanguage errors in participants' writings.

TENDENSI KESALAHAN SINTAKSIS BAHASA TULIS PEMBELAJAR BIPA (SEBUAH KAJIAN KESALAHAN BERBAHASA)

This study aims to describe the tendency of sentence error and it’s contributing factors in sentence errors of BIPA students' writings on academic level at UPT Bahasa of Universitas Sebelas Maret, Surakarta. This research uses qualitative research type in the form of case study. This study shows that the sentence errors of BIPA students' writings in UPT Bahasa UNS Surakarta are diction errors, spelling errors, and conjunction errors. The errors are caused by several obstacles, namely the more-likely hard and difficult Indonesian syntax material, the lack of vocabulary mastery, the less maximum out-of-class lesson time, the low learning motivation and attitude, and the less rigorous selection of BIPA students.Abstrak: Penelitian ini bertujuan untuk menjelaskan kecenderungan kesalahan kalimat dalam karangan pelajar BIPA tingkat akademik di UPT Bahasa Universitas Sebelas Maret dan faktor penyebabnya. Subjek penelitian dalam penelitian ini adalah 11 pelajar BIPA Level Akademik yang mengikuti Program Darmasiswa di UPT Bahasa Universitas Sebelas Maret Surakarta. Penelitian ini menggunakan jenis penelitian kualitatif yang berupa studi kasus. Penelitian ini menunjukkan bahwa tendensi kesalahan kalimat dalam karangan pelajar BIPA di UPT Bahasa UNS Surakarta berupa penggunaan diksi yang tidak tepat, ejaan yang salah, dan konjungsi yang tidak tepat. Kesalahan tersebut terjadi karena beberapa kendala, yakni materi kalimat bahasa Indonesia yang cukup sulit dan banyak, penguasaan kosakata yang kurang, pemanfaatan waktu pembelajaran di luar kelas yang kurang maksimal, sikap dan motivasi belajar yang rendah, dan penyeleksian pelajar BIPA yang kurang ketat.