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Kadek Adyatna Wedananta. "ANALYSIS OF INTERLINGUAL ERRORS IN ENGLISH IN ELEMENTARY SCHOOL STUDENTS." Widya Accarya 11, no. 2 (October 31, 2020): 231–38. http://dx.doi.org/10.46650/wa.11.2.990.231-239.
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ABSTRAK: This study analyzes such interlanguage errors in five private English students with low school grades. That is why some of these students' interlingual errors are easy to spot. The use of English must take place during a private course in English. This can happen from teacher to student or from student to teacher, or it can occur when certain written activities are completed by students. This study found evidence that English was still used at the Interlanguage (IL) level because although they used English, some students still had interlingual errors, such as the use of To Be, prepositions and adjectives / nouns, etc. This study also finds a technique by which teachers solve the interlingual error problem by using Drill method, which allows them to repeat the use of To Be, adjectives, etc.
Keywords: Second Language Acquisition, Interlingual Errors, Drill Method
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Utami, Silvia. "THE SOURCE OF ERRORS IN INDONESIAN-ENGLISH TRANSLATION." Jurnal KATA 1, no. 2 (October 10, 2017): 192. http://dx.doi.org/10.22216/jk.v1i2.2351.
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<p>This research aimed to identify types of translation errors and to find out the sources of errors (interlingual and intralingual errors) in Indonesian-English translation written by the students. The type of this research was descriptive research which used Error Analysis procedures to identify and analyze the students’ error. The findings showed that the types of grammatical errors made by the students in their translation were three types, namely global errors, local errors, and other errors. The most frequent error made by the students was local errors and the fewest error made by the students was other errors. Then, this research revealed that mostly errors occurred in students’ translation were caused by intralingual error. Meanwhile, only few errors were caused by interlingual error. The errors occured due students’ incomplete knowledge of the target language.</p>
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Murtiana, Rahmila. "An Analysis of Interlingual and Intralingual Errors in EFL Learners’ Composition." Journal Educative : Journal of Educational Studies 4, no. 2 (December 30, 2019): 204. http://dx.doi.org/10.30983/educative.v4i2.2544.
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<p class="abstrak"><em>This study aims to investigate the occurrence of errors committed by EFL learners in their composition in terms of interlingual and intralingual errors. The setting of the study was a state Islamic university in Banjarmasin South Kalimantan, Indonesia. The research participants were undergraduate students majoring in English Education. Data were collected </em><em>through</em><em> documentation of students’ composition and analyzed based on Corder’s Error Analysis (EA) theory. From the samples of 38 compositions submitted, it was identified that interlingual errors occurred more frequently than intralingual errors. Interlingual errors comprised morphological selection, lexical selection, syntactical selection, and misordering. Meanwhile, intralingual errors were evident in both omission and addition in the areas of word formation and syntax. The findings of this study revealed that first language interference caused more errors in writing than learners’ incomplete process of acquiring second language rules. To prevent the errors from being fossilized, it is suggested that in the teaching and learning process, language instructors provide continuous corrective feedback, and learners be more active in finding exposure to the correct form of the target language.</em><em></em></p><p class="StyleAuthorBold">Abstrak</p><p class="abstrak">Penelitian ini bertujuan untuk menyelidiki terjadinya kesalahan yang dilakukan oleh pembelajar bahasa asing dalam tulisan mereka yang berupa kesalahan interlingual dan intralingual. Penelitian dilakukan di sebuah universitas Islam negeri di Banjarmasin Kalimantan Selatan Indonesia. Partisipan penelitian adalah mahasiswa S1 jurusan Pendidikan Bahasa Inggris. Data diperoleh melalui dokumentasi hasil karangan mahasiswa yang kemudian dianalisa berdasarkan teori Error Analysis dari Corder. Sebanyak 38 sampel karangan mahasiswa dikumpulkan dan ditemukan bahwa kesalahan interlingual lebih banyak terjadi daripada kesalahan intralingual. Kesalahan interlingual berupa kesalahan dalam memilih kosa kata dan menyusun kalimat yang disebabkan oleh pengaruh bahasa asli. Sedangkan kesalahan intralingual berupa penghilangan atau penambahan yang tidak tepat pada bentuk kata atau bentuk kalimat. Hasil penelitian menunjukkan bahwa pengaruh bahasa asli yang menyebabkan kesalahan interlingual dalam tulisan terjadi lebih banyak daripada kesalahan intralingual. Untuk mencegah melekatnya kesalahan, disarankan agar dalam proses belajar mengajar guru dapat terus memberikan umpan balik, dan siswa harus lebih aktif dalam mencari contoh-contoh bentuk bahasa yang benar.</p><p class="abstrak"><strong>Kata Kunci: </strong>kesalahan, interlingual, intralingual, karangan</p>
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Sari, Eny Maulita Purnama. "INTERLINGUAL ERRORS AND INTRALINGUAL ERRORS FOUND IN NARRATIVE TEXT WRITTEN BY EFL STUDENTS IN LAMPUNG." Jurnal Penelitian Humaniora 17, no. 2 (October 1, 2016): 87. http://dx.doi.org/10.23917/humaniora.v17i2.2501.
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The current study investigates the interference of L1 (Indonesian) into L2 (English) and the errors that occur due to the influence of TL (target language). The focus of the study is on the errors committed by these EFL students in writing narrative text and emphasized on interlingual errors and intralingual errors. The objectives of the study are to investigate the errors committed by these EFL students in order to findout; (1) the types of interlingual errors and intralingual errors in Junior High School, Senior High School and University, (2) the frequencies of interlingual errors and intralingual errors in Junior High School, Senior High School and University, and (3) the similarities and differences of interlingual errors and intralingual errors in Junior High School, Senior High School and niversity. The researcher used Qualitative descriptive as the method design and writing test as the data collecting technique. The data was erroneous sentences found in the students’ narrative writing. The subjects of the study comprised 30 eight grade of SMP Muhammadiyah Pekalongan, East Lampung and 30 eleven grade SMKN 1 Pekalongan, East Lampung, and 30 fourth-year students of English Department of University of Muhammadiyah, Metro Lampung. The findings of the study suggest: (1) The types of interlingual errors andintralingual errors made by SMP, SMK and University students divided into 2 levels, they are morphological level and syntactical level. (2) the frequent of interlingual errors in Junior High School 36 cases (30.26%), in Vocation High School 39 cases (36.77%) and 9 cases (10.98%) in University. The frequent of intralingual errors in Junior High School 83 cases (69.74%), in Senior High School 70 cases (64.23%) and 73 cases (89.02%) in University, and (3) The similarities of interlingual errors and intralingual errors found in Junior High School, Vocation High School and University are 2 types. In morphological level, they are the use of L1 structures and omission of BE in nominal sentences. There are also 2 types in syntactical level, they are the use of present BE in past event and the use of present Verb in past event. The differencesof interlingual errors and intralingual errors found in SMP, SMK and University are (1) in SMP there are 8 types errors that found in the students’ writing, (2) 3 types of errors in SMK, and (3) 2 types of errors found in University.
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Solihat, Dadang, and Diah Novianti. "Error Analysis of Writing Verbs in Discussion Text." English Review: Journal of English Education 4, no. 1 (December 1, 2015): 75. http://dx.doi.org/10.25134/erjee.v4i1.309.
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The objective of this study is to find out the error types of writing verbs in students‟ discussion texts and to identify the factors causing verb errors at the fourth semester students of English major in University of Kuningan. The subject of this study is 20 students. The limitation of the problem is to classify the students‟ errors based on Linville„s error types in writing verbs, there are subject-verb agreement errors, verb tense errors, and verb form errors. This research is using qualitative method by collecting data from documents, questionnaires, and interviews. The result showed that the highest error which most students made is subject-verb agreement. Its frequency is 105 errors or 78.95 %. The second common error is verb form with 15 errors or 11.28 %. The third common error is verb-tense with 13 errors or 9.77 %. The factors causing verb errors are interlingual factor and intralingual or developmental factor. It is influenced by the students‟ lack of knowledge and understanding of the use of verbs.Key words: subject-verb agreement error, verb tense error, verb form error, interlingual factor, intralingual or developmental factor
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Mahmoud, Abdulmoneim. "Interlingual Transfer of Intralingual Errors: Lexical Substitution from MSA to EFL." Studies in English Language Teaching 7, no. 4 (October 24, 2019): p419. http://dx.doi.org/10.22158/selt.v7n4p419.
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This study takes a closer look at the adverse effects of the use of interlingual transfer as a compensatory communication strategy by EFL learners with a diglossic background. The data were collected from the Arabic-English translations of 80 male and female third year university students studying introductory courses in translation as part of the requirements of their BA English program. A total of 850 interlingual lexical substitutions were detected out of which 219 (26%) could be due to intralingual problems within Modern Standard Arabic (MSA). Most of these errors were cases of failure to distinguish between formally or semantically related words in MSA due to the lack of competence in this variety of Arabic. Accordingly, the study underscores the need for improvement of the teaching and learning of MSA which may help not only translators but also EFL learners who rely on interlingual transfer as a compensatory strategy. The study also calls for a deeper analysis of the interlingual errors of EFL learners in situations of diglossia where their level of competence in one variety is higher than the other. Further studies may reveal more about the magnitude and types of the interlingual transfer of intralingual errors.
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Suwastini, N. K. A., and W. G. S. Yukti. "ERRORS ANALYSIS IN SHORT BIOGRAPHY TEXT WRITTEN BY THE 11th GRADE STUDENTS OF A VOCATIONAL HIGH SCHOOL IN SINGARAJA." International Journal of Language and Literature 1, no. 1 (February 28, 2017): 1. http://dx.doi.org/10.23887/ijll.v1i1.9612.
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This study was a descriptive qualitative study aimed at analysing types of error and sources of error in the short biography text writings in English language teaching (ELT) context. The subject of this study was 11th Grade of Accounting Department Students of a Vocational High School in Singaraja in the academic year 2015/2016. The instruments in the study were researcher, tabulation table, and interview guide. The textual analysis design was used in this study to gather the data. The students’ errors were analysed according to surface strategy taxonomy by Dulay et al. (1982). This study revealed that misformation was the most frequent errors occurred in the students’ writings, followed by omission, addition, and misordering. Furthermore, the sources of error were identified according to four sources of error by Brown (2007). This study found that interlingual transfer was the main sources of students’ errors, followed by context of learning, interlingual transfer, and communication strategy. Related to these findings, the present study suggested that teachers pay more serious attention to students’ errors by comparing the students’ first language system and the target language system in order to avoid errors.
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Lay, Keith John, and Mehmet Ali Yavuz. "Targeting Turkish-to-English Interlingual Interference Through Context-Heavy Data-Driven Learning." SAGE Open 10, no. 2 (April 2020): 215824402092059. http://dx.doi.org/10.1177/2158244020920596.
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This study investigates the effect of grammar-focused hands-on in-class data-driven learning (DDL) with a heavily contextualized corpus on the frequency of written errors attributable to common interlingual interference issues in low–intermediate Turkish learners ( n = 30) of English. Items representing the most common Turkish-to-English interlingual errors were selected through a two-step process involving the analysis of past studies and a subsequent ranking survey of teachers ( n = 10) of Turkish learners of English. Participants’ grammar development in terms of types of written errors was measured over a ten-week period through written tasks in a pre/posttest design, producing 19,328 words for analysis. The results, although variable by item, suggest that targeted DDL with the TED Corpus Search Engine (TCSE) helps reduce written errors in Turkish learners of English to a significant degree with a moderate effect size. Consequently, the investigation of DDL with the TCSE for the targeting of interlingual interference in other first-language contexts is recommended.
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Mahbub, Mahbub, and Fajar Syahrudin. "الأخطاء في ترجمة اللغة الإندونيسية إلى اللغة العربية." TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab 1, no. 01 (January 5, 2021): 52. http://dx.doi.org/10.30739/arabiyat.v1i01.729.
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This study aims to determine and describe the errors and their causes that occur in the results of the translation carried out by students of the 2016 Arabic Language Education class. The data of this study were obtained from the results of the students' translation which were taken using written test techniques. After the translation results are obtained, the error identification, error classification and error reconstruction are carried out. The forms of errors that occur in the translation results of the students are word choice errors, word omission errors, word addition errors, rule errors, and word form errors. As for the causes of errors, there are two things that underlie the errors found, namely interlingual transfers and intralingual transfers.
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Ghezzou, Noria, and Sofiane Mammeri. "Investigating intralingual and interlingual errors of algerian middle school efl learners in their written compositions: a case study." Buckingham Journal of Language and Linguistics 9 (May 31, 2017): 58–74. http://dx.doi.org/10.5750/bjll.v9i0.1255.
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The present paper investigates the intralingual and interlingual errors of Algerian Middle School EFL learners in their writing compositions. The purpose of the study is to identify the major errors and classify them according to their types and sources. Besides, it aims at suggesting some solutions to this problem. The sample of the study consists of 1/3 of fourth year learners of Youcef Ben Berkane Middle School of Akbou – Bejaia, Algeria. Accordingly, a corpus of 62 written compositions is collected and analyzed qualitatively and quantitatively. The findings revealed that all the participants significantly make errors in their written compositions. Besides, most of the learners make errors at the levels of spelling, tense, punctuation, subject-verb agreement, sentence fragment, articles, prepositions, and French interference. In view of that, it is also shown that the main source of the learners’ errors is intralingual followed by interlingual transfer. However, promoting extensive reading, integrating reliable writing activities in the classroom and practicing handwriting are some of pedagogical implications suggested to overcome the learners’ repeated errors.Key Words: EFL, Writing, Language Interference, Error Analysis, Bejaia, Algeria.
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Warsono, Warsono. "LANGUAGE TRANSFER IN LEARNER LANGUAGE." EduLite: Journal of English Education, Literature and Culture 1, no. 1 (February 1, 2016): 103. http://dx.doi.org/10.30659/e.1.1.103-114.
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In using the foreign language they are learning, learners tend to use forms that deviate from the target language (TL) norms. The question that arises is whether these forms are the result of transfer or the result of some other causes; and if transfer does exist in learner language, whether it diminishes with the development of the learner TL achievement. This paper tries to find answers to these questions by (1) reviewing some related literature, and (2) looking at some data of learners’ written production of Indonesian learners of English. The data were collected from the writings of the fifth semester students of the English Department (group A, representing low level of L2 achievement), and the final projects written by the English Department students (group B, representing high level of L2 achievement). In this paper, all forms that deviate from the TL norms were called errors, irrespective of whether they were, in fact, mistakes or real errors. The learners’ errors were broadly classified into two classes: intralingual errors and interlingual errors, and it was the latter that became the focus of this study on the assumption that interlingual errorswere caused by L1 transfer. The results of data analysis showed that intralingual errors were slightly higher in group A than interlingual ones; but in group B interlingual errors formed the majority of errors made by the learners (75%). It can be concluded that L1 transfer does exist in the L2 of the Indonesian learners of English. The results also showed that L1 transfer does not diminish with the development of the L2 achievement. It is strongly suggested, therefore, that Indonesian English teachers anticipate the errors caused by L1 transfer and find ways to solve the problems.
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Aristiawan, Danul. "INVESTIGATING STUDENTS ERRORS IN DESCRIPTIVE WRITING AT SECOND SEMESTER STUDENTS AT STIKES YARSI MATARAM." Journal of Languages and Language Teaching 7, no. 2 (November 6, 2019): 144. http://dx.doi.org/10.33394/jollt.v7i2.1962.
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Analyzing the errors is one of the appropriate ways to use to show the true proficiency level of the target language that students learn at a particular time. By conducting analysis on grammatical errors, the teacher can conclude the most frequent of errors which are often made by students then, teachers can arrange the more effective and interesting strategies in teaching grammatical rules. This research was aimed to elaborate on kinds of students errors and possible causes of in writing a descriptive text. The instruments used for this research are writing tasks and questioner. This research was a descriptive qualitative method because the data of this research is in the form of sentences and paragraphs. The data gotten were then analyzed by using surface taxonomy strategy. The result of this research, It was found four types of errors in the students writing. Those are omission error, addition error, misformation error, and misordering error. Omission and misformation error is the most frequent of errors found in the text. Whereas, the sources of error found in this research are interlingual transfer, intralingual transfer, the context of learning and communication strategies. Based on the analysis researcher found that interlingual and context learning is the dominant cause of the error. The researcher can deliver suggestion especially to the teacher, they should give the clear explanation about the different rules both Indonesian and English, the teacher should emphasize the concepts of the verb tenses because the most frequent of errors relate to use subject-verb agreement.
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Sitoresmi, Woro Endah, and Velma Alicia. "ERROR ANALYSIS OF ELEVENTH GRADE ODD MIDTERM EVALUATION IN VOCATIONAL SCHOOL MUHAMMADIYAH 2, TANGERANG." JURNAL BASIS 6, no. 2 (October 26, 2019): 134. http://dx.doi.org/10.33884/basisupb.v6i2.1336.
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The objective of this study is to know the grammatical errors and to elaborate the sources of errors in odd midterm evaluation of eleventh grade for the academic year 2018/2019 in Vocational School, Muhammadiyah 2, Parung Serab, Kota Tangerang, Banten. It belongs to descriptive qualitative study which used document analysis to proceed the data. The findings showed that there are five error grammatical items which include tenses (present tense & past continuous tense), preposition, object pronoun, article and quantifier. In addition, there are three sources of errors in the study; error related to context of learning, intralingual error and interlingual error.
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Deckert, Mikołaj. "Spelling Errors in Interlingual Subtitles: Do Viewers Really Mind?" GEMA Online® Journal of Language Studies 21, no. 2 (May 31, 2021): 135–52. http://dx.doi.org/10.17576/gema-2021-2102-07.
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N.W.Y., Megantari, and Budasi I.G. "THE ERROR ANALYSIS REFLECTED IN ENGLISH RECOUNT WRITING." Lingua Scientia 25, no. 1 (June 30, 2018): 37. http://dx.doi.org/10.23887/ls.v25i1.18822.
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This study was designed in the form of descriptive qualitative that describe the Analysis of Errors Reflected in Recount Writing Committed by the Tenth Grade Students of SMK Negeri 1 Denpasar. This study aimed at identifying and describing the types and sources of errors. The subjects of this study were the tenth grade students of SMK Negeri 1 Denpasar. The participants of this study were 28 students of class X RPL 1.The data were collected based on the students’ recount writings. There were two techniques to collect the data, namely guided writing and free writing. The errors were classified into 13 types of error as suggested by (Azar, 1999) and (Zawahreh, 2012) namely: singular/plural, word form, verb tense, add a word, omit a word, word order, spelling, punctuation, capitalization, meaning not clear, run-on sentence, preposition, and pronoun. The results of the analysis show there were 307 errors found in Holiday Task 1, 328 errors found in Holiday Task 2, 183 errors were found in Unforgettable Experience Task 1, and 264 errors were found in Unforgettable Experience Task 2. The sources of errors were classified into three types based on the result of student’s writing as suggested by (Richards, 1971) and Brown (1980) namely: Intralingual, Interlingual, and Communication Strategy. The most frequent sources of errors were caused by communication strategy with 587 errors (63%), intralingual with 336 errors (36,51%), and interlingual with 4 errors (0,42%).
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Falah Altamimi, Dheif Allah Hussain, Radzuwan Ab Rashid, and Yasir Mohamed Mohamed Elhassan. "A Review of Spelling Errors in Arabic and Non-Arabic Contexts." English Language Teaching 11, no. 10 (September 14, 2018): 88. http://dx.doi.org/10.5539/elt.v11n10p88.
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The purpose of this review paper is to identify the core spelling errors in Arabic and Non Arabic Contexts. The most common difficulty that Arab learners may face during their English writing is correct spelling, for many different reasons such as the interference between English and Arabic language and the irregularity of the English language system. Several studies have been undertaken to evaluate writing mistakes and spelling errors in English, and most of them have classified spelling errors into three different categories: morphemic errors, where the errors occur in the morphemes parts (prefixes and suffixes); Intra-Morphemic errors, where errors occur in the word roots themselves such as deleting the final (silent) e vowel in the word write, and splits types, where the learners leave a space inside the word for example, write my self as two words instead of myself, one word. Apart from the three categories mentioned above, other studies claim that there are eight different types of error related to the abilities of the students and the nature of the error, and these include inversion, omission, substitution, segmentation, insertion, pronunciation, miscellaneous, and unclassified errors. In this review paper, we have found interlingual and intralingual –related errors where interlingual errors are mainly caused by the interference of the primary or mother language, while, intralingual errors are due to the system and instruction of the target language. Finally, suggestions are given based on previous research about how to review the spelling errors in Arabic and Non Arabic contexts to identify the error and also overcome the problem through alternatives that can be implemented to create a positive impact and can be furthermore used for all types of positive learning.
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Al-Saidat, Emad M. "ACQUISITION OF THE INFLECTIONAL MORPHOLOGY OF ENGLISH AS A FOREIGN LANGUAGE: AN ERROR ANALYSIS APPROACH." Buckingham Journal of Language and Linguistics 5 (November 7, 2012): 19–37. http://dx.doi.org/10.5750/bjll.v5i0.211.
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This paper aims to identify errors committed by Arab learners of English as a foreign language in the area of inflectional morphology. Errors are classified according to their type in comparison with what seems to be correct in the target language. In order to pinpoint the areas of difficulty and find what makes these areas difficult, the researcher classified errors with reference to their sources into intralingual, interlingual, ambiguous and other errors. The paper also aims at finding possible solutions for the difficulties learners encounter when learning a foreign language in general and English language in particular in a way that would help teachers overcome such difficulties when teaching English to Arab students. It concludes that learners’ mother tongue plays a minor role as the interlingual errors constitute less than 25% of the total number of learner errors; whereas, other factors such as overgeneralization and learning strategies play a major role in learning a foreign language as far as this sample is concerned.
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Long, Robert, and Yui Hatcho. "The First Language’s Impact on L2: Investigating Intralingual and Interlingual Errors." English Language Teaching 11, no. 11 (October 16, 2018): 115. http://dx.doi.org/10.5539/elt.v11n11p115.
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This study focused on the grammatical accuracy of Japanese students who were learning English. The database for the errors came from the Japanese University Student Corpus (JUSC) comprising 61 transcripts containing 51,061 words. An inventory, containing 400 errors in context, was taken from this corpus. The first research question related to the most common errors Japanese L2 learners made in spontaneous speech whereas the second question focused on the interpretability and recognition of errors as being intralingual or interlingual. Results showed that the primary errors were articles, verb tense, prepositions, omission, modifier errors, and subject-verb agreement. These results indicate that L1 is a factor in grammatical accuracy. We concluded that this data highlights the need for language teachers to focus on getting students to use the grammatical forms in actual dialogues.
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Utami, Nesi Rahayu, Sujoko Sujoko, and Dewi Rochsantiningsih. "An Error Analysis in Writing Discussion Text." English Education 6, no. 3 (May 29, 2018): 326. http://dx.doi.org/10.20961/eed.v6i3.35896.
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<p>This study is intended to find out 1) the types of errors made by the students, 2) the percentage of errors made by students, 3) the cause of errors, 4) strategies to overcome the difficulties. The study focuses on the description of error analysis based on surface category. The findings show that 1) the percentage of each kind of errors based on surface category: omission 36.48%, addition 11.44%, misformation 20.06%, and misordering 32.01%; 2) types of error made by the students are omission, addition, misformation, and misordering; 3) there are three cause of errors: interlingual transfer, intralingual transfer (overgeneralization, ignorance of rule restriction, incomplete application of rule, and semantic errors); 4) there are twelve difficulties and fifteen strategies to overcome the students‟ difficulties in writing discussion text.</p>
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Hsia, Sophie. "The Role Of L1 Influence On the Learning Of a Target Language In a Non Target Language Environment." ITL - International Journal of Applied Linguistics 74 (January 1, 1986): 63–105. http://dx.doi.org/10.1075/itl.74.04hsi.
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In recent studies on the acquisition of a second or foreign language in a non target language environment, environmental factors such as lack of native peer input, a formal language learning situation and pressure on the learner to produce the required target language structures have been considered to have attributed to a high incidence of L1 induced or interlingual errors. In order to investigate this problem, I collected spontaneous speech samples from some eighty francophone students enrolled at the Faculté de Sciences Economiques and the Ecole de Solvay who were learning English at the Institut de Phonétique at the Université Libre de Bruxelles. The data represented two levels of learning, the first degree level when students entered the course and the third degree level which marked the end of the course. My hypothesis was that given a difference in emphasis within the TL syllabus from that of TL forms (communicative English) to that of TL content (business English) and given also that the same methodological approach was adopted with native teacher input and optimal corrective feedback, students might progress beyond Ll-induced to somewhere approximating TL rule formation. The error samples were broken down into categories representing syntax, word order, morphology, semantic concepts and lexis. They were examined and compared across levels for examples of interlingual (Ll-induced) and organisational (non Ll-induced) errors. An anamysis of the data indicated a decrease in interlingual errors but an increase in organisa-tional errors at the third degree level, suggesting the existence of a continuum that accommodates possibilities of fossilization due to lack of native peer input. My data also suggested the role of L1 in its influence on the formation of semantic concepts in TL and in organising, comparing and hypothesizing lexical domains in the two languages.
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FRIESEN, DEANNA C., and DEBRA JARED. "Cross-language phonological activation of meaning: evidence from category verification." Bilingualism: Language and Cognition 15, no. 1 (July 18, 2011): 145–56. http://dx.doi.org/10.1017/s1366728910000489.
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The study investigated phonological processing in bilingual reading for meaning. English–French and French–English bilinguals performed a category verification task in either their first or second language. Interlingual homophones (words that share phonology across languages but not orthography or meaning) and single language control words served as critical stimuli. The interlingual homophones and their control words were not members of the categories, but their interlingual homophone mates were category members (e.g., A vegetable: shoe, where chou in French means “cabbage”). The bilinguals made more errors and had longer decision latencies on homophones than on their control words, providing evidence for cross-language phonological activation of meaning. Results are discussed with respect to the Bilingual Interactive Activation Model (BIA+).
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Sado Al-Jarf, Reima. "SVO Word Order Errors in English-Arabic Translation." Meta 52, no. 2 (August 2, 2007): 299–308. http://dx.doi.org/10.7202/016072ar.
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Abstract An error corpus of deviant SVO structure was collected from the translation projects of students majoring in translation. Syntactic, semantic, pragmatic and discoursal criteria were used to judge the deviations. Percentages of interlingual and intralingual errors, the syntactic contexts in which subjects were misplaced, the strategies used to impose SVO order, and areas of L1 inadequate competence will be reported. Implications for increasing students’ awareness of the pragmatic, discoursal and syntactic constraints in translating SVO structures will be provided.
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Chaudhary, Anjum, and Sahar Al Zahrani. "Error Analysis in the Written Compositions of EFL Students: A Classroom Study." International Journal of English Linguistics 10, no. 2 (February 23, 2020): 357. http://dx.doi.org/10.5539/ijel.v10n2p357.
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The aim of the study is to analyse the linguistic errors in the writings of EFL students in a Saudi university. For error analysis, the writing tasks of a group of students were collected and analysed. The results showed that the frequently committed errors were at the sentential level as well as the word level. The most frequent errors were the errors of spellings and the least were the errors of demonstratives. The marked errors were categorised as errors of omission, addition, misinformation and misordering. Further analysis of the collected data indicated interlingual interference, intralingual interference, inadequate practice in English writing and carelessness of students as the major sources of the errors. Hence, the study has pedagogical implications as it will help teachers to device appropriate measures for improving the students’ writing proficiency.
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Ali Ahmed Qasem, Fawaz. "Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners." Macrolinguistics 8, no. 13 (December 30, 2020): 105–20. http://dx.doi.org/10.26478/ja2020.8.13.7.
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Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH) is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological, morpho-syntactic components. For instance, the participants’ dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category, preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.
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Lan, Yuting. "Interlingual Interfaces in Chinese Language Learning and Its Use: Exploring Language Transfer Errors in Chinese Writing." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 437. http://dx.doi.org/10.17507/jltr.1003.05.
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Adopting Dulay, Burt and Krashen (1982), James (1998) and Zheng and Park (2013) 's system of error classification, this study investigates L1 transfer errors from English to Chinese based on Chinese translation texts written by intermediate-level American university students. These errors were identified and co-coded using the NVivo qualitative text analysis software program. For example, 在白天做健康的东西[事情] (do healthy things in the day.). It is coded under the subcategories of noun and misformation. Using obtained data, the NVivo program presents the frequency of error types and their attributes. The findings contribute to both theoretical and pedagogical issues by focusing on error types common to Chinese L2 learners and typically manifested in Chinese written production due to influences from English. Finally, this study sheds light on implications for instruction on different types of errors in classroom and on intercultural ambiguity.
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Imaniar, Fahmy. "Students' Writing Errors and What Lies Beyond Them." Langkawi: Journal of The Association for Arabic and English 4, no. 2 (December 24, 2018): 71. http://dx.doi.org/10.31332/lkw.v4i2.936.
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Writing in second language is demanding that leads learners to make errors in their performance. Fortunately, the view of error has changed into a way of understanding second language acquisition and its practice. Error analysis is an approach of SLA to learn the errors made by the second language learners. However, knowing the errors made is not enough, therefore, it is important to see the factors beyond the errors. This present study aims at knowing what writing errors the learners make and what the most common error occurs are. Furthermore, this study explored what factor lies beyond those errors. Through mixed method design as well as Error Analysis (EA) approach, this study was conducted in one learning course in Sidoarjo, East Java, Indonesia. Through this study, it was revealed that omission was the type of error mostly made. Furthermore, intralingual and interlingual factors were the ones beyond the errors. It is expected that this study will contribute to the knowledge and practice on the fields of not only Second Language Acquisition (SLA) but also English Language Teaching (ELT) involving teachers and students.
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Jared, Debra, and Carrie Szucs. "Phonological activation in bilinguals: Evidence from interlingual homograph naming." Bilingualism: Language and Cognition 5, no. 3 (December 2002): 225–39. http://dx.doi.org/10.1017/s1366728902003024.
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This study investigated whether bilinguals simultaneously activate phonological representations from both of their languages when reading words in just one. The critical stimuli were interlingual homographs (e.g., PAIN) that were low in frequency in the target language of the study (English) and high in frequency in the nontarget language (French). Both English-French and French-English bilinguals were tested. In each experiment, participants named a block of English experimental words, a block of French filler words, and then a second block of English experimental words. In the first block of English trials, the English-French bilinguals had similar naming latencies for homographs and English-only control words, although they made more errors on homographs. In contrast, the French-English bilinguals showed a homograph disadvantage in both the latency and error data. In the second block of English trials, both the English-French bilinguals and the French-English bilinguals showed homograph interference on latency and error measures. We interpret these results as indicating that the activation of phonological representations can appear to be both language-specific and nonspecific, depending on the characteristics of the bilingual and whether they have recently named words in the nontarget language.
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Sri Darmayani, Ni Wayan, Ketut Artawa, and Made Sri Satyawati. "LINGUISTIC ERRORS OF USING INDONESIAN IN FOREIGN LEARNERS’ WRITINGS." KULTURISTIK: Jurnal Bahasa dan Budaya 2, no. 1 (January 12, 2018): 92. http://dx.doi.org/10.22225/kulturistik.2.1.679.
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This research was aimed at describing errors of using Indonesian in foreign learners’ writings and understanding causing factors of those errors. This research applied qualitative-descriptive approach method. The data were sixteen Indonesian writings written by foreign learners. The findings of this study reveal that there are such linguistic errors related to spelling, such as: errors in capitalization, error in writing affixed and root words, error in writing numbers, error in using punctuations, and error in writing borrowed word; related to morphology, such as: error in using the root, error in morphophonemic process, and error in using affixes; related to syntax, such as: errors in phrase structure and errors in sentence structure; and related to lexicon, such as: the use of pleonastic words, errors in word choice, and the use of unnecessary interrogative words. Moreover, the causing factors of those errors are linguistic and non-linguistic factors. Linguistic factors can be classified into three factors, they are interlingual factor, intralingual factor, and the daily use of Indonesian. Meanwhile, non-linguistic factors can be classified into two factors, they are imperfect language learning and learner’s community environment.
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Sunandar, Ahmad, and Ratna Susanti. "Investigating Error in Written English Sentences: A case study Indonesia EFL Students." Basic and Applied Education Research Journal 1, no. 1 (October 16, 2020): 8–16. http://dx.doi.org/10.11594/baerj.01.01.02.
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This research was conducted to find out the students’ gram-matical errors in writing and focused on the types of errors found in 20 writ-ten sheets of students’ descriptive text given as a part of the assignment of the second semester of Polytechnic Indonusa Surakarta majoring in Medical Records Program Study.Method: This research used qualitative research to collect empirical data from the students’ written works. Results: In this re-search, it was found that 1) in investigating types of grammatical errors in students’ written works, it can be inferred that there are 417 errors that oc-curred in students’ written works. It was found 40 types of grammatical er-rors in this study. 2) In figuring out how mother tongue interference effects on students’ written works. It was found 66 or 15.83% was caused by mother tongue interference or interlingual errors. Errors due to mother tongue in-terference were categorized into three: (i) word-by-word translation, it was found 14 or 21% errors, (ii) using Indonesian construction in English, it was counted 21 or 32%, (iii) using adjectives as main verbs, 31 or 47% errors were found. 3) In revealing why such errors occur in students’ written works. We found two general causes of errors in students’ written works. Conclu-sions: The total grammatical errors found in students’ written works were 417 errors, 351 (84.17%) errors were caused by intralingual errors, and 66 (15.83%) errors were caused by interlingual errors.
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Ningsih, Tri Septiana, Siswantoro Siswantoro, and Martono Martono. "An Error Analysis on The Students’ Writing of Recount Text." English Education 6, no. 1 (September 29, 2017): 44. http://dx.doi.org/10.20961/eed.v6i1.35900.
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The aims of this research are: (1) to find out the type of error of a<strong> </strong>recount text made by the eighth grade students of SMP N in Surakarta; (2) to find out the highest percentage of type of the students‟ errors; (3) to find out the causes of the students‟ errors. This research is descriptive. To collect the data, the researcher uses an essay test in the form of recount text composition made by the eighth grade students. The sample of the research is 24 students of class VIII A. To categorize the type of error, the researcher uses surface strategy taxonomy. The results of this research are: (1) there are four types of errors yielded by the students which are addition error (14.34%) , omission error (29.81%), misformation error (55.10%) and misordering error (0.75%); (2) the highest percentage of type of errors is misformation error with the percentage of (55.10%); (3) there are two causes of errors found from the students‟ writing which are interlingual error with the percentage of 58.49% and intralingual error (41.51%).
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Suwandi, Suwandi, Deliana Deliana, and Desri Maria Sumbayak. "ENGLISH INFLECTIONAL ERRORS MADE BY INDONESIAN DEAF PEOPLE IN WRITING COMPOSITION." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 1 (June 27, 2021): 117–28. http://dx.doi.org/10.30743/ll.v5i1.2867.
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This paper was conducted to describe the types of English inflectional errors found in Indonesian deaf people in writing composition, identify the sources of the errors in the use of English inflection, and to find out the percentages. The Indonesian deaf people were from Indonesian deaf community groups on Facebook, WhatsApp, and Instagram. This research used a descriptive qualitative approach by applying English inflection theory by Andrew Carstairs-McCarthy. The data collection techniques were conducted by using an online English writing test. The results showed that there were 179 errors in total in Indonesian deaf people’s writings. The most found error was in Third Person Singular Present Inflection with 51 errors (28.5%) and the least was in Present Participle Inflection with 16 errors (9%), and the rest were 18 errors (10%) in Preterite Inflection, 19 errors (10.6%) in Comparative Inflection, 22 errors (12.3%) in Superlative Inflection, 27 errors (15.1%) in Past Participle Inflection, and 26 errors (14.5%) in Plural Inflection. The source of error was Intralingual Error with 156 errors (87.15%) (False Concept Hypothesized with 6 errors (3.3%), Incomplete Application of Rules with 8 errors (4.5%), Overgeneralization with 23 errors (12.85%), and Ignorance of Rules Restriction with 119 errors (66.5%)) and Interlingual Error with 23 errors (12.85%).
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Fridayanthi, N. P. T. M. E. "GRAMMATICAL ERRORS COMMITED BY EIGHT GRADE STUDENTS IN WRITING RECOUNT TEXT." International Journal of Language and Literature 1, no. 4 (November 21, 2017): 213. http://dx.doi.org/10.23887/ijll.v1i4.12584.
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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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Bawej, Izabela. "WYBRANE TRUDNOŚCI W PODSYSTEMIE LEKSYKALNYM W ASPEKCIE KULTUROWYM NA PRZYKŁADZIE BŁĘDÓW KONTEKSTOWYCH W JĘZYKU NIEMIECKIM." Neofilolog 2, no. 43/2 (September 4, 2019): 209–21. http://dx.doi.org/10.14746/n.2014.43.2.6.
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The paper attempts to describe language errors in the foreign language learning process. I have devoted attention to questions of context errors in the lexico-semantic subsystem made by Polish learners of German. Context errors appearing in statements of individual learning German are the result of interlingual interference process, at the base of which lie cultural differences, different ways of thinking and different kinds of experiences between the native language and the foreign language being learned.
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Chen, Jingwen. "A Corpus-Based Analysis of although Errors in Chinese EFL Learners’ Written Output." Studies in English Language Teaching 5, no. 3 (June 15, 2017): 429. http://dx.doi.org/10.22158/selt.v5n3p429.
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<p class="3"><em>The subordinating conjunction “although” is frequently used in English and is considered easy for students to master by many Chinese English teachers. However, errors are often found in Chinese EFL learners’ “although” output during pedagogical practice. This paper aims to explore and analyze common errors of “although” in Chinese EFL learners’ writing. The study is a corpus-based analysis launched under the computer-aided error analysis framework which is a new practice developed from the error analysis hypothesis. Errors of “although” found in texts from the Chinese Learner English Corpus (CLEC) are extracted and analyzed. Qualitative and quantitative analyses are conducted in the study. According to the findings, there are four major types of “although” errors found in Chinese EFL learners’ writing—but/yet addition, punctuation errors, “although” misuse, and omissions and blends. Factors such as interlingual difference between English and Mandarin Chinese, intralingual interference within the English language system, pedagogical neglect in English classrooms and different cognitive styles are potential causes of Chinese EFL learners’ “although” errors.</em></p>
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Suhono, Suhono. "SURFACE STRATEGY TAXONOMY ON THE EFL STUDENTS’ COMPOSITION A STUDY OF ERROR ANALYSIS." JURNAL IQRA' 1, no. 2 (August 26, 2017): 1. http://dx.doi.org/10.25217/ji.v1i2.128.
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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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Kalee, Susrina, Yumna Rasyid, and Liliana Muliastuti. "Error Analysis on the Use of Affixation in Indonesian Paper Written By Thai Student." Lingua Cultura 12, no. 3 (August 24, 2018): 289. http://dx.doi.org/10.21512/lc.v12i3.4307.
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This research aimed to describe the form of errors in using affixation in Indonesian Language paper written by Thai students. The data were words and sentences that contained errors. The research was qualitative research using content analysis method. This research used interactive model data analysis through three steps. Those were data reduction, presentation of data, as well as conclusion and verification. The results show that there are some errors; 72 errors in using affixation: 21 or 29% errors in prefix, 9 or 13% errors in suffix, 9 or 13% errors in confix, and 33 or 46% errors klofiks (combination of affixes). The error is caused by two factors; 7% of interlingual errors and intralingual factor including 7% of overgeneralization and 86% of ignorance of rule restriction. However, the results also show that Thai students have not mastered or understood the structure of Indonesian language. The results can be used to develop the techniques of teaching Indonesian structure, especially the use of affixation. Therefore, the Thai students can improve the ability to use Indonesian language by channeling it in academic writing.
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Rofik, Abdur. "GRAMMATICAL ERRORS MADE BY SECONDARY STUDENTS IN WRITING: FROM INTERLINGUAL TO INTRALINGUAL." JELLT (Journal of English Language and Language Teaching) 2, no. 2 (November 30, 2018): 19. http://dx.doi.org/10.36597/jellt.v2i2.3270.
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Alzahrani, Muteb Ali. "EFL Saudi Undergraduates' Tenses Errors in Written Discourse Due to Interlingual and Intralingual Interference." International Journal of Linguistics 12, no. 5 (October 19, 2020): 173. http://dx.doi.org/10.5296/ijl.v12i5.17851.
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The current study aims to investigate the influence of interlingual and intralingual interference as sources of the errors of past and perfect tenses. The former refers to the errors generated by the negative effect of EFL learners' mother tongue as they try to bridge certain linguistic gabs. The latter, however, is pertaining to the errors produced by the target language itself as learners progressed in the learning process and face difficulties to employ the large amount of knowledge they have just acquired. The participants chosen are EFL Saudi Undergraduates whose academic specialisation is English. The result of the study showed that there was statistically significant difference between intralingual interference strategy and first language negative transfer as sources of errors of the past and present perfect tenses. This result revealed that the participants have reached a linguistic stage where the diverse rules of the target language itself create confusion for learners. The intralingual interference led the participants to making errors in the simple past, the past progressive, and the past perfect far more than when using L1 negative transfer strategy. While the first language negative transfer led the participants to committing errors in the present perfect progressive tense more so than when using the intralingual interference strategy. This result simply indicated that the difference in timeframe between Arabic and English led to significant number of errors which the students often transfer from their native language.
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Chang, Ker-Wei. "Comparing Writing Errors of English Compositions for Boy and Girl Students in the English Graders of Southern Taiwan." SMART MOVES JOURNAL IJELLH 8, no. 7 (July 18, 2020): 1–28. http://dx.doi.org/10.24113/ijellh.v8i7.10648.
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This study aims to investigate the comparison of the English writing errors for both boy and girl students in the eighth graders’ English writing performance. The researcher collected 26 copies of English writing pieces from 26 boy and girl students in the eighth graders at Affiliated Junior High School of National Kaohsiung Normal University. This study is conducted with both qualitative and quantitative analysis. The major findings of this study are summarized as follows:
The results show that the levels of boy and girl students’ English writing proficiency are mixed and most boy and girl students are less-experienced writers.
All of the errors committed by boy and girl students are mainly fall upon lexical errors and grammatical errors. In addition, subcategorization is made 11 subcategories are listed under the two major error types.
Among 26 copies of writing pieces, approximately about 65 % refers to grammatical errors and 26 % refers to lexical errors respectively.
Possible factors in the English writing errors may refer to interlingual interference, intralingual interference, induced errors, cultural differences, structural differences, and carelessness.
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Kurniasari, Yasti, Tina Priyantin, and Yanti Suryanti. "STUDENTS’ DIFFICULTIES IN WRITING ADJECTIVE PHRASES." Pedagonal : Jurnal Ilmiah Pendidikan 3, no. 2 (September 2, 2019): 18–32. http://dx.doi.org/10.33751/pedagog.v3i2.1304.
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ABSTRACTStudents of EFL countries find it difficult to break down their ideas from their native language into English, and one of the difficulties is related to conduct adjective phrases. The objective of this research is to discover kinds of difficulties that students face in writing adjective phrases. Qualitative research is applied in order to explain the problem more specifically and descriptive method is employed to maintain alongside the approach used. Triangulation data turn to be the instruments which include documentation, questionnaire distribution and semi-structured interview. The class for participating in this research is 4th semester of English students in Pakuan University. Students are participating in documentation by compiling their essays to identify glitches in adjective phrases before questionnaire session. Meanwhile, interview session is conducted to the lecturer of the essay writing class. The result shows that error in addition (56.67%) becomes the highest rate, then selection (21.67%), omission (15%) and ordering (6.67%). Associated with the reasons above, there are two major causes of students’ difficulties, namely interlingual and intralingual errors, but then the data show that students struggle in Mother Tongue Interference.Keywords: Writing Ability, Grammar, Interlingual Errors, Mother Tongue Interference (MTI) ABSTRAKMahasiswa dari negara yang menggunakan Bahasa Inggris sebagai bahasa asing menghadapi kesulitan untuk mengekspresikan ide dari bahasa penutur asli ke bahasa Inggris, salah satu kesulitannya mengacu pada merangkai frasa kata sifat. Tujuan dari penelitian ini adalah untuk mendapatkan klasifikasi kesulitan saat mahasiswa menyusun frasa kata sifat. Penelitian kualitaitf diterapkan untuk menjelaskan kendala lebih spesifik, serta dilengkapi dengan metode penelitian deskriptif.agar mempertegas pendekatan penelitian yang digunakan. Instrumen yang digunakan yaitu Triangulasi yang mencangkup dokumentasi, angket dan wawancara. Kelas yang berpartisipasi dalam penelitian merupakan mahasiswa semester empat prodi Bahasa Inggris di Universitas Pakuan. Mahasiswa andil dalam dokumentasi yang berupa pengumpulan esai untuk mendeteksi kesalahan dalam frasa kata sifat sebelum mengacu ke angket. Sedangkan wawancara ditujukan kepada dosen pengampu mata kuliah bersangkutan. Hasil penelitian mengindikasikan kesalahan di penambahan kata (56.67%) menempati urutan pertama, disusul dengan pemilihan kata (21.67%), pengurangan kata (15%) serta runtutan kata (6.67%). Berdasarkan perolehan diatas, terdapat dua penyebab utama kesulitan mahasiswa, yakni kesalahan interlingual dan intralingual, namun hasil penelitian menyatakan bahwa mahasiswa menghadapi kesulitan dalam pengaruh bahasa ibu.Kata kunci: Kemampuan Menulis, Tatabahasa, Kesalahan Interlingual, Bahasa Ibu
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Hikmah, Nurul, and Supeno Supeno. "SIMPLE PRESENT TENSE VERB AND ADJECTIVES IN DESCRIPTIVE TEXT." INFERENCE: Journal of English Language Teaching 3, no. 1 (April 1, 2021): 32. http://dx.doi.org/10.30998/inference.v3i1.6006.
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<p class="Normal1">This objectives study are 1) to analyze and to know whether or not there are errors of simple present verb in students writing descriptive text; 2) to analyze and to know if there are errors of adjectives in students writing descriptive text; 3) to know the cause of errors simple present tense verb and adjectives in students writing descriptive text. The tenth-grade students at Islamic Centre high school and Nusantara 1 high school in Tangerang in the academic year 2019/2020 are the participants in this current research. The research is a case study and used a descriptive approach. The instrument of this study is the writing test. There were 30 writing had been analyzed. The results show the error of simple present verbs for errors omission (65,26%), addition (5,26%), selection (28,42%), misordering (1,05%). And errors in using adjective percentage: omission (13,95%), addition (0%), selection (76,34%), misordering (9,30%). The reasons for errors in simple present tense and adjectives in writing descriptive text made by students are interlingual and intralingual errors.</p>
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Yoga Widiadnya, I. Gusti Ngurah Bagus. "AN ERROR ANALYSIS IN USING SIMPLE PAST TENSE IN INCIDENT REPORT E-MAILS BY KIDS CLUB SOFITEL STAFF." Widya Accarya 11, no. 1 (March 31, 2020): 107–11. http://dx.doi.org/10.46650/wa.11.1.840.107-111.
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Abstract
This research aimed to find out the common errors of word order especially in using verb, to be, and noun phrase in writing incident report emails made by Kids club Sofitel staffs. The problem statement of this research was “what are the types and the sources of error on the use of simple past tense in Kids club incident reports by email writing”. The objective of this research was to find out the types and the sources of errors that often occurred in the use of simple past tense in incident reports made by Kids club Sofitel staffs. To analyze the data, the researcher used descriptive qualitative method and used error analysis procedure to make clear explanation. The error collected was classified based on Dulay Strategy Taxonomy. The participants of this study consist of five staffs from Kids club Sofitel Bali Nusa Dua. By this analysis, the researcher found errors as follows: there were 132 errors were found in the staff’s incident reports. The total errors of Omission were 64 errors, Addition were 5 errors and Mis-formation were 63 errors and also 109 errors of Intralingual transfer and 23 errors of Interlingual transfer. So could be concluded that the most of error found was Omission and lowest of error found was Addition and the most of sources of error was Intralingual transfer.
Keywords: Error Analysis, Simple Past Tense, E-mail.
Abstrak
Abstrak. Penelitian ini bertujuan untuk mengetahui kesalahan umum urutan kata terutama dalam menggunakan kata kerja, menjadi, dan frasa kata benda dalam menulis email laporan kejadian yang dibuat oleh staf Kids club Sofitel. Pernyataan masalah dari penelitian ini adalah "apa jenis dan sumber kesalahan tentang penggunaan simple past tense dalam laporan insiden Kids club dengan menulis email". Tujuan dari penelitian ini adalah untuk mengetahui jenis dan sumber kesalahan yang sering terjadi dalam penggunaan simple past tense dalam laporan insiden yang dibuat oleh staf Kids club Sofitel. Untuk menganalisis data, peneliti menggunakan metode deskriptif kualitatif dan menggunakan prosedur analisis kesalahan untuk membuat penjelasan yang jelas. Kesalahan yang dikumpulkan diklasifikasikan berdasarkan Dulay Strategy Taxonomy. Peserta penelitian ini terdiri dari lima staf dari Kids club Sofitel Bali Nusa Dua. Dengan analisis ini, peneliti menemukan kesalahan sebagai berikut: ada 132 kesalahan ditemukan dalam laporan insiden staf. Total kesalahan Kelalaian adalah 64 kesalahan, Penambahan 5 kesalahan dan Kesalahan informasi adalah 63 kesalahan dan juga 109 kesalahan transfer Intralingual dan 23 kesalahan transfer Interlingual. Jadi dapat disimpulkan bahwa sebagian besar kesalahan yang ditemukan adalah Kelalaian dan kesalahan terendah yang ditemukan adalah Penambahan dan sebagian besar sumber kesalahan adalah transfer Intralingual.
Kata kunci: Analisis Kesalahan, Simple Past Tense, E-mail.
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Naethel, Abbas. "Analysis of Errors Made by Iraqi University Students in the Area of English Relativization System." International Journal of Language and Literary Studies 2, no. 1 (March 17, 2020): 107–15. http://dx.doi.org/10.36892/ijlls.v2i1.194.
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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.
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Frijuniarsi, Nurul. "Error in Vowel Pronunciation Made by Informatics Students." Scope : Journal of English Language Teaching 2, no. 02 (March 3, 2018): 149. http://dx.doi.org/10.30998/scope.v2i02.2460.
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The purpose of this study is to figure out the dominant factor causing the errors of vowels pronounced by second-semester students of Informatics which is basically nonnative speakers of English. The approach applied in this study is qualitative. The data were collected via observation and recording which were constructed in the form of field-notes then analyzed and measured in accordance to English phonetic transcription in “English Pronouncing Dictionary” written by Jones (1997). This study involved 40 students of Informatics English subject at Informatics Program of Indraprasta PGRI University where English is only supporting subject. The data shows that the respondents were really lack of English pronouncing skill, especially vowels as 42 of 58 words containing vowels are pronounced incorrectly. As the result of study, we can conclude that the dominant error made by students is Interlingual errors (58,6% or 838 of 1.430 errors made by students), the errors occurred due to the interference of students? native language.
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Poejilestari, Noening. "nn AN ANALYSIS OF MORPHOLOGICAL AND SYNTACTICAL ERRORS IN RECOUNT TEXT." Journal of English Language and Literature (JELL) 5, no. 01 (March 5, 2020): 9–18. http://dx.doi.org/10.37110/jell.v5i01.91.
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The purpose of this study is to determine the morphological errors and syntactic errors made by students in writing recount text, frequency of errors, types of dominant errors and sources of errors. The research method used is qualitative research. The data from this study are 70 recount texts made by students of tenth grade in SMK Negeri 9 Kota Bekasi. The research found that there were still many mistakes made by the tenth grade students of SMKN 9 in Bekasi in writing English recount text. For morphological errors the researcher found that students made 56 errors which included single errors with the number of errors 4 (7.14%), plural form errors with number of errors 5 (8.93%), errors belonging to the number of errors 8 (14.29%), errors to infinitive with the number of errors 9 (16.07%) and the formation error in the past with the number of errors 30 (53.57%). While for syntactic errors, the researcher found that students made 113 errors which included omission errors with 47 errors (41.60%), addition errors with 24 errors (21.24%) and formation errors with 42 errors (37.16%). This shows that grammar is a weakness of students in writing essays, especially recount text. From the results of the study it was found that students experienced obstacles in writing caused by interlingual factors, intralingual factors and excessive generalization. Thus students' writing skills are still weak.
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Kusdianty, Stevyara Rismawathi. "THE ANALYSIS OF STUDENTS� ERROR IN USING RELATIVE CLAUSE." Indonesian EFL Journal 2, no. 1 (September 12, 2017): 60. http://dx.doi.org/10.25134/ieflj.v2i1.638.
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This study is aimed at investigating error types of Relative Clause and focuses on error of selection items of relative pronoun. Limitation of the study was on the students� error in using relative pronoun (who, whom, which, and whose) in Report Text and the causes of the students� error. This study used descriptive qualitative method. There were two techniques of collecting the data; observation which aimed at giving relative pronoun test in Report Text and interview which aimed at gathering information about the causes of the students made error. 20 students from class XI IPA 1 and XI IPA 2 of SMAN 1 Garawangi were chosen by the researcher as the sample of this study. The theory by Corder (1982), Azar (1999) and Brown (2000) were used as a basic theory to analyze the collected data. Finally, the results of the analysis showed that the students made errors in relative pronoun �who� with number 45 errors or 33.6%. The error in using relative pronoun �whom� were 32 errors or 23.9%. The error in using relative pronoun �which� were 29 errors or 21.6%. The error in using relative pronoun �whose� with number 28 errors or 20.9%. The errors caused by the influences of intralingual transfer or most of the students didn�t understand about the material, and interlingual transfer or the influences from their mother tongue in pronouncing and writing relative pronoun.Keywords: error analysis, relative pronoun, students, report text
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Velasco, Eugenia A. "Error Analysis of Interoffice Correspondence of Selected MSU Offices." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 42–47. http://dx.doi.org/10.21016/irrc.2015.ju16wf74o.
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The study attempted to perform an error analysis, that is to identify and analyze the linguistics errors found in the four (4) corpora of interoffice correspondence which consist of memorandums, special orders, cover letters, and endorsements of the three (3) selected offices of the Mindanao State University, Marawi City, namely, Office of the President, Office of the Vice-Chancellor for Academic Affairs, and the Graduate School during the calendar year 2005, 2006. This paper used the qualitative-descriptive method. To reveal the anticipated outcomes the inductive data analysis was employed. When all of the sources were gathered, the individual texts were subjected to error analysis primarily focused on linguistic errors. These errors were categorized first as local and global errors, and to render error taxonomy more specific for analytic purposes, local and global errors were further classified into three linguistic categories, namely, lexical, syntactic, and morphological. The findings of this study show that the errors found in the corpora of interoffice correspondence are manifestations that even at their level, writers of the said communications are not free from committing these errors. However, these errors were attributed to Other Errors for they could not be readily pigeonholed; they could very well be developmental, interlingual, or ambiguous errors. They could not be due to lack of competence since these communications were written by professionals who have been using the language, hence, warranting the confidence or assumption that they have enough exposure to it.
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Hayati, Wardah. "AN ANALYSIS OF WRITTEN ERRORS; A CASE OF SECOND SEMESTER STUDENTS OF ENGLISH." LET: Linguistics, Literature and English Teaching Journal 9, no. 1 (June 30, 2019): 77. http://dx.doi.org/10.18592/let.v9i1.3078.
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Errors are envitable happen during the process of learning a language. Students of English majoring in UIN A Antasari also frequently make errors in their witten respon during reading comprehension class. By analying written paper of these 28 students the researcher aims to know the areas as well as the types ot their errors. The analysis on 114 student written errors shows that the students made errors in the areas of to be/auxiliary, subject-verb agreement, lexical, preposition, noun clause, possessive, verb, noun phrase construction, pluralization, and article. The most errors was in the area of tobe/ auxiliary with 34 errors while the least one is in article. Types of errors found in this study are misformation, omission, addition and misordering. The anlysis indicates that the errors are resulted from interlingual errors indicating interference from Bahasa.
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Alonso Alonso, María Rosa. "Language transfer: interlingual errors in Spanish students of English as a foreign language." Revista Alicantina de Estudios Ingleses, no. 10 (1997): 7–14. http://dx.doi.org/10.14198/raei.1997.10.01.
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SMITS, ERICA, HEIKE MARTENSEN, TON DIJKSTRA, and DOMINIEK SANDRA. "Naming interlingual homographs: Variable competition and the role of the decision system." Bilingualism: Language and Cognition 9, no. 3 (October 20, 2006): 281–97. http://dx.doi.org/10.1017/s136672890600263x.
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To investigate decision level processes involved in bilingual word recognition tasks, Dutch–English participants had to name Dutch–English homographs in English. In a stimulus list containing items from both languages, interlingual homographs yielded longer naming latencies, more Dutch responses, and more other errors in both response languages if they had a high-frequency Dutch reading. Dutch naming latencies were slower than or equally slow as English naming latencies. In a stimulus list containing only English words and homographs, there was no homograph effect in naming latencies, although homographs did elicit more errors than control words. The results are interpreted as the consequence of list-induced variability in the competition between lexical items of the two languages involved. In addition, two additional decision processes have to be assumed: a language check, and a response deadline for non-target-language responses.