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Masriani Mery Rosmida Silalahi, Rani Rakasiwi, Marlina Tampubolon, and Ricki Asi Erwindo Siahaan. "Morphosyntactic Errors in Students’ Written Narrative Text." Journal of Classroom Action Research 3, no. 2 (2024): 49–55. http://dx.doi.org/10.52622/jcar.v3i2.269.
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The objective of this study are to (1) investigate types of errors in students’ Written Narrative Text made by students grade IX, (2) to find out the causes of errors on the students’ writing. Based on the analysis by Dulay’s theory, there are four kinds of errors: 1. Error of Omission, 2. Error of Addition, 3. Error of Misformation, 4. Error of Misorder. The dominant types of errors found in the students writings is Error of Misformation. The source of errors is analysed based on Brown’s Theory. The source of the errors are: 1) Interlingual Transfer, 2) Intralingual Transfer, 3) Context of Learning, and 4) Communication Strategy. Based on the analysis, the source of errors found are Interlingual Transfer and Intralingual Transfer. This study uses descriptive qualitative research. The subjects of this study are the students of grade IX SMK Satria Binjai. In conclusion, students make some morphosyntactic errors in their writing an d the potential cause of the errors is intralingual Transfer and Interlingual Transfer. In this case, the conclusion and the suggestions are directed to those who would teach and learn english writing. Keywords : Error Analysis, Narrative Text, Morphosintactic
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Angguni, Resazia. "INTERLINGUAL AND INTRALINGUAL ERRORS OF WRITING DESCRIPTIVE TEXT MADE BY THIRD SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT SARJANAWIYATA TAMANSISWA UNIVERSITY YOGYAKARTA." JELLT (Journal of English Language and Language Teaching) 4, no. 2 (2020): 75–85. http://dx.doi.org/10.36597/jellt.v4i2.9463.
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The present study analyzes the types and sources of errors in descriptive text made by the third semester students of English Education Department. The study was conducted through descriptive qualitative method. Students’ writing documents were analyzed. The data analysis technique involved several steps such as identifying, classifying, describing, and counting. The theory proposed by Dulay et al (1982) was used to analyze types of errors and the theory of Brown (2007) was employed to analyze the sources of errors. There were four types of errors and two sources of errors in the students’ writing descriptive text. Those were omission, addition, misformation, and misordering errors. In omission, there were 41 errors (23.29%), addition there were 11 errors (6.25%), misformation , there were 85 errors (48.29%) and in misordering, there were 39 (22.15%). Whereas the sources of errors in this research were interlingual and intralingual errors. The total error of interlingual was 62 errors (35.22%) and intralingual was 114 errors (64.77%). So it can be concluded that the most dominant types of errors found in students writing was misformation error. While Intralingual error was the most frequent of sources of errors based on the finding in this research.
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Angguni, Resazia. "INTERLINGUAL AND INTRALINGUAL ERRORS OF WRITING DESCRIPTIVE TEXT MADE BY THIRD SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT SARJANAWIYATA TAMANSISWA UNIVERSITY YOGYAKARTA." JELLT (Journal of English Language and Language Teaching) 4, no. 2 (2020): 75–85. http://dx.doi.org/10.36597/jellt.v4i2.9463.
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The present study analyzes the types and sources of errors in descriptive text made by the third semester students of English Education Department. The study was conducted through descriptive qualitative method. Students’ writing documents were analyzed. The data analysis technique involved several steps such as identifying, classifying, describing, and counting. The theory proposed by Dulay et al (1982) was used to analyze types of errors and the theory of Brown (2007) was employed to analyze the sources of errors. There were four types of errors and two sources of errors in the students’ writing descriptive text. Those were omission, addition, misformation, and misordering errors. In omission, there were 41 errors (23.29%), addition there were 11 errors (6.25%), misformation , there were 85 errors (48.29%) and in misordering, there were 39 (22.15%). Whereas the sources of errors in this research were interlingual and intralingual errors. The total error of interlingual was 62 errors (35.22%) and intralingual was 114 errors (64.77%). So it can be concluded that the most dominant types of errors found in students writing was misformation error. While Intralingual error was the most frequent of sources of errors based on the finding in this research.
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Utami, Silvia. "THE SOURCE OF ERRORS IN INDONESIAN-ENGLISH TRANSLATION." Jurnal KATA 1, no. 2 (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 (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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Kusmaryani, Woro, and Fitriawati Fitriawati. "Intralingual and Interlingual Grammatical Error Analysis on Students’ Writing." Linguistics and ELT Journal 11, no. 1 (2023): 40. http://dx.doi.org/10.31764/leltj.v11i1.15775.
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This article is intended to reveal students’ Intralingual and Interlingual Grammatical Error on their writings. The design of this research was descriptive qualitative. This research was conducted at Junior High School Level with 21 participants through purposive sampling method. Students’ writings were the main data used in this research. Based on the students' writings, the researchers pinpointed the errors' sources. Using Richards' categorization, the errors were then divided into intralingual transfer and interlingual transfer. Intralingual transfer was the first and most frequent source of errors. This type contained 66 errors, or 84%. Interlingual error was the second most common type of error, accounting for 13 or 16% of all errors. The target language itself, which led to the students' errors. Interlingual error occurred when students employed the first language system to produce language because they were unaware of the rules or grammar of the target language they were learning. It is crucial for teachers explain to students how grammatical notions function in context. Giving constructive feedback on English grammar assignments will enable teachers and students to gain a better idea of where each person sits in terms of their knowledge level.
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Aldinata, Dyansyah, and Evert Haryanto Hilman. "ERROR ANALYSIS OF ENGLISH TO INDONESIA SUBTITLE IN THE WAY WAY BACK MOVIE." JURNAL BASIS 9, no. 2 (2022): 171–80. http://dx.doi.org/10.33884/basisupb.v9i2.5884.
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This research aims to find the error analysis that can be found in The Way, Way Back (2013) movie. The source data was taken from English to Indonesian subtitles. Based on Carl James theory (2008) there are substance error, text error, grammar error and lexical error. There are also two causes of errors: interlingual and intralingual. This research used a descriptive qualitative method. Error analysis occurs because lack of vocabulary, words, and structure. To finished this study, the researcher watched the movie, gather the data and pick which word that had error analysis. Based on the data analysis there were lexical errors and text error that found in 100 data, which consist 44 lexical errors (44%) 56 text errors (56%) 3 grammar errors (3%) and 1 substance errors (1%). The cause of error, 64 interlingual (64%) and 36 intralingual (36%)
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Dr., P. Prabhavathy. "HUMANISTIC APPROACH OF ENGLISH LANGUAGE TEACHING AND LEARNING AS A SECOND LANGUAGE WITH ANALYSIS ON INTRALINGUAL ERRORS." International Journal of Multidisciplinary Research and Modern Education (IJMRME) 6, no. 1 (2020): 22–26. https://doi.org/10.5281/zenodo.3732283.
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‘Writing’ skill is very important for English learners. Most of the learners of English as a second language commit many errors during any kind of writing tasks. This study is an analysis on Intralingual errors on writing ‘Tense Shift’ in a paragraph via dictation (Simple Present Tense to be shifted into Simple Past Tense) written by level one students i.e. the first year students of Engineering and Technology, conducted at two colleges which are located in Coimbatore (District), Tamilnadu (State). This research suggests some of the possible reasons and explanations to avoid intralingual errors. The focus of the research is about the ‘Humanistic Approach’ of English Language Teaching and Learning as a second language and its classroom techniques, aiming at finding out the intralingual errors and its causes, categorizing and analysing the errors related to Pit Corder’s (1974) theory of Error Analysis (EA), showing some correction techniques and role of planning, error versus mistake and also sheds light on implications for English Language Teaching – Learning and Testing.
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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 (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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Buansari, Istihayyu, Maulani Pangestu, and Tara Fitri Hanifah. "Grammatical Error Analysis in Recount Texts Made By Seventh Grade." Wanastra : Jurnal Bahasa dan Sastra 14, no. 2 (2022): 91–100. http://dx.doi.org/10.31294/wanastra.v14i2.12818.
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Abstract - The objective of this study is to know the most dominant grammatical error made by the seventh-grade students of SMP Trisula Perwari 2 in writing recount text and the reason for the errors. The writer used Betty Azar’s types of error theory and Richards’ sources of error theory. The method used in this study was a descriptive analysis method to describe students’ errors and analyze the data. The research findings show that add a word error holds the first position in the most dominant errors made by the seventh-grade students of SMP Trisula Perwari 2 with 154 errors or 20% followed by other types of error with the total error of verb tense is 114 errors or 15% and spelling is 93 errors or 12%. In addition, the writer found that the students’ errors caused by interlingual transfer and intralingual transfer. The most frequent source of errors affecting the students in making recount text is intralingual transfer with a total of 437 errors (57%), which is followed by interlingual transfer in the second position with a total of 328 errors (43%). Key Words: Error Analysis, Writing, Recount Text.Abstrak - Tujuan dari penelitian ini adalah untuk mengetahui jenis kesalahan yang paling dominan dibuat oleh siswa kelas tujuh SMP Trisula Perwari 2 dalam menulis teks recount dan sebab dari kesalahan-kesalahan tersebut. Penulis menggunakan teori jenis kesalahan milik Betty Azar dan teori sumber kesalahan milik Richards. Metode yang digunakan dalam penelitian ini adalah metode analisis deskriptif untuk menjelaskan kesalahan siswa dan menganalisis data. Hasil penelitian menunjukkan bahwa jenis kesalahan add a word berada di posisi pertama dalam jenis kesalahan paling dominan yang dilakukan oleh siswa kelas tujuh SMP Trisula Perwari 2 dengan 154 kesalahan atau 20% diikuti oleh jenis kesalahan lainnya dengan total kesalahan verb tense adalah 114 kesalahan atau 15% dan spelling adalah 93 kesalahan atau 12%. Selain itu, penulis menemukan bahwa kesalahan siswa disebabkan oleh interlingual transfer dan intralingual transfer. Sumber kesalahan yang paling sering mempengaruhi siswa dalam membuat teks recount adalah intralingual transfer dengan total 437 kesalahan (57%) yang diikuti oleh interlingual transfer di posisi kedua dengan total 328 kesalahan (43%).Kata Kunci : Analisis Kesalahan, Menulis, Teks Recount
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Ariansyah, Pamellia Ayu, and Dwi Rahayu. "Grammatical Errors in Students’ Recount Text Writing (A Case Study in The Third Grade of SMAN 22 Jakarta)." Proceedings Series on Social Sciences & Humanities 18 (September 23, 2024): 274–80. http://dx.doi.org/10.30595/pssh.v18i.1270.
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This study is aimed to find out grammatical errors and the sources of errors in students’ recount texts. The subject of this study is the third-grade students of SMAN 22 Jakarta in the academic year 2023/2024 which consists of 23 students. Specifically, their recount texts focused on recounting their vacation activities. From the entire third-grade class of 23 students, 16 students were selected as the study sample using the purposive sampling technique. This study used a qualitative approach to analyze and identify grammatical errors. The analysis was carried out by referring to Dulay, Burt & Krashen’s theory, a surface strategy taxonomy consisting of Omission, Addition, Misformation, and Misordering and the sources of errors based on Ellis’s theory are Interlingual Transfer and Intralingual Transfer. The result of this study showed that the total number of grammatical errors made by the students in their recount texts is 32 errors. Which consist of 4 omission errors, 7 addition errors, 8 misordering erros, and 13 misinformation errors. Accordingly, the most frequent error is misinformation error which corresponds to 13 (40,6%) of the total error. Furthermore, this study also revealed that most of the errors are caused by Intralingual Transfer (30 errors or 94% of the total error). Based on these findings, it concluded that the students had some difficulties in applying English grammar rules in their writings. Therefore, it is suggested to be aware and pay more attention to improve the English teaching and learning process.
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Alexander Lucky, Stevan, Yohanes Gatot Sutapa Yuliana, and Yanti Sri Rezeki. "An Analysis on Students’ Pronunciation of a Scientific Text." Acitya: Journal of Teaching and Education 4, no. 2 (2022): 475–85. http://dx.doi.org/10.30650/ajte.v4i2.3320.
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This research was conducted to find out what errors the student made when reading a scientific text and the sources of those errors. The subjects of this research were 14 fourth-year-students of English Department of Teacher Training and Education Faculty of Tanjungpura University. The research methodology used in this research is Error Analysis. There were three steps that were done to find the result of this research, distribute, quantify, and analyze. The result of this research was all 14 subjects made errors when reading the text. Based on the analysis that was done during the research, it was concluded that the sources of errors occurred were intralingual and interlingual errors. Intralingual errors are errors that were made during the transfer process from L1 to TL. Interlingual errors are errors that are made because of the influence of external factors, such as L1 characteristics, slip of tongue, and habits.
 Keyword: Error Analysis, Scientific Text, Fourth-Year Students
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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 (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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Tyas, Novita Kusumaning. "Grammatical Errors in Students’ Translating Text by the Informatics Department Students in Stekom Semarang." NOBEL: Journal of Literature and Language Teaching 9, no. 1 (2018): 45–56. http://dx.doi.org/10.15642/nobel.2018.9.1.45-56.
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Abstract: The errors cannot be separated from the students who learn English as their Foreign Language in writing skills. They always make error, especially in grammar term. It is because of the difference between the Indonesian and English grammatical pattern. The purposes of this study are to find out the grammatical errors based on Dulay, Burt and Krashen’s surface structure taxonomy that happen in students’ writing text in translating text from Indonesian to English especially in using simple present tense and to find the sources of errors. Mix method,qualitative and quantitative, is used as the method in this study. The data is taken from 20 students of the third-semester students in Stekom Semarang. This study found that misformation is the highest errors, 96 errors or 54,8% from the whole errors. Next, 40 errors or 22,8% for addition errors, 29 errors or 16,5% for omission errors and 10 errors or 5,71% for misordering errors from the whole errors. Intralingual factor is the most source of learner errors. There are 75% of errors that caused by intralingual factor and 25% errors are caused by interlanguage factors. 
 Keywords: error analysis; grammatical error; translating text; simple present tense; stekom semarang.
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Kristina, Wilna, Albert Rufinus, and Masfa Maiza. "ERROR ANALYSIS OF CONDITIONAL SENTENCES." JOEEL: Journal of English Education and Literature 1, no. 1 (2020): 35–42. http://dx.doi.org/10.38114/joeel.v1i1.35.
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Making mistakes when using conditional sentences is common for foreign language learners. Errors in this study are in accordance with the error classification surface strategy taxonomy, namely omission, addition, misform ation and misordering. The purposes of this study are to identify and to classify the types of error and to find the factors causing errors in the use of conditional sentences. The research method used is descriptive qualitative research method that is a case study with taxonomic analysis. Data collection techniques were carried out using test and interview. The research subject was third semester students of the English Language Education Study Program 2018/2019 of Pamane Talino College of Education in Landak Regency, West Kalimantan. The results show that 30.27% of students make omission errors, 21.11% addition errors, 34.86% misformation errors and 13.76% misordering errors. The factors that cause errors are found from the system's own target language (intralingual). The main error factors classified as intralingual errors in this study are: incomplete knowledge in verb forms, incomplete application of rules and false concept hypothesis.
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Gozali, Imelda, and Faika Khairani. "Syntactic and Morphological Analysis of Portfolio Reports of Kindergarten Teachers in Surabaya, Indonesia." E-Structural 4, no. 02 (2021): 115–28. http://dx.doi.org/10.33633/es.v4i02.5115.
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Abstract. As part of a community service project aimed at providing a customized English course to International Kindergarten teachers in Surabaya, Indonesia, this study investigated the types of grammatical (syntactic and morphological) errors made by the kindergarten teachers in the portfolio reports they wrote, and why the errors were committed. The data were taken from 9 (nine) portfolio reports of those teachers, and interview transcripts to three of them. The writers analyzed the errors using the Linguistic Category Taxonomy based on Dulay et al (1982) and categorized the reasons behind those errors into either Interlingual or Intralingual Errors (Richard, 1974). The result showed that Syntax – Noun Phrase type of error made up the biggest total number of errors (42 %), followed by Syntax – Verb Phrase (31%) and lastly, morphological – third-person singular incorrect (12%). This study also found that the most frequent source of errors is Intralingual in nature (89%). Overall, the results showed that any training aimed at those kindergarten teachers in particular, and in teacher training colleges in general, should address those most frequently committed errors. This Error Analysis on kindergarten teachers’ portfolio reports is the first in this field and constitutes a valuable input for teacher training colleges of Early Childhood Education program.Keywords: error analysis, interlingual error, intralingual error, kindergarten teachers, linguistic category taxonomy, portfolio reports, Abstrak. Sebagai bagian dari kegiatan pengabdian pada masyarakat yang bertujuan untuk memberikan pelatihan Bahasa Inggris kepada guru-guru PAUD internasional di Surabaya, Indonesia, penelitian ini menyelidiki tipe-tipe kesalahan tata Bahasa (dari segi sintaks dan morfologi) yang dilakukan oleh guru-guru PAUD dalam menulis rapor portofolio anak didik, dan juga mengapa kesalahan tersebut terjadi. Data diambil dari 9 (Sembilan) rapor portofolio para guru PAUD tersebut, beserta transkrip wawancara kepada tiga guru. Penulis menganalisis kesalahan tersebut dengan menggunakan Taksonomi Kategori Linguistik berdasarkan Dulay et al (1982). Sumber kesalahan tersebut dibagi ke Interlingual atau Intralingual, menurut Richard (1974). Hasil penelitian ini menemukan bahwa total kesalahan terbesar (42%) terjadi pada bidang Sintaks yaitu pembentukan Noun Phrase, diikuti oleh bidang Sintaks juga yaitu pembentukan Verb Phrase (31%), dan yang terkahir adalah bidang Morfologi yaitu kesalahan bentuk orang ketiga tunggal (12%).Pada keseluruhan, hasil tersebut menunjukkan bahwa pelatihan Bahasa Inggris bagi para guru PAUD tersebut pada khususnya, maupun pada institusi keguruan pada umumnya, perlu memperhatikan aspek sintaks dan morfologi tersebut di atas. Error Analysis pada rapor portofolio ini baru pertama kali ini dilakukan, dan dapat memberi sumbangan berarti pada pengajaran Bahasa Inggris di institusi keguruan PAUD di Indonesia.Kata kunci: analisis kesalahan, Bahasa Inggris, guru PAUD, kesalahan interlingual, kesalahan intralingual, rapor portofolio, taksonomi kategori linguistik
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Manik, Ni Putu Ines Marylena Candra, and Ni Komang Arie Suwastini. "Analyzing Grammatical Error in Students' Recount Text Writing in Junior High School." Humanis 24, no. 3 (2020): 238. http://dx.doi.org/10.24843/jh.2020.v24.i03.p02.
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Having good grammar is one of important components in the mastery of writing skills. However, grammatical errors still become an important problem in writing, especially for EFL students. Therefore, this study aimed to find out the major types of grammatical errors; and to know the major source of grammatical errors in students’ recount text writing. This study was designed as a descriptive qualitative study. Recount texts written by the eighth-grade students of SMP Pelangi Dharma Nusantara in academic year 2019/2020 were used as the research subjects of this study. The data were identified and analyzed using theory of error proposed by Dulay et al. (1982) about surface strategy taxonomy and theory of source of grammatical error proposed by Brown (2007)). The findings showed that the major type of grammatical errors was omission, with the total of 171 errors or 37. 33% of the total errors. Meanwhile, the major source of grammatical errors was intralingual transfer which the total result was 248 or 43.43% error. Thus, it can be concluded that the most frequent grammatical errors that happened among the subject was error of omission, while the most common source of errors was intralingual transfer.
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Ines Marylena Candra Manik, Ni Putu, and I Kadek Darmo Suputra. "Interlingual and Intralingual Errors of Descriptive Writing Produced by Vocational School in Denpasar." International Journal of Instructions and Language Studies 2, no. 2 (2024): 42–49. https://doi.org/10.25078/ijils.v2i2.4224.
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In curriculum in Indonesia, writing is one of the skills taught in English subject. The common problems faced by students in composing English sentence were interlingual errors and intralingual errors. This study aimed to analyze the students' interlingual and intralingual interferences of Vocational Students’ descriptive writing. A qualitative approach was applied by examining the students' descriptive writing. There were 30 students’ writings as object of study. Data collection was done through reading, note-taking, classifying, and describing. The results of study revealed that the most frequent interlingual form produced by the students was subject-verb agreement. Meanwhile the frequent intralingual form found was overinclusion. To sum up, interlingual and intralingual interferences were found in the students' descriptive writing
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Umoh, S. M., and P. C. N. Ezenwa. "Junior secondary school students' intralingual errors in essays written in French language." Global Journal of Educational Research 19, no. 2 (2021): 147–57. http://dx.doi.org/10.4314/gjedr.v19i2.3.
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This study set out to identify students’ intralingual errors in the essays written in French. The study adopted the ex-post facto design, using the content analysis technique. The population comprised 2,893 copies of descriptive essays written in French Language by year 3 junior secondary school students in the Basic Education Certificate Examination (BECE) in 2015, 2016 and 2017 in Imo State. The sample of 228 essays was selected through stratified, purposive and proportionate random sampling techniques. The three instruments for the study were the question papers on French Language, the students’ answer scripts and a researcher-designed Checklist of Intralingual Errors for Learning French (CIELF). The data from the error analysis were subjected to analysis using the Statistical Package for the Social Sciences (SPSS) and the research question that guided the study was answered in percentages. The results showed that the students committed eight intralingual errors, which include overgeneralization, omission, addition, simplification of parts of speech, misinformation, agreement, verb forms and mechanical errors. Part of the recommendations is for teachers of French to build language instructions on students’ prior knowledge and experiences, thereby making French languagelearning to be real and interesting to the students.
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Maisyara, Maisyara, Ade Silvana, and Noval Fadli. "AN ANALYSIS OF THE STUDENTS’ ERRORS IN USING SIMPLE PRESENT TENSE IN WRITING DESCRIPTIVE TEXT AT THE TENTH GRADE OF SMAN 2 BENGKALIS." Ensiklopedia of Journal 4, no. 4 (2022): 88–93. http://dx.doi.org/10.33559/eoj.v4i4.1156.
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This research described the students’ errors in using simple present in writing descriptive text. The research was conducted on June 2020. The subject of this research was the tenth grade students at SMAN 2 Bengkalis, and the object of the research were the studens’ errors in using simple present tense. The sample was taken based on simple random sampling technique with the total number were 34 students. In order to collect the data, the researcher used a test.The test was used to find out the students’ errors in using simple present tense in writing descriptive text. Based on the data analysis researcher concluded that the total errors of omission are 34 errors or 27.2%, errors of addition are 10 errors or 8.1%, error of misformation are 50 errors or 40,6%, and errors of misordering are 29 errors or 23.5%. Source of errors interlingual transfer was 29.2% and intralingual transfer was 70.7%. From the calculation of the data, error of misformation was the most frequent errors were made by the tenth grade students of SMAN 2 Bengkalis with the percentage 40.6%. The data also indicate that Intralingual transfer is the major source of the error were made by the students with the percentage 70.7%.
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Shiva, Nooshin, and Hossein Navidinia. "Exploring the Types and Sources of Iranian EFL University Students’ Writing Errors." AJELP: The Asian Journal of English Language and Pedagogy 9, no. 1 (2021): 43–55. http://dx.doi.org/10.37134/ajelp.vol9.1.4.2021.
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Making errors is considered to be an integral part of language learning process. Therefore, it is of paramount importance that different types and sources of students’ errors be identified. The present study aimed to examine the types and sources of errors in a corpus of essays written by 40 Iranian university students. They were given a title and asked to write an essay having at least 150 words. Based on Keshavarz’s (2013) model for error analysis, the errors made by the students were identified and tabulated according to their frequency. Moreover, the errors were classified into intralingual and interlingual ones. The results of the study indicated that the participants made 404 different errors among them, 71.88% were caused by interlingual interference, and 23.84% of them were caused by intralingual factors. The results of the study can be informative for EFL teachers to be aware of the frequency and different types of learners’ errors in EFL writing classes and the reasons underlying them.
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Mehat, Siti Zawani, and Lilliati Ismail. "Malaysian Tertiary ESL Students' Writing Errors and Their Implications on English Language Teaching." Asian Journal of University Education 17, no. 3 (2021): 235. http://dx.doi.org/10.24191/ajue.v17i3.14504.
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Abstract: Errors, either in writing or speaking, are common in second language production. Researchers have long been investigating English as Second Language (ESL) learners' errors because they may produce different kinds of errors than native speakers. The purpose of this study was to identify errors made by adult ESL learners and to examine the L1 interference in writing errors. Writing samples were collected from 30 students enrolled in the academic writing class in Universiti Putra Malaysia, and the errors were identified, recorded, and analyzed to determine whether they were intralingual or interlingual ones. The study results showed that most of the errors were in subject-verb agreement and verb tenses, which could be caused by first language (L1) influence. The findings of this study would shed light on the types of errors these ESL learners make and their weaknesses in using the English language. Besides, the findings could support instructors, curricula creators, and textbook writers to create and offer materials that could help learners enhance their command of the English language.
 
 Keywords: Error Analysis, Intralingual, Interlingual, writing problems, writing errors
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Astri, Zul, Karmila Mokoginta, Fhadli Noer, Multazam Abubakar, and Nurul Hidjrah Hairuddin. "Analyzing Errors: An Examination of Simple Present Tense Usage in Descriptive Text." SELTICS 6, no. 1 (2023): 24–38. http://dx.doi.org/10.46918/seltics.v6i1.1803.
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 This study investigates the common errors made by students when using the simple present tense in writing descriptive texts. The aim of the study is to identify the specific types of errors that occur and to explore the factors contributing to these mistakes. The research adopts a descriptive qualitative method to gather data, employing a written test as the data collection tool. To categorize the errors, a surface strategy taxonomy is utilized, which includes four categories: omission, addition, misformation, and misorder. By analyzing the collected data, a total of 214 errors were identified, with 95 instances of omission errors, 22 addition errors, 75 formation errors, and 22 ordering errors. The findings highlight that the most prevalent type of error made by students is omission, while misformation, misorder, and addition errors are relatively less frequent. In addition to error analysis, the study explores the reasons underlying these errors, particularly focusing on interlingual and intralingual transfer. Interlingual transfer refers to the influence of a student's first language on their second language usage, while intralingual transfer refers to the influence of existing knowledge and patterns within the second language itself. These factors contribute to the occurrence of errors in the simple present tense usage within descriptive texts.
 
 
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Arifah, Nur Aida, and Nanang Bagus Subekti. "AN ANALYSIS OF GRAMMATICAL ERRORS IN ANNOUNCEMENT TEXTS WRITTEN BY THE TENTH GRADE STUDENTS." JELLT (Journal of English Language and Language Teaching) 4, no. 2 (2020): 64–74. http://dx.doi.org/10.36597/jellt.v4i2.9462.
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English is one of the foreign languages learned by Indonesian students. In the process of learning language, the errors might be made by learners. The complexity of English and its difference from Bahasa Indonesia can lead to students’ errors. This study explored (a) the types of errors found in announcement text written by the tenth-grade students, (b) the type of error which is more frequently committed by the tenth-grade students, and (c) the sources of errors found in announcement texts written by the tenth-grade students. To identify the errors, Surface Strategy Taxonomy was used in this research. Furthermore, interlingual and intralingual errors were identified as the source of errors found. To conduct the study, the researcher applied qualitative research, which case study was the specific type of this study. The data in this study were the announcement texts written by the tenth-grade students. There were five steps in conducting this study, namely; collecting samples of language learners, identification of errors, description of errors, explanation of errors, and error evaluation. The result of this study showed there were 31.82% omission error, 11.36% addition error, 27.27% misformation error, and 29.55% misordering error based on Surface Strategy Taxonomy. Thus, omission error was the highest. Furthermore, there were 34.09% interlingual as the source of errors found, and 65.91% intralingual as the source of errors found. Thus, this study suggests that the English environment is created as possible to minimize the errors of the leaners. Additionally, learners must also be aware of their learning.
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Harefa, Afore Tahir, and Berlin Sibarani. "An Error Analysis of Communicative Effect Taxonomy in Students’ Writing Descriptive Text at the Tenth Grader Students." International Journal of English Literature and Social Sciences 8, no. 6 (2023): 148–55. http://dx.doi.org/10.22161/ijels.86.22.
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This paper presents an error analysis of communicative effect taxonomy in students' writing of descriptive text at the tenth grader of Senior High School. The study focuses on understanding the types and sources of errors made by students, with a particular emphasis on local and global errors within the communicative effect taxonomy. The research employs a qualitative method, involving data collection through tests and interviews. The study takes place at SMA Negeri 1 Tuhemberua, and the participants are 20 students from class X IPA 1. The findings reveal a total of 77 errors, with local errors constituting 57.14% and global errors 42.85%. Local errors include articles, auxiliary, noun and verb inflection, and quantifier errors. The most prevalent type of error is related to noun and verb inflection. Intralingual sources are identified as the predominant cause of errors, followed by interlingual, context of learning, and communication strategy sources. The analysis sheds light on the patterns and frequencies of errors, providing insights into students' challenges in writing descriptive texts. The results suggest that students face difficulties in grammar aspects, particularly in using articles and inflections. Intralingual factors, such as insufficient knowledge about grammar rules, play a significant role in students' errors. The study concludes with recommendations for teachers to enhance grammar teaching strategies, considering the identified error patterns and sources, to improve students' writing proficiency.
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Mahardika, I. Gede Adi, I. Nengah Sudipa, and I. Ketut Artawa. "Grammatical Errors in English Descriptive Essay." International Journal of Language and Cultural (TIJOLAC) 3, no. 2 (2021): 11–17. https://doi.org/10.5281/zenodo.5099661.
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The current research was conducted at a high school (SMAK Harapan Denpasar) located in Indonesia. It aims to analyze grammatical errors in descriptive writing of grade X students and analyze the factors that cause these errors. The data was taken from descriptive writings about family members. It was collected through the linguistics field technique. Next, it was analyzed by the surface strategy taxonomic theory that proposed by Dulay et al. This theory classified errors into omissions, additions, misformations, and misorderings. The sources of errors were analyzed by the interlanguage and intralingual errors proposed by Richard. The result of the study shows that there are 248 errors. The errors consist of 147 omissions, 79 misformations, 45 additions, and 13 misorderings. The sources of errors are interlanguage and intralingual factors.
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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 (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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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 (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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Pratiwi, Rika, Nike Angraini, and Rudi Hartono. "THE ERROR ANALYSIS OF SPEAKING SKILL ON THE SIXTH SEMESTER ENGLISH EDUCATION STUDENTS AT INDO GLOBAL MANDIRI UNIVERSITY." Global Expert: Jurnal Bahasa dan Sastra 10, no. 1 (2022): 59–64. http://dx.doi.org/10.36982/jge.v10i1.2233.
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This research aimed at finding out the types of error based on Surface Strategy Taxonomy (Dulay, Burt, and Krashen, 1982) that found at ELT student’s speaking and analyzing some factors influencing their errors. The subject of this research was the sixth semester students of English Education from Indo Global Mandiri University who already taken speaking 3 and structure 4 courses. Qualitative study was used as a method to obtain the data. The data was taken from final exam video of speaking 3 course. The researcher analyzed the data following the Error Analysis (EA) procedures which involves transcribing, coding, classifying error, also explaining the errors and their factors. The result shows that the most dominant error were omission (55,50%), followed by addition (22,49%), misformation (18,66%), and misordering (3,35%). The current research investigated the factor of errors based on their source were intralingual and interlingual interference. Meanwhile, intralingual was considered as the major cause of the students’ errors. In conclution, the students still have a problem in terms of grammatical aspect of their speaking. It is suggested that the students should pay more attention to the grammatical aspect and improve their speaking skills.
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Saudin, Saudin. "THE INVESTIGATION OF INDONESIAN EFL LEARNERS’ ERRORS ACROSS THREE PROFICIENCY LEVELS." Jurnal Bahasa Inggris Terapan 3, no. 2 (2017): 1–17. http://dx.doi.org/10.35313/jbit.v3i2.1259.
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The study analyzed the errors made by students across three different levels of proficiency (Advanced, Intermediate and Elementary) in their writing pieces. Three students were selected purposively to represent their respective level. So, nine pieces of writing altogether were to be investigated in this study. The errors committed by the purposive samples were first grouped into fifteen linguistic classifications such as verb form, preposition, mechanics and so forth, then subsumed under two broader categories: negative interlingual and intralingual transfer. The investigation revealed that the learners made more errors of intralingual transfer than those of negative interlingual one. However, in terms of errors based on the linguistic classifications, this study showed surprising findings. Advanced learners, though committing the least errors, performed worst by making errors in the most linguistic classifications (seven altogether): plural-singular form, omission of constituent, verb form, article, vocabulary, pronoun and comparative. Intermediate learners came next by committing errors in less number of linguistic areas (five), namely mechanics, preposition, derivative, auxiliary verb and clause formation. Elementary learners came last by giving poor performances on the least number of just three linguistic areas: tense, word order and genetives. Across levels, however, three areas (consecutively mechanics, plural/singular form and omission of constituent) appeared to be where errors were most commonly committed. With findings as such, the study is expected to impart theoretical contributions to SLA, especially to studies on error analysis. The findings hopefully can also inspire teachers to teach students of these three proficiency levels in ways that meet their needs more. Keywords: purposive samples, linguistic classifications, negative interlingual tranfer, intralingual transfer, SLA.
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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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Mahbub, Mahbub, та Fajar Syahrudin. "الأخطاء في ترجمة اللغة الإندونيسية إلى اللغة العربية". TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab 1, № 01 (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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Rajagukguk, Rosdiana. "An Error Analysis In Writing Short Essay Made By The First Semester Students English Department Nommensen University." Visi Sosial Humaniora 4, no. 1 (2023): 1–7. http://dx.doi.org/10.51622/vsh.v4i1.1377.
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Writing is one of the learning topics taught at the Department of English Education at HKBP Nommensen University Medan. Meanwhile, based on the writer‟s experience the writer still made an error when writing an essay. The aims of this study are to find out the dominant types of error and the causes of the error. This study used qualitative descriptive as a case study. the population of this study was the 1sT semester students English Department of Nommensen University from groups A and B consist of 15 students. The data was collected from the students‟ tests and interviews. According to the result, there were four types of errors by using the appropriate tenses in writing a short essay made by the first semester students, those were (1). Omission (17.2%), (2). In Addition (10%), (3). Misformation (69.1%), and (4) Misordering (3.7%), the dominant types of error by using the appropriate tenses in writing a short essay made by the first semester students English Department Nommensen University on their short essay was Misformation (69.1%). The cause of the error by using the appropriate tenses in writing short essays was an Interlingual and Intralingual Transfer. this study indicates that there are still errors in writing short essays, which dominate by misformation errors or errors in word structure, which occurs because of interlingual and intralingual transfers or errors in the intended target language.
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Halimah, Nur. "Students Error Analysis in Using Adjective Clauses “Who and Whom” In Present Continues Tense." INTERACTION: Jurnal Pendidikan Bahasa 5, no. 1 (2019): 37–44. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v5i1.323.
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dominant kinds of errors and the cause of errors made by the first grade of MA Integral Hidayatullah Makbusun. The data were taken from the erroneous adjective clauses “who and whom” in present continues tense . The test was given by the researcher to the students at MA Integral Hidayatullah Makbusun in the first grade that consists of fifteen students. In analyzing the data, the writer took the result of student test as technique of collecting data. The writer calculated the frequency of errors for each kind and also counted the percentages of errors in the form of table to determine the dominant kind of errors. Finally, the researcher analyzed the cause of errors. After analyzing the data, the researcher found 56% in used who and 69% in used whom. The researcher found kinds of errors There are addition (20 errors or 11.76 %), ommision (44 errors or 25.88 %), subtitution (69 errors or 40.59 %) and ordering (37 error or 21.76%). Therefore, the subtitution error has the highest frequency (69 errors or 40.59%). It proved that the students do not understand the pattern and function of adjective clauses “who and whom” sentence since they often ignore to put an item needed in the well-formed adjective clause sentence. In this research, the writer found that those errors are caused the cause by three types, that is first language interference, overgeneralization, and ignorance of rule restriction. And factors cause of error are interlangual transfer and intralingual transfer. Interlangual transfer is the errors caused by the mother tongue influence. While, intralingual transfer is the error caused by the target language influence.
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Singh, Anchal, Astha Astha, Isha Satyanand Thakur, and Devina Krishna. "A Linguistics Investigation of Grammatical Errors by Maithili ESL Learners Through Error Analysis." Vivid: Journal of Language and Literature 12, no. 1 (2023): 30. http://dx.doi.org/10.25077/vj.12.1.30-39.2023.
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The purpose of the paper is to present how the interference of an individual's mother tongue hinders in acquiring a second language, which leads to Interlingual errors. It is an observation that the speakers also commit those errors which have no influence of the mother tongue but are a result of the target language which are called Intralingual errors. This paper particularly focuses on how the Maithili language (LI) acts as a hindrance for the Maithili ESL learners to acquire the target language, that is, the English language (L2). The survey also displays the traces of Intralingual errors in the responses of the speakers, who are committing grammatical errors in speaking the English language (L2). The analysis and evaluation of the results that have been procured through the digital questionnaire survey conducted has been displayed in this paper. The general survey shows that people admitted making grammatical errors while speaking both native and second language and it can be inferred from the specific survey that the same respondents have committed errors in more than half of the questions given to them. The objective of the paper is not only to show the various reasons which lead the Maithili ESL speakers to commit errors while speaking or writing the English language but also to profuse remedies to overcome these barriers. It can be concluded from the entire research that the hypothesis is justified and there is a scope for remedial measures to correct the situation.
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Abu Dosh, Rasha, and Yazan Shaker Al-Mahameed. "Cross-Linguistic Interference in the Syntactic and Semantic Acquisition of Arabic Language." International Journal of Linguistics, Literature and Translation 7, no. 2 (2024): 76–85. http://dx.doi.org/10.32996/ijllt.2024.7.2.10.
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The present study aims to investigate cross-linguistic interference in the syntactic and semantic acquisition of Arabic. An essay writing test is used to collect data. A total of 30 English and Spanish speakers of Arabic participates in this quantitative study. The participants are selected from three language centers in Jordan via convenient sampling procedures. The analysis of data reveals the following main findings: L1 transfer errors made by English and Spanish speakers of Arabic at the syntactic level account for 45% and 22.1%, respectively, while the percentage of intralingual errors made by English and Spanish speakers of Arabic at syntactic level account for 55%, and 77.9% respectively. On the other hand, the findings demonstrate that the percentage of L1 transfer errors made by English and Spanish speakers of Arabic at the semantic level are 34.85% and 14.3%, respectively, while the total percentage of intralingual errors made by English and Spanish speakers of Arabic at semantic level account for 65.15%, and 85.7 % respectively. The primary source of errors made by English and Spanish speakers of Arabic at both syntactic and semantic levels is intralingual interference.
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Alahmadi, Nesreen. "An Analysis of Intralingual Errors in the Writing of Saudi EFL Learners: A Comparison of Intermediate and Advanced Proficiency Levels." Journal of Umm Al-Qura University for Language Sciences and Literature, no. 34 (December 30, 2024): 161–73. https://doi.org/10.54940/ll98914594.
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The aim of this study is to investigate intralingual errors among Saudi second language (EFL) learners at intermediate and advanced proficiency levels. Sixty female Saudi undergraduate students in their first academic year of studying English at a Saudi Arabian university participated in this research. An error analysis was conducted to examine the students’ writing errors. Participants were given weekly writing assignments as part of their assessment plans, and the following errors were categorised and analysed: simplification, overgeneralisation, hypercorrection, fossilisation, avoidance, and false hypothesis errors. The findings revealed that false hypothesis errors were the most frequent errors in both groups, but fossilisation errors were the least frequent. Intermediate learners made more simplification and overgeneralisation errors in their writing than false hypothesis errors at the advanced level. This research sheds light on the linguistic challenges faced by Saudi L2 learners and makes suggestions for enhancing language learning and teaching methodologies. Overall, the study identifies the different patterns of writing errors which provides valuable insights for educators in developing targeted interventions and effective language instruction for EFL writing. In conclusion, this study highlights the common use of false hypothesis errors among Saudi EFL learners at intermediate and advanced proficiency levels, revealing distinct patterns of intralingual errors in writing, and advocates for tailored pedagogical strategies to address these challenges and enhance language learning outcomes.
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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 (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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Abd. Karim, Norfazlika. "An analysis of speech errors of English as a second language learners in UiTM Negeri Sembilan." Social and Management Research Journal 10, no. 2 (2013): 1. http://dx.doi.org/10.24191/smrj.v10i2.5224.
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This study examined errors in the speech transcripts of 18 learners during their first semester Pre-Diploma in Science taking Pre-Diploma English I (BEL 021) course at Universiti Teknologi MARA, Negeri Sembilan. The objectives of the study were to identify the speech errors and the possible sources ofsuch errors as some English as a Second Language (ESL) teachers seemed to make only few attempts in correcting errors in their evaluation ofthe learners' speaking tasks due to the fact that they might not be fully equipped with a practical guide to an examination of learners' spoken English errors. Data were obtained through the learners' individual oral presentation in which it was tape-recorded. transcribed and analysed for errors. An analysis of the speech errors suggested that the sources of errors may be attributable to two major transfers: interlingual and intralingual and most errors learners produce resulting from the normal development of the target language (intralingual errors).
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Sidabutar, Yustina. "Analysis of Lexical Spelling Errors in Basic Writing Production Among Second Semester Students at Universitas Negeri Medan." Indonesian Journal of Advanced Research 2, no. 8 (2023): 1251–58. http://dx.doi.org/10.55927/ijar.v2i8.5643.
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This research aims to analyze the types of French lexical spelling errors found in the writing of UNIMED students in basic writing production courses. The method used in this research is qualitative descriptive. The data collection technique uses student writing results during exams in basic writing production courses and Google forms. The results showed that there were 68 data on lexical spelling errors, 58 data (85.29%) on diacritical mark (accent) errors, 8 data (11.76%) on errors colored by non-functional errors and 2 data (2.95%) on segmentation faults. Based on the questionnaire filled out by the students, there are two factors responsible for these errors, namely interlingual factors and intralingual factors. Of these two factors, the main cause is intralingual factors. In addition, learners do not know the boundaries or rules of a language due to lack of knowledge about the material.
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Liu, Yang, and Jianguo Tian. "Error Analysis of College Students’ Spoken English." International Journal of Languages, Literature and Linguistics 7, no. 4 (2021): 182–88. http://dx.doi.org/10.18178/ijlll.2021.7.4.309.
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Based on the theory of Error Analysis, this thesis records the production of spoken English of first year college students of Northwestern Polytechnical University as samples. After listening to the recorder repeatedly and carefully, the author classifies and describes the errors found in the corpus, investigates the causes of these errors and provides solutions to these problems. It is found that there are errors of performance, phonological errors, lexical errors, grammatical errors and pragmatic errors in this study. Reasons for these errors can be explained from the perspectives of interlingual transfer, intralingual interference, cognitive and affective factors, and communicative strategies. Accordingly, some countermeasures could be taken to effectively decrease errors.
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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 (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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Saputra, Heru. "SURFACE STRATEGY TAXONOMY: ERROR ANALYSIS IN ACADEMIC WRITING." ETERNAL (English Teaching Journal) 13, no. 2 (2022): 226–35. http://dx.doi.org/10.26877/eternal.v13i2.12462.
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This research aimed at describing the types of errors and their sources produced by 25 students of the Academic Writing Class of the Talent Scouting Program at IAIN Salatiga. This research used a qualitative method using students' writing assignments as the data source. The Theory of Surface Strategy Taxonomy was used in the data analysis. In finding the source of error, the researcher used comparative analysis. This study found four types of errors, with a total of 29 errors, including the omission 17 times, misinformation 5 times, addition 5 times, and misordering 2 times. Meanwhile, four error types were found for the source of errors: developmental or intralingual errors 14 times, unique errors 6 times, interlingual errors 2 times, and ambiguous errors 7 times.
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Endi, Ferhadius, and Dian Lestari. "Analisis Kesalahan Berbahasa Prancis Pemandu Wisata Lokal Desa Wisata Candirejo Borobudur." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 10, no. 2 (2024): 425. http://dx.doi.org/10.32884/ideas.v10i2.1709.
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This research discusses the error analysis of French local tour guides in desa wisata Candirejo Borobudur. This research aims to identify and explain French language errors and the factors that cause them. This research is a qualitative descriptive study in which data collection was obtained by observation, documentation and interviews. Various forms of errors were found which included four types of language errors; omissions, additions, misformations and misorders. The two factors that cause language errors are interlingual and intralingual errors. This research is expected to contribute in improving the quality of French local tour guides in desa wisata Candirejo Borobudur.
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Lestari, Ni Putu Candra Widiya, Dewa Putu Ramendra, and Ida Ayu Made Istri Utami. "An Analysis of Grammatical Errors Committed by Students in Writing Argumentative Paragraph." Jurnal Pendidikan Bahasa Inggris undiksha 11, no. 3 (2024): 292–97. http://dx.doi.org/10.23887/jpbi.v11i3.46341.
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Writing skills are very important for students to master to help them prepare for their future. However, grammar is one of the obstacles for students in writing English. This research aims to analyze grammatical errors made by students in writing argumentative paragraphs and to analyze the sources of these errors. Second semester English Language Education students were chosen as the subjects of this research. Furthermore, in analyzing the data, this research applies a combination of descriptive qualitative and descriptive quantitative methods. Apart from that, data was collected through collecting documents from the end-of-semester tests. The data analysis procedure consists of three specific steps, namely data reduction, data presentation, and drawing conclusions/verification. The results of the research found that students made 11 types of errors with a total of 165 errors. Most of them made omission of article errors with 39 (23.63%) errors, then simple addition 33 (20%) errors, alternating form 27 (16.36%) errors, omission of to be 21 (12.72%) errors, then omission of preposition 17 (10.30%) errors, omission of plural –s with 15 (9.09%) errors, misordering 6 (3.63%) errors, regularization 3 (1.81%) errors, and finally double marking and archi-form each 1 ( 0.60%) error. In addition, sources of errors were found in four types: interlingual transfer, intralingual transfer, context of learning, and communication strategy. The majority of students made mistakes due to intralingual transfer, 119 (72.12%) errors were found, followed by interlingual transfer 41 (24.84%) errors, communication strategy 3 (1.81%), and context of learning 2 (1.21%) errors.
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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 (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 &ndash;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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Kim, YoungRoung. "A Comparative Analysis of Intralingual Errors in English Writing." NEW STUDIES OF ENGLISH LANGUAGE & LITERATURE 82 (August 31, 2022): 213–29. http://dx.doi.org/10.21087/nsell.2022.08.82.213.
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Mukarromah, Inayatul. "A Morphosyntactical Analysis of University Students’ Writing: Indonesian Case." e-Journal of Linguistics 14, no. 1 (2020): 33. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p04.
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Different grammar between languages often causes confusion to those who learn it. Students often experience such problems when their first language (L1) and the target language (L2) share very limited linguistic aspects. This study aims to focus on the morphosyntactic issues that lead to the grammatical errors which take place in the English writing of Indonesian university students taking writing class and to analyze the potential sources of their mistakes. The data from this study were collected from a writing assignment in three Writing classes. This research followed the steps initiated by James (1998), among others: collecting data, identifying errors, classifying errors, explaining errors, and finding sources of errors. The results revealed that of the 2.218 grammatical errors found, they could be classified into two main error types: morphological errors (81.97%) and syntactic errors (18.03%) which were divided into 32 specific errors. The findings suggest that the Indonesian students are not fully aware how to use the plural marker ‘s’ as well the ‘3rd singular’ in present tense. Moreover, they cannot build a simple sentence due to the different word-order and sentence structure between Indonesian and English in terms of morphology and syntax.With regard to the potential sources of error, both inter-language errors and intralingual errors and developments have an influence on errors made in writing. Errors between languages occur when students try to use their knowledge of the L1 structure to obtain the target language, but the differences between the two languages cause errors. Intralingual and developmental errors are found because of difficulties and problems in the target language itself. The findings in this study are very useful for the process of learning English especially in writing skills.
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Mahbub and M. Alaika Nasrullah. "Kesalahan Penerjemahan Bahasa Indonesia-Bahasa Arab (Studi Kasus Hasil Terjemahan Mahasiswa Prodi Pendidikan Bahasa Arab IAIDA Blokagung Banyuwangi)." TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab 3, no. 2 (2023): 293–308. http://dx.doi.org/10.30739/arabiyat.v3i2.2519.
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The aim of this study is to identify and describe the errors in the translation of the Indonesian language into Arabic and the causes that occurred in the results of the translations of Indonesians-Arabic texts by students of the Arabic Language Education Institute of Islamic Religion Darussalam Blokagung Banyuwangi. This type of research is qualitative research. This research data is obtained from the translations of the students taken using analytical techniques. After the translation results are obtained, then the error identification, error classification and error reconstruction is carried out. The results of this research are, the forms of errors that occur in the students' translations are word selection errors, word deletion errors, word addition errors and word form errors. As for the cause of the error, there are two factors underlying the occurrence of the errors found, interlingual transfer and intralingual transfer.
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Maftukhin, Maftukhin. "An Analysis of Grammatical Errors Made by the Students of English Literature Department." NOTION: Journal of Linguistics, Literature, and Culture 5, no. 1 (2023): 18–31. http://dx.doi.org/10.12928/notion.v5i1.7404.
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This research aims to identify grammatical errors made by the students of the English Literature department of Universitas Ahmad Dahlan and to describe the process of the occurrence of grammatical errors. This research is a descriptive study that uses a qualitative method. The data are the writing assignments of second-semester students of the English Literature department of Universitas Ahmad Dahlan of the 2018 - 2019 academic year. The researcher read the writings of the students, then wrote and classified the errors made by the students into types of errors due to interlingual and intralingual transfers. This research uses the descriptive analysis method to describe the types of errors. The results show that the types of errors due to the interlingual and intralingual transfer are omission errors, addition errors, misordering errors, and misformation errors. The results of this study are expected to be the basis for minimizing grammatical errors in the English teaching and learning process, especially for writing in English. The results can also be used as a basis for compiling course materials, writing textbooks or modules, especially for making exercises that focus on errors that often occur, to prevent similar errors that will occur in the future.