To see the other types of publications on this topic, follow the link: Intralingual errors.
Journal articles on the topic 'Intralingual errors'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Intralingual errors.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
<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>
2
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.
Full textAbstract:
<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>
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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
5
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 (April 30, 2018): 45–56. http://dx.doi.org/10.15642/nobel.2018.9.1.45-56.
Full textAbstract:
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.
6
Kristina, Wilna, Albert Rufinus, and Masfa Maiza. "ERROR ANALYSIS OF CONDITIONAL SENTENCES." JOEEL: Journal of English Education and Literature 1, no. 1 (March 16, 2020): 35–42. http://dx.doi.org/10.38114/joeel.v1i1.35.
Full textAbstract:
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.
7
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 (August 28, 2020): 238. http://dx.doi.org/10.24843/jh.2020.v24.i03.p02.
Full textAbstract:
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.
8
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 (January 4, 2021): 147–57. http://dx.doi.org/10.4314/gjedr.v19i2.3.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
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.
Full textAbstract:
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.
12
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.
Full textAbstract:
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.
13
Halimah, Nur. "Students Error Analysis in Using Adjective Clauses “Who and Whom” In Present Continues Tense." INTERACTION: Jurnal Pendidikan Bahasa 5, no. 1 (November 16, 2019): 37–44. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v5i1.323.
Full textAbstract:
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.
14
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.
Full textAbstract:
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.
15
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 (December 2, 2013): 1. http://dx.doi.org/10.24191/smrj.v10i2.5224.
Full textAbstract:
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).
16
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.
Full textAbstract:
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%).
17
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.
Full textAbstract:
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.
18
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.
Full textAbstract:
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.
19
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.
Full textAbstract:
<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>
20
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.
Full textAbstract:
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.
21
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.
Full textAbstract:
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.
22
CHE HASSAN, NOR SYAMIMI ILIANI, NOR HAIRUNNISA MOHAMMAD NOR, ROHAZLYN ROSLY, and WAN NUUR FAZLIZA WAN ZAKARIA. "ESL Learners’ Language Errors in a Reflective Writing Assessment." Issues in Language Studies 8, no. 1 (June 27, 2019): 37–51. http://dx.doi.org/10.33736/ils.1291.2019.
Full textAbstract:
Perceived as one fundamental element in language learning, grammar is reckoned important in ESL writing. ESL learners need to master the knowledge of how to transfer grammatical concepts into their ESL composition. However, Malaysian learners of English often repeat errors in writing which they cannot even recognize. The current study draws attention to the occurrences of language errors and examines their sources in Malaysian ESL learners’ writing. 40 students in their Semester 2 of diploma level were selected to participate in the study. Each student was to produce two essays of 100-word length. Each essay was first examined before language errors were identified and coded based on the parts of speech: Nouns, Verbs, Adjectives, Adverbs, Articles, Pronouns, Prepositions, Adverbs, Conjunctions and Determiners. For each type of errors, the sources were categorized based on interlingual and intralingual sources. 258 errors were identified with the most frequent language errors produced were verb errors while the least were determiner errors. The result revealed that the most dominant errors were caused by intralingual sources. This study would greatly help teachers to establish better curriculum and select materials to facilitate students in learning English and develop them as proficient learners who can self-correct language errors.
23
Burhansyah, Burhansyah. "Analysis of error sources in L2 written English by Indonesian undergraduate students." Studies in English Language and Education 6, no. 1 (March 9, 2019): 71–83. http://dx.doi.org/10.24815/siele.v6i1.6659.
Full textAbstract:
This study investigates second language learners’ production in writing, aiming to understand common problems the learners frequently have with English. The study focuses on the analysis of errors in 100 essays written by 50 Indonesian undergraduate students of English, which is aimed at identifying the commonly occurring errors, classifying them according to a linguistic category, and explaining the causes of the occurring errors. The study shows that a large number of the occurring errors resulted from intralingual sources, the proportion of which account for more than 60% of the total errors. The results conform to a number of earlier studies in this research field which concluded that the majority of errors L2 learners make stem from intralingual interference. Another possible explanation for the phenomena is that because the subjects participating in this study are university students majoring in English, they had at least mastered the basics of English when entering university. As a result, they are more likely to make fewer interlingual errors than students at elementary level who tend to rely more on their native language when dealing with the aspects of the target language which they have not yet mastered.
24
Gau, Yustinus, Putu Devi Maharani, and IGB Wahyu Nugraha. "Misformation Error Found in Student’s recount text Writing." Humanis 25, no. 2 (May 22, 2021): 151. http://dx.doi.org/10.24843/jh.2021.v25.i02.p04.
Full textAbstract:
This study is aimed to find out the misformation error type and causes of errors in writing recount text by the ninth-grade students of SMP Raj Yamuna Denpasar. In this study, the researcher used the theory from Dulay, Burt & Krasen (1982) about the types of error and the theory from Richards (1974) to find out the causes of errors. Based on the result of this study, there were found 36 errors of misformation in writing recount text made by the students. The factors that influence the error in writing recount text made by the students were; a succession of approximative system with the percentage of 47.6%, intralingual interference with the percentage of 35.7%, and universal hierarchy of difficulty with the percentage of 16.6%
25
M. Isa, Qudwatin Nisak, Risdaneva Risdaneva, and Affied Alfayed. "AN ANALYSIS OF ACEHNESE EFL STUDENTS’ GRAMMATICAL ERRORS IN WRITING RECOUNT TEXTS." Englisia Journal 5, no. 1 (November 1, 2017): 41. http://dx.doi.org/10.22373/ej.v5i1.2301.
Full textAbstract:
This study aims at finding empirical evidence of the most common types of grammatical errors and sources of errors in recount texts written by the first-year students of SMAS Babul Maghfirah, Aceh Besar. The subject of the study was a collection of students’ personal writing documents of recount texts about their lives experience. The students’ recount texts were analyzed by referring to Betty S. Azar classification and Richard’s theory on sources of errors. The findings showed that the total number of error is 436. Two frequent types of grammatical errors were Verb Tense and Word Choice. The major sources of error were Intralingual Error, Interference Error and Developmental Error respectively. Furthermore, the findings suggest that it is necessary for EFL teachers to apply appropriate techniques and strategies in teaching recount texts, which focus on past tense and language features of the text in order to reduce the possible errors to be made by the students.
26
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.
Full textAbstract:
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.
27
Martiarini, Elyza, and Eva Nurul Candra. "AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING RECOUNT TEXT AT THE FIRST YEAR CLASSES OF ENGLISH DEPARTMENT." Jurnal Ilmiah Bina Bahasa 12, no. 2 (December 31, 2019): 39–48. http://dx.doi.org/10.33557/binabahasa.v12i02.313.
Full textAbstract:
The objective of this research is to find out and analyze the types of error made by students at the first-year classes in writing a recount text. The methodology of the research used is qualitative methods and the research design is a case study. Moreover, the writers chose the first-year classes students of English Department and observed 40 students. The writers used a written test to gain the data about error in writing a recount text. Based on the analysis of students’ recount text writing, there were several mistakes made by the students, with the total number of percentages was 76%. Of these, 76% errors including 15% errors of irregular verb usage, 12% errors of regular verb, and the type of error most often done by the students was 32% errors of word choice, 2% errors of omission, 3% errors of auxiliary verb, 5% errors of intralingual transfer, 2% errors of adverb, error of misordering was 5%, and error of unclear meaning was only 2%. The number errors of be was 17%, and the use of personal pronoun errors was 7%.
28
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.
Full textAbstract:
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.
29
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.
Full textAbstract:
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.
30
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.
Full textAbstract:
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%).
31
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.
Full textAbstract:
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%).
32
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.
Full textAbstract:
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%).
33
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.
Full textAbstract:
<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>
34
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.
Full text
35
Adila, Wildi. "A WRITTEN GRAMMATICAL ERROR ANALYSIS OF SECOND YEAR STUDENTS OF ARABIC." Arabi : Journal of Arabic Studies 4, no. 1 (July 1, 2019): 31. http://dx.doi.org/10.24865/ajas.v4i1.141.
Full textAbstract:
Errors could likely be an integral part of the learning-teaching process. Writing errors of Arabic, in particular, are considered fundamental since they can act as significant data to determine the level of language proficiency, identify possible difficulties in student’s writing, and prepare further teaching aids and materials to meet students’ needs and problems. The objective of the current study, therefore, aimed to reveal the common types of errors and their frequencies committed by the students at University of Darussalam Gontor. The subjects of this research were fifteen students that were in the second year of their studies. The instrument utilised tests to elicit the primary data. The findings showed that the most committed error was idafa construction, followed by tenses and agreement. These errors were due to several causes, namely interference of L1, intralingual, overgeneralisation, and ignorance of rule restrictions. To cope with such errors, it is suggested that global errors and individual’s concerns must be taken into primary consideration by language teachers.
36
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.
Full textAbstract:
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.
37
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.
Full textAbstract:
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.
38
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.
Full textAbstract:
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.
39
Hou, Hsiao-I. "Learner Corpus and Academic Writing: Identifying the Error Patterns of Taiwanese EFL Students." Journal for the Study of English Linguistics 4, no. 1 (March 21, 2016): 19. http://dx.doi.org/10.5296/jsel.v4i1.9193.
Full textAbstract:
<p>The purpose of this study is to find practical implications for improving academic writing curriculum design by exploring lexical and grammatical errors produced by EFL learners in a vocational institution in Taiwan. To satisfy this purpose, a small learner corpus was compiled in this study. The data were obtained from 58 undergraduate students of a public vocational university from September 2012 to June 2013 in Taiwan. There are 112 essays in the corpus that include 34,426 tokens. Learner errors were annotated based on the error categories found in (Dagneaux et al, 1996). Transfer errors and intralingual errors were analyzed. Lexical Tutor and AntConc software were used to conduct the analyses. Lexical errors, including incorrect word choices, misspellings, and word insertions, deletions or replacements occurred primarily due to students’ insufficient mastery of vocabulary. The top three grammatical errors were verb forms, article errors, and preposition errors. Based on the research results, pedagogical implications that focus on teaching EAP writing to vocational university students in Taiwan are discussed.</p>
40
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.
Full textAbstract:
<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>
41
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.
Full textAbstract:
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.
42
Hidayat, Rahmad. "Kesalahan Berbahasa dalam Modul I Bahasa Indonesia PPG Dalam Jabatan Tahun 2020." Jurnal Bahasa dan Sastra 9, no. 2 (June 3, 2021): 193. http://dx.doi.org/10.24036/jbs.v9i2.112391.
Full textAbstract:
This research is here to explain several forms of errors in the material module of the Pendidikan Profesi Guru Dalam Jabatan Tahun 2020. Research on the analysis of language errors in the PPG module has never been carried out. In data collection, used the Listening method with the Note Technique. The data are recorded in such a way in tabulations. In analyzing the data, the Intralingual Matching method was used with HBS and HBB techniques. HBS and HBB techniques are realized by comparing between language data and applicable rules. Furthermore, deviant linguistic data are classified based on the types of violations against linguistic rules and theories. The presentation of the results of data analysis in this study is based on the taxonomy of linguistic categories in language error analysis. The results showed that in the module I PPG Dalam Jabatan Tahun 2020 there were spelling errors in the form of punctuation errors, capital letters errors, italicization errors, and word writing errors; morphological errors in the form of word formation errors and word non-conformity; syntactic errors in the form of misuse of conjunctor and ineffective sentences.
43
Chłopek, Zofia. "Inter- and intralingual transfer in primary school students’ written production in their L3." Studia Linguistica 39 (December 7, 2020): 57–74. http://dx.doi.org/10.19195/0137-1169.39.3.
Full textAbstract:
The paper presents the results of a preliminary research study of inter- and intralingual transfer in young learners’ written production in their L3. The research was conducted with Polish-speaking primary school pupils with two foreign languages, L2 English and L3 German. The analysis of the participants’ errors indicates that all languages of a third language learner may participate in transfer processes. The language areas most affected by transfer are orthography, morphology and lexis. The observed errors point to the gradually developing meta- and cross-linguistic awareness of young learners, as well as their perception of the typological distance between their languages.
44
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.
Full textAbstract:
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.
45
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.
Full textAbstract:
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.
46
Asni, Selvia Lisa, Susi Susanti, and Urip Sulistiyo. "An Analysis of Grammatical Errors in Writing Recount Text at the Eighth Grade of SMP Negeri 20 Kota Jambi." International Journal of Language Teaching and Education 2, no. 2 (August 1, 2018): 131–44. http://dx.doi.org/10.22437/ijolte.v2i2.5205.
Full textAbstract:
This study aims to analyze and classify the types or mistakes of students using simple past tense in writing text recount. In addition, this study also aims to determine the cause of errors made by the students using simple past tense in writing text recount,
This research used qualitative methods. Meanwhile, the research design used is case study. Furthermore, the writer chose the 8th grade students and observed 26 students. The writer used a written test and interviews to gain the data from some students and an English teacher.
Based on this research, it is found that students do all kinds of errors (omission, addition, selection and misordering). The type of error most often done by the students was omission error with 166 errors or 38.97%. The second position was a selection error with 162 errors or 38.03%. The third position was the addition error with 67 errors or 15.73%. Then the last position was misordering error with 31 errors or 7.28%. In addition, the errors were caused by the complexity of the English system itself and not because of the influence of the Indonesian system (intralingual transfer). Moreover, students lacked of understanding of the grammar that became the cause of the error. In this study, most students did not understand verb 1,2,3 as well as the proper use if “be” in a sentence. This suggested that students had difficulty with the use of grammar in writing
47
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.
Full textAbstract:
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
48
GÖK, Şahin. "Contrastive error analysis of Turkish EFL learners in writing." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 236–42. http://dx.doi.org/10.36892/ijlls.v2i4.429.
Full textAbstract:
The aim of this study is to find out to what extent Turkish EFL students make interlingual (interference) and intralingual (developmental) errors in writing at the university level. The mid-term and final examination papers of 50 Turkish EFL students were taken and their errors were categorized into interference and developmental errors. The results of our research have shown that they made a mean of %14.6 interference errors. Thus, this proportion does not confirm the contrastive analysis hypothesis claiming that all errors are due to the negative transfer from the mother tongue. On the other hand, they made a mean of %85.4 developmental errors which are not related to L1. So the results of T?Test indicate that Turkish EFL students made significantly more (p<.001) developmental errors.
49
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.
Full textAbstract:
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.
50
Nkongho, Magdaline Bakume, and Ernest Mbaiornom. "The Structuring of English Sentences by Chadian EFL Learners." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 86–100. http://dx.doi.org/10.32996/ijels.2021.3.2.10.
Full textAbstract:
Recent studies have shown that there is a positive attitude and an increase motivation in the learning of English language by Chadian learners. Despite this, the learners’ linguistic performances remain poor especially in their written productions which are often characterised by grammatical deviances and incomprehensible sentences. This study investigates several kinds of deviances that occur in the structure of English sentences produced by Chadian learners of English as Foreign Language (EFL). The study was carried out using corpora as the method for data collection. Thus, data were drawn from 175authentic narrative paragraphs written by 175Terminale A4 students from Lycée Adoum Dallah, Moundou in Chad. The analyses were based on Interlanguage and Error Analysis Theories. Findings revealed that miss elective errors were the widespread errors committed by Chadian learners of EFL as this category represents 39.17% of deviances. The results also indicate that sentences produced by Chadian learners of EFL were frequently affected by additive errors (27.76%) and omissionerrors (26.47%). Lastly, the study equally found that misordering errors were less committed as this category of errors represents a small proportion (6.58%) of deviances. These categories of errors were attributed to French language influences and intralingual factors.