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Journal articles on the topic 'Morphological errors'
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1
Manik, Sondang, Poster Sagala, and Fhadillah Dhuha. "MORPHOLOGICAL ERROR ANALYSIS ON WORD CLASSES FOUND IN STUDENTS’ DESCRIPTIVE WRITING OF THE FIFTH SEMESTER ENGLISH DEPARTMENT AT NOMMENSEN HKBP UNIVERSITY (NHU) MEDAN." JURNAL MUTIARA PENDIDIKAN INDONESIA 7, no. 1 (2022): 42–55. http://dx.doi.org/10.51544/mutiarapendidik.v7i1.2958.
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The writer did a research of fifth semester English department students at Faculty of Art and Nommensen HKBP University Medan. This research entitled : Morphological Error Analysis on Word Classes Found in Students’ Descriptive Writing of The Fifth Semester English Department at Nommensen HKBP University (NHU)- Medan The writer asked the students to write a descriptive text. When they did the test, they felt confuse to write words with correct morphology. The result of the analysis was found that they knew about morphology, but they are confused to apply that. After they finished to write a descriptive text, the writer analyzed them. The writer underlined and classified the errors into four word classes on Morphological error. There are four word classes of morphological Errors, they are noun morphological errors, verb morphological errors, adjective morphological errors and adverb morphological errors . The result of the analysis, the writer concluded that there are four word classes was found by the writer, namely noun morphological errors, verb morphological errors, adjective morphological errors, and adverb morphological error. The data of morphological erors are found 154 errors. The percentage of errors in noun morphological was 52 errors i.e, 33,8%, errors of verb morphological was 91 errors or, 59,0%, errors of adjective morphological was 7 errors i.e, 4.6%, and error of adverb morphological was 4 errors i.e, 2.6%. The result of the analysis was found that the students knew about morphology but they are still confused to write words based on the correct morphology, so they made the errors. Looking at the percentage it shows verb morphological was 91 errors or 59,0%, of 154 errors, it means that verb is mostly used in a text, to express the ideas or activities .
 
 Key words : Morphological Error , Word Classes , Descriptive Writing 
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Haris, Hannisa, and Muhammad Sulhan. "MORPHOLOGICAL AND SYNTACTICAL ERRORS IN STUDENTS’ DESCRIPTIVE WRITING." INFERENCE: Journal of English Language Teaching 5, no. 2 (2022): 113. http://dx.doi.org/10.30998/inference.v5i2.9027.
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<p>This research aims to: 1) show types of morpholigical errors in descriptive writing, 2) to show types of syntactic erros in descriptive writing, 3) to show types of errors, in terms of morphology or syntact in descriptive writing. It uses qualitative method (case study). It was conducted in SMA Negeri 1 Bangkinang Kota, Riau. It has started in September to completion. The 62 sample were gained through random sampling. The error classification sheets, which are derived from 62 students’ writing from SMA Negeri 1 Bangkinang, are used for the research instrument. The results of this research are: 1) there are some morphological errors in students’ descriptive writing, such as inflection, derivation, noun, adjective, verb, adverb, preposition, article, copula (be), auxiliary, conjunction, and pronouns. The errors mostly occur in auxiliary with a percentage of 14.67%. 2) there are some syntactical errors in students’ descriptive writing, such as passive voice, tense, noun phrase, prepositional phrase, subject/predicate, subject-verb agreement, demonstrative determiner, and paired adjective. The errors highly occur in Subject-verb agreement with a percentage of 23.04%. 3) The morphological and syntactical errors occur in the ommision, addition, misformation, and misordering.</p>
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Fitriani, Somariah. "The Student Nurses' Written Works of Health Science Institute: Error Analysis in Syntactical and Morphological Category." Jurnal Penelitian Humaniora 19, no. 1 (2018): 20–35. http://dx.doi.org/10.23917/humaniora.v19i1.5356.
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The research aims to examine and analyze student nurses’ written works in term of syntax and morphology category. Twenty-six students of the third semester took an English presentation course, which focused on medical cases. The results have revealed that 186 error identifications were found consisting of 132 syntactical errors and 54 morphological errors. The students make errors in the types of article, preposition, parallel structure, the use of be, passive voice, word order, tenses, infinitive to, modal auxiliary and subject determiner in syntactical category. While in morphological error, they make errors in the plural form, subject verb agreement, comparative adjective and word form. Word order is as the most common language error in syntax category with 36 total errors or 19.35% out of 186. The second one is preposition with 26 total errors or 13.97%. While in morphology category, subject verb agreement is the most common one with 29 total errors or 15.59%. The second common one is word form with 13 total errors or 6.98%. It can be concluded that there are 132 (70.96%) of error identification in syntactical category and 54 error identifications or 29.04% in morphological category. In addition to its error identification in syntactical and morphological features, the research has found that the causes of students’ errors are due to intralanguage and interlanguage errors as it has some slightly differences between Bahasa Indonesia and English in term of grammatical structure.
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Irawansyah, Irawansyah. "INVESTIGATING THE STUDENTS' WORK IN TRANSLATING RECOUNT TEXT FROM INDONESIA TO ENGLISH THROUGH GOOGLE FORM: MORPHOLOGICAL ERRORS." Journal of English Educational Study (JEES) 7, no. 2 (2024): 225–32. https://doi.org/10.31932/jees.v7i2.3658.
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The objective of this study is to determine what morphological errors appear in students' sheet translations of recount texts from Indonesian to English by using surface strategy taxonomy (SST). SST is classified into omission, addition, Misformation and misordering. Descriptive qualitative research was performed in this study. 15 college students from a variety of major backgrounds were randomly selected for the sample by sharing a Google form. Testing and documenting were the research instruments employed in this investigation. The results of this study demonstrate that students made 130 morphological errors when translating recount text. The most common morphological error is an inflectional error which appears 37 times while the least common is a pronoun error and auxiliary error which appears 6 times. Meanwhile, the errors that frequently occur in surface strategy taxonomy are Misformation error which appears 58 times, followed by omission error 42 times and addition error 30 times. In this study, resarcher did not find any misordering errors that appeared. Keywords: Error Analysis, Morphological Error, Recount Text, Surface Strategy Taxonomy, Translation
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SARI, ANNA STASYA PRIMA, and Anggiat Sahat Martua Sinaga. "ERROR ANALYSIS MADE BY THE FIFTH SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF CATHOLIC UNIVERSITY OF SAINT THOMAS IN THEIR ENGLISH COMPOSITIONS." Jurnal Suluh Pendidikan 8, no. 2 (2020): 80–96. http://dx.doi.org/10.36655/jsp.v8i2.316.
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This research was primarily conducted to find out the total amount of grammatical errors and to analyze kinds of morphological and syntactical errors made by the fifth semester students of English Language Education Study Program of Catholic University of Saint Thomas in the Academic Year of 2018/2019 in their English compositions. There are 22 students as the research subject of the study. The writers collected the data by asking the students to write down an English composition entitled My Unforgettable Experience. The grammatical errors made by the students were analyzed based on linguistic category taxonomy (morphological and syntactical errors) proposed by Dulay et al (1982). Based on the data analysis, it was found that there are 400 grammatical errors altogether (277 morphological errors and 123 syntactical errors) made by the research subject in their English compositions. In morphological errors, the students dominantly made errors in past tense, namely 247 errors (89.2%). Next, the students made 14 errors in definite article (5.0%), 10 errors in third singular verb (3.6%), 2 errors in comparative adjective/adverb (0.7%), 2 errors in regular/irregular verbs (0.7%), 1 error in possessive case (0.4%), and 1 error in past participle (0.4%). In syntactical errors, the students dominantly made errors in transformation, namely 42 errors (34.15%). Next, the students made 30 errors in verb construction (24.39%), 25 errors in word order (20.33%), 24 errors in verb phrase (19.51%), and 2 errors in noun phrase (1.62%). It is advisable that the students had better master English grammar very well and need to equip themselves with at least a number of fundamental abilities such as how to use punctuations and construct simple sentences in the English language correctly, and the English teachers/lecturers had better explain English grammar and teach how to construct simple sentences in the English language correctly.
 
 Keywords: Error analysis, grammatical errors, morphological errors, syntactical errors, English compositions
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Botirova, Gulsanam. "MORPHOLOGICAL STRUCTURE OF ENGLISH WORDS. MORPHEMES. FREE AND BOUND FORMS, MORPHOLOGICAL CLASSIFICATION OF WORDS, WORD-FAMILIES." EURASIAN JOURNAL OF ACADEMIC RESEARCH 1, no. 1 (2021): 818–22. https://doi.org/10.5281/zenodo.4737735.
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<em>The present study aims to determine whether semantic relatedness plays a role in the production of speech errors involving derivational morphemes. A word order competition technique was used to induce morpheme and syllable exchange errors. Semantic relatedness was manipulated by contrasting error rates for prefixed words derived from free stems to those derived from bound roots.</em>
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Marzuq, Ahmad. "Grammatical Errors in the Arabic Essay (Content Analysis Research on the Student of Arabic Language Education Department, Faculty of Languages and Arts, State University of Jakarta)." Al-Ma'rifah 12, no. 02 (2015): 33–38. http://dx.doi.org/10.21009/almakrifah.12.02.03.
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This research is aimed to describing the gramatical errors on the text that committed by the students of Arabic Language and Literature Department, Faculty of Language and Arts, State University of Jakarta. Grammatical errors in this case covering morphological errors and syntactic errors. Data obtained through an Arabic essay writing activities performed by 25 students and then the data were analyzed using the method of error analysis.
 
 The results showed that 25 students essays founded 68 grammatical errors. These grammatical errors consist of 38 syntax errors and 30 morphological errors. 
 
 Grammatical errors made ​​by students can be caused by several factors such as the influence of the mother tongue / first, the influence of the second language being studied, as well as the influence of developmental errors.
 
 Keywords:gramatical errors, morphological errors, syntactic errors, arabic essay
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Rahmatika, Yulia, and Faiqah Mahmudah. "MORPHOLOGICAL ERRORS IN STUDENTS’ WRITING RECOUNT TEXT OF JUNIOR HIGH SCHOOL 18 BATANGHARI." JR-ELT (Journal of Research in English Language Teaching) 5, no. 2 (2022): 82–90. http://dx.doi.org/10.30631/jr-elt.v5i2.20.
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The aim of this study was to find out morphological errors made by students of SMP Negeri 18 Batanghari in writing recount text. This is descriptive qualitative research, the data were collected by documentation and analysed by Surface Strategy Taxonomy. This research revaled that there are four types of errors with the total number 58 errors made by the students in writing recount text. Omission error which consists of three categories of omission errors i.e. omission of plural, auxiliary verb, gerund, with the total number of errors are 8 or 13,56%, addition error includes four categories of addition errors i.e. addition of gerund, plural, pronoun, noun, with the total number of errors are 8 or 13,56%, misformation error that consist of misformation error of tense with the total number of errors are 38 or 66,10%, and the last misordering error that consist of misordering of spelling with the total number of errors are 4 or 6,78%.
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Bond, Z. S. "Morphological Errors in Casual Conversation." Brain and Language 68, no. 1-2 (1999): 144–50. http://dx.doi.org/10.1006/brln.1999.2071.
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Lisna Lestari, Ghina Ayu Salsabila, Wapa Kamilatul Huda, and Aveny Septi Astriani. "Analisis Kesalahan Berbahasa Pada Media Iklan Makanan Di Instagram (Kajian Fonologi Dan Morfologi)." Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya 2, no. 2 (2023): 55–66. http://dx.doi.org/10.55606/protasis.v2i2.99.
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The purpose of this study is to identify and analyze language errors in food advertisements on Instagram, particularly those related to phonological and morphological errors. The study was conducted by collecting samples of food advertisements on Instagram using a descriptive qualitative method. The data used in this study were words and phrases from Instagram food advertisements that had phonological or morphological errors. Data were collected through the observation and note-taking technique. The results of the study showed that there were phonological and morphological errors in the language. The most common error was the use of italics in foreign languages. The results of this study are expected to be used as one example of a language error case, particularly in the field of phonology and morphology.
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Megaiab, Machalla M. A., and Khadiega Mohmed. "Common Morphological Errors Committed among Tobruk University Fourth-Year ESL Students in Their Academic Writing." International Science and Technology Journal 36, no. 1 (2025): 1–18. https://doi.org/10.62341/mkmc0704.
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Utilizing Corder's (1967) Error Analysis framework, this study investigates frequently encountered morphological errors made by fourth-year university students in their academic papers. Concerning English as a second language, morphological errors influence not only how they write essays but also the grammatical structure and word meaning. The study uses a mix of methods integrating qualitative and quantitative analysis to determine, categorize, and fully comprehend the most often occurring morphological errors. The study engaged thirty students from the department of English at Tobruk University. We examined each student's essay closely applying error classification following collection. The majority of the morphological errors were in misformation (53.13%), addition/omission (26.98%), misordering (9.13%), overuse (7.46%), misselection (2.48%), and substitution (0.82%). These spelling, grammar, and word structure mistakes demonstrated how much the students need to concentrate on language training to enhance their essay writing skills. Keywords: academic papers, mixed methods, department of English, Tobruk University
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Yanti, Dewi, Yasir Mubarok, Laila Silmi Syafina, and Putri Jayatri. "Analysis of Indonesian Language Errors in the Hidden Novel." Scope : Journal of English Language Teaching 8, no. 2 (2024): 350. http://dx.doi.org/10.30998/scope.v8i2.17526.
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This research aims to describe the form of the misuse of Indonesian language errors in <em>Hidden</em> (2022) novel. This study utilized a qualitative method. Data was collected using document analysis. This study utilized data from the <em>Hidden</em> novel, which was published on Wattpad in 2022. The error analysis process involves data collection, error identification, error classification, error quantification, and error cause/source analysis. The results of this study show that there are several language errors in <em>The Hidden</em> novel on Wattpad. There are three types of errors: phonological errors (14%), syntactic errors (67%), and morphological errors (19%). First, errors at the phonological level which include errors in omission of phonemes. Second, errors in the syntactic level which included errors in the use of punctuation, the use of redundant words, parallel structure errors, unclear sentences, and spelling errors. Finally, errors at the morphological level which include errors in the use of the affixes <em>di</em>-, affixes -<em>ke</em>, and the use of affixes <em>se</em>-
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Avigail, I. Calubing. "Analyzing Morphological Errors and Contextual Influence in Senior High School Students' Written Works: A Qualitative Study." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 10 (2024): 4716–27. https://doi.org/10.5281/zenodo.13907926.
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Morphological skills are essential for developing linguistic competence, as they underpin various aspects of language acquisition, including reading comprehension and effective writing. This study examined morphological errors in the written works of 25 Grade 11 students in the Oral Communication course at Northern Abra National High School, exploring how these errors reflected their understanding of word formation rules and the influence of contextual factors like educational background and language exposure. Using a document analysis design, the research involved evaluating students’ assignments and essays to identify error types and frequencies. A systematic coding process categorized errors through qualitative content analysis, revealing themes related to inflectional, derivational, and compounding errors. The study identified common morphological errors in the written works of 25 Grade 11 students enrolled in the Oral Communication course. Inflectional errors were the most prevalent, comprising 40% of the total, with students frequently misusing verb conjugations and plural forms, indicating a fundamental misunderstanding of grammatical rules. Derivational errors accounted for 30%, highlighting confusion around suffix and prefix application. Compounding errors, at 20%, involved incorrect separation and formation of compound words, leading to clarity issues in writing. Affixation errors made up 10%, reflecting overgeneralization and misuse of affixes. Also, students from well-resourced families made 12% fewer morphological errors than those from under-resourced families, with dedicated language programs leading to a 20% reduction. Teacher expertise contributed to a 15% decrease in errors. Students exposed to multiple languages had 30% fewer errors, with those speaking three or more languages showing a 40% reduction, highlighting the benefits of multilingualism on language skills. Moreover, students with both quality education and extensive language exposure made 35% fewer errors than those lacking either factor. These findings emphasize the need for educational equity and multilingualism to enhance morphological skills. A combined approach integrating quality instruction with diverse language experiences is recommended to improve writing proficiency. Generally, the educational background and language exposure significantly impact Grade 11 students' morphological accuracy. Students from well-resourced schools made fewer errors, especially with effective language instruction, while multilingual students demonstrated enhanced writing proficiency. The synergy between quality education and diverse linguistic exposure is essential for improving students' linguistic skills. To address morphological challenges, educational policies should focus on integrating robust language programs and promoting multilingualism, fostering better writing outcomes for all students.
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Rahmawati, R. A. Putri, and Novita Rahmi. "Analisis Kesalahan Morfologi Dalam Insya." An Nabighoh: Jurnal Pendidikan dan Pembelajaran Bahasa Arab 22, no. 02 (2021): 243. http://dx.doi.org/10.32332/an-nabighoh.v22i02.2311.
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This study aimed to analyze the forms of students' writing language errors in learning Arabic. The research method used qualitative research. The study was conducted at Islamic Junior High School Darul A'mal Metro. Research respondents were 30 students of grade VIII. Data collection methods were interviews and observations. The interview method was used to find out the difficulties of Arabic learning in the writing aspect. The method of observation was used to see the directly learning process in Arabic learning activities. This study used qualitative data analysis techniques, namely content analysis of morphological errors encountered in insya' text resulting from student work. The results showed that writing errors were found in the form of morphological errors. Writing mistakes in the morphological included writing errors on mudzakar and muannas words, writing errors on madhi and mudhare fi'il. This morphological error occurs due to factors that include the lack of exercise and teachers' optimization in learning could cause students' understanding of Arabic rules were less.
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Maulana, Bayu Wahyu, Bambang Irawan, and Mokhammad Miftakhul Huda. "MORPHOLOGICAL ERRORS IN TEACHING COMPOSITION AT AL-QODIRI ISLAMIC BOARDING SCHOOL'S ARABIC LANGUAGE CENTER IN JEMBER." Abjadia : International Journal of Education 9, no. 1 (2024): 96–104. http://dx.doi.org/10.18860/abj.v9i1.25269.
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This study aimed to analyze the forms of students' writing language errors in learning Arabic. The research method used qualitative research. The study was conducted at Arabic Language Center Al-Qodiri Islamic Boarding School In Jember. Research respondents were 25 students of grade Ibtida’. Data collection methods were interviews and observations. The interview method was used to find out the difficulties of Arabic learning in the writing aspect. The method of observation was used to see the directly learning process in Arabic learning activities. This study used qualitative data analysis techniques, namely content analysis of morphological errors encountered in insya' text resulting from student work. The results showed that writing errors were found in the form of morphological errors. Writing mistakes in the morphological included writing errors on mudzakar and muannas words, writing errors on madhi and mudhare fi'il. This morphological error occurs due to factors that include the lack of exercise and teachers' optimization in learning could cause students' understanding of Arabic rules were less.
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Musdalifah, Musdalifah, A. Rahman Rahim, and Muhammad Ali Imran. "ANALISIS KESALAHAN BAHASA INDONESIA DALAM SKRIPSI MAHASISWA UNIVERSITAS MUHAMMADIYAH MAKASSAR ANGKATAN 2019." Khazanah Pendidikan 18, no. 2 (2024): 474. https://doi.org/10.30595/jkp.v18i2.25834.
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This research aims to identify types of morphological errors and the frequency of their occurrence in the theses of students at Muhammadiyah University of Makassar class of 2019. This research uses a qualitative method with a descriptive research type. Research data was obtained from two sample theses which were analyzed using documentation and content analysis techniques.The research results showed that there were 50 types of morphological errors found in the sample thesis. The most common type of error is affixation errors, with a frequency of 12 out of 50 types of errors. Factors causing morphological errors that were found were the lack of guidance in Indonesian language courses, the lack of adequate references, and students' habits of not paying attention to language rules when writing. The proposed solution to overcome morphological errors in student theses is increasing guidance in Indonesian language courses, providing adequate references, and increasing student awareness about the importance of standard language
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Gahl, Susanne, and Ingo Plag. "Spelling errors in English derivational suffixes reflect morphological boundary strength." Mental Lexicon 14, no. 1 (2019): 1–36. http://dx.doi.org/10.1075/ml.19002.gah.
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Abstract To what extent do speakers decompose morphologically complex words, such as segmentable, into their morphological constituents? In this article, we argue that spelling errors in English affixes reflect morphological boundary strength and degrees of segmentability. In support of this argument, we present a case study examining the spelling of the suffixes -able/-ible, -ence/-ance, and -ment in an online resource (Tweets), in forms such as <availible>, <invisable>, <eloquance>, and <bettermint>. Based on previous research on morphological productivity and boundary strength (Hay, 2002; Hay & Baayen, 2002, 2005), we hypothesized that morphological segmentability should affect the choice between <able> vs. <ible>, <ance> vs. <ence>, and <ment> vs. <-mint>. An analysis of roughly 23,000 non-standard spellings is consistent with that hypothesis, underscoring the usefulness of spelling variation as a source of evidence for morphological segmentability and for the role of morphological representations in language production and comprehension.
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Poejilestari, Noening. "nn AN ANALYSIS OF MORPHOLOGICAL AND SYNTACTICAL ERRORS IN RECOUNT TEXT." Journal of English Language and Literature (JELL) 5, no. 01 (2020): 9–18. http://dx.doi.org/10.37110/jell.v5i01.91.
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The purpose of this study is to determine the morphological errors and syntactic errors made by students in writing recount text, frequency of errors, types of dominant errors and sources of errors. The research method used is qualitative research. The data from this study are 70 recount texts made by students of tenth grade in SMK Negeri 9 Kota Bekasi. The research found that there were still many mistakes made by the tenth grade students of SMKN 9 in Bekasi in writing English recount text. For morphological errors the researcher found that students made 56 errors which included single errors with the number of errors 4 (7.14%), plural form errors with number of errors 5 (8.93%), errors belonging to the number of errors 8 (14.29%), errors to infinitive with the number of errors 9 (16.07%) and the formation error in the past with the number of errors 30 (53.57%). While for syntactic errors, the researcher found that students made 113 errors which included omission errors with 47 errors (41.60%), addition errors with 24 errors (21.24%) and formation errors with 42 errors (37.16%). This shows that grammar is a weakness of students in writing essays, especially recount text. From the results of the study it was found that students experienced obstacles in writing caused by interlingual factors, intralingual factors and excessive generalization. Thus students' writing skills are still weak.
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Solehah, Mirna, and Muhammad Farhan. "Analisis Kesalahan I'rab dan Shigah pada Santri Miftahus-Sholihin Cimahi." Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 3, no. 1 (2024): 150–65. http://dx.doi.org/10.15575/ta.v3i1.30538.
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This study aims to identify syntactic and morphological errors in third-year students of Madrasah Diniyah Takmiliyah (MDT) Miftahus-sholihin and provide treatments to reduce these errors. Given the international popularity of Arabic, it is essential to conduct research focusing on improving students' understanding of all aspects necessary for mastering the Arabic language. This research focuses on errors in syntactic and morphological aspects, categorized into three subcategories in syntax: 1) final harakat determination, 2) i`rab characteristics, and 3) sentence structure; and two subcategories in morphology: 1) initial and final harakat determination, and 2) shigah determination, totaling five subcategories. The study introduces a new approach to addressing Arabic language errors in syntactic and morphological aspects through the Focus Group Discussion (FGD) model. The findings highlight FGD's effectiveness in Arabic language education, particularly in reducing morphological shigah errors, with results showing a 5% reduction in error rates from 31% (170 errors) to 26% (141 errors). This research enhances Arabic teaching methods with FGD, promotes innovative strategies, and improves the curriculum. Further exploration of FGD and other innovative methods is recommended, along with longitudinal studies.
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Ukka, Syamsir Bin, Andi Miftahul Maulidil Mursyid, and Erfin Wijayanti. "ERROR ANALYSIS OF ACADEMIC WRITING PAPERS OF ENGLISH EDUCATION STUDENTS AT IAIN FATTAHUL MULUK PAPUA." JLE: Journal of Literate of English Education Study Program 2, no. 2 (2021): 27–36. http://dx.doi.org/10.47435/jle.v2i2.729.
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This research aims to identify the factors of writing errors and efforts to identify the resolution of errors in writing academic papers for English Education students at IAIN Fattahul Muluk Papua. The theory used to examine the research problem is standard and correct language, grammar theory, and error analysis as the leading theory. The research method is descriptive-qualitative. The results showed that the writing error factor was in morphological errors, lexicon errors, syntactic errors, and systematics of writing. First, morphological errors include punctuation errors, spelling errors, and vocabulary errors. Second, lexicon errors include grammatical errors and conciseness errors. Third, syntactic errors include unclear sentences, sentences that have ambiguous intentions and incomplete sentences. Fourth, systematic errors in writing include the thickness of letters, coherence, the distance between sub-chapters and incompleteness of sentences. Efforts to resolve writing errors, so that its do not happen again by realizing an English version of the academic paper writing module in simple language equipped with systematic explanations, formats, and substance of academic papers.
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Sukarton and Ratna Dewanti. "Teacher’s morphological awareness and errors in teaching English." Lililacs Journal : English Literature, Language, and Cultural Studies Journal 5, no. 1 (2025): 15–28. https://doi.org/10.21009/lililacs.051.02.
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Morphology is the study of words and their structure, focusing on the relationships between morphemes. This study aims to examine teachers’ morphological awareness and errors in teaching English. A qualitative content analysis method was employed, with one English teacher as the participant, selected based on their extensive teaching content on YouTube. Observation sheets and criterion- referenced assessment (CRA) were used as data collection techniques. The findings indicate that the teacher's morphological awareness score is 71.42%, classifying them as "aware." Additionally, 24 morphological errors were identified in the teacher’s video content. Among these, misinformation was the most frequent type of error, accounting for 79.16%, followed by disordering (12.5%) and omission (8.33%).In conclusion, while the teacher demonstrates moderate morphological awareness, a significant number of misinformation errors suggest areas for improvement in morphological instruction.
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Smith-Lock, Karen M., and Hyla Rubin. "Phonological and morphological analysis skills in young children." Journal of Child Language 20, no. 2 (1993): 437–54. http://dx.doi.org/10.1017/s0305000900008369.
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ABSTRACTTwenty-two normally developing five-year-olds were asked to judge, identify, repair and explain phonological and morphological errors. All of the errors involved the addition, substitution or omission of a single phoneme, which in the morphological task, was also an inflectional morpheme. Stimuli were controlled for type of error (omission, addition, substitution), location of the error (word final) and word status of the resulting error (word, non-word). Children performed significantly better on the phonological task than on the morphological task. It is proposed that the results are due to differences in the type and location of linguistic information to be analysed and to differences in memory demands in the tasks.
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Irawansyah, Irawansyah, Inggrit Stefani, Hana Atikah Imtinan, and Amanda Jasmine. "An Analysis of College Students’ Morphological Error in Translating Recount Text from Indonesia to English Using Surface Strategy Taxonomy." Journal of Linguistics, Culture and Communication 2, no. 1 (2024): 89–102. http://dx.doi.org/10.61320/jolcc.v2i1.89-102.
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This study aims to determine what morphological level errors appear in college students' translation of recount texts from Indonesian to English based on Dulay's theory of surface strategy taxonomy. Referring on this theory, errors are divided into omission, addition, mis-formation and mis-ordering. This study was conducted in a descriptive qualitative method. The population was the members of UKM Bahasa Universitas Islam Negeri Raden Intan Lampung with the sample used in this study were 15 members of UKM Bahasa taken with random sampling technique by sharing the Google Form link to all the population and only collected 15 participants. The data of this study were participants' translation results in translating recount text from Indonesian to English, which they sent in the Google Form link. The result of this study shows that there are 130 morphological errors made by students in translating recount text. The most common morphological error is inflectional error, which appears 37 times; the least common is pronoun error, and the auxiliary error, which appears 6 times. Meanwhile, the most common error in the surface level of taxonomy strategy is mis-formation error which appears 58 times, followed by omission error 42 times and addition error 30 times. In this study, researchers did not find any mis-ordering errors that appeared.
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Dinamika, Soraya Grabiella, and Elitaria B. A. Siregar. "A Morphological Error Analysis of Students’ Written Reports on Indonesia’s 2014 Presidential Election." IJEE (Indonesian Journal of English Education) 7, no. 1 (2020): 87–96. http://dx.doi.org/10.15408/ijee.v7i1.16978.
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ABSTRACTThis study, conducted at the Department of English Literature of Universitas Sumatera Utara (USU), aimed to investigate the morphological errors made by university students in their report texts on Indonesia’s Presidential Election in 2014. The objectives of this qualitative and descriptive study were to: a) find out the most predominant morphological errors made by the students; b) investigate the sources causing the errors; and c) suggest appropriate remediation for identified morphological errors. In analyzing the data, the Error Analysis theory, espoused by Gass and Selinker (2008), was applied as it provides six systematic procedures in overcoming L2 learning errors. Results of the analysis revealed that the students respectively made significant morphological errors in: a) the use of derivational morphemes with 46 errors (51%); b) the use of inflectional morphemes with 43 errors (47%); and c) the use of affixes with two errors (2%). The morphological error made by the students was caused by two primary sources, the interlanguage and intralanguage errors. To address these problematic areas, the researchers have suggested several pedagogical remediations to follow up.ABSTRAKPenelitian ini bertujuan untuk mengetahui kesalahan morfologi yang dibuat oleh mahasiswa Departemen Sastra Inggris Universitas Sumatera Utara, dalam teks laporan yang mereka tulis tentang Pemilihan Presiden Tahun 2014. Selain itu, penelitian ini bertujuan untuk; a) mencari tahu jenis kesalahan morfologi apa yang paling banyak terjadi; b) mencari tahu sumber penyebab kesalahan; dan c) memberikan langkah-langkah yang sesuai untuk mengatasi kesalahan morfologi. Dalam menganalisis data, teori yang digunakan adalah Teori Analisis Kesalahan yang digubah oleh Gass & Selinker pada tahun 2008, karena teori ini memuat enam prosedur lengkap dalam menangani masalah kesalahan pembelajaran bahasa kedua. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Hasil analisis data mengemukakan bahwa kesalahan yang paling banyak terjadi dalam penggunaan morfem derivasi dengan jumlah 46 kesalahan (51%), diikuti oleh penggunaan morfem infleksional dengan jumlah 43 kesalahan (47%), dan yang paling sedikit adalah penggunaan imbuhan dengan jumlah 2 kesalahan (2%). Ada dua penyebab terjadinya kesalahan morfologi, yaitu kesalahan intrabahasa dan kesalahan interbahasa. Selanjutnya, peneliti menyarankan sejumlah langkah remediasi pedagogik untuk mengatasi kesalahan morfologi. How to Cite: Dinamika, S. G., Siregar, E. B.A.. (2020). A Morphological Error Analysis of Students’ Written Reports on Indonesia’s 2014 Presidential Election. IJEE (Indonesian Journal of English Education), 7(1), 85-94. doi:10.15408/ijee.v7i1.16978
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Silfverberg, Miikka, and Jack Rueter. "Can Morphological Analyzers Improve the Quality of Optical Character Recognition?" Septentrio Conference Series, no. 2 (June 17, 2015): 45. http://dx.doi.org/10.7557/5.3467.
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Optical Character Recognition (OCR) can substantially improve the usability of digitized documents. Language modeling using word lists is known to improve OCR quality for English. For morphologically rich languages, however, even large word lists do not reach high coverage on unseen text. Morphological analyzers offer a more sophisticated approach, which is useful in many language processing applications. is paper investigates language modeling in the open-source OCR engine Tesseract using morphological analyzers. We present experiments on two Uralic languages Finnish and Erzya. According to our experiments, word lists may still be superior to morphological analyzers in OCR even for languages with rich morphology. Our error analysis indicates that morphological analyzers can cause a large amount of real word OCR errors.
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De San San Nurhayati, Jelita Maulida Nurhamidah, Hesti Nurlinda, and Ai Siti Nurjamilah. "Analisis Kesalahan Fonologi dan Morfologi Pada Berita Kabar Priangan (Gaya Hidup) Edisi September-Oktober 2024." Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya 2, no. 6 (2024): 319–26. https://doi.org/10.61132/morfologi.v2i6.1203.
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This study aims to analyze phonological and morphological errors in lifestyle column articles of the Kabar Priangan newspaper, September-October 2024 edition. Using a descriptive qualitative approach, this research identifies and classifies the language errors found. Data is collected through observation and note-taking techniques, where the researcher records every phonological and morphological error that appears in the text. The analysis results show various types of errors, including phoneme omission, phoneme addition, phoneme sound changes, affix usage errors, word compounding, and unnecessary word repetition. This study provides insights into the causes of errors and their impact on reader comprehension, as well as offers recommendations for improving language use in online media.
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Arisa, Arisa, Ahmad Ghazali, Sutrisman, Nur Rahmi, and Nurul Hidayah. "Analisis Kesalahan Berbahasa dalam Pembentukan Kata pada Penulisan Teks Eksposisi Terhadap Siswa Kelas X MIPA 1 SMA Negeri 5 Wajo Kajian Morfologi." AIJER: Algazali International Journal Of Educational Research 4, no. 1 (2021): 1–5. http://dx.doi.org/10.59638/aijer.v4i1.183.
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Abstract: Analysis of Language Errors in Word Formation in Exposition Text Writing for Class X MIPA 1 Students of SMA Negeri 5 Wajo Morphological Studies. This study aims to describe the form of language errors in writing exposition texts for class X MIPA 1 SMA Negeri 5 Wajo students using morphological studies. This type of research uses qualitative descriptive research methods. This researchwas carried out directly at SMA Negeri 5 Wajo to obtain qualitative description data. The object of this study is a language error in word formation in the writing of exposition texts for students of class X MIPA 1 SMA Negeri 5 Wajo: Morphological Studies. The technique of collecting the results of the analysis and discussion of this research can be found in the form of language errors in the field of morphology, namely errors in the process of forming the basic word into the word affix (duplication). A morphemic process that repeats the basic word form, either in whole, in part, or with changes in sound and (composition). Based on the results of the processed research data, it was found that language errors in affiliations were 26 words, errors were made in duplication, which was 3 words, and there were no language errors in composition. In addition to language errors at the morphological level, students also make language mistakes such as word writing errors and preposition writing errors.
 Keywords: Language Errors, Word Formation, Exposition Text
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Soleckah, Umma Khoirotus, Wahyu Hanafi Putra та Kunti Nadiyah Salma. "Taḥlīl al-Akhṭā’ al-Naḥwiyyah wal al-Ṣarfiyyah wa al-Imlāiyyah fī Kitābah al-Insyā’ bi al-Ma’had". Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab 7, № 2 (2023): 161–76. http://dx.doi.org/10.32699/liar.v7i2.5438.
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The aims of this study were: 1. To find out the forms of grammatical, morphological and spelling errors in writing papers, 2. To know the analysis of grammatical, morphological and spelling errors in writing, 3. To demonstrate how to solve problems with grammatical, morphological and spelling errors in essay writing. The research approach used is qualitative research. And data collection techniques used by researchers are observation, interviews, and documentation. The research was conducted at the Ar Risalah Modern Islamic Boarding School. The results of the study: there are three forms of errors, namely: 1) morphological errors, 2) grammatical errors, 3) spelling errors. In the analysis there were 73 errors: 14 in morphological form, and grammatical errors there were 23 errors. As for overcoming the problem of morphological and grammatical errors in writing essays, namely: 1) explaining the material again, 2) giving examples of grammar, 3) repeated exercises and practices, 4) choosing learning methods
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Adi, Mohammad Sofyan. "Analysis of Morphological Errors in Students' Writing." International Journal of English Education and Linguistics (IJoEEL) 4, no. 1 (2022): 14–21. http://dx.doi.org/10.33650/ijoeel.v4i1.3881.
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The objectives of this research to investigated kinds of students’ morphological errors of SMK Ma'arif NU especially in writing narrative. This research is drawn in descriptive method. Twenty students of the tenth grade students at SMK Ma'arif Nu Gending are assigned to write narrative text in English based on the topic provided by the researcher. Students were asked to write text in 90 minutes. In this thesis, the researcher used morphological errors taxonomy to identify the students errors made by them. This research revealed about; the first, the participants contributed noun morphology errors, verb morphology errors, and adjective morphology errors. Second, the most frequent type of morphological errors contributed by participants was ‘misselection’. From this research, the research revealed that first language gave interferes their second language.
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Yusnitasari, Rizqi, and Tono Suwartono. "TOP TEN MOST PROBLEMATIC GRAMMATICAL ITEMS FOR INDONESIAN TERTIARY EFL LEARNER WRITERS." Premise: Journal of English Education 9, no. 1 (2020): 1. http://dx.doi.org/10.24127/pj.v9i1.2476.
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Errors are almost inseparable from learning process, including learning new languages. Though, it is not always considered as negative, instead, it is a part of learning process. This study was conducted to assess students’ mastery of grammar in writing, to find what grammatical errors they make, to be an evaluation to overcome the problem in the future. In this study, samples were taken from EFL students of English Education Department of Universitas Muhammadiyah Purwokerto. The grammatical errors were identified under the theory of Politzer-Ramirez which classify errors into two types: morphological and syntactic error. In the end of the study, ten types of grammatical errors were identified as the most common grammatical errors made by the students. Three of them belong to morphological error, while the remaining fall into syntactic error. Those ten errors are: The use of prepositions (75 %), redundancy (75 %), simple past tense incorrect (62.5 %), determiners (58.3 %), number confusion (45.8 %), omission of verb (45.8 %), verb construction (41.67 %), derivatives/wrong part of speech (41.67 %), nominalization (33.3 %), and errors in the use of pronoun (29.2 %). Keywords: Problematic, Grammatical Items, Tertiary, EFL, Learner Writers
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Sunandar, Ahmad. "Morphological Errors In Narrative Writings Of The Eleventh Students Of Muharrikun Najaah Klaten." EDUJ : English Education Journal 1, no. 2 (2023): 92–98. http://dx.doi.org/10.59966/eduj.v1i2.592.
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This research conducted to investigate the morphological errors in students’ narrative writings. The aim of this study was to categorize and demonstrate the percentage of each error that students made, according to theory. Descriptive qualitative research methods were the chosen research type. The research subjects were the students of Senior High School of Muharrikun Najaah Klaten of the eleventh grade which had two classes with 55 students. The instrument used was the students’ narrative writings. The Surface Strategy Taxonomy developed by Dulay et al. was used to assess each error that emerged in the students’ writings. The findings showed that the total errors were 447. The most errors were the misformation with 175 errors or 39 %, the second place was the omission with 142 errors or 32 % , the third place was the addition with 102 errors or 23 %, and the last place was the misordering with 28 errors or 6 %. Based on the results, it can be concluded that students still made great difficulties in learning the grammar structure. So that the result of the study is significant and expected to be able to raise the awareness of the students about the importance of mastering English structures.
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E. Dela Peña, Maria Morena. "Linguistic Errors In Written Discourse." Recent Educational Research 1, no. 2 (2023): 119–40. http://dx.doi.org/10.59762/rer904105361220231220143126.
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This study generally aimed to determine the linguistic errors of Grade 11 students in Biliran Province State University-Laboratory High School (BiPSU-LHS) in their written discourse, SY: 2021-2022. Utilizing the descriptive-correlational research design, this study elicited data from the 33 students of BiPSU-LHS. Findings revealed that most Grade 11 Senior High School students in BiPSU-LHS spent 1-3 hours in watching English Videos per week. On the other hand, most of the Grade 11 Senior High School students in BiPSU-LHS only spent 15 minutes to 1 hour in reading English materials per week. Moreover, the most common syntactic error committed by the Grade 11 students in the written discourse was the use of ‘wrong or missing prepositions; most common morphological error committed by the Grade 11 students in the written discourse was the use of ‘contraction;’ and most common technical errors committed by the Grade 11 students in the written discourse was poor punctuation. Hence, there is a significant relationship between the profile of the Grade 11 Senior High School students and their syntactic errors, morphological errors, and technical errors committed. Based on the overall observation and analysis of the data gathered, the researcher concluded that the Grade 11 students in Biliran Division during the school year 2021-2022 have committed linguistic errors in their written discourse, such as: syntactic, morphological, and technical categories.
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Funnell, Elaine. "Morphological Errors in Acquired Dyslexia: A Case of Mistaken Identity." Quarterly Journal of Experimental Psychology Section A 39, no. 3 (1987): 497–539. http://dx.doi.org/10.1080/14640748708401801.
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Morphological errors in oral reading have been used to support theories of lexical access in which root morphemes and affixes are independently represented in the orthographic lexicon. No support for such theories was found in this study, which examined the morphological errors made by two patients with different patterns of acquired dyslexia. Instead, it was shown that the probability of making a morphological error depended upon the absolute levels of imageability and word frequency of the affixed word and the relative levels of its root morpheme. These properties also affected the oral reading of words without affixes. It was concluded that so-called “morphological” errors reflect the properties of the reading system which influence lexical orthographic access for both affixed and unaffixed words and further reflect the functional level of the lexical pathways available to the patient.
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Purinanda, Faza Hannan, and Adi Sutrisno. "Morphosyntax Errors in Undergraduate Research Articles from English Education Department." English Education:Journal of English Teaching and Research 7, no. 1 (2022): 67–79. http://dx.doi.org/10.29407/jetar.v7i1.17862.
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Since the graduates of English education department are expected to be educators, errors that are still prevalent in their research articles need to be acknowledgedas teaching what is essentially flawed language use may lead to damaging results.Therefore, the aim of this research is to inspectprevalent morphological and syntactical errors in undergraduate research articles from English education department and determine the factors causing the errors. The results of the study show that errors are found at both morphological and syntactical levels. The morphological level includes inflection, derivation, preposition, article, possessive determiner, quantifier determiner, copula be, and pronoun. Meanwhile, the syntactical level includes passive voice, tense, infinitive, noun phrase, adverbial clause, adjectival clause, auxiliary, and subject-verb agreement. As for the source of errors, both interlingual and intralingual factors are attributed to causing such errors.This study highlights the process of error classification andthe trend of frequently-made errors, including their commonality within the EFL context. Several suggestions are also offered in order that English learners can be more attentive to their writings.
 Keywords:error analysis, morpheme, syntax, research article, undergraduate
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Astari, Rika, Alvinda Yunaz, and Muhammad Irfan Faturrahman. "The Grammatical Deviations in The Arabic Debate Competition in Indonesia." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 9, no. 2 (2022): 178–90. http://dx.doi.org/10.15408/a.v9i2.29008.
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This study aimed to describe the form of Arabic grammatical errors that occur in the Arabic debate competition in Indonesia both off-line and on-line, the factors, the impact, and solutions for grammatical errors. The material object of this research was the video of the Arabic debate competition in Indonesia. This study used a qualitative descriptive approach to grammatical errors in the video of the Arabic debate competition in Indonesia. The results showed that 29 grammatical errors were found in syntax errors and 18 morphological errors. From the 47 errors found, the factors were inter-language errors or interference and intra-language errors. These factors have an impact on changing the meaning of a sentence and also have an impact on misunderstanding communication between speakers. The solutions offered to improve and reduce the error are the need for good preparation in syntactic and morphological aspects for debaters before competing, conducting intensive training, and increasing seriousness in exploring and understanding Arabic debate.
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Rahman, Irpan Ali. "Morphological Errors Analysis on Students’ Synopsis Writing." English Language in Focus (ELIF) 1, no. 2 (2019): 81. http://dx.doi.org/10.24853/elif.1.2.81-88.
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The objective of the study is to find out the students’ morphological errors in synopsis writing. It aimed to know what the difficulty is faced by the students in their synopsis writing. The methodology of study is a qualitative that focused to analyze the students’ synopsis writing errors. The research finding is found that several students have synopsis writing errors in some aspects refer to omission, misordering, misinformation, and addition.
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Ramadan, Saleh. "Morphological Errors Made By Jordanian University Students." Romanian Journal of English Studies 12, no. 1 (2015): 40–49. http://dx.doi.org/10.1515/rjes-2015-0006.
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Abstract This study tries to identify, classify, describe and find out the causes of the morphological errors made by the fourth year university students majoring in English in Jordan. The students who participated in the study were 20 students from Al–Zaytoonah Private University of Jordan. The procedure followed was essay writing. After analyzing the errors, the study shows that (a) the students’ competence in English morphology is poor and (b) The errors are caused by some factors such as the inconsistency in English as well as misapplication of rules. Interference and overgeneralization are also other causes. Since the course of morphology is selective in the university plan, it is also considered as an important cause. In order to reduce their errors, the researcher has suggested some remedies.
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Fezi Safitri, Moch. Mu'izzuddin, and Lalu Turjiman Ahmad. "Analisis Kesalahan Linguistik dalam Buku Ajar 'Ayo Belajar Bahasa Arab' Kelas V: Tinjauan Morfologis, Sintaksis dan Semantik." Uktub: Journal of Arabic Studies 5, no. 1 (2025): 16–26. https://doi.org/10.32678/uktub.v5i1.5.
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Teaching materials or textbooks play a vital role in the learning process, particularly in language education, as they directly influence the quality and effectiveness of instruction. Linguistic errors in Arabic textbooks often arise from a limited understanding of correct grammatical structures, including both word formation (morphology) and sentence construction (syntax). In Arabic language learning, textbooks serve as a central resource for teaching grammar (Nahwu and Sharaf), vocabulary, reading, writing, listening, and speaking skills. This article aims to examine linguistic errors found in the Ayo Belajar Bahasa Arab textbook for Grade V, published by Erlangga. The study adopts a qualitative approach using library research methods to gather relevant data and theoretical references. The primary source analyzed is the aforementioned textbook. The findings reveal several linguistic issues, including three morphological errors, three syntactic errors, and one semantic error. Morphological errors involve inaccuracies in word endings that affect meaning, syntactic errors relate to improper sentence structure in terms of nahwu, and the semantic error pertains to the misuse or misunderstanding of word meaning within the context of Arabic vocabulary.
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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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Ajeng Raya Vidia, Yayu Sopa Ikmali Rijki, Siti Elinda Nur Pebriantini, and Ai Siti Nurjamilah. "Analisis Kesalahan Berbahasa Pada Teks Prosedur Kelas IX SMPIT Darul Muta’allimin." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 2, no. 4 (2024): 135–40. https://doi.org/10.61132/fonologi.v2i4.1213.
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This research aims to describe and analyze language errors in 5 procedural texts produced by SMPIT Darul Muta'allimin students. The research method used is descriptive qualitative with data collection techniques in the form of documents. The results obtained contained language errors in the categories of morphology, phonology, spelling and signs which included: 2 morphological errors, 4 phonological errors, and 1 spelling and punctuation error.
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AFDALIAH, NIHLA. "An Analysis of Phonological, Morphological and Syntactical Errors on Teachers’ Talk in EFL Classroom." JETAL: Journal of English Teaching & Applied Linguistic 4, no. 1 (2022): 10–18. http://dx.doi.org/10.36655/jetal.v4i1.790.
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This study investigated the teachers’ talk errors from phonological, morphological and syntactical aspects committed by EFL teachers during classroom instruction. It employed descriptive qualitative research. Through recording and transcription of teachers’ classroom meetings, the researcher found that the errors of teachers' talk occurred 96 times and the phonological errors dominated the teachers’ talk errors. It reached 55.2 % or occurred 53 times. The phonological errors covered the mispronouncing of pure vowels, diphthongs, triphthongs and some consonants. Furthermore, the second type of error was syntactical errors. They were committed 34 times or reached 35.4%. the errors comprised the incorrect word order and sentence structure or the misuse of tense. Meanwhile, the morphological errors were done 9 times or only reached 9.4 %. The errors included the misuse of verb, noun and pronoun.
 The result of the study revealed that the EFL teachers who are supposed to be role models in using proper English, frequently make errors during classroom interaction. so that the result of the study is significant and expected to be able to raise the awareness of the EFL teachers about the importance of teacher talk in classroom interaction.
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Chandra, Julian. "An Analysis of Linguistic Errors Made by EFL’s Adult Learners in Translating English into Indonesian language." Jurnal Ilmiah Langue and Parole 3, no. 1 (2019): 1–10. http://dx.doi.org/10.36057/jilp.v3i1.375.
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The study was aimed at describing what linguistic errors namely, grammatical, syntactical, morphological, phnological and lexical errors that English education program students made in translating Indonesian language into English. This research was a descriptive qualitative research. Research participants were 19 sixth semester students of English education at STKIP YDB who took translation subject for academic year of 2018/2019. The research instrument was translation test derived from the students’ translation midterm examination which comprised translating 15 Indonesian sentences into English. Data was analyzed through error analysis in which was proposed by Ellis (1997) involving steps such as (1) collecting samples / data, (2) identifying the errors, (3) classifying translation errors, (4) explaining the errors, and (5) evaluating / interpreting the error. 
 The results of the study revealed that the main linguistic errors that the students had in translating Bahasa Indonesia into English was in lexical aspect. It was found that lexical error comprised 72,8% of total errors. For grammar and syntactical aspects, it was found that both contained 12,% of total errors made by the students. For morphological aspects, it was found that only 3,1% of total errors was made. For the linguistic problems in phonological aspects, surprisingly it was found 0% of total errors . It can be concluded language acquisition of these students in the linguistic component of English as a foreign language was inadequate in the act of translating, especially in the level of "lexicon" (vocabulary and choice of words), grammar and syntax.
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Tustiawati, Ida Ayu Mela. "Common Errors Found in the Diverse Kinds of Paragraphs Composed by First Year EFL University Students." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 13, no. 1 (2023): 14. http://dx.doi.org/10.26714/lensa.13.1.2023.14-29.
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The present study aims at showing the major types of errors that students make in their written products and their perspectives on the cause of errors that they make. In this research, 180 students’ paragraphs were analysed for the purpose of error analysis and a questionnaire was distributed to the students to find out their perspectives on the cause of errors that they made. The errors found in the students’ written products were first categorised into several major categories, then further classified into four general categories: morphological, lexical, syntactical, and mechanical. The findings show that there were 12 major errors that the students made in their writing. Seven of them fall under the category of morphological, two under lexical, one under syntactical and another two under mechanical. The majority of students are aware that they make errors in their writing but find it hard to allocate them. As a result, they may not be able to correct or avoid the errors. Thus, incorporating error analysis in teaching and learning is a necessary practice for students to minimise the production of errors in their writing. Furthermore, lack of understanding of grammatical functions and limited knowledge of vocabulary are considered the major causes of errors based on the perspectives of the students. Through the classification system provided by the error analysis procedure, teachers are able to address this issue by incorporating smaller groupings of errors into the curriculum and teaching program
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Kafifah, Nur, and Nurul Aini. "A Comparative Analysis of Spoken Error of Students’ Utterances." Pedagogy : Journal of English Language Teaching 8, no. 1 (2020): 64. http://dx.doi.org/10.32332/pedagogy.v8i1.1926.
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This present study deals with the comparative analysis in spoken production errors made by the 2nd and the 4th-semester students of English Education Study Program in STKIP Kumala Metro. The objectives of this research are to comparative the types of errors, the frequency of error, the dominant type of errors, the similarities and differences of errors, and the sources of errors. The type of this research is qualitative research. The data of this research are utterances containing errors taken from the 2nd and the 4th-semester students. In collecting data, the researcher listened to the audio record carefully, writes the scripts correctly, then identifies the data, and selects the data deals with the types of errors. The researcher used Clark and Clark, Dulay, Burt, and Krashen's theory to analyze the errors. The results indicated that there are three types of errors made by the 2nd-semester students, namely, speech errors (78,22%), morphological errors (15,6%), and syntactical errors (6,06%). Whereas, the erroneous made by the 4th-semester students are speech errors (83,86%), morphological errors (13,1%), and syntactical errors (2,93%). The speech errors made by the 2nd and the 4th-semester students have similarities and differences. The similarities of speech errors that found by the researcher were: silent pause, filled pause, repeats, false start (unretracted), false start (retraced), correction, interjection, stutters, a slip of the tongue, error in pronunciation, error in vocabulary, error in word selection, the omission of bound morpheme-s, the omission of to be, the addition of to be, the omission of the verb, the omission of –Ing, the addition of –Ing, and misuse of to be. The differences of errors made by the 2nd and the 4th-semester students are in the addition of preposition, malformation, and disordering. The dominant error made by students is filled pause. These speech errors mostly caused by three sources; cognitive difficulty, situational anxiety, and social reason.
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Schiff, Rachel. "They look similar, but they are different: reading two morphological structures of Hebrew nouns." First Language 22, no. 3 (2002): 305–22. http://dx.doi.org/10.1177/014272370202206605.
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This study examined the influence of two specific Hebrew nominal morphological structures on the accurate reading of Hebrew nouns. The study also analysed and categorized the reading errors within each nominal structure. All 24 nouns in this study looked similar, inasmuch as they were all four-lettered and ended with the final vowel letter [H]. Yet they were of two different morphological structures. Twelve were feminine nominal derivations, and 12 were feminine possessive optional inflections. The focus of the study was to discern if this difference was reflected in the respondents' reading accuracy and whether grade level had any effects. In addition, error types were analysed by morphology and grade level. The results of this study show that both reading accuracy and the type of errors are affected by morphological complexity and grade level. Thus, even in a shallow orthography such as vocalized Hebrew, morphological complexity seems to play an integral role in reading accuracy and error types at different grade levels.
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Fajrin, Zainul, Konder Manurung, Siska Bochari, Hastini Hastini, and Ahmad Javed Hassan. "Morpho-Syntactic Errors in EFL Students’ Writing: A Lesson from Language Education Institutions." Journal of Language and Literature Studies 5, no. 1 (2025): 60–72. https://doi.org/10.36312/jolls.v5i1.2505.
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Many students struggle with writing in English due to linguistic challenges such as morphology and syntax. This research aimed at discovering the morpho-syntactic errors that EFL students did and the most dominant error in the fifth-semester students in the English Education Study Program at Tadulako University. The researcher used descriptive quantitative method as the design of the research to analyze common morpho-syntactic error in on the students’ writings and to discover the errors and the most dominant errors made by students. The participants of this research were 145 students which chosen using simple random sampling where the researcher picked sample members from a population at random, without worrying about different groups or layers within that population. Data for this study were gathered through tests and the researcher analyzed using Dulay’s linguistic category taxonomy. The results of the study showed that errors are found at both morphological and syntactical levels. The morphological level included pronoun error, quantifier error, and inflectional error. Meanwhile, the syntactical level included tense error, infinitive error, auxiliary verb error and subject-verb agreement error. However, from all those errors, the most dominant error was pronoun error with the total number of errors was 504 in frequency. It implied that students lacked of understanding the use of pronouns in sentences. The research findings have important implications for both pedagogical approach and linguistic competence. For pedagogical approach, the insights help students understand and correct common grammar errors, improving their writing skills and boosting their confidence. In terms of linguistic competence, the findings highlight EFL students' development in morphology and syntax, enabling them to construct grammatically correct sentences and master complex language structures.
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An, Sung-min, та Young-woo Ha. "Patterns and Characteristics of Diphthong /ㅢ/ Pronunciation Errors of Uzbek Korean Learners". Korean Society of Bilingualism 84 (30 вересня 2021): 191–218. https://doi.org/10.17296/korbil.2021..84.191.
Full textAbstract:
The purpose of this study is to investigate the patterns and characteristics of /ㅢ/ pronunciation errors of Uzbek Korean learners based on an experimental phonetic methodology, and to present basic educational materials. For this study, the speech data were analyzed for patterns and characteristics of pronunciation errors for vowel /ㅢ/ according to phonological conditions and morphological conditions. As a result of the experiment, the error patterns according to phonological conditions were different for male and female, but overall the error rate of /ㅢ/ was high in the word-initial and GV structure. Under morphological conditions, grammatical morphemes had a lower error rate than lexical morphemes. Also, the error rate was high in words that could be separated depending on the structure of the word.
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Ritonga, Apri Wardana, Renni Hasibuan, Ayu Desrani, and Nahid Ayad. "Mentimeter for Arabic Writing: Analysis of Morphological and Syntactic Errors of Islamic University Students." Journal Of Foreign Language Learning and Teaching 4, no. 2 (2025): 65–74. https://doi.org/10.23971/jfllt.v4i2.9889.
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The advent of modern technology has facilitated Arabic language learning but also poses challenges in mastering morphology and syntax. This study aims to analyze morphological and syntactic errors in Arabic writing among university students using the Mentimeter application. Employing a qualitative error analysis method, data were collected through interviews and written responses on Mentimeter. The findings reveal several dominant grammatical errors, including issues with hamzah qata' and hamzah wasl, idhafah, and gender agreement in numbers (adad and ma'dud). The most frequent error involved the writing of hamzah, highlighting the need for focused instruction. Additional errors in na‘at-man‘ut structures, possessive pronouns, and prepositions reflect the syntactic challenges students face. This study recommends structured grammatical exercises, explicit teaching of qawa
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Vorobyeva, Olga. "Morphologische Verbfehler in elizitierten Narrativen bei russisch-deutsch bilingualen Kindern im Grundschulalter." ZAS Papers in Linguistics 62 (September 12, 2019): 118–45. http://dx.doi.org/10.21248/zaspil.62.2019.446.
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This paper focuses on morphological verb errors in elicited narratives of Russian-German primary school bilinguals. The data was collected from 37 children who were separated into four groups according to the age and language acquisition type (simultaneous and successive). The Multilingual Assessment Instrument for Narratives (MAIN) (Gagarina et al. 2012) was used for data collection. The narratives produced in mode telling after listening to a model story were analysed and morphological verb errors in Russian and German were classified. Therefore, the error classification of Gagarina (2008) for Russian monolingual children was expanded and for the classification of German errors an own classification was suggested. Errors in Russian typically produced by monolinguals and unique bilingual errors as well were documented. The results show that the language of the environment (German) increases with age. Older children make fewer errors than younger ones. Nevertheless, a strong heterogeneity between children within each group can be observed.
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Wiyanti, Endang, Yulian Dinihari, and Heppy Atmapratiwi. "Language Errors in the Warta Kota Daily Newspaper." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 5, no. 1 (2021): 28–37. http://dx.doi.org/10.30998/jh.v5i1.615.
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Various features presented in the newspaper will add information to the reader. With increasing insight every day, they will increasingly be critical of the conditions that occur around found in writing in the newspaper. The language errors that occur are indicative of a lack of understanding of Bahasa. The researcher used a qualitative research approach with a type of descriptive study to be more focused and in accordance with the research objectives. The subject of this research is Warta Kota daily newspaper from October-December 2018 with the object of research being a mistake in various features of Warta Kota daily newspaper. Based on the data, errors analysis based on the largest to the smallest were Morphological errors (34.91%); Syntax error (16.04%); Error of Absorption Element (12.26); Word Writing errors (11.32%); Phonological errors (8.49%); Punctuation Writing Error (6.60%); Particle / Word Selection Writing errors and Word Combined Writing errors (3.77%); Front Word Writing errors (1.89%); and Error in the Use of Letters (0.94%).Keyword: Error Analysis, Newspaper