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Dwiyanti, Atika. "AN ANALYSIS OF STUDENTS’ ERROR USING PREPOSITION IN NARRATIVE TEXT AT THE THIRD SEMESTER OF ENGLISH EDUCATION STUDY PROGRAM MUHAMMADIYAH UNIVERSITY OF METRO ACADEMIC YEAR 2015/2016." UAD TEFL International Conference 1 (November 20, 2017): 79. http://dx.doi.org/10.12928/utic.v1.154.2017.
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The third semester of English Education Study Program is supposed to have been able to use preposition correctly. The objectives of this research are to find out what kind of error do the students make in using prepositions based on Surface Strategy taxonomy when they write narrative text; to find out how often the students make error in using preposition when they write narrative text; to find out what are the reasons of the students to make error in using preposition when they write narrative text.This research is a qualitative research. The data analyzed are based on descriptive analysis, namely collecting the data, analyse the students error, classifying the students errors, describing errors based on their type, classifying the result of interview.This research was conducted at Muhammadiyah University of Metro. The subject is third semester of English Department academic year 2015/2016 with 32 students as participant. The data were collected from writing test and interview. The result of research showed that the highest percentages of the errors belong to addition type (48%). The second percentage is misformation type (29%). Then the third is omission type (21%). Next, the last percentage is misordering (2%). It means that the most committed errors made by the students is addition. The studenst really often made error in using preposition when they write narrative text and the students made error in using preposition when they write narrative text is the students were confuse in using prepositions and they did not understand how to differentiate them.
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Jang, Jaemin, Wongyu Shin, Jungwhan Choi, Yongju Kim, and Lee-Sup Kim. "Sparse-Insertion Write Cache to Mitigate Write Disturbance Errors in Phase Change Memory." IEEE Transactions on Computers 68, no. 5 (2019): 752–64. http://dx.doi.org/10.1109/tc.2018.2881137.
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Ma’mun, Nadiah. "THE GRAMMATICAL ERRORS ON THE PARAGRAPH WRITINGS." Vision: Journal for Language and Foreign Language Learning 5, no. 1 (2016): 95. http://dx.doi.org/10.21580/vjv5i1862.
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<p>This paper makes a study of grammatical error on paragraph writings of English department students. The students were asked to write the paragraph of writing as their final assignment for paragraph based writing Class. The errors found in the students’ compositions are then classified based on the surface strategy taxonomy on errors of omission, addition, misformation, and misordering. Based on the result of the research findings whole have been analyzed and the discussions which have been presented, the writer generally concluded that there are four kinds of errors which are omission, addition, misinformation and misordering. The writer found that mostly the students had grammatical error on their writing in mis-information error 43%. They consist of misinformation of adverb, V2, subject-verb agreement, article, modal, passive and word choices. It also can be concluded that most students of intermediate level made Grammatical Error in Omission and Misinformation of their paragraph writing as Dulaay at.all (1982) said that Omission of to be is common error made by students. Even tough those sentences appear without to be, article or preposition and still have meaning, student must use the Grammar correctly or accurately in writing. Most students made grammatical error in using modal, for example of error in misinformatiom “We can learning all about English, after modal must be followed by main verb. It mostly happened on students’ writing. The most common types of errors made b y students are misinformation with the number of errors is 15 or 43% and o m i s s i o n with the number of error is 11 or 31%. The type of errors with the lowest frequency is misordering errors (9%). They consist of misordering of noun phrase and misordering of adverb. These errors seem to be caused by interlingual and intralingual interference.</p>
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Sutrisno, Bejo. "ERROR ANALYSIS ON ENGLISH WRITING SKILL FOR THE FIRST SEMESTER STUDENTS." Journal of English Language and Literature (JELL) 1, no. 01 (2018): 1–20. http://dx.doi.org/10.37110/jell.v1i01.10.
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The objective of this research is to find out the most and the least of typical errors on the first semester students’ writing skill. Writing gives an important role to students in practicing their ability to express their ideas to readers. The students sometimes commit errors when they write and those errors can effect to the content of their writing, as the result, the readers will be confused or do not understand to the students’ writing. This research using content analysis method. The writer interprets the data based on the errors on the students’ writing. This research found that error analyzes of students’ writing on word form is in the first rank (14,6%) followed by word choice (11,5%), Article and add a word (9,5%), Omit a word, singular-plural, verb tense, and capitalization (8,3%), Word order and Incomplete sentence (6,2%) and the least error is on Meaning not clear, that is (0%). This research has the implication that the lecturers should treat errors made by students as a part of learning process and it should be solved through remedial activity.
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Amalia, Dinar Rizky. "LEARNER ERRORS IN WRITING DESCRIPTIVE TEXT MADE BY STUDENTS OF SMP AL ISLAM KARTASURA." Jurnal Penelitian Humaniora 17, no. 1 (2016): 65. http://dx.doi.org/10.23917/humaniora.v17i1.2352.
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The study aims at describing the learners’ error made by eighth grade students of SMP AL Islam Kartasura in their writing descriptive text; identifying the types of lexical error, syntactical errors, and discourse errors; explaining the frequency of each typeof errors; describing the dominant type of errors; and identifying the sources of error. The type of this research is descriptive qualitative research. In collecting the data, the writer uses elicitation and documentation technique. There are some steps ofcollecting the data; asking the students to write descriptive text, collecting the data in form of erroneous sentences and paragraph, identifying the composition, marking the types of error, and at last, listing the erroneous sentences and classifying them into the classification of errors. The collected data are analyzed using Dulay, Burt and Krashen classification of errors theory, frequency of each type of error using Slamet’s theory, and Brown’s theory for sources of error. The results of the research show that the eighth grade students of SMP AL Islam Kartasura make 291 errors in their composition which are classified into three categories of error based on the combination of linguistic category and surface strategy taxonomy. There are lexical errors that cover: misspelling 12,37% and literal translation (the use of Indonesian construction) 6,87%. Syntactical error consist of omission of {-s} as plural marker 4,12%, omission of {-s} as third singular person marker 10,31%, misselection of have instead of has 8,25%, the use of verb-ing in structure phrase 1,72%, omission of verb 2,40%, omission of be 1,5%, addition of be 2,40%, the use of prepositionin prepositional phrase 3,44%, omission of article 1,37%, addition of the article 1,72%, misordering in noun phrase 19,93%, misordering in phrase 1,37%, and the last is addition of unnecessary word 5,50%. Discourse errors is 2,06% that covercomponent of discourse in reference 2,06%. The writer also finds 2 dominant sources of errors, namely interlingual transfer and intralingual transfer.
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Al-Ghabra, Iman Muwafaq Muslim Muwafaq, and Afrah Suhail Najim. "Analyzing Errors Committed in Paragraph Writing by Undergraduates." Journal of Language Teaching and Research 10, no. 2 (2019): 264. http://dx.doi.org/10.17507/jltr.1002.07.
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Writing plays a key role in the educational system. Since it is a creative skill, both native and non-native speakers face difficulties to write in a proper and academic way. The main focus of the present study is to examine the type and frequency of errors in 87 paragraphs written by 87 of the 2nd year students (Department of English, College of Education for Women, University of Baghdad) when practicing paragraph writing as part of their syllabus. To achieve this objective, the researchers have designed a rubric that includes both the recognition and arrangement criteria. According to this rubric, they taught and trained their students how to write a paragraph for 3.5 months. At the end, the researchers gave the participants a title to write a good paragraph. The researchers identified the type and frequency of their errors. Results have been arranged in a descending sequence: grammar, capitalization, spelling, punctuation, formatting, handwriting, and coherence.
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Paramitha, Indah, and Syahrul. "An Analysis of Students’ Spelling Errors in Writing at the 8th grade of SMPN 2 Kamang Magek." FOSTER: Journal of English Language Teaching 2, no. 3 (2021): 418–29. http://dx.doi.org/10.24256/foster-jelt.v2i3.41.
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The aim of the research was to find out students’ spelling errors and the causes of spelling errors in writing. Writing spelling correctly is important in order to not make misunderstanding for the reader and writer. In field, researcher found some problem at related to students’ spelling errors. Most of students were not interested when they wrote spell correctly. Then, most of students were doubt in the letter that have same sound. The last was most of students often wrote Indonesian spelling in writing English that have similiar sound. The purposes of this research based on three research questions were to find out the kinds of error in spelling, the most common spelling error, and the causes of spelling error were made by students in writing.
 In this research, the researcher used mix method research by using descriptive design. The mix method was the combination of qualitative research and quantitative research. Quantitative research was used to answer the kind of students’ spelling error in writing and most common of error in writing. Qualitative research was used to know the causes of students’ spelling error in writing. The informants of this research was the students of VIII-1 class in SMP N 2 Kamang Magek. The total was 22 students. The data was got through documentation and interview. Documentation was used to get quantitative data and interview was used to get qualitative data. The researcher asked the students’ writing to the teacher as a documentation. The interview was done directly and indirectly because of the pandemi.
 The result of the research showed that there were 184 spelling errors from 22 students. There were nine kinds of spelling error such as omission of letter, addition of letter, single letter instead of double letter, double letter instead of single letter, substitution of letter, interchange of two adjacent of letter, involving an apostrophe, multiple error. Therefore, the most common spelling error was substitution of letter which students changed letter incorrectly with 35,3% percentage. Moreover, there were some reasons why the students of SMP N 2 Kamang Magek made spelling error. The first was the difficulties between spoken and written form in English, it made students were not able to remember the spelling. Second was most of students were influenced by students’ first language when they wrote spelling. The last was lack of students’ desire to write correct spelling.
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Kook, Hetty, and Paul Vedder. "Het Belang van Naamschrijven in de Kleutergroep voor het Spellen in Groep 3." Taalproduktie 48 (January 1, 1994): 59–65. http://dx.doi.org/10.1075/ttwia.48.07koo.
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Studies into emerging literacy suggest that print activities in early childhood and kindergarten facilitate children's later learning of reading and writing skills. Few studies, however, specify what qualities of print activities are important. In our study we focus on the quality of kindergartners' name writing. We conducted a study with 23 kindergarten children of whom 14 could correctly write their own names and the others could not. We explored whether the children's name writing ability correlates with their spelling achievements in grade 1, one to one-and-a-half years later. Moreover, we wanted to find out whether children who could not write their names in kindergarten differed from children who could in terms of the type of spelling errors they made in grade 1. All children or their parents were immigrants from the Netherlands Antilles, a former Dutch colony in the Caribbean. Moreover, all children had an IQ of at least 90. Spelling achievements were measured with standardized tests in December, four months after the children had entered school, and in June, at the end of grade 1. Children who had been able to write their names correctly in kindergarten produced significantly fewer spelling errors in grade 1 (December and June) than children who had not been able to write their names in kindergarten or had been unable to write them correctly. The two groups did not differ with regard to the type of errors they made. One group simply made more errors than the other. Most errors were of three types: (1) with ccvc words or ccvc words they left out the second (or the third) consonant (e.g. they wrote 'kaan' instead of 'kraan'; (2) they had problems with letter-sound correspondence: (a) they left out one of the letters of a long vowel (e.g. 'kran' instead of 'kraan'); (b) they changed the order of letters in diphthongs (e.g. 'leif' instead of 'lief' and (c) they did not correctly distinguish between consonants that resemble each other (e.g. 'vles' instead of 'fles'); (3) they changed the position of consonants in ccvc words or cvcc words (e.g. 'trap' became 'tarp' or 'koets' became 'koest'). The results suggest that the ability to write one's name in kindergarten affects the speed of the process of acquiring formal spelling rules in grade 1.
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Falah Altamimi, Dheif Allah Hussain, Radzuwan Ab Rashid, and Yasir Mohamed Mohamed Elhassan. "A Review of Spelling Errors in Arabic and Non-Arabic Contexts." English Language Teaching 11, no. 10 (2018): 88. http://dx.doi.org/10.5539/elt.v11n10p88.
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The purpose of this review paper is to identify the core spelling errors in Arabic and Non Arabic Contexts. The most common difficulty that Arab learners may face during their English writing is correct spelling, for many different reasons such as the interference between English and Arabic language and the irregularity of the English language system. Several studies have been undertaken to evaluate writing mistakes and spelling errors in English, and most of them have classified spelling errors into three different categories: morphemic errors, where the errors occur in the morphemes parts (prefixes and suffixes); Intra-Morphemic errors, where errors occur in the word roots themselves such as deleting the final (silent) e vowel in the word write, and splits types, where the learners leave a space inside the word for example, write my self as two words instead of myself, one word. Apart from the three categories mentioned above, other studies claim that there are eight different types of error related to the abilities of the students and the nature of the error, and these include inversion, omission, substitution, segmentation, insertion, pronunciation, miscellaneous, and unclassified errors. In this review paper, we have found interlingual and intralingual &ndash;related errors where interlingual errors are mainly caused by the interference of the primary or mother language, while, intralingual errors are due to the system and instruction of the target language. Finally, suggestions are given based on previous research about how to review the spelling errors in Arabic and Non Arabic contexts to identify the error and also overcome the problem through alternatives that can be implemented to create a positive impact and can be furthermore used for all types of positive learning.
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Kurniati, Ruri Fadhilah. "Analyzing Errors in Academic Essays Written by English Department Students." Acuity : Journal of English Language Pedagogy, Literature and Culture 4, no. 2 (2019): 177–203. http://dx.doi.org/10.35974/acuity.v4i2.1066.
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English Department students are expected to be able to write an academic essay as they learn the theories of writing an academic essay in Writing courses. Yet, their academic essays still contain structure errors. This study aims to analyze the structure errors in the fields of unity and coherence. The methods of this study are first identifying the structure errors on the data and second classifying the errors on whether the error is about the unity or coherence. The finding shows a significant number of errors on unity and coherence in most paragraphs of the essays.
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Xie, Ningzhi, David Jones, and Gerald Lopez. "Comprehensive modeling of the lithographic errors in laser direct write." Journal of Vacuum Science & Technology B 37, no. 6 (2019): 061603. http://dx.doi.org/10.1116/1.5122660.
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Kalezhi, Josephat, Simon J. Greaves, Yasushi Kanai, Manfred E. Schabes, Michael Grobis, and Jim J. Miles. "A statistical model of write-errors in bit patterned media." Journal of Applied Physics 111, no. 5 (2012): 053926. http://dx.doi.org/10.1063/1.3691947.
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Onwuegbuzie, Anthony J. "Most Common Formal Grammatical Errors Committed by Authors." Journal of Educational Issues 3, no. 1 (2017): 109. http://dx.doi.org/10.5296/jei.v3i1.10839.
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Empirical evidence has been provided about the importance of avoiding American Psychological Association (APA) errors in the abstract, body, reference list, and table sections of empirical research articles. Specifically, authors are significantly more likely to have their manuscripts rejected for publication if they commit numerous APA violations—and, thus, do not write with discipline—in these sections. In addition to adhering to APA, writing with discipline also includes avoiding what I call formal grammatical errors. Thus, in this study, I analyzed formal grammatical errors committed in 117 manuscripts submitted to the journal Research in the Schools over a 6-year period. Among other results, I identified the 35 most common formal grammatical errors. The use of colloquial words/phrases (e.g., “the author did a good job”) (76.1%) represented the most common grammatical error. Further, I identified a link between the number of grammatical errors and the subsequent disposition of a manuscript (i.e., accept vs. revise and resubmit vs. reject). Finally, I identified the formal grammatical errors that best predicted whether or not a manuscript was rejected by the editor. I contend that an efficient way for authors to learn how to write with discipline is to focus initially on these most common formal grammatical errors. Further, I contend that these errors provide useful starting points for persons who teach scholarly writing. Finally, authors of the APA Publication Manual might use this information to determine which grammatical rules and guidelines to emphasize.
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Nurikawai, Dian, Laela Sagita, and Setiyani Setiyani. "ANALISIS KESULITAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BENTUK ALJABAR DENGAN PROSEDUR NEWMAN." Journal of Honai Math 4, no. 1 (2021): 49–66. http://dx.doi.org/10.30862/jhm.v4i1.157.
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Algebra is essential to learning mathematics and as a basis to support another mathematical concept. On the other hand, students have not fully mastered the concept of algebra which causes errors in solving problems. This qualitative research aims to describe students' misconceptions in solving algebraic questions based on the Newman method to understand mathematical concepts. The data were taken from six eighth-grade students at SMP N 1 Turi consisting of high, medium, and low abilities. The results of the analysis showed that the students did not make reading errors. Meanwhile, the misunderstanding of the question's students did not write down the information in the questions. It was because students were not used to writing what was known and asked in the questions. Students do not write down the strategies used, so that transformation errors are found. Errors in student process skills do not complete. The cause of this is an error in determining information on the questions and difficulties in solving them. The mistakes made by students in writing the final answer were not reporting the units and conclusions from the results of the solutions.
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Kusumaningrum, Betty, Muhammad Irfan, and Zainnur Wijayanto. "ERRORS ANALYSIS OF STUDENTS IN SOLVING VOLUME OF THE SOLID OF REVOLUTION PROBLEM IN TERM OF CRITICAL THINKING ASPECTS." Kalamatika: Jurnal Pendidikan Matematika 5, no. 2 (2020): 119–32. http://dx.doi.org/10.22236/kalamatika.vol5no2.2020pp119-132.
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Students of mathematics education need to have a good understanding in solving integral calculus problems, but often have difficulty in understanding the subject material. The difficulties can be seen from the mistakes made by students when solving the problems. This article aims to analyze the errors of students in learning integral calculus especially in the subject of volume of the solid of revolution in terms of critical thinking aspects. This research is a qualitative descriptive study involving twenty-four of 6th-semester students of mathematics education at a private university in Yogyakarta. The research subjects were chosen purposively by considering: student errors in determining the volume of the solid of revolutions with integral techniques in terms of critical thinking aspect. The findings of this study indicate, student errors in determining the function of integrals, write down the rules of integral writing, misunderstanding in algebraic concepts, adding constants, write down limits and sigma notations, determine integration methods, determine boundaries integration, writing in integral sign, and error in determining the radius of the solid of revolution.
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Mittal, Sparsh, and Jeffrey S. Vetter. "Reliability Tradeoffs in Design of Volatile and Nonvolatile Caches." Journal of Circuits, Systems and Computers 25, no. 11 (2016): 1650139. http://dx.doi.org/10.1142/s0218126616501395.
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Researchers have explored both volatile memories (e.g., SRAM and embedded DRAM) and nonvolatile memories (NVMs, such as resistive RAM) for design of on-chip caches. However, both volatile and nonvolatile memories present unique reliability challenges. NVMs are immune to radiation-induced soft errors, however, due to their limited write endurance, they are vulnerable to hard errors under nonuniform write distribution. By contrast, SRAM has high write endurance but is susceptible to soft errors due to cosmic radiation. SRAM–NVM hybrid caches and the management techniques for them aim to bring the best of SRAM and NVM together, however, the reliability implications of them have not been well understood. In this paper, we show that there are inherent tradeoffs in improving resilience to hard and soft errors in hybrid caches such that mitigating one may result in aggravating another. We confirm this by experiments with two recent hybrid cache management techniques. We also re-examine cache design trends in modern processors from reliability perspective. This paper provides valuable insights to system developers for making reliability-aware design decisions.
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Nuritasari, Fetty, Sri Indriati Hasanah, and Aan Sholehoddin. "ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA POKOK BAHASAN MATRIKS DI KELAS XI MA." JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) 3, no. 2 (2017): 108. http://dx.doi.org/10.29100/jp2m.v3i2.1761.
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<p><em>This research is aimed to know about location and type of errors the students do and contributing factor.The research subject are students on the elevent grade in MA. The methods used for data collection in this research are tests and interviews. The conclusion of this research are a) the location of students error on XI grade MA in solving the matrix problem are: misunderstanding of the problem (known, asked), error in solving the problem, error writing the final answer, b) the type of students error on XI grade MA in solving matrix problem are: concept errors, principle errors, operating errors, the other errors (write the final answer), c) factor of students error on XI grade MA in solving matrix problem are: less understanding of mathematical concepts, less have sufficient on cognitive abilities about matrix principles, less understanding of command questions, not careful and skillful in calculations, less have sufficient on cognitive abilities to solving matrix problems, forgot, less accuracy, and less have skill abaout operation symbols. </em></p>
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Eliyawati, Rike. "USING PROTOCOLS TO IMPROVE GRAMMATICAL ERRORS IN PARAGRAPH WRITING BY THE SEVENTH GRADERS OF SMPN 1 KARANGPLOSO." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 3, no. 1 (2018): 23–32. http://dx.doi.org/10.30957/ijoltl.v3i1.402.
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Errors in auxiliary verbs have been the common problems faced by Indonesian learners to write in English. The aims of this study are to see (1) kinds of errors are identified in the modal auxiliaries the students perform, and (2) how errors are used to improve grammatical sentences in the paragraph. This study used classroom action research with two cycles. This study was done involving 32 students of class VII-A of SMPN 1 Karangploso Malang. The results show that in cycle 1, all aspects of auxiliary verbs including: to be, to do, to have, and modal were made in the error forms. In average 81.2% students made errors. In cycle 2, the errors decline into 25%. In essence 75% of paragraph developed by students after learning protocols to correct the errors have limited errors in the auxiliary verbs.
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Zhang, Songhua, Kui Cai, and Zhiliang Qin. "A Position-Dependent Binary Symmetric Channel Model for BPMR Write Errors." IEEE Transactions on Magnetics 49, no. 6 (2013): 2582–85. http://dx.doi.org/10.1109/tmag.2013.2250265.
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Sari, Murni Anita, E. Efuansyah, and Nur Fitriyana. "Analisis Kesalahan Siswa Menyelesaikan Soal Cerita Materi Barisan dan Deret Aritmetika Kelas XI MIA SMA Al-Ikhlas Lubuklinggau." Nabla Dewantara 5, no. 2 (2020): 61–74. http://dx.doi.org/10.51517/nd.v5i2.225.
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Abstract: This study aims to find out what types of errors and factors cause students to make mistakes in solving the arithmetic sequence and sequence material for class XI MIA SMA Al-Ikhlas Lubuklinggau. The research method used is descriptive qualitative. Data collection techniques in research using observation, interviews and documents. Data analysis procedure with the steps: data reduction, data presentation and conclusion. The results showed that there were errors made by students of class XI MIA SMA Al-Ikhlas Lubuklinggau in solving story questions about arithmetic sequences and series, namely: errors in understanding questions (49.99%), question transformation (50%), operation process (79.16 %) and writing the final answer (88.89%). The overall average error is (67.01%) with the high category. Based on the results of the interview the causes of students made mistakes, namely: students forgot and were unable to write information into mathematical symbols, did not know the formulas that should be used in the questions, were in a hurry because time was running out, were not careful, were mistaken in writing the operation signs, did not know which steps were must be done, forgetting to write down conclusions, and consider the final answer only to get the value that is sought.
 Keywords: Analysis, Errors, Problem Stories, Sequences and Arithmetic Series.
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Al-shammery, Doaa Faris, Azar Huesiani, and Hesamoddin Shahriari. "Common Grammatical Errors in Written Discourse of EFL Iraqi Learners." Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental 24 (January 8, 2020): 25. http://dx.doi.org/10.5902/2236117040315.
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The current study was an attempt to explore the common grammatical errors in written discourse of EFL Iraqi learners across gender. To this end, five male and five female Iraqi EFL academic learners with the same proficiency level were randomly selected. The participants were supposed to write a descriptive composition on a common topic. Findings showed Iraqi EFL learners made various errors in the following categories including tenses, prepositions, articles, active and passive voice, verbs and morphological error. It has been found that most of these errors caused by the effect of grammatical and linguistic system of participants’ first language on their written production of the target language.
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Carlisle, Robert S. "The Writing of Anglo and Hispanic Elementary School Students in Bilingual, Submersion, and Regular Programs." Studies in Second Language Acquisition 11, no. 3 (1989): 257–80. http://dx.doi.org/10.1017/s0272263100008135.
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The purpose of this descriptive cross-sectional study was to describe and rate the writing of Hispanic students in a bilingual program and to compare their writing with that of Hispanic students in a submersion program and with native English speakers in a regular program. Five dependent variables were investigated: rhetorical effectiveness, overall quality of writing, productivity, syntactic maturity, and error frequency. Analyses of variance for both grade and program revealed that the sixth graders had significantly higher scores than did the fourth graders on all of the dependent variables except for error frequency. The students in the regular program had significantly higher scores on rhetorical effectiveness and overall quality of writing than did the submersion program students and the bilingual program students; they also made significantly fewer errors than did the bilingual program students. The bilingual program students had significantly higher scores on syntactic maturity and productivity than did the submersion program students. Results suggest that students who learn to write in their L1 before learning to write in their L2 will write just as effectively in their L2 as those students who learn to write only in their L2.
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Hanifah, Nida Fathiya, Wahyu Hidayat, and Usman Aripin. "GENDER PERSPECTIVE AND NEWMAN'S THEORY IN ERROR ANALYSIS OF STUDENTS' ANSWERS IN RATIO AND PROPORTION." Kalamatika: Jurnal Pendidikan Matematika 5, no. 2 (2020): 103–18. http://dx.doi.org/10.22236/kalamatika.vol5no2.2020pp103-118.
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This research was conducted to find out how the gender perspective affects the mistakes made by students in the ratio and proportion questions. Mindset’s differences between male and female will affect how they solve problems and it will also affect their mathematics learning outcomes. Errors made by students were analyzed using the Newman error analysis indicator. Error analysis indicators used are reading errors, misunderstanding errors, transformation errors, process errors, and error writing answers (encoding). This research uses descriptive qualitative research method. This research was conducted at SMPN 2 Cimahi. The instruments in this study were test and non-test questions. It can be concluded from this research that there are differences between male and female students when working on ratio and proportion concept questions based on the mistakes they’ve made. The most common mistakes made by male students are mistakes in the process of writing answers. This error occurs because they do not write down the complete answer details, it’s because male tend to be simpler in solving problems. The most common mistake made by female is an error in understanding. It’s because female tend to use logic-less when understanding the mathematical problems presented in the questions.
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Dinamika, Soraya Grabiella, and Ridwan Hanafiah. "SYNTACTICAL ERROR ANALYSIS ON REPORT TEXT." JOALL (Journal of Applied Linguistics & Literature) 4, no. 2 (2019): 120–29. http://dx.doi.org/10.33369/joall.v4i2.7681.
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This study aims at investigating and classifying the syntactical errors in the writing of report text made by 20 students of Department of English Literature of FIB-USU. Syntactical errors in writing made by EFL students are needed to be investigated by using the Error Analysis theory developed by Gass & Selinker in 2008 as it provides six appropriate investigation procedures, namely; collecting data, identifying errors, classifying errors, quantifying errors, analyzing errors and remediation. Each of students was assigned to write a topic-based report text with the length of 150 up to 250 words in count. This study dealt with a qualitative descriptive approach. After the EA procedures applied, in this study found that the students made major syntactical errors within the use of article ‘a/an’,’ the’ in terms of omission and addition of articles, the use of relative pronoun, and the use of subject-verb agreement in terms of past tense agreement and number agreement. Based on the error analysis procedure applied, it was obtained that the most predominant syntactical errors made by the students was the use of article which comprises of 125 errors (50.2%), followed by the use of subject-verb agreement with 117 errors (47%) and followed by the use of relative pronoun as the least error which comprises of 7 errors (2.8%). The syntactical error made by the students caused by two major sources, intra-language error and intra-language error. By seeing at these problematic areas, the researcher has suggested to take out several related pedagogical remediation to the students.
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Lee, Sangmin-Michelle, and Neil Briggs. "Effects of using machine translation to mediate the revision process of Korean university students’ academic writing." ReCALL 33, no. 1 (2020): 18–33. http://dx.doi.org/10.1017/s0958344020000191.
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AbstractIn recent years, marked gains in the accuracy of machine translation (MT) outputs have greatly increased its viability as a tool to support the efforts of English as a foreign language (EFL) students to write in English. This study examines error corrections made by 58 Korean university students by comparing their original L2 texts to that of MT outputs. Based on the results of the error analysis, the error types were categorized into 12 categories. Students were divided into three distinctive groups to determine differences among them according to the frequency of errors in their writing. The t-test results reveal that the numbers of errors significantly decreased in the revised versions for most of the error types among all groups. The results of the regression analysis also reveal a positive correlation relationship between the number of changes and the reduction of errors. However, the results also indicate that although all groups made error corrections at similar rates, students who less frequently committed errors in their L2 texts (higher language proficiency groups) generally tended to correct a higher proportion of errors. Based on the findings, pedagogical implications are discussed regarding how EFL teachers can effectively incorporate MT into the classroom.
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Ahlswede, R., and M. S. Pinsker. "Report on models of write–efficient memories with localized errors and defects." Electronic Notes in Discrete Mathematics 21 (August 2005): 205–7. http://dx.doi.org/10.1016/j.endm.2005.07.025.
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Tong Wu and Marc A. Armand. "Marker Codes on BPMR Write Channel With Data-Dependent Written-in Errors." IEEE Transactions on Magnetics 51, no. 8 (2015): 1–7. http://dx.doi.org/10.1109/tmag.2015.2421278.
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Kalezhi, Josephat, and Jim J. Miles. "An Energy Barrier Model for Write Errors in Exchange-Spring Patterned Media." IEEE Transactions on Magnetics 47, no. 10 (2011): 2540–43. http://dx.doi.org/10.1109/tmag.2011.2157993.
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Talbot, Jennifer E., Josephat Kalezhi, Craig Barton, Georg Heldt, and Jim Miles. "Write Errors in Bit-Patterned Media: The Importance of Parameter Distribution Tails." IEEE Transactions on Magnetics 50, no. 8 (2014): 1–7. http://dx.doi.org/10.1109/tmag.2014.2308481.
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Ramadhan, Bayu Nandra. "A Morpho-Syntactic Error Analysis of Students‘ Writing at the State Madrasah Tsanawiyah of Sukoharjo." EDULANGUE 1, no. 1 (2018): 25–38. http://dx.doi.org/10.20414/edulangue.v1i1.193.
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English is considered as an Indonesian students‘ foreign language which is not used frequently in their daily conversations. Since writing in English is a challenging experience for Indonesian students, they sometimes commit errors in grammar and sentence structures. Learners‘ errors were considered as the best sources to identify students‘ writing skills deficiency. They can be useful for teachers, learners, textbook providers, education system and so on. This descriptive qualitative research investigated the Indonesian EFL linguistics taxonomy of morpho-syntactic errors and the sources of the errors. The participants of the study were the third graders of the State Madrasah Tsanawiyah Sukoharjo. They were asked to write a descriptive text about their mother. After collecting the data and categorizing and identifying the erroneous areas in their work, the data were analysed using the linguistic taxonomy of errorscoined by Keshavarz (2006). The results of this study showed that the most frequent part of the students‘ errors based on morpho-syntactical errors was "errors due to a lack of concord" and the minimum frequency was found to be ―wrong word order‖. Then, the most common error viewed from the sources of the errors was overgeneralization error, and the minimum frequency was related to ―faulty categorization.
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Young, Stuart A., Mark A. Vaughan, Ralph E. Kuehn, and David M. Winker. "Corrigendum." Journal of Atmospheric and Oceanic Technology 33, no. 8 (2016): 1795–98. http://dx.doi.org/10.1175/jtech-d-16-0081.1.
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AbstractAn error in a recent analysis of the sensitivity of retrievals of Cloud–Aerosol Lidar with Orthogonal Polarization (CALIOP) particulate optical properties to errors in various input parameters is described. This error was in the specification of an intermediate variable that was used to write a general equation for the sensitivities to errors in either the renormalization (calibration) factor or in the lidar ratio used in the retrieval, or both. The result of this incorrect substitution (an additional multiplicative factor to the exponent of the particulate transmittance) was then copied to some intermediate equations; the corrected versions of which are presented here. Fortunately, however, all of the final equations for the specific cases of renormalization and lidar ratio errors are correct, as are all of the figures and approximations, because these were derived directly from equations for the specific errors and not from the equation for the general case. All of the other sections, including the uncertainty analyses and the analyses of sensitivities to low signal-to-noise ratios and errors in constrained retrievals, and the presentations of errors and uncertainties in simulated and actual data are unaffected.
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Prasetianto, Mushoffan, and Rizkiana Maharddhika. "ONLINE WRITING EXCHANGE WITH OVERSEAS STUDENTS: EFL LEARNERS’ ERRORS AND PERCEPTIONS." Elite English and Literature Journal 7, no. 1 (2020): 74. http://dx.doi.org/10.24252/elite.v7i1a7.
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Writing skill is crucial for non-English students, like agriculture students because students are required to write an abstract of bachelor thesis in English. Nowadays, writing is not only conducted conventionally i.e. using paper and pencil, but also using the internet through online writing exchange. Several studies regarding students’ writing errors have been conducted but error analysis of agriculture students’ writing using online writing is still less researched. To fill this gap, the present study aimed to analyze the types of errors made by agriculture students during joining Online Writing Exchange with Japanese students and students’ perception of the Online Writing Exchange program. 137 students’ writings were analyzed and identified the error and counted the error. Questionnaires and interviews were used to know students’ perceptions. The results showed that there were three types of error made i.e. mechanical, grammatical, and L1-influence error. Students’ perception toward the online writing was positive although they face several difficulties. It is noteworthy that different writing media affect students’ different writing errors.
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Telaumbanua, Yasminar Amaerita. "AN ANALYSIS OF STUDENTS’ SKRIPSI ERRORS IN USING ARTICLES AT ENGLISH EDUCATION STUDY PROGRAM OF IKIP GUNUNGSITOLI YEAR 2018/2019." Jurnal Review Pendidikan dan Pengajaran 3, no. 2 (2020): 482–92. http://dx.doi.org/10.31004/jrpp.v3i2.1723.
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Writing skripsi is an obligatory scientific work for students at the last semester at English education study program of IKIP Gunungsitoli. It is done through a research. The research is conducted based on a certain research design. Teacher-researcher did a research to describe what article errors done by the students, how many times the students are writing article errors and why the students cannot revise the article errors successfully particularly in Chapter I. The data source was from the three skripsi done by three students who graduated faster, 3 years and half. As the research findings, the teacher-researcher found there were three kinds of article errors done by the three students in their skripsi in Chapter I namely indefinite article (a, an), definite article (the) and zero article. It’s concluded that the article errors which were done by the three students who wrote their skripsi are indefinite articles (a, an), definite article (the) and zero article, the three students write article errors as 34 times of 27 sentences and the three students cannot revise the article errors successfully because lack of knowledge of using articles as well as lack of attention to find out proof readers to make better papers.
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Harahap, Atika Nur Alami, Nurlela Nurlela, and Umar Mono. "Morphosyntactical Errors in Students' Recount Text." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (2021): 2840–45. http://dx.doi.org/10.33258/birci.v4i2.1993.
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The aims of the study are to identify the morphosyntactical errors which occur in students’ recount text, to describe the most and least of morphosyntactical errors in students’ recount text and to explain the reason of morphosyntactical errors occurrence in students’ recount text by XI AK at SMK Kartika 1-3 Medan. The primary data are all word, phrases and sentences in students’ recount text in the 2020 period. The method used was the qualitative method. The result of the research identified types of morphosyntactical errors; noun morphology, verb morphology, adverb morphology, adjective morphology, noun phrase, verb phrase, word order and transformation. Based the theory used to identify the error is adapted by dulay surface taxonomy, which are; addition, ommission, misorder, and misformation. Misformation of verb morphology is the most frequent error made by the student around 45% of the total error came from this error and parameter. The second most frequently error are ommission of noun phrase with the total error sum up to 21%, misordering of noun morphology 13%, addition of verb 11%, addition of word order 8%, the last adverb and adjective morphology 1%. On the other hand, transformation parameters in all errors didn’t occur due to the monotonous of sentences used by student. Almost all the sentences are in the form of declarative sentence with a positive statement form. This research concludes that the student less of information about the use verb 2 in recount text, so they just write what they know and the student confused in used verb especially changed verb 1 into verb 2 in recount text. The reason behind this error is due to ‘Misconception’ of the student.
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Ababneh, Islam. "Analysis of Written English: The Case of Female University Students in Saudi Arabia." International Journal of Social Science Studies 5, no. 4 (2017): 1. http://dx.doi.org/10.11114/ijsss.v5i4.2264.
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This research sheds some light on the difficulties faced by Saudi students when writing in the English language by examining specific writing errors committed by the students. Fifty female students in their fourth year of study at the University of Tabuk in the department of languages and translation who were enrolled in the subject of error analysis (a kind of linguistic analysis that emphasizes the errors learners make in a target language) were given a quiz to write approximately one page about each one of three topics: effects of social media on Saudi social life, Saudi marriage customs, and Saudi economy. The quiz was graded and the writing errors were classified into four main categories: grammatical, syntactic, substance, and lexical types following Hubbard et al. (1996) classifications of errors. Then, the number of errors in each category was counted and the corresponding frequency was calculated. The findings of this study show that most frequent types of errors made by the students were in the categories of grammar (tenses, singular/plural, articles), syntax (subject-verb agreement), and substance (spelling).
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LIONG PUI KWAN ABDULLAH, YASMINE, MELOR MD YUNUS, and HARWATI HASHIM. "Error Analysis in ESL Writing." Asia Proceedings of Social Sciences 4, no. 1 (2019): 91–93. http://dx.doi.org/10.31580/apss.v4i1.605.
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Research Highlights
 Although writing is an important skill, it is not easy to be acquired (Fareed et al., 2016; Raimes, 1983; Sa ’diyah, 2017). Therefore, if pupils were proficient in grammatical rules, they should be able to write better. This quantitative study aims to identify grammatical errors based on a short guided essay written by 77 Year 6 primary pupils from a suburban school in one of the states of Malaysia. The focus is on four word classes: noun, verb, preposition and article which have a higher frequency of errors. Findings showed these pupils made the most errors in the usage of verbs. This study suggests teachers to plan an intervention to help improve their pupils’ learning of the language based on a deep understanding of the problem areas. 
 Research Objectives
 Teachers can come up with practical and effective interventions to help their pupils learn the English language after reflecting on their teaching methods (Ho Peng, 1976). Error analysis is a useful way because it provides teachers with essential information on the types of errors committed by their pupils when they write, and teachers can use this information to select suitable teaching techniques to make pupils’ learning more effective (Talif and Edwin, 2015). This study focuses on the types of errors made by Year 6 ESL pupils who will be sitting for the Ujian Pencapaian Sekolah Rendah (UPSR) this year. This study aims to identify the types of errors that these pupils frequently make when they attempted to write a short essay in English. Teachers can plan for interventions to overcome these errors and to improve their pupils’ writing skill when they know the areas of weaknesses of their pupils.
 Methodology
 This study is a quantitative study and subjects are based on purposive sampling. They are 77 Year 6 pupils from one of the suburban schools in one of the states in Malaysia. They are grouped according to two groups: advanced and lower-intermediate. By doing this, the differences in the frequency of errors made by these two groups can be clearly seen.
 These two groups were asked to complete a writing task which was a guided essay during their English language class within the limit of one hour. The writing task was similar to the essay question in Section C of the UPSR English Language paper. The essay should be between 80 to 100 words. The essays will then be marked and analysed by the researcher. The findings are presented using three tables followed by a discussion of data. The researcher only focused on four word class: noun, verb, preposition and article. Examples of errors taken from the pupils’ essays are provided and discussed in the discussion of findings section.
 Results
 Results showed that both Group 1 and Group 2 has an equal number of frequency of errors of thirty in the usage of nouns in their essays. Most of the pupils made errors in plurality and pronouns. As for errors in the usage of verbs, Group 1 has a total of thirty-seven pupils compared to Group 2 which has only thirty-six pupils. Most of the pupils made errors when using tenses to write. They also made errors when using auxiliary verbs and modal verbs. Some pupils misused participle tense. In the usage of prepositions, Group 2 tends to make more errors compared to Group 1. Group 2 has nine compared to Group 1 which has only three pupils. It could be due to Group 2 pupils tend to write longer sentences. In the usage of articles, Group 1 unexpectedly made fewer errors compared to Group 2. Group 1 only have six pupils meanwhile Group 2 has thirteen pupils. Some of the pupils use the wrong article and some of them did not add an article before the nouns.
 Findings
 Findings show that the percentage of errors made by the pupils in the four word class is 79 per cent and 77 per cent for nouns, 97.4 per cent and 92.3 per cent for verbs, 23.7 per cent and 7.7 per cent for prepositions, and 15.8 per cent and 33.3 per cent for articles. From the findings, it is obvious that verbs is a problem for these pupils especially in the use of tenses. It shows that pupils’ knowledge in the use of tenses needs to be reinforced. Teachers should plan an intervention to overcome this problem.
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Smelcer, John B. "User Errors in the Use of the Structured Query Language (SQL)." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 37, no. 4 (1993): 382–86. http://dx.doi.org/10.1177/154193129303700427.
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SQL (Structured Query Language) is the industry standard for querying databases. Unfortunately, users commit many errors when using SQL. To understand the causes of user errors, the author analyzed the task of query writing while considering the characteristics of human cognition. This analysis revealed multiple cognitive causes of a frequent and troublesome error, join clause omission. This error not only wastes users' time for error correction, but it also returns answers from the database that may be undetectably wrong. The cognitive causes of this onerous error were tested experimentally, and that experiment revealed that the four possible causes of join clause omission all contributed to the error. Specifically, the frequency of this error increased because 1)some people never learned the procedure, 2)an explicit clue to write the “join clause” was absent from the problem statement, 3)the load on working memory caused by writing intervening clauses made the users forget to include the “join clause,” and 4)users inappropriately reused the procedure appropriate for a single table query (which requires no join clause) when a “join clause” is indeed necessary.
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Hidayat, Rahmat. "ANALISIS KESALAHAN PENULISAN KALIMAT EFEKTIF DALAM KARYA TULIS MAHASISWA PERHOTELAN SEKOLAH TINGGI PARIWISATA AMBARRUKMO YOGYAKARTA." SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia 8, no. 2 (2020): 51. http://dx.doi.org/10.32682/sastranesia.v8i2.1452.
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AbstractThis study aims to describe and analyze student errors in writing effective sentences. University students, especially those who were in the 1st semester, have not realized and developed Bahasa Indonesia as a skill. In the use of Bahasa Indonesian, students were not consciously guided by applicable language rules. Thus, the Bahasa Indonesian used by students was not as good and correct as expected by competence. Students have not been able to write effective sentences. There were still many students who have not applied the terms of effective sentences. In fact, the ability to write effective sentences is important for students.The approach in this research was qualitative. A qualitative approach was used in this study because the data analyzed were in the form of descriptions of observed phenomenon. In this case, the observed phenomenon was an error in writing effective sentences that occurred in the papers of hospitality students. The researcher identified the sentence that does not meet the requirements as an effective sentence and the factors behind the occurrence of the error.The results showed that students' skills in writing effective sentences were still poor. Of the five requirements for effective sentences, researchers found errors of four requirement. The accuracy was the only requirement in which no errors occurred. Based on the finding, researchers believe that students have been able to avoid writing ambiguous meaningful sentences. On the other hand, errors in clarity were very dominant found in student papers. Based on these facts, plus a test, the researcher concluded that the students have not been able to understand sentence structures well, even when students were asked to determine the subject and predicate in the sentence, more than 30% of students have not been able to determine precisely. Keywords: Error Analysis, Effective Sentence, Hospitality Students
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Et al., Anggraini. "An Analysis of Students Error on Inversely Proportional Question at Grade VIII F SMP Negeri 9 Palu." Psychology and Education Journal 58, no. 2 (2021): 1023–29. http://dx.doi.org/10.17762/pae.v58i2.2131.
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The purpose of this study was to describe the students error on inversely proportional question at grade VIII F SMP Negeri 9 Palu. This type of research is qualitative research. Data were collected using data collection techniques, namely tests and interviews. The research subjects consisted of 3 people, namely C students, HD students and YYA students. The results of the study based on the students completion showed the mistakes made by the students in solving the comparison questions against the scores that were done. Based on the solution, conceptual and procedural errors were obtained. Conceptual errors include: a) factual errors consisting of: 1) students have not been able to write down the information contained in the questions, 2) students have not been able to understand the use of the equal sign correctly, 3) students have not been able to change the information contained in the questions into a model mathematics and 4) students have not been able to write conclusions correctly. b) Misconceptions consist of: 1) students do not understand the concept of reversing value comparisons, namely students working on comparison questions of turning values using the principle of value comparisons, 2) students have not been able to operate a reversed value comparison and 3) students do not understand the concept of multiplication and division of integers and decimal numbers. Procedural errors consist of: 1) students have not been able to work on questions using the principle of reversing value comparisons, 2) students make mistakes operating multiplication and division and 3) students have not been able to determine the final result correctly.
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Ratnaningsih, Sita, and Azizah Azizah. "Error Analysis in the Descriptive Text Writing of Vocational High School Students." Dinamika Ilmu 19, no. 1 (2019): 175–86. http://dx.doi.org/10.21093/di.v19i1.1364.
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English is one of the subjects that has been studied at the elementary to secondary level for many years in Indonesia. One area that must be studied is technical writing skills in English. In the technical writing process in English, there are still many mistakes made by students in Indonesia. So it is very necessary to recognize some common mistakes made by students, to help them improve their teaching and learning strategies in English and improve their learning outcomes. Therefore, this study aims to investigate errors in English technical writing of students at secondary vocational level and the factors that cause these errors. This study focused on errors made by the eleventh grade students of State 10 Vocational High School Jakarta, in their written descriptive text. A total of 30 students were the subjects of this study and they were asked to write descriptive texts. Data is analyzed based on Procedure Analysis This descriptive qualitative study explains and investigates student errors in writing the technique and the causative factors. Research shows that the typical mistakes students make in their writing: the highest place is capitalization with 60 errors (14.67%) and the lowest place is sentence 3 error (0.73%). According to a typical error, the author found the source of the error. The highest place is transfer between languages with 172 errors (42.05%) and the lowest place is a communication strategy with 49 errors (11.98%).
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Albarhoum, M. "Implementation of the Acumen Concept on 1-D Core Neutronics Codes." International Journal of Energy Optimization and Engineering 1, no. 3 (2012): 74–95. http://dx.doi.org/10.4018/ijeoe.2012070104.
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An example of how to implement the acumen concept to 1-D neutronics codes is presented here. The acumen concept makes these codes capable of detecting the execution time errors in addition to the usual user physical, geometrical, read-write errors in the input file so that these errors can be corrected before wrong calculations and results are obtained, with indication of their potential origin in the input file. Acumen-provided codes can detect the error, but they cannot correct it. The next generation of codes (the “intelligent” codes) can be the final solution to the problem with the help of databases serving as the basis for expert systems which can detect and correct the errors. Acumen-provided codes are directed to save both the user’s time and effort. These codes are examples of how The System Theory (ST) can be successfully applied to systems consisting of programs written in some third generation programming languages.
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Mansur, Nabilah, and Subanji Subanji. "Analisis Kesalahan Siswa dalam Menyelesaikan Masalah Open Ended Berdasarkan Teori Newman." Al Hikmah: Journal of Education 2, no. 1 (2021): 23–36. http://dx.doi.org/10.54168/ahje.v2i1.28.
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Analysis Of Students’ Error In Solving Problems Of An Open Ended Based On The Newman Theory. Abstract is The purpose of this research is to describe the types of students’ errors and find out the number of errors committed by students on each type of error in resolving the open ended problems. Classify the type of error based on Newman theory, which are error reading, understanding, transformation, process skills, and error writing answers. The subject of this research is from 30 students of VIII grade of SMPN 24 Malang. This research using data test collection techniques which is an open ended question on statistical material and interviews to obtain additional data. Data analysis was done by reduction, presentation, and conclusion. The result of the analysis obtained that the students’ error are reading errors, errors of understanding, transformation’s errors, process skills’ errors, and write response’s errorsPenelitian ini bertujuan untuk mendeskripsikan tipe-tipe kesalahan siswa dan mengetahui banyaknya kesalahan yang dilakukan siswa pada tiap tipe kesalahan dalam menyelesaikan masaalah open ended. Pengklasifikasian tipe kesalahan berdasarkan teori Newman, yaitu kesalahan membaca, memahami, transformasi, keterampilan proses, dan kesalahan penulisan jawaban. Subjek penelitian ini adalah siswa kelas VIII SMP Negeri 24 Malang yang berjumlah 30 orang. Penelitian ini menggunakan teknik pengumpulan data berupa tes yaitu soal open ended pada materi statistika dan wawancara untuk memperoleh data tambahan. Analisis data dilakukan dengan reduksi, penyajian, dan penyimpulan. Hasil analisis didapatkan bahwa kesalahan yang dilakukan siswa adalah kesalahan membaca, kesalahan memahami, kesalahan transformasi, kesalahan keterampilan proses, dan kesalahan penulisan jawaban.
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Stiff, Chris. "Watch What You Write: How Errors in Feedback Influence Consumer Attitudes and Behavior." Journal of Internet Commerce 11, no. 1 (2012): 41–67. http://dx.doi.org/10.1080/15332861.2012.650988.
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Mustadi, Ali, and Miftakhul Amalia. "Spelling writing error analysis in nonfiction essay of elementary students." Jurnal Prima Edukasia 8, no. 2 (2020): 177–87. http://dx.doi.org/10.21831/jpe.v8i2.33436.
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Spelling writing error often occurs in an essay. The spelling error is found in nonfiction essays of the V grade students. This research purpose is to describe the error in spelling writing in nonfiction essays of V grade students in SD Negeri 1 Kadipiro, Kasihan Bantul. The research is a content analysis research using a qualitative approach. The data source of this research is Indonesian nonfiction essays. Data collecting technique used was reading and by note-taking. The instrument of the research is the mechanical analysis sheet. Validity used in this research is semantic validity. Reliability of this research is stability and reproducibility. Analysis unit in this research covers letters usage, writings words, use of punctuation, and uptake words writings element. The data analysis technique used consists of data collection, sample determination, recording/noting, reduction, and drawing a conclusion. The research finding shows that there are writing errors in student’s nonfiction essay, such as letter usage (54,47%), word writing errors (25%), error in using punctuation (18,16%), and error in writing uptake words (2,37%). Factors that cause errors in writing include limited time in learning to write, lack of mastery in spelling rules, and lack of accuracy in writing.
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Fatqurhohman, Fatqurhohman. "Characteristics of Students In Resolving Word Problems Based on Gender." Journal of Education and Learning Mathematics Research (JELMaR) 2, no. 1 (2021): 1–10. http://dx.doi.org/10.37303/jelmar.v2i1.42.
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This study aims to analyze student errors in resolving word problems, which are then formulated into characteristics of student errors according to gender. The subject selection was done randomly from male and female students of grade VII who made mistakes in solving the questions. Research data from the test results of 2 items word problem type. The form of student error is based on misconceptions, procedures, and techniques. The results showed the students' misconceptions, don’t understand question commands, do not write information correctly, misinterpret question information, do not simplify fractions correctly, do not understand the value of fractions, misunderstand number signs/symbols and do not understand number signs/symbols, incorrectly determine signs/symbols of operations. Procedural error, incorrectly determining the settlement operation Technical errors, incorrectly using calculation operation marks, incorrectly performing calculation operations, incomplete settlement steps, incomplete simplification, incorrect simplification. Technical errors, namely calculations are not in accordance with the command, less careful (careless) writing answers, errors in writing answers and it do not match the command questions (conclusion). The reason is not understanding the reading and not being familiar with the questions. Students' understanding and knowledge of reading have an important role in identifying, interpreting, and even selecting or determining completion strategies.
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Kurniawati, Rissa Prima, and Fida Rahmantika Hadi. "ANALISIS KESALAHAN SISWA SEKOLAH DASAR DALAM MENYELESAIKAN MASALAH MATEMATIKA BERDASARKAN NEWMAN." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (2021): 891. http://dx.doi.org/10.24127/ajpm.v10i2.3530.
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Many students in elementary school make mistakes when solving math problems, especially misconceptions. This is caused by a lack of mathematical material understanding, students are lazy to open mathematics books or notes, and students are lazy to do assignments given by the teacher. This study aims to analyze the mistakes of fifth grade elementary school students in solving HOTS math’s problems based on Newman. This type of research in this research is qualitative research. The data collection techniques include tests, interviews, and documentation. Data analysis techniques in this study were data reduction, data presentation, and conclusion drawing. Based on the results of the study, the mistakes made by fifth grade students of SDN 02 Mojorejo Kota Madiun were reading errors, comprehension errors, transformation errors, process skill errors, and answer errors. end (encoding error). The most frequent mistakes made were misunderstanding and process skills errors. Some of the factors that cause students to make mistakes are students who are not familiar with HOTS math problems, students do not write down what is known and asked from the questions, lack of mastery on the material of volume shapes, and students are not careful in answering math questions
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Ali, Sadia. "An Investigation into Academic Email Practices of Arab Female Undergraduate Students and Their Attitudes Towards Correction of Errors in Their Email Messages." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 2 (2005): 2–10. http://dx.doi.org/10.18538/lthe.v2.n2.02.
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Students’ assignments are often much better in style and organisation than the email messages they send to theirteachers. Some teachers, including myself, often ‘covertly’ correct students’ email messages for style, organisation,content, or correctness. While some students appreciate this extra effort from the teachers, others see it as an inhibitingintrusion. However, I have frequently noticed that students who are corrected repeatedly improve in writing emails. Myresearch concerns both the use of academic email writing and the correction of errors in student emails, and concludesthe following: students usually write only formal emails to their teachers; those instructors who correct email errors do notoffer explicit error correction; and if email writing were taught to the students, it would offer variety in the writing genresstudents currently compose
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Mulyani, Sri, and Haerudin Haerudin. "Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Cerita Pada Materi Sistem Persamaan Linear Tiga Variabel." Media Pendidikan Matematika 9, no. 1 (2021): 1. http://dx.doi.org/10.33394/mpm.v9i1.3524.
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The purpose of this study was to describe students' mistakes in solving story problems on the material of the three-variable linear equation system (SPLTV) based on the Newman procedure to minimize the occurrence of the same errors in the future. The approach used is a qualitative approach with descriptive methods. The subjects in this study were 25 students of class X SMAN 14 Bekasi. The test instruments used was 2 items in the description. In this study using errors according to Newman to analyze student errors. From the results of the analysis, it was found that the average error rate of students in answering SPLTV story questions was 34.4% and the remaining 65.6% of students could answer correctly and correctly. Of the two questions given, question number 1 had more percentage of students who made mistakes. There are various kinds of mistakes made by students, based on the error analysis according to Newman, there was a reading error of 0% because none of the students read the questions wrongly, the error in understanding was 30.23% because the students did not write known and asked, the transformation error was equal to 20.93% because the students were not able to transform the questions given into a mathematical form so they could not make mathematical models, 24.42% error in processing skills was due to the lack of students' accuracy in calculating which resulted in errors, and errors in writing the final answer of 24, 42% because the students were incomplete in making conclusions.
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Ria Anggari Putri. "RELATIONSHIP OF WRITING LEARNING PROCESSES WITH LANGUAGE ERRORS OF STUDENT EXPOSITION (Research Language Errors in SMAN 4 Tambun Selatan)." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 19, no. 1 (2020): 66–77. http://dx.doi.org/10.21009/bahtera.191.06.
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Abstract:This study aims to find out and explain the interrelationship of the learning process of writing with errors in the exposition of students. The method used is descriptive qualitative method which aims to describe and explain the relevance of the learning process of writing with the errors of the exposition of students. The object of this research is the exposition of class X high school students assisted by questionnaire. The results of this study indicate that the more maximum the process of learning to write, the better the results obtained, and conversely the instant process and teachers who do not maximize teaching in the methods and media used will be increasingly less quality.
 
 Keywords: writing, language errors, exposition
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Sari, Putu Pande Novita, Made Hery Santosa, and Ni Luh Putu Sri Adnyani. "INVESTIGATING JUNIOR HIGH SCHOOL STUDENTS’ ERRORS IN USING ENGLISH PAST TENSE: A LOOK FROM TECHNOLOGICAL AND SOCIOLOGICAL FOUNDATIONS." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (2020): 245. http://dx.doi.org/10.24252/eternal.v62.2020.a5.
Full textAbstract:
This study aims at investigating junior high school students’ errors in using English past tense in their English compositions. The subjects of this study were 8th-grade students in a junior high school in North Bali. This study employed descriptive qualitative research which describes the error that was produced by EFL learners. There were four steps in collecting the data namely, asking the students to watch a video, telling them to write recount text through guided writing, collecting the learners' writing, identifying the students' errors in writing past tense, and classifying the errors. The data were analysed using Corder's framework to classify students' errors. The study revealed that there were nine types of errors produces by EFL learners. The errors are applying Indonesian syntactic pattern, using Indonesian acronym, omitting the plural marker -s, adding plural marker -s in a singular form, deleting BE, using incorrect word choice, adding articles, overgeneralising, and using incorrect word order. The errors show that the students tend to use their native language structure in composing the English past tense. Hence, the errors made by students and acknowledged by teachers should be addressed immediately by implementing appropriate strategies and materials to enhance learning. Furthermore, this study can be conducted for further research with different subjects as well as references for applied linguistics courses.