Analyzing Linguistic Errors in Writing an English Letter: A Case Study of Indonesian Undergraduate Students

Sependi Napitupulu

doi:10.11648/j.ijll.20170503.12

Abstract

This paper seeks to explore errors in Indonesian students’ writing in English. Seventy five students in their second year of study at the Department of English Literature, Faculty of Letters, Methodist University of Indonesia, Medan, were involved in this study. Despite the fact that they have studied grammar in the first semester at the University and several years in High School, students still face problems in writing in English. This study will elaborate on types of errors on students’ writing so as to make them aware of each type of errors before composing a text in English. In gathering the data needed, students were asked to write a letter with a maximum of 90 words to a property agent requesting for a specific home they wish to buy. Their writings afterwards were analyzed in terms of linguistic errors as proposed by Hubbard et al. (1996). These include grammatical, syntactic, substance, and lexical errors. This study revealed that students committed 42.4% of grammatical errors, 26.7% of syntactic errors, 17.9% of substance errors, 13% of lexical errors. Based on the discussion of the findings, it is concluded that Indonesian students in this study committed a great number of errors due to first language transfer.

Highlights

Without a doubt, EFL learners are having a hard time writing in English since their exposure to English is limited. Olasehinde (2002) argues that it is inevitable that learners make errors
Based on the discussion of the findings and the examples given, besides developmental errors students caused, it could be concluded that Indonesian students in this study committed a great number of errors due to their first language (L1) transfer
This is in line with Ridha’s (2012) findings where students' errors are most likely due to L1 transfer and students tend to rely on their mother tongue in expressing their ideas which cause them improper word choices and wrong sentence structures

Summary

Introduction

EFL learners are having a hard time writing in English since their exposure to English is limited. Olasehinde (2002) argues that it is inevitable that learners make errors. The absence of self-awareness in improving their English skills especially in writing is what seems to be the problem all the while They tend to rely on their perceived knowledge gained from school education system in which they are taught grammar and tenses. Et al (2009:016) state that most EFL learners tend to commit errors in writing regardless of a long period of English study. In writing, students tend to be short of ideas Their minds wander and tend to take a long time to produce an essay. This is due to the lack of writing practice at school and self pratice. In addition to lack of number of words, they inevitably produced easy-to-spot errors

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Conclusion