Addition Errors Research Articles

An Analysis of the Grammatical Errors in the Written English Compositions of JSS 1 Pupils in Five Junior Secondary Schools in Bo City, Southern Sierra Leone

This study focuses on the grammatical errors in the essays written by JSS1 pupils in five junior secondary schools in Bo city. It aims at identifying the errors occurring in the use English grammar by pupils, classifying the errors, determining their frequency levels and their sources. The descriptive survey design was used in this study, where out of a population of 853 pupils, 250 pupils were used a sample for this study. Each of the pupils was asked to write an essay, and the scripts were marked to identify all grammatical errors made by the pupils. From this study, it was discovered that out of 250 scripts, 32% of the pupils were not able to communicate their thoughts meaningfully. Out of the comprehensible scripts the following errors were identified and their frequencies: wrong use of tense 29.54%, errors in spelling 24.67%, errors in the choice of words 13.13%, wrong use of prepositions 7.79%, verb addition errors 5.84%, preposition addition errors 4.87%, pronoun addition, subject-verb agreement errors, wrong use of pronouns, plural and verb omission errors all received 1.62% each. The study further revealed that a good number of errors discovered from students’ writings were intralingual errors.

Grade-3 Learners’ Performance and Conceptual Understanding Development in Technology-Enhanced Teaching With Interactive Mathematics Software

<p style="text-align: justify;">This study presented the effect of interactive mathematics (IM) software assisted-teaching on primary three learners' conceptual understanding and performance. The cognitive theory of multimedia learning (CTML) supported the quasi-experimental design of this study drawing on IM software features that fit a multimedia tool for effective learning. This study used a sample of 138 lower primary learners. Learners’ test scores and examples of their work provided data to be analyzed. Learners' conceptual understanding was measured using the percentage of learners who performed a particular item and analyzed using sample learners' work while the overall performance was measured using the mean class scores. From the data analysis, IM-assisted teaching influenced conceptual understanding and performance based on a .05 p-value, the effect size of significance, and learning gains. The analysis of learners’ workings revealed different errors in addition, subtraction, division, and multiplication, which were remarkably reduced in the post-test by IM-supported teaching. This evidenced conceptual understanding development by IM-supported teaching. The study suggested the integration of IM in the Rwandan Competence-Based curriculum and its use as an instructional tool in teaching and learning mathematics at the primary level. Besides, it was recommended that Rwanda Education Board support teachers in developing basic computer skills to effectively create and monitor a multimedia learning environment for effective learning. Furthermore, further similar research would improve the literature about interactive technologies in supporting quality mathematics delivery and outcomes.</p>

An adaptive neuro-fuzzy inference system white-box model for real-time multiphase flowing bottom-hole pressure prediction in wellbores

The majority of published empirical correlations and mechanistic models are unable to provide accurate flowing bottom-hole pressure (FBHP) predictions when real-time field well data are used. This is because the empirical correlations and the empirical closure correlations for the mechanistic models were developed with experimental datasets. In addition, most machine learning (ML) FBHP prediction models were constructed with real-time well data points and published without any visible mathematical equation. This makes it difficult for other readers to use these ML models since the datasets used in their development are not open-source. This study presents a white-box adaptive neuro-fuzzy inference system (ANFIS) model for real-time prediction of multiphase FBHP in wellbores. 1001 real well data points and 1001 normalized well data points were used in constructing twenty-eight different Takagi–Sugeno fuzzy inference systems (FIS) structures. The dataset was divided into two sets; 80% for training and 20% for testing. Statistical performance analysis showed that a FIS with a 0.3 range of influence and trained with a normalized dataset achieved the best FBHP prediction performance. The optimal ANFIS black-box model was then translated into the ANFIS white-box model with the Gaussian input and the linear output membership functions and the extracted tuned premise and consequence parameter sets. Trend analysis revealed that the novel ANFIS model correctly simulates the anticipated effect of input parameters on FBHP. In addition, graphical and statistical error analyses revealed that the novel ANFIS model performed better than published mechanistic models, empirical correlations, and machine learning models. New training datasets covering wider input parameter ranges should be added to the original training dataset to improve the model's range of applicability and accuracy.

Analysis of Students' Errors in Using Simple Past Tense in Writing Recount Text at Senior High School Indramayu

Writing is one of the skills in English which is quite difficult to master because writing is a thinking activity or thought process that we put into the form of text or sentences. The definition is also supported by Harris (2014), who stated that writing is an activity of thinking to find or put ideas, concepts, and feelings that are expressed through writing in the form of sentences or paragraphs with the aim of readers understanding the intent and purpose of the author. This research was conducted to find out the errors that appeared in students' writing, especially in recount text. This research was carried out using a qualitative method which used document instruments from the results of students' writing on recount texts. Then, from the results of the documents written by the students, the researchers examined them to find out what errors often appeared in student writing, especially in recount texts. The results of this study show that errors in students' writing include omission, addition, misformation, and misordering. Then the results of this study also show that the most frequent errors in student writing are misformation with a total of 177 errors, the second is misordering errors with a total of 17, the third is omission errors with a total of 8, and the last is addition errors with a total of 4. The results of this study provide significant results for teachers and especially students. A significant research result for teachers is being able to provide evaluations of their teaching methods to students to provide more effective methods. Then the results of this study provide evaluations to students on how they do something, especially in writing activities.

AN ANALYSIS OF STUDENTS' ERRORS IN USING PERSONAL PRONOUNS IN WRITING DESCRIPTIVE TEXT IN THE TENTH GRADE OF SMA NEGERI 1 TANJUNG PURA

The purpose of this study were to identify the types of errors made by tenth-grade students of SMA Negeri 1 Tanjung Pura in the use of personal pronouns in writing descriptive text, as well as the reasons for these errors. A purposive sampling technique was used to select the respondents. There were 36 students of grade X of MIA 1 were taken as samples. This study employed a descriptive methodology. The researcher administered a written test requiring students to compose descriptive texts about a person to collect the data. As research participants were students in the tenth grade will be administered the examination. The purpose is to identify errors made by students. It is also necessary to know what types of errors students make. The data analysis revealed that the tenth-grade students of SMA Negeri 1 Tanjung Pura made the following quantifier errors when writing descriptive texts: omission, additional, misformation, and misordering. The majority of errors were omission errors with a value of 36.84%, followed by addition errors with a value of 84 or 20.74%, misformation errors with a percentage of 32.10%, and misordering errors with a value of 43 or 10.62%. Based on the results of the questionnaire, it was determined that the student's lack of motivation to learn was largely attributable to their difficulties with reading, writing, and comprehension, especially in terms of applying what they learn to real-world situations.
 Keywords: Error analysis, Personal pronouns, Descriptive Text.

An Analysis of Students’ Difficulties in Writing Recount Text

Teaching English in Junior High School focuses on improving four language skills namely listening, speaking, reading, and writing. The students are expected to be able to master those four language skills. Improving productive skills is the most important in teaching English. One of the productive skills that have to be improved is writing. However, in practical level, a lot of students have difficulties in writing English texts. Therefore, this research aims to analyze students’ difficulties in writing recount text at the 8th students SMP 15 Kota Serang. The method used in this research was qualitative method which used some instruments like documents, questionnaires, and interview. Based on the result of the research, the most difficult aspects of writing recount encountered by the students were in term of grammar, and then followed by the use of verb, capitalization, the use of to be, punctuation, spelling, preposition, and vocabulary. Moreover, based on the result of students’ recount tasks, the biggest errors made by the students were error of misformation, and then followed by error of omission, error of misorder, and error of addition.

AN ERROR ANALYSIS OF USING SIMPLE PRESENT TENSE IN WRITING DESCRIPTIVE TEXT WRITTEN BY STUDENTS OF THE TENTH GRADE AT SMA N 1 GODONG

This final project studied the analysis of the errors made by the students. The background of the study errors made the students. This research focused mainly on the errors finding. The design of the research was descriptive qualitative research. The objectives of the study were (1) to find out the kinds of errors finding, (2) to explore dominant errors findings, (3) to show the students competence producing descriptive text. The object of the research were tenth grade SMA N 1 Gondong. The instruments of the study were the data from the students product. To identify the data of error analysis the researcher used the theory of James Carl (1998). This finding showed us how the errors finding. The dominant types of errors analysis is the omission 42 findings with 42,42% percentage finding from the data. Then, followed by the misinformation that found 32 errors with 32,32%. The 15 errors of addition with the percentage 15,15% findings from the data. The last one is misordering with 10 errors with 10,10%. The summaries may be concluded that there were several finding on the errors analysis. There were omission, addition, misinformation, and misordering.

AN ANALYSIS OF GRAMMATICAL ERROR IN WRITING NARRATIVE TEXT AT THE EIGHT GRADE STUDENTS OF JUNIOR HIGH SCHOOL 04 KOTABUMI ACADEMIC YEAR 2021/2022

This research is about error analysis of grammatical error in writing narrative text at the eight grade students of junior high school 04 Kotabumi academic year 2021/2022. The objectives of this research were to investigate about the types of students error found in writing narrative text and to investigate the most dominant error found of students' in writing narrative text at the eight grade students of junior high school 04 Kotabumi. The instrument of the research was test data. The research methodology was descriptive qualitative. The subjects of the study were the eight grade students of SMPN 04 Kotabumi. The data were collected from students narrative writing, and interview. The result of this research showed that there are four types of errors that occur; they are error of ommission, error of addition, error of misformation and error of misordering. From the data analysis the researcher found that the most dominant error that is error of misformation with total 116 errors. Error of misformation relates to the use of the wrong form of the morpheme or structure. This was because of the students' lack of knowledge in grammatical writing skill. Error of omission relates to the absence of an item that must appear in a well-formed utterance. Error of addition relates to the presence of an item that must not appear in well-formed utterances. Error of misordering relates to the incorrect placement of a morpheme or group of morphemes in an utterance. Therefore, this present study suggests that the English teachers will often make correction and provide further explanation and also feedback on students' grammatical error during the learning process.

ERROR ANALYSIS OF WRITTEN PEER FEEDBACK ON STUDENTS’ WRITING TASK AT PONDOK PESANTREN DARUL HADIST AIR RIAU KINALI

The background of the research was the problems faced by students in providing feedback on students’ writing in the 11th grade of Madrasah Aliyah (MA) Pondok Pesantren Darul Hadist Air Rau Kinali. There were some problems that the researcher found. First one, some students did some error in correcting their peers because their English is limited. The last one, the students didn’t learn from the error because the teacher didn’t discuss the error with the students. The purpose of this research was to find out what types of errors were made in a written peer feedback that was used by the eleventh grades students of Madrasah Aliyah (MA) Pondok Pesantren Darul Hadist Air Rau Kinali. In this research, the researcher used a qualitative descriptive research. The researcher took total sampling to take the data. There were 18 students in Madrasah Aliyah (MA) that applied peer feedback in writing. The data was obtained through the students’ writing tasks, namely writing descriptive text. Analyzed the writing task based on the theory from Ellis. From the results of the research, the type of errors that mostly the peers made was misformation. This is because many students make errors in tobe and personal pronouns. After misformation the error made by the peers was omission, then come to misordering, and the last error of addition.

An Error Analysis on the Use of Simple Present Tense in Descriptive Text

The aims of this research include: (1) to identify the types of errors made by 12th grade of the students SMAN 13 Bone in their writing descriptive text, (2) to find out the dominant type of error, (3) to discover the source of error. This research used mix method. The instrument used in collecting the data was writing test. The test was given twice to the students. The population of this research was the 12th grade of the students SMAN 13 Bone. The sample was the 10% of the whole population which consisted of 42 students. In analyzing the data, the researcher found that the students made errors in using simple present tense in writing a descriptive text. The types of errors discovered, namely omission errors, addition errors, misformation errors, and misordering errors. The omission and misformation errors found to be the dominant errors in the students’ writing descriptive text. The sources of errors include Inter-lingual and Intra-lingual transfer.

Error Analysis of Korean Adult EFL Learners’ Oral Production of English Interrogative Sentences

The purpose of this study is to examine the errors made by Korean adult EFL learners. To this end, it analyzed the spoken responses of the Question Elicitation task, one of all 10 tasks such as Read-aloud, Dialogue Completion, Map-cued Elicitation of Directions, Question and Answer-open-Ended, Question Elicitation, Paraphrasing a Short Narrative, Oral Interviews, Discussions, Picture-cued Storytelling, and Retelling a Story, from 82 adults who were attending a language institute for the purpose of learning English conversation. They were interviewed one-on-one for 25 minutes for the 10 tasks without any interaction with the interlocutor to elicit as much vocal production as possible. The spoken data elicited from the Question Elicitation task were analyzed by employing QSR NVivo 2.0. One finding was that misformation was found to be the most frequent error, followed by fluency errors, omission errors, addition errors, and misordering errors. Another noteworthy finding was that learners often used incorrect forms for pronouns and tense and tended to omit the plural suffix -s and prepositions. In addition, open-ended questions were dominantly used compared to closed questions. Based on these findings, this study suggests that adult learners should be continually provided with contexts and activities in which they can practice the different use of interrogative sentences.

MORPHOLOGICAL ERRORS IN STUDENTS’ WRITING RECOUNT TEXT OF JUNIOR HIGH SCHOOL 18 BATANGHARI

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%.

Performance Assessment of Multi-GNSS Real-Time Products from Various Analysis Centers

The performance of real-time precise point positioning (PPP) relies primarily on the availability and quality of orbit and clock corrections. In this research, we collected data streams from 12 real-time mount points of IGS Real-Time Service (RTS) or analysis centers for a one-month period and conducted a performance assessment, including product latency and data availability, accuracy of orbit, clock and positioning performance. The epoch availability of GPS, GLONASS, Galileo and BDS was more than 98.5%, 95.79%, 94.20% and 85.9%, respectively. In addition, the orbit and clock errors of different real-time corrections was investigated. Then, PPP in static and kinematic for 16 IGS stations was conducted. The results show the real-time PPP for different products has a longer convergence time and a slightly worse accuracy than those of the post-processing PPP. For static PPP over 24 h, the real-time products of WHU had the best performance, with a mean RMSE of 1.0 cm in the horizontal and vertical directions and a median convergence time of 12.0 min. The products of CAS had the faster convergence speed due to the shortest product latency. Regarding real-time kinematic PPP for GPS only in an hourly batch, the real-time products of WHU and ESA performed best with a mean RMSE of 10.8 cm and 9.5 cm in the horizontal and vertical directions, respectively. Additionally, the PPP for different real-time products with the multi-GNSS combination obtained higher accuracy than those with GPS only in post-processing or real-time mode, and the PPP with the GPS/GLONASS/Galileo/BDS combination had the fastest convergence speed and best positioning performance. The hourly based kinematic PPP results of CAS, DLR, GFZ and WHU with the GREC combination had positioning errors smaller than 5.2 cm.

SPELLING ERROR ANALYSIS IN WRITING RECOUNT TEXT BY THE NINTH-GRADE STUDENTS OF SMP NEGERI 1 SUMBAWA ACADEMIC YEAR 2022/2023

The aims of this study are to find out the types of spelling errors made by the ninth-grade students of SMPN 1 Sumbawa by determining students writing and to find out the causes of spelling error made by students. In addition, this study uses the theory from Bestgen and Granger (2011) in their journal entitled “Categorizing Spelling Error to Assess L2 Writing” that discussed about the category of spelling errors. Furthermore, this research applies descriptive qualitative in which the researchers collected the data from students writing tasks and found the spelling error of three words classification which are adjective, noun and verb. The researchers found six types of spelling errors which are addition, omission, substitution, transposition, word segmentation, and multiple error letter. In addition, there are three main causes of spelling error found such as the influence of Indonesian spelling, lack of vocabulary, and spelling difficulties

Analysis Students Addition Error in Writing Thesis Abstract Of English Education Department STKIP AL Maksum Langkat

The focus of this research was to describe the addition errors detected in the writing of the thesis abstract, to figure out why they happened, and to figure out how they happened at the Department of English Education for Students at STKIP Al Maksum Langkat. This research revolves around the abstract of an undergraduate thesis from the English department. In this study, the descriptive qualitative method was applied. This study's data comes from ten abstract manuscripts of undergraduate thesis dissertations published in 2022. The steps in error analysis are collection, identification, description, explanation, and error evaluation. As illustrated by these statistics, the errors made by undergraduate students are additional words that can occur as a result of interlanguage interference, intralingual interference, insufficient command of English syntax and vocabulary.

COMMON GRAMMATICAL ERRORS IN STUDENTS’ WRITING (A CASE STUDY OF THE FIRST-YEAR STUDENTS OF IST AKPRIND YOGYAKARTA)

This study is intended to find out and describe grammatical errors made by the first-year students of the Statistics Department of IST AKPRIND Yogyakarta. This study uses a descriptive qualitative method. The data are taken from 30 students’ writing on free topics. The grammatical found are classified based on the surface strategy taxonomy proposed by Dulay et. al. (1982): they are omission errors, addition errors, misformation errors, and misordering errors. The results of the data analysis showed that there were 558 errors of 206 sentences taken from 30 writing that consist of 44.09% misformation errors, 27.06%, omission errors, 22.35% addition errors, and 4.92% misordering errors. From these findings, it was concluded that grammatical errors were caused by interlingual and intralingual interference. Therefore, teachers are suggested to give more emphasis on the structure of English which is different from Bahasa Indonesia, and pay more attention to the structure of the language that is considered difficult.ist

Investigating predictability aspects of phonological type errors in braille spelling

BackgroundΤhe present study focuses on mechanical processes of braille writing conducted by the fingers. Analyzing and attempting to understand the perceptive feedback of the fingers is in specific situations important to develop methods to minimize phonological type errors. AimDuring a braille spelling task, the authors examined the phonological errors and traced the most and the least error prone finger(s). The authors also examined if it was possible to predict the type of phonological errors in braille writing based on four independent variables relevant to braille code. MethodThe error rate of twenty nine participants was estimated by normalizing the frequency of errors performed by each finger in relation to the frequency of the executed keystrokes. Additionally, a multinomial logistic regression examined the potential effect of the column of the braille cell, the dot density of the braille characters and the word length on the type of phonological errors, while a chi-square test has been performed between types of error and fingers. ResultsThe fingers were not equally error prone to phonological type errors. The multinomial logistic regression analysis revealed that when a replacement error appeared, the odds for an omission error were significantly less in the right column as well as in short words, while the probability for an addition error was significantly less in both cell columns. In contrast, when a replacement error appeared, the participants tended to perform more omission errors in words with rare density. ConclusionsThe right ring finger was the most error prone, while the right middle finger was the least error prone. The multivariate logistic regression model showed that all the independent variables, particularly the cell column, exhibited a statistically significant relation with the types of errors.

Grammatical Errors in English Job Advertisements

There are many official job advertisement websites provided by companies that can be reached by job seekers. Many of them are available in English. The researcher aimed to identify the types of grammatical errors and the frequencies and percentages of each type of grammatical errors. The research method of this research was qualitative descriptive. The data of the research were taken from fifteen JS document publication job advertisement texts. Seven steps of Creswell data analysis were used in analyzing errors which included: organizing and preparing the data analysis, reading all the data, starting coding all of the data, using the coding process to generate a description of the setting as well as categories for analysis, quantifying the errors, interpreting the description, and drawing a conclusion. It was found that there were 250 errors made by advertisement text writers. Four types oferrors were found in the data.Such errors were 91 items (36.4%) of omission errors, 20 items (8.0%) of addition errors, 138 items (55.2%) of misformation errors, and 1 item (0.4%) of misordering errors.

Errors on Efl Students’ Paragraph Writings

It is common for EFL students to commit grammatical errors in the early stage of learning writing, especially in paragraph writing. Therefore, this research aimed to identify the types of errors and the most dominant ones committed in descriptive paragraph writing exercises. A qualitative research design was applied to this study. Writing exercises were used as research instruments to collect the data. Twenty-six students of the English Study Program were used as participants in this study. Error Analysis Method (EAM) based on Surface Structure Taxonomy and percentage error analysis was used to analyze the data. The findings showed that there were four types of errors committed referring to misformation with a frequency of error was 47 (0,14 %), omission with a frequency of error 81 (0,24%), misordering with a frequency of error 153 (0,47%), and addition with the frequency of error was 45 (0,13%). In this case, a misordering mistake was the dominant one, and an addition error was the least dominant one committed by the students. In conclusion, the researchers assume that some factors affect students' mistakes, such as lack of knowledge and competence in English grammar. The error analysis method was a very suitable way to identify types of errors using simple present tense in descriptive paragraph writing.

ERROR ANALYSIS ON SENTENCE CONSTRUCTION BY USING GRAMMAR TRANSLATION METHOD TO THE FIRST SEMESTER STUDENTS OF ARABIC EDUCATION STUDY PROGRAM AT DATOKARAMA STATE ISLAMIC UNIVERSITY PALU

This is a qualitative research focusing on answering the research question, “What kinds of error occur on sentence construction by using Grammar Translation Method to the first semester students of Arabic Education Study Program at Datokarama State Islamic University Palu?” The participants of this research are thirty two first semester students of Arabic Education Study Program at Datokarama State Islamic University Palu. The instrument of the research is a document analysis of a hundred Indonesian sentences translated into English. The result of this research shows that there are five types of error occurred: (1) omission; (2) addition; (3) misformation; (4) misorder; and (5) word misuse. Omission errors can be found on the article for the singular nouns, -s/-es ending for plural marker of nouns, to be in nominal sentences, measured quantities for uncountable nouns, and –s/-es ending for verbs in simple present tense. When the mother tongue interferes the sentence construction, the addition errors then took place. Misformation errors occurred on the use of demonstrative determiners, subject-verb agreement in present perfect tense as well as in nominal sentences. Misorder errors can be showed on the word order of present perfect tense. Word misuse errors occurred when the participants translated the sentences one word by one word literally while the vocabulary is not sufficient