Dominant Error Type Research Articles

Consonant Cluster Acquisition in Toddlers: An Explorative Study

The acquisition of consonant clusters is considered as one of the final stages of speech development in typically developing children. Nonetheless, the phonological development in children is now more advanced compared to the previously established norms. The current study aimed to determine how consonantal clusters, in particular non-geminate clusters, emerged throughout the early phases of phonological acquisition and to understand the positional variations in the cluster acquisition. The study involved 40 Malayalam speaking children aged between two to three years, divided into four groups with an age interval of 3 months. These children were administered 30 non-geminate consonant clusters from the Malayalam Articulation Test – Revised. Positional effect of the cluster acquisition was examined. In addition, the type of articulatory errors on consonant production were also determined. Findings from the present study revealed that children achieve the mastery of many consonant clusters by two to three years of age. Positional effect of cluster acquisition revealed medial clusters were acquired earlier than initial clusters. Cluster reduction was the dominant cluster error type, decreasing with age. Thus, compared with the previous established norms, the current findings demonstrate a much earlier acquisition of nongeminate clusters in Malayalam. The revised norms for cluster acquisition proposed from the findings of this study could benefit Speech-Language Pathologists to conduct age-appropriate assessment and treatment of speech sound disorders.

An Analysis of Arabic Esl Students’ Past Participle Error Found in STAI Ali Bin Abi Thalib Surabaya

This research examines past participle errors in students' writing term papers to identify their difficulties. The error analysis is part of an investigation into the English language learning process. The purpose of this research is to identify the types of error analysis and the most dominant types of error analysis in the use of past participles. The qualitative research was carried out to investigate errors in second language acquisition. The research concentrates on qualitative research, collecting empirical data from students' writing through document analysis. The method is used to collect accurate data. The research focuses on eleven undergraduates from the Arabic Department at STAI Ali bin Abi Thalib Surabaya. To obtain the results of this error analysis, the researcher investigates further using surface strategy taxonomy. It is restricted to the students' past participle error, which consists of four error types: omission, addition, misformation, and misordering. At last, after identifying all of the data and analyzing the research findings, it can be summarized that the types of past participle errors produced by the students are: (1) omission, which occurred 10 times, or 66,67% of all; (2) addition, which occurred 4 times, or 26,67% of all; (3) misformation, which occurred once, or 6,66% of all; and (4) misordering error, which did not occur. According to the research findings, the most dominant type of past participle error is omission.
 Error Analysis, Writing, Past Participle.

STUDENTS’ WRITING ERROR WRITTEN BY EIGHTH GRADE STUDENTS OF SMP JOSEPH KHATULISTIWA SINTANG

The background of this research is students’ errors in writing descriptive texts. The students do not understand the correct structure of writing descriptive text. The objective of this research is to find out the types of errors and to identify the dominant types of errors that found in students’ writing products. The subject of this research is the students’ writing descriptive text products written by eighth grade students of SMP Joseph Khatulistiwa Sungai Tebelian. This research used qualitative method, by classifying the errors using Surface Strategy Taxonomy. It consisted of four types of errors in the students’ writing descriptive text product. These were omission, addition, misformation and misordering. Qualitative data was collected from documentation of students’ writing descriptive text products. Qualitative data were analyzed through collection of a sample of learner language, identification of errors, description of errors and explanation of errors. The data analysis in this research was taken from 10 students of SMP Joseph Khatulistiwa Sungai Tebelian. The researcher analyzed 10 worksheets of students writing products. The researcher found the total of students’ errors were 46 errors of students errors. The finding showed there were four types of errors such as 26 errors of omission on percentage 57%, 12 errors of misformation on percentage 26%, 6 errors of addition on percentage 13%, and 2 errors of misordering on percentage 4%. The dominant type of error was omission with 27 errors.

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 on Noun Phrase in Students’ Undergraduate Theses

The aim of this research is (1) to analyze the components of noun phrase errors that are often made by students in the introduction parts of their undergraduate theses, (2) to analyze the types of noun phrase errors that are often made by students in the introduction parts of their undergraduate theses, (3) to find out the differences between noun phrase errors made students in the introduction parts of their undergraduate theses. The method used in this research was mix method. The instrument comprised observation and documentation. The result of this research was as follows: (1) the most dominant component of noun phrase error made by UPI and Unib students in the introduction parts was a head error, (2) the most dominant type of error in noun phrases made by UPI was addition error; however, the most dominant type of noun phrase errors among Unib students was omission error, (3) the number of noun phrase errors in Unib was higher than those in UPI. It is recommended that students improve their mastery of noun phrases, that lecturers teach students how to write the introduction well, specifically on noun phrases, and that next researchers investigate additional aspects of noun phrases.

Embedded NP error in German object relative clause comprehension: A case for a universal developmental pathway.

We report the results of an eye-tracking study investigating German children's comprehension of subject relative clauses (SRC) and object relative clauses (ORC) with morphologically unambiguous head and embedded noun phrases (NPs). The experimental paradigm was adopted from Adani and Fritzsche. Children's eye movements were tracked on the visual display while they were listening to an SRC or an ORC. Subsequently, they had to choose the most appropriate visual character on the screen to go with a particular relative clause type in a character selection paradigm. All the head NP and the embedded NPs were of masculine gender. Thus, the relative clause syntax was disambiguated by the ending on the relative pronoun and, subsequently, on the determiner in the embedded NP. We computed fixation probabilities towards the syntactic competitor and the embedded NP character in addition to the proportions of looks towards the target character on the screen. Thematic reversal error remained the dominant error type on children's response accuracy data. The subject advantage was also confirmed on the eye-tracking data, though it was overridden in the post-relative clause time window. However, there was a significant increase in fixation probabilities towards the embedded NP character in the ORC, but not in the SRC condition. While children were less efficient to use the morphological information on the relative pronoun to generate an expectation of a non-canonical ORC structure, they obviously used embedded NP morphology later in the sentence to update their ongoing structural analysis.

Measurement error of tracer-based velocimetry in single-phase turbulent flows with inhomogeneous refractive indices

Inhomogeneous refractive index fields lead to errors in optical flow velocity measurements. Former respective studies are mostly in quasi two-dimensional flows, and attribute the measurement errors to spatial gradients in the refractive index field, while less attention has been paid to flows with three-dimensional refractive index fields which usually change in space and in time. In this study, ray tracing simulations were carried out in a three-dimensional flow, which is from a direct numerical simulation of single-phase turbulent mixing of two fluids. Given the data of the numerical simulation as reference, the ray tracing simulation is used to quantify the measurement errors of the flow velocity and flow acceleration for tracer-based velocimetry, i.e. particle tracking velocimetry in this study. The errors of both flow velocity and flow acceleration are attributed to the spatial and the spatio-temporal gradients of the refractive indices, respectively, which are closely inherited from flow characteristics. While the dominant type of error depends on the studied flow, the main measurement error for the considered turbulent mixing flow is caused by the random error. When the maximum spatial difference of the refractive indices is about 10−6, the relative random measurement error is about 1 % in velocity and about 200 % in acceleration, respectively. When the maximum index difference is about 10−2 (water), the relative random measurement errors of velocity and acceleration are 2000 % and 105 %, respectively, for the flow considered in this study.

Grammatical Error Analysis of English Abstracts Translation in Jurnal Ilmiah Ekonomi Islam (JIEI) Journal

Scientific writing like abstract demands perfect grammar writing in academic language. A common error usually is the use of an automated translator such as Google Translate to translate abstracts from Indonesian to English. The translation produced needs to be polished again to avoid mistakes in the grammar itself. The objective of this research is to find the type of grammatical error in English abstracts published in Jurnal Ilmiah Ekonomi Islam (JIEI) journal in 2020 both English and Indonesian. This research uses descriptive qualitative. The result of the study shows that three types of grammatical errors found in English abstracts in the JIEI journal are misinformation, omission, and addition. In misinformation error, there are 98 data or 44.5 %. In omission error, there are 69 data or 31.36 %. In addition to error, there are 53 data or 24.09 %. In misinformation, several errors were found in the use of part of speech such as article/determiner, the preposition, verb (subject-verb agreement), noun (singular-plural), and pronoun. In omission, several errors were found in the omission of part of speech such as article ‘a, an, the’, preposition ‘on’ and ‘to’. In addition, several errors were found in the addition part of speech such as article/determiner ‘a, an, the”, preposition “of, to, in, on, at”. Preposition sometimes is not used with certain verbs and expressions. The most dominant type of grammatical error is misinformation. There is the misuse of grammar forms into other grammatical forms in the use of part of speech such as in the determiner/article, preposition, verb, noun, and pronoun.

Error Analysis in Students’ Writing Composition

To recognize the students’ difficulties, this research analyzes errors in Students’ writing composition of Passive Voice. This study of error (error analysis) is part of an investigation of the process of English language learning. This research is to find the types of error analysis in students’ writing composition and to find the most dominant types of error analysis in students’ writing composition of passive voice. This research is qualitatively accomplished to look into errors in the second language acquisition. This research focused on the qualitative research by using document analysis to collect empirical data from the students’ writing. This method is applied to get the accurate data collection. The object of the research is students’ writing composition randomly taken from sixteen ESP students of Strata 1 – Arabic Department of STAI Ali bin Abi Thalib Surabaya. The researcher investigates more details by using surface strategy taxonomy to get the result of this error analysis. It is limited on the students’ passive sentences error in writing composition consisting of four error types: omission, addition, misformation, and misordering. Finally, after identifying the entire data and analyzing the research findings, it can be summarized that the types of passive voice errors produced by the students are (1) omission that occurred 24 times or 51,06% of all, (2) addition that occurred 15 times or 31,96% of all, (3) misordering that occurred 5 times or 10,64% of all, and (4) misformation that occurred 3 times or 6,38% of all. According to the research findings, the most dominant type of passive voice error is omission.

Interlanguage Error of ESL Students in English Writing Assignment

This study aimed at (1) analyzing the types of interlanguage errors in English writing assignment committed by 2nd semester students at STKIP Agama Hindu Singaraja, Bali, (2) analyzing dominant type of interlanguage errors in English writing assignment committed by 2nd semester students at STKIP Agama Hindu Singaraja, Bali, (3) describing the causes of interlanguage errors. The method applied is descriptive qualitative in nature with the subjects were 33 students of 2nd semester in academic year 2020/2021 at STKIP Agama Hindu Singaraja, Bali. The methods were used in this study were identifying the errors, classifying the errors, describing the frequency of errors, describing the dominant type of errors, and describing the causes of errors. There were 70 errors which are divided into three main categories, namely: morphological level (62), syntactical level (5), and discourse level (3) according to James (1998). The dominant type of error in this study was the word spellings in morphological level with the total number of errors were 46 errors. The causes of interlanguage error in students’ writing namely interlingual transfer. Interlingual transfer is influenced by the structure of mother tongue.

STUDENTS’ ERROR IN TRANSLATING ENGLISH NARRATIVE TEXT “STORY OF LAKE TOBA” INTO INDONESIAN FOR GRADE X

This research dealt with the analysis of students’ error in translating English narrative text “Story of Lake Toba” into Indonesian. The objective of the research was to find out the types of error and the dominant type of error made by the students in translating the narrative text. The population was all the students of grade X at SMA Teladan Sei Rampah academic year 2018-2019 with the total number students was 40. There were two parallel classes, namely X-IPA2 and X-IPA3. Each class consisted of 20 students. By applying cluster random sampling technique, X-IPA2 was selected to be the sample. The instrument of the research was written test in the form of essay test which was divided into 20 questions in translating. The total errors found was 65 occurrences which was consisted of error of omission = 10 (15.38%), error of addition = 13 (20%), error of misordering = 36 (55.38%), and error of misinformation = 6 (9.23%). The dominant type of error made by the students was error of misordering

GRAMMATICAL ERRORS IN THESIS ABSTRACT OF INDUSTRIAL ENGINEERING DEPARTMENT STUDENTS OF UNIVERSITAS SUMATERA UTARA

GRAMMATICAL ERRORS IN THESIS ABSTRACT OF INDUSTRIAL ENGINEERINGDEPARTMENT STUDENTS OF UNIVERSITAS SUMATERA UTARAAnggi Ridho Habibi1, Zuindra2Universitas Harapan MedanJl. HM. Joni No.70 C, Teladan Bar., Kec. Medan Kota, Kota Medan, Sumatera Utara, 20216, IndonesiaEmail: anggiridhohabibi@gmail.com, zuindraidris@gmail.comAbstractThis research focused on the grammatical errors found in the undergraduate thesis abstracts ofIndustrial Engineering Department Students of Universitas Sumatera Utara. There are three problemsand objectives formulated in this study that focused on finding out the types, process of analyzing, andthe most dominant type of grammatical error occurred in the thesis abstract. This research is adescriptive qualitative study that examined the thesis abstracts using the steps of error analysisproposed by Ellis and Barkhuizen (2005). The grammatical errors are classified into the 4 types ofgrammatical errors proposed by Dulay, Burt, and Krashen (1982), which are addition, omission,misformation, and misordering. The results showed that there were 143 errors found from the 24 thesisabstracts that being sampled. Omission is the most dominant type of grammatical error with 67 errors(47%), followed by misformation with 35 errors (25%), addition with 29 errors (20%), and misorderingwith 12 errors (8%).Keywords: grammar, types, error, error analysis, abstract

THE COMMON GRAMMATICAL ERRORS IN WRITING NARRATIVE ESSAY OF STUDENTS AT THE YOUTH RESOURCE CENTER, SAVANNAKHET

The research aimed to investigate types of common grammatical errors and dominant errors in writing narrative essays of students at the Youth Resource Center, Savannakhet. This study focuses on English students at the Youth Resource Center Savannakhet. The study employed a qualitative method. A sample group was 19 (12 male and 7 female) English students who learn English as an extra class. Data collection was conducted by testing writing narrative essay. The students were requested to write descript based on their stories under the theme: unforgettable moments in life. It’s consisting their experiences, holidays, and else. The researcher was analyzed data by using a descriptive initially statistic, a complete program Excel to present the data. As the result revealed that: there were 6 categories of common grammatical errors in students’ narrative essay writing such verb-tense there were 120 times with 28%, punctuation which came 99 times with 24%, spelling happened 63 times equal 15%, preposition came with 59 times with 14%, capital letter happened 58 times with 14%, and last was article error occurred 21 times with 5%. The most dominant type of grammatical error is verb-tense came with frequency 79. This was because of the students’ lack of knowledge in grammatical writing skill.

ERROR ANALYSIS IN SOLVING STRAIGHT MOTIONS' PROBLEMS OF SENIOR HIGH SCHOOL STUDENTS IN PEKANBARU

Errors are deviations from things that have been known to be true, errors by students in solving problems can be used by the teacher as a tool in knowing the extent of student ability, so that it can be known the difficulties experienced by students in the learning process. The purpose of this research is to describe the types of errors made by students in solving physics problems on straight motion material at SMAN 5 Pekanbaru. Population in this research were 360 students of class X SMAN 5 Pekanbaru. Samples were taken randomly and a total of 72 students were obtained. This research instrument was in the form of essay questions which were arranged based on the types of errors commonly made by students. Data was collected by giving essay test questions to the research sample. Data analysis in this research uses descriptive analysis with percentage techniques, which provide an overview of the level of errors made by students. Using the six questions that were tested, the most dominant type of error was obtained by students, namely the types of concept errors and data calculation errors, while the types of errors that were least experienced by students were the types of mathematical errors. For this reason, in learning physics on the topic of GLBB in class X SMA N 5 Pekanbaru, it is necessary to emphasize understanding of concepts and calculation of data that is more optimal so that students get better learning outcomes.

The Student's Error in Forming Nominal Clause in Complex Sentence

This research uses descriptive qualitative method that aims at analyzing the errors in the formation of nominal clause in complex sentence conducted by students of the fourth semester of the English Language Study Program, Tadulako University. Data collection was taken through giving tests to 49 students. The test was given in the form of a written test by asking students to make nominal clause. The results showed that the most dominant type of error made by students in making nominal clauses is omission, which is to reduce parts of words such as suffix -s as plural marker on nouns or as present marker on verbs. In connection with the functions of nominal clause in sentence, the students have difficulty in making nominal clause that functions as complement and object of preposition.

AN ANALYSIS OF GRAMMATICAL ERRORS IN THE TRANSLATION MADE BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION PROGRAM

This research analyzed the types of grammatical error that occur in the translations made by the fourth semester students. The objectives of this research are 1) to describe the types of grammatical errors and 2) to identify the most dominant types of grammatical errors that occured in the translations made by the fourth semester students in English Education Program at UST in Academic Year 2017/2018. This research applied descriptive qualitative research method. The data were collected using a test. In the analysis process, the theory proposed by Dulay was applied including the identification, description, explanation, and evaluation of the occurrence of errors. There were four types of grammatical error found in students’ translation made by the fourth-semester students, they were omission, addition (double marking, regularization, simple addition), misformation (regularization, archi-forms, alternating form), and misordering errors. Meanwhile, the total data were about 116 errors which showed that the students made 80 times (69%) of omission errors, 27 times (23%) of misformation error, 8 times (7%) of addition error, 1 times (1%) of misordering error. The most dominant type of grammatical error that occured in the student’s translation was omission.

Analyse des erreurs grammaticales dans le cours de la production écrite du 4ème semestre

<p class="Abstract">Writing is a proficiency which is very difficult and complex. This is <span style="font-size: 1rem;">because the learner needs many aspects to master, such as lexical </span><span style="font-size: 1rem;">aspect, grammatical aspect, the ability to present facts and express </span><span style="font-size: 1rem;">their thoughts, etc. According to the results of the final review of the </span><span style="font-size: 1rem;">4th semester students, we found that students have encountered a lot </span><span style="font-size: 1rem;">of grammatical errors in the course of writing. As a result, we search </span><span style="font-size: 1rem;">for analysis to identify this problem and find solutions. Therefore, the </span><span style="font-size: 1rem;">problem proposed in this research is: 1) what type of error is often </span><span style="font-size: 1rem;">done by students in the course of writing? (2) What is the grammatical </span><span style="font-size: 1rem;">error which is found a lot depending on the result type? (3) What are </span><span style="font-size: 1rem;">the solutions to solve them? In order to find answers to this problem,</span><span style="font-size: 1rem;">we did a descriptive qualitative research with qualitative method by analyzing of the errors. We found </span><span style="font-size: 1rem;">that: 1) the dominant type of error is the grammatical error, 2) the most significant type of grammatical </span><span style="font-size: 1rem;">error is the error of the adjective. So, in order to solve the problems, students must have a good </span><span style="font-size: 1rem;">grammatical skill in the first half; we have to make the students know their grammatical errors even if it’s </span><span style="font-size: 1rem;">very simple, give more exercises in the students so that they are used to write correctly</span></p>

Analisis Kesalahan Siswa Kelas VIII Dalam Menyelesaikan Soal Uraian Matematika Di MTs Negeri Ngablak

This study aims to determine the percentage of concept errors, procedural errors, computational errors, and to determine the most dominant error in solving the problem of mathematics description of students of grade VIII B MTs Negeri Ngablak Academic Year 2017/2018. The object of this study is the student's mistake in solving the problem description of the subject matter of the function. The type of this research is descriptive qualitative. Data collection techniques use test techniques and interview techniques. The test instrument is in the form of a description test of 5 questions. Of the five questions are declared valid and reliable. The result of the research shows that students of MTs Negeri Ngablak do average error of concept equal to 73,54% with high category, mean of procedural error equal to 30,08% with low category, and mean of computation error equal to 26,21% with category low. The most dominant type of error in the solution of the problems done by students of grade VIII B MTs Negeri Ngablak is a concept error with a percentage of 73.54%. Suggested to the teacher when solving the math problem must be complete and the teacher must provide instruction to the students that the importance in solving the problem to write the answers in accordance with the correct and proper procedures.

Error Analysis Made by EFL Learners in Writing Pronoun (Academic Year 2015) at English Department at FKIP UHN Pematangsiantar

<p>This research is about Error Analysis Made By EfL Learners In Writing Pronoun (Academic Year 2015) At English Department At Fkip Uhn Pematangsiantar. Error are any deviation from the standard grammar of the target language, while the personal pronoun is reffering to a person or thing. This research focused on the problem about (1) What types of errors produced by English learners in using Pronoun on the fourth semester in FKIP UHN Pematangsiantar? (2) What are the percentage of errors produced by English learners in using pronoun on the fourth semester in FKIP UHN Pematangsiantar? (3) What are the causes of errors produced by English learners in using Pronoun on the fourth semester in FKIP UHN Pematangsiantar? To answer the question of the problem, the writer follows some theories House and Harman (1931), Curme (1947), Meade et al. (1964), Harris (1969), Frank (1972), Corder (1973), Brown (1980), Abbot (1981), Brown (2000), Pyle and Munoz (2002), Arikunto (2006) to analyzed the data. The learners are sitting in the class of Language Metafunction in 2017 (Academic Year 2015). The writers will choose 20 students from each of the three classes (Group A, B, and C). The total numbers of the subject is 60 EFL learners.The data Shows that. The writer finds out that the Error of Addition (29 errors or 6,15%), Error of Omission (175 or 371%), Error of Substitution (225 error or 47,77%) and Error of Ordering (42 error or 8,91%). The dominant type of error was substitution errors (225 error or 47,77%). The mean is 16,54 and standard deviation is 7,17. The test is valid where the validity is 0.55.The test is also reliable where the reliability is 0.88. The average of the right score is 17 items out of 30 items and the percentage is 55,14 %. The average of the wrong score (error score) is 13 items out of 30 items and the percentage is 44,85 %. Finally the writer suggests to the English teachers to have a good teaching strategy to explain the use of personal pronoun.</p><p><em> </em></p><strong><em>Keywords:</em></strong><em> error, personal pronoun, teaching</em>

Morphological and Syntactical Error Analysis on The Students’ Descriptive Composition of Private Vocational High School

The aim of this research is to find out morphological and syntactical errors made by the students in their composition, the frequency of errors and the dominant type of error, the sources of error, and find a remedial teaching. The method that was used in this research is descriptive method, a method which seeks to provide the depicition or description of a case. This research conducted on the second semester of 2016/2017 in SMK Kharismawita 2 Jakarta. Meanwhile, the sample of this research is 30 students of XI APh class of SMK Kharismawita 2. In this case, the researchers use purposive sampling in choosing the sample and the method of this research is qualitative research. In this research the researchers are going to find some morphological errors made by the students, these errors can be classified into 9 categories of morphological errors. These are categories, number, percentage of morphological errors made by the students : adverbs, adjectives, indefinite demonstratives, adjectives, nouns, plurals, possesive adjectives, past formations, singulars and to infinitives. Meanwhile, in this research, the researchers are going to find some syntactical errors made by the students. These categories are categorized based on surface strategy taxonomy. These are the categories, the numbers and the percentage : omission, addition, misformation, and misordering.