Intralingual Errors Research Articles

THE ANALYSIS OF GRAMMATICAL ERROR MADE BY THE STUDENTS IN WRITING RECOUNT TEXT (A CASE STUDY OF SMA NEGERI 1 PEUSANGAN)

The research of an analysis of grammatical error made by the students in writing recount text has beendone at SMAN 1 Peusangan. It was begun from October 2 2020 until October 3 2020. The problem ofthis research is; What are the most common types of grammatical errors made by the students in writingrecount text. Based on the research problem, there is one purpose of the research, namely; to find outthe most common types of grammatical errors made by students in writing recount text. The scope ofthis research focused on the grammatical errors made by 1st grade students of SMAN 1 Peusangan inwriting recount text. This research is designed as qualitative research using ‘test’ as the instrument ofthe research, the data is then analyzed with three steps of procedure, namely: data reduction, datadisplay, and data verification/conclusion drawing. The results of the research on the grammatical errorsmade by 1st grade students of SMAN 1 Peusangan in writing recount text showed that, capitalization wasthe most frequent error made by the 1st grade students of SMAN 1 Peusangan with the percentage of19%, meanwhile run-on sentence was the least frequent error made by the students with the percentageof 0%. Cause of error in intralingual error contributed up to 55% or 165 errors, followed by interferenceerror which contributed up to 35% or 107 errors, and the last is developmental error that contributed upto 10% or 30 errors. Based on the results of research, it was concluded that the 1st grade students of SMAN1 Peusangan often avoid the systematic of writing without capitalize several types of word like name ofplace, country, people and also the first letter of a new sentence. Conclusion was stated based on theresult that showed capitalization had the biggest contributions on students’ grammatical errors.Key Words: Grammatical Error, Recount Text

Analysis On The Grammatical Errors In The Student’s Writing Of Simple Present Tense

This study is about gammatical errors in student’s writing of the simple present tense. This research was conducted at the University of PGRI Palangka Raya, especially for the first semester students of non-English study programs. The research process begins by making observations among students in applying the basic concepts of the simple present tense in daily activities. Before analyzing the research, the researcher conducted observations and written test on students. In observation, the researcher found that more than 50% of students could not understand the basic concepts of the simple present tense well. They often make some grammatical mistakes. The topic of this research is chosen based on the researcher's experience as an English teacher. Researcher often finds students' grammatical errors, especially in the simple present tense. The research objectives are formulated as follows: (1). To find out the types of grammatical errors made by the students in making simple present tense sentences (2).To find out the causes of grammatical errors made by the students. This study is qualitative research. The data collection technique is by doing written test. To collect the data, students are asked to write down their daily activities in English. After that, the data is analyzed. In this written test, there are 30 out of 40 students (75%) who can write simple present tense sentences correctly, somo other student still make errors gramatically. Errors that are mostly made by students are Omission errors, Addition Errors, Formation Errors, and ordering Errors. The causes of grammatical errors in student’s Writing are the first is Overgeneralization defined as a use of a grammar pattern strategy, available for use in new situations, and the second is Ignorance of rules restrictions include intralingual errors related to analogies.

A Comparative Analysis of Intralingual Errors in English Writing

This paper purposes to examine the ‘intralingual errors’ committed by undergraduate and graduate students in English writing in view of major grammatical categories. To this end, this paper takes a close look at the ill-formed patterns and causes that lie beneath in common in their writing errors. This study also aims to reveal whether the error continuum takes place from undergraduate students through graduate students in a typical grammatical category. Though lots of the validity and verifiability on the hypotheses of errors are put forward to account for intralingual errors, many questions have been still left unanswered and remain to be further recounted. To show as many pieces of empirical evidence as possible, I collected and examined, in a comparative manner, the 43 English compositions made by undergraduate students and by graduate students.

SURFACE STRATEGY TAXONOMY: ERROR ANALYSIS IN ACADEMIC WRITING

This research aimed at describing the types of errors and their sources produced by 25 students of the Academic Writing Class of the Talent Scouting Program at IAIN Salatiga. This research used a qualitative method using students' writing assignments as the data source. The Theory of Surface Strategy Taxonomy was used in the data analysis. In finding the source of error, the researcher used comparative analysis. This study found four types of errors, with a total of 29 errors, including the omission 17 times, misinformation 5 times, addition 5 times, and misordering 2 times. Meanwhile, four error types were found for the source of errors: developmental or intralingual errors 14 times, unique errors 6 times, interlingual errors 2 times, and ambiguous errors 7 times.

An Error Analysis on Past Tense in Recount Text Written by Lower Secondary School Students

Highlighting the importance of accuracy in grammar use, this study is interested to investigate the students’ error in English writing. Based on the preliminary study, the students seemed to have difficulty in conducting the sentences by using simple past. Therefore, this research explored more the errors on using simple past tense in writing recount text. The aim of this thesis was to know the types of error, to find out the dominant error, and to find out the sources of error. The research was a qualitative descriptive research. The subjects of this research were the thirty students of junior high school at eight grade. In collecting data, this research used a writing task about their unforgettable experiences which aimed to identify the errors produced by students in using the simple past in writing recount texts based on the linguistics category taxonomy and sources of error based on Ellis’ theory. The results implied that there were 13 types of errors made by students. The most dominant types of errors were miss-election of V-1 in the past event with the total number of error 56 items. Based on the results of the types of error was found sources of error that there were 96 items of interference errors, 68 items of intralingual errors, and 83 items of developmental errors.

Erroneous Analysis in English Writing Assessments among Undergraduates in a Public University

A number of studies on morphological error analysis has been carried out in different settings, contexts, and levels of study to observe, analyze and describe the errors related to English grammar rules. Using Surface Strategy Taxonomy by Dulay et al. (1982), this current study focused on the investigation of the types and factors of errors in English writing assessment specifically among undergraduates in a public university in Malaysia. This current study employed a qualitative research method by using case study. 30 samples of English writing assessment were analyzed based on the taxonomy and the framework of Sources of Errors by Richard (1974). The findings revealed In general, it was observed that the students made a total of 248 errors on 30 transcripts; 95 were omission errors, 91 were misformation errors, 54 were addition errors and only 8 were misordering errors. The results also highlighted that omission was recorded as the top error committed by learners followed by misformation, addition and the least common error reported to be misordering. As for the source of error, intralingual error marked as the most prevalent factor contributed to the errors. The findings of the study may provide some light in emphasizing the possible interventions to assist learners in their writing as well as developing remedial program to help learners to master English grammar.

亚院二年级学生使用方位词“里”与“中”的偏误分析 KESALAHAN PENGGUNAAN KATA BENDA PENUNJUK ARAH “LI” DAN “ZHONG” PADA MAHASISWA STBA-PIA SEMESTER IV T.A. 2018/2019

This study aims to describe the types of errors and the factors that cause errors in the use of directional nouns “li” and “zhong” made by STBA-PIA students in the fourth semester of academic year 2018/2019. The research method used is descriptive qualitative, namely to describe the types of errors and the factors of errors. The instruments used in this research are elicitation techniques and interview techniques. The research subject was taken using snowball sampling techniques, which was as many as 25 subjects. The results of the research conducted by research on STBA-PIA students in fourth semester of academic year 2018/2019 are 10 omission errors, 6 addition errors, 14 misformations and 3 misordering. Meanwhile, the factors that cause errors are namely interlingual errors, which are 7 respondents and intralingual errors, which are 15 respondents. Keywords: Language Errors, Directional Nouns, “li”, and “zhong”

亚院二年级学生使用方位词“里”与“中”的偏误分析 KESALAHAN PENGGUNAAN KATA BENDA PENUNJUK ARAH “LI” DAN “ZHONG” PADA MAHASISWA STBA-PIA SEMESTER IV T.A. 2018/2019

This study aims to describe the types of errors and the factors that cause errors in the use of directional nouns “li” and “zhong” made by STBA-PIA students in the fourth semester of academic year 2018/2019. The research method used is descriptive qualitative, namely to describe the types of errors and the factors of errors. The instruments used in this research are elicitation techniques and interview techniques. The research subject was taken using snowball sampling techniques, which was as many as 25 subjects. The results of the research conducted by research on STBA-PIA students in fourth semester of academic year 2018/2019 are 10 omission errors, 6 addition errors, 14 misformations and 3 misordering. Meanwhile, the factors that cause errors are namely interlingual errors, which are 7 respondents and intralingual errors, which are 15 respondents. Keywords: Language Errors, Directional Nouns, “li”, and “zhong

Cohesive Devices Used in Argumentative Essays by Undergraduate EFL Learners

Cohesive devices are crucial points recognized as essential features of a good essay, yet employing them in an essay appropriately becomes problematic for learners. This study analyzes qualitatively cohesive devices to investigate EFL learners. It aims at examining how EFL learners apply cohesive devices in argumentative essays, the frequencies of cohesive devices errors in their writings, and the possible causes of EFL learners to produce cohesive devices. Twenty-five learners of the Department of International Relations, at a university in Ponorogo, were requested to produce argumentative essays that consisted of five paragraphs. Twenty-five essays had been identified with the number of errors of grammatical cohesion. Those errors were then analyzed to determine the possible causes affecting the learners’ errors. The find revealed that the number of grammatical cohesion utilized by EFL learners reached 2172, while 168 obtained errors. There was a heavy reliance on cohesive item use. The intralingual transfer mostly influenced the errors produced than the interlingual transfer. The intralingual errors percentage represented 96,9%; interlingual transfer errors reached 3.03%. It occurred due to the learners’ inability to employ the grammar rule. Hence, lecturer should employ the strategies for learners’ writing ability development, such as implementing collaborative learning, delivering the feedback, exposing learners to exercise, and applying a learning management system to result higher level of cohesion.

An Analysis on Students’ Pronunciation of a Scientific Text

This research was conducted to find out what errors the student made when reading a scientific text and the sources of those errors. The subjects of this research were 14 fourth-year-students of English Department of Teacher Training and Education Faculty of Tanjungpura University. The research methodology used in this research is Error Analysis. There were three steps that were done to find the result of this research, distribute, quantify, and analyze. The result of this research was all 14 subjects made errors when reading the text. Based on the analysis that was done during the research, it was concluded that the sources of errors occurred were intralingual and interlingual errors. Intralingual errors are errors that were made during the transfer process from L1 to TL. Interlingual errors are errors that are made because of the influence of external factors, such as L1 characteristics, slip of tongue, and habits.
 Keyword: Error Analysis, Scientific Text, Fourth-Year Students

Arab EFL Learners’ Writing Errors: A Contrastive Error Analysis Study

The present study delved into the impact of students' L1 (Arabic) morphosyntactic system on their L2 writing skills; the influence of Arabic socio-cultural and educational context (where students learn L2) on students’ writing; students’ attitude towards L2 writing and EFL teachers’ perceptions and interpretations of students' writing difficulties. The study was conducted in 8 public higher education institutions in Oman. The participants of the study were 598 Omani EFL students who studied at The General Foundation Program and 54 EFL teachers. The study was underpinned by two theories: transfer of learning theory (Thorndike & Woodworth, 1901) and interlanguage theory (Selinker, 1972). The conceptual framework was arrived at by employing two models, contrastive analysis (CA) and error analysis (EA). A mixed-methods approach was used to collect quantitative and qualitative data employing a questionnaire, semi-structured interview, and a writing test (essay writing). The findings revealed that students’ intralingual (L2 rules) errors were larger than their interlingual (L1 interference) errors. It was also found that students had a positive attitude towards L2 learning. Further, the teachers’ interviews confirmed that teachers were cognizant of students’ writing errors but they could not identify and determine the sources of those errors.

An analysis of students’ Grammar mastery in writing recount text

The present study aims to find out the students’ ability to write recount text and find out the students’ grammar mastery in writing recount text, and how the grammar errors that the students make relate to their recount text production. This research used mixed methods. A writing test was implemented as the instrument in this research. The population of this research was the tenth-grade students of one of the public senior high schools in Gowa regency, South Sulawesi, Indonesia. Thirty students were chosen randomly using a convenience sampling approach. The researchers found that the students could construct recount text well in analyzing the data. This research also showed that all the samples achieved the minimum completeness criteria that the school determines. The sample applied grammar in recount text, including simple past tense, past continuous tense, past perfect tense, past future tense, verb conjugation, and auxiliary verb. The students' recount text had grammatical problems. Intralingual errors caused most of the errors that showed in students' recount text. It occurs because students may lack experience and knowledge of English grammar, which differs from the grammar of their native tongue. As a result, students should enhance their writing skills and practice more, especially while producing recount texts

亚院二年级学生使用方位词“里”与“中”的偏误分析 MISTAKES OF USING DIRECTIONAL NOUN “LI” AND “ZHONG” IN STBA-PIA STUDENTS SEMESTER IV T.A. 2018/2019

This study aims to describe the types of errors and the factors that cause errors in the use of directional nouns "li" and "zhong" made by STBA-PIA students in the fourth semester of T.A. 2018/2019. The research method used is descriptive qualitative, namely to describe the types of errors and the factors that cause errors. The instruments used in this research are elicitation techniques and interview techniques. The research subject was taken using snowball sampling technique, which was as many as 25 subjects. The results of the research conducted by researchers on STBA-PIA students in semester IV T.A 2018/2019 are 10 omission errors, 6 addition errors, 14 mis formations and 3 disordering. Meanwhile, the factors that cause errors are of two types, namely interlingual errors, which are 7 respondents and intralingual errors, which are 15 respondents. Keywords: Language Errors, Directional Nouns “Li” and “Zhong”.

An Analysis of Grammatical Errors Committed by Students in Writing Comparison and Contrast Paragraphs

Writing skills are still lacking and weak in students' classes and are often ignored by students. This study aimed at analyzing, and calculating the types and the sources of grammatical errors committed by the second-semester students from four classes in the English Language Education department academic year 2020/2021 in their comparison and contrast paragraphs. The final semester test of the Paragraph Writing course was used as the instrument of the study. Additionally, in analyzing the data, the theory by Dulay, Burt, and Krashen (1982) was used to describe the types of errors and the theory by Richards (1974) was used to analyze the errors’ sources. After that, that data was calculated. From the 114 paragraphs, 38 paragraphs that contained erroneous sentences were found. Four types of errors were classified, namely omission with 61 errors or 65%, followed by addition with 23 errors or 25%, then misformation with 6 errors or 6%, and the lowest was misordering with 4 errors or 4%. The errors were committed because of two sources; the first was an interlingual error that occurred 52 times or 54.84% and the second was an intralingual error with 42 errors or 45.16%. Conclusively, the omission and addition errors were the errors that needed to be concerned about because these two types of errors showed a very significant number of occurrences. Therefore, the students should be more aware of the grammar rules and teachers should emphasize the appropriate teaching method or technique to prevent the same errors to be happening in the future.

Interferences in Writing Skills Performance of BA Students Enrolled in Norwegian Didactics

This article investigates different types of language errors performed in a written summative exam by ten BA students enrolled in an elective Norwegian Didactics course in Romania. The corpus comprising the students’ exam papers was analysed qualitatively to identify various types of errors. The theoretical model suggested by Gass & Selinker (1994) was used to discuss issues of error analysis. A survey was then conducted to receive student feedback on the reported errors in the texts. Findings indicate that students make both inter-lingual and intra-lingual errors and that error analysis can be helpful when designing L2 Norwegian instructional materials.
 
 Keywords: error analysis, foreign language teaching, language transfer, language distance, writing skills, Norwegian, Romanian.

Kesalahan Penerjemahan Harf jar Pembentuk Idiom pada Mahasiswa Pendidikan Bahasa Arab

Purpose: The purpose of this study is to analyze the translation errors of harf jar which form idioms from Arabic to Indonesian. Idioms are combinations of words that produce a new meaning that is different from the component words that form it. Methodology: The method used in this research is descriptive qualitative. The research was conducted on students who are studying Arabic translation, and are accustomed to using literal or grammatical translation techniques. Findings: Problems occur when students want to get the equivalent of words in idioms with jar letters. The results showed that the errors made by students were generally intralingual errors, caused by limited understanding of changes in the meaning of words that form idioms, and macrolinguistic errors caused by incorrect cross-cultural interpretations. Implication: The findings in this study can be used as an illustration and consideration for improving translation skills, not only lexical and grammatical translation, but also idiomatic translation. In addition, this research also contributes to the novice Arabic learners about the diversity of meanings of harf jar that form an idiom

ERROR ANALYSIS OF USING AUXILIARY VERBS IN WRITING DESCRIPTIVE TEXT

Grammar is complexity in learning English it makes many students often commit errors in learning. Making errors in writing is one of the processes for learning English .The aim of this research was to describe the students’ errors and its causes in using auxiliary verbs in the sentences. In this research, the writer limited the discussion on the error made by the students in using auxiliary verbs. The design of this research was quantitative approach in a form of descriptive analysis (percentage) that included observation, collecting the data the researcher used test as the instrument. The writer conducted the research to 31 students in first semester of English Literature in academic 2021/2022. The data were analyzed by using error analysis method. The error types were classified based on linguistic category, especially surface strategy taxonomy. The writer classified the types of error into omission, addition, misformation, and misordering. Among those four types, the most frequency error was misformation that reached 102 errors or 61.44% . the other finding was the sources of error which are divided into three categories. Those are interlingual errors, intralingual errors, and communicative strategies. Communicative strategies errors is the most common source of error, there were 45.78%

THE USE OF SIMPLE PRESENT TENSE AND ADJECTIVES ON STUDENTS' DESCRIPTIVE WRITING AT PRIVATE VOCATIONAL SCHOOL IN BOGOR

<p>The research objective is to analyze the use of Simple Present Tense and Adjectives on students' Descriptive Writing at Private Vocational School in Bogor. The method used in this study is Descriptive text analysis using qualitative data. The procedures are conducted by choosing the text from students' Descriptive writing, analyzing data, interpreting data, and concluding the result of the study. The result shows that 1) there are common errors produced using simple present tense in descriptive writing. The total error is 239 errors which the highest frequency is misformation error which consists of 128 errors or 54%. 2) the total error of using Adjectives in Descriptive writing is 25 errors, and the highest frequency of error is misformation which consists of 17 errors or 68%. The findings in this research are for students' analysis of using Simple Present Tense and Adjectives on Descriptive writing. It occurs because of some reasons they are affected by both Interlingual and Intralingual Error.<br /><strong>Keywords</strong>: simple present tense; adjectives; descriptive writing</p>

ENGLISH INFLECTIONAL ERRORS MADE BY INDONESIAN DEAF PEOPLE IN WRITING COMPOSITION

This paper was conducted to describe the types of English inflectional errors found in Indonesian deaf people in writing composition, identify the sources of the errors in the use of English inflection, and to find out the percentages. The Indonesian deaf people were from Indonesian deaf community groups on Facebook, WhatsApp, and Instagram. This research used a descriptive qualitative approach by applying English inflection theory by Andrew Carstairs-McCarthy. The data collection techniques were conducted by using an online English writing test. The results showed that there were 179 errors in total in Indonesian deaf people’s writings. The most found error was in Third Person Singular Present Inflection with 51 errors (28.5%) and the least was in Present Participle Inflection with 16 errors (9%), and the rest were 18 errors (10%) in Preterite Inflection, 19 errors (10.6%) in Comparative Inflection, 22 errors (12.3%) in Superlative Inflection, 27 errors (15.1%) in Past Participle Inflection, and 26 errors (14.5%) in Plural Inflection. The source of error was Intralingual Error with 156 errors (87.15%) (False Concept Hypothesized with 6 errors (3.3%), Incomplete Application of Rules with 8 errors (4.5%), Overgeneralization with 23 errors (12.85%), and Ignorance of Rules Restriction with 119 errors (66.5%)) and Interlingual Error with 23 errors (12.85%).

ERROR ANALYSIS OF CONJUNCTIVE ADVERB USED BY THE EIGHTH GRADE STUDENTS

This research was aimed at finding out the errors on conjunctive adverb found in descriptive text written by the eighth grade students of SMP Negeri 1 Sindue. The researcher analyzed the data by applying simple descriptive analysi. The research sample was 22 students. The instruments of data collection were a writing test. The students were assigned to write descriptive text by using conjunctive adverbs. The result of data analysis showed that there were two errors made by students, i.e. misplace of conjunctive adverbs and inappropriate conjunctive adverbs. There were 7 or 38.88% errors in misplace of conjunctive adverbs, 3 or 16.66% errors inappropriate conjunctive adverbs, and 18 or 94.73% used conjunctive adverbs correctly. The occurrence of these errors may be caused by misunderstanding of the teacher’s explanation in the target language and may be also caused by the inability of using rules into context eventhough they have been taught items in the target language repeatedly. The causes of these errors included in the category of intra-lingual errors i.e. the false concept hypothesis and incomplete application of the rules.