Kinds Of Grammatical Errors Research Articles

GRAMMATICAL ERROR IN WRITING RECOUNT TEXTS

TThe purpose of this study was to analyze the many kinds of grammatical errors that fall under four different categories—omission, addition, misorder, and distortion—as well as the reasons behind them when producing recount texts. The study employed a descriptive-qualitative research design. The participants were the 24 eighth-grade students from SMP Negeri 45 Palembang who were enrolled for the 2023–2024 academic year. The researcher employed questionnaires and writing tests as instruments to gather data, which was subsequently analyzed. The results revealed that 221 errors total—65 (29,4%) in the Omission category, 41 (18,6%) in the Addition category, 16 (7,2%) in the Misorder category, and 99 (44,8%) in the Misformation category—were committed by the students. When composing recall texts, students most frequently committed mistakes in the Misformation category. The questionnaire's results showed that students were not only interested in producing recount texts, but also, perhaps because of their limited vocabulary, they were not quite aware of how to apply grammatical structures in their writing.

Grammatical Errors Committed by Students of Mts Nurul Huda Sawo in Writing Descriptive Texts

This research was done to investigate the grammatical errors on descriptive texts written by the learners. Grammatical errors were analyzed based on Dulay, Burt, and Krashen’s surface strategy taxonomy. It consisted of four types of grammatical errors, namely omission, addition, misformation, and misordering. 30 students of the eighth grade students of MTs. Nurul Huda were the subjects of this research. The aims of this research were to know the kinds of grammatical errors and the grammatical error mostly committed by the students in writing descriptive texts. Qualitative was chosen as the research design. Analysis and writing test result were used as the instruments of the data collection. The result of this research indicated that there were 67 grammatical errors committed by the students. Misformation error was the highest percentage with 57.98%. Followed by Omission error was with 34.79%. Addition error was in the third place with 4.35%. While, the lowest mistake that the learners made was Misordering error (2.88%). Based on the findings, the teacher should pay attention to the students’ mistakes, especially on grammatical errors and push the learners to learn more about grammar.

Lexical and Grammatical Errors in Developmentally Language Disordered and Typically Developed Children: The Impact of Age and Discourse Genre.

Persistent lexical and grammatical errors in children’s speech are usually recognized as the main evidence of language delay or language disorder. These errors are usually treated as a sign of a deficit in language competence. On the other hand, some studies have revealed the same kinds of grammatical errors in children with developmental language disorder (DLD) and in typically developed (TD) children. Quite often, DLD children use grammatical markers properly, but sometimes they do this erroneously. It has been suggested that the main area of the limitations in DLD children is language performance but not language competence. From the perspective of the resource deficit model, the error rate in DLD children should be influenced by the cognitive demands of utterance and text production. We presume that different genres of discourse demand a different number of cognitive resources and, thus, should differently impact the error rate in children’s speech production. To test our hypothesis, we carried out an error analysis of two corpora of child discourse. The first corpus contained longitudinal data of discourse (personal narratives, fictional stories, chats, and discussions) collected from 12 children at four age points (4 years 3 months., 4 years 8 months., 5 years 3 months., and 5 years 9 months. years). Another corpus contained discourse texts (fictional stories and discussions) collected in the framework of a cross-sectional study from 6-year-old TD and DLD children; the DLD children had language expression but not comprehension difficulties. A comparative analysis between different discourse genres evidenced that the genre of discourse and age of assessment impacted the error distribution in the DLD and TD children. Such variables as the lexical and morphological error rates were impacted the most significantly. The results of the two studies confirmed our hypothesis regarding the probabilistic nature of lexical and grammatical errors in both DLD and TD children and the relationship between a cognitive loading of the genre and the error rate.

KESALAHAN GRAMATIKA BAHASA INGGRIS DALAM MENULIS TEKS DESKRIPTIF OLEH MAHASISWA FARMASI SEMESTER DUA UNIVERSITAS SARI MUTIARA INDONESIA

This research title is Grammatical Errors in Writing Descriptive Text by Second Semester of Pharmacy Students of Sari Mutiara Indonesia University. This Research was conducted to find out the kinds of grammatical errors in writing descriptive text by second semester of Parmacy students of Sari Mutiara Indonesia University and to find out the dominant error. This research was conducted through descriptive qualitative by documentary research. This research was conducted to the pharmacy students of Sari Mutiara Indonesia University through survey and documentary research. This research found that errors in producing verb group (130), subject verb agreement (57), preposition (19), articles (13), plural (11), pronoun (27), conjunction (8). It was concluded that the dominant error was in producing verb group.

GRAMMATICAL ERROR OF SPEECH BY STUDENTS IN BILINGUAL PROGRAM OF MA’HAD AL JAMI’AH UIN NORTH SUMATRA

This study investigates the types of grammatical errors produced by Arabic learners in English. Bilingual program is a condition that the students speak both English and Arabic languages in their daily communication. The researcher used descriptive qualitative research in conducting this study. The data are bilingual students’ utterances consisting of grammatical errors in daily communication. The utterances consisted of words, phrases, clauses and sentences. The prior aim in this research is to describe the types of grammatical errors since there are two kinds of grammatical errors namely morphological errors and syntactical errors.Keywords: Grammatical Error, Bilingualism, English, Arabic language, Speech

An Analysis of Grammatical Error of English Students in Writing Skill

This research was to find out the kinds of grammatical errors made by the students in writing undergraduate theses and to find out the most common error made by the students.
 The research problem is What were the kinds of grammatical error made by the students in writing undergraduate thesis? And What was the most common grammatical error made by the students in writing undergraduate thesis?
 The population of this research was the English students’ undergraduate theses. This research used cluster random sampling technique. The researchers chose 20 backgrounds of undergraduate theses as the sample.
 The result of this research found eight kinds of grammatical error made by the students namely Article, Verb Tense, Subject-Verb Agreement, Singular/Plural, Word Class, Sentence Structure, Spelling, and Punctuation. The most common grammatical error made by the students in writing undergraduate theses is error in Verb Tense with 86 errors (27.65%). The next is Word Class with 55 errors (17.68%), Sentence Structure with 42 errors (13.50%), Article with 37 grammatical errors (11.89%), Punctuation with 28 errors (9%), Singular/Plural with 24 errors (7.71%), Spelling with 21 errors (6.75%), and Subject-Verb Agreement with 18 errors (5.78%).

ANALYZING ERRORS MADEBY THE GRADE VIII STUDENTSIN WRITING RECOUNT TEXT

The objective of this research was to identify and to analyze kinds of grammatical errors made by the eighth gradestudents in their recount text andalso to find out the reasons why the errors occurred. The design of this research was descriptive research design. The population of this research was the eighth gradestudents of SMP Negeri 2 Parigi and the number of the sample was 28 students. The researcher used three instruments. They were observation checklist, test, and questionnaire. Theresultof this research indicated thatthe eighth grade students of SMP Negeri 2 Parigi had poor ability in writing recount text. The highestpercentage errors was made in subject-verb agreementby89.2%, the second was spelling and punctuation by 85.7%, the third was simple past tense by 78%, the fourth was preposition by 67.8 %, and the last errors was pronoun by 28.5%. The main sources of those errors wereinterlingual errors and induced errors. Keywords : Analyzing; Errors; Recount Text

Wittgenstein's therapies: From rules to hinges

Recently Wittgenstein's claim to be primarily engaged in a kind of therapy for the problems that trouble people in the grip of a certain picture of how things must be has been strongly emphasized. The form the therapy takes is to display various kinds of grammatical errors in the pathological practice. In Wittgenstein's late work, On Certainty, the role of the concept of rule as the ground of a practice is extended to include a different kind of grounding in “hinges”. I argue that there is a therapeutic role for the work of bringing to light the “hinges” that hold fast when the door of philosophy turns. I contrast examples of Wittgensteinian therapy where the cure is achieved by a display of grammatical rules, to cases in which the cure depends on emphasizing the role of a hinge or hinges in pathological confusions of thought in psychology.