Linguistic Category Taxonomy Research Articles

Error Analysis: Types and Causes of EFL Learners’ Errors in Writing Analytical Exposition Text

Abstract. This research looked at errors made by the sophomores majoring in English Education of Tadulako University in writing analytical exposition text. It intends to (1) identify the kinds of errors committed by the students in writing the text, and (2) determine the causes of the errors. This is a-qualitative research, employing 20 students enrolled in Text Type Writing course in the Academic Year 2020. Results of the data analysis indicated that there were 421 cases of errors which were then classified into five major categories: orthographic errors, word forms and grammar (morpho-syntactic errors), errors on words and meanings (lexico-semantic), errors in punctuation and errors in capitalization. These errors are caused by influence of the students’ first language (L1) (interlingual errors), lack of target language knowledge (intralingual errors), and communication strategies. This paper addresses error analysis using Dulay’s 1982 Linguistic Category Taxonomy, which so far lack considerably in scientific literature. Previous studies have almost exclusively focused on using Surface Structure Taxonomy, another taxonomy is therefore needed for investigation. Keywords: Analytical Exposition Text, Error Analysis, Writing Skills

An Error Analysis on the Use of Simple Past Tense in Students’ Recount Text Writing

This research was conducted based on the phenomenon happened in the school. The students had low ability in grammar. They got difficulty in constructing sentences by using some tenses. Therefore, this thesis discussed the error analysis on using simple past tense in writing recount text. The purpose of this research was to classify the types of errors made by the students and find out the sources of errors which students made on using past tense in writing recount text. This research was conducted based on descriptive qualitative analysis. The subjects of the research were the students at the first semester of SMA Mardi Yuana Depok Class X Social III which consisted of 20 students, it was considered by using purposive sampling technique. In collecting the data, this research used writing task to identify the students‟ errors on using action verb in writing recount text based on linguistic category taxonomy and sources of errors according to Brown’s theory. The result of the research showed that there were 4 types of errors made by the students. The highest two common errors were Misinformation errors 30 or 37,5% and Omission errors 24 or 30 %. The lowest two errors were Addition errors that were 14 items or 17,5% and Mis-ordering with 12 items or 15%. Based on the total result types of errors, this research found that Interlingual Transfer was the major source of errors made by the students.

Error Analysis in Spoken English among Grade 12 Students

This study aimed to identify and categorize the errors in spoken English among Grade 12 students based on the Linguistic Category Taxonomy of classification of errors by Dulay et al. (1982). Mixed sequential explanatory research design was used in the study. Participants were chosen from the two Senior High School strand offered at Aguinaldo T. Repiedad Sr. Integrated School using stratified random sampling. Recorded utterances from the picture-description and interview were analysed for errors using frequency count, mean rank, percentage and Mann-Whitney U Test to determine the major errors and the significant differences of these errors when participants were grouped according to academic track and exposure to English-related media. Results showed that students committed more errors in syntax and articulation of consonant sounds. Moreover, they have difficulty with noun and verb inflections in terms of its morphological component. Additionally, in terms of its syntactical component, the three highest number of errors recorded were on verb, preposition, and noun usage. On the other hand, the students’ Senior High School track/strand or exposure to English-related media have no direct influence on the extent of errors the students committed in their utterances. Based on the results, it is recommended that English instruction be strengthened especially in teaching grammar and pronunciation and use authentic and relevant assessment tools when teaching to allow students to practice oral fluency of the target language.

ANALYZING STUDENTS’ ERRORS IN WRITING COMPOSITION. A THESIS. TEACHERS TRAINING AND EDUCATION FACULTY. CATHOLIC UNIVERSITY OF SAINT THOMAS.

The purpose of this research was to find out the errors made by the eleventh grade students of SMA Swasta Santu Petrus Sidikalang in writing composition in the academic year of 2020/2021. Errors were analyzed based on linguistic category taxonomy. Linguistic category taxonomy consists of morphology and syntax. The population of this research is 262 students and 56 is randomly taken as a sample. Based on the result of the data analysis, there are 169 errors made by the students on their writing compositions. Morphological errors is 85 (50,29%) and syntactical errors is 84 (49,69%). Morphological errors that students made in morphology of linguistic category are definite aricle incorrect 14 (8,29%), possessive case incorrect 17 (10,05%), third person singular verb incorrect 25 (14,79%), simple past tense incorrect 28 (16,57%) and comparative adjective/adverb incorrect 1 (0,59%). In syntax there are noun phrase 40 (23,67%), verb phrase 28 (16,57%), verb-and-verb construction 5 (2,95%), word order 9 (5,32) and some trafnsformation 2 (1,18%). In conlusion the dominant errors made by the students is in morphology error.

ERROR ANALYSIS MADE BY THE FIFTH SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF CATHOLIC UNIVERSITY OF SAINT THOMAS IN THEIR ENGLISH COMPOSITIONS

This research was primarily conducted to find out the total amount of grammatical errors and to analyze kinds of morphological and syntactical errors made by the fifth semester students of English Language Education Study Program of Catholic University of Saint Thomas in the Academic Year of 2018/2019 in their English compositions. There are 22 students as the research subject of the study. The writers collected the data by asking the students to write down an English composition entitled My Unforgettable Experience. The grammatical errors made by the students were analyzed based on linguistic category taxonomy (morphological and syntactical errors) proposed by Dulay et al (1982). Based on the data analysis, it was found that there are 400 grammatical errors altogether (277 morphological errors and 123 syntactical errors) made by the research subject in their English compositions. In morphological errors, the students dominantly made errors in past tense, namely 247 errors (89.2%). Next, the students made 14 errors in definite article (5.0%), 10 errors in third singular verb (3.6%), 2 errors in comparative adjective/adverb (0.7%), 2 errors in regular/irregular verbs (0.7%), 1 error in possessive case (0.4%), and 1 error in past participle (0.4%). In syntactical errors, the students dominantly made errors in transformation, namely 42 errors (34.15%). Next, the students made 30 errors in verb construction (24.39%), 25 errors in word order (20.33%), 24 errors in verb phrase (19.51%), and 2 errors in noun phrase (1.62%). It is advisable that the students had better master English grammar very well and need to equip themselves with at least a number of fundamental abilities such as how to use punctuations and construct simple sentences in the English language correctly, and the English teachers/lecturers had better explain English grammar and teach how to construct simple sentences in the English language correctly.
 
 Keywords: Error analysis, grammatical errors, morphological errors, syntactical errors, English compositions

Interlingual Errors in the Argumentative Essays: A Case Study of LS Private English Course

Learning English becomes more and more important nowadays since we know that English is considered a lingua franca among countries which do not share the same language. Learning a different language is problematic since the target Ianguage may have different elements compared to the native language. These differences are often the trigger of making errors when using the target language. The writer carried out research on ten students of LSETC, Private English Course who have completed TOEFL program to have knowledge of the students' grammatical competence by means of two composition tasks comprising between 250 words and 350 words each, within forty-five minutes. Following Selinker's theory, the writer does the analysis first from the poinf of view of lndonesian structure, and then from the point of view of English structure. He used composition tasks, particularly argumentative essays to find out what kinds of errors come from first language transfer of grammatical knowledge (interlingual errors). In brief, the study aims to find out the errors taking place and give brief explanation in relation to Indonesian grammar. The results of the study are expected to be beneficial and can give a picture of inappropriate grammaticality in accordance with Indonesian structure, and therefore the students can be more aware of the difference between both languages. Keywords: grammatical competence, interlingual errors, linguistic category taxonomy

The Grammatical Errors in Debate Arguments Made by Students of Global English Language Center

The thesis entitled Grammatical Errors in Debate Arguments Made by the Students of Global English Language Center. The objectives of this study were (1) to find out the kinds of errors made by the students of Global English Language Center in their debate arguments and (2) to find out the causes of errors made by the students of Global English Language Center in their debate arguments. The writer used descriptive-qualitative method of research. The population of this study was all the students of Global English Language Center. The sample was chosen by using purposive sampling. The samples were 12 students which were grouped into two debate sessions. The data were calculated and analyzed based on surface strategy taxonomy and linguistic category taxonomy to know the errors. Samples' personal reasons and personal judgement were used to know the causes of the errors. The findings showed that there were four types of errors that the students made which are omission, addition, misformation, and misordering. Misformation is the major error made by the students. Nervousness, time limit, native language interference, and the insufficient grammar learning were the causes why the students made errors.

The Grammatical Errors in Debate Arguments Made by Students of Global English Language Center

The thesis entitled Grammatical Errors in Debate Arguments Made by the Students of Global English Language Center. The objectives of this study were (1) to find out the kinds of errors made by the students of Global English Language Center in their debate arguments and (2) to find out the causes of errors made by the students of Global English Language Center in their debate arguments. The writer used descriptive-qualitative method of research. The population of this study was all the students of Global English Language Center. The sample was chosen by using purposive sampling. The samples were 12 students which were grouped into two debate sessions. The data were calculated and analyzed based on surface strategy taxonomy and linguistic category taxonomy to know the errors. Samples’ personal reasons and personal judgement were used to know the causes of the errors. The findings showed that there were four types of errors that the students made which are omission, addition, misformation, and misordering. Misformation is the major error made by the students. Nervousness, time limit, native language interference, and the insufficient grammar learning were the causes why the students made errors.

STUDENTS’ WRITING PROFICIENCY: THE TYPES OF ERRORS EXHIBITED BY STUDENTS IN THE ENGLISH COMPOSITION

This research tried to investigate three major research problems, namely: (1) the types of morphological errors based on the scope of Linguistic Category Taxonomy (LCT), (2) the types of syntactical errors based on the scope of Linguistic category Taxonomy (LCT) and (3) the types of both morphological and syntactical errors based on the scope of Surface Strategy Taxonomy (SST). There were merely 25 (30 %) of compositions were checked as the sample of 30 compositions done by the respondents. Pertaining to the performance of students in writing, especially in terms of morphology, the errors were dominated by the taxonomy of mis-formation (79 errors =75.23 %). On the other hand, in term of syntax, the errors were also dominated by the taxonomy of mis-formation (123 errors = 77.40 %).Based on the results of the research depicted above, therefore, the researcher suggests, especially to the teachers of writing to intensify the applications of peer collaborative writing, peer collaborative learning, and peer correction in ESL/EFL Writing class. Having those activities, it facilitates and enables the student writers to learn from faster student writers. Besides, it familiarizes students with tolerant and appreciative manners. Consequently, the intricate problems of writings such as limited knowledge of grammar, un-fluent and unclear ideas expressed or stated which were caused by the lack of vocabulary mastery (inadequate knowledge of vocabulary, idioms, word forms) can be minimized.

Errors in EFL writing by junior high students in Indonesia

Errors made by students in skills such as speaking and writing have been treated as important information to help teachers direct the foci of their teaching. Teachers need to pay attention to the most serious errors before addressing other errors. Hence, this research was aimed at finding the most serious errors produced by students at one of the junior high schools in Indonesia, i.e. State Junior High School No 7 in Banda Aceh. The errors were categorized into surface strategy taxonomy and linguistic category taxonomy errors. The data were collected from recount texts produced by 19 students who were known to make errors in writing. The data was analyzed by calculating the percentage of errors based on the total cumulative errors for surface strategy taxonomy, but based on the number of attempts in the same grammatical elements for linguistic category taxonomy. The results of data analysis showed that the dominant errors for surface strategy taxonomy were selection (72%) followed by omission (14.4%), and addition (10.6%). In the linguistic category taxonomy, the most dominant types were word forms (48.4%), followed by articles (35%), nonfinite verbs (34.9%), verb tenses (34.3%), plurals (33.3%), and prepositions (30%). It is suggested that teachers pay more serious attention to the most serious problems because solving these problems will hasten the students’ progress in learning.

An Analysis of Grammatical Errors on Speaking Activities

<p>This study aims to analyze the grammatical errors and to provide description of errors on speaking activities using simple present and present progressive tenses made by the second year students of English Education Department, Palangka Raya University. The subject for this study was 30 students. This research applied qualitative research to describe the types, source and causes of students’ errors taken from oral essay test which consisted of questions using the tenses of simple present and present progressive. The errors were indentified and classified according to Linguistic Category Taxonomy and Richard’s classification, well as the possible sources and causes of errors. The findings showed that the errors made by students were in 6 aspects; errors in production of verb groups, errors in the distribution of verb groups, errors in the use of article, errors in the use of preposition, errors in the use of questions and miscellaneous errors. In regard to resource and causes, it was found that intra-lingual interference was the major source of errors (82.55%) where overgeneralization took place as the major cause of the errors with total percentage of 44.71%.</p>

The Effectiveness of Explicit and Implicit Corrective Feedback on Interlingual and Intralingual Errors: A Case of Error Analysis of Students’ Compositions

This study intends to shed light on the most occurring grammatical and lexical (pragmatic) errors which students make in their compositions. For this purpose, 23 male and female undergraduate students from different majors were asked to take part in the present study. Each week, for four weeks, students were asked to write 4 compositions on predetermined topics. Students’ writings were analyzed for errors based on a linguistic Category Taxonomy and the frequency of errors for each category was calculated. Two kinds of corrective feedback were devised based on the type of errors observed, deductive (explicit) explanation of interlingual errors and inductive (implicit) clarification of intralingual errors. After the treatment, students wrote four more compositions and the frequencies of errors for the two sets of writings were compared to see if any significant changes had occurred. It was found that the most errors were of interlingual category (71%). It was also concluded that in 22 out of 26 categoties, the frequency of errors decreased. Deductive (explicit) teaching of interlingual and also inductive (implicit) teaching of intralingual erroneous points decreased the error frequency of students. Moreover, interlingual errors were more affected than intralingual in case of error reduction.