An Error Analysis on Student’s Translation Text

Sari, Dina Merris Maya

doi:10.26858/eralingua.v3i2.8658

Cited by 17 publications

(18 citation statements)

References 8 publications

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“…The Industrial Revolution 4.0 as a phase of the technological revolution has changed the way of human activities in the scale, scope, complexity, and transformation of experiencing life. Humans can live in global uncertainty; therefore, they must have the ability to predict a very fast-changing future (Sari, 2019a). One of the essential elements that must be of concern to encourage economic growth and national competitiveness in the revolutionary era of Industry 4.0 is preparing a learning system that is more innovative and that can improve the competency of graduates who have 21st-century skills.…”

Section: Introductionmentioning

confidence: 99%

Project-based-learning on critical reading course to enhance critical thinking skills

Sari

Prasetyo

2021

SiELE

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In some cases, EFL (English as a Foreign Language) students may be lack critical thinking in reading, particularly in Indonesia. The purposes of this study were to investigate the implementation of Project-Based-Learning (PjBL) on critical reading to enhance critical thinking skills and describe the students’ responses on the implementation of PjBL in critical reading to enhance critical thinking skills. This research employed a mixed-method approach. The subjects of this research were 26 EFL students at STKIP PGRI Sidoarjo, Indonesia. The data were obtained by using observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and data conclusion. This study produced several results. Firstly, the implementation of PjBL on critical reading course to enhance critical thinking skills consisted of three stages: 1) planning, 2) implementing, and 3) evaluating. Secondly, based on the interviews, 88.89% of the students were motivated in working on the assignments by using the PjBL model, and 54% of them were excellent. Thirdly, based on the questionnaire, most students (73%) chose “strongly agree” with critical thinking skills. It is hoped that the findings of this research can give information about students’ critical thinking and give an appropriate learning model to enhance the students’ critical thinking.

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Section: Introductionmentioning

confidence: 99%

Project-based-learning on critical reading course to enhance critical thinking skills

Sari

Prasetyo

2021

SiELE

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“…Other studies that show problematic nature of acquisition of prepositions include Nurhayati andNurdini (2019 andSari (2019) where the findings of the study clarified the fact that students make errors in terms of vocabulary, use of prepositions and also incomplete sentences.…”

Section: Introductionmentioning

confidence: 71%

An Analysis of Prepositional related errors in English Composition of Upper Primary Learners in Kieni East Sub County in Nyeri County

Wairimu¹,

Ngugi²

2021

IJELS

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The research sought to investigate prepositional errors on English usage. There has been a big outcry in the field of English language learning about the falling levels of proficiency in English among students, particularly in upper primary level. This problem was attributed to inadequate mastery of linguistic skills and incomplete acquisition of English language. Therefore, the current paper investigated preposition errors as manifested in written compositions of upper primary learners. Prepositional rules in English language are inconsistent; that is certain prepositions can be applied in one form, but not in another. More so, prepositions are polysemous. Thus, learners often become frustrated when they have to determine prepositional meanings and when to use them appropriately. The research was guided by the following objectives; identifying prepositional related errors in learners' composition and describing the errors. The study applied Corder's(1974Corder's( , 1976 Error Analysis Theory. The study adopted a descriptive research design in order to vividly describe various errors encountered in the usage of English prepositions. The target population was 52 primary schools,168 teachers of English, and 408 pupils from Public Primary Schools in Kieni-East Sub County in Nyeri County. Data was collected using interview guides for the teachers and composition test for pupils. The study showed four main prepositional errors; errors of omission, addition, substitution and misordering. The study concludes that prepositional errors are more of lexical errors since they affect the meaning of the entire sentence. Thus, the study recommends that learners should be taught rules of prepositions systematically and that a revision of course books should provide specific rules that may lead to proper acquisition of prepositions.

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“…In this case, some of the researchers found out that errors are often attributable to sources of difficulty within the target language. This approach is a non-constructive error analysis that considers errors in L2 from a "psychological" point of view (Sari, 2019). Developmental and intra-lingual errors are analyzed within this category.…”

Section: Literature Review Error Analysismentioning

confidence: 99%

The Role of Error Correction in Teaching and Learning of English from the Cognitive Load Perspective: A Case Study

Virlan

2022

JET

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In second language teaching and learning, making errors is inevitable as language learning requires a lot of cognitive effort and concentration on the part of learners. Understanding the types and frequencies of student errors is, therefore, an important issue for ESL and EFL teachers to determine how students can be helped to improve their skills through instruction. This case study focuses on the frequency and types of errors and aims to identify any possible relationship between learner-based errors and the perceived cognitive load of the student. Data was received through 36 essays written by an adult learner of English who received 104 hours of formal instruction. The instruction was designed pursuing Cognitive Load Theory (CLT), and corrective feedback was provided. At the end of each month, a subjective cognitive load scale was applied to identify the perceived cognitive load of the learner. Errors were regarded as indicators of the student’s developmental competence and were analyzed not as a failure but as a sign in reflecting the learner’s progress. The results revealed that an improvement in the writings of the learner can be observed when the perceived cognitive load of the learner is lowered in the second language learning process.

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An Error Analysis on Student’s Translation Text

Cited by 17 publications

References 8 publications

Project-based-learning on critical reading course to enhance critical thinking skills

Project-based-learning on critical reading course to enhance critical thinking skills

An Analysis of Prepositional related errors in English Composition of Upper Primary Learners in Kieni East Sub County in Nyeri County

The Role of Error Correction in Teaching and Learning of English from the Cognitive Load Perspective: A Case Study

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