Error Analysis on EFL Students’ Thesis Proposal Writing

Abstract

The present research was intended to analyse the errors made by the university students, especially the students in the eight semesters who write thesis proposals. Hence, the main objective of the present research was to investigate types of errors as well as to know the dominant errors which were existed in students’ thesis proposal compositions. This research employed descriptive quantitative study by calculating the number of errors by percentage. There are 42 participants from English Education Department in one of public university in West Nusa Tenggara, Indonesia. The results showed that there were 195 errors consisting of 71 (36%) addition errors, 64 (33%) misformation errors, 48 (25%) omission errors, and 12 (6%) misordering errors. The most dominant errors as shown by the percentage were students tended to add more than the structure or grammar needs. Students overgeneralized to use affix –s in verb and to use double auxiliaries (be, are, is). These results suggest that the instructor needs to help students on understanding and practicing more to fix the errors.

Error Analysis in Second Language Acquisition (SLA): Types and Frequencies of Grammatical Errors of Simple Present and Past Tense in the Elicited Written Production Task of Arab EFL Undergraduate Learners

“…However, it indicates an error if students consistently employ the erroneous form. This definition indicates that 'mistake' is a fault that a learner can correct, while an 'error' is a fault that a learner cannot correct (Octaberlina & Muslimin, 2022;Rana et al, 2019).…”

“…). Several studies have been conducted to identify the types of errors and the most frequent errors that appeared in the writing of EFL students (Do, 2023;Fatmawati & Harahap, 2023;Lionny & Kusumadewi, 2022;Octaberlina & Muslimin, 2022). The findings indicated that tense and agreement errors are the most common errors.…”

English sentence structures in Descriptive Writing: A case study of Business Management students at Indonesian vocational higher education

“…Concerning the errors in writing, Rahman and Feriyadin (2022) found that Indonesian senior high school students made errors in interference, omission, addition, substitution, and ordering of writing narrative paragraphs. Octaberlina and Muslimin (2022) admitted that addition was the most dominant error in students' thesis proposal writing. Sundari et al, (2021) also found that students made errors in omission, addition, misformation, and misordering of writing recount paragraphs with omission as the most dominant error.…”