Error Made in Conversation by Indonesian Learners Learning English Based on Syntax and Exchanging Information

Wiannastiti, Melania

doi:10.21512/humaniora.v5i2.3179

Cited by 3 publications

(4 citation statements)

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“…In short, the finding on the most frequent error produced by students corroborate to the most previous studies that omission was the highest error made (Wiannastiti, 2014;Saad & Salwameh, 2014;Simbolon, 2015;Safrida & Kasim, 2016;Herlina, 2017;Chania & Amri, 2019;Viandari, 2019;Kamlasi, 2019;Karisma & Bulan, 2022;Prawiti et al, 2022;and Sahan et al, 2023). Meanwhile, this study is in contrast with Ruminar (2018) that she figured out misformation as the highest.…”

Section: E14supporting

confidence: 87%

“…Dealing with the study of error analysis and the sources, there have been a number of scholars concerning on studies attempting to analyze the learners' errors by employing surface strategy taxonomy in spoken production, including Wiannastiti (2014), Saad and Salwameh (2014), Simbolon (2015), Safrida and Kasim (2016), Herlina (2017), Chania and Amri (2019), Viandari (2019), Kamlasi (2019), Karisma and Bulan (2022), Prawiti et al (2022), and Sahan et al (2023. These studies looked at the errors produced by students when speaking and the causes of the problems.…”

Section: Introductionmentioning

confidence: 99%

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Surface Strategy Taxonomy on EFL Learners’ Oral Presentation: A Study of Grammatical Error Analysis

Susilowati,

Kusumaningtyas,

Wafa

2024

E-Jou

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Many Indonesian learners continue to struggle with learning English as a foreign language (EFL) and frequently produce errors in grammatical aspects when speaking English spontaneously. This may be influenced by several factors. Hence, this research reports on a study aimed at investigating and examining the errors produced by Indonesian learners in their oral presentations and the sources of the errors. In conducting this study, the error analysis procedures and a descriptive qualitative study were used. The data were collected from sixteen college students’ oral presentations of the non-English department. To gather the data, the students’ presentations were video-typed and the utterances were transcribed. In analysing the data, a theory of error classification proposed by Dulay et al. (1982) namely a surface strategy taxonomy was employed. The findings reveal that four types of errors based on the surface strategy taxonomy namely omission, addition, misformation, and misordering errors are found in the students’ productions in their oral presentation. The frequent errors made by the learners are omission, followed by misformation, addition, and misordering. Meanwhile, two major causes driving learners to make numerous mistakes are intra-lingual and inter-lingual interference. However, from both factors, the largest cause is intra-lingual interference. Thus, the students’ L1 interference affects their mastery of the target language. Finally, this study is expected to contribute to the improvement of EFL teaching and learning.

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Section: E14supporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Surface Strategy Taxonomy on EFL Learners’ Oral Presentation: A Study of Grammatical Error Analysis

Susilowati,

Kusumaningtyas,

Wafa

2024

E-Jou

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“…This study proved that some differences of phonemic and phonetic features between English and Indonesian make 20 English Department students of Tadulako University, Indonesia, as the respondents, still have problems in pronouncing English words. Another study on syntax errors made by L2 learners in conversation was conducted by Wiannastiti (2014). This study revealed that L2 learners made some errors in grammar and exchanging information because they are influenced by L1.…”

Section: B Previous Studiesmentioning

confidence: 99%

The Analysis on the Grammatical Errors of the First Year Students Essays

Sukarno¹

2016

celt

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Abstract:A language learner often faces many linguistic differences, especially if the native language and the target language are from different language families. The current study investigates the grammatical errors made by the first year students of the English Department, Faculty of Letters, Jember University, Indonesia. The data were collected from 30 participants' essays of Writing 01 class (documentary data) conducted from August to December 2014. Having been identified, the errors were classified into various categorizations, and analyzed based on descriptive-interpretative method to find the possible sources of the errors. The research revealed that the learners committed ten types of grammatical errors, and the six mostly prominent errors were plural form, subject-verb agreement, verb tense, word form, subject/verb omission, and passive voice respectively. This research also showed that the errors mostly resulted from the different linguistic principles of Indonesian and English (interlingual transfer), and partly from the faulty of overgeneralization of English rules (intralingual transfer). The overt influences of Indonesian to English as well as the overgeneralization of English rules can provide the writing teachers and course designers with insightful guidelines for better understanding of the sources of errors, which in turn, can help them to apply the more appropriate approaches to manage the foreign language learners' errors of the students.

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“…In the context of Indonesia, most studies on Indonesian EFL learner language have been more on the errors that the learners produce, rather than the performances that learners make (e.g. Hidayati, 2011;Septiana, 2011;Fadzilyna, 2013;Wiannastiti, 2014). In contrast, not many studies have been conducted to investigate Indonesian learners' language in terms of their ability to perform in the second language (Widyastuti, 2015).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Grammatical Morpheme Acquisition of Indonesian High School English Learners

Purnamaningwulan

2020

IJELS

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L2 learners morpheme acquisition has been studied a lot subsequent to Dulay and Burts work(1974). Similar to other studies responding to Krashens (1977) notion on natural acquisitionorder, this small-scale research aims at investigating whether Indonesian high school English learners also go through similar acquisition order as the respective notion. The data taken froma group of Indonesian high school students writing assignment were analyzed using theObligatory Occasion Analysis (Ellis Barkhuzien, 2005) to investigate the grammaticalmorpheme acquisition order of the students. Subsequently, the finding was analyzed to seewhether the acquisition order was influenced by Krashens hypothesis. The findings showedthat the morpheme acquisition order of the research participants did not go through similaracquisition order as stated in Krashens natural order hypothesis. Further, the participants L1partially contributed to the order.

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Error Made in Conversation by Indonesian Learners Learning English Based on Syntax and Exchanging Information

Abstract: In learning a second language or foreign language (L2),

Cited by 3 publications

References 4 publications

Surface Strategy Taxonomy on EFL Learners’ Oral Presentation: A Study of Grammatical Error Analysis

Surface Strategy Taxonomy on EFL Learners’ Oral Presentation: A Study of Grammatical Error Analysis

The Analysis on the Grammatical Errors of the First Year Students Essays

Analysis of Grammatical Morpheme Acquisition of Indonesian High School English Learners

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