Grammar, spelling error rates persist in digital news

Beede, Park; Mulnix, Michael William

doi:10.1177/0739532917722766

Cited by 6 publications

(7 citation statements)

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“…In the academic context, the credibility can be reflected through the texts that contain facts. In this regard, the credibility of the text maker and the level of trust of the reader can be influenced by the language used level of accuracy [6]. The examples of the implementation of the above assumptions can be seen in the readers and recruiters' response, that is, readers can consider the news text written in high level of grammar error will be considered non-factual news (hoax), and the level of credibility of prospective employees is decreased due to grammatical errors they made (linguistic profiling) [8].…”

Section: Methodsmentioning

confidence: 99%

“…Language errors that arise in an academic context can create fears that students will have the opportunity to adopt incorrect grammar examples [14]. Subsequent impacts that may arise include a decrease of public trust and credibility of towards the institution [6]. However, the relationship between language quality and the level of public trust still needs to be studied more deeply, especially in the academic context.…”

Section: (4) Hormon Yang DI Produksi Di Kelenjar Adrenal Yang Berfungmentioning

confidence: 99%

“…However, grammatical errors can be found in texts created by both academic and non-academic community [5]. These grammatical errors tend to be unidentified by students or readers [6]. As a result, students tend to write formal texts by using non-standards grammatical as they adapt non-standard grammatical examples [4,7].…”

Section: Introductionmentioning

confidence: 99%

“…Several previous studies have examined language errors in various texts including in student writing [8], in informal message texts produced by adolescents [13], in newspapers [6], and analysis of errors in receptive skills i.e. reading [14].…”

Section: Introductionmentioning

confidence: 99%

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The Overview of Lecturers’ Writing Skills in the Academic Context

Sejati¹,

Suryana²,

Handayani³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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Language politics spirited by the nuances of language preservation is reflected in Indonesia education milieu. The realization of the language preservation attempt includes the stipulation of Indonesia language as the language of education bring about an obligation to use the language as a tool of communication in educational environment include in students' examination. Therefore, lecturers and students should ideally master the use of standard language to be implemented in academic. This research is to highlight lecturers' writing skill. This study aims to describe language errors in the Final Examination test items at University level. These test items are the example of lecturer writing skills output. The research method used was qualitative research design with a descriptive approach. The 170 items of samples were taken by using purposive techniques. Errors were identified in 140 items (82.35%), consisting of 21 types of errors. A number of these errors are classified into 4 types i.e. errors in the aspects of grammar rules (47.37%), semantics (21.05%), syntax (17.22%), and morphology (14.35%). The dominated errors appeared in the grammatical rule aspect. This may be due to the lack of activities to improve language competence for lecturers. This description can be used as a basis for the policy makers to organize programs to improve lecturer academic language competence domain.

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Section: Methodsmentioning

confidence: 99%

Section: (4) Hormon Yang DI Produksi Di Kelenjar Adrenal Yang Berfungmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Overview of Lecturers’ Writing Skills in the Academic Context

Sejati¹,

Suryana²,

Handayani³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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“…So that, it ruined the whole value of the theses. This is based on Beede and Mulnix (Beede & Mulnix, 2017) findings that grammar and spelling error rates carry on in digital news. Grammar and spelling errors can also undermine news sources' credibility and authority.…”

Section: Introductionmentioning

confidence: 99%

Native Language Interference in Learning a Second Language

Mubarok

Nur'aisyah

2020

Buletin Al-Turas

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The purpose of the research is to identify and investigate grammatical errors of the theses which are written by students’ Department of English Literature at one of the State Universities, Jakarta, Indonesia. The research approach is descriptive qualitative with descriptive analysis. There are five theses that are used as data sources. The data sources are the fourth chapter of the thesis that every chapter contains a conclusion and a suggestion. The study uses a non-contrastive approach by Richards to error analysis. Based on data sources, the authors found 84 errors, which can be divided into 17 types of grammatical errors. There are 29.80% of article errors, 11.90% of punctuation errors, 8.30% of unnecessary words, 6% of spelling errors, 8.30% of spacing errors, 4.80% of subject-verb agreement errors, 6% of parallel structure errors, 1.20% of word order errors, 4.80% of plural errors, 1.2% of word choice errors, 1.2% of preposition errors, 3.6% of missing words errors, 4.8% of run-on sentence errors, 4.8% of to infinitive errors, 1.2% of passive voice errors, 1.2% of capitalization errors, and 1.2% of auxiliaries errors. The results indicate that students make common grammatical errors encouraged or influenced by their first language (L1). Tujuan dari penelitian ini adalah untuk mengidentifikasi dan menyelidiki kesalahan tata bahasa dalam skripsi yang ditulis oleh mahasiswa jurusan Sastra Inggris di salah satu Universitas Negeri, di Jakarta, Indonesia. Pendekatan dalam penelitian menggunakan deskriptif kualitatif dengan analisis deskriptif. Ada lima tesis yang digunakan sebagai sumber data. Sumber data tersebut adalah bab keempat dari skripsi tersebut dimana dalam bab ini berisikan kesimpulan dan saran. Penelitian ini menggunakan pendekatan a non-contrastive dari Richards untuk menganalisis kesalahannya. Berdasarkan sumber data, penulis menemukan 84 kesalahan, yang dapat dibagi menjadi 17 jenis kesalahan tata bahasa. Ada 29,80% kesalahan artikel (article), 11,90% kesalahan punctuation (tanda baca), 8,30% dari kata-kata yang tidak perlu (unnecessary words), 6% kesalahan ejaan (spelling errors), 8,30% kesalahan spasi (spacing errors), 4,80% kesalahan subject-verb agreement, 6% kesalahan struktur paralel (parallel structure), 1,20% kesalahan urutan kata (word order), 4,80% kesalahan jamak (plural), 1,2% kesalahan pilihan kata (word choice), 1,2% kesalahan preposisi (preposition), 3,6% dari kesalahan kata yang hilang (missing words), 4,8% dari kesalahan (run-on sentence), 4,8% dari kesalahan infinitif (to infinitive), 1,2% dari kesalahan kalimat pasif (passive voice), 1,2% dari kesalahan kapitalisasi (capitalization), dan 1,2% kesalahan auxiliaries. Hasil menunjukkan bahwa mahasiswa membuat kesalahan tata bahasa umum dipengaruhi oleh bahasa pertama (L1) mereka. كان الغرض من هذه الدراسة هو الكشف عن الأخطاء النحوية في البحث العلمي الذي كتبه طلاب قسم اللغة الإنجليزية و آدابها في إحدى جامعات الحكومية، بجاكرتا- إندونيسيا. و يستخدم هذا البحث المنهج النوعي الوصفي مع التحليل الوصفي. هناك خمس أطروحات تستخدم كمصادر البيانات. و مصدر البيانات هو الباب الرابع من البحث العلمی الذي يحتوي على استنتاجات واقتراحات. و تستخدم هذه الدراسة مقاربة غير متناقضة من ريتشاردز لتحليل أخطائه. و بناءً على مصدر البيانات، وجد المؤلفون 84 خطأ، والتي يمكن تقسيمها إلى 17 نوعًا من الأخطاء النحوية. و هناك 29.80٪ من أخطاء المقالة، 11.90٪ من علامات الترقيم، 8.30٪ من الكلمات غير الضرورية، 6٪ من الأخطاء الإملائية، 8،30 ٪ أخطاء التباعد، 4.80٪ أخطاء اتفاق الفعل، 6٪ أخطاء بنية متوازية، أخطاء ترتيب الكلمات 1.20٪، أخطاء الجمع 4.80٪ (الجمع)، 1.2٪ من أخطاء اختيار الكلمات، 1.2٪ من أخطاء حروف الجر، 3.6٪ من الكلمات المفقودة، 4.8٪ من جملة الجمل، 4.8٪ من الأخطاء اللانهائية، و 1.2٪ من الأخطاء الصوتية السلبية، و 1.2٪ من أخطاء الكتابة بالأحرف الكبيرة، و 1.2٪ من الأخطاء المساعدة. و تظهر النتائج أن الطلاب الذين يرتكبون أخطاء نحوية شائعة يتأثرون بلغتهم الأولى.(L1)

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