Grammatical Errors in Esp Students’ Presentation Across Proficiency Levels

Ruminar, Hafida

doi:10.26905/enjourme.v3i1.2152

Cited by 8 publications

(14 citation statements)

References 3 publications

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“…This is due to Indonesian usually use the phrases like "masuk kedalam", "naik keatas", or "mundur kebelakang", so they also practised it in their English speaking. This example was also found in (Ruminar, 2018) research, in which she points out that the common error of addition in preposition, which Indonesian speakers often say, is the phrase "in here". They over-included the preposition "in" for the word "here".…”

Section: Cause Of Grammatical Errorssupporting

confidence: 53%

“…This error is caused by the students' generalization of the grammar rules in which they felt confused with the using of comparative adjective "older and more old". It is called misformation, as (Ruminar, 2018) states that misformation errors happen when the learner cannot produce the correct structure or morpheme in a sentence. The variations in English grammatical structures can cause the immense of misformation errors.…”

Section: Cause Of Grammatical Errorsmentioning

confidence: 99%

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Grammatical Errors Made by Students in Speaking English

Damaiyanti¹

2021

Journal of English Language Teaching and Learning

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This study is aimed to reveal the types of grammatical errors made by students in speaking English in the English department of IAIN Takengon. When speaking, students generally did not realize and understand the classification of errors they were making. Thus, it is deemed necessary to identify, classify, and describe the various grammatical errors as an attempt to build their awareness of using structured and standardized English rules. This research was conducted using a qualitative descriptive method. After analyzing the errors proposed by Dulay, the findings showed that the most common error in students’ grammar is misuse or misplacing of verbs, nouns, conjunctions, pronouns, prepositions, and parts of speech. Based on the error category, students' most common error is omission, followed by overgeneralization, over-regulation, and misordering, completed by other errors such as carelessness. Meanwhile, the causes of grammatical errors were the internal factors; anxiety, limited linguistic resources, and motivation deficiency; the external factors were an unsupportive environment and the stressful teaching and learning process.

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Section: Cause Of Grammatical Errorssupporting

confidence: 53%

Section: Cause Of Grammatical Errorsmentioning

confidence: 99%

Grammatical Errors Made by Students in Speaking English

Damaiyanti¹

2021

Journal of English Language Teaching and Learning

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“…According to James (1998), exploiting redundancy means omitting grammatical features that do not contribute to the meaning of an utterance. Brown (2001) as cited in Ruminar (2018) stated that it was the students' communication strategies that make the interlocutor understand their message, but sometimes these techniques can be a source of error. The students used word coinage, false cognate, and fabricated pattern as their communication strategies which became their sources of errors.…”

Section: Discussionmentioning

confidence: 99%

Error analysis of the students’ English written descriptive text

Nadya

Muthalib

2021

EEJ

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Making errors is a natural process of learning. Writing as a productive skill is important for students to express their ideas. However, students conducted errors in the productive skills. Therefore, this study is intended to find out types of errors made by students in written English. This study employed the qualitative method where the Error Analysis was implemented. The subject of this study is students in first grade of SMAN 1 Abdya and the object of this study were the errors found in written English. The population of this research was all of students in first grade which consists of 208 students from all study programs where 25 % of the populations were taken as the sample. To collect the data, written tests were conducted. The written test shows the percentage of writing errors, including omission errors, which is 58.38%, misformation errors with a total of 16.48%, misordering error 13.89%, and addition of 11.26%. The errors were found when students omitted 'to be' as main verb. Second, students tend to add 'to' after modal auxiliaries such as 'can' or 'will'. Third, misformation errors happened when students could not form the verb correctly. Last, the misordering errors were produced when students put words randomly. Consequently, it was discovered that the errors made by students were impacted by their native language, and this is the interlanguage move.

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“…Grammatical errors across proficiency levels collected from ESP class show that the errors in the students' speech classified by using surface structure taxonomy were indicated that misformation is the dominant error produced by both levels of proficiency. It is followed by omission, addition, miscellaneous, misorder and blends (Ruminar, 2018). In another research founded that errors of verb in the learners' writing production reveal that the learners' errors encompass three types of four aforementioned, i.e.…”

Section: Introductionmentioning

confidence: 96%

“…There are some goals of learning English as A Foreign Language (EFL) which one of the most crucial goals is able to speak English well and fluently (Ruminar, 2018). A parameter to measure the success in learning English as a foreign/second language is competence in spoken English.…”

Section: Introductionmentioning

confidence: 99%

Grammatical Errors on EFL Students’ Conversation Practice: Surface Strategy Taxonomy

Dewi¹

2021

jetl

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The purpose of this study was to analyze grammatical errors on EFL students’ conversation practice. The participants of this study were the fourth term students of Indonesia Institute of Technology and Business, 2020/2021 academic year. The participants taken as the object of this study because after observation in the students’ class found that there were some mistakes on the students’ speech when doing the conversation in English. The population of this study was from English Training class consisted of four parallel classes Semester IV with the total number of the students was 95 students. Purposive sampling technique was used in this study. This study was conducted by using descriptive qualitative research. The data was words, phrases, and sentences which uttered by the students and writing all non-verbal linguistic that students do on their conversation practice. The data was analyzed based on a classification of errors proposed by Dulay, Burt, and Krashen (1982 in Ellis and Barkhuizen, 2005) called Surface Strategy Taxonomy is applied. The errors in students’ speech were classified by using surface structure taxonomy namely misformation, misorder, addition, and omission. The findings of this study show that omission is the most dominant error produced by participants with the percentage 41.30%. It is followed by misformation with total cases 28.26%, addition with total cases 21.73%, and the last followed by misordering with total cases 8.69%.

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Grammatical Errors in Esp Students’ Presentation Across Proficiency Levels

Cited by 8 publications

References 3 publications

Grammatical Errors Made by Students in Speaking English

Grammatical Errors Made by Students in Speaking English

Error analysis of the students’ English written descriptive text

Grammatical Errors on EFL Students’ Conversation Practice: Surface Strategy Taxonomy

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