The Error Analysis on the Students of English Department Speaking Scripts

Rini, Setia

doi:10.18326/rgt.v7i2.216

Cited by 3 publications

(2 citation statements)

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“…Comparing with the results in the study of Rini among Indonesian students, it revealed that the most dominant source of error is the ignorance of rule restrictions. However, this cause of syntactic errors is not frequent in this study [26].…”

Section: Causes Of Syntactic Errors In Oral Classroom Discoursementioning

confidence: 54%

Syntactic Error Analysis on Oral Classroom Discourse

2019

JEPR

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Purpose: This qualitative research shed light on the syntactic errors frequently made by Grade 11 students in speaking. This research also explored and understood the probable linguistic reasons for these occurrences. The results of this study were intended for English teachers to obtain a deeper understanding of the existence and significance of errors in language learning. Methodology: This study is a qualitative research design using the Error Analysis approach. Twelve participants from three different private schools in the Davao Region were purposefully chosen. The following data collection techniques, namely observation, interview, and documentation were utilized. Error Analysis was carried out in four successive stages; a collection of a sample of learner language, identification of errors, description of errors, and explanation of errors. Findings: Results showed that among the syntactic errors committed by the participants in classroom discourse were omission, addition, selection, and ordering. Results further revealed that the causes of syntactic errors were intralingual, as the common cause of errors, and interlingual. Furthermore, the FGD results showed that there were other reasons for committing errors like fear to commit errors and lack of confidence, which impede the students in their speaking performance. Significance: As gleaned from the results of this qualitative study, English teachers are encouraged to focus on correcting high frequency and general errors rather than correcting every syntactic error committed by the students. Secondly, English teachers might consider pedagogical reforms in teaching speaking. Lastly, English teachers must mitigate anxiety while improving students’ oral proficiency.

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Section: Causes Of Syntactic Errors In Oral Classroom Discoursementioning

confidence: 54%

Syntactic Error Analysis on Oral Classroom Discourse

2019

JEPR

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“…Jabeen, Kazemian, & Mustafai (2015) found out that, mostly, grammar errors produced by the students were caused by the interference of language one (L1). Those errors could be found in spoken or written utterances (Rini, 2014;Sari, 2018;Sermsook, Liamnimitr, & Pochakorn, 2017).…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Students’ Errors in Transforming Active to Passive Sentence

Septianasari

2019

JELA

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Passive voice is one of the important English grammar that should be mastered because it is used at formal and informal communication. The EFL students tend to produce grammatical errors in transforming active to the passive sentence because of syntactical interference of their first language. The objectives of this research are to know the types of errors that students made in transforming active to passive sentences, to know the students' problems in transforming active to passive sentences and to know the proportion of the students' errors. The subject of this research is 20 English students at one private university in Lampung. The result of this research shows that the total number of errors that had been committed by the students based on surface strategy taxonomy is 280 errors, which falls into the following proportion of the four kinds of errors in surface strategy taxonomy: 126 errors of omission error, 18 errors of addition error, 120 errors of misformation error, and 16 errors of misordering error.

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Undergraduates’ Awareness of English Irregular Verbs

Setyawan

2019

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The objectives of this research were to find out undergraduates’ awareness of English irregular verbs and to find out what errors that the students made in using the irregular verbs. This research was conducted at University of Teknokrat Indonesia. The population of this research was the first semester students. There were 30 university students who were chosen as the samples. They were all S1 English Literature students. The data of this research were collected through a written task. The task was designed to measure the students’ ability in using irregular verbs in sentences telling about past events. There were 140 irregular verbs tested to the students. The result of the research showed that the undergraduates’ awareness of English irregular verbs is low; 22 (73.3%) out 30 students made errors in using English irregular verbs. The errors varied into three types; using the rule of regular verbs for irregular verbs, using simple form verbs for past events, and creating new words which did not exist in English vocabulary. The highest number of error was placed by applying the rule of regular verbs for irregular verbs with 14 incorrect verbs (53.8%), the second position was placed by using simple form verbs for past events with 9 incorrect verbs (34.6%), and the third position was placed by creating new words which did not exist in English vocabulary with 3 incorrect verbs (11.5%). The results of this study indicate that students in which English is a foreign language might still have insufficient English vocabulary when they come to higher schools.Keywords: Foreign language, error, irregular verb

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The Error Analysis on the Students of English Department Speaking Scripts

Cited by 3 publications

References 2 publications

Syntactic Error Analysis on Oral Classroom Discourse

Syntactic Error Analysis on Oral Classroom Discourse

An Analysis of Students’ Errors in Transforming Active to Passive Sentence

Undergraduates’ Awareness of English Irregular Verbs

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