An Interlanguage Error Analysis: A Formative Evaluation for Freshmen

Tiarina, Yuli

doi:10.24036/ld.v11i1.7938

Cited by 7 publications

(10 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In another study carried out by Al-husban on 33 first year undergraduate students in 2017, it was identified that there were 103 omission errors (31,3%), 82 addition errors (24,9%), 76 misformation errors (23,2%) and 68 misordering errors (20,6%) in student works. Finally, Tiarina (2017) observed in the study on university first year students that students made 27 omission errors (47%), 16 misformation errors (28%), 12 addition errors (21%) and only 2 misordering errors (4%). These studies indicate that misordering is the least frequent error category among students.…”

Section: Discussion Conclusion and Recommendations Discussionmentioning

confidence: 87%

“…Lastly, they are important for the learners themselves as they make use of their error to learn the correct form of the language. James (1998; as cited in Tiarina, 2017), on the other hand, explained that errors were important in two different dimensions. Analysis of errors explains teachers what to do in teaching the foreign language and informs researchers how the process of learning progresses.…”

Section: The Importance Of Errorsmentioning

confidence: 99%

“…A considerable number of studies have been carried out on error analysis in writing (Miko, 2018;Hasan and Munandar, 2018;Al-husban, 2017;Suwastini and Yukti, 2017;Tiarina, 2017;Suhono, 2016;Alfiyani, 2013;Limengka and Kuntjara, much as possible and they should be encouraged to use it. Similarly, Al-husban (2017) conducted a research on university first year students in Jordan to analyse their errors in writing in English and the research demonstrated that categories of errors was omission, addition, misformation and misordering, respectively with respect to their frequency.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Analysis of Higher Education Students’ Errors in English Writing Tasks

Özkayran

Yilmaz

2020

ALLS

View full text Add to dashboard Cite

The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb “to be”, spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners’ errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors.INTRODUCTIONThere are lots of languages in the world and some of them have come to the fore due to the fact that they are spoken by millions and even billions of people. People generally learn the language spoken where they are born, however; the developments in the fields such as communication, transportation, tourism and trade forced people to learn the languages that they didn’t need to learn in the past. English is the most popular one of those languages and for some it is the lingua franca (Modiano, 2004; Becker and Kluge, 2014) of our age.Millions of people in the world speak English as their mother tongue while others must learn it as a second (ESL) or foreign language (EFL). Learning English as second or foreign language differs with respect to learners’ attitudes towards English and the people who speak it as their native language, exposure to English, their sources of motivation and so on. The main focus of this study is learning English as a foreign language as English is not the primary language in the country where the study was carried out.A considerable

show abstract

Section: Discussion Conclusion and Recommendations Discussionmentioning

confidence: 87%

Section: The Importance Of Errorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of Higher Education Students’ Errors in English Writing Tasks

Özkayran

Yilmaz

2020

ALLS

View full text Add to dashboard Cite

show abstract

“…Thus, the errors produced by EFL learners due to the processing of learning or acquiring a target language (Al-Khresheh, 2015). Tiarina (2017) studied interlanguage performed by students of the English literature study program. The subjects of the study were 20 English Literature students.…”

Section: Introductionmentioning

confidence: 99%

The Error Analysis of Interlingual and Intralingual Interferences of the Students: A Case Study of Tourism Study Program

Sari

Budasi

Adnyani

et al. 2021

JLP

View full text Add to dashboard Cite

This study aimed to analyze the students' interlingual and intralingual interferences of Tourism Study Program at a State University in North Bali. A qualitative approach was applied by examining the students' final projects of English writing for the academic year 2020/2021. In this case study, 15 final projects were chosen using the purposive sampling technique. Data collection was done through reading, note-taking, classifying, and describing. The findings revealed that the most frequent interlingual form produced by the students was using Indonesian Syntax Pattern, while the intralingual form was the simplifications. Therefore, interlingual and intralingual interferences were found in the students' final project. There are two implications of this study, i.e. (i) teachers need to enhance their pedagogy for the teaching and learning sessions, particularly English grammar, (ii) students should learn more the English grammatical rules, which they can access many sources to learn English through watching a movie, listening to songs, talking with native speakers, reading novels and magazines.Abstrak:Penelitian ini bertujuan untuk menganalisis interlingual dan intralingual mahasiswa Program Studi Pariwisata di salah satu Universitas Negeri di Bali Utara. Pendekatan kualitatif digunakan dalam penelitian ini dengan menguji tugas akhir siswa dalam penulisan bahasa Inggris pada tahun ajaran 2020/2021. Dalam studi kasus ini, dipilih 15 tugas akhir dengan teknik purposive sampling. Pengumpulan data dilakukan melalui membaca, mencatat, mengklasifikasi, dan mendeskripsikan. Hasil temuan mengungkapkan bentuk interlingual yang paling sering dihasilkan oleh siswa adalah menggunakan Pola Sintaks Bahasa Indonesia sedangkan bentuk intralingualnya adalah penyederhanaan. Dengan dimikian, terdapat error interlingual dan intralingual dalam tugas akhir mahasiswa. Ada dua implikasi dari penelitian ini, yaitu (i) pengajar perlu meningkatkan pedagogi mereka untuk proses belajar mengajar khususnya tata bahasa Inggris, (ii) pembelajar harus mempelajari lebih lanjut aturan tata bahasa Inggris. Mereka dapat mengakses banyak sumber untuk belajar bahasa Inggris seperti menonton film, mendengarkan lagu, berbicara dengan penutur asli, membaca novel maupun majalah.

show abstract

“…Meanwhile, code-mixing also facilitates the students in understanding new terms of the target language like grammar and new vocabulary. Tiarina (2017) investigated the interlanguage error produced by freshmen. The participants were freshmen who took an intensive course.…”

Section: Introductionmentioning

confidence: 99%

INTERLANGUAGE PRODUCED BY JUNIOR HIGH SCHOOL STUDENTS IN RECOUNT TEXT (Interlanguage (Bahasa Antara) yang Dihasilkan oleh Siswa Sekolah Menengah Pertama dalam Teks Rekon)

Adnyani

Sari

Suwastini

et al. 2021

Kandai

View full text Add to dashboard Cite

Karangan yang ditulis oleh siswa sekolah menengah pertama mengandung kalimat-kalimat salah yang menggambarkan bahasa mereka. Bahasa yang dihasilkan oleh siswa-siswa ini biasa dirujuk sebagai interlanguage (bahasa antara). Apakah bahasa pertama atau bahasa sasaran memengaruhi kesalahan-kesalahan tersebut? Penelitian ini bertujuan untuk mendeskripsikan interlanguage yang digunakan oleh siswa-siswa yang mempelajari Bahasa Inggris sebagai bahasa asing dalam teks rekon. Subjek penelitian ini terdiri atas 20 orang siswa sekolah menengah pertama di Buleleng. Data dikumpulkan melalui latihan menulis terbimbing dalam bentuk teks rekon. Empat langkah ditempuh dalam menganalisis data, yaitu mengidentifikasi, mengklasifikasikan, mendeskripsikan dan menjelaskan bentuk linguistik dalam tulisan siswa. Hasil penelitian memperlihatkan bahwa pengaruh bahasa ibu terhadap bahasa antara siswa antara lain adalah penggunaan tata bahasa Indonesia, penggunaan kata-kata Indonesia, penghilangan pemarkah jamak -s, penghilangan TO BE dan aspek kala dari verba. Pengaruh bahasa sasaran antara lain adalah padanan yang salah, penambahan kata sandang, kesalahan dalam memilih pronomina dan overgeneralisasi bentuk lampau -ed. English text written by junior high school students consists of erroneous sentences which describe learners' language. Either the native language or target language influences the errors. This term is called interlanguage. The study aimed at describing the interlanguage produced by EFL students in recount text. The subjects of the study were 20 students of junior high school in Buleleng Regency. The data was collected through a guided writing exercise in the form of recount text. There were four steps in analyzing the data, namely identifying errors, classification, description, and explanation. The result shows that native language influence includes Indonesian grammar patterns, Indonesian words, wrong selection of word form, the omission of plural marker -s, TO BE deletion, and verb tense. Target language influence includes false friend, the addition of articles, wrong choice of pronoun, and overgeneralization of past form -ed.

show abstract

An Interlanguage Error Analysis: A Formative Evaluation for Freshmen

Cited by 7 publications

References 2 publications

Analysis of Higher Education Students’ Errors in English Writing Tasks

Analysis of Higher Education Students’ Errors in English Writing Tasks

The Error Analysis of Interlingual and Intralingual Interferences of the Students: A Case Study of Tourism Study Program

INTERLANGUAGE PRODUCED BY JUNIOR HIGH SCHOOL STUDENTS IN RECOUNT TEXT (Interlanguage (Bahasa Antara) yang Dihasilkan oleh Siswa Sekolah Menengah Pertama dalam Teks Rekon)

Contact Info

Product

Resources

About