Error Analysis of English Sentence Structure in Students’ Written Paragraphs

Sundari, Dike; Hidayah, Jumatul; Edy, Sarwo; Esmianti, Farida

doi:10.29240/ef.v5i1.2173

Cited by 4 publications

(4 citation statements)

References 25 publications

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“…Octaberlina and Muslimin (2022) admitted that addition was the most dominant error in students' thesis proposal writing. Sundari et al, (2021) also found that students made errors in omission, addition, misformation, and misordering of writing recount paragraphs with omission as the most dominant error. Furthermore, Imaniar (2018) showed that omission was the type of error made mostly by Indonesian junior high students in writing descriptive paragraphs.…”

Section: Introductionmentioning

confidence: 87%

English sentence structures in Descriptive Writing: A case study of Business Management students at Indonesian vocational higher education

Wijaya,

Yeni,

Darmaliana

et al. 2023

EnJourMe

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To meet the demand of current industries, the ability to write in English is highly essential in Indonesian vocational higher education. In today’s business world, students of business departments require a set of advance skills in writing business documents such as business letters and product descriptions. This research investigated the types of English sentence structures and errors in the descriptive paragraphs written by business management students of Politeknik Negeri Sriwijaya. The method used was quantitative case study research. A total of 44 descriptive paragraphs were analyzed by using syntactical structure analysis and surface taxonomy-based errors. It revealed that all types of sentence structures were used in the descriptive paragraphs. There were 34.77% simple sentence structures, 22.96% compound sentence structures, 26.36% complex sentence structures, and 15.91% compound-complex sentence structures. Thus, the most widely used was simple sentence structures. Regarding the errors, it was found that only a few errors were made by them; omission (3 errors), addition (7 errors), misformation (19 errors), and misordering (1 error). Hence, misformation was the dominant error. In summary, the students wrote their descriptive paragraphs in simple sentences mostly and made errors in misformation the most.

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Section: Introductionmentioning

confidence: 87%

English sentence structures in Descriptive Writing: A case study of Business Management students at Indonesian vocational higher education

Wijaya,

Yeni,

Darmaliana

et al. 2023

EnJourMe

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show abstract

“…However, many EFL learners experienced difficulty in writing sentences well in the target language. Many EFL learners experienced difficulty in sentence writing in the aspects of omission, addition, malformation, and disordering [29]. In addition, the teaching of sentence writing for EFL learners concerned with many issues such as writing instruction was concerned with the correctness of form over function so that students spent time in copying models of sentences rather than expressing their own ideas creatively; as a result, what students produced tended to be limited to writing practice in realia [1].…”

Section: Introductionmentioning

confidence: 99%

Effects of Situation-Based Learning on Sentence Writing Ability of EFL Students in Thailand

Suthipiyapathra¹

2022

ujer

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Situation-based learning is a meaningful learning approach that provides a connection between the classroom and practice in the real world. This study represents an attempt to investigate the effects of situation-based learning on students' sentence writing ability of English as a Foreign Language (EFL) and explore students' opinions toward situation-based learning. The samples were 52 students majoring in English Education. The research instruments consisted of a learning achievement test for pre-testing and post-testing, lesson plans, situation-based tasks, a questionnaire, and a semi-structured interview form. The data were analyzed using quantitative and qualitative methods. The quantitative method applied descriptive statistics including Mean, Min, Max, and Standard Deviation (S.D.), and the qualitative method applied content analysis. The results of this study showed that situation-based learning improved students' English sentence writing ability in terms of simple sentences, compound sentences, complex sentences, and compound-complex sentences. The results also indicated that situation-based learning enhanced students' sentence writing in terms of sentence completion, complete thought, word use, grammar, and punctuation. Students' opinions toward situation-based learning were explored in three areas: classroom climate, classroom activities, and sentence writing improvement. The results showed that the most advantageous area was sentence writing improvement, while the least adventurous area was classroom climate. This study suggests that situation-based learning should be applied at other educational levels to help students transfer knowledge from the classroom into practice in real life. It is recommended to investigate situation-based learning in terms of problem-solving strategies that students apply to solve problems in real life situations.

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“…There are some previous researches discussing about error analysis on sentence construction. The first one is written by Sundari, et. al.…”

Section: Introductionmentioning

confidence: 99%

Error Analysis on Sentence Construction by Using Grammar Translation Method to the First Semester Students of Arabic Education Study Program at Datokarama State Islamic University Palu

Afifah¹

2022

gurutua

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This is a qualitative research focusing on answering the research question, “What kinds of error occur on sentence construction by using Grammar Translation Method to the first semester students of Arabic Education Study Program at Datokarama State Islamic University Palu?” The participants of this research are thirty two first semester students of Arabic Education Study Program at Datokarama State Islamic University Palu. The instrument of the research is a document analysis of a hundred Indonesian sentences translated into English. The result of this research shows that there are five types of error occurred: (1) omission; (2) addition; (3) misformation; (4) misorder; and (5) word misuse. Omission errors can be found on the article for the singular nouns, -s/-es ending for plural marker of nouns, to be in nominal sentences, measured quantities for uncountable nouns, and –s/-es ending for verbs in simple present tense. When the mother tongue interferes the sentence construction, the addition errors then took place. Misformation errors occurred on the use of demonstrative determiners, subject-verb agreement in present perfect tense as well as in nominal sentences. Misorder errors can be showed on the word order of present perfect tense. Word misuse errors occurred when the participants translated the sentences one word by one word literally while the vocabulary is not sufficient

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Error Analysis of English Sentence Structure in Students’ Written Paragraphs

Cited by 4 publications

References 25 publications

English sentence structures in Descriptive Writing: A case study of Business Management students at Indonesian vocational higher education

English sentence structures in Descriptive Writing: A case study of Business Management students at Indonesian vocational higher education

Effects of Situation-Based Learning on Sentence Writing Ability of EFL Students in Thailand

Error Analysis on Sentence Construction by Using Grammar Translation Method to the First Semester Students of Arabic Education Study Program at Datokarama State Islamic University Palu

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