ERRORS ANALYSIS IN SHORT BIOGRAPHY TEXT WRITTEN BY THE 11th GRADE STUDENTS OF A VOCATIONAL HIGH SCHOOL IN SINGARAJA

Abstract

This study was a descriptive qualitative study aimed at analysing types of error and sources of error in the short biography text writings in English language teaching (ELT) context. The subject of this study was 11 th Grade of Accounting Department Students of a Vocational High School in Singaraja in the academic year 2015/2016. The instruments in the study were researcher, tabulation table, and interview guide. The textual analysis design was used in this study to gather the data. The students' errors were analysed according to surface strategy taxonomy by Dulay et al. (1982). This study revealed that misformation was the most frequent errors occurred in the students' writings, followed by omission, addition, and misordering. Furthermore, the sources of error were identified according to four sources of error by Brown (2007). This study found that interlingual transfer was the main sources of students' errors, followed by context of learning, interlingual transfer, and communication strategy. Related to these findings, the present study suggested that teachers pay more serious attention to students' errors by comparing the students' first language system and the target language system in order to avoid errors.

Process Approach in the Teaching of Writing for Undergraduate EFL Students

“…As mentioned by Gustilo and Magno (2015) that writing in a second and foreign language is difficult; it is proven by the quality of the second language writing by the students is lowest than their first language writing. Moreover, Suwastini and Yukti (2017) mention that writing is very complicated because it involves the need to write grammatically so that these expressions can be understood for Indonesian students who learn English as a foreign language (EFL).…”

Analyzing Grammatical Error in Students' Recount Text Writing in Junior High School

“…Budiarta, Suputra, and Widiasmara (2018) found that the difference between grammatical rules of target language languages and native language was the main cause for students' errors (Budiarta et al, 2018). Meanwhile, Suwastini and Yukti (2017) identified interlingual transfer as the dominant cause of of the students' grammatical errors among the students' short biography texts that they observed. In addition, the students often translate their ideas from native language to target language in composing writing ( Isa, Risdaneva and Alfayed (2017)).…”

“…However, grammatical errors still become an important problem in writing, especially for EFL students. Suwastini and Yukti (2017) for example were concerned with the errors committed by students learning English as Foreign Language in a vocational school in Bali and revealed that misformation and omission were the most common type of error committed in the students' short-biography writing that they result. Very similar result was found by Megantari and Budasi (2018) who observed the grammatical errors in vocational school students' narrative text, and revealed that misinformation and omission were committed most frequently by the students.…”

“…Concerning the source of grammatical errors committed by students in their writing text, studies by Suwastini and Yukti (2017); Budiarta, Suputra, and Widiasmara (2018) and study by Megantara and Budasi (2018) identified native language interference as the main source of students' grammatical errors. Budiarta, Suputra, and Widiasmara (2018) found that the difference between grammatical rules of target language languages and native language was the main cause for students' errors (Budiarta et al, 2018).…”

“…In addition, the students often translate their ideas from native language to target language in composing writing ( Isa, Risdaneva and Alfayed (2017)). Related to these findings, Suwastini and Yukti (2017) suggested that to minimize students' grammatical errors, more concerned should be placed by teachers on the comparison between the students' native language and target language to highlight the differences in the language systems and grammatical rules between the two languages.…”