Grammatical Errors in Written Reflections of English Education Master’s Program Students

Abstract

Mastering sentence structure for English Education Master's Program (EEMP) students is obligatory considering their level of education as graduate students, who would become English teachers, lecturers, or researchers in the future. Therefore, major errors in constructing English sentences are no longer expected to happen at this level. This study investigated grammatical errors in sentences produced by EEMP students in their weekly written reflections in their Educational Psychology class. Fifty reflections of the first semester of EEMP graduate students were collected from assignments given by the lecturer of Educational Psychology class. This research employed document analysis as the method and the data analysis was conducted based on error categories. The results showed that the students made 106 morphological errors consisting of omission, addition, alternating form, archi-form, misordering, and 75 syntactical errors, including the use of the subject-verb agreement, preposition, conjunction, punctuation, and parallel structures.

Linguistic Errors of Indonesian Air Transportation Hoax

“…Morphological errors of omission, addition, altering, misordering, and misinformation are commonly found among second or foreign language (ESL/EFL) learners (Indriani, 2019;Shin, Cortes, & Yoo, 2018). Being considered as a parameter of students' language mastery, grammar error is still problematic, for example, in English writing tasks for master's degree students (Hapsari, Ginting, & Bram, 2019), which is mainly influenced by the interference of students' first language, affection toward and existing knowledge of the language as well as teacher's role (Spahiu & Kryeziu, 2021;Zhang et al, 2021). However, in spreading hoax news online by a native of Indonesia, these errors in the form of word shortening (Sample 6) in Finally, the last errors relate to the sentence structure.…”