Linguistic errors made by Islamic university EFL students

Aziz, Zulfadli A.; Fitriani, Siti Sarah; Amalina, Zahria

doi:10.17509/ijal.v9i3.23224

Cited by 6 publications

(5 citation statements)

References 28 publications

(30 reference statements)

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“…Surface strategy taxonomy discusses the analysis of errors based on the comparison between the altered structures of the target language utterances produced by an L2 learner and other types of language constructions (Kafipour & Khojasteh, 2012). For example, the errors made by the native English children who are in the process of acquiring the language are used as comparative data to those of the Italian EFL learner defiant productions in order to classify the errors (Aziz et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The analysis of the written data uses the identification of errors as proposed by Dulay et al (1982). However, to make it more detailed, the researcher analyzed the causes of errors based on the two basic rules or criteria; language transfer and context of learning (Aziz et al, 2020). In calculating the number of errors and the frequency of errors, Walizer and Wiener's (1990) statistical calculation was employed to display the error percentage: P f/N×100% where P is the percentage of error.…”

Section: Technique Of Data Analysismentioning

confidence: 99%

“…In addition, another study by Aziz, Fitriani and Amalina (2020), which investigated the types of linguistic errors produced by students by adopting the notions of Error Analysis (EA) and the Surface Strategy Taxonomy as the theoretical framework shows that Overall, 122 (63%) cases out of 195 cases were categorized under the omission type of errors. The number marker, verb-tense, article, preposition, subject-verb agreement, and pronoun were the category of frequent errors made by students respectively.…”

Section: Introductionmentioning

confidence: 99%

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Error analysis of the students’ English written descriptive text

Nadya

Muthalib

2021

EEJ

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Making errors is a natural process of learning. Writing as a productive skill is important for students to express their ideas. However, students conducted errors in the productive skills. Therefore, this study is intended to find out types of errors made by students in written English. This study employed the qualitative method where the Error Analysis was implemented. The subject of this study is students in first grade of SMAN 1 Abdya and the object of this study were the errors found in written English. The population of this research was all of students in first grade which consists of 208 students from all study programs where 25 % of the populations were taken as the sample. To collect the data, written tests were conducted. The written test shows the percentage of writing errors, including omission errors, which is 58.38%, misformation errors with a total of 16.48%, misordering error 13.89%, and addition of 11.26%. The errors were found when students omitted 'to be' as main verb. Second, students tend to add 'to' after modal auxiliaries such as 'can' or 'will'. Third, misformation errors happened when students could not form the verb correctly. Last, the misordering errors were produced when students put words randomly. Consequently, it was discovered that the errors made by students were impacted by their native language, and this is the interlanguage move.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Technique Of Data Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Error analysis of the students’ English written descriptive text

Nadya

Muthalib

2021

EEJ

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“…In calculating the number and frequency of errors, the authors employed the statistical calculation by Walizer and Wiener (1990) as cited in Aziz et al (2020), as follows:…”

Section: Methodsmentioning

confidence: 99%

Grammatical Errors on EFL Students’ Conversation Practice: Surface Strategy Taxonomy

Dewi¹

2021

jetl

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The purpose of this study was to analyze grammatical errors on EFL students’ conversation practice. The participants of this study were the fourth term students of Indonesia Institute of Technology and Business, 2020/2021 academic year. The participants taken as the object of this study because after observation in the students’ class found that there were some mistakes on the students’ speech when doing the conversation in English. The population of this study was from English Training class consisted of four parallel classes Semester IV with the total number of the students was 95 students. Purposive sampling technique was used in this study. This study was conducted by using descriptive qualitative research. The data was words, phrases, and sentences which uttered by the students and writing all non-verbal linguistic that students do on their conversation practice. The data was analyzed based on a classification of errors proposed by Dulay, Burt, and Krashen (1982 in Ellis and Barkhuizen, 2005) called Surface Strategy Taxonomy is applied. The errors in students’ speech were classified by using surface structure taxonomy namely misformation, misorder, addition, and omission. The findings of this study show that omission is the most dominant error produced by participants with the percentage 41.30%. It is followed by misformation with total cases 28.26%, addition with total cases 21.73%, and the last followed by misordering with total cases 8.69%.

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“…He explains that errors happen more caused because mastery against grammar language the less adequate. 98 Error speak can be caused by is lack of understanding student against grammar language, then implication a lot student which adds vocabulary word particular and reduces aspect other. Beginning happening deviation speak started from distraction in aspect phonology, i.e., change phoneme until change letters.…”

Section: ) Improper Diction Selectionmentioning

confidence: 99%

Arabic Language Education Program at Islamic Boarding School Ibnul Qoyyim Putri Yogyakarta: Study of Code Mixing, Code Switching, and Interference

Muhajir

Karomah

2021

Jurnal Pendidikan Islam

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This study aims to determine code-mixing, code-switching, and Arabic interference in the Arabic language education program at the Ibnul Qoyyim Putri Islamic Boarding School in Yogyakarta. It is based on two arguments; First, code-mixing, code-switching, and language interference are language “diseases” that are sociological and will be hereditary, especially in a particular program. So far, studies on sociolinguistics have separated code-mixing, code-switching, and interference, even though all three are interrelated. This study raises two issues: the forms of code-mixing, code-switching, and interference, and the causes of these three things. This research is qualitative research, with the methods used in this research being observation, interviews, and documentation. While the theory used is Fishman’s sociolinguistic theory of language in a socio-cultural context. The results of this study indicate that; First, code-switching that occurs in Arabic education programs Pondok Pesantren Ibnul Qoyyim Putri Yogyakarta is a form of code-switching at the word and phrase level, while the code-mixing that occurs is at the word level. The interference that occurs includes phonological, morphological, syntactic, and semantic interference. Second, code-switching, mixing, and interference in Arabic language education programs are caused by the instructors’ lack of a correct model and inadequate mastery of Arabic theory.

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Linguistic errors made by Islamic university EFL students

Cited by 6 publications

References 28 publications

Error analysis of the students’ English written descriptive text

Error analysis of the students’ English written descriptive text

Grammatical Errors on EFL Students’ Conversation Practice: Surface Strategy Taxonomy

Arabic Language Education Program at Islamic Boarding School Ibnul Qoyyim Putri Yogyakarta: Study of Code Mixing, Code Switching, and Interference

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