Journal articles on the topic 'English language Indonesia Errors of usage'
To see the other types of publications on this topic, follow the link: English language Indonesia Errors of usage.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'English language Indonesia Errors of usage.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Widya Dara Anindya and Aqiana Eka Yonatri. "Types of Translation Errors from Indonesia Language into English in Pharmacy Journal Articles." RETORIKA: Jurnal Ilmu Bahasa 8, no. 2 (October 24, 2022): 208–15. http://dx.doi.org/10.55637/jr.8.2.5416.206-213.
Full textAbstract:
The study analyzed the types of errors based on ATA Error Categories version 2021 on the three submitted journal articles translated by lecturers of Clinical Pharmacy and Pharmacy Community of Akademi Farmasi Surabaya. It aimed to find the types of errors often made by pharmacy lecturers in translating the articles from the Indonesian language into English so that the results of this study can help them identify and avoid errors in translation. The study used the descriptive qualitative, using the content analysis method. The objects of this study were three journal articles in the Indonesian language (ST) and English (TT). The data focused on the translation errors based on ATA Error Categories in the words or phrases level. The results showed there were 14 types of errors found, namely: literalness (31.05%), usage (22.22%), punctuation (7.84%), terminology (7.52%), verb form (6.86%), grammar (6.54%), capitalization (3.59%), parts of speech (3.59%), syntax (3.27%), style (2.94%), register (2.29%), omission (1.31%), cohesion (0.65%), and ambiguity (0.33%). The study recommended that translators have sufficient knowledge about the target language mechanics, produce clear renditions of the source text, and maintain the writing quality of the target text.
2
Anjarani, Devie Reztia, and Rohmah Indahwati. "AN ANALYSIS OF STUDENTS’ ERRORS IN USING SIMPLE PAST TENSE IN TRANSLATING NARRATIVE TEXT." Prosodi 13, no. 2 (December 12, 2019): 68–74. http://dx.doi.org/10.21107/prosodi.v13i2.6091.
Full textAbstract:
Error may appear when students put the English grammatical incorrectly. Errors is mostly occurred in English as the foreign or second language. The aim of this study is describing kinds of errors are made by the seventh semester students of English department in Madura University on the use of simple past tense in a translated narrative text. The research method used in this study is descriptive qualitative. The subject is seventh semester students of English department which consist of 15 students. The instruments used is translating test. The data is analyzed by collecting the data from students, identifying the errors based on its grammatical errors, classifying them into errors classification, and calculated them into percentage. The results showed that the students' errors can be classified into four kinds of errors, which are 25% for omission errors, 5.36% for addition errors, 62.5% for missed formation errors, and 7.14% for missed ordering errors. There are total 56 errors occurred which is dominated by missed ordering errors. The teachers recommended to make a clear understanding related to differentiate grammatical differences between Indonesia and English. Further, students need to practice it more often. The other researchers can provide techniques to increase students’ English grammatical understanding, especially in simple past tense usage.
3
Erickson, Ebidel. "An Analysis of Writers’ Errors in Producing Descriptive Texts; Intercultural Studies." Journal of Languages and Language Teaching 10, no. 3 (July 25, 2022): 444. http://dx.doi.org/10.33394/jollt.v10i3.5389.
Full textAbstract:
In EFL context, errors analysis is done to illuminate the comprehension to improve learners’ writing processes and products. In grammatical construction, language grammars or structures must reflect the flexibility and conventionality of language usage and language users’ knowledge. This study aimed at identifying errors made by international learners at English studies programs in producing descriptive texts. This study was working in qualitative ways. 13 international learners who took master study of English studies are involved in this study. The sample was taken using purposive random sampling. The gender consisted of 7 females and 6 males. The level of English proficiencies is considered as the same level because the sample was bestowed Indonesian, Brazilian, Malaysian, and South Africa scholarship, in which the international English language testing system was achieved the passing grade. To gain the data, the researcher employed writing tests with asking the sample to describe their home town and families. The data are analyzed using qualitative works, i.e., data condensation, data display, and conclusion. Based on the data analysis, international learners still do some errors in producing descriptive texts. The errors covered omission, addition, selection or mis-formation, and mis-ordering. The errors are caused by misconception and misinterpretation of English. They try to transfer their language knowledge from their native language to their national language, then into target language (English). They have three transferring processes in mind. It is a strong possibility that makes them do some language errors in producing their writing products. Therefore, this study can be concluded that international learners who learn English in foreign countries still do such kinds of errors in producing their writing products.
4
Afdal, Taufik, Joko Iswanto, and Eka Mayasari. "An Analysis of the Translation Errors in the Tourism Guide Book "Wonderful Riau Islands" and its Impact on the Visit Interests of Foreign Tourists to the Riau Islands Province." SALEE: Study of Applied Linguistics and English Education 3, no. 1 (February 8, 2022): 86–97. http://dx.doi.org/10.35961/salee.v3i1.391.
Full textAbstract:
This study aims to describe translation error patterns from Indonesian into English found in the Wonderful Kepri Tourism Guide book. The data in this research are the erronously translated words, phrases and clauses. The samples of the data were collected from several pages in the book. Types of errors are classified into syntactic errors including usage, punctuation, grammar, and syntax. Semantic errors include spelling, tenses, addition or omission of word elements, terminology or diction and free translation. With reference to the findings of this study, the researcher provides a more accurate translation in accordance with the Language of Tourism (LoT) specification and in accordance with the original text so that the message delivered reaches the target audience. The findings are expected to serve as a reference for Provincial Tourism Office of Kepulauan Riau to translate tourist guide books accurately and carefully in the hope that the number of tourism visits especially English-speaking tourists increases in the following years ahead.
5
Khasanah, Eka Nur Ummu, and Adi Sutrisno. "Realization of The Use of The Tense Aspects in Oral Communication." International Journal of English and Applied Linguistics (IJEAL) 2, no. 3 (December 5, 2022): 411–23. http://dx.doi.org/10.47709/ijeal.v2i3.1851.
Full textAbstract:
After years of learning English, Indonesian prospective workers tend to make many errors in the use of tense aspects in oral communication. The study was aimed at reporting the main factors of the realization of tense aspect usage in oral communication. It has supported the research of Aditya and Chairuddin (2021), that the respondents found difficulties in the use of the correct tense aspects in conversation. The data were collected by interview method using the instruments of twelve questions, each of which used the twelve types of tense aspects, to the thirty students of Kulon Progo Work Training Center. The results demonstrated that they still lacked an understanding of the meaning, usage, and function of 12 types of tense aspects in spoken English. The errors in the equivalence of the time reference between the questions and answers were 82,78% of the dialogues. The first factor they made errors was that respondents tend to do overgeneralizations by using 79% of sentences in Simple Present Tense as the dominant tense aspect. The second factor was that they still defended using the time marking system of L1 in L2. Even though the rough translation of the dialogues in Bahasa could be 93,33 % accepted in Bahasa’s meaning, the original answers in English were not permissible in English grammar. The realization of using the English time-marking system in oral communication is that the respondents tend to make many errors and establish it being their standard language among the communities.
6
Ghufron, Muhammad Ali, and Fathia Rosyida. "The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing." Lingua Cultura 12, no. 4 (December 11, 2018): 395. http://dx.doi.org/10.21512/lc.v12i4.4582.
Full textAbstract:
This research aimed at investigating the use of Grammarly software and in what terms it was more effective in reducing students’ errors in EFL writing compared to teacher corrective feedback (indirect corrective feedback). This research used the quantitative approach with a quasi-experimental design. There were 40 university students from English Education Study Program of a private university in Indonesia who were selected and randomized clustered into two; experimental and control groups. The students were tested at the beginning and the end of the research. The quantitative data were analyzed by using t-test formula. The results of the research confirm that the students whose work is evaluated by using Grammarly have a significant reduction in their errors compared to those whose work is evaluated by the teacher (indirect corrective feedback). The software is shown to be more effective to reduce the errors in terms of vocabulary usages (diction), language use (grammar), and mechanics of writing (spelling and punctuation). However, it is less effective to improve the content and organization of students’ EFL writing. This research can suggest EFL/ESL teachers with an alternative assessment for students’ writing that supports an autonomous learning environment.
7
Harefa, Afore Tahir. "AN ERROR ANALYSIS OF STUDENTS’ RECOUNT TEXT ON SIMPLE PAST TENSE AT THE EIGHTH GRADE OF SMP NEGERI 4 GUNUNGSITOLI UTARA." Jurnal Review Pendidikan dan Pengajaran 1, no. 1 (December 10, 2018): 147–56. http://dx.doi.org/10.31004/jrpp.v1i1.640.
Full textAbstract:
The researcher conducted qualitative research used descriptive qualitative method. The researcher concluded that the types of error that were made by the students of the second year of SMP Negeri 4 Gunungsitoli Utara in their English writing from the highest frequency and percentage to the lowest are: error of misformation 257 (67%), omission 60 (16%), misordering 49 (13%) and addition 20 (5%). Meanwhile, the source of students error from the highest frequency and percentage to the lowest are interlingual 44 (44%), intralingual 43 (43%), context of learning 8 (8%) and communication strategy 5 (5%). In other words, most of the students were still influenced by their Indonesian language thinking. Besides, errors occurred because the students generalized the rule and applied it incompletely. Then, the errors occurred because of the the teacher explanation and the errors also occurred because of the students’ learning techniques. Based on the result, the usage of simple past tense in writing recount text is difficult for the students. Then, the researcher also suggests the other researchers to do the research in the future because analysis research gives the evidence and support the next action.
8
Obiegbu, Ifeyinwa. "Errors in Educated Nigerian English Usage." Language Matters 49, no. 2 (May 4, 2018): 107–27. http://dx.doi.org/10.1080/10228195.2018.1482561.
Full text
9
Anwas, E. Oos Mukhamad, Yuni Sugiarti, Anggraeni Dian Permatasari, Jaka Warsihna, Zulfikri Anas, Leli Alhapip, Heni Waluyo Siswanto, and Rahmi Rivalina. "Social Media Usage for Enhancing English Language Skill." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 07 (May 6, 2020): 41. http://dx.doi.org/10.3991/ijim.v14i07.11552.
Full textAbstract:
One of the obstacles of learning English Language as a Foreign Language is the limitation of practicing media. Social media has many contents and facilities which can be used for practicing English. The aim of this study is to find out students’ intensity of using English-language social media content. The study was conducted by quantitative approach and survey method among the Senior High School students in Jakarta, Indonesia. Data analysis shows that as students’ intensity who used English-language social media content is low. Students’ perception of English skill in reading and writing is good, while students’ perception of listening and speaking is still low. The intensity of using English-language social media content is positively and significantly related to students' perceptions of their ability to speak English including reading, writing, listening and speaking aspects. Hence, social media is needed to be learning media for learning English language as a Foreign Language in Indonesia.
10
Rusmiati, Rusmiati. "SURFACE STRATEGY TAXONOMY ON FOREIGN LANGUAGE WRITING: A STUDY ON VERB TENSE USAGE." JURNAL SERAMBI ILMU 20, no. 2 (October 3, 2019): 189. http://dx.doi.org/10.32672/si.v20i2.1453.
Full textAbstract:
This study is aimed at analyzing errors of verb tense usage found in the learners’ writing production. The second semester students of English Department, STAIN Gajah Putih Takengon enrolled in Writing II course were taken as the participants in this investigation. Eight narrative paragraphs were scrutinized closely to detect errors pertaining to verb tense. In this case, a classification of errors proposed by Dulay, Burt, and Krashen (1982 in Ellis and Barkhuizen, 2005) called Surface Strategy Taxonomy is applied. It comprises four sorts of errors: addition, omission, misformation, and misordering. The finding reveals that the learners’ errors encompass three types of four aforementioned above, i.e. addition, omission, and misformation. Among those, misformation is found to be the most prevalent type commited by the learners, as many as 62 errors making up 72.94 % of all. It was subsequently followed by omission and addition which were 13 errors (15.29 %) and 10 errors (11.77 %) successively. Whereas misordering was not identified among the learners’ errors on paragraph composition. Eventually, a pedagogical implication as a result of this research was made. English instructors are expected to accentuate more on likely-to-produce-errors items to the learners prior to composing a paragraph.
11
Sari, Winda Setia, Juli Rachmadani Hasibuan, and Citra Anggia Putri. "Facilitating Novice Writers with Creative Writing Workshop in Poetry Writing Classroom (Indonesian EFL Context)." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 10, 2020): 706–13. http://dx.doi.org/10.33258/birle.v3i2.899.
Full textAbstract:
The increasing usage of creative writing strategy in a poetry writing classroom can nevertheless answer the question which has been empirically explored throughout the decade; Can second language learner write a poem in their non-native tongue? This study aimed to answer whether the creative writing strategy can facilitate novice writers who are the third year of English Department undergraduate students to be able to write an English poem. The strategies cover written prompts dealing with their personal experience and memory. After conducting two series of creative writing workshop, the result conveys that second language novice writers demonstrate the ability to communicate their personal experience dealing with their significant others. Repetition of words and grammatical error exist, yet most writers can produce longer poems with complexities. Also by providing the novice writers with written prompts, students find themselves more enthusiastic and eager to write.
12
Nazriani, Nazriani, and Arsad Arsad. "Kesalahan Penggunaan Bahasa Indonesia dalam Ruang Publik (Media Luar Ruang) di Kota Baubau." Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton 6, no. 1 (March 1, 2020): 8–17. http://dx.doi.org/10.35326/pencerah.v6i1.552.
Full textAbstract:
The influence of foreign languages, especially English may erode Indonesian authority. Most people feel more confidence and smarter when using English. It is not wrong but contradict to the slogan echoed by the government, "Prioritizing Indonesian, mastering foreign language, and Preserving the language”. This research was aimed to study about how the forms of improper use of Indonesian in public spaces in Baubau, and what were the factors that influence the occurrence of these errors. The methods used descriptive qualitative. Technique of collecting the data was used observation and technical documentation record. The result showed that the errors found are errors in placing prefixes and prepositions which still confused-exchange as well as the widespread use of English on shop signs, hotels, salons, and other general instructions. Some of the factors triggering the occurrence of these errors is the lack of knowledge about the use of the Indonesian language properly and correctly, lack of socialization that involve direct community of language users, and the absence of real sanctions for violators language. The results showed that the form were errors in placing prefixes and prepositions are still confused-exchange as well as the widespread use of English on shop signs, hotels, salons, and other general instructions. Some of the factors triggering the occurrence of these errors is the lack of knowledge about the use of the Indonesian language properly and correctly, lack of socialization that involve direct community of language users, and the absence of real sanctions for violators language. Based on the research results form errors found are errors in placing prefixes and prepositions are still confused-exchange as well as the widespread use of English on shop signs, hotels, salons, and other general instructions. Some of the factors triggering the occurrence of these errors is the lack of knowledge about the use of the Indonesian language properly and correctly, lack of socialization that involve direct community of language users, and the absence of real sanctions for violators language.
13
GUPTA, ASHUM, and GULGOONA JAMAL. "Reading strategies of bilingual normally progressing and dyslexic readers in Hindi and English." Applied Psycholinguistics 28, no. 1 (January 2007): 47–68. http://dx.doi.org/10.1017/s0142716406070032.
Full textAbstract:
This study examined the reading accuracy of dyslexic readers in comparison to chronological age-matched normally progressing readers in Hindi and English using word reading tasks, matched for spoken frequency of usage, age of acquisition, imageability, and word length. Both groups showed significantly greater reading accuracy in Hindi than in English. For normally progressing readers, spoken frequency of usage had no significant effect in Hindi and a significant effect in English, whereas for dyslexic readers it had a significant effect in both languages. In Hindi, normally progressing readers produced only nonword errors; dyslexic readers produced a far greater percentage of nonword than word errors. In English, normally progressing readers produced greater percentage of word than nonword errors, whereas dyslexic readers produced greater percentage of nonword than word errors. Results are discussed in terms of orthographic transparency, sublexical, and lexical reading strategies.
14
Restu Tomo, Dicky, Dewi Azizah Damaryanti, Oktavia Dhiya Rofifah, and M. Wian Arifana. "ANALISIS KESALAHAN BERBAHASA INDONESIA DI BIDANG WACANA DALAM IKLAN PRODUK - PRODUK INDONESIA." Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia 5, no. 2 (September 11, 2020): 192–203. http://dx.doi.org/10.31943/bi.v5i2.82.
Full textAbstract:
The purpose of this study is to describe the mistakes of Indonesian language in the field of discourse on the advertising of products in Indonesia. The ads analyzed are food ads, drinks, beauty soaps, and others. This research uses descriptive method through two stages namely the stage of data collection and data analysis. The chosen research subject is advertising Indonesian products using written language. While the object is the analysis of errors in the Indonesian language in the field of discourse. The results obtained from this study were found 1 data referencing error usage, 2 data recovery use errors (substitution), 1 data ineffectiveness discourse because there is no impregnation, 1 data conjunction error, 1 data incoherent discourse, 2 error data that deviate from Indonesian language rules, and 2 data on force / ambiguity.
15
Jasim Al-Shujairi, Yasir Bdaiwi, and Helen Tan. "Grammar Errors in the Writing of Iraqi English Language Learners." International Journal of Education and Literacy Studies 5, no. 4 (October 31, 2017): 122. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.122.
Full textAbstract:
Several studies have been conducted to investigate the grammatical errors of Iraqi postgraduates and undergraduates in their academic writing. However, few studies have focused on the writing challenges that Iraqi pre-university students face. This research aims at examining the written discourse of Iraqi high school students and the common grammatical errors they make in their writing. The study had a mixed methods design. Through convenience sampling method, 112 compositions were collected from Iraqi pre-university students. For purpose of triangulation, an interview was conducted. The data was analyzed using Corder’s (1967) error analysis model and James’ (1998) framework of grammatical errors. Furthermore, Brown’s (2000) taxonomy was adopted to classify the types of errors. The result showed that Iraqi high school students have serious problems with the usage of verb tenses, articles, and prepositions. Moreover, the most frequent types of errors were Omission and Addition. Furthermore, it was found that intralanguage was the dominant source of errors. These findings may enlighten Iraqi students on the importance of correct grammar use for writing efficacy.
16
Subekti, Nesa Amelia, Sumarwati Sumarwati, and Raheni Suhita. "ANALISIS KESALAHAN STRUKTUR DAN PEMAKAIAN BAHASA INDONESIA PADA TEKS PERSUASI KARANGAN SISWA KELAS 8 SMP DI SURAKARTA." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 8, no. 2 (November 4, 2020): 260. http://dx.doi.org/10.20961/basastra.v8i2.42731.
Full textAbstract:
<em>The results shows that there are structure error and Indonesian language usage error on the persuasion text written by students at grade 8 of Junior High School in Surakarta. Those errors on the incomplete structure of persuasion text especially in the reaffirmation section. The Indonesian language usage errors include spelling error, diction error, and grammatical error. The most common errors of spelling comprises capital letters and punctuation marks usage particularly full stop and comma. The most-found errors of diction comprises improper diction selection and nonstandard diction. Grammatical error is mainly caused by ineffective sentence. Those errors are caused by some factors. The factors are (1) students do not understand the structure of persuasion text, (2) students have lack of spelling and diction knowledge, (3) the lack of examples given by teacher, (4) the lack of writing practice, and (5) student lack motivation within writing.</em>
17
Weifen, Qin. "Penyebab-Penyebab Kesalahan Penggunaan Kata Bahasa Mandarin: Tinjauan Terhadap Mahasiswa Jurusan Bahasa Mandarin di Indonesia." Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana 27, no. 2 (September 30, 2020): 93. http://dx.doi.org/10.24843/ling.2020.v27.i02.p01.
Full textAbstract:
Chinese words’ usage errors in compositions of undergraduates are very attractive to be research, because the errors are truly has become the obstruction of communication in composition. The purpose of this study is to describe the cause factors of the Chinese words’ usage errors in compositions of undergraduates. Use the approach of International qualitative methodology and the data of this research is got from the students in Unesa and UWK. The data analysis contains the following procedures. First, identify the word usage errors and classify the types based on the linguistics taxonomy which consisting of phonology, semantics & lexical, morphological, and syntactic. Finally, it analyzes the cause factors from both the perspective of linguistics and non-linguistics. The study finding interference between Chinese and Indonesian is the main linguistics factor causing. At the same time, the strategy of communication and language environment of undergraduates are the non-linguistic factors causing. Moreover, if viewed from the students themselves, learning duration, exposure, language governance, and media of study are also affects the words’ usage in composition.
18
Rahayu and Nurfajriah Basri. "Mother-Tongue Interference in Learning English in English Meeting Club." FOSTER: Journal of English Language Teaching 2, no. 3 (August 8, 2021): 387–97. http://dx.doi.org/10.24256/foster-jelt.v2i3.48.
Full textAbstract:
Interference is a phenomenon that occurs in a society when learning a new language and bilingualism is one of the causes why interference is. Interference occurs mostly because the speakers who have more than one language used to interact with one another. This study aimed to describe the kind of interference errors made by learners of English in English Meeting of disorders caused by the mother tongue. This study used qualitative method which its subject was taken from participants of English Meeting. The collecting of data used audio recording which was converted into transcription. The results showed that interference errors committed by English language learners' is generally influenced to phonetic refers to speech sounds, lexical interference to the level of words and grammar disorder refers to the rules of grammar in language. This is due to the fact that the speaker Indonesia experienced a huge obstacle when trying to use English as the target language as first language learners have mastered. The source of the difficulties is based on the level difference between the Indonesian system and the English systemKeywords – Interference, Bilingualism, Interference errors
19
Zhu, Ziqi. "CLEC-based Error Analysis of Collocations of Chinese English Learners." BCP Education & Psychology 4 (May 31, 2022): 135–49. http://dx.doi.org/10.54691/bcpep.v4i.784.
Full textAbstract:
China’s voice in the international arena is gradually increasing in the present era of economic globalization. In order to further strengthen the multifaceted communication with the world, Chinese students must improve their English learning and application skills. However, due to the distinct difference between Chinese and English, and the lack of an authentic communication environment, English collocation has always been a significant difficulty for Chinese students in the process of learning English. As a result, pragmatic errors frequently occur in their usage. Aimed to address Chinese students’ difficulties in applying collocation, this article takes the Chinese Learner English Corpus (CLEC) as the research object and AntConc as the retrieval tool to collect the noun-noun collocation errors (CC1) in CLEC, then further analyses and interprets the data obtained. It’s discovered that learners’ usage errors in noun-noun collocation are mainly divided into the following three categories: grammar error, Chinese English expression, and overgeneralization. By further interpretation and analysis, it is reckoned that negative transfer of native language, interlanguage fossilization, second-language teaching methods, negligence of collocation structure, and semantic constraints are the main reasons for noun-noun collocation errors. In terms of the above situation, this article proposes corresponding countermeasures for second-language teaching methods and English learning to enrich the current research on English collocations, seeking to provide a reference for the use and teaching of noun-noun collocations.
20
Siregar, Ummi Aisyah. "ANALISIS KESALAHAN BERBAHASA INDONESIA DALAM KEGIATAN PRESENTASI MAHASISWA UIN SYAHADA PADANGSIDIMPUAN." Jurnal Hata Poda 1, no. 2 (December 30, 2022): 58–62. http://dx.doi.org/10.24952/hatapoda.v1i2.6759.
Full textAbstract:
Language errors are often found in the activity of presenting papers in learning. The method used in this research is descriptive qualitative. The data in the research are in the form of words. This study aims to describe errors in Indonesian in the form of spelling in the activity of presenting papers in learning. The technique used for data collection in this study was observing and noting. Data analysis by classifying and grouping. The results of this study were errors in the language of presenting papers in learning including language errors in the form of variations in Indonesian including: Indonesian mixed with English; Indonesian mixed with the South Tapanuli Batak language. Keywords: analysis, language errors, learning Indonesian
21
Akoli, Marcelinus Yeri Fernandez, Elvis Albertus bin Toni, and Alexander H. Kabelen. "Glocalisation of English in Kupang Linguistic Landscape, Timor, Indonesia." Journal of World Englishes and Educational Practices 4, no. 3 (September 30, 2022): 39–52. http://dx.doi.org/10.32996/jweep.2022.4.3.5.
Full textAbstract:
This paper aims to describe the glocalisation phenomena of English expressions found on minivans as a means of public transport in Kupang city of Indonesia. This is a linguistic landscape study. The use of English on public minivans is an easily observable thing for people of Kupang because, basically, the public vehicles in Kupang are attractively designed with a lot of symbolic and linguistic objects. The data in this study were collected through picture-taking techniques and interviews. The data were analysed using an interdisciplinary approach under linguistics studies. Results show that English use on public minivans is predominantly characterized by language errors (38%) and variations (62%). The high percentage of language errors and variations on the minivans probably indicates both low English proficiency among those involved in the transportation business and Kupang people as a creative but careless society. Moreover, the appearance of the English expressions serves a number of functions such as English attractiveness, Pragmatics, Social criticism, fashionability, customers’ ease with vehicles’ identification, and religiosity. Although English in this domain shows a typical style developed by Kupang people, for a number of reasons, it cannot be assumed as a new English variety that is coming into existence.
22
Nabila, Faricah. "An Analysis Of Student’s Ability In Translating Thesis Abstract At Management Department In The Faculty Of Economy University Of Muhammadiyah Gresik." Journal of English Teaching, Literature, and Applied Linguistics 4, no. 1 (February 17, 2021): 1. http://dx.doi.org/10.30587/jetlal.v4i1.2298.
Full textAbstract:
Non-English Department students in the end of the study will need to create an abstract in English. As the students who do not learn English extensively, they have difficulties in translating abstract from Indonesia to English. Therefore, in their thesis abstracts are usually found some errors. This research has an objective to find the common errors committed by the students in translating thesis abstract. In this research, there were three main steps to find the result, first, the researcher gathered the documents and listed the errors committed by the students, then compared the errors to find the common one and the last, analyzed the students translation to find the average ability of the students in translating thesis abstract. The result showed the common errors in translation were caused by the difference of language pattern of source language and target language.
23
Rudianto, Gaguk. "TEORI DAN PRAKTEK EQUIVALENSI DALAM PENERJEMAHAN ENGLISH-INDONESIA." IdeBahasa 3, no. 1 (June 8, 2021): 21–29. http://dx.doi.org/10.37296/idebahasa.v3i1.51.
Full textAbstract:
Translation does not only translate from the source language (ST) to the target language (TT) because if it is done, the translation results or (TT) will not be accepted by the target language user and will not have the same effect as the source language. This is called the concept of equivalence. Equivalence is a problem that can not only be accepted by users of the target language which is also in accordance with the context of the culture, customs and habits of the local community, but this concept is essentially the result of the translated text having the same impact between the source language and the target language. This article analyzed the concept of theoretical and practical equivalence of translation from English to Indonesian or vice versa. The purpose of writing this article is to reveal the equivalence of translation and at the same time reveal translation errors that often occur in society. The data collection method used in this article is SBLC or free-to-talk (Sudaryanto, 1993). While the data analysis method is equivalent which was also written by the same expert.
24
Challay, Saidu, and Vandi S. Kanneh. "Grammatical Errors in the Expository Essays of Public Health Students of Njala University." International Journal of Linguistics 14, no. 1 (January 6, 2022): 11. http://dx.doi.org/10.5296/ijl.v14i1.19470.
Full textAbstract:
The purpose of this study was to identify and analyse the grammatical errors in the expository essay of second year students pursuing a programme of study leading to the Bachelor of Science degree in Public Health at the Njala University, Bo Campus. 100 students were randomly selected from among 190 students of the same class who wrote the test on a subject matter that falls within their domain. Errors were identified and categorized into ten: verb usage, noun usage, punctuation marks, spellings, wrong words, capitalization, pronoun usage, prepositions, abbreviations/coinages and articles. To ascertain the percentage and mean score of each error category, descriptive statistics was used. Using this criterion, five error areas: verb usage, punctuation marks, spellings, wrong words and capitalisation were identified to be significant because of mean scores exceeding 2.0 in each case. The remaining error categories were not significant but show that the students have problem using them correctly in expressing their ideas in written form. Most of the errors made were as a result of overgeneralisation of grammatical rules, L1 interference and ignorance of many rules of English Grammar, and the inability of second language learners to construct the forms of the target language because of inadequate exposure to the target language. These error problems would only be overcome if the learners are adequately exposed to the grammar of English from primary school to university, and if they also adopt favourable attitude towards the learning of English.
25
Widowati, Diah Retno, Henny Rahmawati, and Febti Ismiatun. "Analysis of Indonesian Students’ Language Transfer of English Idiomatic Sentences." JL3T ( Journal of Linguistics Literature and Language Teaching) 6, no. 2 (January 28, 2021): 102–14. http://dx.doi.org/10.32505/jl3t.v6i2.1927.
Full textAbstract:
The complexity of transferring language might mislead students as translators to mistranslate texts due to errors. Errors can be in the form of a message (meaning) or language, which also consists of grammar and lexicon. Transferring language also needs consideration of equivalent language transfer from the source language (SL) to the target language (TL). The present research identifies the error types, the source of errors, and the types of idiomatic translation that were done by English Department students of University of Islam Malang. The subjects of the research were 77 of the fifth semester students who took Translation course. The core data of this research were the students' translation works from English to bahasa Indonesia and unstructured interviews. This study employed a descriptive qualitative design. The data of the research were obtained from the result of the students' translation during the course. The data obtained also showed that more students commit errors on language than errors on message. The errors of language exist in the form of lexical aspect; they are conjunction, verb, and noun. In addition, the source of errors tends to happen because of the interlingual factors than the intralingual factors. The idiomatic transfer from the source language to the target language was done by shifting the meaning of idiom, instead of through word to word translation.
26
Sukarno. "THE ANALYSIS ON THE GRAMMATICAL ERRORS OF THE FIRST YEAR STUDENTS ESSAYS." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 1. http://dx.doi.org/10.24167/celt.v16i1.488.
Full textAbstract:
A language learner often faces many linguistic differences, especially if the native language and the target language are from different language families. The current study investigates the grammatical errors made by the first year students of the English Department, Faculty of Letters, Universitas Jember, Indonesia. The data were collected from 30 participants essays of Writing 01 class (documentary data) conducted from August to December 2014. Having been identified, the errors were classified into various categorizations, and analyzed based on descriptive-interpretative method to find the possible sources of the errors. The research revealed that the learners committed ten types of grammatical errors, and the six mostly prominent errors were plural form, subject-verb agreement, verb tense, word form, subject/verb omission, and passive voice respectively. This research also showed that the errors mostly resulted from the different linguistic principles of Indonesian and English (interlingual transfer), and partly from the faulty of overgeneralization of English rules (intralingual transfer). The overt influences of Indonesian to English as well as the overgeneralization of English rules can provide the writing teachers and course designers with insightful guidelines for better understanding of the sources of errors, which in turn, can help them to apply the more appropriate approaches to manage the foreign language learners errors of the year students
27
Lyimo, Doris Hergard. "Analysis of Written Errors by Form Three Secondary School Students Learning English as a Foreign Language in Kilimanjaro." Journal of Linguistics and Language in Education 16, no. 2 (December 31, 2022): 108–30. http://dx.doi.org/10.56279/jlle.v16i2.6.
Full textAbstract:
This study analysed errors made by Form Three students in community government secondary schools in Kilimanjaro. The study used purposive sampling to select 22 secondary schools from which 162 students’ written texts were collected for data analysis. The researchers read the written texts; and then, identified, classified and quantified errors based on linguistic and surface taxonomies, including the mechanics ones. Findings showed that syntactic errors were most prevalent, followed by mechanics errors. Morphological and lexical-semantic errors were the least recurring. Student respondents added or omitted an element or used a wrong form that resulted in incorrect usage of verb tense, subject-verb agreement, to-infinitive, participles, articles, pronouns and prepositions. Among the major causes of the errors were first language transfer and imperfect mastery of English itself. Thus, teaching strategies that would help students attend the errors meaningfully in writing classes are required for learners of English as a foreign language in Tanzania. Keywords: Errors, foreign language, interlingual, intralingual, writing
28
Jegede, Olusegun O., and Akintunji M. Akinola. "Errors of Pronoun Usage among Nigerian Secondary School Students." LingLit Journal Scientific Journal for Linguistics and Literature 2, no. 2 (June 24, 2021): 48–59. http://dx.doi.org/10.33258/linglit.v2i2.458.
Full textAbstract:
This study examined the errors of pronoun usage among Nigerian Secondary School Students. The study looked specifically at pronoun types, and identified and examined the errors that secondary school students make in their use. The research subjects were students of public secondary schools in Oyo West Local Government Area. There are fifteen (15) public secondary schools in the Local Government Area. However, out of the fifteen (15) public secondary schools, five (5) were chosen. The researcher made use of stratified sampling technique in order to classify the respondents’ view into different characteristics for clear and better results. A total of one hundred (100) students were selected for the study, with twenty (20) students selected from each school. Test questions with options were designed specifically for the students in the selected schools. The test questions focused on all the aspects of pronoun usage, especially the areas where students make errors such as subjective case pronouns, objective case pronouns, possessive case pronouns and tactic pronouns. The test was adequately supervised to see that the respondents did not consult their mates for any assistance before they could respond to the test. It was administered in the classroom for their convenience and proper supervision. There were twenty (20) questions in the test, four questions each were on the subjective case, objective case, possessive case, problematic pronouns usages and unique pronouns types (indefinite pronoun and reciprocal pronouns). At the end, the test scripts were collected and marked. The errors made were identified and categorised and examined. The study clearly showed that secondary school students in Nigeria use pronouns that are inaccurate or incorrect in their expressions. In this vein, the study showed that these errors occur because the students have not fully learned the correct use of the pronouns. The study also found that the teaching method applied in the teaching of English grammar in secondary schools is not very effective and English language teachers need to set up a workable teaching and evaluation method that will show how well a learner has learned. The study concluded that the students need constant exposure to the English language to fully develop communicative competence in it.
29
Kusuma, Chahya. "Various Errors in English Written Texts Produced by Semester 1 Students of Nursing of Stikes ‘Aisyiyah Yogyakarta in The Academic Year of 2012/2013." LITERASI (Jurnal Ilmu Pendidikan) 8, no. 2 (February 22, 2018): 99. http://dx.doi.org/10.21927/literasi.2017.8(2).99-110.
Full textAbstract:
<p>This research aims at finding various errors in English written texts pruduced by semester 1 students of nursing of Stikes ‘Aisyiyah Yogyakarta in the Academic Year of 2012/2013. This research is a descriptive qualitiative research. Sample was taken radomly from 134 texts. The data in this reseacrh were sentences which have errors. </p><p>The result of this research showed seven kinds of errors such as; 1) subject-verb agreement, 2) morphology, 3) diction, 4) preposition and article, 5) mechanics including capitalization and punctuation, 6) frase and sentence composition, and 7) acceptability. There were three factors that cause the errors; language interference, respondents’ limited English grammar understanding and language exposure. </p><p>Kata kunci: English teaching in Indonesia, English composition, errors, factor that cause errors </p>
30
Krisdianata, Yoannes Yuka, and Barli Bram. "WORD STRESS ERRORS MADE BY ENGLISH EDUCATION MASTER’S PROGRAM STUDENTS." Academic Journal Perspective : Education, Language, and Literature 10, no. 1 (May 31, 2022): 1. http://dx.doi.org/10.33603/perspective.v10i1.6763.
Full textAbstract:
This study investigates English Master’s Program students in producing suprasegmental features, namely word stress. The focus is on analysing disyllabic noun-verb words in six video presentations and what are the factors that affect word stress errors from 19 English master program students. The data were obtained from transcribing the videos and selecting the disyllabic noun-verb words from the transcriptions. Furthermore, a questionnaire was used to gather information about students’ background knowledge in learning English, especially linguistics. Qualitative content analysis was employed in this study. From those videos, there were 1,089 disyllabic noun-verb words produced by the students. The stress errors made were 15 words. The stress errors mostly occurred in the first syllable and no word stress. The findings showed the factors that affected the wordstress errors were students’ native language, Bahasa Indonesia. Bahasa Indonesia did nothave word-stress to differ a meaning, only for emphasis. The questionnaire showed that all students were Indonesian and only two of them used English as their native language. The background knowledge and gender had some effects on stress errors, but not vital. The results indicated that students needed to have a deeper understanding of word stress.
31
Ilma, Syarifah. "GRAMATICAL ERRORS OF SHORT STORY BY BLOGGER IN INTERNET." ETNOLINGUAL 5, no. 2 (May 26, 2022): 159–74. http://dx.doi.org/10.20473/etno.v5i2.33944.
Full textAbstract:
English is not second language of Indonesia, so lot of them has lot of Errors when they are learning English, one of them is grammar error, in this research will talk about the grammar error and the correction of short story, also discuss about what is the errors of this story and what are they, in this reseach has some purpose to study about grammar errors. This writing was carried out for research on how many grammatical errors in the content of a blogger on the internet, in this study the author uses the method of error analysis.The results of this study indicate several aspects of error, namely, Errors in the use of groups of verbs, Errors in the use of prepositions, Errors in the use of pronouns, Errors in the use of adverbs, this is due to several factors, one of which is because English is their second language. and not the first language, etc.
32
Turay, Dr Momodu. "A Study of The Lexical and Morpho-Syntactic Errors of Fourah Bay College Students." IJOHMN (International Journal online of Humanities) 5, no. 6 (December 10, 2019): 16. http://dx.doi.org/10.24113/ijohmn.v5i6.153.
Full textAbstract:
This study investigates the lexical and grammatical errors in the English usage of some Fourah Bay College students at the University of Sierra Leone. Selinker’s Inter-language Theory (1972) and Corder’s Error Analysis Approach (1981) were used as a theoretical framework in examining the learners’ errors. Data were collected by giving the learners a written composition to work on. From the subjects’ essays, lexical and grammatical errors were extracted and categorized. The lexical errors were categorized into first language transfer and learning induced. The grammatical errors were divided into first language transfer, over-generalisation of target language rules, ignorance of target language rules, false concepts hypothesised and universal hierarchy of difficulty. Recommendations were also offered in order to minimize the learners’ errors.
33
Utaminingsih, Sri, and Diyan Andriani. "ANALISIS KESALAHAN LINGUITIK HASIL TERJEMAHAN GOOGLE TRANSLATE DARI TEKS BAHASA INGGRIS KE DALAM BAHASA INDONESIA." JURNAL EDUSCIENCE 9, no. 3 (December 9, 2022): 838–49. http://dx.doi.org/10.36987/jes.v9i3.3386.
Full textAbstract:
Currently, various ICT-based automatic translation machines are available to help translate foreign language texts, especially for those who are less proficient in foreign languages, one of which is Google's Google Translate. A student, especially one who is not from a non-English study program, in doing translation tends to use machine translation; “Google Translate” and take advantage of its linguistic competence. The translation is done with or without the machine, will cause errors in a certain form. The ability to translate is one of the language competencies needed by academics. This study aims to analyze linguistic errors resulting from the translation of the Google Translate machine from English into Indonesian texts for students of the Indonesian Language and Literature Study Program STKIP YPM Bangko on the syntactic and semantic aspects. This study uses the Mix Method method which combines quantitative and qualitative research methods. The results showed that most of the students were wrong in translating the given text. Most of the translation errors are in the form of syntax errors with an average percentage of 73% while semantic errors are 27%.
34
Chandra, Julian. "An Analysis of Linguistic Errors Made by EFL’s Adult Learners in Translating English into Indonesian language." Jurnal Ilmiah Langue and Parole 3, no. 1 (December 31, 2019): 1–10. http://dx.doi.org/10.36057/jilp.v3i1.375.
Full textAbstract:
The study was aimed at describing what linguistic errors namely, grammatical, syntactical, morphological, phnological and lexical errors that English education program students made in translating Indonesian language into English. This research was a descriptive qualitative research. Research participants were 19 sixth semester students of English education at STKIP YDB who took translation subject for academic year of 2018/2019. The research instrument was translation test derived from the students’ translation midterm examination which comprised translating 15 Indonesian sentences into English. Data was analyzed through error analysis in which was proposed by Ellis (1997) involving steps such as (1) collecting samples / data, (2) identifying the errors, (3) classifying translation errors, (4) explaining the errors, and (5) evaluating / interpreting the error.
The results of the study revealed that the main linguistic errors that the students had in translating Bahasa Indonesia into English was in lexical aspect. It was found that lexical error comprised 72,8% of total errors. For grammar and syntactical aspects, it was found that both contained 12,% of total errors made by the students. For morphological aspects, it was found that only 3,1% of total errors was made. For the linguistic problems in phonological aspects, surprisingly it was found 0% of total errors . It can be concluded language acquisition of these students in the linguistic component of English as a foreign language was inadequate in the act of translating, especially in the level of "lexicon" (vocabulary and choice of words), grammar and syntax.
35
Akmaluddin, NFN. "REALITAS PENGGUNAAN BAHASA INDONESIA RAGAM TULISAN PADA LEMBAGA PEMERINTAHAN." MABASAN 12, no. 1 (October 15, 2018): 1–20. http://dx.doi.org/10.26499/mab.v12i1.31.
Full textAbstract:
Salah satu fungsi bahasa Indonesia adalah sebagai bahasa negara. Atas dasar fungsi tersebut, bahasa Indonesia digunakan dalam penyusunan dokumen-dokumen kedinasan di berbagai lembaga pemerintahan. Ragam bahasa Indonesia yang seharusnya digunakan dalam penyusunan dokumen kedinasan pada berbagai lembaga pemerintahan adalah bahasa Indonesia standar. Namun, harapan ini belum sepenuhnya terlaksana karena masih terdapat banyak kesalahan berbahasa tulisan dalam penyusunan dokumen kedinasan. Oleh karena itu, penelitian ini dilakukan untuk mengetahui bentuk-bentuk kesalahan berbahasa dalam dokumenkedinasan di Sekda Pemkot Mataram. Pengumpulan data dalam penelitian ini dilakukan dengan metode observasi dan dokumentasi. Analisis data dilakukan dengan teknik kode dan pengkodean. Kesalahan bahasa tulisan yang ditemukan pada dokumen dinas tersebut sebanyak 27 yang terdiri atas kesalahan dalam bidang EYD yang meliputi: kesalahan penggunaan huruf kapital, kesalahan penggunaan tanda titik, kesalahan penggunaan tanda koma, dan kesalahan penggunaan cetak miring. Setelah diakumulasi, kesalahan dalam bidang EYD sebanyak 15 kesalahan. Sementara itu, kesalahan dalam bidang morfologi sebanyak 6, kesalahan dalam bidang sintaksis sebanyak 3, dan kesalahan dalam bidang semantik sebanyak 3 kesalahan.One of Indonesian function is state language. On the based of the function, Indonesian used in compilation of official texts in various state institutes. Indonesian manner which ought to be used in compilation of official texts is standard Indonesian language. But, this order not yet is fully executed because still there are a lot of mistake of have written language in compilation of official texts. Therefore, this research is conducted to know forms written language errors in the official texts at the Secretariat Office of the Government of Mataram City.Data collecting in this research is conducted with observation method and documentation. While data analysis conducted with code and code technique.Written language errors of found at official texts counted 27 which consist of mistake in the field of EYD covered: mistakeof usage of letter of kapital, mistake usage of dot sign, mistake usage of semicolon sign, and mistake usage of italic letter. Latter accumulated mistake of EYD counted 15 mitakes. Meanwhile, mistake morphology counted 6, mistake of syntax counted 3, and mistake of semantics counted 3.
36
Hong, Sun-ho. "Understanding Errors in Auxiliary Verb Usage in Korean Primary Students and Young Native English Speaking Children." Convergence English Language & Literature Association 7, no. 3 (December 31, 2022): 223–53. http://dx.doi.org/10.55986/cell.2022.7.3.223.
Full textAbstract:
In this paper, the four possible language acquisition models(the Structure Building Model, the Truncation Model, the Underspecification Model, the Linking Mechanism Switching Model) are considered to examine the auxiliary verb errors produced by the young native English speaking children(L1 young children) and the Korean primary students of English. The prefunctional stage analyses such as the Structure Building Model and the Truncation Model have shown the limitations in explaining the examples such as the interpretation of wh-questions without CP, the movement of default Case subjects within VP without TP and the wh-movement in the utterance of L1 young children, and the difficulties in accounting for the auxiliary verb errors in the Korean primary students over 10 years old, The Underspecification Model has also shown the limitations in explaining the auxiliary verb be insertion errors appearing in Korean primary students’ writings, but not in L1 young children utterance. As a last resort, under the Linking Mechanism Switching Model, it is argued that, unlike English, the syntactic feature checking and agreement in Korean are operated by Merge and Binding rather than Agree and Move. Thus, both L1 young children and Korean primary students have the same syntactic structures based on UG, but the different linking mechanisms of their first languages affect to some extent the process of acquiring English as a first or foreign language. This analysis makes it possible to explain not only the auxiliary verb be insertion errors appearing only in Korean primary students’ writings, but also the similar auxiliary verb errors between L1 young children and Korean primary students. This theoretical study of the auxiliary verb errors needs more experimental studies based on empirical data. However, this theoretical approach is expected to be of a great help in understanding the syntactic processing used by L1 learners and L2 learners.
37
Barrs, Keith. "Errors in the use of English in the Japanese linguistic landscape." English Today 31, no. 4 (November 2, 2015): 30–33. http://dx.doi.org/10.1017/s026607841500036x.
Full textAbstract:
Foreign words which have been borrowed into the Japanese language, especially in the last few centuries, are commonly labelled as 外来語, gairaigo, meaning words (語, go) coming in (来, rai) from outside (外, gai). This umbrella term encompasses lexical items from numerous foreign languages, including Russian, French, Spanish, Italian, Korean, German, and English. As they undergo the borrowing process into the Japanese linguistic system, the words are likely to undergo modification, particularly in terms of their phonology, orthography, semantics, and syntax. The overwhelming majority of gairaigo have their roots in the English language; estimates put their number at around 10% of the Japanese lexicon (Daulton, 2008; Stanlaw, 2004). They include borrowings in the daily Japanese vocabulary (ニュース, nyūsu, news); ones used primarily in specialist fields, (コーパス, kōpasu, corpus), and others recorded in dictionaries but that play very little part in actual language usage (インディビデュアル, indibijyuaru, individual).
38
Zahara, Ikrima, and Dewa Putu Wijana. "The Function of English Usage on Linguistic Landscape of Padang: A Case Study on Khatib Sulaiman Street." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 16, no. 1 (May 28, 2022): 26. http://dx.doi.org/10.24036/ld.v16i1.115206.
Full textAbstract:
This study deals with linguistic landscape found on Khatiib Sulaiman Street, Padang. The aim of the study is to identify the dominant language of the monolingual, bilingual and multilingual signs and to investigate the function of English displayed on the signs. Thus, this study uses mixed method, quantitative and qualitative, since the data and the analysis of this study is in the form of pictures and text and the justification is proven by the percentage. By using multilingualism approach on a linguistic landscape research, 236 pictures of signs displayed on Khatib Sulaiman Street as the data of this study were collected on July, 2021, and then was classfied to be monolingual, bilingual, or multilingual based on the languages that exist on each sign. This research found that there are 117 signs in Bahasa Indonesia-only, 14 signs in English-only, 82 signs in Bahasa Indonesia-English, 12 signs in Bahasa Indonesia-Minangnese, 6 signs in Bahasa Indonesia-Arabic, 3 signs in Bahasa Indonesia-English-Minangnese, and 2 signs in Bahasa Indoensia-English-Arabic. Monolingual signs are dominated by Bahasa Indonesia indicating that national languages still has the strongest position. Foreign language that is predominant in bilingual and multilingual signs is English. Gorter (2006) divides types of signs in linguistic landscape into two: bottom-up and top-down, type of sign that uses English the most is type bottom-up, displayed to live both informative function, which are to tell the name of shops and to do marketing and symbolic function, which are to symbolize modernity, sophistication, professionalism, and social status.
39
Achmad Fanani, Didik Kuswanto, Maisarah Maisarah, Trikaloka Handayani Putri, Nailul Fauziyah, Dwi Nurcahyani, and Aizun Najih. "Analysis of students’ errors in telling the English time expressions." World Journal of Advanced Research and Reviews 17, no. 1 (January 30, 2023): 417–24. http://dx.doi.org/10.30574/wjarr.2023.17.1.0055.
Full textAbstract:
EFL Students commonly make errors in expressing English Telling Time. This current study revealed frequent error phenomena of beginner learners in Indonesia: telling time in English. This study revealed the types of errors made by students in grade 7 related to telling time. In addition, it also revealed the factors that caused the error. The approach of this current study is descriptive qualitative. The data of this current research are phrases/clauses/sentences containing 'telling time' erroneous constructions collected through a test. The results show that the respondents still needed help in expressing time in English. Two problems that arose were related to writing and word order. The first problem arose due to the respondents’ limited knowledge of the target language, while the second problem was caused by the interference of the first language (Indonesian). This confirms that errors in English are very likely to occur, especially when there are differences between the source language system and the target language.
40
Mileh, I. Nengah. "PEMAKAIAN BAHASA INDONESIA (KATA) DALAM SURAT RESMI/DINAS KELUAR DESA KESIMAN KERTALANGU KECAMATAN DENPASAR TIMUR DENPASAR (STUDI KASUS)." KULTURISTIK: Jurnal Bahasa dan Budaya 3, no. 1 (January 18, 2019): 99. http://dx.doi.org/10.22225/kulturistik.3.1.954.
Full textAbstract:
[The Use of Indonesian Language (Word) in the Official Letter / Outgoing Mail of Kesiman Kertalagu Village, East Denpasar Sub District, Denpasar] This research entitled "The Use of Indonesian Language (Word) in the Official Letter / Outgoing Mail of Kesiman Kertalangu Village, East Denpasar Sub District, Denpasar". The use of Indonesian, especially the use of the word in the official / official letter out of Kesiman Kertalangu Village, Denpasar Timur Sub-district, Denpasar, still found some errors. In this study, which is the object of study, namely regarding the misuse of the word. Observation methods and note-taking techniques are used in data collection, descriptive synchronic qualitative methods are used to analyze data aided by inductive or deductive techniques, while informal methods are used to present results. In this study found several types of word usage errors. The types of word usage errors include: 1) preposition writing, 2) hypercorrect word writing, and 3) improper use of words.
41
Fatsah, Hasanuddin, and Adriansyah Katili. "Critical Discourse Analysis on Teacher Talks in The Classroom Communication." Jambura Journal of English Teaching and Literature 1, no. 1 (April 30, 2020): 40–52. http://dx.doi.org/10.37905/jetl.v1i1.5637.
Full textAbstract:
The research objectives were at finding out how the teacher arranges her/his teacher talk in accordance with modification to teacher speech quantity of speech, explanation, question, and error correction. This research is designed in a qualitative research approach with an etnography of communication in which the researcher gathered data about verbal communication, relying on direct observation and audio-video recording. The subjects of research were the Indonesian people who used English in communication at classroom setting. In terms of teacher talk, it is found that teachers arranged their teacher talk in acordance with (1) modification to teacher speech when giving understanding, clarifying, and simplifying their speech for developing quality of teaching and learning process, (2) quantity of speech of the teachers was limited in order to give a maximum opportunity to students in the classroom communication, (3) explanation was done to give the students theoretical knowledge, (4) question was delivered to develop indepth content and teaching material, and (5) error correction was conducted to correct students’ error in any language usage and language use.
42
Yiemkuntitavorn, Sita, Chirasiri Kasemsin Vivekmetakorn, and Wannaprapha Suksawas. "“We Wear Face Shield and Mask”: COVID-19 Related Words and Phrases Used by Thai Learners of English." English Language Teaching 16, no. 1 (December 28, 2022): 100. http://dx.doi.org/10.5539/elt.v16n1p100.
Full textAbstract:
Since 2020, measures against the COVID-19 pandemic have been implemented worldwide, and these are reflected in language. The objectives of this study are to explore the use of COVID-19 - related words and terms in Thai learners of English, document their usage, and investigate their varieties and errors, and suggest pedagogical implications for using authentic online materials in teaching English. The data were the written language that were collected from January 2021 to July 2021 from online Facebook groups administered by students of an open university in Thailand. A qualitative descriptive method of analysis was used. Words and terms related to the pandemic were thematically categorized and analyzed considering loanwords and borrowing. Patterns of use were analyzed and compared with corpora. The findings emerged from the analysis. There are a number of COVID-19 related loanwords from English used by Thai learners of English and the conventionalization of these loanwords, varieties and errors are observed. Most of the loanwords were used in code-mixing, and this is likely the source of errors when Thai learners use these words in their English. The findings have some pedagogical implications. The paper recommended that teachers identify and correct students’ errors immediately. Students should sometimes also be given some explanation about the errors in order to prevent potential overgeneralization of word use. Furthermore, the paper recommended that further research be carried out on the new terms that have been transferred to Thai language as loanwords, loan-translations and loan-blends.
43
Fuchs, Robert, Ulrike Gut, and Taiwo Soneye. "“We just don’t even know”." English World-Wide 34, no. 2 (May 17, 2013): 123–45. http://dx.doi.org/10.1075/eww.34.2.01fuc.
Full textAbstract:
This study investigates the usage of the pragmatic focus particles even and still in Nigerian English (NigE). A comparison of ICE-Nigeria and ICE-GB showed diverging frequencies of both particles across different registers between the two varieties of English and a significantly higher overall usage of even in NigE. Qualitative analyses revealed that even has acquired a wide range of new pragmatic meanings in NigE, such as emphatic, affirmative, particularising and epistemic meanings, and that still can be used to express promises and predictions. It is shown that these usages mirror meanings of the equivalents of even and still in the Nigerian languages Yorùbá and Igbo; their spread across a wide range of speakers in Nigeria attests to the status of even and still as nativised structures rather than learner errors.
44
Febrianto, Dedi. "Analyzing Elementary English Teachers’ Pronunciation Errors: Are We Intelligible?" AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (October 4, 2021): 1526–38. http://dx.doi.org/10.35445/alishlah.v13i3.814.
Full textAbstract:
Error analysis on students’ language performance has been massively discussed, yet few studies focused on teachers’ errors. Meanwhile, one of the main causes of students’ errors is the errors transferred from teachers. As the learners used to imitate their teachers sounds’ production, EFL teachers need to minimize errors when teaching at elementary school concerning the learners’ best period to acquire and learn a foreign language. The present study investigates EFL teachers’ pronunciation errors, specifically to find out the forms and causes of pronunciation errors in segmented vowels produced by the teachers. The research participants are 20 English teachers selected from various public and private elementary schools in Yogyakarta who were invited to pronounce 62 English words. The teachers were also required to fill out a questionnaire to find out external factors which are assumed can trigger the errors. The findings delineated that the teachers produced various forms of pronunciation errors in English vowels. The causes of errors lie in interlingual transfer, intralingual transfers, pronunciation differences between graphemes and sounds, hypercorrection, and words similarity. The external factors are also scrutinized, which include educational background and teachers’ lack of English practice. The study suggests that elementary EFL teachers in Indonesia should improve their pronunciation by frequently practicing and having intensive pronunciation training to teach better English to their learners.
45
Akhmetova, G., and A. Bizhkenova. "Lexical and semantic errors in the English language teaching in homogenious groups." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 141–49. http://dx.doi.org/10.31489/2021ped2/141-149.
Full textAbstract:
The present research paper discusses the issues of identifying common lexical and semantic mistakes in Kazakh pre-intermediate EFL learners studying in homogeneous groups at university. Words are viewed as powerful tools and when used correctly, words may evoke different feelings and emotions and cause various actions. It’s important to learn how to spot difficult words, correct them timely, and master lexical competence teaching to use the words correctly. The data of the study were collected by learner’s EFL teacher from their final essays. Thirty-one essays were used as the instrument of the study to obtain real language from the participants. The authors of the study hope that the results of the conducted research would contribute to the understanding of the phenomenon of lexical and semantic errors in English language teaching which will help teachers to elaborate the differentiated tasks and ways of explaining new vocabulary preventing students’ misunderstanding. Furthermore, the results of the presented research can serve as guidance and be used in compiling EFL textbooks for Kazakhstani students. As a result, researchers managed to classify lexical and semantic errors in English language teaching, identified frequent errors, and described their causes. The findings of the research illustrate that the participants of the study make errors of word choice and incorrect collocations the most. Moreover, incorrect usage of the preposition and literal translation from L1 are included in the frequent mistakes
46
Nida, Faridatun. "Sosialisasi Istilah Bidang Teknologi dalam Bahasa Indonesia Baku dan Penerapannya di Ruang Publik." Madani : Indonesian Journal of Civil Society 3, no. 1 (February 28, 2021): 15–23. http://dx.doi.org/10.35970/madani.v3i1.393.
Full textAbstract:
Technological development leads to the creation of technological terms. The terms are dominantly created in English language. It affects the non-English technology-user. Many users are from Indonesia. In its usage, English terms are mixed with Indonesian. The mixture of language is indicated to interfere the Indonesian language users. In order to preserve the purity of Indonesian language, equivalent words to those technology terms are given. Nevertheless, the equivalent has not been optimally applied. Hence, there is a need for conducting community service activities entitle Sosialisasi Istilah Bidang Teknologi dalam Bahasa Indonesia Baku dan Penerapannya di Ruang Publik. The participants are students of Universitas Amikom Purwokerto. The activities are aimed to give the participants knowledge and motivation to use Indonesian technology terms as produced with the reference of English technology terms. Furthermore, there is also introduction about Seranai Padanan Asing Indonesia, one of the features that can be found in the web of Badan Pengembangan dan Pembinaan Bahasa, Ministry of Education and Culture, Republic of Indonesia. Students in higher education are regarded as a part of society that is expected to apply Indonesian equivalent terms of technology, at least in writing thesis or another formal academic text. They can utilize SPAI for finding the equivalent. By applying the Indonesian terms, they directly support the preservation of Indonesian languageTechnological development leads to the creation of technological terms. The terms are dominantly created in English language. It affects the non-English technology-user. Many users are from Indonesia. In its usage, English terms are mixed with Indonesian. The mixture of language is indicated to interfere the Indonesian language users. In order to preserve the purity of Indonesian language, equivalent words to those technology terms are given. Nevertheless, the equivalent has not been optimally applied. Hence, there is a need for conducting community service activities entitle Sosialisasi Istilah Bidang Teknologi dalam Bahasa Indonesia Baku dan Penerapannya di Ruang Publik. The participants are students of Universitas Amikom Purwokerto. The activities are aimed to give the participants knowledge and motivation to use Indonesian technology terms as produced with the reference of English technology terms. Furthermore, there is also introduction about Seranai Padanan Asing Indonesia, one of the features that can be found in the web of Badan Pengembangan dan Pembinaan Bahasa, Ministry of Education and Culture, Republic of Indonesia. Students in higher education are regarded as a part of society that is expected to apply Indonesian equivalent terms of technology, at least in writing thesis or another formal academic text. They can utilize SPAI for finding the equivalent. By applying the Indonesian terms, they directly support the preservation of Indonesian language
47
Andriani, Desi. "An Analysis of Students’ Ability in Translating Text." ELT-Lectura 7, no. 2 (August 20, 2020): 154–59. http://dx.doi.org/10.31849/elt-lectura.v7i2.4714.
Full textAbstract:
Translating text is look like an easy work, but it is a complicated job. A translation text may not have different meaning from the source text to the target language of the text. Translating text from Indonesia to English should not change the sense of language since our culture is different from abroad culture. Translating text from Indonesia to English is more difficult than from English to Indonesia. Since, English has grammar where grammar should not be error. Then, translator also should pay attention to word choice of English. The purposes of carrying this research are to know students’ ability in translating text and common errors made by students in translating text from English to Indonesia at English education students of UPI YPTK Padang in 2019/2020 academic year. This research was descriptive one. The sample of this research was 30 students of English study program of UPI YPTK Padang. The data were collected by using test. The result of the test showed that students had different ability in translating text. In general, students’ ability in translating text was categorized good.
48
Aulia, Ahmida Rizki, and Barli Bram. "Grammatical Analysis of Students’ Reflective Writing." JET (Journal of English Teaching) 6, no. 3 (October 9, 2020): 212–19. http://dx.doi.org/10.33541/jet.v6i3.1926.
Full textAbstract:
Grammar is a crucial element in communication, especially in a second language, and without the organization of grammar, language exchange is intruded. This paper explored grammatical issues in students’ reflective writing. Data were collected from reflective writing products of a number of students belonging to a class of the English Education Master’s Program of Sanata Dharma University, Yogyakarta, Indonesia. The collected data were analyzed to examine grammatical issues encountered by the students using Dulay, Burt, and Krashen’s (1982) surface strategy taxonomy, which covers omission, addition, misinformation, and misordering errors. Results showed there existed 41 errors in total and were distributed in the following categories: 23 errors of others (other types), six omission errors, five addition errors, four misinformation errors, and three misordering errors. It is expected that the findings can assist learners in overcoming grammatical issues so that they can improve their English grammar and writing skills.
49
Maulana, Mochammad Ircham. "Task-Based Language Teaching; Potential Benefits and Possible Criticisms in Indonesian Contexts." Journal of English Teaching and Learning Issues 4, no. 2 (December 31, 2021): 69. http://dx.doi.org/10.21043/jetli.v4i2.12183.
Full textAbstract:
<span id="docs-internal-guid-dec9ea4f-7fff-dcae-85e9-c7df6f7493d8"><span>The primary aim of English language teaching in Indonesia is to equip Indonesian students with communicative competence in English. However, due to the prevalent utilisation of traditional student-centered approaches that accentuates linguistic structural properties as well as the lack of exposure to and usage of the target language in the classroom, research has found that Indonesian school graduates’ English communicative skills are still low. Very few students can deliver ideas, thoughts, and feelings through English as a medium of communication. This conceptual review article aims to promote the viabilities of task-based language teaching (TBLT) method to accelerate students’ communicative skills in Indonesia. Drawing on a wide range of theories and research findings, it critically explores some potential benefits as well as addresses some possible criticisms of employing TBLT in Indonesia. It argues that TBLT promotes natural learning, generates students’ intrinsic motivation, and develops language skill development that can lead the students to accelerate their communicative competence.</span></span>
50
Pandarangga, Salmon. "A STUDY OF ERRORS IN THE THIRD SINGULAR PRONOUNS OF SIMPLE PRESENT TENSE BY USING INTERLANGUAGE ANALYSIS AS AN APPROACH. A CASE STUDY." IJEE (Indonesian Journal of English Education) 1, no. 1 (March 4, 2015): 77–94. http://dx.doi.org/10.15408/ijee.v1i1.1196.
Full textAbstract:
The purpose of this study is to analyze factors contributing to errors made in learning English as a target language (TL). Employing a case study research, the participant was interviewed for approximately 30 minutes about daily activities and experiences in learning English. This research focuses in analysing the participant‟s use of third singular pronoun in simple present tense. The findings revealed that errors made by TL learners are mainly influenced by some factors related to their TL‟s and native language‟s (NL) knowledge, systems and rules. These factors are coexisted and interconnected in TL learners‟ minds. This is against Robert Lado‟s argument which mentioned that learner made errors in TL learning because of the interference from NL. The study provides pedagogical implications that TL teachers should perceive errors made by the learners as a sign of language learning and development; therefore they should not be discouraged to learn. Also, TL teachers should be aware of their very important roles to help, to guide and to lead the learners‟ progress in learning the TL. The future subsequent studies should consider of involving more sample size over a longer period of time as to obtain to a more generalized finding. Target language (TL) learning is often challenging for learners. This is because of the vast differences between their native language and the TL in terms of rules, forms and knowledge. Some learners find learning fun while others find it frustrating. Learners exert considerable effort to become competent speakers or even to emulate native speakers. For example, they strive for perfect pronunciation. In their efforts to learn the TL, learners usually make errors. Some teachers strongly believe making mistakes is an important part of the learning process and that it enables learners to improve their TL skills. Other teachers perceive errors negatively as obstacles in learning, and therefore believe errors need to be eliminated. These teachers have limited tolerance with learners who make errors. Other teachers might ignore errors, or they simply do not know how to address them. It is widely assumed that errors occur because of the interference of NL and the degree of difference between TL and NL. It appears that learners transfer rules, forms and knowledge of NL to TL. For example, learners in Indonesia might believe that the rules, forms and knowledge of Bahasa Indonesia are similar to English. Some theorists consider errors as a learning process. It demonstrates the mind‟s ability to adapt, transform and restructure NL and TL language systems to a new language system. These theorists also believe that errors are reflections of the learner‟s efforts to comprehend the TL systems and knowledge. In other words, berita terkini indonesia are reflections of a new language system being constructed. This new system combines elements of both the NL and the TL. Therefore, it is strongly argued that TL learners make errors as efforts to construct a new language system which is somehow different from the system of NL and TL and not interference of NL to TL. This paper is intended to analyze factors contributing to errors made in learning English as a foreign language. Key words: errors, interference, interlanguage