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Journal articles on the topic 'Error Analysis'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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1

Berninger, Virginia W., and Barbara Alsdorf. "Are there Errors in Error Analysis?" Journal of Psychoeducational Assessment 7, no. 3 (September 1989): 209–22. http://dx.doi.org/10.1177/073428298900700303.

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2

Lestari, Widi, Setia Muljanto, and Lusiana Lestari. "GRAMMATICAL ERROR ANALYSIS IN EFL SPEAKING PERFORMANCE." English Education and Applied Linguistics Journal (EEAL Journal) 3, no. 2 (August 3, 2020): 124–28. http://dx.doi.org/10.31980/eealjournal.v3i2.1840.

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This study was carried out to analyze the grammatical errror analysis which are made by the students in their speaking performance. It was based on the assumption that grammatical rule has a function in speaking to make the communication clearly and to convey the information in appropriate way. The study was conducted under qualitative methodology by using case study as the appropriate research design. The data source of this research is 1st grade student from the speaking class of English Education major that consisted of 24 students. For collecting the data, the researcher used observation fieldnote and also video record. The writer identified and analyzed data based on the types of error using Dulay’s theory. Based on the finding, the result of this research showed that students made a total errors 318 times divided into four types of errors: omission, addition, misformation, and misordering. From the quantity of each error types, misformation was the highest errors produced by the students. It took 175 times of errors. And omission had 115 times of errors, moreover, 24 errors fell into error of addition, and the last one misordering was the lowest errors produced by the students the total was 5 errors. Actually, errors are necessary in learning a language, especially learning English language as the foreign language. Thus, error analysis also helps the students identify what the errors are made, because the students cannot apply their language acquisition directly without committing error firstly. They cannot achieve the target language perfectly when the errors appear. Error analysis is very advantageous for both learner and teacher. For learner, by paying more attention, the learners are expected to increase their knowledge on the English grammar. Whereas for teachers, hopefully the research can be useful information in teaching process and in the end, the teacher can be able to teach the material appropriately
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3

Nurlaeli, Prita Dwi, and Arif Widiyatmoko. "ANALYSIS OF STUDENTS’ ERRORS WITH NEWMAN'S ERROR ANALYSIS ON VIBRATION, WAVES AND SOUNDS CONCEPT." Jurnal Pendidikan Matematika dan IPA 14, no. 1 (January 10, 2023): 43. http://dx.doi.org/10.26418/jpmipa.v14i1.52312.

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This study aims to find out what errors were made by Class VIII Junior High School students in story problem solving vibration, wave, and sound based on Newman's Error Analysis (NEA). And find out what factors are the cause of the error. This research is a qualitative research with a descriptive aroach. The data collection technique used is by using written tests, interviews, observations, and documentation. Then analyze the data using data reduction, data presentation, and verification. The results of this study indicated that Newman's Error Analysis can find out what mistakes were made by students and how these errors could occur. As for question number one, the percentage of reading errors is 0%, comprehension error is 14.28%, transformation error is 28.57%, process skills error is 19.04%, and encoding error is 0%. For question number two, the percentage of reading errors is 0%, comprehension error is 14.28%, transformation error is 19.04%, process skills error is 28.57%, and encoding error is 0%. Question number three type of reading error is 4.76%, comprehension error is 23.80%, transformation error is 9.52%, process skills error is 23.80%, and encoding error is 0%. Question number four reading error 0%, comprehension error 33.33% transformation error 19.04%, process skills error and encoding error is 0%. Question number five obtained 0% reading error, 33.33% comprehension error, 4.76% transformation and process skills, and 0% encoding error. This study concludes that many students experience errors because students don't understand the concept of the problem and are less thorough in working on the problem. From this it could be used as an evaluation for both students and teachers to be improving the learning process to make it more effective.
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4

Moriyanti, Moriyanti, and Nyak Mutia Ismail. "Communicative Effect Taxonomy Analysis in Students� Oral Production." English LAnguage Study and TEaching 4, no. 2 (January 15, 2024): 47–62. http://dx.doi.org/10.32672/elaste.v4i2.7338.

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This study aims at finding out Communicative Effect Taxonomy in students oral productionspecifically on local and global errors. This study is qualitative in nature involving 16 first grader at SMPN 2 Muara Tiga, Pidie. The instrument used was analytical table which was constructed based on the theory of Communicative Effect Taxonomy. The data collection was carried out by following the steps of: sample collection, errors identification, error description, error clarification, and error assessment. The data analysis was conducted afterward in line with the following phases: identification of errors, classification of errors, evaluation, and conclusion. It is found that local erros were produced more compared to global errors (52 local errors and 45 global errors) in the students speaking performance. Regarding the implication, the result from this study can enhance the development of more accurate and dependable evaluation tools for measuring students' oral communication skills by establishing a classification system for communicative impacts. Consequently, this can exert a substantial influence on educational policies and practices.
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5

McCloskey, George. "Error Analysis." Journal of Psychoeducational Assessment 35, no. 1-2 (September 26, 2016): 242–50. http://dx.doi.org/10.1177/0734282916669911.

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This commentary will take an historical perspective on the Kaufman Test of Educational Achievement (KTEA) error analysis, discussing where it started, where it is today, and where it may be headed in the future. In addition, the commentary will compare and contrast the KTEA error analysis procedures that are rooted in psychometric methodology and the process approach to error analysis which is derived primarily from cognitive neuropsychology.
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6

Raabe, Horst. "Error analysis." System 21, no. 3 (August 1993): 394–96. http://dx.doi.org/10.1016/0346-251x(93)90030-k.

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7

Vidhiasi, Dhion Meitreya, and Haryani Haryani. "The Implementation of Grammarly In Error Analysis Implementasi Grammarly Dalam Error Analysis." JURNAL SAINS DAN TEKNOLOGI MARITIM 21, no. 1 (October 15, 2020): 17. http://dx.doi.org/10.33556/jstm.v21i1.248.

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<p>English is still considered as a difficult thing to learn, both for students and teachers. That is because English is still regarded as a foreign language and is rarely used in daily conversation. The difficulty in mastering English is found not only in the speaking aspect but also in the writing element. In examining student writing (error analysis), lecturers at the Akademi Maritim Nusantara Cilacap used a program called Grammarly. This study aims to see the implementation of Grammarly in helping lecturers make Error Analysis. Researchers found that Grammarly was enough to help lecturers in conducting error analysis. Researchers then classify the types of errors found in student writing using Grammarly. From 7 (seven) student writings that were used as data sources in this study, there were 9 (nine) types of errors that were made in the writing of the seven students. The most common errors were errors with spelling (39%) and punctuation (40.3%). Although Grammarly is proven to help the work of lecturers in conducting Error Analysis, Grammarly still cannot find sentences that have errors semantically quickly.</p><p><strong> </strong></p>
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8

Winarso, Widodo, Sirojudin Wahid, and Rizkiah Rizkiah. "TYPE OF ERROR IN COMPLETING MATHEMATICAL PROBLEM BASED ON NEWMAN’S ERROR ANALYSIS (NEA) AND POLYA THEORY." Jurnal Pendidikan Matematika dan IPA 13, no. 1 (January 25, 2022): 51. http://dx.doi.org/10.26418/jpmipa.v13i1.44765.

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This study disscusses student’s errors in completing mathematical problems based on Newman’s Errror Analysis and Polya Theory. The study uses a qualitative descriptive approach. The subject of this study are 78 students of Madrasah Aliyah Negeri (MAN) 2 Cirebon. The study uses tests and interviews as data collection techniques. Students take a test to determine their mathematical ability, and the test uses sequence and series as subjects. There are 3 phases in collecting data: data reduction, data presentation, and conclusion. Outline of Error analysis is created using five types of student mathematical error of Newman's Error Analysis and four types of student mathematical error of Polya Theory. The study results based on Newman's Error Analysis are errors reading by 1%, error understanding by 0%, error transforms by 3%, error processing ability by 5%, and error encoding by 7%. As the result of the study based Polya theory, errors when understanding the problem by 31%, errors when devising a plan by 11%, errors when carrying out the plan by 9%, and errors when Looking back by 33%. The result of the interview shows that the error occurs when students don’t do calculations carefully, don’t learn the formula, and cannot distinguish between sequence and series. Students also have a lack of understanding when completing the problem about compound interest.
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9

Liu, Yang, and Jianguo Tian. "Error Analysis of College Students’ Spoken English." International Journal of Languages, Literature and Linguistics 7, no. 4 (December 2021): 182–88. http://dx.doi.org/10.18178/ijlll.2021.7.4.309.

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Based on the theory of Error Analysis, this thesis records the production of spoken English of first year college students of Northwestern Polytechnical University as samples. After listening to the recorder repeatedly and carefully, the author classifies and describes the errors found in the corpus, investigates the causes of these errors and provides solutions to these problems. It is found that there are errors of performance, phonological errors, lexical errors, grammatical errors and pragmatic errors in this study. Reasons for these errors can be explained from the perspectives of interlingual transfer, intralingual interference, cognitive and affective factors, and communicative strategies. Accordingly, some countermeasures could be taken to effectively decrease errors.
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10

Sun, Chunhua, Ichiro Hagiwara, and Zhuoqi Wu. "1318 Error Analysis for Parameterizing Triangular Meshes." Proceedings of Design & Systems Conference 2005.15 (2005): 152–53. http://dx.doi.org/10.1299/jsmedsd.2005.15.152.

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11

Karim, Abdul, Abdul R. Mohamed, Shaik A. M. M. Ismail, Faheem H. Shahed, Mohammad Mosiur Rahman, and Md Hamidul Haque. "Error Analysis in EFL Writing Classroom." International Journal of English Linguistics 8, no. 4 (March 22, 2018): 122. http://dx.doi.org/10.5539/ijel.v8n4p122.

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Identifying the EFL learners’ errors in writing has no longer been important but essential. As such, drawing the pertinent questions that what are the most common types of error committed by EFL learners in Bangladesh and what are the perceptions possessed by them concerning error correction, the article addressed the commonest errors committed by the learners and the perceptions of them toward error correction. Additionally, adopting the error analysis suggested by Ellis, the categorical presentation of the errors was also accomplished. This study comprised a corpus of EFL learners in the secondary level to enquire the commonest errors. Along with this, a student survey was carried out to reveal the perceptions of the students regarding error correction. The common errors identified were subjected to, grammar, misinformation, misordering and overgeneralization. Additionally, the study uncovered strong preference of the EFL learners to get their errors to be corrected by the teachers.
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12

Ma, Shangjun, Guanyu Wu, Jianxin Zhang, Wenzhu Deng, Lizhong Xie, and Yong Zhou. "A comprehensive error analysis of the planetary roller screw mechanism." Advances in Mechanical Engineering 14, no. 5 (May 2022): 168781322211006. http://dx.doi.org/10.1177/16878132221100687.

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To reveal the error generation, transmission, and accumulation process, a comprehensive error analysis model is proposed in this paper; furthermore, the model is used to determine the influence on the transmission error and the error sensitivity of a planetary roller screw mechanism (PRSM). After error source analysis, the differential error vector and matrix are used to express the small errors because the magnitude of all errors in the PRSM is relatively small. To comprehensively consider the error coupling relationship between thread structure errors and gear structure errors, error flow models of the PRSM components are established. On this foundation, transmission error characterization model and error sensitivity evaluation model are also established. Finally, error values and transmission error are measured, and the sensitivity of each error to the transmission error is calculated. The results show that the transmission error is periodic and fluctuate with screw rotation. The component eccentric errors, pitch errors, and thread clearance have obvious influence on the transmission error, so they should be limited emphatically.
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13

Kristina, Wilna, Albert Rufinus, and Masfa Maiza. "ERROR ANALYSIS OF CONDITIONAL SENTENCES." JOEEL: Journal of English Education and Literature 1, no. 1 (March 16, 2020): 35–42. http://dx.doi.org/10.38114/joeel.v1i1.35.

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Making mistakes when using conditional sentences is common for foreign language learners. Errors in this study are in accordance with the error classification surface strategy taxonomy, namely omission, addition, misform ation and misordering. The purposes of this study are to identify and to classify the types of error and to find the factors causing errors in the use of conditional sentences. The research method used is descriptive qualitative research method that is a case study with taxonomic analysis. Data collection techniques were carried out using test and interview. The research subject was third semester students of the English Language Education Study Program 2018/2019 of Pamane Talino College of Education in Landak Regency, West Kalimantan. The results show that 30.27% of students make omission errors, 21.11% addition errors, 34.86% misformation errors and 13.76% misordering errors. The factors that cause errors are found from the system's own target language (intralingual). The main error factors classified as intralingual errors in this study are: incomplete knowledge in verb forms, incomplete application of rules and false concept hypothesis.
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14

Holcombe, James A., and Vahid Majidi. "Error analysis for sampling of slurries: volumetric errors." Journal of Analytical Atomic Spectrometry 4, no. 5 (1989): 423. http://dx.doi.org/10.1039/ja9890400423.

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15

Majidi, Vahid, and James A. Hololcombe. "Error analysis for sampling of slurries: sedimentation errors." Spectrochimica Acta Part B: Atomic Spectroscopy 45, no. 7 (January 1990): 753–61. http://dx.doi.org/10.1016/0584-8547(90)80054-m.

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16

Dinamika, Soraya Grabiella, and Ridwan Hanafiah. "SYNTACTICAL ERROR ANALYSIS ON REPORT TEXT." JOALL (Journal of Applied Linguistics & Literature) 4, no. 2 (August 1, 2019): 120–29. http://dx.doi.org/10.33369/joall.v4i2.7681.

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This study aims at investigating and classifying the syntactical errors in the writing of report text made by 20 students of Department of English Literature of FIB-USU. Syntactical errors in writing made by EFL students are needed to be investigated by using the Error Analysis theory developed by Gass & Selinker in 2008 as it provides six appropriate investigation procedures, namely; collecting data, identifying errors, classifying errors, quantifying errors, analyzing errors and remediation. Each of students was assigned to write a topic-based report text with the length of 150 up to 250 words in count. This study dealt with a qualitative descriptive approach. After the EA procedures applied, in this study found that the students made major syntactical errors within the use of article ‘a/an’,’ the’ in terms of omission and addition of articles, the use of relative pronoun, and the use of subject-verb agreement in terms of past tense agreement and number agreement. Based on the error analysis procedure applied, it was obtained that the most predominant syntactical errors made by the students was the use of article which comprises of 125 errors (50.2%), followed by the use of subject-verb agreement with 117 errors (47%) and followed by the use of relative pronoun as the least error which comprises of 7 errors (2.8%). The syntactical error made by the students caused by two major sources, intra-language error and intra-language error. By seeing at these problematic areas, the researcher has suggested to take out several related pedagogical remediation to the students.
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17

Solihat, Dadang, and Diah Novianti. "Error Analysis of Writing Verbs in Discussion Text." English Review: Journal of English Education 4, no. 1 (December 1, 2015): 75. http://dx.doi.org/10.25134/erjee.v4i1.309.

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The objective of this study is to find out the error types of writing verbs in students‟ discussion texts and to identify the factors causing verb errors at the fourth semester students of English major in University of Kuningan. The subject of this study is 20 students. The limitation of the problem is to classify the students‟ errors based on Linville„s error types in writing verbs, there are subject-verb agreement errors, verb tense errors, and verb form errors. This research is using qualitative method by collecting data from documents, questionnaires, and interviews. The result showed that the highest error which most students made is subject-verb agreement. Its frequency is 105 errors or 78.95 %. The second common error is verb form with 15 errors or 11.28 %. The third common error is verb-tense with 13 errors or 9.77 %. The factors causing verb errors are interlingual factor and intralingual or developmental factor. It is influenced by the students‟ lack of knowledge and understanding of the use of verbs.Key words: subject-verb agreement error, verb tense error, verb form error, interlingual factor, intralingual or developmental factor
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18

Chao Liu, Chao Liu, Yong Yao Yong Yao, Jiajun Tian Jiajun Tian, Yijun Yuan Yijun Yuan, Yufeng Zhao Yufeng Zhao, and and Benshuang Yu and Benshuang Yu. "Packet error rate analysis of DPIM for free-space optical links with turbulence and pointing errors." Chinese Optics Letters 12, s1 (2014): S10101–310105. http://dx.doi.org/10.3788/col201412.s10101.

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19

Yasim, Sukmawati, Hasnawiah Hasnawiah, and Roni Roni. "Error Analysis in Using Passive Voice." EDUVELOP 2, no. 1 (September 24, 2018): 48–56. http://dx.doi.org/10.31605/eduvelop.v2i1.23.

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This research scrutinizes find out To find out the student’s error in using passive voice at the Students of MA DDI Banua. The Objectives of the study are: (1) to obtain and identify the common error made by students in constructing Passive voice in Simple past tense and (2) to obtain the causes of errors in constructing Passive voice in simple past tense. The method used in this research was descriptive qualitative. In collecting data, the writer used 3 (three) types of techniques: Observation, interview and test. This research was carried out the students of MA DDI Banua. The population of the research are the students of MA DDI Banua in Academic year 2015/2016 with total number was 79 and Sample of the research will be taken by using random sampling technique. The researcher take language class since the researcher would like to know the students’ ability in language class about passive voice. The sample is from class XI with consist of 18 students. Based on the finding and discussion, the researcher concludes the highest until the lowest frequency and the percentage of errors made by students derives from Information of Passive Verb The writer gave a 20-item highest until the lowest frequency and the percentage of errors made by students derives from global error with 231 errors or 84.61%, local error with 42 errors or 15.39% and the highest until the lowest frequency and the percentage of errors in Information Error made by students derives from Verb 3 (196 errors or 40.55%), Object Pronoun (49 errors or 13.61%), Subject – Object (87 errors or 24.16%), Be (78 errors or 16.11).
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20

Elsa, Hanne Ayuningtias, and Eyus Sudihartinih. "Error Analysis of High School Students on Linear Program Topics Based on Newman Error Analysis." Mathematics Education Journal 4, no. 1 (March 8, 2020): 7. http://dx.doi.org/10.22219/mej.v4i1.11466.

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This study aims to obtain a description of the errors of high school students on linear program topics by using the Newman Error Analysis. This type of research is a descriptive study with a qualitative approach. This research was conducted by giving a test to participants consisting of a three-word problem on the topic of a linear program then conducting interviews as a data collection technique. Participants in this study were five female students of class XI in one of the senior high schools in Bandung, including four people who were students majoring in Sciences studies and one person who was a student majoring in Social studies. Based on the results of a research according to the Newman Error Analysis, all participants made several types of errors on the topic of a linear program. Errors made by the participants include transformation errors made by three students, the process skill errors made by two students, and writing error answers made by two students.
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21

Khansir, Ali Akbar. "ERROR ANALYSIS AND ENGLISH SYLLABUS." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (October 11, 2022): 626–38. http://dx.doi.org/10.24071/llt.v25i2.3547.

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The present article is an attempt to examine the place of English syllabus and its relationship with error analysis in English language class. In recent years, there has been a positive trend in English language courses with the focus shifting from teacher –centered to learner centered activities and in this connection, the role of error analysis as one of the theories has been associated with English language courses in teaching English in English foreign or second classes. This paper tries to trace theoretically the notion of Error Analysis and its important and validity in English language courses. The term Error Analysis gained prominence during 1960s and developed as a branch of Applied Linguistics to language teaching. It has been particularly associated with the field of linguistic analysis of language learner' errors in target language. One of the greatest contributions of Error Analysis to language teaching has been its emphasis on careful and extensive learners' errors for language syllabus in general and English in particular.
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22

Cao, Zhong Yi, Huai Liang Li, Pei Lin Liu, and Yong Xin Chen. "Navigating Error Analysis for Acoustic Doppler Velocity Log." Applied Mechanics and Materials 303-306 (February 2013): 453–58. http://dx.doi.org/10.4028/www.scientific.net/amm.303-306.453.

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Aiming to obtain higher navigation precision, this paper studied error sources of the acoustic Doppler Velocity Log (DVL) navigation system. Through analyzing the basic navigation equations of DVL, we knew that the acoustic navigating error was related to on-board attitude sensor error, velocity error and installation deviation error (array deviation angle and array eccentricity error). The author also derived the equations of random navigating errors and measure value errors, giving quantitative analysis of navigation error. Simulation shows the velocity error has more influence on the acoustic navigation error than others. The navigating precision can be promoted by increasing DVL precision, choosing high-precision attitude sensor and better installation error calibrating for acoustic array.
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23

Miller, James H., and Sonya C. Carr. "Error Ratio Analysis." Diagnostique 23, no. 1 (October 1997): 225–31. http://dx.doi.org/10.1177/153450849702300105.

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24

Daran, Murial, and Pascale Thévenod-Fosse. "Software error analysis." ACM SIGSOFT Software Engineering Notes 21, no. 3 (May 1996): 158–71. http://dx.doi.org/10.1145/226295.226313.

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25

Rosenorn-Lanng, Deborah J., and Vaughan A. Michell. "Focused Error Analysis." International Journal of Big Data and Analytics in Healthcare 1, no. 1 (January 2016): 30–48. http://dx.doi.org/10.4018/ijbdah.2016010103.

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The SHEEP model allows the frequency of risk factors to be analysed at individual, team and department levels over time. Recognition of repeated patterns of factors can then provide efficient and effective targeting of sparse health resources to reduce patient safety failures.
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Ashford, Paul. "Barcode error analysis." Transfusion 56, no. 9 (September 2016): 2393. http://dx.doi.org/10.1111/trf.13701.

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27

Cho, Mi-Haeng. "Analysis of Error Type and Feedback Efficacy on Genre-Based Writing: Narrative Writing*." English Teachers Association in Korea 28, no. 4 (December 31, 2022): 1–21. http://dx.doi.org/10.35828/etak.2022.28.4.1.

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The current study aims to analyze EFL learners' error types and teachers’ feedback efficacy in English narrative writing. 60 participants divided into two proficiency groups by TOEIC scores were asked to write each of two narrative essays in class and correct each language-form error in their drafts based on two kinds of feedback (explicitly coded and uncoded). Errors in each group’s drafts and revisions were statistically analyzed based on the error types and feedback methods. The findings of the study are as follows: 1) Overall learners’ writing accuracy and fluency analyzed by tokens and error rate after revision show a significant improvement. 2) Detailed error analysis on narrative writing indicates that in the draft, the error types related to verbs (particularly past tense) are more frequent than others, but in the revisions, the correction activity using feedback shows a positive effect on error types relevant to verbs, one of treatable errors. 3) Students with better English proficiency, given more explicit “coded” feedback, can significantly reduce error rates in both drafts and revisions. This suggests teachers to consider troublesome error types as well as feedback methods when giving error feedback to EFL writers.
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Zhang, Penghai, and Yaolong Chen. "Analysis of error motions of axial locking-prevention hydrostatic spindle." Proceedings of the Institution of Mechanical Engineers, Part J: Journal of Engineering Tribology 233, no. 1 (April 6, 2018): 3–17. http://dx.doi.org/10.1177/1350650118769769.

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Hydrostatic spindles are widely used in precision optical grinder and lathe. Their high precision comes from the error averaging effect of oil film. The purpose of this paper is to give the quantitative analysis of the error averaging effect for a newly developed axial locking-prevention hydrostatic spindle. An approximate error motion model of the hydrostatic spindle is established to analyze the internal relationship between the geometric errors of the shaft and the error motions of the spindle including radial, tilt and axial error motions. The theoretical analysis shows that, the roundness errors of the two journals have a major impact on error motions while the coaxiality errors of two journals, the perpendicularity errors of front thrust plate and the coaxiality errors of the land of back thrust bearing, have no significant influences on error motions. The elliptical component of roundness errors of the two journals has significant influence on the axial error motion but no influence on the pure radial and tilt error motions, resulting into the fourth harmonic component of axial error motion. The trilobal component of roundness errors of the two journals has significant influence on the pure radial and tilt error motions but no influence on the axial error motion, resulting in the third harmonic component of pure radial and tilt error motions. The changes of recess pressures are not necessary condition for the error motions. Additionally, the experiment analysis shows that, the third harmonic component is the main part of the measured radial error motion and the third, fourth harmonic components are the main parts of the measured face error motion, which can be reasonably explained by the theory. The model proposed in this paper can be used to guide the precision design and optimization of hydrostatic spindle.
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29

Islam, Syaiful, and Putri Nuril Mufidah. "An Analysis of Grammatical Error on Students’ Writing." International Journal of English Education and Linguistics (IJoEEL) 4, no. 1 (July 11, 2022): 1–13. http://dx.doi.org/10.33650/ijoeel.v4i1.3826.

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The research was aimed to analyze the most common grammatical error on students’ writing. All categories of grammatical error types were classified and described based on Dulay on theory of Linguistic Category. The data source of this study was 26 students of the second grade of Nurul Jadid Islamic Senior High School (MANJ). In this study, observation, writing test, and documentation were used to collect data. The major findings of this study found 155 errors in the students’ writing composition. The omission error percentage is 44%. Meanwhile, addition error occurs in 27% errors, and the misformation error is 23%. The last, the misordering error is 6%. The result of the analysis shows that omission error is the most common error produced by the students. As a whole, students still committed errors in their writing. Teachers have to pay high attention to the problematic area of the grammar structure, so some pedagogical implications on the error analysis are suggested.
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Zhang, Tian Heng, Dong Lin Peng, Ji Sen Yang, and Xian Quan Wang. "Electrical Errors Analysis and Correction for Time Grating Displacement Sensor." Advanced Materials Research 328-330 (September 2011): 1900–1903. http://dx.doi.org/10.4028/www.scientific.net/amr.328-330.1900.

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Error analysis of measuring instruments is a significant part in the process of measuring instruments design with which primary error factors influencing measuring accuracy can be obtained. In order to correctly analyze and evaluate the sensors errors, the influence on final measurement result caused by error factors of all parts should be taken into account. Electric error consist zero voltage error and power errors including amplitude errors, phase errors and frequency errors. It will be difficult and cost much to improve accuracy of measurement with hardware method. So error correction technology is employed to ensure system accuracy. This method not only improves accuracy effectively but also reduces manufacturing cost of measuring instruments. In addition, errors suppression technology based on error separation, error correction of the Ordinary Least Square (OLS) and negative feedback model is proposed. Improving Time­-grating displacement sensor’s measurement accuracy plays an important role in the mass production of Time-grating displacement sensor.
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31

Wang, Rui Feng, Ning Zhao, Qing Jian Jia, and Li Tao. "Analysis of Split Torque Transmission System Load Sharing." Applied Mechanics and Materials 246-247 (December 2012): 78–83. http://dx.doi.org/10.4028/www.scientific.net/amm.246-247.78.

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A calculative model for parallel shaft split torque transmission system is presented, the model includes stiffness of shaft supporting, time-varying stiffness, damping, gear eccentric error errors, bearing eccentric errors, gear tooth thickness error, assembly error. Dynamic analytic model is built using the theory of equivalent mesh error and Newton method. The model was solved by variable step size forth/fifth-order Runge-Kutta method. The result shown all error affect load sharing in different way, one error deduced sharply can not improve load sharing obviously.
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Qijian Tang, Qijian Tang, Xiangjun Wang Xiangjun Wang, and Qingping Yang Qingping Yang. "Calibration error analysis of electro-optical detection systems." Chinese Optics Letters 12, no. 12 (2014): 121203–6. http://dx.doi.org/10.3788/col201412.121203.

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Ying, Li Xia, Li Dong Jiang, Su Ge Yin, and Fan Kai Kong. "Analysis of Static Load Sharing in Star Gearing." Applied Mechanics and Materials 86 (August 2011): 162–65. http://dx.doi.org/10.4028/www.scientific.net/amm.86.162.

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In order to analyze the sharing mechanism of marine high-speed star gearing system, a static mechanical model is presented in the paper, in which manufacturing errors, assembly errors, bearing errors and tooth thickness error are all considered. In consideration of equivalent mesh error and static balance of floating components, the load sharing coefficient of the system in different kinds of errors was obtained. And the sensitivities of the load sharing coefficient on different types of errors are analyzed. The result shows that the effects of the eccentric error of sun and tooth thickness error of star gear upon load sharing coefficient are larger than those of the other errors. The influences on load sharing coefficient of each error have cumulative effects. The research has provided a useful reference for improving the load sharing capability of marine star gearing system.
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Ningsih, Tri Septiana, Siswantoro Siswantoro, and Martono Martono. "An Error Analysis on The Students’ Writing of Recount Text." English Education 6, no. 1 (September 29, 2017): 44. http://dx.doi.org/10.20961/eed.v6i1.35900.

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The aims of this research are: (1) to find out the type of error of a<strong> </strong>recount text made by the eighth grade students of SMP N in Surakarta; (2) to find out the highest percentage of type of the students‟ errors; (3) to find out the causes of the students‟ errors. This research is descriptive. To collect the data, the researcher uses an essay test in the form of recount text composition made by the eighth grade students. The sample of the research is 24 students of class VIII A. To categorize the type of error, the researcher uses surface strategy taxonomy. The results of this research are: (1) there are four types of errors yielded by the students which are addition error (14.34%) , omission error (29.81%), misformation error (55.10%) and misordering error (0.75%); (2) the highest percentage of type of errors is misformation error with the percentage of (55.10%); (3) there are two causes of errors found from the students‟ writing which are interlingual error with the percentage of 58.49% and intralingual error (41.51%).
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Zhang, Xiu Heng, Peng Ba, and Li Mu. "Position Error Sensitivity Analysis for Polishing Robot." Advanced Materials Research 500 (April 2012): 326–30. http://dx.doi.org/10.4028/www.scientific.net/amr.500.326.

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t is the goal of this paper to describe an error analysis methodology for polishing robot on a manufacturing floor. With the generalized errors considered in the model, the end-effector position and orientation errors are calculated as a function of the generalized error. The analysis is to determine which physical errors significantly influence the end-effector error. The method and computer program have been applied to the performance evaluation of a robotic manipulator to be used in a polishing robot. This methodology can be applied to estimate calibration error and give the severity value to help the designer to select the polishing robot parameters.
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Mukarromah, Maulidatul, and Bradhiansyah Tri Suryanto. "Error Analysis on Students’ Writing in Using Simple Present Tense in Descriptive Text." International Journal of English Education and Linguistics (IJoEEL) 3, no. 2 (January 8, 2022): 73–83. http://dx.doi.org/10.33650/ijoeel.v3i2.3119.

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The objectives of this study are to know the types of errors and the dominant error made by the students of the ten grade of SMA Istiqlal. The researcher used the descriptive qualitative method as the research methodology. The data was collected from the written test done by the researcher. Based on the analysis that has done by the researcher, the result of the study found that all of the students produce error by total error 92 errors which classified into omission 46 error (50%), 5 error in addition (5,43%), 33 errors in miss-formation (35,86%) and 8 error in miss-ordering (8,69%). Thus, the dominant error was happened in the omission error by total error 46 errors (50%). The source of the error that made by the students are from interlingal and intra-lingual. However most of the errors are from the inralingual source which total 84 errors and 8 errors from inter-lingual.
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Esterlina, Esterlina, and Jarnawi Afgani Dahlan. "ANALYSIS OF STUDENTS’ ERRORS IN MATHEMATICAL PROBLEM SOLVING BASED ON KASTOLAN ERROR ANALYSIS." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 12, no. 1 (March 31, 2023): 1505. http://dx.doi.org/10.24127/ajpm.v12i1.7224.

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This research is motivated by the many mistakes made by students in solving problem-solving questions. The purpose of this research was conducted to see the causes of student errors in solving problem-solving questions based on kastolan error analysis theory. The research method used is descriptive qualitative. The instrumented object in this study involved 4 students of class XI MIA 5. The sample selection technique uses purposive sampling. The instruments used in this study were tests and interviews.The test results were obtained from a problem-solving ability test through creative problem-solving learning on linear programming material. Based on the results of the many errors found in the indicator, presenting mathematical situations in various ways and knowing the differences, and developing the concepts that have been studied. The types of errors that students have made in answering the problem included conceptual error, procedural error, and technical error
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Broussard, Kathleen M., and Carl James. "Errors in Language Learning and Use: Exploring Error Analysis." TESOL Quarterly 33, no. 1 (1999): 154. http://dx.doi.org/10.2307/3588202.

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Kadiatmaja, Agung Pranoto. "Error Analysis in Students’ Writing Composition." Jurnal Al-Fawa'id : Jurnal Agama dan Bahasa 11, no. 1 (October 4, 2021): 59–71. http://dx.doi.org/10.54214/alfawaid.vol11.iss1.151.

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To recognize the students’ difficulties, this research analyzes errors in Students’ writing composition of Passive Voice. This study of error (error analysis) is part of an investigation of the process of English language learning. This research is to find the types of error analysis in students’ writing composition and to find the most dominant types of error analysis in students’ writing composition of passive voice. This research is qualitatively accomplished to look into errors in the second language acquisition. This research focused on the qualitative research by using document analysis to collect empirical data from the students’ writing. This method is applied to get the accurate data collection. The object of the research is students’ writing composition randomly taken from sixteen ESP students of Strata 1 – Arabic Department of STAI Ali bin Abi Thalib Surabaya. The researcher investigates more details by using surface strategy taxonomy to get the result of this error analysis. It is limited on the students’ passive sentences error in writing composition consisting of four error types: omission, addition, misformation, and misordering. Finally, after identifying the entire data and analyzing the research findings, it can be summarized that the types of passive voice errors produced by the students are (1) omission that occurred 24 times or 51,06% of all, (2) addition that occurred 15 times or 31,96% of all, (3) misordering that occurred 5 times or 10,64% of all, and (4) misformation that occurred 3 times or 6,38% of all. According to the research findings, the most dominant type of passive voice error is omission.
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Aldinata, Dyansyah, and Evert Haryanto Hilman. "ERROR ANALYSIS OF ENGLISH TO INDONESIA SUBTITLE IN THE WAY WAY BACK MOVIE." JURNAL BASIS 9, no. 2 (October 22, 2022): 171–80. http://dx.doi.org/10.33884/basisupb.v9i2.5884.

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This research aims to find the error analysis that can be found in The Way, Way Back (2013) movie. The source data was taken from English to Indonesian subtitles. Based on Carl James theory (2008) there are substance error, text error, grammar error and lexical error. There are also two causes of errors: interlingual and intralingual. This research used a descriptive qualitative method. Error analysis occurs because lack of vocabulary, words, and structure. To finished this study, the researcher watched the movie, gather the data and pick which word that had error analysis. Based on the data analysis there were lexical errors and text error that found in 100 data, which consist 44 lexical errors (44%) 56 text errors (56%) 3 grammar errors (3%) and 1 substance errors (1%). The cause of error, 64 interlingual (64%) and 36 intralingual (36%)
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Kusdianty, Stevyara Rismawathi. "THE ANALYSIS OF STUDENTS� ERROR IN USING RELATIVE CLAUSE." Indonesian EFL Journal 2, no. 1 (September 12, 2017): 60. http://dx.doi.org/10.25134/ieflj.v2i1.638.

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This study is aimed at investigating error types of Relative Clause and focuses on error of selection items of relative pronoun. Limitation of the study was on the students� error in using relative pronoun (who, whom, which, and whose) in Report Text and the causes of the students� error. This study used descriptive qualitative method. There were two techniques of collecting the data; observation which aimed at giving relative pronoun test in Report Text and interview which aimed at gathering information about the causes of the students made error. 20 students from class XI IPA 1 and XI IPA 2 of SMAN 1 Garawangi were chosen by the researcher as the sample of this study. The theory by Corder (1982), Azar (1999) and Brown (2000) were used as a basic theory to analyze the collected data. Finally, the results of the analysis showed that the students made errors in relative pronoun �who� with number 45 errors or 33.6%. The error in using relative pronoun �whom� were 32 errors or 23.9%. The error in using relative pronoun �which� were 29 errors or 21.6%. The error in using relative pronoun �whose� with number 28 errors or 20.9%. The errors caused by the influences of intralingual transfer or most of the students didn�t understand about the material, and interlingual transfer or the influences from their mother tongue in pronouncing and writing relative pronoun.Keywords: error analysis, relative pronoun, students, report text
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Apandi, Apandi, and Wendi Kusriandi. "Error Analysis on Essay Writing Organization." Academic Journal Perspective : Education, Language, and Literature 4, no. 2 (October 11, 2018): 77. http://dx.doi.org/10.33603/perspective.v4i2.1539.

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This research is designed to analyze students’ error on essay writing organization. The writers focus on the one category of error identifications that is organization. By conducting this research, the writers hope some development of students’ ability in arranging essay. By analazing the erros, students get feed back to develop their ability. This study was conducted descriptively and qualitatively in nature. It is designed to identify and to describe kinds of errors is made by the student in essay writing organization in the EFL classroom. To achieve the goal, the writers describe in detail all the data taken from the students’ works and interpreted to make an empirical generalization. This research was conducted in second grade of English department in one of the university in Cirebon. The writers use purposive random sampling. The result of findings show that 16 students stand in scale 3 which is equal with 64 %. Then, 7 students stand in scale 4 which is equal with 28 %. And the last, 2 students stand in scale 2 which is equal with 8 %. So that, the writer concluded that the students of second grade of UNSWAGATI Cirebon are adequate to fair on essay writing organization.
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SEVENTILOFA, I. GUSTI NGURAH OCTOVA. "ERROR ANALYSIS ON INDONESIAN YOUTUBE VIDEOS." GANEC SWARA 15, no. 2 (September 11, 2021): 1232. http://dx.doi.org/10.35327/gara.v15i2.240.

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This study aims to provide education to the wider community in general and to readers or for novice learners of English about errors that often occur or are commonly done by Indonesian YouTubers when speaking English where these YouTubers can be grouped into non-fluent speakers or beginner English learners. The result is that the errors made by these YouTubers can be categorized into four major groups, namely; discourse error, grammatical error, syntactic, and lexical error. The object of his research is limited to videos uploaded to YouTube.com by these YouTubers in a limited number. The methods and approaches used in this research are qualitative methods and objective approaches.
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Sitepu, Julyanta Br, Abdulloh Abdulloh, and Sarsono Sarsono. "AN ERROR ANALYSIS ON STUDENTS’ TRANSLATION." Journal of English Language and Literature (JELL) 6, no. 2 (September 4, 2021): 21–30. http://dx.doi.org/10.37110/jell.v6i2.132.

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The research is conducted to find out what types of errors the students do most in translating English into Indonesian and Indonesian into English in order to improve the quality of the teaching for Private University Students. The description of the data is made by the writer based on the errors the students made in translation. The errors are articles, plural words, pronoun, noun phrases, gerund, participles, tenses, and word choices. The methodology used in this research is a qualitative research using the students’ translation from English into Indonesian and Indonesian into English. The research found the most error made by the students in translation is word choices 33.18 % or 154 errors in translating English into Indonesian and tenses 48.73% or 135 errors in translating Indonesian into English. The least error found in the students’ translation was gerund 0.64% or 3 errors in English into Indonesian and 0.72% or 2 errors Indonesian into English
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Triliana, T., and E. C. M. Asih. "Analysis of students’ errors in solving probability based on Newman’s error analysis." Journal of Physics: Conference Series 1211 (April 2019): 012061. http://dx.doi.org/10.1088/1742-6596/1211/1/012061.

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Pramudiana, Nurcholis, and Ika Chairiyani. "An Error Analysis on Using Present Continues Tense." Edumaspul: Jurnal Pendidikan 6, no. 2 (October 1, 2022): 1735–40. http://dx.doi.org/10.33487/edumaspul.v6i2.2429.

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The purpose of this study was to analyze the students’ error in using present continuous tense. The specific objectives were to analyze the percentage of the students’ error and their causes. In analyzing data, the researcher collected the data from the test that must be filled in by the students, identified the students’ errors on their answer sheet, described the types of students’ errors, counted it and analyzed. This research used the descriptive qualitative as the research method, in which include counted on analyzed and present the result of study by described on concluding it. The subject of this research is eight B grade students of SMP N 3 Karawang Timur, amounting to 40 students. The finding showed that there are 375 items of error made by the students. It is found that 56 items or 14,9% errors are addition, 79 items or 21,07% errors are misformation, 55 items or 14,7% errors are misordering, and the most dominant error was error in omission with the frequency 185 items or 49,33%. The causes of error are based on the theory by John Norris (Carelessness, first language inference, and traslacion).
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Faber, Vance, and Thomas A. Manteuffel. "Orthogonal Error Methods." SIAM Journal on Numerical Analysis 24, no. 1 (February 1987): 170–87. http://dx.doi.org/10.1137/0724014.

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IKEUCHI, Takashi, Terumoto KOMORI, Yoshihiko NOMURA, Hirokazu MATSUI, and Norihiko KATO. "Error Analysis Bayse' a Posteriori Probability Error Propagated from Data Error." Transactions of the Japan Society of Mechanical Engineers Series C 67, no. 656 (2001): 1092–98. http://dx.doi.org/10.1299/kikaic.67.1092.

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Ditkowski, Adi, Sigal Gottlieb, and Zachary J. Grant. "Two-Derivative Error Inhibiting Schemes and Enhanced Error Inhibiting Schemes." SIAM Journal on Numerical Analysis 58, no. 6 (January 2020): 3197–225. http://dx.doi.org/10.1137/19m1306129.

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Sembiring, Rony Arahta, Agnes Shinta Marito Sibarani, and Jeli Elvira Mangaraja. "ERROR ANALYSIS OF USING AUXILIARY VERBS IN WRITING DESCRIPTIVE TEXT." Journal of English Education and Teaching 5, no. 4 (November 20, 2021): 556–66. http://dx.doi.org/10.33369/jeet.5.4.556-566.

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Grammar is complexity in learning English it makes many students often commit errors in learning. Making errors in writing is one of the processes for learning English .The aim of this research was to describe the students’ errors and its causes in using auxiliary verbs in the sentences. In this research, the writer limited the discussion on the error made by the students in using auxiliary verbs. The design of this research was quantitative approach in a form of descriptive analysis (percentage) that included observation, collecting the data the researcher used test as the instrument. The writer conducted the research to 31 students in first semester of English Literature in academic 2021/2022. The data were analyzed by using error analysis method. The error types were classified based on linguistic category, especially surface strategy taxonomy. The writer classified the types of error into omission, addition, misformation, and misordering. Among those four types, the most frequency error was misformation that reached 102 errors or 61.44% . the other finding was the sources of error which are divided into three categories. Those are interlingual errors, intralingual errors, and communicative strategies. Communicative strategies errors is the most common source of error, there were 45.78%
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