Journal articles on the topic 'Errors of usage'
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Suryati, Suryati. "KESALAHAN BERBAHASA DALAM KARANGAN DESKRIPSI SISWA SEKOLAH DASAR." EDU-KATA 6, no. 1 (February 28, 2020): 1–10. http://dx.doi.org/10.52166/kata.v5i1.1787.
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The aim of this research was to describe the Speak Errors in Desciptive Essay of Fifth Grade Students of Elementary School. The data of this research was Desciptive Essay of Fifth Grade Students SDN Pengangsalan II Kalitengah Lamongan. To collect the data, this research used three techniques, namely : documentation technique, refer technique, and noted technique. The result of this research there are some errors, which include : spelling errors, namely : capital letter usage errors, punctuation usage errors, it consists of dot usage errors and comma usage errors, repetition words writing errors, preposition writing errors, conjunction usage errors, and adverb of cause writing errors. Besides that, there are diction errors namely : synonim words usage error, conjunctive pairs usage error, and task word usage error. There are some sentence structure errors, namely : carelessness of words usage, incoherence, and indiscretion of words usage.
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Taufiq Kurniawan and Abdurrahim Abdurrahim. "Errors Analysis towards Collocation Usage." Dewantara : Jurnal Pendidikan Sosial Humaniora 2, no. 1 (February 19, 2023): 80–93. http://dx.doi.org/10.30640/dewantara.v2i1.665.
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The purpose of this research was to analyse the use of collocation in Speaking Skill for students of English language department of Hamzanwadi University. This research employed descriptive qualitative research design. The participants of this study comprised ten students from the fourth semester of English Department. The data was collected by three research instruments which were observation, questionnaire, and interview. The interview result showed that the understanding and students’ ability were still low frequency in using collocation and just a few of them had average frequency in the use of collocation. Moreover, the questionnaire result showed that there was only one student who had seven scores, three students had six scores, four students had five scores, and two students had three scores. It proved that they still had low frequency in using collocation in speaking. Based on this result, it is important to teach and learn the use of collocation in terms of speaking both verbally and contextually. Apart from increasing vocabulary and speaking skills, it will also facilitate other English skills such as writing and reading in academic context.
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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.
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<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>
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Surahwan, Subhan Wahyudi Ibnu. "Error Analysis in Using Simple Present Tense at Writing Descriptive Text in Eleventh Grade of MA Aqidah Usymuni Sumenep." Tafhim Al-'Ilmi 12, no. 2 (March 31, 2021): 272–84. http://dx.doi.org/10.37459/tafhim.v12i2.4456.
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In learning a new language, especially English, the Indonesian students are expected to master in all of English skill and also be able to communicate in English using correct structure, while in spoken or written. In other word, foreign language has different rules with first language which causes the students make some errors in their learning. In writing skill exactly, the students do some error forms in their sentence and it takes place because of some possibilities.
There are two research focuses in this research. The first is what the students’ errors in using Simple Present Tense in writing Desriptive Text at the eleventh grade of MA Aqidah Usymuni Terate Pandian Sumenep are, then how do the errors take place in the students’ Desriptive Text is the second of research focus. While, it research is conducted on students’ eleventh grade of MA Aqidah Usymuni Terate Pandian Sumenep. This research will describe through of qualitative approach with descriptive analysis and cluster random sampling.
In collecting the data, the researcher uses some techniques are test, documentation and interview. Then, after collected the data, the researcher analyzes it through Corder’s error analysis steps as follow: collection of samples of learner language, identification of errors, classification of errors, explanation of errors and evaluation of errors.
Actually, learn English is not as easy as learn the own language, since it is foreign language. Therefore, many students make errors when they learn English, especially in writing. They make errors in four category errors are omission (be omission errors, verb omission errors, suffix –s/-es errors and auxiliary do errors), addition (be addition errors, double verb usage error, double be usage errors and time marker usage errors), misinformation (BE form errors, verb usage errors, pronoun usage errors, singular and plural form errors and auxiliary usage errors) and misordering (misplace of word).
Finally, at the end of this research is the conclusion that describe the result of the study and then suggestion is offered to students especially Indonesian students and teacher special for English teacher.
Keywords: Errors analysis, Simple Present Tense, Descriptive.
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Gray, Loretta S., and Paula Heuser. "Nonacademic Professionals' Perception of Usage Errors." Journal of Basic Writing 22, no. 1 (2003): 50–70. http://dx.doi.org/10.37514/jbw-j.2003.22.1.07.
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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.
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Astri, Zul, Karmila Mokoginta, Fhadli Noer, Multazam Abubakar, and Nurul Hidjrah Hairuddin. "Analyzing Errors: An Examination of Simple Present Tense Usage in Descriptive Text." SELTICS 6, no. 1 (June 25, 2023): 24–38. http://dx.doi.org/10.46918/seltics.v6i1.1803.
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This study investigates the common errors made by students when using the simple present tense in writing descriptive texts. The aim of the study is to identify the specific types of errors that occur and to explore the factors contributing to these mistakes. The research adopts a descriptive qualitative method to gather data, employing a written test as the data collection tool. To categorize the errors, a surface strategy taxonomy is utilized, which includes four categories: omission, addition, misformation, and misorder. By analyzing the collected data, a total of 214 errors were identified, with 95 instances of omission errors, 22 addition errors, 75 formation errors, and 22 ordering errors. The findings highlight that the most prevalent type of error made by students is omission, while misformation, misorder, and addition errors are relatively less frequent. In addition to error analysis, the study explores the reasons underlying these errors, particularly focusing on interlingual and intralingual transfer. Interlingual transfer refers to the influence of a student's first language on their second language usage, while intralingual transfer refers to the influence of existing knowledge and patterns within the second language itself. These factors contribute to the occurrence of errors in the simple present tense usage within descriptive texts.
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Ingadapa, Nisanad, and Knavoot Jiamwattanapong. "EXPLORING PRONOUN USAGE ERRORS IN ENGLISH WRITING: A CASE STUDY OF THAI UNIVERSITY STUDENTS." International Journal of Education Humanities and Social Science 07, no. 02 (2024): 162–70. http://dx.doi.org/10.54922/ijehss.2024.0668.
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This research examines the errors in the use of personal pronouns in English writing by third and fourth- year students from the Faculty of Engineering, Rajamangala University of Technology Rattanakosin. The study focuses on 85 students who registered for the English Writing course in the second semester of the 2022 academic year. The objectives of the research are to identify the errors in pronoun usage among the students and provide recommendations for improving their English writing skills based on grammatical principles. The research findings reveal three main types of errors. The most common type of error is "misformation" which refers to cases when students construct incorrect pronoun patterns. This type of error accounts for 66.66% of the total errors and ranks first among all types. The second most prevalent error is "omission," which involves instances in which students skip or omit pronouns. This type of error occurs 25% of the errors and ranks second in frequency. The third type of error is "addition," which occurs when students add unnecessary pronouns. This type of error represents 6.94% of the errors and ranks third. The analysis of pronoun errors in the English writing of Thai students provides valuable insights into common issues in pronoun usage and offers suggestions for enhancing their writing skills.
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Linda, Linda, and Hanandyo Dardjito. "GRAMMATICAL ERRORS ANALYSIS OF THE THIRD SEMESTER STUDENTS’ RECOUNT ESSAYS." JELLT (Journal of English Language and Language Teaching) 4, no. 2 (December 31, 2020): 44–51. http://dx.doi.org/10.36597/jellt.v4i2.9460.
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Considering the importance of students’ errors in English learning process, this research was conducted to identify grammatical errors made by the third semester students of Universitas Sarjanawiyata Tamansiswa. Two research questions are put forward in this error analysis research. They are (1) What are the grammatical errors types made by the students when they write a recount essay? (2) What is the most grammatical error made by the students? This research applied a descriptive qualitative method with the students’ writing as the key data. The data were collected using the writing assignments of the writing lecturer. James’ theory of grammatical error categories and Corder’s theory of error analysis procedure became the main baseline theories in the data analysis. The data used in this research were collected from 16 scripts written by the third semester students. The findings show that there were 245 errors figured out in students’ recount essays. This research further revealed that 138 (56.3%) of the whole error were related to inappropriate usage of tenses. It was the most dominant error appearing in students’ writings. This category was followed by the errors of prepositions usage with a frequency of 31 (12.6%), poor usage of articles with a frequency of 29 (11.8%), errors of singular/plural with a frequency of 21 (8.6%), improper use of irregular verbs with a frequency of 11 (4.5%), poor usage of adjectives with a frequency of 7 (2.9%), inability to apply the rules of concord with a frequency of 6 (2.5%), and possessive case with a frequency of 2 (0.8%). These errors indicated students lacked of grammatical knowledge and had not been able to write an acceptable writing especially a recount text.
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Maria Olivia Christina Sianipar, Rina Octavia Simarmata, Salom Tampubolon, and Susi Era Lumbangaol. "AN ERROR ANALYSIS OF PREPOSITION USAGE IN WRITING PROCEDURE TEXT BY STUDENTS AT SMA HKBP SIDORAME." Jurnal Pendidikan dan Pengajaran (JUPEJA) 1, no. 1 (July 3, 2023): 30–33. http://dx.doi.org/10.69820/jupeja.v1i1.44.
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Writing is one of the important skills in studying English. Writing is an activity that is productive and expressive. The objectives of this research to identify the types of errors and most common errors made by the students’ in writing procedural text at SMA HKBP Sidorame. The research designed this study with mix qualitative and quantitative method with the data from students’ writing test. The findings show that: the dominant error were made by the tenth grade students of SMA Negeri 1 Barru was selection. The total incorrect error was 121. It consisted of three kinds of error, namely committed 54 errors or 47%, Then, error in omission consists of 38 errors or 31%, and the last insertion consisted of 26 errors or 22%.
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Rosalin, Kelly. "A Brief Analysis on Error in Indonesian Beginner Level Students’ Chinese Composition." Humaniora 5, no. 2 (October 30, 2014): 960. http://dx.doi.org/10.21512/humaniora.v5i2.4034.
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Indonesian Chinese students at beginner level often encounter difficulties in writing. Qualitative research is used in this article, through the collection of midterm essays from first-year Binus University students, the author classified students’ error in writing into some categories, and analyzed them to help teachers and students during the Chinese Writing Class. During the Chinese writing learning process research found out that there are errors occur in wrong usage of word usage, punctuation, Chinese character writing, and the error of addition, omission, ordering, and selection are commonly found in grammatical errors.
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Agustin, Devi Rahayu, and Ana Rokhmawati. "Commognitive Kesalahan Mahasiswa Melalui Aktivitas Diskusi dalam Menyelesaikan Soal Cerita." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 10, no. 3 (December 25, 2023): 145–56. http://dx.doi.org/10.31316/jderivat.v10i3.5061.
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Abstract Describing students’ cognitive errors in solving binomial problems using calculations and minitab. This type of research uses descriptive qualitative with the research subjects, which were 17 Mathematics Education Class 2020A students at one of the Private Universities (PTS) in Lumajang Regency. The results obtained are the ability of students with research instruments in the form of math ability test sheets, group assignment sheets, recording tools. The results of cognitive errors obtained from the high category in the form of word usage errors such as incomplete in writing known. Narrative errors such as not writing concepts in calculations. Visual mediator errors caused by low understanding of binomial concepts. Next, the errors made by the medium and low categories are the same. The errors are in the form of word usage errors such as errors in translating language in story problems and incomplete in writing known. Narrative errors such as not writing the concept of binomial in the calculation. Routine errors such as errors in calculations caused by incorrect previous steps and not writing conclusions. Keywoards: Comognitive Error; Discussion Activity; Story Problem; Binomial
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Al-Thasyam, Ananda Nur Hazanah, Syarifah Fatimah Al-Ilmul, and Abdul Kasim Achmad. "Analisis Kesalahan Penggunaan Fragesatz." Interference: Journal of Language, Literature, and Linguistics 2, no. 2 (May 27, 2021): 147. http://dx.doi.org/10.26858/interference.v2i2.20475.
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The purpose of this research was to obtain the data of types of error within the usage of question sentences by the 12th Class Students of SMA Negeri 16 Makassar. The research was a descriptive qualitative research. The data was obtained through a writing test. The data source of this research was 12th Class students of SMA Negeri 16 Makassar. The data was obtained using total sampling. The amount of samples was 1 class which consisted of 36 students. The result of the data analysis showed that there were 203 errors in using the question sentences. There were 84 errors of W-questions, 63 errors of general questions, and 56 erros of sentence arangements. The error rate when using the question phrase for SMA Negeri 16 Makassar 12th Class is in the very high category.
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Muico, Earl Jones G., and Marian D. Gealon. "An Error Analysis on the Written Speeches of Grade 8 Students." Aug-Sep 2023, no. 35 (July 22, 2023): 1–6. http://dx.doi.org/10.55529/jlls.35.1.6.
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This study examined a corpus extracted from the cohesive errors found in the written speeches of Grade 8 students in one of the schools in Tagum city. This study sought to analyze the errors found in the usage of cohesive devices. Moreover, it aimed to identify the cohesive errors found in the written speeches and classify the errors found. Error occurrences were identified based on Halliday and Hassan’s (1976) Grammatical cohesion. Results revealed three error categories of which are the following: Demonstrative, Ellipsis, and Conjunction. Insights were drawn based on the errors found.
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Smith, J. D. "Practical Rotary Encoder Accuracy Limits for Transmission Error Measurement." Proceedings of the Institution of Mechanical Engineers, Part C: Mechanical Engineering Science 205, no. 6 (November 1991): 431–36. http://dx.doi.org/10.1243/pime_proc_1991_205_141_02.
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Errors of angular position on encoders used for transmission error measurement were investigated to determine the practical limits of accuracy. Computer correction can be used to eliminate consistent errors on the encoders but errors remain, attributable to electrical noise, bearing errors and friction effects. Practical limits on the calibration and usage of the encoders for individual harmonics of once per revolution frequency and for a given angular position were established.
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صيهود, فاطمة. "Some linguistic errors between contemporary usage and the Holy Quran." Kufa Journal of Arts 1, no. 23 (July 6, 2015): 237–58. http://dx.doi.org/10.36317/kaj/2015/v1.i23.6475.
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The error against the right thing, and error driving and mis tide against right has erred errors wrong ... and sin guilt or deliberately him Kalkhte broken, and the error is not deliberately, and his mistake faulted and Taktiia said he made a mistake and Khtye faulting mistake and sinners Peixarhama, and sin ostracism little of everything and Khtye in religion and made a mistake: wire for error deliberately or other deliberate or wrong. Error is not for everyone it accidentally is valid excuse to fall right God if obtained for diligence and become compromised in the punishment so as not criminalizes the sinner not be punished for a no punishment and did not make an excuse in the right subjects until he shall ensure that the aggression and Ojpt its blood money as if he threw someone thinks Sidon or of war. If is Muslim or purpose, wounding Adamia what happened Knaúm its course and then turned on the man, killing him. The error also slippage on the right for non-intentionally, but the determination of injury or d that is not wrong. The linguistic errors have some in the single and this individual is different from its counterpart In the movements just like: Khartoum and Khartoum, and the difference here opening included a ha character, including: Mataath and Mataath broken Almim or opened and throat, larynx annexation ha or opened, or that the difference with a single character such as (a) a D as a character in the sorry and unfortunately, others will be the difference in capital letters the word, including: the rich and the dirt, fortitude and resilience, and Juan table. With regard to the second part, which is the errors contained in the phrase, it included a few sentences, including: from now, from now and where we mentioned (now) and the issue of expressing and construction in the Koran did not respond, expressing, but based on the Conquest in eight locations However, there are some language holders, including Suyuti in his book: HmaAlhuama to explain the collection of mosques, c 2 / p. 187 prepared by expressing ((and chosen me to say expressing because it has not been proven to build bug, saying he Mansob on circumstantial though it entered the drag and out for situational non-static)) . It is the sentences too: a pilgrimage to the house pilgrimage to the House, nor Alaomina not Alaúmna: to Aalaomina wrong; because Alamlawma be of the blame has been received in the Koran once and that are also covered by this section: (authorized b) and (his ear in) and a difference enhanced meaning of each sentence a witness or more from the Holy Quran, and also including: like us to, right: just like us in, and other sentences.
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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.
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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.
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Santiago, Mary Ann T., and Socorro L. Neri. "AN ERROR ANALYSIS ON THE USAGE OF COHESIVE DEVICES IN THE ENGLISH WRITTEN COMPOSITIONS OF ALTERNATIVE LEARNING SYSTEM (ALS) LEARNERS." Cognizance Journal of Multidisciplinary Studies 4, no. 3 (March 30, 2024): 258–62. http://dx.doi.org/10.47760/cognizance.2024.v04i03.023.
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This qualitative research aimed to identify errors in the usage of cohesive devices in the English written compositions of Alternative Learning System (ALS) learners. Employing Corder's (1974) Error Analysis framework, the study identified error types and frequencies in compositions collected from three Tagum City secondary schools offering ALS programs. A comprehensive error analysis of the ALS learners' English written compositions revealed 126 errors concerning the usage of cohesive devices. The study finds selection errors (48 instances) most prevalent, indicating misuse of cohesive devices that do not accurately convey intended meaning or context. Learners also commit omission errors (30 instances), failing to use cohesive devices that are vital for linking ideas, and addition errors (26 instances), employing unnecessary or incorrect devices that disrupt sentence structure. Less frequent ordering errors (14 instances) involve misplaced devices leading to misinterpretations. These findings highlight the difficulty ALS learners face in using cohesive devices effectively to connect ideas within intended meaning and grammatical context of their written compositions. They underscore the critical need for targeted instructional strategies to address these challenges, aiming to enhance learners' knowledge and skills in utilizing cohesive devices. By mastering their use and application in writing, learners can improve the coherence, cohesion, and overall competence of their written English, ultimately enhancing their writing skills and language proficiency.
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Sgroi, Salvatore Claudio. "«L’eccezione fa la regola»: ma è proprio vero? A margine di un nuovo libro di Matteo Motolese." Zeitschrift für romanische Philologie 139, no. 2 (June 1, 2023): 608–19. http://dx.doi.org/10.1515/zrp-2023-0020.
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Abstract The author examines the thesis expressed in the title of the volume by Matteo Motolese «L’eccezione fa la regola». Sette storie di errori che raccontano l’italiano (Milano, Garzanti 2022), and especially the notions of «exception» and «error». In the light of the notion of «error», considered as «a usage condemned, generated by a contrasting rule [R-2]», versus a usage approved and generated by a canonical rule [R-1], the author analyses the examples of errors detected by Motolese in the linguistic history of the 7th–8th centuries (Appendix Probi), of the 13th century (Canzoniere Laurenziano), of 1501 (Petrarca, Le cose volgari), 1603 (Vocabolario della Crusca), 1840 (Alessandro Manzoni, Promessi sposi, ed. Quarantana), 1939 (the linguistic policy of Fascism) and 2022 (grammar/spell checkers).
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Meng, Pu. "The Anaphor Features and Antecedent Retrieval of Mandarin Ta." Communications in Humanities Research 16, no. 1 (November 28, 2023): 182–91. http://dx.doi.org/10.54254/2753-7064/16/20230645.
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The studies of antecedent retrieval of Chinese personal pronouns have been the focus of semantic and syntactic scholars. It has also been a difficult problem for learners. This study works on the actual mastery of native Chinese speakers regarding the pronoun Ta (, he) in the third person singular in terms of anaphor features and antecedent retrieval. Two experiments, Ancient Chinese vs. Modern Standard Chinese and uncommon usage vs. common usage, reveal native speakers antecedent retrieval regarding the pronoun Ta (, he) in the third person singular. Experiment 1 found that native Chinese speakers had an error rate of about 25% when analyzing sentences containing Ta in Old Chinese and about 2% in Modern Standard Chinese. The results of Experiment 2 illustrate that native Chinese speakers made about 14% of the errors in the analysis of the uncommon usage of Ta, while only about 1% of the errors were made in the common usage. Therefore, Chinese learners do not need to know all the usage of Ta in Ancient Chinese and uncommon usage, but they need to learn all the usage in Modern Standard Chinese and common usage to achieve the goal of good understanding.
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Boettger, Ryan K., and Lindsay Emory Moore. "Analyzing Error Perception and Recognition Among Professional Communication Practitioners and Academics." Business and Professional Communication Quarterly 81, no. 4 (October 9, 2018): 462–84. http://dx.doi.org/10.1177/2329490618803740.
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We investigated the perception and recognition of errors in a population of practitioners and academics in professional and technical communication. Specifically, we measured 303 participants’ botheration levels of 24 usage errors and then correlated those results against their ability to recognize the errors. Results indicated that practitioners were often more bothered by errors than academics and that participants’ overall botheration level might have fluctuated over the past 40 years. Participants’ botheration level also appeared to associate with their ability to identify error. Finally, we found that participants’ gender, job type, and years working in the field influence their error perception.
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Cruz, Alex Junio Silva, Jennifer Reis-Oliveira, Widla Emanuella Pereira Barreto Garcez, Ana Cristina Borges-Oliveira, Maria Auxiliadora Parreiras Martins, and Mauro Henrique Nogueira Guimarães de Abreu. "Promoting dental patient safety toward judicious medication usage: a review." Brazilian Journal of Health Review 7, no. 3 (June 3, 2024): e70155. http://dx.doi.org/10.34119/bjhrv7n3-233.
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Objective: This critical review aimed to review strategies for health promotion and patient safety regarding the usage of drugs prescribed by dental practitioners. Methods: Manual searches were conducted on PubMed, Embase, and in the Cochrane database of systematic reviews using the keywords “dentistry”, “medication error”, “drug-related side effects and adverse reactions”, and “patient safety”. Publications by the World Health Organization, and the World Dental Federation were also searched to organize this review. Results: Several approaches have been identified to promote patient safety, including continuum education and training of practitioners, interdisciplinary work with clinical pharmacists, and electronic tools to aid practitioners in prescribing the adequate therapeutic regimen avoiding dosage errors and checking for potential drug interactions. Conclusion: Medication errors are common in dentistry, as such, it is fundamental that health professionals, patients, governments, and communities commit to advancing improvements and medication safety.
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Mustadi, Ali, and Miftakhul Amalia. "Spelling writing error analysis in nonfiction essay of elementary students." Jurnal Prima Edukasia 8, no. 2 (July 1, 2020): 177–87. http://dx.doi.org/10.21831/jpe.v8i2.33436.
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Spelling writing error often occurs in an essay. The spelling error is found in nonfiction essays of the V grade students. This research purpose is to describe the error in spelling writing in nonfiction essays of V grade students in SD Negeri 1 Kadipiro, Kasihan Bantul. The research is a content analysis research using a qualitative approach. The data source of this research is Indonesian nonfiction essays. Data collecting technique used was reading and by note-taking. The instrument of the research is the mechanical analysis sheet. Validity used in this research is semantic validity. Reliability of this research is stability and reproducibility. Analysis unit in this research covers letters usage, writings words, use of punctuation, and uptake words writings element. The data analysis technique used consists of data collection, sample determination, recording/noting, reduction, and drawing a conclusion. The research finding shows that there are writing errors in student’s nonfiction essay, such as letter usage (54,47%), word writing errors (25%), error in using punctuation (18,16%), and error in writing uptake words (2,37%). Factors that cause errors in writing include limited time in learning to write, lack of mastery in spelling rules, and lack of accuracy in writing.
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Martiarini, Elyza, and Eva Nurul Candra. "AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING RECOUNT TEXT AT THE FIRST YEAR CLASSES OF ENGLISH DEPARTMENT." Jurnal Ilmiah Bina Bahasa 12, no. 2 (December 31, 2019): 39–48. http://dx.doi.org/10.33557/binabahasa.v12i02.313.
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The objective of this research is to find out and analyze the types of error made by students at the first-year classes in writing a recount text. The methodology of the research used is qualitative methods and the research design is a case study. Moreover, the writers chose the first-year classes students of English Department and observed 40 students. The writers used a written test to gain the data about error in writing a recount text. Based on the analysis of students’ recount text writing, there were several mistakes made by the students, with the total number of percentages was 76%. Of these, 76% errors including 15% errors of irregular verb usage, 12% errors of regular verb, and the type of error most often done by the students was 32% errors of word choice, 2% errors of omission, 3% errors of auxiliary verb, 5% errors of intralingual transfer, 2% errors of adverb, error of misordering was 5%, and error of unclear meaning was only 2%. The number errors of be was 17%, and the use of personal pronoun errors was 7%.
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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.
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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.
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Teo, Yik Y., Andrew E. Fry, Taane G. Clark, E. S. Tai, and Mark Seielstad. "On the Usage of HWE for Identifying Genotyping Errors." Annals of Human Genetics 71, no. 5 (September 2007): 701–3. http://dx.doi.org/10.1111/j.1469-1809.2007.00356.x.
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Laiveniece, Diāna, and Linda Lauze. "Valodas kļūdas svešvalodu apguves procesā: studentu pieredzes atspoguļojums." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 352–64. http://dx.doi.org/10.37384/va.2020.16.352.
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Simultaneous learning, usage, convergence, and overlapping of a foreign language is a contemporary feature. In this process, anyone can be a language teacher and everything can serve as a teaching aid. It is not about acquiring a foreign language, but about acquiring it through any appropriate situation and material. People’s attitudes towards foreign language errors and their understanding of what it means to know a foreign language are changing categories that are currently affected by the increasingly widespread idea of plurilingualism. The aim of the research is to find out students’ linguistic attitude towards mistakes in the process of foreign language acquisition and language usage in practice. There are two types of errors in language acquisition: 1) accidental errors due to the influence of an interlanguage, which are fully within the competence of the learner at the time but this competence does not meet the standards of the target language yet; 2) performance errors when the language user is unable to exercise his/her competence adequately (EKPVA 2006, 136). These two types are not separated in Latvian linguodidactics, and there is just one term linguistic error. On the other hand, the English scientific literature distinguishes between error for random error and mistake for performance error. The research was carried out in 2018 and 2019 by interviewing 253 students of different nationalities and specialties from Liepaja, Ventspils and Riga. The survey (which went beyond the scope of this article) dealt with a number of questions regarding the language errors in the process of a foreign language acquisition and usage. - Have you asked a teacher or someone whose mother tongue is the language you are learning to correct your mistake when noticed? More than 76 % of respondents gave an affirmative answer to this question. - Should the teacher correct the mistakes of the learner in the language acquisition process? Almost 97 % of the responses to this question were positive. - Which correction of a mistake (teacher instruction, group mates’ reprimand, individual reprimand in real communication) is better remembered? More than 68 % of respondents believe that individual criticism in the real communication process is remembered better, only slightly more than a third of the respondents consider teacher’s instruction as more durable in the learning process. - Which mistakes (pronunciation, vocabulary, or grammar) do you think cause more confusion when communicating in a foreign language? 41 % of respondents believe that the most misunderstanding in communication is due to ignorance of vocabulary. Pronunciation errors and grammatical inaccuracies are considered less significant. Respondents answered this question mainly by combining answers. - Do you think that errors in the usage of a foreign language can disappear by themselves as knowledge and language usage practice increase? More than 82 % of the responses were positive. - How do you feel when a language teacher or some other foreign language person corrects what you have said or read aloud? The responses show that the majority of respondents perceive reprimand as normal and consider it a natural part of the language acquisition process. Only some respondents think that it is wrong to correct language mistakes. The study shows that students’ linguistic attitudes towards language errors are generally neutral and positive. The combination of answers and the comments made by the respondents have proved to be informative valuable, showing not only their personal experience but also the actual picture of foreign language acquisition: real language usage is the way to qualitative language acquisition.
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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.
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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.
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Shah Hassan, Mohd Hazreen, and Sharil Nizam Shaari. "Analisis Kesalahan Penggunaan Bahasa dalam Rencana Akhbar." Jurnal Pengajian Media Malaysia 21, no. 2 (December 1, 2019): 55–71. http://dx.doi.org/10.22452/jpmm.vol21no2.3.
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The medium that unites newspapers with its readers is correct language usage. Errors in language usage need to be minimized so that the message being conveyed is easily understood and accepted by the readers. This study was conducted to analyse the errors of language usage in newspaper feature articles, especially in terms of word choices and sentence formations by observing the criteria suggested by Waterhouse (1989). Using systematic sampling, a total of 20 newspaper feature articles in Berita Harian and Utusan Malaysia from 1 October to 30 November 2016 were studied. The results of the content analysis revealed that there were 128 errors related to the usage of language in the chosen newspaper feature articles. The errors related to sentence formation was the highest, with 60 errors, whereas the usage of synonym was the lowest, around three. Overall, the findings did not observe the criteria of an effective journalism writing, particularly in word choices and sentence formations, suggested by Waterhouse’s (1989). Poor word choices might cause ambiguity and confusion among the readers while long-winded sentences and excessive explanations might cause the reader to lose focus thus failed to understand the content of the articles.
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Audina, Fitra, Lusi Cantika Dewi, Muhammad Fichri Septiandi, Puri Andari Angkat, and Aqsol Arizki. "Analisis Kesalahan Berbahasa pada Spanduk dan Pamflet di Jalan Raya dalam Kajian Morfologi." El-Mujtama: Jurnal Pengabdian Masyarakat 4, no. 2 (January 12, 2024): 548–57. http://dx.doi.org/10.47467/elmujtama.v4i2.909.
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This study aims to identify language errors in the field of morphology on banners and pamphlets. The research uses a descriptive method with observation, photos, and notes to obtain data by observing language usage. Errors in language usage often occur in both spoken and written form, deviating from language rules and not in accordance with EYD (Improved Spelling). Language errors or language processes are closely related to the language learning process. Language errors occur in both spoken and written language, such as in the field of morphology. With these language errors, the analysis of language errors is very important. Language errors on banners on the highway in the field of morphology mostly relate to written language, including the use of standard and non-standard words. Based on the data found and analyzed, it can be concluded that errors in language usage in the field of morphology related to word writing are still often found in banner writings. This study examines eight data related to standard and non-standard word errors.
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Nurfausyahbani, Hermayanti Rahma, and Dedy Setiawan. "The Influencers’ Language on Instagram and Twitter Captions." Jurnal Bahasa Inggris Terapan 9, no. 2 (January 31, 2024): 88–96. http://dx.doi.org/10.35313/jbit.v9i2.5706.
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The major objective of this study is to analyze grammatical errors found on Instagram and Twitter captions. It is intended to recognize the most common grammatical errors so that we can be aware of the language that we use. The present study applies the theory of Dulay et al (1982) which divides errors into four types: omission, addition, misinformation, and misordering. Since all of the data are in the form of text, a method of textual analysis was applied to analyze the data. The data under analysis are taken from the captions by influencers using English on Instagram and Twitter. The result of the study showed there were 152 errors found from 100 captions and they were classified into misinformation (46%), misordering (3%), addition (16%), and omission (35%). The errors were also classified into grammatical units. Those errors in grammatical units are subject-verb agreement with a total of 16 errors, singular-plural with 15 errors, tense/verb form with 31 errors, word form with 23 errors, capitalization with 28 errors, apostrophe error with 25 errors, missing comma with six errors, article usage error with three errors, wrong/missing preposition with four errors, and word use error with two errors. The most grammatical error that frequently occurs in the Instagram caption is tense/verb with 23 (22%) occurrences and a total of 17 (30%) occurrences of apostrophe errors on Twitter.
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HAN, NA-RAE, MARTIN CHODOROW, and CLAUDIA LEACOCK. "Detecting errors in English article usage by non-native speakers." Natural Language Engineering 12, no. 2 (May 22, 2006): 115–29. http://dx.doi.org/10.1017/s1351324906004190.
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One of the most difficult challenges faced by non-native speakers of English is mastering the system of English articles. We trained a maximum entropy classifier to select among a/an, the, or zero article for noun phrases (NPs), based on a set of features extracted from the local context of each. When the classifier was trained on 6 million NPs, its performance on published text was about 83% correct. We then used the classifier to detect article errors in the TOEFL essays of native speakers of Chinese, Japanese, and Russian. These writers made such errors in about one out of every eight NPs, or almost once in every three sentences. The classifier's agreement with human annotators was 85% (kappa = 0.48) when it selected among a/an, the, or zero article. Agreement was 89% (kappa = 0.56) when it made a binary (yes/no) decision about whether the NP should have an article. Even with these levels of overall agreement, precision and recall in error detection were only 0.52 and 0.80, respectively. However, when the classifier was allowed to skip cases where its confidence was low, precision rose to 0.90, with 0.40 recall. Additional improvements in performance may require features that reflect general knowledge to handle phenomena such as indirect prior reference. In August 2005, the classifier was deployed as a component of Educational Testing Service's Criterion$^{SM}$ Online Writing Evaluation Service.
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Harvey, Ashley R., and Randy L. Carden. "Driving Error and Anxiety Related to iPod mp3 Player Use in a Simulated Driving Experience." Perceptual and Motor Skills 109, no. 1 (August 2009): 159–67. http://dx.doi.org/10.2466/pms.109.1.159-167.
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Driver distraction due to cellular phone usage has repeatedly been shown to increase the risk of vehicular accidents; however, the literature regarding the use of other personal electronic devices while driving is relatively sparse. It was hypothesized that the usage of an mp3 player would result in an increase in not only driving error while operating a driving simulator, but driver anxiety scores as well. It was also hypothesized that anxiety scores would be positively related to driving errors when using an mp3 player. 32 participants drove through a set course in a driving simulator twice, once with and once without an iPod mp3 player, with the order counterbalanced. Number of driving errors per course, such as leaving the road, impacts with stationary objects, loss of vehicular control, etc., and anxiety were significantly higher when an iPod was in use. Anxiety scores were unrelated to number of driving errors.
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Ostroumov, I. V. "DME/DME AND VOR/DME POSITIONING ERRORS ESTIMATION." Системи управління, навігації та зв’язку. Збірник наукових праць 1, no. 47 (February 8, 2018): 12–16. http://dx.doi.org/10.26906/sunz.2018.1.012.
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Currently, area navigation methods are used as alternative to Global Navigation Satellite System. The most popular alternative method of positioning is grounded on the usage of Distanse Measuring Equipment data in the algorithms of an aircraft Flight Management System. Estimation of aircraft position error is one of the most important tasks of navigation. An article considers the problem of positioning errors estimation by DME equipment. In accordance with the international requirements for the airborne equipment of civil aircraft, the problem is considered in terms of optimal DME pair usage. DME/DME and VOR/DME navigation accuracy for a pair of navigational aids is estimated.
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Fitriani, Aula, Ervy Festina Mahardika, Muhammad Yusach Maulana, and Chafit Ulya. "Analisis kesalahan berbahasa tataran ejaan pada majalah “Mulia†edisi April 2020." Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya) 3, no. 1 (September 4, 2021): 1–9. http://dx.doi.org/10.26555/jg.v3i1.3391.
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This study aims to describe the form of the error-speaking state of spelling in the writing of magazine Mulia edition April 2020 which include: (1) errors in the use of letters; (2) the error of writing the word; (3) errors in the use of punctuation; (4) error writing element uptake; and (5) the use of the word is not raw. The object of this writing is the words, phrases, and sentences. this research is a descriptive qualitative research. Data collection techniques used in this research is documentation study. The results of the discussion showed that the overall number of the word containing the error-speaking state of spelling in the writing of magazine Mulia edition April 2020; 33 the error with the details of the 5 errors in the use of letters, 11 error writing the words, 1 usage errors punctuation, 1 error writing element uptake, 15 the use of the word is not raw.
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Apriliana, Anggi Citra, and Avini Martini. "ANALISIS KESALAHAN EJAAN DALAM KARANGAN NARASI PADA SISWA KELAS V SEKOLAH DASAR KECAMATAN SUMEDANG SELATAN." Primary: Jurnal Pendidikan Guru Sekolah Dasar 7, no. 2 (October 30, 2018): 227. http://dx.doi.org/10.33578/jpfkip.v7i2.6267.
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This study aims to uncover spelling errors (letter use errors, word writing, and punctuation use) of fifth grade students ofelementary schools in South Sumedang District, Sumedang Regency. To achieve this goal qualitative descriptive research iscarried out with steps: collecting data on students' language errors and conducting language error analysis. The researchsubjects were fifth grade students of Margacinta Elementary School, Manangga Elementary School, and Pasanggrahan IElementary School, South Sumedang District. The results of the study showed that there were errors in language in students'narrative essays which included spelling errors (letter usage errors, word writing, and punctuation errors). Spelling errors thatoften appear are errors in capital letters, incorrect writing of prepositions, errors in the use of punctuation, errors in writingwords that are not in accordance with the rules of the correct language, and errors in writing of particles. The largest number ofmisspellings is Manangga Elementary School with a number of spelling errors of 52 (43.33%) and the smallest number ofmisspellings, namely Margacinta Elementary School with 27 (22.5%) errors.
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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.
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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.
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Smith, L. Douglas, Michael Staten, Thomas Eyssell, Maureen Karig, Jeffrey Feinstein, and Cathleen Johnson. "Credit usage, payment behavior, and the accuracy of consumer credit files." Financial Services Review 27, no. 1 (November 14, 2023): 1–28. http://dx.doi.org/10.61190/fsr.v27i1.3378.
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Through intensive interviews, examination of credit reports, and rescoring of corrected credit files, the researchers consider household characteristics, major life events, financial resources, and payment habits as they study the integrity of credit-bureau data, vulnerability to error, and results of disputes filed with the major credit bureaus. Credit usage and management are found to vary widely within demographic groups. Vulnerability to error and outcomes of disputes depend primarily on the credit record itself. Consumers with moderate credit scores are more likely than those with very high or low scores to see significant improvement in their records when errors are corrected.
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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.
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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.
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Nikolayev, D. I., T. A. Lychagina, A. V. Nikishin, and V. V. Yudin. "Investigation of Measured Pole Figures Errors." Materials Science Forum 495-497 (September 2005): 307–12. http://dx.doi.org/10.4028/www.scientific.net/msf.495-497.307.
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The objective of the present work is to study of errors on measured pole figures of hexagonal materials. We used neutron time-of-flight (TOF) technique for texture measurements and obtained spectra for estimating of error values of measured pole figures. Peak profile analysis of an each individual spectrum allows gain pole figure value itself and the corresponding error at each pole figure point as well. Such results could be obtained for measurements on stationary source of radiation with the usage of a position sensitive detector.
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Yusuf, Adi, and Rizqi Lestari. "GRAMMATICAL ERRORS ON ARTICLE USAGE IN EFL STUDENTS’ WRITING OF REPORT TEXT." Makna: Jurnal Kajian Komunikasi, Bahasa, dan Budaya 12, no. 1 (March 14, 2023): 82–116. http://dx.doi.org/10.33558/makna.v12i1.4602.
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Articles are one of the most difficult parts in writing, especially for EFL students. Different use of articles often leads the students to make errors. This study is intended to know the types of article errors made by students in writing report text and to explain why the errors occur. This study used a descriptive qualitative method. The subjects of this study were the students of class nine at X Junior High School in Jombang. Based on the analysis, it had been found that there were 3 types of article errors: the definite article, the indefinite article, and no article. The results of this study indicated that the students made errors on all types of articles. The errors happened because of both interlingual transfer and intralingual transfer. Finally, it can be concluded that the students had a lack of knowledge in English articles.
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Grace Dominggos Febrini Zendrato and Riana. "Analisis Kesalahan Berbahasa Indonesia Tataran Ejaan Menulis Karangan Siswa Kelas VIII SMP Negeri 7 Gunungsitoli." Indo-MathEdu Intellectuals Journal 4, no. 2 (October 2, 2023): 902–9. http://dx.doi.org/10.54373/imeij.v4i2.260.
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This research aims to analyze language errors in the expository essays of class VIII students at SMP Negeri 7 Gunungsitoli. This research is a qualitative descriptive study. The data for this research is the worksheet of students who wrote expository essays. The data source in this research was class VIII students at SMP Negeri 7 Gunungsitoli. The data analysis techniques used are data collection, data reduction, data presentation, and drawing conclusions. Based on the research results, it shows that spelling errors in class VIII students at SMP Negeri 7 Gunungsitoli included 104 errors consisting of: 48 errors in the use of capital letters were found, including 27 errors in usage at the beginning of sentences, 18 errors in place names, in There is 1 error in the divine name, and there are 2 errors in the title of the essay. There was only 1 error in using italics. There were 25 errors in writing derived words, including 24 errors in the prefix and 1 error in the suffix. There were 6 errors in writing the word re-form. There were 6 errors in writing prepositions found. There were 18 errors in the use of punctuation marks, including 8 errors in the use of the dot (.), 4 errors in the use of the comma (,) and 6 errors in the use of the hyphen (-).
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Radić, Irena. "The error analysis of tenses in the English written tests in first-grade students in the Traffic and Transport Engineering vocational High School in Zemun." Metodicka praksa 18, no. 2 (2018): 219–36. http://dx.doi.org/10.5937/metpra1802219r.
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Seeing that tenses in the English language are distributed and perceived differently from the Serbian ones, this paper deals with the error analysis of tenses in the written tests of the first graders in the Traffic and Transport Engineering High School. The aim of this research is to determine the types of mistake, their sources and causes. The first part of the paper deals with the theory about error analysis, error description, its explanation and detailed error classification and the methodology, whereas the second one focuses on the research itself, the analysis and interpretation of results and the ways of error correction. Regarding error classifications, some authors define the same terms differently (developmental errors) and it is necessary to opt for one definition. In addition to this, in the literature the names of errors that spring from two different sources are not coined except for ambiguous errors (a combination of a developmental and interlingual error). In this paper such errors will be named ambiguous. As for methodology, 75 students aged 15-16 were involved in the study since the author was teaching these students. Therefore, the author can check whether some of the strategies in classroom were successful or not. The subjects enrolled on different vocational profiles and had a modest and low overall score. Most participants have got beginner and elementary level of English even though they had been learning it for eight years in primary school. Apart from the poor knowledge, other factors that impede the teaching and learning processes are undisciplined, unmotivated, uninterested, irresponsible and neglected students. To obtain data, the researcher used a written test including controlled practice - translation exercises and answering basic questions. The results have shown that students tend to make twice as many errors in the form than in the usage. According to the surface structure taxonomy, the former are mostly errors of omission, misformation and addition, the latter are almost all errors of misformation. Considering the source and cause, morphological errors are predominately ambiguous i.e. they cannot be explained using only one source. Surprisingly, the rest of morphological mistakes are intralingual due to false concepts hypothesized whereas there are only few interlingual ones. Errors in usage are almost all intralingual stemming from mostly ignorance of rule restriction and overgeneralization. To reduce the number of errors, an error is a starting point in teaching and learning. After the test, the teacher can interview students individually to answer the same questions to see whether they can notice their own mistakes and state the reason for such a choice. Thus the teacher can discriminate between errors and mistakes. The teacher can also give corrective feedback explicitly in explaining interlingual errors comparing mother tongue and target language and implicitly in explaining intralingual ones using minimal pairs. Given mixed ability classes, students can attend remedial classes where they will practise form-based tasks and additional classes where they will practise usage of tenses. Students can also be handed out pieces of paper containing their mistakes and can do peer-editing. Since dialogue in pairs proved successful, the teacher may include famous film catchphrases and introduce more exercises in terms of listening and speaking. However, at the end of the day, students should take responsibility for their own learning.
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Fecko, D., I. Vasková, Ľ. Eperješi, and M. Závodný. "Usage of Connor Inlets to Eliminate Shrinkage." Archives of Foundry Engineering 12, no. 3 (September 1, 2012): 25–28. http://dx.doi.org/10.2478/v10266-012-0076-0.
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Abstract The demand for castings of high quality and sound work is nowadays very high. The production of sound castings without foundry errors is the big issue in modern foundries. Foundry simulation software can do a lot to help improve the disposition of castings, gating system and feeder system, and assure good filling and solidification conditions, and also produce sound casting without the need of the old method of "try and error". One can easily change a lot of parameters for filling and solidification, and create the best proposal for production. Connor inlets have two functions. One is that it serves as an ingate, through which molten metal passes and comes into the mould cavity. The second function is that it serves as a feeder and substitutes the metal contracted during solidification and cooling of the castings. It can also save quite a lot of metal in comparison to classic feeders.
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Leonard, D. J., and J. W. Gilsdorf. "Language in Change: Academics' and Executives' Perceptions of Usage Errors." Journal of Business Communication 27, no. 2 (March 1, 1990): 137–58. http://dx.doi.org/10.1177/002194369002700202.
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Ahulu, Samuel. "The evaluation of errors and 21st-century structure and usage." English Today 15, no. 3 (July 1999): 33–39. http://dx.doi.org/10.1017/s0266078400011081.
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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.
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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.
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Saleh Alanazi, Mona. "Assessment of Learning Difficulties (LD) in Writings of Arab Learners: A Perspective." International Journal of Education and Literacy Studies 5, no. 3 (July 31, 2017): 73. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.73.
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The last four decades have observed a renewed research interest in the area of error analysis. It has been the focus of attention, and subject of debate, among scholars particularly those of second-language acquisition. Scholars in this area of study hold the unanimous view that errors are an integral and unavoidable feature of second-language acquisition. The purpose of the present paper is to analyze and classify the persistent errors committed by Saudi Arabian students at Northern Border University, Rafha while composing a variety of written texts in English. In the investigation, an effort has been made to uncover the causes and sources of various errors of usage at different linguistic levels, viz.-a-viz., grammar, morphology, syntax, lexico-semantics, spelling etc. The study aims at investigating the frequency of production of these errors of usage, expressing the findings as percentage, mean and standard deviation, across the different levels of learning (levels 1 to 4). The entire population of the study consisted of 106 English students from the first two levels under investigation, registered in the first and second semesters of the 2016-2017. All of the students under investigation were male and had a homogenous pre-university and university background. Upon a cursory look at the data in terms of percentage, the subjects have been found to produce the highest number of errors in the subcategory “articles”, and a smaller number of errors in the subcategory ‘present progressive instead of past’. In the major linguistic category ‘morphological errors’, the learners have been found to produce the highest percentage of errors. In another major linguistic category of errors, ‘syntactic errors’, the subcategory ‘noun + adjective instead of adjective + noun’ received the highest number of errors, whereas the subcategory ‘overuse of conjunction ‘and’’ has been found to receive the least number of errors.
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Lestari Manurung, Sri, Beby Nadia Nasution, Desti Rahel Ayunda Sihotang, and Samudera Efendi Marpaung. "Analisis Kesalahan Mahasiswa dalam Mengerjakan Latihan Soal Materi Ring pada Mata Kuliah Struktur Aljabar: Sebuah Kajian Mendalam Tentang Faktor-Faktor Yang Memengaruhinya." Journal on Education 6, no. 4 (June 5, 2024): 19823–32. http://dx.doi.org/10.31004/joe.v6i4.6020.
Full textAbstract:
This study is motivated by the presence of mistakes in solving Algebraic Structure problems, particularly on the topic of Ring. The purpose of this research is to analyze the mistakes made in solving Algebraic Structure problems, specifically on the topic of Ring at Universitas Negeri Medan. Mistakes are classified into conceptual errors, data usage errors, language interpretation errors, technical errors, and conclusion errors. The research method used is descriptive qualitative, involving three sixth-semester students of the academic year 2024/2025 with prior knowledge of the Ring topic. Data collection techniques included tests and open questionnaires. Data analysis was conducted through data reduction and categorization of error types. The results show various errors such as conceptual errors, technical errors, and conclusion errors. This research can serve as a recommendation for educators to be more proactive in assisting students in understanding the material through more effective and engaging teaching methods, as well as providing more in-depth training.
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Gildore, Phyll Jhann, Azmeer Hasann Uka, and Jonathan Yting. "Error Analysis of Academic Essays of Senior High School Students." Journal Corner of Education, Linguistics, and Literature 3, no. 2 (November 4, 2023): 141–56. http://dx.doi.org/10.54012/jcell.v3i2.224.
Full textAbstract:
Students commit errors in their writing compositions due to their lack of English language proficiency and knowledge of the writing conventions. This study sought to analyze the errors committed by Senior High School (SHS) students of the University of Mindanao in their academic essays. The study utilized Corder’s error analysis to examine 100 academic essays of students. The results revealed that under the categories of errors, mechanics has the most problematic errors with 514 error counts (46.98%), followed by omission with 228 error counts (20.84%), addition with 190 error counts (17.37%), substitution with 153 error counts (13.99%), and permutation with nine error counts (0.82%), the least problematic category. The results further revealed that the SHS students are experiencing difficulties in applying grammatical and writing rules in their academic writing, such as appropriate usage of prepositions, omission and addition of affixations, proper structure of sentences, and substituting elements of sentences. The findings imply that consciousness-raising approaches to teaching grammar be used by teachers in school to improve the students’ knowledge of the English grammar and writing conventions.