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1
Utami, Silvia. "THE SOURCE OF ERRORS IN INDONESIAN-ENGLISH TRANSLATION." Jurnal KATA 1, no. 2 (October 10, 2017): 192. http://dx.doi.org/10.22216/jk.v1i2.2351.
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<p>This research aimed to identify types of translation errors and to find out the sources of errors (interlingual and intralingual errors) in Indonesian-English translation written by the students. The type of this research was descriptive research which used Error Analysis procedures to identify and analyze the students’ error. The findings showed that the types of grammatical errors made by the students in their translation were three types, namely global errors, local errors, and other errors. The most frequent error made by the students was local errors and the fewest error made by the students was other errors. Then, this research revealed that mostly errors occurred in students’ translation were caused by intralingual error. Meanwhile, only few errors were caused by interlingual error. The errors occured due students’ incomplete knowledge of the target language.</p>
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Pratiwi, Rika, Nike Angraini, and Rudi Hartono. "THE ERROR ANALYSIS OF SPEAKING SKILL ON THE SIXTH SEMESTER ENGLISH EDUCATION STUDENTS AT INDO GLOBAL MANDIRI UNIVERSITY." Global Expert: Jurnal Bahasa dan Sastra 10, no. 1 (July 20, 2022): 59–64. http://dx.doi.org/10.36982/jge.v10i1.2233.
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This research aimed at finding out the types of error based on Surface Strategy Taxonomy (Dulay, Burt, and Krashen, 1982) that found at ELT student’s speaking and analyzing some factors influencing their errors. The subject of this research was the sixth semester students of English Education from Indo Global Mandiri University who already taken speaking 3 and structure 4 courses. Qualitative study was used as a method to obtain the data. The data was taken from final exam video of speaking 3 course. The researcher analyzed the data following the Error Analysis (EA) procedures which involves transcribing, coding, classifying error, also explaining the errors and their factors. The result shows that the most dominant error were omission (55,50%), followed by addition (22,49%), misformation (18,66%), and misordering (3,35%). The current research investigated the factor of errors based on their source were intralingual and interlingual interference. Meanwhile, intralingual was considered as the major cause of the students’ errors. In conclution, the students still have a problem in terms of grammatical aspect of their speaking. It is suggested that the students should pay more attention to the grammatical aspect and improve their speaking skills.
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Harefa, Afore Tahir, and Berlin Sibarani. "An Error Analysis of Communicative Effect Taxonomy in Students’ Writing Descriptive Text at the Tenth Grader Students." International Journal of English Literature and Social Sciences 8, no. 6 (2023): 148–55. http://dx.doi.org/10.22161/ijels.86.22.
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This paper presents an error analysis of communicative effect taxonomy in students' writing of descriptive text at the tenth grader of Senior High School. The study focuses on understanding the types and sources of errors made by students, with a particular emphasis on local and global errors within the communicative effect taxonomy. The research employs a qualitative method, involving data collection through tests and interviews. The study takes place at SMA Negeri 1 Tuhemberua, and the participants are 20 students from class X IPA 1. The findings reveal a total of 77 errors, with local errors constituting 57.14% and global errors 42.85%. Local errors include articles, auxiliary, noun and verb inflection, and quantifier errors. The most prevalent type of error is related to noun and verb inflection. Intralingual sources are identified as the predominant cause of errors, followed by interlingual, context of learning, and communication strategy sources. The analysis sheds light on the patterns and frequencies of errors, providing insights into students' challenges in writing descriptive texts. The results suggest that students face difficulties in grammar aspects, particularly in using articles and inflections. Intralingual factors, such as insufficient knowledge about grammar rules, play a significant role in students' errors. The study concludes with recommendations for teachers to enhance grammar teaching strategies, considering the identified error patterns and sources, to improve students' writing proficiency.
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Kozolup, Mariya, Olha Patiyevych, Halyna Kryzhanivska, and Olesya Antokhiv-Skolozdra. "Challenges for non-English speakers: inter- and intralingual factors shaping the writing of Ukrainian authors in biologial sciences." Studia Biologica 17, no. 3 (September 2023): 167–88. http://dx.doi.org/10.30970/sbi.1703.728.
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Background. Nowadays, almost all indexed journals expect submissions in English, which is a great challenge for exophonic authors. Code-switching context, where cross-language effects, especially native language interference, are well distinct, is critical for approaching the dilemma. Navigating the complicated issues of language-related challenges will be impossible without referring to three crucial levels of written production: lexical, syntactic, and textual. In our investigation, we address the nature of potential errors and their inter- and intralingual origins. In particular, we identify and interpret the deviations from Standard English in scholarly research writing of Ukrainian authors in the field of life sciences, exemplify and classify errors into categories based on the type of language misuse. Materials and Methods. Language material for the study comprised 50 manuscripts submitted by authors from Ukraine to the journal “Studia Biologica”. This research is a mixed-method study encompassing descriptive qualitative and descriptive quantitative methods. Content analysis was employed as the data gathering technique. The analysis of texts was focused on tracing deviations from consistent principles and rules of Standard English and linguistic features of English research discourse and encompassed such steps as highlighting the error, cross-checking and stating the deviation, listing and classifying the errors, and tracing a possible connection of the error to authors’ first language interference. Results. The study identified language areas where Ukrainian authors fail to effectively communicate their ideas to the global academic community. At the textual level, the problem areas encompass defective paragraph structure and excessive verbosity. At the syntactic level, the most critical deviations from the language and stylistic norm comprised misuses of word order and clauses, wordy and confusing sentences with multiple issues that hinder the readability of text. The most widespread grammatical mistakes include missing predicates, faulty subject-verb agreement, incorrect forms of the verb, and inappropriate use of articles, pronouns, demonstratives and quantifiers. At the lexical level, the prevalent errors relate to various types of loan translation, but also include improper word choices and poor vocabulary. Orthographic mistakes, though in minority, refer to the spelling of toponyms, capitalisation, switching from American to British orthographic standards and other random spelling errors. Conclusions. An insight into the nature of the analysed deviations suggests the presence of both intra- and interlingual factors that cause mistakes in papers submitted for publication in the field of life sciences. The error analysis can be beneficial in the educational process for both educators and practitioners. Proper understanding of the functional mechanism of the mistakes might increase the awareness of the potential pitfalls and consequently help avoid them. The classification of errors can be adopted in the educational process and contribute to the development of error pedagogy.
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Muharmah, Azzahra, and Umar Fauzan. "Grammatical Errors of the Ninth-Grade Indonesian EFL Students’ Writing." EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran 9, no. 3 (December 15, 2024): 139–48. https://doi.org/10.21462/educasia.v9i3.262.
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Language serves as a crucial medium for communication, enabling the transmission of ideas and information. English, as a global lingua franca, plays a pivotal role in various domains, including trade, technology, academia, and diplomacy. The significance of English proficiency extends to its role as a medium of instruction in educational settings worldwide, facilitating access to global knowledge. Within English education, language acquisition encompasses four key skills: listening, speaking, reading, and writing. Among these, writing is often considered the most challenging skill due to its complex cognitive and linguistic demands. Writing requires mastery of grammatical rules, vocabulary, and formal aspects, which are essential for effective communication. Grammar, as the foundation of sentence structure, plays a critical role in ensuring clarity and coherence in written texts. This paper explores the challenges of writing in English, particularly in the context of grammatical errors in students' writing, and discusses the importance of understanding the components of language. The study also examines the writing process, emphasizing stages such as planning, drafting, editing, and finalizing, and highlights the distinction between errors and mistakes in language use. By focusing on grammatical errors and their sources, such as interlingual and intralingual transfer, the paper underscores the need for effective pedagogical strategies to improve students' writing skills. The analysis concludes that a comprehensive approach to language instruction, with a focus on grammar and writing structure, is crucial for enhancing students' proficiency in English writing.
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Sari, Eny Maulita Purnama. "INTERLINGUAL ERRORS AND INTRALINGUAL ERRORS FOUND IN NARRATIVE TEXT WRITTEN BY EFL STUDENTS IN LAMPUNG." Jurnal Penelitian Humaniora 17, no. 2 (October 1, 2016): 87. http://dx.doi.org/10.23917/humaniora.v17i2.2501.
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The current study investigates the interference of L1 (Indonesian) into L2 (English) and the errors that occur due to the influence of TL (target language). The focus of the study is on the errors committed by these EFL students in writing narrative text and emphasized on interlingual errors and intralingual errors. The objectives of the study are to investigate the errors committed by these EFL students in order to findout; (1) the types of interlingual errors and intralingual errors in Junior High School, Senior High School and University, (2) the frequencies of interlingual errors and intralingual errors in Junior High School, Senior High School and University, and (3) the similarities and differences of interlingual errors and intralingual errors in Junior High School, Senior High School and niversity. The researcher used Qualitative descriptive as the method design and writing test as the data collecting technique. The data was erroneous sentences found in the students’ narrative writing. The subjects of the study comprised 30 eight grade of SMP Muhammadiyah Pekalongan, East Lampung and 30 eleven grade SMKN 1 Pekalongan, East Lampung, and 30 fourth-year students of English Department of University of Muhammadiyah, Metro Lampung. The findings of the study suggest: (1) The types of interlingual errors andintralingual errors made by SMP, SMK and University students divided into 2 levels, they are morphological level and syntactical level. (2) the frequent of interlingual errors in Junior High School 36 cases (30.26%), in Vocation High School 39 cases (36.77%) and 9 cases (10.98%) in University. The frequent of intralingual errors in Junior High School 83 cases (69.74%), in Senior High School 70 cases (64.23%) and 73 cases (89.02%) in University, and (3) The similarities of interlingual errors and intralingual errors found in Junior High School, Vocation High School and University are 2 types. In morphological level, they are the use of L1 structures and omission of BE in nominal sentences. There are also 2 types in syntactical level, they are the use of present BE in past event and the use of present Verb in past event. The differencesof interlingual errors and intralingual errors found in SMP, SMK and University are (1) in SMP there are 8 types errors that found in the students’ writing, (2) 3 types of errors in SMK, and (3) 2 types of errors found in University.
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Murtiana, Rahmila. "An Analysis of Interlingual and Intralingual Errors in EFL Learners’ Composition." Journal Educative : Journal of Educational Studies 4, no. 2 (December 30, 2019): 204. http://dx.doi.org/10.30983/educative.v4i2.2544.
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<p class="abstrak"><em>This study aims to investigate the occurrence of errors committed by EFL learners in their composition in terms of interlingual and intralingual errors. The setting of the study was a state Islamic university in Banjarmasin South Kalimantan, Indonesia. The research participants were undergraduate students majoring in English Education. Data were collected </em><em>through</em><em> documentation of students’ composition and analyzed based on Corder’s Error Analysis (EA) theory. From the samples of 38 compositions submitted, it was identified that interlingual errors occurred more frequently than intralingual errors. Interlingual errors comprised morphological selection, lexical selection, syntactical selection, and misordering. Meanwhile, intralingual errors were evident in both omission and addition in the areas of word formation and syntax. The findings of this study revealed that first language interference caused more errors in writing than learners’ incomplete process of acquiring second language rules. To prevent the errors from being fossilized, it is suggested that in the teaching and learning process, language instructors provide continuous corrective feedback, and learners be more active in finding exposure to the correct form of the target language.</em><em></em></p><p class="StyleAuthorBold">Abstrak</p><p class="abstrak">Penelitian ini bertujuan untuk menyelidiki terjadinya kesalahan yang dilakukan oleh pembelajar bahasa asing dalam tulisan mereka yang berupa kesalahan interlingual dan intralingual. Penelitian dilakukan di sebuah universitas Islam negeri di Banjarmasin Kalimantan Selatan Indonesia. Partisipan penelitian adalah mahasiswa S1 jurusan Pendidikan Bahasa Inggris. Data diperoleh melalui dokumentasi hasil karangan mahasiswa yang kemudian dianalisa berdasarkan teori Error Analysis dari Corder. Sebanyak 38 sampel karangan mahasiswa dikumpulkan dan ditemukan bahwa kesalahan interlingual lebih banyak terjadi daripada kesalahan intralingual. Kesalahan interlingual berupa kesalahan dalam memilih kosa kata dan menyusun kalimat yang disebabkan oleh pengaruh bahasa asli. Sedangkan kesalahan intralingual berupa penghilangan atau penambahan yang tidak tepat pada bentuk kata atau bentuk kalimat. Hasil penelitian menunjukkan bahwa pengaruh bahasa asli yang menyebabkan kesalahan interlingual dalam tulisan terjadi lebih banyak daripada kesalahan intralingual. Untuk mencegah melekatnya kesalahan, disarankan agar dalam proses belajar mengajar guru dapat terus memberikan umpan balik, dan siswa harus lebih aktif dalam mencari contoh-contoh bentuk bahasa yang benar.</p><p class="abstrak"><strong>Kata Kunci: </strong>kesalahan, interlingual, intralingual, karangan</p>
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Ines Marylena Candra Manik, Ni Putu, and I Kadek Darmo Suputra. "Interlingual and Intralingual Errors of Descriptive Writing Produced by Vocational School in Denpasar." International Journal of Instructions and Language Studies 2, no. 2 (December 13, 2024): 42–49. https://doi.org/10.25078/ijils.v2i2.4224.
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In curriculum in Indonesia, writing is one of the skills taught in English subject. The common problems faced by students in composing English sentence were interlingual errors and intralingual errors. This study aimed to analyze the students' interlingual and intralingual interferences of Vocational Students’ descriptive writing. A qualitative approach was applied by examining the students' descriptive writing. There were 30 students’ writings as object of study. Data collection was done through reading, note-taking, classifying, and describing. The results of study revealed that the most frequent interlingual form produced by the students was subject-verb agreement. Meanwhile the frequent intralingual form found was overinclusion. To sum up, interlingual and intralingual interferences were found in the students' descriptive writing
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Kusmaryani, Woro, and Fitriawati Fitriawati. "Intralingual and Interlingual Grammatical Error Analysis on Students’ Writing." Linguistics and ELT Journal 11, no. 1 (June 30, 2023): 40. http://dx.doi.org/10.31764/leltj.v11i1.15775.
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This article is intended to reveal students’ Intralingual and Interlingual Grammatical Error on their writings. The design of this research was descriptive qualitative. This research was conducted at Junior High School Level with 21 participants through purposive sampling method. Students’ writings were the main data used in this research. Based on the students' writings, the researchers pinpointed the errors' sources. Using Richards' categorization, the errors were then divided into intralingual transfer and interlingual transfer. Intralingual transfer was the first and most frequent source of errors. This type contained 66 errors, or 84%. Interlingual error was the second most common type of error, accounting for 13 or 16% of all errors. The target language itself, which led to the students' errors. Interlingual error occurred when students employed the first language system to produce language because they were unaware of the rules or grammar of the target language they were learning. It is crucial for teachers explain to students how grammatical notions function in context. Giving constructive feedback on English grammar assignments will enable teachers and students to gain a better idea of where each person sits in terms of their knowledge level.
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Masriani Mery Rosmida Silalahi, Rani Rakasiwi, Marlina Tampubolon, and Ricki Asi Erwindo Siahaan. "Morphosyntactic Errors in Students’ Written Narrative Text." Journal of Classroom Action Research 3, no. 2 (August 23, 2024): 49–55. http://dx.doi.org/10.52622/jcar.v3i2.269.
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The objective of this study are to (1) investigate types of errors in students’ Written Narrative Text made by students grade IX, (2) to find out the causes of errors on the students’ writing. Based on the analysis by Dulay’s theory, there are four kinds of errors: 1. Error of Omission, 2. Error of Addition, 3. Error of Misformation, 4. Error of Misorder. The dominant types of errors found in the students writings is Error of Misformation. The source of errors is analysed based on Brown’s Theory. The source of the errors are: 1) Interlingual Transfer, 2) Intralingual Transfer, 3) Context of Learning, and 4) Communication Strategy. Based on the analysis, the source of errors found are Interlingual Transfer and Intralingual Transfer. This study uses descriptive qualitative research. The subjects of this study are the students of grade IX SMK Satria Binjai. In conclusion, students make some morphosyntactic errors in their writing an d the potential cause of the errors is intralingual Transfer and Interlingual Transfer. In this case, the conclusion and the suggestions are directed to those who would teach and learn english writing. Keywords : Error Analysis, Narrative Text, Morphosintactic
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Angguni, Resazia. "INTERLINGUAL AND INTRALINGUAL ERRORS OF WRITING DESCRIPTIVE TEXT MADE BY THIRD SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT SARJANAWIYATA TAMANSISWA UNIVERSITY YOGYAKARTA." JELLT (Journal of English Language and Language Teaching) 4, no. 2 (December 31, 2020): 75–85. http://dx.doi.org/10.36597/jellt.v4i2.9463.
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The present study analyzes the types and sources of errors in descriptive text made by the third semester students of English Education Department. The study was conducted through descriptive qualitative method. Students’ writing documents were analyzed. The data analysis technique involved several steps such as identifying, classifying, describing, and counting. The theory proposed by Dulay et al (1982) was used to analyze types of errors and the theory of Brown (2007) was employed to analyze the sources of errors. There were four types of errors and two sources of errors in the students’ writing descriptive text. Those were omission, addition, misformation, and misordering errors. In omission, there were 41 errors (23.29%), addition there were 11 errors (6.25%), misformation , there were 85 errors (48.29%) and in misordering, there were 39 (22.15%). Whereas the sources of errors in this research were interlingual and intralingual errors. The total error of interlingual was 62 errors (35.22%) and intralingual was 114 errors (64.77%). So it can be concluded that the most dominant types of errors found in students writing was misformation error. While Intralingual error was the most frequent of sources of errors based on the finding in this research.
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Angguni, Resazia. "INTERLINGUAL AND INTRALINGUAL ERRORS OF WRITING DESCRIPTIVE TEXT MADE BY THIRD SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT SARJANAWIYATA TAMANSISWA UNIVERSITY YOGYAKARTA." JELLT (Journal of English Language and Language Teaching) 4, no. 2 (December 31, 2020): 75–85. http://dx.doi.org/10.36597/jellt.v4i2.9463.
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The present study analyzes the types and sources of errors in descriptive text made by the third semester students of English Education Department. The study was conducted through descriptive qualitative method. Students’ writing documents were analyzed. The data analysis technique involved several steps such as identifying, classifying, describing, and counting. The theory proposed by Dulay et al (1982) was used to analyze types of errors and the theory of Brown (2007) was employed to analyze the sources of errors. There were four types of errors and two sources of errors in the students’ writing descriptive text. Those were omission, addition, misformation, and misordering errors. In omission, there were 41 errors (23.29%), addition there were 11 errors (6.25%), misformation , there were 85 errors (48.29%) and in misordering, there were 39 (22.15%). Whereas the sources of errors in this research were interlingual and intralingual errors. The total error of interlingual was 62 errors (35.22%) and intralingual was 114 errors (64.77%). So it can be concluded that the most dominant types of errors found in students writing was misformation error. While Intralingual error was the most frequent of sources of errors based on the finding in this research.
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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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Alexander Lucky, Stevan, Yohanes Gatot Sutapa Yuliana, and Yanti Sri Rezeki. "An Analysis on Students’ Pronunciation of a Scientific Text." Acitya: Journal of Teaching and Education 4, no. 2 (June 4, 2022): 475–85. http://dx.doi.org/10.30650/ajte.v4i2.3320.
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This research was conducted to find out what errors the student made when reading a scientific text and the sources of those errors. The subjects of this research were 14 fourth-year-students of English Department of Teacher Training and Education Faculty of Tanjungpura University. The research methodology used in this research is Error Analysis. There were three steps that were done to find the result of this research, distribute, quantify, and analyze. The result of this research was all 14 subjects made errors when reading the text. Based on the analysis that was done during the research, it was concluded that the sources of errors occurred were intralingual and interlingual errors. Intralingual errors are errors that were made during the transfer process from L1 to TL. Interlingual errors are errors that are made because of the influence of external factors, such as L1 characteristics, slip of tongue, and habits.
Keyword: Error Analysis, Scientific Text, Fourth-Year Students
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Shiva, Nooshin, and Hossein Navidinia. "Exploring the Types and Sources of Iranian EFL University Students’ Writing Errors." AJELP: The Asian Journal of English Language and Pedagogy 9, no. 1 (June 24, 2021): 43–55. http://dx.doi.org/10.37134/ajelp.vol9.1.4.2021.
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Making errors is considered to be an integral part of language learning process. Therefore, it is of paramount importance that different types and sources of students’ errors be identified. The present study aimed to examine the types and sources of errors in a corpus of essays written by 40 Iranian university students. They were given a title and asked to write an essay having at least 150 words. Based on Keshavarz’s (2013) model for error analysis, the errors made by the students were identified and tabulated according to their frequency. Moreover, the errors were classified into intralingual and interlingual ones. The results of the study indicated that the participants made 404 different errors among them, 71.88% were caused by interlingual interference, and 23.84% of them were caused by intralingual factors. The results of the study can be informative for EFL teachers to be aware of the frequency and different types of learners’ errors in EFL writing classes and the reasons underlying them.
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Buansari, Istihayyu, Maulani Pangestu, and Tara Fitri Hanifah. "Grammatical Error Analysis in Recount Texts Made By Seventh Grade." Wanastra : Jurnal Bahasa dan Sastra 14, no. 2 (September 21, 2022): 91–100. http://dx.doi.org/10.31294/wanastra.v14i2.12818.
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Abstract - The objective of this study is to know the most dominant grammatical error made by the seventh-grade students of SMP Trisula Perwari 2 in writing recount text and the reason for the errors. The writer used Betty Azar’s types of error theory and Richards’ sources of error theory. The method used in this study was a descriptive analysis method to describe students’ errors and analyze the data. The research findings show that add a word error holds the first position in the most dominant errors made by the seventh-grade students of SMP Trisula Perwari 2 with 154 errors or 20% followed by other types of error with the total error of verb tense is 114 errors or 15% and spelling is 93 errors or 12%. In addition, the writer found that the students’ errors caused by interlingual transfer and intralingual transfer. The most frequent source of errors affecting the students in making recount text is intralingual transfer with a total of 437 errors (57%), which is followed by interlingual transfer in the second position with a total of 328 errors (43%). Key Words: Error Analysis, Writing, Recount Text.Abstrak - Tujuan dari penelitian ini adalah untuk mengetahui jenis kesalahan yang paling dominan dibuat oleh siswa kelas tujuh SMP Trisula Perwari 2 dalam menulis teks recount dan sebab dari kesalahan-kesalahan tersebut. Penulis menggunakan teori jenis kesalahan milik Betty Azar dan teori sumber kesalahan milik Richards. Metode yang digunakan dalam penelitian ini adalah metode analisis deskriptif untuk menjelaskan kesalahan siswa dan menganalisis data. Hasil penelitian menunjukkan bahwa jenis kesalahan add a word berada di posisi pertama dalam jenis kesalahan paling dominan yang dilakukan oleh siswa kelas tujuh SMP Trisula Perwari 2 dengan 154 kesalahan atau 20% diikuti oleh jenis kesalahan lainnya dengan total kesalahan verb tense adalah 114 kesalahan atau 15% dan spelling adalah 93 kesalahan atau 12%. Selain itu, penulis menemukan bahwa kesalahan siswa disebabkan oleh interlingual transfer dan intralingual transfer. Sumber kesalahan yang paling sering mempengaruhi siswa dalam membuat teks recount adalah intralingual transfer dengan total 437 kesalahan (57%) yang diikuti oleh interlingual transfer di posisi kedua dengan total 328 kesalahan (43%).Kata Kunci : Analisis Kesalahan, Menulis, Teks Recount
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Mehat, Siti Zawani, and Lilliati Ismail. "Malaysian Tertiary ESL Students' Writing Errors and Their Implications on English Language Teaching." Asian Journal of University Education 17, no. 3 (August 1, 2021): 235. http://dx.doi.org/10.24191/ajue.v17i3.14504.
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Abstract: Errors, either in writing or speaking, are common in second language production. Researchers have long been investigating English as Second Language (ESL) learners' errors because they may produce different kinds of errors than native speakers. The purpose of this study was to identify errors made by adult ESL learners and to examine the L1 interference in writing errors. Writing samples were collected from 30 students enrolled in the academic writing class in Universiti Putra Malaysia, and the errors were identified, recorded, and analyzed to determine whether they were intralingual or interlingual ones. The study results showed that most of the errors were in subject-verb agreement and verb tenses, which could be caused by first language (L1) influence. The findings of this study would shed light on the types of errors these ESL learners make and their weaknesses in using the English language. Besides, the findings could support instructors, curricula creators, and textbook writers to create and offer materials that could help learners enhance their command of the English language.
Keywords: Error Analysis, Intralingual, Interlingual, writing problems, writing errors
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Maftukhin, Maftukhin. "An Analysis of Grammatical Errors Made by the Students of English Literature Department." NOTION: Journal of Linguistics, Literature, and Culture 5, no. 1 (May 9, 2023): 18–31. http://dx.doi.org/10.12928/notion.v5i1.7404.
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This research aims to identify grammatical errors made by the students of the English Literature department of Universitas Ahmad Dahlan and to describe the process of the occurrence of grammatical errors. This research is a descriptive study that uses a qualitative method. The data are the writing assignments of second-semester students of the English Literature department of Universitas Ahmad Dahlan of the 2018 - 2019 academic year. The researcher read the writings of the students, then wrote and classified the errors made by the students into types of errors due to interlingual and intralingual transfers. This research uses the descriptive analysis method to describe the types of errors. The results show that the types of errors due to the interlingual and intralingual transfer are omission errors, addition errors, misordering errors, and misformation errors. The results of this study are expected to be the basis for minimizing grammatical errors in the English teaching and learning process, especially for writing in English. The results can also be used as a basis for compiling course materials, writing textbooks or modules, especially for making exercises that focus on errors that often occur, to prevent similar errors that will occur in the future.
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Anggraini, Merliyani Putri, and Satria Adi Pradana. "Grammatical Errors Made by Eighth-Grade Students in Speaking English." English Education: Jurnal Tadris Bahasa Inggris 14, no. 1 (June 17, 2021): 30–46. http://dx.doi.org/10.24042/ee-jtbi.v14i1.8712.
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This research primarily deals with grammatical error analysis. It describes the grammatical errors in speaking skills made by the eighth-grade students. The data of the study are the conversation of the students that are defined into ten groups. The grammatical errors are classified based on Comparative Taxonomy. They are; developmental errors, interlingual errors, ambiguous errors, and other errors. Besides classifying the errors, the research also discovers the sources of errors. A qualitative approach was employed to gather the data in this study. The result of this study shows that the students committed errors in every type of Comparative Taxonomy. The most error that students made was interlingual errors. It can be inferred that the student's mother tongue interfered with them in speaking English. Based on the observation and interview, the possible causes of students' grammatical errors were interlingual transfer, intralingual transfer, the context of learning, and communication strategy.
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Lestari, Tera Dhea, Linna Meilia Rasiban, and Juju Juangsih. "ANALISIS KESALAHAN TRANSFER BAHASA PADA KARANGAN NARATIF MAHASISWA BAHASA JEPANG." Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan 13, no. 2 (September 4, 2022): 124. http://dx.doi.org/10.31764/paedagoria.v13i2.9834.
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Abstrak: Mempelajari bahasa kedua pasti akan terjadi transfer bahasa baik itu transfer interlingual maupun intralingual yang menimbulkan berbagai penyimpangan dan mempengaruhi penggunaan bahasa asing kedepannya. Tujuan penelitian ini adalah untuk mengetahui pengaruh kemampuan bahasa Jepang level 0 hingga level JLPT (Japanese Language Proficiency Test) N3 pada frekuensi kesalahan intralingual dan interlingual oleh pemelajar bahasa Jepang pada karangan naratif. Metode penelitian ini adalah deskriptif kualitatif dengan teknik catat karena memiliki pendekatan yang lebih beragam melalui gambar dan kata-kata dalam keadaan sebenarnya serta membahas fenomena secara menyeluruh. Sumber data adalah 20 karangan naratif bahasa Jepang yang dibuat oleh 20 pemelajar bahasa Jepang dengan kemampuan JLPT yang berbeda mulai dari yang belum mempunyai sertifikat JLPT hingga JLPT level N3 yang dianalisis berdasarkan teori struktur taksonomi permukaan (surface strategy taxonomy). Hasil penelitian menunjukan bahwa kesalahan intralingual paling banyak ditemukan pada bentuk misformation yang dilakukan oleh pemelajar bahasa Jepang sebesar 73% dan 27% kesalahan interlingual dari berbagai kemapuan JLPT. Hal ini membuktikan bahwa semakin tinggi level kemampuan bahasa Jepang maka semakin sedikit persentase kesalahan dan level kemampuan bahasa Jepang tidak mempengaruhi persentase kesalahan interlingual. Perbedaan frekuensi tersebut disebabkan oleh faktor eksternal dan internal lainnya. Penelitian berikutnya diharapkan lebih berfokus pada jangka waktu pembelajaran bahasa Jepang dan faktor eksternal lainnya.Abstract: Learning a second language will inevitably occur language transfers, both interlingual and intralingual transfers, which cause various deviations and affect the use of foreign languages in the future. The purpose of this study was to determine the form and frequency of intralingual and interlingual errors in the narrative essays of Japanese language learners ranging from Japanese language proficiency level 0 to JLPT (Japanese Language Proficiency Test) level N3. This research method is descriptive qualitative with a note proficient method because it has a more diverse approach through images and words in actual circumstances and discusses phenomena thoroughly. The data sources are 20 Japanese narrative essays made by 20 Japanese language learners with different JLPT capabilities ranging from those who do not have a JLPT certificate to the N3 level JLPT which is analyzed based on the theory of surface taxonomy. The results showed that the intralingual errors were found in the form of misformation made by Japanese language learners by 73% and 27% of interlingual errors from various JLPT abilities. This results proves that the higher the level of Japanese language proficiency, the less the percentage of errors and the level of Japanese language proficiency does not affect the interlingual errors. This caused by external and internal factors. Future research is expect to focus more on the duration of Japanese language learning and other external factors.Future research is expected to focus more on the duration of Japanese language learning and other external factors.
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Mahmoud, Abdulmoneim. "Interlingual Transfer of Intralingual Errors: Lexical Substitution from MSA to EFL." Studies in English Language Teaching 7, no. 4 (October 24, 2019): p419. http://dx.doi.org/10.22158/selt.v7n4p419.
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This study takes a closer look at the adverse effects of the use of interlingual transfer as a compensatory communication strategy by EFL learners with a diglossic background. The data were collected from the Arabic-English translations of 80 male and female third year university students studying introductory courses in translation as part of the requirements of their BA English program. A total of 850 interlingual lexical substitutions were detected out of which 219 (26%) could be due to intralingual problems within Modern Standard Arabic (MSA). Most of these errors were cases of failure to distinguish between formally or semantically related words in MSA due to the lack of competence in this variety of Arabic. Accordingly, the study underscores the need for improvement of the teaching and learning of MSA which may help not only translators but also EFL learners who rely on interlingual transfer as a compensatory strategy. The study also calls for a deeper analysis of the interlingual errors of EFL learners in situations of diglossia where their level of competence in one variety is higher than the other. Further studies may reveal more about the magnitude and types of the interlingual transfer of intralingual errors.
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Saudin, Saudin. "THE INVESTIGATION OF INDONESIAN EFL LEARNERS’ ERRORS ACROSS THREE PROFICIENCY LEVELS." Jurnal Bahasa Inggris Terapan 3, no. 2 (February 21, 2017): 1–17. http://dx.doi.org/10.35313/jbit.v3i2.1259.
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The study analyzed the errors made by students across three different levels of proficiency (Advanced, Intermediate and Elementary) in their writing pieces. Three students were selected purposively to represent their respective level. So, nine pieces of writing altogether were to be investigated in this study. The errors committed by the purposive samples were first grouped into fifteen linguistic classifications such as verb form, preposition, mechanics and so forth, then subsumed under two broader categories: negative interlingual and intralingual transfer. The investigation revealed that the learners made more errors of intralingual transfer than those of negative interlingual one. However, in terms of errors based on the linguistic classifications, this study showed surprising findings. Advanced learners, though committing the least errors, performed worst by making errors in the most linguistic classifications (seven altogether): plural-singular form, omission of constituent, verb form, article, vocabulary, pronoun and comparative. Intermediate learners came next by committing errors in less number of linguistic areas (five), namely mechanics, preposition, derivative, auxiliary verb and clause formation. Elementary learners came last by giving poor performances on the least number of just three linguistic areas: tense, word order and genetives. Across levels, however, three areas (consecutively mechanics, plural/singular form and omission of constituent) appeared to be where errors were most commonly committed. With findings as such, the study is expected to impart theoretical contributions to SLA, especially to studies on error analysis. The findings hopefully can also inspire teachers to teach students of these three proficiency levels in ways that meet their needs more. Keywords: purposive samples, linguistic classifications, negative interlingual tranfer, intralingual transfer, SLA.
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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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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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Alzahrani, Muteb Ali. "EFL Saudi Undergraduates' Tenses Errors in Written Discourse Due to Interlingual and Intralingual Interference." International Journal of Linguistics 12, no. 5 (October 19, 2020): 173. http://dx.doi.org/10.5296/ijl.v12i5.17851.
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The current study aims to investigate the influence of interlingual and intralingual interference as sources of the errors of past and perfect tenses. The former refers to the errors generated by the negative effect of EFL learners' mother tongue as they try to bridge certain linguistic gabs. The latter, however, is pertaining to the errors produced by the target language itself as learners progressed in the learning process and face difficulties to employ the large amount of knowledge they have just acquired. The participants chosen are EFL Saudi Undergraduates whose academic specialisation is English. The result of the study showed that there was statistically significant difference between intralingual interference strategy and first language negative transfer as sources of errors of the past and present perfect tenses. This result revealed that the participants have reached a linguistic stage where the diverse rules of the target language itself create confusion for learners. The intralingual interference led the participants to making errors in the simple past, the past progressive, and the past perfect far more than when using L1 negative transfer strategy. While the first language negative transfer led the participants to committing errors in the present perfect progressive tense more so than when using the intralingual interference strategy. This result simply indicated that the difference in timeframe between Arabic and English led to significant number of errors which the students often transfer from their native language.
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Ritonga, Apri Wardana, Ayu Desrani, Ayu Desrani, and Ernawati Ernawati. "Kesalahan Berbahasa Arab Perspektif Howard Douglas Brown: Studi Kasus Mahasiswa PTDU Malang." Jurnal Al-Fawa'id : Jurnal Agama dan Bahasa 14, no. 1 (August 27, 2024): 99–115. http://dx.doi.org/10.54214/alfawaid.vol14.iss1.595.
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This study aims to analyze students’ Arabic language errors from Howard Douglas Brown’s perspective, identifying three errors, namely interlingual transfer, intralingual transfer, and context of learning. An interpretive paradigm and qualitative approach were used in this study using a case study method at Daarul Ukhuwwah College (PTDU), Malang. Data was collected through observation, interviews and documentation, then analyzed using qualitative analysis and data triangulation. The results of the study show that students often make mistakes in Arabic grammar, vocabulary and pronunciation according to Brown’s theory of interlingual transfer, intralingual transfer and context of learning. Students’ perceptions of language errors show a basic understanding of the second language learning process, where errors are considered as a step in understanding and using Arabic. The implications of this study include expanding understanding of the needs of Islamic boarding school students in learning Arabic as well as adapting the curriculum and teaching methods to increase the effectiveness of Arabic language learning in Islamic boarding schools.
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Gozali, Imelda, and Faika Khairani. "Syntactic and Morphological Analysis of Portfolio Reports of Kindergarten Teachers in Surabaya, Indonesia." E-Structural 4, no. 02 (December 20, 2021): 115–28. http://dx.doi.org/10.33633/es.v4i02.5115.
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Abstract. As part of a community service project aimed at providing a customized English course to International Kindergarten teachers in Surabaya, Indonesia, this study investigated the types of grammatical (syntactic and morphological) errors made by the kindergarten teachers in the portfolio reports they wrote, and why the errors were committed. The data were taken from 9 (nine) portfolio reports of those teachers, and interview transcripts to three of them. The writers analyzed the errors using the Linguistic Category Taxonomy based on Dulay et al (1982) and categorized the reasons behind those errors into either Interlingual or Intralingual Errors (Richard, 1974). The result showed that Syntax – Noun Phrase type of error made up the biggest total number of errors (42 %), followed by Syntax – Verb Phrase (31%) and lastly, morphological – third-person singular incorrect (12%). This study also found that the most frequent source of errors is Intralingual in nature (89%). Overall, the results showed that any training aimed at those kindergarten teachers in particular, and in teacher training colleges in general, should address those most frequently committed errors. This Error Analysis on kindergarten teachers’ portfolio reports is the first in this field and constitutes a valuable input for teacher training colleges of Early Childhood Education program.Keywords: error analysis, interlingual error, intralingual error, kindergarten teachers, linguistic category taxonomy, portfolio reports, Abstrak. Sebagai bagian dari kegiatan pengabdian pada masyarakat yang bertujuan untuk memberikan pelatihan Bahasa Inggris kepada guru-guru PAUD internasional di Surabaya, Indonesia, penelitian ini menyelidiki tipe-tipe kesalahan tata Bahasa (dari segi sintaks dan morfologi) yang dilakukan oleh guru-guru PAUD dalam menulis rapor portofolio anak didik, dan juga mengapa kesalahan tersebut terjadi. Data diambil dari 9 (Sembilan) rapor portofolio para guru PAUD tersebut, beserta transkrip wawancara kepada tiga guru. Penulis menganalisis kesalahan tersebut dengan menggunakan Taksonomi Kategori Linguistik berdasarkan Dulay et al (1982). Sumber kesalahan tersebut dibagi ke Interlingual atau Intralingual, menurut Richard (1974). Hasil penelitian ini menemukan bahwa total kesalahan terbesar (42%) terjadi pada bidang Sintaks yaitu pembentukan Noun Phrase, diikuti oleh bidang Sintaks juga yaitu pembentukan Verb Phrase (31%), dan yang terkahir adalah bidang Morfologi yaitu kesalahan bentuk orang ketiga tunggal (12%).Pada keseluruhan, hasil tersebut menunjukkan bahwa pelatihan Bahasa Inggris bagi para guru PAUD tersebut pada khususnya, maupun pada institusi keguruan pada umumnya, perlu memperhatikan aspek sintaks dan morfologi tersebut di atas. Error Analysis pada rapor portofolio ini baru pertama kali ini dilakukan, dan dapat memberi sumbangan berarti pada pengajaran Bahasa Inggris di institusi keguruan PAUD di Indonesia.Kata kunci: analisis kesalahan, Bahasa Inggris, guru PAUD, kesalahan interlingual, kesalahan intralingual, rapor portofolio, taksonomi kategori linguistik
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Ghezzou, Noria, and Sofiane Mammeri. "Investigating intralingual and interlingual errors of algerian middle school efl learners in their written compositions: a case study." Buckingham Journal of Language and Linguistics 9 (May 31, 2017): 58–74. http://dx.doi.org/10.5750/bjll.v9i0.1255.
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The present paper investigates the intralingual and interlingual errors of Algerian Middle School EFL learners in their writing compositions. The purpose of the study is to identify the major errors and classify them according to their types and sources. Besides, it aims at suggesting some solutions to this problem. The sample of the study consists of 1/3 of fourth year learners of Youcef Ben Berkane Middle School of Akbou – Bejaia, Algeria. Accordingly, a corpus of 62 written compositions is collected and analyzed qualitatively and quantitatively. The findings revealed that all the participants significantly make errors in their written compositions. Besides, most of the learners make errors at the levels of spelling, tense, punctuation, subject-verb agreement, sentence fragment, articles, prepositions, and French interference. In view of that, it is also shown that the main source of the learners’ errors is intralingual followed by interlingual transfer. However, promoting extensive reading, integrating reliable writing activities in the classroom and practicing handwriting are some of pedagogical implications suggested to overcome the learners’ repeated errors.Key Words: EFL, Writing, Language Interference, Error Analysis, Bejaia, Algeria.
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Warsono, Warsono. "LANGUAGE TRANSFER IN LEARNER LANGUAGE." EduLite: Journal of English Education, Literature and Culture 1, no. 1 (February 1, 2016): 103. http://dx.doi.org/10.30659/e.1.1.103-114.
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In using the foreign language they are learning, learners tend to use forms that deviate from the target language (TL) norms. The question that arises is whether these forms are the result of transfer or the result of some other causes; and if transfer does exist in learner language, whether it diminishes with the development of the learner TL achievement. This paper tries to find answers to these questions by (1) reviewing some related literature, and (2) looking at some data of learners’ written production of Indonesian learners of English. The data were collected from the writings of the fifth semester students of the English Department (group A, representing low level of L2 achievement), and the final projects written by the English Department students (group B, representing high level of L2 achievement). In this paper, all forms that deviate from the TL norms were called errors, irrespective of whether they were, in fact, mistakes or real errors. The learners’ errors were broadly classified into two classes: intralingual errors and interlingual errors, and it was the latter that became the focus of this study on the assumption that interlingual errorswere caused by L1 transfer. The results of data analysis showed that intralingual errors were slightly higher in group A than interlingual ones; but in group B interlingual errors formed the majority of errors made by the learners (75%). It can be concluded that L1 transfer does exist in the L2 of the Indonesian learners of English. The results also showed that L1 transfer does not diminish with the development of the L2 achievement. It is strongly suggested, therefore, that Indonesian English teachers anticipate the errors caused by L1 transfer and find ways to solve the problems.
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Long, Robert, and Yui Hatcho. "The First Language’s Impact on L2: Investigating Intralingual and Interlingual Errors." English Language Teaching 11, no. 11 (October 16, 2018): 115. http://dx.doi.org/10.5539/elt.v11n11p115.
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This study focused on the grammatical accuracy of Japanese students who were learning English. The database for the errors came from the Japanese University Student Corpus (JUSC) comprising 61 transcripts containing 51,061 words. An inventory, containing 400 errors in context, was taken from this corpus. The first research question related to the most common errors Japanese L2 learners made in spontaneous speech whereas the second question focused on the interpretability and recognition of errors as being intralingual or interlingual. Results showed that the primary errors were articles, verb tense, prepositions, omission, modifier errors, and subject-verb agreement. These results indicate that L1 is a factor in grammatical accuracy. We concluded that this data highlights the need for language teachers to focus on getting students to use the grammatical forms in actual dialogues.
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N.W.Y., Megantari, and Budasi I.G. "THE ERROR ANALYSIS REFLECTED IN ENGLISH RECOUNT WRITING." Lingua Scientia 25, no. 1 (June 30, 2018): 37. http://dx.doi.org/10.23887/ls.v25i1.18822.
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This study was designed in the form of descriptive qualitative that describe the Analysis of Errors Reflected in Recount Writing Committed by the Tenth Grade Students of SMK Negeri 1 Denpasar. This study aimed at identifying and describing the types and sources of errors. The subjects of this study were the tenth grade students of SMK Negeri 1 Denpasar. The participants of this study were 28 students of class X RPL 1.The data were collected based on the students’ recount writings. There were two techniques to collect the data, namely guided writing and free writing. The errors were classified into 13 types of error as suggested by (Azar, 1999) and (Zawahreh, 2012) namely: singular/plural, word form, verb tense, add a word, omit a word, word order, spelling, punctuation, capitalization, meaning not clear, run-on sentence, preposition, and pronoun. The results of the analysis show there were 307 errors found in Holiday Task 1, 328 errors found in Holiday Task 2, 183 errors were found in Unforgettable Experience Task 1, and 264 errors were found in Unforgettable Experience Task 2. The sources of errors were classified into three types based on the result of student’s writing as suggested by (Richards, 1971) and Brown (1980) namely: Intralingual, Interlingual, and Communication Strategy. The most frequent sources of errors were caused by communication strategy with 587 errors (63%), intralingual with 336 errors (36,51%), and interlingual with 4 errors (0,42%).
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Lestari, Ni Putu Candra Widiya, Dewa Putu Ramendra, and Ida Ayu Made Istri Utami. "An Analysis of Grammatical Errors Committed by Students in Writing Argumentative Paragraph." Jurnal Pendidikan Bahasa Inggris undiksha 11, no. 3 (May 24, 2024): 292–97. http://dx.doi.org/10.23887/jpbi.v11i3.46341.
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Writing skills are very important for students to master to help them prepare for their future. However, grammar is one of the obstacles for students in writing English. This research aims to analyze grammatical errors made by students in writing argumentative paragraphs and to analyze the sources of these errors. Second semester English Language Education students were chosen as the subjects of this research. Furthermore, in analyzing the data, this research applies a combination of descriptive qualitative and descriptive quantitative methods. Apart from that, data was collected through collecting documents from the end-of-semester tests. The data analysis procedure consists of three specific steps, namely data reduction, data presentation, and drawing conclusions/verification. The results of the research found that students made 11 types of errors with a total of 165 errors. Most of them made omission of article errors with 39 (23.63%) errors, then simple addition 33 (20%) errors, alternating form 27 (16.36%) errors, omission of to be 21 (12.72%) errors, then omission of preposition 17 (10.30%) errors, omission of plural –s with 15 (9.09%) errors, misordering 6 (3.63%) errors, regularization 3 (1.81%) errors, and finally double marking and archi-form each 1 ( 0.60%) error. In addition, sources of errors were found in four types: interlingual transfer, intralingual transfer, context of learning, and communication strategy. The majority of students made mistakes due to intralingual transfer, 119 (72.12%) errors were found, followed by interlingual transfer 41 (24.84%) errors, communication strategy 3 (1.81%), and context of learning 2 (1.21%) errors.
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Abd. Karim, Norfazlika. "An analysis of speech errors of English as a second language learners in UiTM Negeri Sembilan." Social and Management Research Journal 10, no. 2 (December 2, 2013): 1. http://dx.doi.org/10.24191/smrj.v10i2.5224.
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This study examined errors in the speech transcripts of 18 learners during their first semester Pre-Diploma in Science taking Pre-Diploma English I (BEL 021) course at Universiti Teknologi MARA, Negeri Sembilan. The objectives of the study were to identify the speech errors and the possible sources ofsuch errors as some English as a Second Language (ESL) teachers seemed to make only few attempts in correcting errors in their evaluation ofthe learners' speaking tasks due to the fact that they might not be fully equipped with a practical guide to an examination of learners' spoken English errors. Data were obtained through the learners' individual oral presentation in which it was tape-recorded. transcribed and analysed for errors. An analysis of the speech errors suggested that the sources of errors may be attributable to two major transfers: interlingual and intralingual and most errors learners produce resulting from the normal development of the target language (intralingual errors).
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Sidabutar, Yustina. "Analysis of Lexical Spelling Errors in Basic Writing Production Among Second Semester Students at Universitas Negeri Medan." Indonesian Journal of Advanced Research 2, no. 8 (August 31, 2023): 1251–58. http://dx.doi.org/10.55927/ijar.v2i8.5643.
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This research aims to analyze the types of French lexical spelling errors found in the writing of UNIMED students in basic writing production courses. The method used in this research is qualitative descriptive. The data collection technique uses student writing results during exams in basic writing production courses and Google forms. The results showed that there were 68 data on lexical spelling errors, 58 data (85.29%) on diacritical mark (accent) errors, 8 data (11.76%) on errors colored by non-functional errors and 2 data (2.95%) on segmentation faults. Based on the questionnaire filled out by the students, there are two factors responsible for these errors, namely interlingual factors and intralingual factors. Of these two factors, the main cause is intralingual factors. In addition, learners do not know the boundaries or rules of a language due to lack of knowledge about the material.
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Arifah, Nur Aida, and Nanang Bagus Subekti. "AN ANALYSIS OF GRAMMATICAL ERRORS IN ANNOUNCEMENT TEXTS WRITTEN BY THE TENTH GRADE STUDENTS." JELLT (Journal of English Language and Language Teaching) 4, no. 2 (December 31, 2020): 64–74. http://dx.doi.org/10.36597/jellt.v4i2.9462.
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English is one of the foreign languages learned by Indonesian students. In the process of learning language, the errors might be made by learners. The complexity of English and its difference from Bahasa Indonesia can lead to students’ errors. This study explored (a) the types of errors found in announcement text written by the tenth-grade students, (b) the type of error which is more frequently committed by the tenth-grade students, and (c) the sources of errors found in announcement texts written by the tenth-grade students. To identify the errors, Surface Strategy Taxonomy was used in this research. Furthermore, interlingual and intralingual errors were identified as the source of errors found. To conduct the study, the researcher applied qualitative research, which case study was the specific type of this study. The data in this study were the announcement texts written by the tenth-grade students. There were five steps in conducting this study, namely; collecting samples of language learners, identification of errors, description of errors, explanation of errors, and error evaluation. The result of this study showed there were 31.82% omission error, 11.36% addition error, 27.27% misformation error, and 29.55% misordering error based on Surface Strategy Taxonomy. Thus, omission error was the highest. Furthermore, there were 34.09% interlingual as the source of errors found, and 65.91% intralingual as the source of errors found. Thus, this study suggests that the English environment is created as possible to minimize the errors of the leaners. Additionally, learners must also be aware of their learning.
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Siregar, Sholahuddin. "AN ANALYSIS ON GRAMMATICAL ERRORS IN WRITING DESCRIPTIVE TEXT AT MTS NEGERI LABUHANBATU SELATAN." BRIGHT VISION Journal of Language and Education 4, no. 1 (May 28, 2024): 71. http://dx.doi.org/10.30821/brightvision.v4i1.2894.
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<p>Based on the findings and discussions in the previous chapter, the researcher concluded the type of errors are usually made by the second grade students of MTsN 2 Labuhanbatu using writing descriptive text, and the cause of errors made by the second grade students of MTsN 2 Labuhanbatu using writing descriptive text. The conclutions are as follows The type of errors are usually made by the second grade students of MTsN 2 Labuhanbatu using descriptive text. Based on the description in previos chapter, it can be concluded that the second grade of MTsN 2 still made the errors when the students were asked to a descriptive text. The types of errors made by the students on writing descriptive text are based on surface strategy taxonomy which are classified into omission, addition, misformation, and misordering. After counting the errors, the researcher found 35 total of errors consisting of 16 errors of omission, 8 errors of addition, The cause of errors made by the second grade students of MTsN 2 Labuhanbatu using writing descriptive text. After analyzing each types of errors found in descriptive text in students writing of the second grade of MTsN 2 Labuhanbatu, the researcher can find some causes of errors. They are interlingual and intralingual transfer. Interlingual transfer is errors that are influenced by the interference of users mother tongue. The users still apply Indonesian pattern into English when they translate the sentences. Then intralingual transfer occurs when students get difficulty learn the second language.</p>
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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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Septiana, Hespi, Warsita Noer Ardiyanti, Bambang Yulianto, Tengsoe Tjahjono, and Syamsul Shodiq. "Syntaxis Language Transfer on Beginner BIPA Learner." KREDO : Jurnal Ilmiah Bahasa dan Sastra 7, no. 1 (December 12, 2023): 123–36. http://dx.doi.org/10.24176/kredo.v7i1.11599.
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Tujuan penelitian ini yaitu, 1) menemukan pola transfer berbahasa secara sintaksis pemelajar BIPA level dasar, 2) mendeskripsikan kesalahan transfer bahasa secara sintaksis dalam pembelajaran BIPA, dan 3) faktor yang memengaruhi kesalahan transfer bahasa pada pemelajar BIPA level dasar. Metode penelitian yang dipergunakan merupakan deskriptif kualitatif. Sumber data dari hasil tugas pemelajar BIPA Unesa dalam mata kuliah keterampilan menulis. Teknik pengumpulan data dengan cara 1) mencermati dan menganalisis hasil tugas mahasiswa berdasarkan aspek sintaksis, 2) melakukan wawancara, dan pengambilan simpulan Hasil penelitian menemukan kesalahan-kesalahan sintaksis 1) pemelajar BIPA mengalami kesulitan dalam menuliskan kelengkapan tanda baca, 2) pemelajar BIPA belum bisa menuliskan huruf kapitan dengan tepat dan konsisten, 3) ditemukan kesalahan penulisan konjungsi di dalam kalimat, 4) penulisan kalimat yang tidak lengkap, tidak ada subjek kalimat.dan 5) kesalahan penggunakan kata “adalah”, 6) masih belum bisa membedakan penggunakan kata “tidak” dan “belum”, dan 7) penggunaan konjungsi di awal kalimat. Faktor penyebab terjadi kesalahan transfer bahasa yakni dari aspek intralingual dan interlingual. Intralingual karena faktor dari bahasa target B2 yang terlalu sulit untuk dipahami, bhakan bagi penutur jati dan faktor interlingual yakni pengaruh bahasa pertama yang terlalu jauh dengan bahasa target B2. Akibatnya, preposisi yang tidak tepat, organisasi tidak lengkap, penggunaan elemen yang berlebihan, penggunaan bentuk superlatif yang berlebihan, pluralisasi jamak, dan penggunaan bentuk timbal balik yang tidak tepat digunakan. The objectives of this research are: 1) to identify language transfer patterns in syntax among basic-level BIPA learners, 2) to describe syntactic transfer errors in BIPA learning, and 3) to examine the factors influencing language transfer errors in basic-level BIPA learners. This study assigned qualitative descriptive. The data source is from the writing assignments of BIPA learners at Universitas Negeri Surabaya (Unesa) in the subject of writing skills. The research results reveal the following syntactic errors: 1) BIPA learners face difficulties in using punctuation marks correctly, 2) they have not mastered the accurate and consistent usage of capital letters, 3) errors are found in the use of conjunctions within sentences, 4) incomplete sentence construction with missing subjects, 5) mistakes in using the word "adalah" (is/are), 6) confusion between the usage of "tidak" (not) and "belum" (not yet), and 7) improper usage of conjunctions at the beginning of sentences. The factors contributing to these language transfer errors can be categorized as intralingual and interlingual aspects. Intralingual factors relate to the difficulty in understanding the B2, even for native speakers, while interlingual factors stem from the considerable linguistic distance between the first language and the target language. Thus, incorrect prepositions, incomplete sentence organization, excessive use of elements, exaggerated superlative forms, pluralization errors, and improper reciprocal forms are used
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Al-Saidat, Emad M. "ACQUISITION OF THE INFLECTIONAL MORPHOLOGY OF ENGLISH AS A FOREIGN LANGUAGE: AN ERROR ANALYSIS APPROACH." Buckingham Journal of Language and Linguistics 5 (November 7, 2012): 19–37. http://dx.doi.org/10.5750/bjll.v5i0.211.
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This paper aims to identify errors committed by Arab learners of English as a foreign language in the area of inflectional morphology. Errors are classified according to their type in comparison with what seems to be correct in the target language. In order to pinpoint the areas of difficulty and find what makes these areas difficult, the researcher classified errors with reference to their sources into intralingual, interlingual, ambiguous and other errors. The paper also aims at finding possible solutions for the difficulties learners encounter when learning a foreign language in general and English language in particular in a way that would help teachers overcome such difficulties when teaching English to Arab students. It concludes that learners’ mother tongue plays a minor role as the interlingual errors constitute less than 25% of the total number of learner errors; whereas, other factors such as overgeneralization and learning strategies play a major role in learning a foreign language as far as this sample is concerned.
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Endi, Ferhadius, and Dian Lestari. "Analisis Kesalahan Berbahasa Prancis Pemandu Wisata Lokal Desa Wisata Candirejo Borobudur." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 10, no. 2 (June 26, 2024): 425. http://dx.doi.org/10.32884/ideas.v10i2.1709.
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This research discusses the error analysis of French local tour guides in desa wisata Candirejo Borobudur. This research aims to identify and explain French language errors and the factors that cause them. This research is a qualitative descriptive study in which data collection was obtained by observation, documentation and interviews. Various forms of errors were found which included four types of language errors; omissions, additions, misformations and misorders. The two factors that cause language errors are interlingual and intralingual errors. This research is expected to contribute in improving the quality of French local tour guides in desa wisata Candirejo Borobudur.
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Mahbub, Mahbub, and Fajar Syahrudin. "الأخطاء في ترجمة اللغة الإندونيسية إلى اللغة العربية." TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab 1, no. 01 (January 5, 2021): 52. http://dx.doi.org/10.30739/arabiyat.v1i01.729.
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This study aims to determine and describe the errors and their causes that occur in the results of the translation carried out by students of the 2016 Arabic Language Education class. The data of this study were obtained from the results of the students' translation which were taken using written test techniques. After the translation results are obtained, the error identification, error classification and error reconstruction are carried out. The forms of errors that occur in the translation results of the students are word choice errors, word omission errors, word addition errors, rule errors, and word form errors. As for the causes of errors, there are two things that underlie the errors found, namely interlingual transfers and intralingual transfers.
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Rajagukguk, Rosdiana. "An Error Analysis In Writing Short Essay Made By The First Semester Students English Department Nommensen University." Visi Sosial Humaniora 4, no. 1 (June 30, 2023): 1–7. http://dx.doi.org/10.51622/vsh.v4i1.1377.
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Writing is one of the learning topics taught at the Department of English Education at HKBP Nommensen University Medan. Meanwhile, based on the writer‟s experience the writer still made an error when writing an essay. The aims of this study are to find out the dominant types of error and the causes of the error. This study used qualitative descriptive as a case study. the population of this study was the 1sT semester students English Department of Nommensen University from groups A and B consist of 15 students. The data was collected from the students‟ tests and interviews. According to the result, there were four types of errors by using the appropriate tenses in writing a short essay made by the first semester students, those were (1). Omission (17.2%), (2). In Addition (10%), (3). Misformation (69.1%), and (4) Misordering (3.7%), the dominant types of error by using the appropriate tenses in writing a short essay made by the first semester students English Department Nommensen University on their short essay was Misformation (69.1%). The cause of the error by using the appropriate tenses in writing short essays was an Interlingual and Intralingual Transfer. this study indicates that there are still errors in writing short essays, which dominate by misformation errors or errors in word structure, which occurs because of interlingual and intralingual transfers or errors in the intended target language.
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Falah Altamimi, Dheif Allah Hussain, Radzuwan Ab Rashid, and Yasir Mohamed Mohamed Elhassan. "A Review of Spelling Errors in Arabic and Non-Arabic Contexts." English Language Teaching 11, no. 10 (September 14, 2018): 88. http://dx.doi.org/10.5539/elt.v11n10p88.
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The purpose of this review paper is to identify the core spelling errors in Arabic and Non Arabic Contexts. The most common difficulty that Arab learners may face during their English writing is correct spelling, for many different reasons such as the interference between English and Arabic language and the irregularity of the English language system. Several studies have been undertaken to evaluate writing mistakes and spelling errors in English, and most of them have classified spelling errors into three different categories: morphemic errors, where the errors occur in the morphemes parts (prefixes and suffixes); Intra-Morphemic errors, where errors occur in the word roots themselves such as deleting the final (silent) e vowel in the word write, and splits types, where the learners leave a space inside the word for example, write my self as two words instead of myself, one word. Apart from the three categories mentioned above, other studies claim that there are eight different types of error related to the abilities of the students and the nature of the error, and these include inversion, omission, substitution, segmentation, insertion, pronunciation, miscellaneous, and unclassified errors. In this review paper, we have found interlingual and intralingual –related errors where interlingual errors are mainly caused by the interference of the primary or mother language, while, intralingual errors are due to the system and instruction of the target language. Finally, suggestions are given based on previous research about how to review the spelling errors in Arabic and Non Arabic contexts to identify the error and also overcome the problem through alternatives that can be implemented to create a positive impact and can be furthermore used for all types of positive learning.
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Sado Al-Jarf, Reima. "SVO Word Order Errors in English-Arabic Translation." Meta 52, no. 2 (August 2, 2007): 299–308. http://dx.doi.org/10.7202/016072ar.
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Abstract An error corpus of deviant SVO structure was collected from the translation projects of students majoring in translation. Syntactic, semantic, pragmatic and discoursal criteria were used to judge the deviations. Percentages of interlingual and intralingual errors, the syntactic contexts in which subjects were misplaced, the strategies used to impose SVO order, and areas of L1 inadequate competence will be reported. Implications for increasing students’ awareness of the pragmatic, discoursal and syntactic constraints in translating SVO structures will be provided.
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Saputra, Heru. "SURFACE STRATEGY TAXONOMY: ERROR ANALYSIS IN ACADEMIC WRITING." ETERNAL (English Teaching Journal) 13, no. 2 (August 17, 2022): 226–35. http://dx.doi.org/10.26877/eternal.v13i2.12462.
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This research aimed at describing the types of errors and their sources produced by 25 students of the Academic Writing Class of the Talent Scouting Program at IAIN Salatiga. This research used a qualitative method using students' writing assignments as the data source. The Theory of Surface Strategy Taxonomy was used in the data analysis. In finding the source of error, the researcher used comparative analysis. This study found four types of errors, with a total of 29 errors, including the omission 17 times, misinformation 5 times, addition 5 times, and misordering 2 times. Meanwhile, four error types were found for the source of errors: developmental or intralingual errors 14 times, unique errors 6 times, interlingual errors 2 times, and ambiguous errors 7 times.
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Maisyara, Maisyara, Ade Silvana, and Noval Fadli. "AN ANALYSIS OF THE STUDENTS’ ERRORS IN USING SIMPLE PRESENT TENSE IN WRITING DESCRIPTIVE TEXT AT THE TENTH GRADE OF SMAN 2 BENGKALIS." Ensiklopedia of Journal 4, no. 4 (June 27, 2022): 88–93. http://dx.doi.org/10.33559/eoj.v4i4.1156.
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This research described the students’ errors in using simple present in writing descriptive text. The research was conducted on June 2020. The subject of this research was the tenth grade students at SMAN 2 Bengkalis, and the object of the research were the studens’ errors in using simple present tense. The sample was taken based on simple random sampling technique with the total number were 34 students. In order to collect the data, the researcher used a test.The test was used to find out the students’ errors in using simple present tense in writing descriptive text. Based on the data analysis researcher concluded that the total errors of omission are 34 errors or 27.2%, errors of addition are 10 errors or 8.1%, error of misformation are 50 errors or 40,6%, and errors of misordering are 29 errors or 23.5%. Source of errors interlingual transfer was 29.2% and intralingual transfer was 70.7%. From the calculation of the data, error of misformation was the most frequent errors were made by the tenth grade students of SMAN 2 Bengkalis with the percentage 40.6%. The data also indicate that Intralingual transfer is the major source of the error were made by the students with the percentage 70.7%.
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Babu Rajan, Panthayil, Algirdas Makarevicius, and Philip Harttrup. "Exploring Arabic Learners’ English Errors: Interlingual vs. Intralingual Analysis and Remedial Teaching Strategies." Academicus International Scientific Journal 30 (July 2024): 126–37. http://dx.doi.org/10.7336/academicus.2024.30.09.
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Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey.
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CHE HASSAN, NOR SYAMIMI ILIANI, NOR HAIRUNNISA MOHAMMAD NOR, ROHAZLYN ROSLY, and WAN NUUR FAZLIZA WAN ZAKARIA. "ESL Learners’ Language Errors in a Reflective Writing Assessment." Issues in Language Studies 8, no. 1 (June 27, 2019): 37–51. http://dx.doi.org/10.33736/ils.1291.2019.
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Perceived as one fundamental element in language learning, grammar is reckoned important in ESL writing. ESL learners need to master the knowledge of how to transfer grammatical concepts into their ESL composition. However, Malaysian learners of English often repeat errors in writing which they cannot even recognize. The current study draws attention to the occurrences of language errors and examines their sources in Malaysian ESL learners’ writing. 40 students in their Semester 2 of diploma level were selected to participate in the study. Each student was to produce two essays of 100-word length. Each essay was first examined before language errors were identified and coded based on the parts of speech: Nouns, Verbs, Adjectives, Adverbs, Articles, Pronouns, Prepositions, Adverbs, Conjunctions and Determiners. For each type of errors, the sources were categorized based on interlingual and intralingual sources. 258 errors were identified with the most frequent language errors produced were verb errors while the least were determiner errors. The result revealed that the most dominant errors were caused by intralingual sources. This study would greatly help teachers to establish better curriculum and select materials to facilitate students in learning English and develop them as proficient learners who can self-correct language errors.
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Burhansyah, Burhansyah. "Analysis of error sources in L2 written English by Indonesian undergraduate students." Studies in English Language and Education 6, no. 1 (March 9, 2019): 71–83. http://dx.doi.org/10.24815/siele.v6i1.6659.
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This study investigates second language learners’ production in writing, aiming to understand common problems the learners frequently have with English. The study focuses on the analysis of errors in 100 essays written by 50 Indonesian undergraduate students of English, which is aimed at identifying the commonly occurring errors, classifying them according to a linguistic category, and explaining the causes of the occurring errors. The study shows that a large number of the occurring errors resulted from intralingual sources, the proportion of which account for more than 60% of the total errors. The results conform to a number of earlier studies in this research field which concluded that the majority of errors L2 learners make stem from intralingual interference. Another possible explanation for the phenomena is that because the subjects participating in this study are university students majoring in English, they had at least mastered the basics of English when entering university. As a result, they are more likely to make fewer interlingual errors than students at elementary level who tend to rely more on their native language when dealing with the aspects of the target language which they have not yet mastered.
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ŠARIĆ, Antonija. "ERRORS IN FORMULATING QUESTIONS WITHIN GERMAN LANGUAGE WRITTEN EXAMS AT THE FACULTY OF FOOD TECHNOLOGY IN OSIJEK." Lingua Montenegrina 18, no. 2 (December 1, 2016): 147–57. https://doi.org/10.46584/lm.v18i2.520.
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In this paper, the author attempts to identify the most common errors that occur in the interlanguage of students at the Faculty of Food Technology in Osijek when formulating questions in German language written exams. Given that interlanguage presents a dynamic language system that retains some features of the first language or generalizes the second language rules in speech or writing, the origin of errors can be found in mother tongue or in the misapplication of the rules when adopting a second language. Therefore, this paper focuses on identifying the most common errors in formulating questions and strives to determine whether the majority of those errors are interlingual or intralingual.