Siti febriyanti CRITICAL READING ESSAY (original) (raw)
Related papers
Critical Reading Essay, 2020
From the title of this article, "Grammatical Errors in Narrative Texts of Madrasah Aliyah Students: Analysis of Surface Strategy Errors" is an article written by Mam Rahmah Fithriani, published in June 2020. This article discusses how grammatical errors in writing narrative text are made by Mathematics & Natural Sciences (MNS) and Social Sciences (SS) at Madrasah Aliyah (Islamic Senior High School) as research subjects. This article is very useful for readers who want to add information about grammatical errors in writing skills, especially in narrative text. Teaching English has four skill areas, one of which is writing skills. Writing skills are more difficult because they must be tied to correct grammar structures, and so on. From the results of the data analysis in this article, it is said that MNS students make more grammatical errors than SS students in writing narrative text. This article can also refute the response that SS students are less competent than MNS students in the academic field. English is an important foreign language that must be taught at all levels of education, because English is an international language. English can be said to be a neutral language, because English can be used all over the world. In this article, it focuses more on narrative text writing skills and analyzes grammatical errors in narrative text made by MNS students and SS students at Madrasah Aliyah. This article also describes language knowledge and having English language skills is very important. Writing skills are as important as other skills to be understood more deeply. Without having writing skills, it is difficult for us to channel or convey ideas or ideas that will be written in a more formal form such as writing an essay, and so on. Teaching English writing in Indonesian secondary schools is also being applied today, starting from SMP / MTs and SMA / MA. There are several types of text such as recount, descriptive, report, exposition, narrative, etc. The text included by the author is narrative text. Narrative is defined as a literary text that tells about a series of events that are logically and chronologically related (Lukens, 2007). Text narrative also has its own language structure. Analyzing grammar errors in ELF teaching and learning is also important. By analyzing, we can find out where the
Ta'dib: Jurnal Pendidikan Islam, 2020
Framed by Error Analysis (EA) approach, this study aimed at analyzing grammar errors in writing narrative text, with a special focus on the differences of errors made by the students of Mathematics & Natural Science (MNS) and Social Studies (SS) streams at a Madrasah Aliyah (Islamic senior high school). This study used 60 narrative essays as the data corpus, which was analyzed using the adoption of Coder’s EA approach. The result of data analysis showed that MNS students made more grammatical errors than SS students did in writing narrative texts. A closer look at the data revealed interesting findings as follows: 1) both MNS and SS students made grammatical errors in six categories, noun, pronoun, verb, article, preposition, and conjunction; 2) there were five types of errors found in students’ writing including mis-selection, over inclusion, and omission as the dominant ones; and 3) MNS students produced more errors in five categories; noun, pronoun, verb, preposition, and conjunc...
International Journal of Research Publications, 2021
This research generally aims to provide a reference regarding the analysis of grammatical errors in students' English narrative essays. In particular, the purpose of this study is focused on describing the forms of grammatical errors and identifying the factors that cause grammatical errors made by the eleventh-grade students of SMA Dwijendra Denpasar in writing narrative texts. The method in this study is a descriptive method with a qualitative approach. Further, the data from this study were collected by using the simak and the interview method to obtain information about the forms and factors of errors in students' narrative writing. Furthermore, this research data was analyzed qualitatively based on the taxonomy of linguistic categories proposed by Dulay et al. (1982) which focused on the linguistic components of morphology and syntax. Meanwhile, the factors that cause language errors were analyzed by the theory proposed by Richard (1970). Then the analysis of this research is presented in an informal method. Based on the results of the study, the forms of grammatical errors of the students, include the morphological category such as; indefinite errors, cases of misuse of possessive forms, errors of using verbs for the third person singular, simple past tense errors, and past participle errors. Afterward, the syntax error categories such as; noun phrase errors, prepositional phrase errors, verb phrase errors, errors in the use of progressive tense where students replace the suffix '-ing' with simple verb forms, the suitability of the subject with other words and word order. In addition, Factors that influence the existence of grammatical errors in English narrative essays for class XI students of SMA Dwijendra Denpasar include the influence of elements or rules of mother tongue in the second language and errors made by the learner due to the complexity of the rules of the language he is studying, such as; cases of overgeneralization, neglect of the boundaries of language rules and errors in concept hypotheses.
This research aims to describe grammatical errors made by bilingual students in SMP Muhammadiyah 3 Yogyakarta. This research investigates the types of error and cause of grammatical error in writing composition in English. The method used in this research is qualitative-descriptive method. The data are taken by using taping method with some techniques i.e., data collecting, observation, and research. The data population consist of 318 sentences in which 90 sentences with the grammatical error are analyzed. The focuses on the types of grammatical error and the causes of errors. The result of this research shows that the grammatical errors found in the essays of the bilingual class consist of addition errors, omission errors, misformation errors, misordering errors. The error of omission in irregular past tense is the most frequently made by students of bilingual class. The causes of error include linguistics factors, namely inter language and intra language factors. Inter language factors consist of misformation of phrase, addition of preposition, error of subject construction, addition of to be, addition of regular past tense {-ed}, omission of short plural {-s/es}. Meanwhile, intralingual factors consist of over regularization and lack of knowledge about the grammatical rules in English. Key: English language acquisition as foreign language, error analysis, and grammatical rule, inter language
Analysis of Grammatical Errors in Writing Narrative Text B
ELT (English Language Teaching Prima Journal), 2021
The researchers conducted this research to find out some of the mistakes made by students in writing, especially in writing narrative text. The researchers involved several grade VIII students of SMP SWASTA VALENTINE DELI SERDANG in academic year 2020/2021. The researchers conducted a qualitative descriptive study with 15 students participating in the study by giving them a questionnaire test. This study found 4 types of grammatical errors in students' writing, namely spelling, verb tense, article, and capitalization with the following number of errors. 1: Spelling with 29 errors = 18.70%, Verb tense with 69 errors = 44.51%, Articles with 31 errors = 20% and Capitalization with 26 errors = 16.77% . The total accumulated grammar mistakes made by the students were 155. Keywords: analysis, grammatical errors, narrative text.
Errors in English Writing Composition at Secondary Level in Abbottabad
Pakistan Languages and Humanities Review , 2017
Learning a second language and gaining competence in it can only be attained through regular practice and active use of it and during that process learners are expected to commit errors (Brown, 2000). The analysis of their errors stressed on the need for a systematic method based on foundations and perceptions furnished by linguistics to diagnose, segregate, and systematically interrupt the undesirable grammatical structures formed by these learners (Crystal, 2003). Apart from listening, speaking, and, reading skills errors committed in writing skills also need to be diagnosed. The current study explored the nature of incorrect structures produced by the students learning English as a second language and their written compositions were selected to point out the causes of these errors and suggest suitable remedial measures. Being action-based research it was a mix-method inquiry to analyzing the learners' errors. Ellis's (1985) approach to analyze learners' errors was applied to probe into the faulty structures produced in the written composition. The current research was conducted in a government secondary, Abbottabad, and all the students studying English at the secondary level were assigned the task to compose an essay on an already decided topic. These handwritten scripts were manually computed in Microsoft word format and online software, Grammarly, was utilized to find the errors to investigate the nature of errors that most commonly occur in learners' writing in L2. The findings of the study highlighted the written compositions of the students contained a variety of interlingual and intralingual or developmental errors. The study also recommended some of the feasible corrective measures especially individual corrective feedback to overcome these errors. Key Words: error analysis, writing skills, secondary level, interlingual errors, intralingual errors 1. Introduction Learning a second language (L2) is consistent practice and demands active involvement of L2 learners and to gain the proficiency in the second language, the learner is desired to be sufficiently exposed to all the receptive (listening and reading) and productive (reading and writing) skills of the second language (Brown, 2000). In the local context of Pakistan, the teaching of the English language currently emphasizes the instruction and erudition of the aforesaid receptive and productive skills. On the other hand, regardless of learning the English language for several years at school, the standard of English language competence among the students is marching towards decline. Being weak in almost all the aspect of the English language, students are lacking behind in writing skills and they produce a lot of faulty structures in their written compositions. Therefore, it has been hypothesized in the present study that English language learners commit several errors in their written compositions. In the past, there were many studies conducted on the error analysis of ESL learners, especially in written compositions. It has been revealed that the writings of the ESL learners are full of mistakes and learners are weak in grammar, produce incorrect spellings, and use inaccurate vocabulary (Lim Ho Peng, 1976, James, 1988, Khan, 2005 and Vahdatinejad, 2008). In the background of the present study, it was noted that no such study was conducted in the regional context of Abbottabad and it was much needed to investigate the errors in the local context. Learning a second language is widely acknowledged as a steady course of action. In this process, erroneous structures are likely to be produced at all stages of learning and these errors will not be removed by merely pointing them out to the learner (Ferris, 2002) as in the natural process of learning, students are bound to commit errors and these faulty structures produced during the process of learning a second language are desired to be responded with a positive note. Second language teachers have to seriously consider that "learning ability varies from person to person" and "all language learning is based on continual exposure, hypothesizing and, even with the correct hypothesis, testing and reinforcing the ideas behind them" (Bartholomae, 1980: 97). Thus, error analysis (EA) is one of the most appropriate methods which can be utilized to categorize and explain errors committed by the speakers of other languages. In the context of the current study, error analysis (EA) was applied to uncover the nature and basis of the errors committed in the written composition of the students learning English language at the secondary level in Abbottabad. The current research helped to explore the kinds and frequency of errors concerning chain and choice.
Jurnal Ilmiah Pendidikan Scholastic
The students usually make error on the use of grammar when they produce an English writing, also in writing descriptive text. It is due to the difference between Indonesia and English grammatical system. If the students are not able to use those aspects correctly, it would be worried that their writing which is good content and organization would not give good sense because the readers misunderstand the message conveyed. The purpose of this study was to describe types of grammar errors made by the third year students in paragraph writing. The population of this research was 68 students of the third year students of English State Islamic University Imam Bonjol Padang, which were divided into two classes: class A and B. The sample was 30 students by using cluster random sampling. This research was done by giving some topics and students had to choose one of the topics given such as “My Daily Activities”, “My Favorite Lecturer”, and “My Best Friend in this Semester”. The researcher use...
2014
This study has shed light on the manner in which students within the rules of the target language, which is english. This study examines errors in a corpus of 38 essays written by 38 participants. The participants are the third year students of SMPN 35, East Jakarta. They were asked to write an english essays then 10 scripts of the essays were chosen randomly for analyzing. All of the errors in the essays were identified and classified into various categorization. The purposes of this study is to find the the error that mostly commited by the students. Descriptive method is used for analyzing the data and library research method is used for collecting the data. The result of this study shows that four most common errors committed by the participants were error in singular/plural form, error in the use of article, error in the use of pronoun, and error in subject/verb agreement. These aspects of writing in english pose the most difficult problems to participants.
Murad H. Sawalmeh is a full-time lecturer in the English language Center at University of Ha'il, Saudi Arabia. He obtained his M.A. degree in linguistics from the University of Jordan in 2007. He has over ten years of experience teaching English as a second and foreign language in Jordan, the United Arab Emirates and Saudi Arabia. His research interest is in line with sociolinguistics, discourse analysis, error analysis and translation. Murad has recently started his PhD research on genre analysis at the University of Huddersfield, UK.