Analyzing Errors in Thesis Writing: Should Grammar Be an Issue in English Academic Writing for Students of English College? (original) (raw)
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2021
Research with topics like this is not new, educators usually try to find out the weaknesses of their students in terms of mastery of grammar to solve the teaching and learning problems. English study Program of FKIP, Universitas Nusa Cendana also see this as something urgent so it is very necessary to do to see and identify the weaknesses of students English Education study program in writing scientific papers (thesis) from the grammatical point of view by using the surface strategy taxonomy approach introduced by Dulay, Burt, and Krashen (1982). This research is expected to contribute to the teaching and learning process in the study program, especially for several related subjects such as Writing I, II, III, and Academic Writing. By identifying students’ problems in writing thesis proposals, educators, especially lecturers of the English Education Study Program are expected to be able to map the problems of English study program students and make them a reference for teaching
Advances in Social Science, Education and Humanities Research, 2022
This research aimed to identify and describe the common types of grammatical errors and the sources of errors made by the students in thesis abstracts. The research design in this research was descriptive qualitative, the respondent was a student of Borneo University Tarakan who graduated in 2016 and had officially compiled their thesis to the library of Borneo University Tarakan. There were 247 thesis abstracts to be used as a sample. The result showed that 1079 total errors were found in the thesis abstract made by students. The researcher took ten samples of the source of errors, and those samples were the common errors taken from 4 categories based on the Taxonomy of Errors. There were developmental errors, interlingual errors, ambiguous errors, and other errors.
Errors in English Essay Writing from a Syntactic Perspective
NOTION, 2019
Keywords syntactic errors syntactic perspective word phrase clause This study discuses errors in English essay writing from syntactic perspective. Syntactic theory was used to analyze data while the data of this study were English essay writing written by university students. The method of this study was qualitative study which was divided into three namely data collecting method, data analysis method, and presentation of data analysis. Data of this study were collected using simak method. It meant monitoring the language used which was in the form of written text. Then there are two techniques used to collect data namely documentation and noted technique. Descriptive analytic was used to analyze data using syntactic theory. Informal method was used to present the result of data analysis in the form of sentences. There were two results of this study. Firstly, it showed that there were nineteen words, thirteen phrases, and thirteen clauses were found as errors in university students' English essay writing. Secondly, university students need to master English grammar to minimize syntactic errors in English essay writing.
ETERNAL (English Teaching Journal), 2018
The objectives of the study are 1) To find out the errors made by the students in using grammatical in writing a final paper by students of English Department of State Institute of Islamic Studies. 2) To find out the ways to eliminate the errors made by students of English Department of State Institute of Islamic Studies. The population of the research was the eighth semester students of English Department of State Institute of Islamic Studies. The number of the sample was 12 students' writing. In taking the sample, the writers used random sampling. The writer took 20% from each class. The number of the sample was 12 students. From the data analysis, the result showed that The students produced 93 errors of 12 students' writing which could be grouped into 7 categories of errors, they are errors in production of verb group
An Analysis of Errors in English Writing: A Case Study the Third Semester Students of UBSI
2021
The objectives of this research are to know the errors in the third semester students’ writing of Bina Sarana Informatika University and the most frequent error. It is concerned to the grammatical and semantic and substance errors. The data is analyzed by using James’ theory in (Mungungu, 2010). The findings show that errors done by the students are spelling 50.9%, fragment 15.7%, punctuation 9.8%, adjective 3%, subject- verb agreement 3.9%, preposition 3.9%, capitalization 3.9%, tenses 2%, verb 2%, literal translation 2%. It can be concluded that the most frequent error is spelling. It because the students missed a letter, added more letter in a word, and exchange the letter. While In grammatical category, the most frequent error is fragment. It is because the most students do not put a subject in a sentence.
Balkh University, 2017
Considering the importance of grammatical knowledge in the writing process, this research aims at describing the grammatical errors that committed by junior and senior students of English Department at Balkh University. The research study is classified into qualitative and quantitative study. The data were collected from thirty English texts written by students which contained six familiar topics. Students were supposed to write a 250-300 essay/paragraph about the given topics. In addition, the researcher had taken the permission of instructor and he left students for 50 minutes to write. The key instrument used in this research is the researcher and students’ written works. For identifying common errors, the students’ writings were analyzed with the help of checklists in order to classify different types of errors made by the respondents. The results of the study revealed that the most common and frequent error made by the students were 79 places of word choice errors, 48 places of subject-verb agreement errors, 46 places of preposition errors, 35 places of verb tense and form errors, 31 plurality errors, 28 sentence sprawl errors, 23 run-on errors, 15 article errors, 14 to be verb errors, and 13 word order errors. Based on these findings, teachers are suggested to raise students’ awareness on these errors and provide sufficient remedies to prevent students from internalizing such errors.
The Effect of Grammatical Understanding on the Ability of Writing Thesis Students
Faculty of Educational Science and Humanity,Universitas Muhammadiyah Semarang, 2022
The purpose of this research is to decrypt and analyze whether grammatical understanding affects the writing ability of Semarang University's students thesis and how it affects. This type of research is quantitative research with the type of research is inference used to test hypotheses to determine the influence of grammatical understanding on the ability to write thesis. The sample of this study was students who were preparing the thesis of four courses that were taken randomly. Sampling techniques using probability sampling. Data collection techniques are carried out by direct observation using structured questionnaires. Quantitative data of questionnaire results tested with F-test. While qualitative data from thesis text analysis is analyzed descriptively. The result is that between right and wrong in 10 criteria of grammatically, that is 57.43% true and 42.57% wrong. Based on the F-test results obtained results that the regression coefficient of 0.672 with a significance value of 0.000 < 0.05. This means that the effectiveness of sentences has a positive and significant influence on grammatical understanding in writing thesis. This influence supports the analysis of thesis documents with the findings of 636 sentences from the thesis author. Of the 636 sentences found 429 sentences were grammatical and 207 sentences were not grammatical. The ungrammatically of the sentence is caused by several things, namely sentences without a subject, without predicates, without predicates and predicates, double-substitutes, double predicates, objects preceded by forejectives, substitutes and double-predicates, repeating subjects, without objects, not using the conjunction "bahwa", and inaccuracies in the use of hyphens "then".
An Analysis of Grammatical Errors on Students’ Writing
2017
This study was conducted to find out the grammatical errors on students’ writing. Grammatical errors were analyzed based on surface strategy taxonomy by Dulay, Burt, and Krashen. It consisted of four types, they were omission, addition, misformation, and misordering. There were 27 students that became the subject of this research. The purpose of this research was to identify and describe the dominant types of grammatical errors on students’ writing and to know to what extent the factors cause grammatical errors on students’ writing. Qualitative and quantitative were chosen as the research design. Library research, analysis, documentation, writing test result, questionnaire, and interview were used as the instruments of the data collection. The result of this research showed that the number of errors occurred was 810 errors. Omission errors had the biggest percentage with the percentage of 37%, followed by addition errors with the percentage of 32%. Misformation errors was in the thi...
English Language Teaching for EFL Learners, 2019
This research aims to analyze in depth the use of diction error, subject and predicate, and the cause of the error on students of English Education in State University of Jakarta. The research is a qualitative study using descriptive methods. The Instrument of this research is 50 students of third semester essay at the end of the task of writing an academic course of the academic year 2012/2013. The results of this research showed the majority of student errors occurred in the category of diction. Diction ranks first in the percentage of error as much as 63%, followed by subject and verb agreement 37%, and the cause of the error is due to the influence of the first language, translation, and carelessness
Grammatical Errors on Descriptive Academic Writing
International Journal of Education Research and Development
Generally, errors committed by EFL students in learning English at any level of study. This research focuses on university students who are taking Academic Writing course in the third semester. This research is aimed at identifying the types of errors and the dominant one committed by students in descriptive academic writing exercises. The method of the research was qualitative approach. The instrument that the researchers used in this research was through essay writing. There were 24 students were taken as subjects of the research. To analyse the data, the researchers used Error Analysis Method (EAM) based on Surface Structure Taxonomy and percentage error analysis. The findings showed that many students committed errors involving grammatical items in line with omission, addition, misinformation and misordering and the dominant was misordering error. The researchers assume that there were some factors that affects students’ errors such as lack of knowledge and competence in Englis...