Errors And Competencies In Speaking Indonesian Language Students Of Diponegoro University, Semarang, Indonesia (original) (raw)

DETECTING ERRORS IN ENGLISH MADE BY INTERMEDIATE INDONESIAN LEARNERS OF ENGLISH

The study of systematic errors committed by Intermediate Indonesian learners of English is developed from two proposed problem statements, as follows: (1) What error categories the Intermediate Indonesian learners of English make when speaking English and (2) How the error categories could occur. Based on the problem statements as previously set out, the report of this research is aimed at disclosing several objectives namely: (1) To identify and classify the error categories committed by the Intermediate Indonesian learners of English when speaking English as the target language. This is done to find out the most common errors and the frequency of errors the subjects make. (2) To find out the source of error categories.

LEARNING FROM MISTAKES Error Analysis in the English Speech of Indonesian Tertiary Students

2017

This study is part of a series of Classroom Action Research conducted with the aim of improving the English speech of students in one of the tertiary institutes in Indonesia. After some years of teaching English conversation, the writer noted that students made various types of errors in their speech, which can be classified generally into morphological, phonological, and lexical. While some of the errors are still generally acceptable, some others elicit laughter or inhibit comprehension altogether. Therefore, the writer is keen to analyze the more common errors made by the students, so as to be able to compile a teaching material that could be utilized to address those errors more effectively in future classes. This research used Error Analysis by Richards (1971) as the basis of classification. It was carried out in five classes with a total number of 80 students for a period of one semester (14 weeks). The results showed that most of the errors were phonological (errors in pronun...

The 6 th ELTLT CONFERENCE PROCEEDINGS LEARNING FROM MISTAKES Error Analysis in the English Speech of Indonesian Tertiary Students

This study is part of a series of Classroom Action Research conducted with the aim of improving the English speech of students in one of the tertiary institutes in Indonesia. After some years of teaching English conversation, the writer noted that students made various types of errors in their speech, which can be classified generally into morphological, phonological, and lexical. While some of the errors are still generally acceptable, some others elicit laughter or inhibit comprehension altogether. Therefore, the writer is keen to analyze the more common errors made by the students, so as to be able to compile a teaching material that could be utilized to address those errors more effectively in future classes. This research used Error Analysis by Richards (1971) as the basis of classification. It was carried out in five classes with a total number of 80 students for a period of one semester (14 weeks). The results showed that most of the errors were phonological (errors in pronunciation), while others were morphological or grammatical in nature. This prompted the writer to design simple Phonics lessons for future classes.

Error Analysis of english Sentences Written by Indonesian College Students

Lingua Idea, 2020

This study aims to investigate (1) the pattern of the errors made by the Indonesian students (2)the dominant errors(3) the impact of the errors. Designed as qualitative research this research involved 100 students of the second year of the English Department IAIN Pekalongan. The data were collected through an open-ended questionnaire as the instrument of this study. The research findings reveal that (1) the patterns of the errors are spread into eleven types of errors, including verbs, articles, spelling, adjectives, preposition, sentence structure and ordering, word formation, word selection, noun, pronoun, and ambiguous communication; (2) 55.28% of the errors are in terms of subject-verb agreements, the use of articles (9.76 %), and misspelling (8.94%). These findings illustrate that most of the students did not know how to use verb and articles correctly and they need to pay attention to the spelling of the English words; (3) the errors found in the sentences give some ambiguities to the meaning of the sentences.

Syntactic Errors of Foreign Speakers in Learning Indonesian: A Case Study of Darmasiswa Learning Process in Semarang City

E3S Web of Conferences, 2021

This research was conducted in the city of Semarang with a case study of Diponegoro University. The study shows that a syntax error in the form of a sentence is not complete, the use of the word di mana (which) it is not appropriate, the construction preposition owner, the use of the word yang (that), the error sequence of words, sentences without a subject and object, misuse of conjunctions and prepositions, improper use of the passive or active voice, foreign language interference, and misuse of pronouns. The factors causing the error are the influence of the mother tongue, the limited repertoire of the students, and the lack of practice in speaking and writing in Indonesian. To overcome these obstacles, a curriculum design that emphasizes language skills is required; accompanied by Semester Learning Plans for all learning subjects along with textbooks and the learning methods used are emphasized on communication skills. An Indonesian language learning process for foreign speakers...

Cross-linguistic influence of propositional and lexical semantics errors in Indonesian learner texts

Indonesian Journal of Applied Linguistics, 2022

Advanced language acquisition applies rigorous understanding of the target language (TL) which oftentimes achieved by comparing mother tongue features to the TL. This is where cross-linguistic influence (CLI) occurs as learners transfer knowledge among languages. The study aims at investigating CLI in propositional and lexical semantics through questionnaire, weekly discussion, and assignment entries of 34 learner texts of Indonesian for Business Communication course at a private university in West Jakarta. Referring to Odlin's (1989) CLI framework of semantics domain, the results show that CLI presents in 1) propositional semantics by 37.6% (i.e., semantic case by 4,3% and semantic universality and relativism by 33,3%) and 2) lexical semantics by 62,3% (i.e., cognate vocabulary by 8,6%; lexical universals and acquisition by 43% and lexicon and morphology by 10,7%). English (as the medium of instruction) influences the Indonesian production in word-choice, demonstrative determiner ini and itu; prefix-suffix conjugation (i.e., particle-lah, active-passive voice); and relative conjunction yang. The findings suggest the patterns of error produced by learners whose mother tongue is Dutch and who use English as their second language. Moreover, in Indonesian for Business Communication course, lecturers can refer to the findings of this research as a guide to support learners with their Indonesian language production. The findings also demonstrate that learners who are familiar with informal-daily Indonesian take more time in developing adequate formal Indonesian, compared to those who do not use the language for their daily communication.

Exploring mistake of language discourse that arises when learners of Indonesian for Foreign Speakers (BIPA) Fatoni University

Journal of Pragmatics and Discourse Research

The purpose of this study is to describe the causes and forms of language errors at the phonological level of BIPA students. This type of research is qualitative research. The method used in this research is descriptive analysis method. The data taken in this study is a form of language error at the phonological level in the form of words spoken by BIPA 1-2 students at Fatoni University Thailand. So. Meanwhile, the data sources in this study were BIPA 1-2 students at Fatoni University, totaling 8 people. The instruments in this study were researchers using laptops and zoom applications and assisted with data inventory formats. Data collection techniques are carried out by observation assisted by recording techniques, observing techniques and note-taking techniques. The technique used in checking the validity of the data in this study is the triangulation technique. The results of data analysis can be concluded several things. First, the forms of language errors found by BIPA student...

Common Grammatical Errors Made by Indonesian Advanced Learners of English

Jurnal Pendidikan Bahasa dan Seni, 2006

Learning a language, just like any other human learning processes, is inseparable from errors. This paper is based on a study of grammatical errors that occured in university students’ written work. The aim of the study was to examine the types of grammatical errors made by the students and to find out the predominant error types. The study involved 38 EFL research project proposal manuscripts submitted by semester eight students of English Department of Faculty of Teacher Training at Muhammadiyah University of Purwokerto, Central Java. Grammatical errors were identified with respect to British or American English and classified according to Politzer and Ramirez’s Linguistic Category Taxonomy (LCT). This classification scheme organizes errors into two main categories: morphology and syntax. The analysis has identified 22 types of error – 20 of syntactic category and 2 of morphological category. The top six types of error found are Agreement of subject-verb, Use of preposition, Number, Verb construction, Omission of verb, and Determiners, respectively. For an efficient English grammar learning and teaching, special attention should be given to these types of error.

Error Analysis in Written Production: Grammatical Errors and Their Sources in Indonesian Learners of English

Paramasastra

Writing skill has been considered the most challenging part of foreign language learning. This situation may be because writing skill is not innate and requires the cognitive skills of learners. While writing, learners must be able to perform different activities simultaneously (Flynn & Stainthorp, 2006). The area of learners’ errors has been heavily researched because many would like to find the causes of writing problems and help learners in improving their writing skills. Hence, the present study aims to analyze the types of learners’ errors generated by L2 learners and trace the sources of the errors. The findings of the present study indicate grammatical errors were most frequently committed by L2 learners in their writing skills. This may be due to the fact that their L1 interfered in the process of L2 production and that their knowledge of L2 grammar was limited as well as incomplete. The author suggests having a bigger sample for further studies with the same or different L2...

Comparative Study of Indonesian Language Skill Between PGSD and PJKR Students at STKIP Muhammadiyah Bangka Belitung

Proceedings of the 4th Progressive and Fun Education International Conference (PFEIC 2019), 2019

The purpose of this research is to describe the Indonesian language skill at STKIP Muhammadiyah Bangka Belitung students. In particular, the purpose of this research to compare Indonesian language skills between PGSD and PJKR students at STKIP Muhammadiyah Bangka Belitung based on the results of the Indonesian Language Skill Test (UKBI) with 3 aspects of assessment (listening, responding to rules, and reading). This research uses comparative descriptive research methods. The data obtained from the UKBI results in April 2019 were 40 students consisting of 20 PGSD students and 20 PJKR students. Based on the average UKBI assessment between PGSD and PJKR students in terms of listening, responding to rules, and reading sections, PGSD students have a higher level of Indonesian language proficiency than PJKR students with an average of each section, listening to 525> 508, responding to the 589> 565 rules, and reading 568> 559. However, if viewed from the UKBI predicate, Indonesian language skill in the listening section of PGSD students won the Excellent predicate while the PJKR with the title of Madya. In the section responding to rules and reading the two programs study have the same predicate, namely Excellent. Factors that distinguish Indonesian language skills between PGSD students and PJKR are the ability to listen. Based on the factors of learning techniques, PGSD students 90% (36 people) find it easier to understand the material by studying theory and then practice it compared to PJKR students. 87.5% (35 people) enjoy learning practice directly in the field without theorizing.