Error Analysis on EFL Students’ Thesis Proposal Writing

The purpose of this research was to know both the type of error and the most dominant error made by students in writing narrative text at the second grade students of SMK N 1 Sigli. This study is qualitative research as suggested by Noor (2011). The purpose of this research is to analyze the errors which actually committed by students on their writing. This research is a case study which clarifies the natural circumstance. The writer collect the data by using a set of written test. The procedures of Error Analysis (EA) adopted from Corder (1974) as cited in Ellis (2008:48). The data nanalized by using table of freqency the result showed that the error made by the students can be categorized into four types of errors. Those were errors of omission, errors of addition, errors of misformation, and errors of misordering. Another result showed that the most dominant error in writing narrative text made by the students was error of misformation. In describing the type of error, it can be inferred that there are 25 items of error, which occur in the students’ sentences.

The aims of this research include: (1) to identify the types of errors made by 12th grade of the students SMAN 13 Bone in their writing descriptive text, (2) to find out the dominant type of error, (3) to discover the source of error. This research used mix method. The instrument used in collecting the data was writing test. The test was given twice to the students. The population of this research was the 12th grade of the students SMAN 13 Bone. The sample was the 10% of the whole population which consisted of 42 students. In analyzing the data, the researcher found that the students made errors in using simple present tense in writing a descriptive text. The types of errors discovered, namely omission errors, addition errors, misformation errors, and misordering errors. The omission and misformation errors found to be the dominant errors in the students’ writing descriptive text. The sources of errors include Inter-lingual and Intra-lingual transfer.

Simple present tense is one of the most complex tense in English. Because of the different pattern between the students’ mother tongue and English as the target language, students often make errors in producing sentences. The objective of the research is to find out what type of error which mostly appears when students use Simple Present Tense in descriptive writing. This research is a descriptive qualitative research combined with error analysis methodology using Surface Strategy Taxonomy. The research participants were 50 students of Bina Sarana Informatika University majoring Management. The result of the research showed that the most common errors made by students were misformation errors which happened as much as 54%. The second most common errors which appear in students’ descriptive writing were omission errors as much as 24% which number was not much different with addition errors as much as 20%. The least type of error found in students’ descriptive writing was misordering error as much as 2%.

This study aimed to analyze the kind of error in English speech of public speaking, to identify the cause of error in English speech of public speaking, and to identify the impact of error in English speech of public speaking. This research conducted in public speaking class of Ushuluddin Boarding School South of Lampung. This research employed a qualitative approach and used content analysis as the method of study. A data of the research was 15 documentation record of student’s English speech. To find out the error in students English speech of public speaking, the surface structure taxonomy was used for analyzing of phonology error, and the linguistic category classification and the surface structure taxonomy were used for analyzing of morphology and syntax error. The findings show; (1) the kinds of error in phonology were 156 substitution errors, 136 omission errors and 57 addition errors. Therefore the most dominant error in phonology was substitution error of vowel (102). The total of number errors in morphology and syntax were 169 errors, and the most dominant error in morphology and syntax was diction errors (50). The kinds of error in morphology and syntax were 83 misformation errors, 46 misordering errors, 33 omission errors and 7 addition errors. (2) The cause of error in phonology, morphology and syntax was intra language. Intra language is the error made by the learners in learning English. (3) There are found two impacts of errors in student’s speech; 1) an error in phonology called global error. Global error is makes an utterance difficult to understand. 2) An error in morphology and syntax called local error. Local error is not influence a message of the speech

A narrative text should have a generic structure and language feature. Simple past tense is a language feature of the text. In writing an English narrative text, EFL students commonly make errors related to using the simple past tense. Therefore, this research aims to discover EFL students’ types of errors in writing narrative text using simple past and to determine EFL students’ dominant errors in writing narrative text using the simple past tense. The design of this research is a mixed-method. The respondents are ten third-semester EFL students of the English Language Education Department of Universitas Teknologi Yogyakarta. Research data were documents, EFL students' narrative text writing-related Cross-Cultural Understanding, taken from the subject's lecturer. Data were analyzed qualitatively and quantitatively. The results of this research show that EFL students made four types of errors: omission, addition, misformation, and misordering, in writing narrative text using the simple past tense. This research reveals 123 EFL students’ errors in writing narrative text using the simple past tense. Misformation was the most dominant error with 100 errors (81%), followed by addition with 12 errors (10%), omission with 9 errors (7%), and misordering with 2 errors (2%). This research has a small scope, limited to analyzing third-semester EFL students’ errors in writing narrative text using simple past tense at Universitas Teknologi Yogyakarta. Therefore, further researchers are expected to conduct wide-scope research, such as Indonesian EFL students using a different research design, e.g., experimental research on the effective technique used to decrease EFL students’ errors in writing narrative text using the simple past tense.

This paper makes a study of grammatical error on paragraph writings of English department students. The students were asked to write the paragraph of writing as their final assignment for paragraph based writing Class. The errors found in the students’ compositions are then classified based on the surface strategy taxonomy on errors of omission, addition, misformation, and misordering. Based on the result of the research findings whole have been analyzed and the discussions which have been presented, the writer generally concluded that there are four kinds of errors which are omission, addition, misinformation and misordering. The writer found that mostly the students had grammatical error on their writing in mis-information error 43%. They consist of misinformation of adverb, V2, subject-verb agreement, article, modal, passive and word choices. It also can be concluded that most students of intermediate level made Grammatical Error in Omission and Misinformation of their paragraph writing as Dulaay at.all (1982) said that Omission of to be is common error made by students. Even tough those sentences appear without to be, article or preposition and still have meaning, student must use the Grammar correctly or accurately in writing. Most students made grammatical error in using modal, for example of error in misinformatiom “We can learning all about English, after modal must be followed by main verb. It mostly happened on students’ writing. The most common types of errors made b y students are misinformation with the number of errors is 15 or 43% and o m i s s i o n with the number of error is 11 or 31%. The type of errors with the lowest frequency is misordering errors (9%). They consist of misordering of noun phrase and misordering of adverb. These errors seem to be caused by interlingual and intralingual interference.

The objectives of this study are to know the types of errors and the dominant error made by the students of the ten grade of SMA Istiqlal. The researcher used the descriptive qualitative method as the research methodology. The data was collected from the written test done by the researcher. Based on the analysis that has done by the researcher, the result of the study found that all of the students produce error by total error 92 errors which classified into omission 46 error (50%), 5 error in addition (5,43%), 33 errors in miss-formation (35,86%) and 8 error in miss-ordering (8,69%). Thus, the dominant error was happened in the omission error by total error 46 errors (50%). The source of the error that made by the students are from interlingal and intra-lingual. However most of the errors are from the inralingual source which total 84 errors and 8 errors from inter-lingual.

The aim of the study is to analyse the linguistic errors in the writings of EFL students in a Saudi university. For error analysis, the writing tasks of a group of students were collected and analysed. The results showed that the frequently committed errors were at the sentential level as well as the word level. The most frequent errors were the errors of spellings and the least were the errors of demonstratives. The marked errors were categorised as errors of omission, addition, misinformation and misordering. Further analysis of the collected data indicated interlingual interference, intralingual interference, inadequate practice in English writing and carelessness of students as the major sources of the errors. Hence, the study has pedagogical implications as it will help teachers to device appropriate measures for improving the students’ writing proficiency.

This study aims to describe the errors are found in English Biology Textbook entitled Animal Taxonomy. By using Qualitative Descriptive method, this study classifies the errors based on Dulay, Burt, and Karshen (1982) method about Error Analysis, namely Omission, Addition, Misformation, and Misordering. From the results of the study, it was found that some categories of errors in which Omission Error is caused by the missing of items that need to complete the phrases or sentences. Then, addition error in which the addition of unnecessary items in the phrase or sentences. The next is Misformation refers to wrong form of words. The last is Misordering refers to incorrect placement of a morpheme or a group of morpheme. The errors are found in English Biology Textbook entitled Animal Taxonomy are caused by the different rules of grammar such as the construction of adjective and noun phrase, grammatical endings, the use of tenses, and the use of articles between two languages. From this output, it can be seen that Omission and Misordering are the dominant errors in English Biology Textbook entitled Animal Taxonomy. Therefore, it is necessary to reconstruct the text in English Biology Textbook entitled Animal Taxonomy to make it useable. Key words: Errors, English Biology Textbook, qualitative descriptive method.

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 English grammar. In conclusion, error analysis method is such a suitable way to identify students’ errors using simple present tense in descriptive academic writing exercises.

Background: Grammar errors are common because English grammar is still quite complicated to learn, including constructing sentences using the Passive Voice. Purpose: This research aims to identify mistakes in constructing sentences using Passive Voice by MAN Gorontalo Students to become a reference material in improving grammar learning. Method: This research uses a quantitative method. Data is collected through tests and documentation. The research population was 40 students of class X MAN Gorontalo and a sample of 20 students. Data analysis techniques go through four stages, data collection, data presentation, data reduction, and conclusion. Results and Discussion: This study concludes that there are four types of student errors based on the taxonomic strategy in using Passive Voice, namely: 1) addition error, 2) omission error, 3) misformation error, and 4) misordering error) and two types of errors based on communicative effect taxonomy; 1) global error and 2) local error. Conclusion and Implications: This research has implications that English teachers can analyze weaknesses in changing active voice into passive voice by practicing changing tense forms from past verbs for past activities and habitual information for ordinary activities. To correct errors in compiling sentences in passive voice, teachers must also do tutorial-based remedial teaching for passive voice material, especially on the misformation aspect, including assigning students to make a list of active and passive verbs and their use in compiling passive voice

This research was to analyze the students’ grammar errors on the use of present tense and past tense in translating Indonesian sentence into English. The aims were to find out what errors were made by the students and what error was the dominant one. The method used was descriptive qualitative. It was conducted at SMP Swasta Dwitunggal Tanjung Morawa in academic year 2018 – 2019. The population was the students of the eighth grade consisted of 3 classes with the total number of population was 138. The sample was the class VIII-3 consisted of 41 students which was obtained through cluster random sampling with lottery technique. The instrument used was a translation test which consisted of 20 items of Indonesian sentence. Through the data analysis, it was obtained that there were four types of errors made by the eighth grade students, namely error of omission (17.22%), error of addition (32.05%), error of miss-formation (34.44%), and error of miss-ordering (12.91%). The most dominant error was error of miss-formation.

This study aims to identify, describe and analyze errors committed in the area of inflectional morphemes by the 3rd year EFL students at the College of Education for humanities, Department of English/ College of Education for Humanities/ University of Mosul, during the academic year 2016-2017,. In order to identify the areas of difficulty and find out what makes these areas difficult, errors are classified with reference to the eight types of inflectional morphemes. To that end, Error Analysis Theory; notably, a fused version of the guidelines offered by Corder (1973) and Ellis (2005), is adopted. The mechanism of applying this version of error analysis on the data collected passes through various analytical stages, starting with data collection, identification of the areas of difficulty, description, explanation, and ending with the evaluation of errors. The present study was conducted to find out students’ errors in using inflectional morphemes that include : past tense inflection “ed1”, plural inflection “s”, present participle inflection “ing”,third person singular “s”, past participle “ed2”,possessive inflection “ ’s ”,comparative “er” and superlative inflection “est”. The aim of this study is to find out the errors made by students in using inflectional morphemes, and most importantly, the type of such errors ; whether they are,errors of omission, addition, misinformation, misordering, or those of blending. The subjects of this study were 100 EFL students in third -year at the university of Mosul. The results of the analysis show that the total number of errors found in the students’ essays is 864.The objective outcome of the analysis conducted reveals a number of findings and conclusions; among these are, the percentage of “ed1” morpheme errors comprised 35% of the total types of errors, the second rank is the plural morpheme “s” errors =17%, the ‘ing” morpheme errors= 14%, the third person singular “s” =13%,”ed2” errors=12%,possessive morpheme errors =7%, Finally the comparative “er” and the superlative “est” comprised the lowest rank of percentage ;that is 1%. Based on the findings of this research, it is hoped that it would help other researchers to build up further discussions and researches on errors with broader aspects and different subjects.

The purpose of the present study was to investigate the instances of grammar mistakes in the spoken English of Thai EFL university students. The research objectives were to compare the errors committed in lexical and sentence structure and their frequencies. The participants comprised 43 first-year English for Business Communication students learning General Listening and Speaking courses at the Sakon Nakhon Rajabhat University. The data was gathered through recorded impromptu speeches on randomly assigned topics. The recordings were transcribed and then the data was analyzed using the Surface Strategy Taxonomy. The findings showed that there were 158 grammatical mistakes in total, and they are based on four main categories. Misformation errors were most prevalent, accounting for 69.62% of all errors, with subject-verb agreement (25.32%) and verb form (17.72%) errors being particularly common. Additional errors constituted 15.82%, omission errors 13.29%, and misordering errors 1.27% of the total. The most frequent subcategories were subject-verb agreement errors (25.32%), verb form misformation (17.72%), and tense misformation (12.66%). These results indicate that Thai EFL learners have considerable difficulties in utilizing appropriate grammatical structures in spoken English, and particularly verbs and agreements. The high frequency of misformation errors points to the fact that more focused instruction on problematic structures need to be addressed in lessons in contexts that convey meaningful communication. As such, it provides findings that could help plan specific instructional strategies and curriculum design for enhancing Thai students' spoken English proficiency.

Writing is the most difficult and complex skill for second language learners compared to other skills. Students need to practice and learn how to write. You can use error analysis to determine how well learners are learning a language. This study aims to identify the types of errors in the use of the future tense on students' writing assignments by the third semester of students Statistic Study Program 2022-2023 at Universitas Bina Bangsa Serang - Banten. This study observed 11 students and used a qualitative descriptive method. This research found that the students made three different types of errors based on Ellis' theory. The most frequent errors that students made were omission errors (24 data or 51%. The following were misformation errors (19 data or 42%) and the lowest were misordering errors (3 data or 7%). The errors that the students make can be used as feedback by the lecturer to implement remedial teaching activities, give the students extra exercises, and use various strategies that are suitable for the students.