Jul 2026· Tabasa Jurnal Bahasa Sastra Indonesia dan Pengajarannya· Vol 7, pp. 441-455· 0 citations· 45 references
Abstract
This study examines affixation errors in student theses, emphasizing not only the accuracy of the affix form but also the suitability of grammatical meaning with contextual meaning. This study uses a qualitative descriptive design with data sources in the form of ten theses of students of the Indonesian Language Education Study Program, Malikussaleh University. Data were collected through reading and note-taking techniques and classified into three categories: affixation rule errors, grammatical function and meaning inaccuracies, and root word determination inaccuracies. The results of the study found 19 error data, consisting of eight affixation rule errors, nine function and meaning errors, and two root word determination errors. The most dominant error was the mismatch of the affixed form with the contextual meaning of the sentence, especially in the use of -kan, -an, and the formation of verbs and nouns. The novelty of this study lies in the integrated analysis of morphophonemic rules, root word standardization, and contextual semantics. This study contributes to the development of a diagnostic framework for affixation errors and the strengthening of Indonesian academic writing learning.
Penelitian ini mengkaji kesalahan afiksasi dalam skripsi mahasiswa dengan menitikberatkan tidak hanya pada ketepatan bentuk afiks, tetapi juga pada kesesuaian makna gramatikal dengan makna kontekstual. Penelitian ini menggunakan desain deskriptif kualitatif dengan sumber data berupa sepuluh skripsi mahasiswa Program Studi Pendidikan Bahasa Indonesia Universitas Malikussaleh. Data dikumpulkan melalui teknik baca-catat dan diklasifikasikan ke dalam tiga kategori, yaitu kesalahan kaidah afiksasi, ketidaktepatan fungsi dan makna gramatikal, serta ketidaktepatan penentuan kata dasar. Hasil penelitian menemukan 19 data kesalahan, terdiri atas delapan kesalahan kaidah afiksasi, sembilan kesalahan fungsi dan makna, serta dua kesalahan penentuan kata dasar. Kesalahan paling dominan terdapat pada ketidaksesuaian bentuk berafiks dengan makna kontekstual kalimat, khususnya pada penggunaan -kan, -an, serta pembentukan verba dan nomina. Kebaruan penelitian ini terletak pada analisis terpadu antara kaidah morfofonemik, standardisasi kata dasar, dan semantik kontekstual. Penelitian ini berkontribusi dalam penyusunan kerangka diagnostik kesalahan afiksasi serta penguatan pembelajaran penulisan akademik bahasa Indonesia.
This study investigates the grammatical errors found in the academic writing of fourth-semester students at a university in Jember. Using a descriptive qualitative approach, the research focuses on analyzing errors based on the Surface Strategy Taxonomy by Dulay, Burt, and Krashen, which classifies mistakes into omission, addition, misformation, and misordering. The data were collected from students’ final exam writing and analyzed with the help of the Grammarly application, supported by Corder’s error analysis steps, including collecting data, identification of errors, description of errors, and explanation of errors. Several types of errors were found in this study. Among them are the Omission of (suffix -s, article, preposition, pronoun, and object), Addition of (preposition, verb, article, and suffix), Misformation of (verb, preposition, and conjunction), and less Misordering. Omission errors typically occur due to the lack of the suffix "-s" at the end. Addition errors usually occur due to the addition of articles and suffixes that are not needed, misformation errors due to incorrect verb usage, and Misordering just errors in 1 sentence. A common issue was students' overgeneralization of grammar rules, especially in verb usage and auxiliary structures. The research findings show that many students have difficulty with basic grammar, especially the use of verbs and subject-verb agreement. This highlights the need for focused instruction and adaptive teaching strategies to address common errors and improve writing skills.
Lailatus Saniyah, Fatih Al Fauzi, Imam Ghozali· ULIL ALBAB : Jurnal Ilmiah M...· 0 citations
Abstract: This study deals with personal pronoun errors made by Sɔgɔkiré native speakers in English. Personal pronouns are considered problematic for Burkinabe students in general and Sɔgɔkiré native speakers in particular. It aimed to identify types of errors, to determine the most frequent error type, and explain the causes of these errors. Data were collected from 40 participants, using two tests. A qualitative methodology was employed to analyze their personal pronoun errors in English. We deployed the error analysis theory framework by Gas and Selinker (1994) to guide the analysis. The findings of the study reveal that Sɔgɔkiré native speakers made subject and object pronoun errors in English, among which object pronoun errors were the most frequent error type. Additionally, the findings reveal that the errors of the participants were due to inter- and intra-lingual factors. Intralingual errors resulted from overgeneralization, ignorance of rule restriction, simplification, and developmental factors. Interlingual errors resulted from the interference of Sɔgɔkiré and French. Based on the findings, some pedagogical suggestions were made.
Keywords: Personal Pronouns, Error analysis, Interlingual errors, Intralingual errors, Sɔgɔkiré.
Errors in academic writing are not simply mistakes but indicators of students' writing difficulties and language development. This study examined the grammatical, linguistic, and mechanical errors in 24 handwritten academic essays produced by first-year Bachelor of Science in Accountancy students at a private higher education institution in Southern Leyte, Philippines. Using a quantitative descriptive design anchored in Corder's (1967) Error Analysis Theory, the essays were coded through a framework adapted from the Linguistic Category Classification of Dulay et al. (1982) and James' (1998) Extended Error Taxonomy. After evaluator discrepancies were resolved through consensus, each unique error was counted once in the final dataset. Reconciled frequency, percentage, mean errors per essay, and rank were computed. Verb form/verb tense, sentence structure, preposition, article usage, and pluralization/noun form were the most frequent grammatical errors, while word choice and punctuation were the dominant linguistic and mechanical errors, respectively. Recurring grammatical subpatterns included incorrect verb forms, run-on sentences, incorrect preposition selection, unnecessary article use, and singular nouns used in place of plural nouns. The dominant linguistic and mechanical manifestations involved imprecise lexical selection and inaccurate punctuation. The findings provide a localized diagnostic profile that can guide contextualized grammar instruction, guided writing practice, and focused corrective feedback.
Beverly Ravago, Emelle Justin Adcor, Judith Paican et al.· International journal of res...· 0 citations
Despite the expansion of French-language teaching in Bangladesh, error-analysis research on Bangladeshi learners remains underexplored. This mixed-methods study investigates this area by identifying common grammatical errors among 47 Bengali-speaking French beginners at the University of Dhaka. A written corpus of 53 essays, comprising 425 sentences, was analyzed using Corder’s (1974) Error Analysis framework and Dulay et al.’s (1982) Surface Strategy Taxonomy, with focus group discussions involving 25 participants. Results revealed 136 grammatical errors (averaging 32 errors per 100 sentences), with noun-related errors the most frequent (36.76%), closely followed by verb-related errors (33.82%). Misinformation and omissions dominated, and participants reported negative transfer from English (L2), overgeneralization, and simplification strategies as reasons for errors. The study showed how a cross-linguistic background shapes interlanguage, indicating that teaching should include contrastive, form-focused instruction to reduce errors.
Tanjina Najnin Tania, Md. Monir Hossain· International Journal of Lan...· 0 citations
Nowadays, the increasing use of English words combined with Indonesian affixes in digital communication has given rise to a unique form of linguistic innovation that reflects the interaction between the local and global language. This research aims to analyze how Indonesian affixes influence the morphological structure and semantic meaning of English words which are used in digital communication. This research uses qualitative descriptive to analyze 45 lexical items found from Instagram and YouTube comment sections. The data selected from real online interactions containing English words attached to Indonesian affixes. Data were analyzed by following four stages, such as data reduction, classification, interpretation, and conclusion. The findings show that the Indonesian suffix -nya is the most frequently used representing 66.67% of the collected data, followed by the prefixes di-, ke-, nge-, ter-, se-, and the suffix -an. These affixes modify English words by adapting them to Indonesian grammatical structures while preserving or extending their meanings. Unlike previous studies that primarily examined English-Indonesian lexical borrowing through corpus data or magazine texts, this study contributes new insights by examining the morphological and semantic adaptation of English lexical items in spontaneous digital interactions on Instagram and YouTube. The research determines that Indonesian-English hybrid expressions showcase linguistic innovation, facilitate efficient digital interaction, and exemplify the active development of bilingual language usage in modern Indonesian online conversations.
ABSTRACT
Writing is one of the most challenging skills for learners of English as a Foreign Language (EFL) because it requires the integration of linguistic, cognitive, and communicative competencies. In higher education, writing proficiency is essential for producing various academic texts; however, Indonesian EFL students continue to experience grammatical difficulties that negatively affect the quality of their writing. This study aims to examine the common grammatical errors found in the writing of Indonesian EFL students through the perspectives of Contrastive Analysis and Error Analysis. This study employed a library research design by analyzing and synthesizing relevant books, scholarly journal articles, and previous studies. The findings reveal that the most frequent grammatical errors involve tense usage, subject–verb agreement, articles, prepositions, plural forms, and sentence structure. These errors are primarily attributed to first-language transfer, overgeneralization, incomplete rule application, limited grammatical competence, and structural differences between Indonesian and English. In conclusion, Contrastive Analysis and Error Analysis provide complementary frameworks for identifying the sources of grammatical errors and serve as a valuable basis for improving the writing accuracy of EFL learners. The findings are expected to provide useful insights for teachers, curriculum developers, and researchers in designing more effective EFL writing instruction.
ABSTRAK
Menulis merupakan salah satu keterampilan yang paling menantang bagi pembelajar Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL) karena menuntut penguasaan aspek linguistik, kognitif, dan komunikatif. Dalam pendidikan tinggi, kemampuan menulis sangat penting untuk menghasilkan berbagai karya akademik, namun mahasiswa EFL di Indonesia masih sering melakukan kesalahan gramatikal yang memengaruhi kualitas tulisan. Penelitian ini bertujuan mengkaji kesalahan gramatikal yang umum ditemukan dalam tulisan mahasiswa EFL Indonesia melalui perspektif Analisis Kontrastif (Contrastive Analysis) dan Analisis Kesalahan (Error Analysis). Penelitian ini menggunakan metode kepustakaan (library research) dengan menganalisis berbagai buku, artikel ilmiah, dan hasil penelitian yang relevan. Hasil kajian menunjukkan bahwa kesalahan yang paling dominan meliputi penggunaan tenses, subject–verb agreement, artikel, preposisi, bentuk jamak, dan struktur kalimat. Kesalahan tersebut dipengaruhi oleh transfer bahasa pertama, overgeneralisasi, penerapan aturan yang tidak lengkap, keterbatasan penguasaan tata bahasa, serta perbedaan struktur antara bahasa Indonesia dan bahasa Inggris. Simpulannya, Analisis Kontrastif dan Analisis Kesalahan saling melengkapi dalam mengidentifikasi penyebab kesalahan gramatikal dan dapat menjadi landasan untuk meningkatkan akurasi menulis mahasiswa EFL. Temuan penelitian ini diharapkan menjadi acuan bagi guru, pengembang kurikulum, dan peneliti dalam mengembangkan pembelajaran menulis EFL yang lebih efektif.
Lili Elisa Rahma, Nazwa Umri Damanik, Rismayani Marpaung et al.· LANGUAGE Jurnal Inovasi Pend...· 0 citations
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