December, 31 2018

An Error Analysis
of Students’
Writing And Its
Implication to
TEFL

TEFL FINAL ASSIGNMENT

 OUTLINE
Introduction

Methodology

Result
Discussion
Implication to TEFL
 BACKGROUND OF THE STUDY

SPEAKING

PRODUCTIVE SKILLS

WRITING

LANGUAGE CONSISTS OF 4 ASPECTS

LISTENING

PRODUCTIVE SKILLS

READING
 BACKROUND OF THE STUDY

The Curriculum 2013 expects 10th graders to learn to be able to

express ideas and rhetoric in writing narratives, descriptive stories
and news items in a smooth, accurate and acceptable way.

Teachers need to look more closely at the process of teaching, to

discern the output where they can see what their students do not
have rather than what they have, especially in writing (Harmer,
2007: 127).
 ERROR ANALYSIS

Preliminary research Considering this, EA (Error Analysis) is conducted as what has

toward the classroom
English teacher shows
that many students
still have difficulties
in writing correctly
based on the
grammatical standard
been proposed by Dulay, Burt and Krashen (1982) saying that
the analysis of errors is the method to analyze errors made by
EFL and ESL learners when they learn a language. Not only can
it help reveal the strategies used by learners to learn a
language, it also assists teachers as well as other concerning
people to know what difficulties learners encounter in order to
improve their teaching.
 Previous Study 1
Error Analysis on The Use of The SimpleTense and The Simple Past Tense
in Writing Essays Among TESL College Students in 2013
by Ahmad Taufik Hidayah bin Abdullah.

• Document analysis using essay writing test

• 43 on college students taking a diploma course in TESL
• Focus on errors occur on pesent tense and past tense
• Find out the sources of errors and try to solve them
• Finding:
→ the most errors is from element of misinformation due to
reguralization
→ almost 96 % of errors in the simple present tense
→ 81 % of errors in the simple past tense
 Previous Study 2

Analysing the students errors in using simple present (A case study at Junior High School
in Makassar) in 2016 by Muh. Arief Muhsin

• 17 students from eighth grade in Makasar Junior High School.

• Identify grammatical error, classify errors on present tense in descriptive text.
• Findings:
→16.79% errors of omission
→ 5.11% errors in addition
→ 75.18% errors in missed formation
→ 2.92% errors in improper ordering
 Previous Study 3
Error analysis of students’ writing descriptive text based on surface strategy taxonomy
also
by Nur Choironi, Muhammad Sukirlan, and Ujang Suparman.

• A qualitative research in writing descriptive text

• 32 students of eleven science class
• findings:
→ omission of verb consists of 128 or 16.10%
→ addition of preposition consists of 56 or 7.04%
→ misformation of verb consists of 584 errors or 73.46%
→ misordering of phrase consists of 27 or 3.40%
 Previous Study 4

An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students
by Kanyakorn Sermsook, Jiraporn Liamnimitr, and Rattaneekorn Pochakorn

• 26 second-year English major students who enrolled in the Writing II course

• examines the language errors in a writing and to explore the sources of the errors
• 104 pieces of writing
• Findings:
→ the most frequently commits errors are punctuation, articles, subject-verb agreement,
spelling, capitalization, and fragment, respectively.
 Previous Study 5

Investigate the writing errors

by Mohammed Nuruzzaman, A B M Shafiqul Islam, and Israt Jahan Shuchi

• investigates the writing errors of ninety Saudi non-English major undergraduate

students of different proficiency levels from three faculties, who studied English as a
foundation course at the English Language Center in the College of Languages
&Translation at King Khalid University, Saudi Arabia in the academic year 2016-17.
• Finding
→ the common errors the Saudi EFL students make in writing English paragraphs fall
under four categories namely grammar, lexis, semantics and mechanics.
→ the most errors area is grammar.
 SURFACE STRATEGY TAXONOMY
Dulay, Burt and Krashen (1982)

OMISSION ADDITONS MISORDERING MISFORMATIONS

Double Simple Double Simple

Regularizations Regularizations
markings Addition markings Addition
SURFACE STRATEGY TAXONOMY
 RESEARCH QUESTIONS

(1) How is the Error Analysis of 10th graders on Descriptive

Text?
(2) What are implications Error Analysis to Teaching English as
a Foreign Language (TEFL)?
 METHODOLOGY

Dulay's Surface Strategy Taxonomy

• Omission
• Additions
• Misformation
• Misordering
 METHODOLOGY

Research Design

 Descriptive research
 Phenomena occur naturally
 Specifying or describing
 METHODOLOGY

Samples and Sampling Procedures

Samples Sampling Procedures

24 FEMALE STUDENTS
RANDOMLY
10th GRADE
TWO CLASSES
NURUL ISLAM HIGH SCHOOL
 METHODOLOGY

Instrumentation

• Writing on descriptive text about students'

parents.
METHODOLOGY
Instrumentation samples
METHODOLOGY
Instrumentation samples
 METHODOLOGY

Data Collecting Procedures

 Descriptive text writing

 Talking about parents
 45 minutes
 Submission
 METHODOLOGY

Data Analysis Procedures

1) choosing the erros
2) identifying errors
The Error 3) classifying errors
Analysis Method 4) explaining errors
(Corder, 1974) 5) evaluating errors
 RESULT 1-1
Table 1. The General Overview of the Errors Committed by Students

Percentage of Errors Committed by Students

50.00%
45.00% 43.40%

40.00%
34.00%
35.00%
30.00%
25.00%
20.00%
15.00% 12.90%
9.70%
10.00%
5.00%
0.00%
Omission Addition Misformation Misordering
 RESULT 1-2
Table 2. The Result of Error Analysis of Students’ Writing

No Types of Errors Frequency Total Percentage Total Percentage

1. Omission 134 134 34 % 34%
2. Addition
Dual Marker 4 1%
51 12.9 %
Regularization 2 0.5%
Simple Addition 45 11.4 %
3. Misformation
Regularization 148 37.6%
171 43.4%
Archi-Form 0 0%
Alternating-Form 23 5.8%
4. Misordering 38 38 9.7% 9.7%
 DISCUSSION 1-1
OMISSION OF PREPOSITIONS OMISSION OF LINKING VERBS/TO BE

• Do you think someone? • I very shocked…

• When I was holiday
• Who my idol in this world?
• She was born in Karanganyar 23
• My name Nisrina Husna Tsabitha
November 1978.

OMISSION OF SUBJECTS OMISSION OF ARTICLES

• …Her name is Supriyanti. Was born in • My mother like angel without wing…
Magelang
• She is like a candle. Give me a sweet life.
• He is wise father
 DISCUSSION 1-2
Addition
DOUBLE MARKER REGULARIZATION

• He is do his best
• She has five childs
• I am have one sister

SIMPLE ADDITION

• She always thinks about our future, supporting

and giving courage …
 DISCUSSION 1-3
Misformation

REGULARIZATION ALTERNATING FORM

• After she pray subuh, my mother
cook for breakfast …
• My mother come back from her job
at 16.00
• She always teach me all lesson
• I like them advice because them
advice can give me…
• He always inspired me when me
down
 DISCUSSION 1-4
Misordering

Misordering type of error has the lowest percentage of occurrence among all types
of errors. Misordering is marked by the incorrect placement of a morpheme in a
sentence. The following is the example of the misordering found in the students’
writing.

She always smile and always there is for me

 IMPLICATION TO TEFL

The type of errors frequently occurred in students of 10 grader

of Nurul Islam high school is misformation.

Errors made by the students are the valuable indicators of their

progress in learning English.

It can be a basis of evaluation for teachers in their teaching

learning process whether their method or technique, media and
material provided in the classroom are already effective.
 BIBLIOGRAPHY

Abdullah, A. T. H. (2013). Error Analysis on The Use of The SimpleTense and The Simple Past
Tense in Writing Essays Among TESL College Students. International Journal of Education
and Research Vol. 1 No. 12 December 2013.
Baker, J. (2013). Descriptive Essays in The Purdue OWL. Retrieved from
http://owl.english.purdue.edu/.
Choironi, N., Sukirlan, M., & Suparman, U. Error Analysis of Students’ Writing Descriptive Text
Based on Surface Strategy Taxonomy. Lampung University: English Department.
Corder, S. P. (1967). The significance of learner's errors. IRAL-International Review of Applied
Linguistics in Language Teaching, 5(1-4), 161-170. https://doi.org/10.1515/iral.1967.5.1-
4.161
Crystal, D. (1999). The penguin dictionary of language. London: Penguin.
Dulay, H. C., Burt, M.K., & Krashen, S.D. (1982). Language two. New York: Oxford University
Press.
 BIBLIOGRAPHY

Fauziati, Endang. (2016). Principles of Foreign Language Teaching, Learning, and Researching.
Surakarta: Era Pustaka Utama.
Harmer, J. (2007). The Practice of English Language Teaching. London: Longman.
James, C. (1998). Errors in language learning and use: Exploring error analysis. New York:
Routledge.
Kane, T. S. (2000). Essential Guide to Writing. Oxford: Oxford University Press.
Muhsin, M. A. (2016). Analysing the students errors in using simple present (A case study at
Junior High School in Makassar). Pacific Science Review B: Humanities and Social
Sciences 2 (2016) 81e87.
Nuruzzaman, M., Islam, A. B. M. S., & Shuchi, I. J. (2018) An Analysis of Errors Committed by
Saudi Non-English Major Students in the English Paragraph Writing: A Study of
Comparisons. Advances in Language and Literary Studies.
Sermsook, K., Liamnimitr, J., & Pochakorn, R. (2017) An Analysis of Errors in Written English
Sentences: A Case Study of Thai EFL Students. English Language Teaching; Vol. 10, No. 3;
2017.
THANK YOU