The Improvement of Students’ Writing Skill Achievement through Error Analysis Method (Published)
This research attempts at knowing the effectiveness of Error Analysis Method toward the students’ achievement in English writing skill and their perceptions to Error Analysis Method (hereafter EAM) for teaching and learning writing. The method used in this research is Classroom Action Research (CAR). The subjects of this research are 31 students of the third semester of English Department of State University of Medan of 2012/2013 academic year. The instrument for collecting data is essay writing test. The data are analysed by descriptive analysis. The results of the research shows that 1) the students’ achievement in English writing skill is (76.74) in average or it increases (17.32) basis points from the pre-test (59.42) in average and 2) in general, the students have positive and good perceptions toward Error Analysis Method for teaching and learning writing skill of English. This implies that the implementation of EAM is significantly effective to improve students’ writing skill.
Keywords: Error, Error Analysis Method, writing
Vol 4, Issue 3, March 2016 ()
Keywords: Error, Error Analysis Method, writing
A Linguistic Analysis of Errors in Learners’ Compositions: The Case of Arba Minch University Students (Review Completed - Accepted)
This study reports the dominant linguistic errors that occur in the written productions of Arba Minch University (hereafter AMU) students. It examines the nature of the errors that AMU students commit in expressing their ideas in writing. A sample of paragraphs was collected for two years from students ranging from freshmen to graduating level. The sampled compositions were thencoded, described, and explained using error analysis method. Both quantitative and qualitative analyses showed that almost all components of the English language (such as orthography, morphology, syntax, mechanics, and semantics) in learners’ compositions have been affected by the errors. On the basis of surface structures affected by the errors, the following kinds of errors have been identified: addition of an auxiliary (*I was read by gass light), omission of a verb (Sex before marriage ^ many disadvantages), misformation in word class (riskable for risky) and misordering of major constituents in utterances (*I joined in 2003 Arba minch university). The study identified two causes which triggered learners’ errors: intralingual and interlingual. However, the majority of the errors attributed to intralingual causes which mainly resulted from the lack of full mastery on the basics of the English language
Keywords: Error, Error Analysis, Error Taxonomy, Interlingual, Intralingual, Linguistic Component