error-analysis
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- PaperDOAJ — ELT & TESOL1 May 2026
Machine translation errors as learning resources: Developing an English-Indonesian dataset for English language teaching
Firqo Amelia, Aenor Rofek, Evynurul Laily Zen
This study develops an Indonesian Grammatical Error Correction dataset using Statistical Machine Translation and Sederet.com, identifying prevalent linguistic errors in machine translations such as semantics, diction, and prepositions. The dataset supports the advancement of Indonesian GEC systems and provides authentic materials for English language teaching through translation-based activities.
Original abstract
This study aims to develop an Indonesian Grammatical Error Correction (GEC) dataset using Statistical Machine Translation (SMT) and Sederet.com as the primary source of grammatical errors. Additionally, this research seeks to identify the types of errors in Indonesian translations of English sentences produced by Machine Translation (MT) that can serve as learning resources in English language teaching. This study extracts data from social media (X) as texts and processes them across three main stages to construct a GEC dataset. The first stage involves data collection, comprising the source, target, and control texts. The second stage consists of translation error analysis, which is conducted using Nord’s (2005) Translation Problems Theory. The third stage involves data annotation, which is performed using the UAM CorpusTool software. To identify translation errors, this study compared MT translations with those of professional translators, which were then validated by professional editors. The findings revealed that linguistic errors, particularly those related to semantics, diction, synonymy, conjunctions, and prepositions, were the most prevalent and relevant categories for inclusion in the dataset. These errors were identified through comparisons between the target and control texts and were subsequently annotated. Through the stages of schema creation, data input, error labelling, and correction insertion, a fully annotated corpus was produced. The implications of this study extend to both research and pedagogy. The dataset model supports the advancement of Indonesian GEC systems and offers teachers authentic materials to engage learners in translation-based activities.
- PaperDOAJ — ELT & TESOL1 Nov 2022
An analysis of grammatical errors in Sri Mulyani's Speech at the Singapore Summit Interview
Rohit La Ami, Dinar Rosiana Mareta, Nurma Dhona Handayani
Analyzed grammatical errors in Sri Mulyani's 2018 Singapore Summit interview, identifying 35 errors across three categories: verb be usage (10 errors), suffix s/es addition (20 errors), and past tense forms (5 errors). The study used descriptive qualitative methods on a 37-minute YouTube video transcript.
Original abstract
The purpose of this research is to analyze the grammatical errors found in Sri Mulyani's speech as Indonesia's Minister at the Singapore Summit (2018). The data was taken from the interview on the YouTube channel Singapore Summit, a video that was 37 minutes long. The limitations of this problem were the grammar errors and types of tenses. This study used a descriptive qualitative method. The data collection method used was observation. Data was collected by watching and hearing, and then the transcript was written. Data analyzed with grammatically incorrect words or sentences is then collected and classified based on the type of error. After all the data has been classified, the results of the study were displayed descriptively. The result found 35 data related to grammatical errors. There were three types of errors found in the use of the verb be; adding a suffix of s/es; and the past form of the verb. In the whole data source, in the use of the verb be, it was found to have 10 data. Then, it was found 20 data of adding a suffix of s/es, and an error in using tense consisted of 5 data.
- PaperDOAJ — ELT & TESOL1 Nov 2021
An Analysis on the Students’ Ability in Using Personal Pronouns in English
Darni Nopi Nokas
A study of 10 second-semester students found an average score of 68% on a 30-item personal pronoun test, indicating 'enough' ability. Subject pronouns scored highest (72.1%) and reflexive pronouns lowest (64.7%). The primary difficulty was attributed to first language interference from Indonesian.
Original abstract
English personal pronouns was still problem for students; especially students of Sekolah Tinggi Keguruan dan Ilmu Pendidikan Surya Kasih. Therefore; it was important to conduct a research on students’ ability in using personal pronouns. The purpose of this study was to describe the students’ ability in using subject, object, possessive and reflexive. The participants of the research were 10 students the second semester students who programmed English subject. There were 30 item tests of personal pronouns. The results of the research showed that the students’ average score was 68 and the students’ level of ability on personal pronouns was enough. Based on the kinds of personal pronouns showed the highest score was 72,10 which is on subject pronoun then followed by object pronoun with the score 70,20 then followed by possessive pronoun with the score 67,80 and the lowest score was 64,70 which is on reflexive pronoun. This research claimed that the students found difficulties in using personal pronoun in English due to interference of Indonesian language as their first language.
- PaperDOAJ — ELT & TESOL1 May 2021
Grammatical Errors Made by Students in Speaking English
Susi Damaiyanti
This study identifies and classifies grammatical errors made by English department students in speaking, with omission being the most common error type. The errors are attributed to internal factors like anxiety and limited linguistic resources, as well as external factors such as an unsupportive environment and stressful teaching. The findings aim to raise students' awareness of using structured English rules.
Original abstract
This study is aimed to reveal the types of grammatical errors made by students in speaking English in the English department of IAIN Takengon. When speaking, students generally did not realize and understand the classification of errors they were making. Thus, it is deemed necessary to identify, classify, and describe the various grammatical errors as an attempt to build their awareness of using structured and standardized English rules. This research was conducted using a qualitative descriptive method. After analyzing the errors proposed by Dulay, the findings showed that the most common error in students’ grammar is misuse or misplacing of verbs, nouns, conjunctions, pronouns, prepositions, and parts of speech. Based on the error category, students' most common error is omission, followed by overgeneralization, over-regulation, and misordering, completed by other errors such as carelessness. Meanwhile, the causes of grammatical errors were the internal factors; anxiety, limited linguistic resources, and motivation deficiency; the external factors were an unsupportive environment and the stressful teaching and learning process.
- PaperDOAJ — ELT & TESOL1 Oct 2019
Error Analysis of Students’ Recount Text Writing – Junior High School Student
Wahyu Indah Mala Rohmana, Puput Jianggimahastu
Analysis of five junior high school students' recount texts revealed common errors in grammar, lexical semantics, and first-language interference. The study recommends that teachers focus on verb usage, semantic sense relations, and grammatical accuracy.
Original abstract
Students have some difficulties in learning English as foreign language. The problems in four skills often appear especially in writing skill. Writing has some aspects that must be structured according to the system of rules in conducting coherent arrangement of word, clauses, and sentences. Some teachers use guided writing method in developing students’ writing ability which makes student imitate and manipulate the model provided by teacher. The research analyzes semantic error in students’ writing. Most of students in Junior high school have difficulties in producing well-formed sentences. The research is Class Evaluation Research using purposive sampling technique that the sample is taken from 5 students’ text of third grade Junior High School Student in SMPN 1 Maospati. The objective of the study is to examine kinds of error commonly found in students’ text writing. The analysis revealed that Junior High School students’ writing difficulties are commonly in the grammatical prerequisites, lexical semantic property and often interlanguage interference in translation from the first language structure. The numerous errors also include the innapropriate use of the word and grammar in certain context or the form of the sentences. Based on the findings, suggestion for the teachers and students are given. The study concludes that the teacher should teach lexical semantic sense relation, focusing on the correct usage of the verbs and also emphasizing on the grammatical sense