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All Journal English Review: Journal of English Education Jurnal Ilmiah Mandala Education (JIME) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences
PASARIBU, TIARA K
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Error in Students' Thesis Writing: Syntactical and Morphological Error Analysis Pasaribu, Arsen Nahum; Pasaribu, Tiara K; Hutauruk, Melisa Novriarta; Marbun, Leriana
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 4, No 4 (2021): Budapest International Research and Critics Institute November
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i4.2818

Abstract

Research on students' error writing has grown in the last few decades. In general, research on writing errors focuses on the results of students' writing in classes with various writing genres. Students in university also find some obstacle in their English writing, especially for EFL students that write their thesis in English.  The students still made errors in their thesis of writing. However, research on errors in thesis writing is relatively unexplored. Therefore this study tries to explore the errors made by students when writing their thesis and factors of error making. This study uses data on ten students’ undergraduate theses, which were randomly selected from 100 student theses from 2018-2021, and used an error analysis framework put forward by (Dulay et al., 1982). The results show that six categories of errors found in the student thesis, namely errors in the use of verbs with 24.54%, errors in the application of prepositions 24.39%, morphological errors 20.12%, errors in using articles 12.58%, errors in writing passive voice 9.45%, and the use of tense selection with 8.92%. Inter-lingual factors cause errors in students' thesis writing. The findings shows that the students in writing thesis still made errors even though they have been guided by the thesis supervisors. Therefore, in teaching academic writing, it is advisable to pay attention to these two factors so that students' writing abilities can improve. Further studies on error analysis in thesis writing are still needed to explore with varied types of errors and more data for analysis.
INTERACTIVE METADISCOURSE MARKERS IN INDONESIAN EFL STUDENTS’ ACADEMIC WRITING Pasaribu, Arsen Nahum; Pasaribu, Tiara K; Sinambela, Erika; Manullang, Vitri Rosalina
English Review: Journal of English Education Vol. 10 No. 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.6817

Abstract

The research on metadiscourse markers investigation in academic texts has grown very rapidly in the last decade. However, research on interactive metadiscourse markers on EFL students' academic writing is still relatively underexplored. Therefore, this study aims to reveal how the competence of EFL students in the use of interactive metadiscourse in academic writing by comparing two groups of students with different grades, third-semester students and fifth-semester students. The research design is a combination of quantitative and qualitative methods. A total of 40 students were participating in this research and divided into two groups. Each group consists of 20 students. They were assigned to write a minimum-250-word essay about the importance of English mastery in the disrupted era of 4.0. Around 818 interactive markers were identified in the student’s essay texts. The results reveal that the use of interactive discourse markers in the students' writing was considered still low in quantity. The transition markers were the most dominant found in the text, followed by frame markers, code gloss, endophoric markers, and evidential respectively. Moreover, the students in the fifth semester perform slightly better than their third-semester counterparts at using the interactive metadiscourse markers. However, most of the students in both groups still encountered difficulties to employ the interactive markers in their writing. The lack of practice and the student's native language practice might have contributed to the low quality of the student's writing.
Foregrounding In Expressing Melancholy And Nostalgia In Lana Del Rey’s Song Lyrics Saragih, Yohana Insani; Pasaribu, Tiara K; Elfrida, Rotua
Jurnal Ilmiah Mandala Education (JIME) Vol 12, No 2 (2026): Jurnal Ilmiah Mandala Education (April)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v12i2.10521

Abstract

This study discusses foregrounding in expressing melancholy and nostalgia in Lana Del Rey’s song lyrics. Although many studies have analyzed figurative language in song lyrics, few have focused on foregrounding as the main analytical framework. This study aims to identify the forms and functions of foregrounding in the songs The Greatest and Happiness Is a Butterfly. This research applies a descriptive qualitative method based on Geoffrey Leech’s (1969) theory of foregrounding. The findings show that foregrounding is realized through semantic deviation and parallelism. Semantic deviation appears through figurative expressions and is more dominant, functioning to construct melancholy, while parallelism appears through repetition and functions to construct nostalgia. In conclusion, this study shows that foregrounding plays an important role in expressing emotional meanings in song lyrics through non-literal and patterned language. This study contributes to stylistic analysis by explaining how linguistic features construct emotional meaning in contemporary song lyrics.
Co-Authors Arsen Nahum Pasaribu Elfrida, Rotua Erika Sinambela Hutauruk, Melisa Novriarta Manullang, Vitri Rosalina Marbun, Leriana Saragih, Yohana Insani