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All Journal Mahakarya: Students' Journal of Cultural Sciences Studies in English Language and Education
Henry Yustanto
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media

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Frequent linguistic errors in the writing of Yemeni EFL Arabic-speaking learners Ali Mohammed Saleh Al-Hamzi; Mangatur Nababan; Riyadi Santosa; Djatmika Djatmika; Sumarlam Sumarlam; Henry Yustanto
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (440.805 KB) | DOI: 10.24815/siele.v10i1.26022

Abstract

The Yemeni EFL learners are prone to share their knowledge and views regarding what and how to say. The constraints of combining this expertise have hampered learners’ writing success. Those obstacles can cause learners to make errors. Error Analysis (EA) and Surface Strategy Taxonomy (SST) were used to analyze learners’ linguistic errors. Error causes were also investigated. This research used a qualitative process style to use a case study approach. Ellis’ five-step EA procedure was followed to analyze essay data each comprising 100-350 words or more written by 20 Yemeni EFL eighth semester Arabic-speaking learners at the Department of Education, Sana’a University, Yemen. They were purposely selected as research subjects. It was noticed that omission was the most common error detected in the learners’ writings. Overall, this form of error accounted for 58.71% of 118 cases out of 201 cases. The learners’ common error categories were the number marker, verb-tenses articles, prepositions, subject-verb agreements, and pronouns. This was preceded by addition (20.39%), incorrect formation (15.92%), and word order (4.97%). Intralingual transfer turned out to be the key reason that caused the errors in the learners’ writing. Any of the interlinguistic comparisons was the cause behind the errors. In terms of verb conjugation component, inflectional morpheme, and auxiliary verb abandonment, Arabic and English have different formal definitions. Interlingual transfer and learning context also caused errors. To prevent errors from fossilizing, language instructors should provide continual corrective feedback, and learners should pursue the correct target language form.
Frequent linguistic errors in the writing of Yemeni EFL Arabic-speaking learners Ali Mohammed Saleh Al-Hamzi; Mangatur Nababan; Riyadi Santosa; Djatmika Djatmika; Sumarlam Sumarlam; Henry Yustanto
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26022

Abstract

The Yemeni EFL learners are prone to share their knowledge and views regarding what and how to say. The constraints of combining this expertise have hampered learners’ writing success. Those obstacles can cause learners to make errors. Error Analysis (EA) and Surface Strategy Taxonomy (SST) were used to analyze learners’ linguistic errors. Error causes were also investigated. This research used a qualitative process style to use a case study approach. Ellis’ five-step EA procedure was followed to analyze essay data each comprising 100-350 words or more written by 20 Yemeni EFL eighth semester Arabic-speaking learners at the Department of Education, Sana’a University, Yemen. They were purposely selected as research subjects. It was noticed that omission was the most common error detected in the learners’ writings. Overall, this form of error accounted for 58.71% of 118 cases out of 201 cases. The learners’ common error categories were the number marker, verb-tenses articles, prepositions, subject-verb agreements, and pronouns. This was preceded by addition (20.39%), incorrect formation (15.92%), and word order (4.97%). Intralingual transfer turned out to be the key reason that caused the errors in the learners’ writing. Any of the interlinguistic comparisons was the cause behind the errors. In terms of verb conjugation component, inflectional morpheme, and auxiliary verb abandonment, Arabic and English have different formal definitions. Interlingual transfer and learning context also caused errors. To prevent errors from fossilizing, language instructors should provide continual corrective feedback, and learners should pursue the correct target language form.
CRITICIZING SPEECH ACT STRATEGIES IN BEAUTY VLOGGERS’ MAKEUP REVIEWS ON SOCIAL MEDIA: A SOCIOPRAGMATIC STUDY Yosephine Marrietta Ardhya Yosani; FX Sawardi; Henry Yustanto
Mahakarya: Jurnal Mahasiswa Ilmu Budaya Vol. 7 No. 1 (2026)
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/msjcs.v7i1.14531

Abstract

This study aims to analyze the criticizing speech act strategies employed by beauty vloggers in makeup product reviews on social media. The research adopts a descriptive qualitative method with a sociopragmatic approach. The data consist of utterances containing criticizing speech acts produced by beauty vloggers in makeup review videos uploaded on YouTube and TikTok. The data sources were obtained from the channels of Affi Assegaf, Suhay Salim, Fatya Biya, Lifni Sanders, and Kiara Leswara, as well as the TikTok accounts of Reizuka Ari and Jovi Adhiguna. Data were collected by downloading the videos, transcribing the utterances orthographically, and classifying them based on Nguyen’s criticizing speech act strategies and Blum-Kulka’s speech act components. The findings reveal that beauty vloggers employ two major criticizing strategies, namely direct and indirect criticism. Direct criticism is expressed through explicit negative evaluations of product features, while indirect criticism is conveyed through mitigated expressions such as comparisons, suggestions, or compliments used as balancing devices. Furthermore, the criticism sequences demonstrate a recurring pattern consisting of pre-criticizing, main criticizing, and post-criticizing stages, which function to maintain politeness and interpersonal rapport in social media communication. These findings indicate that beauty vloggers strategically balance evaluative judgments and politeness considerations when delivering criticism to their audiences.
Co-Authors Ali Mohammed Saleh Al-Hamzi Djatmika Djatmika Fx Sawardi Mangatur Nababan Riyadi Santosa Sumarlam Sumarlam Yosephine Marrietta Ardhya Yosani