Article Per Year (5 Year)
p-Index From 2020 - 2025
0
P-Index
This Author published in this journals
All Journal JOURNEY : Journal of English Language and Pedagogy
Rica Wakhyu Wuda
Muhammadiyah University of Jember
Education Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
GRAMMATICAL ERRORS ANALYSIS ON EFL LEARNERS’ WRITING Tanzil Huda; Rica Wakhyu Wuda
Journey: Journal of English Language and Pedagogy Vol 2 No 2 (2019): Journey: Journal of English Language and Pedagogy
Publisher : IKIP Budi Utomo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (161.95 KB) | DOI: 10.33503/journey.v2i2.549

Abstract

Writing is supposed to be a complicated language skill. There exists a lot of sub-skills should be learnt by EFL/ESL learners in order to write well such as vocabulary acquisition and grammatical mastery. In the process of writing, the learners should put ideas into phrases, clauses, and sentences by keeping the well-formedness of the structure. In addition, the learners should also be aware of unity, coherent, cohesiveness of the sentences when they are constructed into paragraph/s and larger form of composition i.e., text or essay. Due to the complexity of writing skill, the learners potentially make error/s. The recent study was intended to investigate the dominant error/s made by the learners. This study also tried to explore the factors cause those learners made the error/s. This study revealed that the dominant error made by the students was misformation errors which were occured because of the interference of the learners’ mother tongue i.e., the learners still got confused to change the verb into past participle, as what it was called as intralanguage error in which it was taken palce because inadequate knowledge how to use or to change verb. In addition, it was occured by some other factors such as environment, the process of teaching and learning including of learning style and feedback, the availability of learning source, and low motivation.
Co-Authors Tanzil Huda, Tanzil