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All Journal Acitya Bhakti NUSANTARA: Jurnal Pengabdian Kepada Masyarakat ARMADA : Jurnal Penelitian Multidisiplin Indonesian Journal of Multidisciplinary on Social and Technology PASCIDEV: Pasundan Social Science Development Jurnal Motivasi Pendidikan dan Bahasa IJLHE: International Journal of Language, Humanities, and Education Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial JEELL (Journal of English Education, Linguistics and Literature)
Nurdin Nurdin
Universitas Pamulang
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Surface Strategy Taxonomy on EFL Learners’ Academic Presentation: A Study of Grammatical Error Analysis Nurdin Nurdin; Umi Hani
Pasundan Social Science Development Vol. 6 No. 2 (2026): Pasundan Social Science Development (PASCIDEV)
Publisher : Doctoral Program of Social Science Pasundan University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56457/pascidev.v6i2.371

Abstract

This study investigates grammatical errors produced by EFL learners during oral academic presentations by applying the Surface Strategy Taxonomy proposed by Heidi Dulay, Marina Burt, and Stephen Krashen (1982). The objectives of this research are to identify the types of grammatical errors found in students’ academic presentations, analyze the possible sources of the errors, and determine the most frequently occurring grammatical error type. This study employed a descriptive qualitative research design. The participants of this study were 20 third-semester students of the English Department at Universitas Pamulang. The data were collected through video recordings of students’ oral academic presentations and were analyzed using the framework of Error Analysis proposed by Stephen Pit Corder (1967). The findings revealed that the students produced four types of grammatical errors based on the Surface Strategy Taxonomy, namely omission, addition, misformation, and misordering. A total of 94 grammatical errors were identified in the students’ presentations. Misformation errors were found to be the most dominant type with 39 occurrences (41.49%), followed by omission errors with 28 occurrences (29.79%), addition errors with 17 occurrences (18.09%), and misordering errors with 10 occurrences (10.63%). The study also revealed that the grammatical errors were mainly caused by interlingual interference and intralingual interference. Interlingual interference occurred because students transferred Indonesian grammatical patterns into English expressions, while intralingual interference resulted from incomplete understanding and overgeneralization of English grammatical rules. Based on the findings, it can be concluded that EFL learners still experience difficulties in applying correct grammatical structures during spontaneous oral academic communication. Therefore, greater emphasis on grammar application in speaking activities is necessary to improve students’ grammatical accuracy and academic speaking performance Keywords: Academic Presentation, Grammatical Errors Analysis, Surface Strategy Taxonomy
Analysis of Grammatical Errors in the Use of Complex Sentences Among EFL University Students Nurdin Nurdin; Wiwit Sariasih; Darmawati Darmawati
Indonesian Journal of Multidisciplinary on Social and Technology Vol. 4 No. 2 (2026): Maret - Juni
Publisher : PT Ilmu Data Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijmst.v4i2.11259

Abstract

Producing complex sentences is an important part of academic writing and effective communication in English. But many English as a Foreign Language (EFL) learners struggle repeatedly with grammar when they are trying to construct complex sentences. The present study aims at investigating the grammatical errors in the use of complex sentences of undergraduate students in English Literature and the factors leading to these errors. The study employed a qualitative case study design with 30 participants, including one English lecturer and 29 undergraduate students taking an academic writing course. The data were gathered from students’ written assignments, semi-structured interviews with the lecturer and selected students and classroom observations. Thematic analysis was used to analyze the collected data to identify the recurring patterns of grammatical errors and the factors influencing students’ performance. The results revealed a number of primary types of grammatical errors in the production of complex sentences. These included misapplication of subordinate conjunctions, errors in subject–verb agreement, inconsistency of tense, sentence fragments, run-on sentences, omission of vital grammatical components, and incorrect construction of a relative clause. Thematic analysis also showed four main themes for these mistakes: limited competence in grammar, influence of L1, limited practice on complex sentence construction, and problems in applying grammar knowledge in the context of academic writing task. The study concludes that the grammatical errors in the construction of complex sentences are caused not only by the lack of knowledge of English grammar, but also the difficulty of transferring the explicit knowledge of grammar to communicative writing practice. The results highlight the significance of integrating explicit grammar teaching with contextualized writing tasks, continuous formative feedback and collaborative learning approaches to improve students’ grammatical accuracy. Keywords: grammatical mistakes, complex sentences, English Literature students, qualitative methodology, thematic analysis, academic writing
A STUDY OF COLLOCATIONAL ERRORS IN INDONESIAN EFL LEARNERS’ ABSTRACT WRITING Al Khansa Nova Misbahillah; Nurdin
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 1 (2025): JEELL Volume 12 Number 1 February 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v1102/25

Abstract

This study aims to investigate the use of English collocations in abstracts of research articles written by Indonesian advanced learners. Thirty abstracts of research articles published in National Journals were taken as the data sources. Every collocation suspected as verb-noun lexical collocation was identified. The errors were analyzed using four different English dictionaries and BNC. The result showed that 46 out of 130 were unacceptable collocations. The types of unacceptable collocations found in this study were the wrong choice of verb, wrong choice of noun, Usage 1, Usage 2, preposition-related errors, article missing, the use of a singular noun instead of the plural one, and syntactic structure wrong. Findings also showed that errors produced by learners were attributed to their learning strategy, namely ignorance of rule restrictions, false concept hypothesized, use of synonyms, and approximation. In addition, the result also showed that learners’ use of collocation was influenced by their L1. The ignorance of rule restrictions seems to be the most frequently occurring. It can be concluded that the main causes of unacceptable collocations were errors in verb choice and the influence of the student's first language.
Co-Authors Al Khansa Nova Misbahillah Al Khansa Nova Misbahillah Darmawati Darmawati Darmawati Ismi Adinda Ismi Adinda Maria Imaculata Zetta Devi Misbahillah, Al Khansa Nova Ragil Yunansyahtika Umi Hani Wiwit Sariasih