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All Journal ELite Journal: International Journal of Education, Language and Literature JEELL (Journal of English Education, Linguistics and Literature)
Ika Lusi Kristanti
Universitas PGRI Jombang
Education Languange, Linguistic, Communication & Media Other

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INTERLINGUAL AND INTRALINGUAL ERRORS IN DESCRIPTIVE WRITINGS Afi Ni'amah; Ika Lusi Kristanti
JEELL (Journal of English Education, Linguistics and Literature) Vol. 11 No. 1 (2024): JEELL Volume 11 Number 1 September 2024
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/3r5ajc62

Abstract

Writing in English is not easy that students need to be assisted. However, stumbling upon errors in writing is common among students that the value of error correction must be taken into account. Error analysis is a process used to identify the learning objectives attained by students in creating an inter language system. This study set out to determine the primary cause of the errors that seventh-grade students made when writing descriptive essays. Al-Khresheh’s (2010) theory was used in finding interlingual errors and Richard’s (1974) theory for intralingual errors. When writing descriptively, students make a variety of intralingual and interlingual mistakes. Interlingual error so includes literal translation, mother tongue interference, and transfer error. On the other hand, intralingual errors include oversimplification, disregard for rule limitations, partial rule application, and incorrect concept hypothesis. The results demonstrate that intralingual error—specifically, incomplete rule applications—and interlingual error—specifically, literal translation and interference from the mother tongue—are the primary causes of errors. In this instance, teachers must help students better grasp the laws of the target language when they are composing texts. More research on student writing errors should take into account the gender and genre of content being studied.
EFL STUDENTS' CHALLENGES IN SCRATCH-BASED COLLABORATIVE WRITING: A DESCRIPTIVE SURVEY STUDY Rahma Amelia Putri; Rosi Anjarwati; Tatik Irawati; Ika Lusi Kristanti
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 3 (2026): ELite Journal (Volume 6 Number 3, July 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n3.p64-77

Abstract

The use of digital learning tools has provided new opportunities to support collaborative writing in the English as a Foreign Language (EFL) classroom. Scratch is one of the digital learning platforms that can be utilized to support collaborative writing activities through its multimedia and storytelling features; however, students may experience various challenges during its implementation. Therefore, this study aimed to investigate EFL students' challenges in using Scratch as a digital learning tool for collaborative writing. This study employed a quantitative descriptive survey design involving 54 eleventh-grade students at SMA Negeri Jogoroto, Jombang, who had experience using Scratch in collaborative writing activities. Data were collected through a 20-item closed-ended questionnaire using a five-point Likert scale and analyzed using descriptive statistics, including mean scores and standard deviations, which were subsequently categorized according to a predetermined mean-interval classification. The findings showed that students experienced challenges categorized as high across all three dimensions examined. Digital Literacy Levels of Students was the most prominent challenge (M = 3.62), followed by Limited Access to Technological Infrastructure and Resources (M = 3.53) and Technical Issues and Compatibility Problems (M = 3.50). These findings indicate that students still faced difficulties with digital skills, technological resources, internet access, software compatibility, and technical support when using Scratch. In conclusion, the successful integration of Scratch in collaborative writing requires adequate digital literacy, reliable technological infrastructure, and continuous technical support. Therefore, English teachers and schools should provide sufficient training, improve technological facilities, and strengthen technical assistance to optimize the implementation of Scratch in EFL collaborative writing activities.
Co-Authors Afi Ni'amah Rahma Amelia Putri Rosi Anjarwati Tatik Irawati Yesi Aprilia Yunanda