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This Author published in this journals
All Journal PGRI-Science Education Media of Applied Research & Technology English Language and Literature in Education Journal (ELLINE Journal)
Siti Zumrotus Sa’diyah
STKIP PGRI Sidoarjo
Education Languange, Linguistic, Communication & Media Other

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The Use of Past Tense in Research Method Chapter of English Education Students’ Thesis Siti Zumrotus Sa’diyah
P-SEMART JOURNAL Vol. 2 No. 1 (2022): P-SEMART Journal
Publisher : PGRI Provinsi Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.852 KB)

Abstract

Error analysis is an important area of second and foreign language learning. This research aimed to describe the types of error based on surface strategy taxonomy and causes of error on the use past tense in research method chapter in English students’ thesis. This research used the descriptive qualitative method to identify one or a few variables that intended to use in this research design. The data were taken from 5 English education students’ thesis of STKIP PGRI Sidoarjo in year 2018 with the random sample. The research found errors result in the form of percentage were 18 or 16,5% errors found in omission, 21 or 19,3% errors found in addition, 69 or 63,3% errors found in misformation, and 1 or 0,9% errors found in misordering. Besides, the result found from the total causes of errors in the form of percentage were 75 or 96,2% causes of errors in overgeneralization, 0 or 0% causes of errors in neglecting the constraints of rules, 2 or 2,5% causes of errors in application of incomplete rules, and 1 or 1,3% causes of errors in hypothesis of the wrong concept. In conclusion, error analysis helped to know the students’ ability in understanding language learning, especially in writing research method chapter of thesis.
The Utilization of Past Tense in the Research Method Chapter of Theses by English Education Students Siti Zumrotus Sa’diyah
English Language and Literature in Education Journal Vol. 2 No. 1 (2024): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/jccztm44

Abstract

Error analysis constitutes a critical area in second and foreign language acquisition. This study aimed to categorize errors in the use of past tense within the research method chapters of English education students’ theses, employing the surface strategy taxonomy to identify error types and their underlying causes. Conducted through a descriptive qualitative approach, the research focused on a sample of five theses from STKIP PGRI Sidoarjo in 2018, selected randomly to ensure representativeness. The findings revealed that errors were predominantly of the misformation type (63.3%), followed by addition (19.3%), omission (16.5%), and misordering (0.9%). Regarding error causes, overgeneralization emerged as the most prevalent factor (96.2%), indicating a tendency to apply grammatical rules overly broadly. Neglecting rule constraints and incomplete rule application were less common, each accounting for 0% and 2.5%, respectively, while errors stemming from misconceptions represented 1.3%. These outcomes underscore the importance of error analysis in gauging students’ language proficiency, particularly in academic writing contexts like thesis chapters. To mitigate these errors, educators could emphasize targeted instruction on rule application and offer explicit feedback tailored to addressing overgeneralization tendencies among learners. Such insights not only enrich our understanding of language learning processes but also inform pedagogical strategies aimed at enhancing student competence in scholarly communication.
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