STUDENTS’ SURFACE STRATEGY TAXONOMY ERRORS IN NARRATING A STORY: A MORPHO-SYNTACTICAL VIEW

Fahmi Hidayat, Ninuk Krismanti

Abstract


This study was set to reveal students’errors in speaking. The errors were limitted to surface strategy taxonomy errors with the focus of morphological and syntactical errors. The study was carried out under a mixed-method design where both quantitative and qualitative data were both needed. 33 students of ELESP Lambung Mangkurat University participated in this study. The participants were asked to orally create a story based on sequence pictures given to them. The recordings of students’ stories were then transcribed and analyzed. The results of the study suggested that 249 errors from different categories occured in students’ stories. The most prominent errors were found in Omission and Misinformation categories. The errors suggested students’ lack of understanding in English grammatical rules. However, despite the errors, students’ stories were still easy to comprehend. 

Keywords: errors; speaking; surface strategy taxonomy; morphology; syntax

Full Text:

PDF

References


Atmazaki, A., Ramadhan, S., Indriyani, V., & Nabila, J. (2021). Dialogic-interactive media: Alternative learning media to improve speaking skills. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 7(2), 286-296.

Corder, S. P. (1974). Error analysis. In J. P. B. Allen, & S. Pit Corder (Eds.), Techniques in applied linguistics. London: Oxford University Press.

Creswell, J.W. & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Sage Publications.

Dulay, H., Burt, M., & Krashen, S. (1982). Language two. New York: Oxford University Press.

Harmer, J. (2007). The practice of English language teaching. New York: Longman.

Khan, J. U. (2019). Post-secondary Arabian gulf students and their state of English: common grammatical, spelling, and pronunciation errors. International Journal of Linguistics, Literature and Translation (IJLLT), 2(1).

Lestari, Y. (2021). EFL students’ speaking ability in descriptive text. Concept: Community Concern for English Pedagogy and Teaching, 7(1), 45-52.

Politzer, R. L & Ramirez, A. G. (1973). An error analysis of the spoken English of Mexican-American pupils in a bilingual school and a monolingual school. Research and Development Memorandum No. 103. California: Stanford Center for Research and Development in Teaching.

Pollard, L. (2008). Guide to teaching English. Retrieved from http://www.ebook3000.com/Lucy-Pollard-s-Guide-to-Teaching-English_88689.html

Pratiwi, D.S & Prihatini, C. (2021). Problems and difficulties of speaking at Muhammadiyah Lampung University students in covid pandemic. Journal of English Education and Linguistics (JE2L), 2 (1).

Richards, J.C. & Renandya, W.A. (Eds). (2002). Methodology in language teaching. Cambridge University Press.

Syafiq, A. N., Rahmawati, A., Anwari, A., & Oktaviana, T. (2021). Increasing speaking skill through YouTube video as English learning material during online learning in pandemic covid-19. Elsya : Journal of English Language Studies, 3(1), 50-55.

Thao, T.Q & Nguyet, D.T.N. (2019). Four aspects of English speaking difficulties encountered by tertiary English-majored students. Journal of Science Ho Chi Minh City Open University, 9 (5), 50-60.

Wang, Z. (2014). Developing accuracy and fluency in spoken english of chinese EFL learners. English Language Teaching, 7(2),110-116.

Zhang, S. (2009). The role input, interaction and output in the development of oral fluency. English Language Teaching, 2(4).




DOI: https://doi.org/10.31932/jees.v5i1.1488

Article Metrics

Abstract view : 472 times
PDF - 356 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.