ANALYZING ERRORS IN THESIS WRITING: SHOULD GRAMMAR BE AN ISSUE IN ENGLISH ACADEMIC WRITING FOR STUDENTS OF ENGLISH COLLEGE?
DOI:
https://doi.org/10.33603/rill.v3i1.2875Keywords:
grammatical issues, result section, thesis, writingAbstract
The result section is an essential part of the thesis to summarize information about research findings. Presenting research findings in terms of clear and concise writing is vital for the English students of the higher education. To this, students should know the linguistic aspects of writing. Previous research shows that a lot of research has been carried out regarding grammatical issues in writing, but little research has been done on deep grammar issues in writing the result section of the thesis. Thus, this study aims to analyze the grammatical issues in student-researchers’ thesis. Data were officially collected from the reading room of the faculty of state university in Medan. The data were analyzed according to Bourke & Holbrook's (1992) theory. The results show student-researchers are still struggling to use verb-form issues, nouns, and tenses. At last, word form remains the most dominant issues of errors.
References
Bourke, S., & Holbrook, A. (1992). University students’ writing: Types of errors and some comparisons across disciplines. Higher Education Research & Development, 11(2), 119–134. http://doi.org/10.1080/0729436920110202
Brown, H. D. (2007). Principles of Languages Learning and Teaching (5 ed.). San Francisco: Longman Publishing Group.
Chien, S. C. (2012). Students use of writing strategies and their English writing achievements in Taiwan. Asia Pacific Journal of Education, 32(1), 93–112. http://doi.org/10.1080/02188791.2012.655240
Corder, S. P. (1967). The significance of learner's errors. International Review of Applied Linguistics in Language Teaching, 5 (4), 161 - 170.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Faisal, M., & Misdi, M. (2016). Investigating Classroom Instruction in Grammar Class Using Inductive Approach. ELT Perspective Jurnal Pendidikan Bahasa Inggris, 4(1).
James, C. (1998). Errors in Language Learning and Use: Exploring Error Analysis. London: Longman Limited Group.
Misdi, M. (2018). Beyond critical thinking in academic writing: A discourse perspective. JURNAL BASIS, 1(2), 51-56.
Norrish, J. (1983). Language Learners and their Errors. London: Mac Millan Publisher.
Strauss, P. (2012). ‘The English is not the same’ - challenges in thesis writing for second language speakers of English School of Languages and Social Sciences AUT University Auckland New Zealand. Teaching in Higher Education, 17(3), 1–18.
Zheng, Y., Yu, S., Wang, B., & Zhang, Y. (2019). Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study. Innovations in Education and Teaching International, 1–12. http://doi.org/10.1080/14703297.2019.1617181
Downloads
Published
Issue
Section
Citation Check
License
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share and adapt the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
