An Error Analysis in Using Determiners in Students’ Final Project Backgrounds of the English Education Study Program of PGRI University of Semarang in the Academic Year 2021-2022
Keywords:
Determiner errors, article, demonstrative, possessive, academic writingAbstract
The objectives of this study encompass identifying the types and frequency of determiner errors, determining the most dominant type of error, and exploring the underlying causes of these errors. The methodology employed in this research is descriptive qualitative, utilizing the final projects of graduated students from the academic year 2021-2022 as the primary data source. Secondary sources, such as internet sources, e-books, and journals, were also utilized to support the study. Data was collected through documentation procedures, and a thorough review and analysis were conducted to identify determiner errors in ten background sections. The findings indicate that three main types of determiner errors were observed: article, demonstrative, and possessive. The total number of determiner errors among the participants amounted to 40, comprising 34 article errors, 4 demonstrative errors, and 2 possessive errors. Further analysis revealed that the most dominant type of determiner error was related to articles. The causes of these errors were attributed to a lack of understanding and insufficient proofreading. The research findings provide valuable insights into the common errors made by students in using determiners, highlighting the areas that require attention and improvement in academic writing. These findings underscore the significance of effective instruction and guidance to enhance students' competence in using determiners accurately. By addressing the identified errors and their causes, educators can develop targeted interventions and strategies to facilitate students' proficiency in academic writing.
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