The simple present expresses daily habits or usual activities. example: - Ann take a shower every day. - My uncle drink a cup of tea every morning. The simple present express general statements of fact. - Babies cry. - Bird flies. English Grammar ( BETTY SCHRAMPFER AZAR )

error analys



ERROR ANALYSIS
Error Idetivication
Error Corect
Learning in Indonesia
Studying in Indonesia
nowadays, the Indonesian students are expected to understand the language well in order to get knowledge.
Nowadays, the Indonesian’s students are expected to understand the language well in order to get knowledge
So the teacher should have a good strategy in teaching English  
So, the teacher should have a good strategy in teaching English  
These problem happened because teacher does not use various teaching technique.
These problems happened because teacher does not use various teaching technique.
The students’ difficulty to find out vocabulary meaning.
The students difficulty to find out vocabulary meaning.
And it is important for English teacher to use teaching strategy that can helps students to overcome their difficulties in achievement and memorizing the word.
Those problems are important for English teacher to use teaching strategy that can helps students to overcome their difficulties in achievement and memorizing the word.
The students’ lack of vocabulary
The students  lack of vocabulary

Vocabulary is really important in learning English.
Vocabulary is very important in learning English.
beside practicing and training, we need strong result in teaching English.
Beside practicing and training, we need strong result in teaching English.
Many language expert have set up about the concept of vocabulary.
Many language experts have set up about the concept of vocabulary.
Language game are not activities aimed to break the ice between students or to kill time.
Language game is not effective for students.
The game can make students active and creative in studying English.
The game can make students active and creative in learning English.
In this part the researcher done all activities on the lesson plant.
In this part the researcher have done all activities on the lesson plant.
This phase the researcher made some activities to be applied in the classroom.
This phase, the researcher made some activities to be applied in the classroom.



ERROR ANALYSIS

Pre-Test Error Analysis
Section A: Mention
1.      What is Error Analysis
2.      Types of Error in Academic writing
3.      Types of Error in students’ Thesis writing
SECTION B:
Instruction: read the text carefully and answer the Questions below:
Semantics is the study of meaning in language. Semantics focusing on the relation between signifiers, like words, phrases, signs, and symbols. Linguistics semantics is the study of meaning that is used for understanding human expression through language. Semantics tried to understanding what meaning was as an element of language and how it is constructing by language as well as interpretation, obscured and negotiated by speakers and listeners of language. Semantics is a highly theoretical research perspective and looks at meaning in language in isolation, in the language it self.
Furthermore, semantics is the study of the “toolkit” for meaning, knowledge encoded in the vocabulary of the language and in  its patterns for building more elaborate meanings, up to the level of the sentence meanings. An understanding of semantics is essential to the study of language acquisition, how language users acquired a sense of meaning, as speakers and writers, listeners and readers and of language change, how meanings alter over time. It is important for understanding language in social contexts, as these are likely to affect meaning, and for understanding varieties of English and effects of style. It is thus one of the most fundamental concepts in linguistics.
In fact: semantics is one of the main branches of contemporary linguistics. It is one of pure linguistics branches. The study of semantics included the study of how meaning is constructed, interpreted, clarified, obscured, illustrated, simplified negotiated, contradicted and paraphrased. Semantics looks for general rules that bring out the relationship between forms, which is the observed arrangement of words in sentences and meaning. All people necessarily interested in meaning. Wonder about the meaning of a new word is human nature. Sometimes is hard to ensure the message from such kind of reading and listening as well as concerned about getting the own messages across the others. Finding pleasure in jokes, which often depend for the humor on double meanings of words or ambiguities in the sentences.
Here, the researcher would like to apply English proverbs through semantics point of view. Proverbs are short message of good advice. Some tell us how to act, while others make a general statement from which we can learn something. Moreover, Proverbs are short expressions of popular wisdom. Proverbs are short and pithy sayings that express some traditionally held truth. They are usually metaphorical and often: for the sake of alliterative. And, as so many proverbs offer advice and uplift, many f them are religious in origin. Proverbs is one of the interesting studies to apply through semantics view. Thus, the researcher would like to conducted the correlation research on correlating students’ ability in semantics and their ability to appreciate English proverbs.
Regards to the syllabus got from the semantics lecturer, the students’ should be able to understanding proverbs as one of subfields in semantics. They are targeted to get the meaning
Even appreciate English proverbs. Afterward, there are some phenomena are faced by the students in semantics class which indicate semantics is very totally hard. First of all, students are difficult to understand what semantics is. They are still perplexed to distinguish semantics and other sub discipline of linguistics. Furthermore, the students were difficult obtained the meaning of certain words on semantics view. Students often give meaning on students are so quiet difficult to understand and explain the English proverbs through semantics view because proverbs merely use the expression language that the students rarely hear. They are difficults to get the meaning of proverbs as the requirements of semantics studies. Researching the students’ comprehending toward English proverbs is really excited but challenging. Because not all of the students familiar with the terms also all highs beyond English proverbs. Thus, the delightfully researcher are to research the students’ ability in appreciating English proverbs surely after they have proverbs meeting. To ensure whether they understand it or not, the researcher is going to prove it by conducting correlation research which use two variables. Therefore, the researcher is going to conduct correlation research entitled “The students’ to Appreciate Famous English Proverbs”. The researcher will carried out the researchs at the seventh semester of English Department in Lancang Kuning of University.
 
Questions:
1.      Find the types and numbers of errors in the text above ?
2.      Mentions top-3 of the errors in the terms of Frequency and Percentage from the text above
3.      Which paragraph seems to have the largest number of Errors?
ANSWER:
SECTION A
1.      Error Analysis is one of theoretical as well as methodological concepts that used by the researcher and teachers which involves collecting samples of learner language, identifying the errors in the sample, describing these errors, classifying them according to their nature and causes, and evaluating their seriousness.
2.      Types of error in Academic writing
-          Subject-verb agreement errors
-          Verb tense errors
-          Verb form errors
-          Singular/plural noun ending errors
-          Word form errors
-          Sentence structure errors
-          Word choice errors
-          Articles
-          Prepositions of location, time or direction
-          Phrasal verbs
3.      Types of error in students’ thesis writing
-          modality (i.e., level of proficiency in speaking, writing, reading, listening)
-          linguistic levels (i.e., pronunciation, grammar, vocabulary, style)
-          form (e.g., omission, insertion, substitution)
-          type (systematic errors/errors in competence vs. occasional errors/errors in performance)
-          cause (e.g., interference, inter language)
-          norm vs. system
SECTION B
1.      Types and numbers of errors in the text above
P-1:
-           Type: Verb tense errors
-          Numbers: 5
P-2:
-           Type : Sentence structure errors, Word choice errors
-          Numbers: 2
P-3:
-          Type: Sentence structure errors
-          Numbers:
P-4:
-          Type:
-          Numbers:
P-5:
-          Type:
-          Numbers:
P-6:
-          Type:
-          Numbers:

BIOGRAPHY BRENNIS

Donald L. Brenneis
Title
Professor of Anthropology
Division
Social Sciences Division
Department
Anthropology Department
Affiliations
South Asia Studies,
Legal Studies
Phone
831-459-3855
Email
brenneis@ucsc.edu
FAX
831-459-5900
Office
349 Social Sciences 1
Office Hours
On Leave
Campus Mail Stop
Social Sciences 1 Faculty Services
Biography, Education and Training
Donald Brenneis is a linguistic and social anthropologist at the University of California, Santa Cruz.  He studied anthropology as an undergraduate at Stanford and received his Ph.D. from Harvard. His work has focused on the social life of communicative practices—linguistic, musical, performative, and textual.  He worked in a South Asian diasporic community in Fiji over a 20-year period, examining the relationships among language, music, conflict, law, and politics—and considering, among other things, children’s arguments, men’s gossip, and the complexities of managing conflict through indirect speech.  More recently he has been doing ethnographic work—both as participant and as observer—on peer review, scholarly publishing, assessment practices, higher education policy, and the ongoing shaping of scholarly and scientific knowledge within and beyond anthropology.

He taught at Pitzer College from 1973-1996 and has been in the Santa Cruz Department since 1996. He has also served as editor of American Ethnologist (1989-1994) and president of the American Anthropological Association (2001-2003). He co-chaired the editorial committee of the University of California Press (2007-2009) and is currently co-editor of Annual Review of Anthropology. In 2007-2008 he was a fellow at the Center for Advanced Study in the Behavioral Sciences.
Selected Publications

  • “Grog and gossip in Bhatgaon: style and substance in Fiji Indian conversation,” American Ethnologist (1984)

  • “Some cases for culture,” Human Development (2002)

  • "A Partial View of Contemporary Anthropology: 2003 Presidential Address, American Anthropological Association," American Anthropologist (2004)

  • "Doing Anthropology in Sound: Steven Feld in conversation with Donald Brenneis" (with Steven Feld), American Ethnologist (2004)

  • "Telling theories," Ethos (2008)

  • "Anthropology in and of the academy," Social Anthropology/Anthropologie Sociale (2009)

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