1-Fp N Table of Content

CONTRASTIVE & ERROR ANALYSIS
BLS 4033
GROUP ASSIGNMENT 2
ERROR ANALYSIS: SURFACE STRATEGY TAXANOMY
PREPARED FOR:
SIR AHMAD TAUFIK HIDAYAH B. ABDULLAH
PREPARED BY:
NUR IZZATI BT ROZMAN (BBA11030454)

MOHD HILMI B CHE AHAMAD (BBA11030052)
MOHD AMIN B ZOLL (BBA11030207)
AMIRUL AKMAL B NOR YUSRE (BBA11029801)
SUFIAN B SUHAIMI (BBA11030124)
MOHD AZIZUL HAKIM BIN MOHD NOR (BBA11030516)
DATE OF SUBMISSION:
9th DECEMBER 2014
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THIS PAPER IS WRITTEN TO FULLFIL THE COURSE REQUIREMENT FOR BLS 4033CONTRASTIVE AND ERROR ANALYSIS
TABLE OF CONTENTS
Title
Page
Table of Contents
i
Abstract
ii
List of Figures/Tables/Illustration
iii
1.0)
INTRODUCTION
...1
1.1) Background of
Study.1
1.1.1. The definition of Error Analysis
1.1.2. Previous Study in Error Analysis
1.1.3. Recognition of Error and Mistake
1.1.4. Issue in Determining the Learners Error
1.2) Statement of Problem..
5
1.3) Significance of Study.
5
2.0)
LITERATURE REVIEW
2.1) Theoretical Foundation of Error
Analysis6
2.1.1. Interlanguage Theory
2.1.2. Interference Theory
2.2) Theoretical Framework in Analyzing
Error...8
2.2.1. Error Analysis Procedure
2.2.2. Surface Strategy Taxonomy
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3.0)
METHODOLOGY.
....13
3.1) Error Analysis Procedure
3.1.1. Choosing the Language Corpus
3.1.2. Identifying Error
3.1.3. Classifying Error
3.1.4. Explaining Error
3.1.5. Evaluating Error
4.0) FINDING.
....15
4.1) Complete Transcription of the
Interview....15
4.2) Analysis of the
Transcription..30
4.3) Calculation on the Percentage of Recurring
5.0)
Error..72
CONCLUSION....
..88
6.0)
RECOMMENDATION....
.89
7.0)
REFERENCES
.92
8.0)
APPENDICES.
94
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ABSTRACT
Unawareness on the particular system or rule exists in English languages component
often happen to the learner of language particularly in the process of acquiring the second
language. Repetitive unconscious mistakes deemed as an error caused by the unacquainted to
the language rules often regarded as one of the integral part of language learning. There are
two major approaches to the study of learners errors, namely contrastive analysis and error
analysis. Commonly recognized as branches of Applied Linguistic Science, Error analysis
cannot be studied properly without touching upon the notion of Contrastive analysis. This paper
observes in detail the three components of error theories: Error analysis and Interlanguage
theory and Interference Effect and the frequency of errors make by the student .Using Error
Analysis Procedure developed by S.P Corder, the procedures of error analysis were conducted
by examining the learners output on spoken utterances which later analyzed further using
Dulay et al.s (1982) Surface Strategy Taxonomy. The verbatim analysis of the spoken sample
indicates higher frequency of learners errors are made frequently on Omission (44.54%),
followed by Addition (21.01%), Misordering (17.65%) and lastly Misinformation (16.8%).
Index Terms - Error, Error Analysis, Interlanguage, Interference and Surface Strategy
Taxonomy
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List of Figures/Tables/Illustration:
1.0)
TABLE 1: 5 Fossilization Process of Interlanguage (adapted from Selinker 1972)

TABLE 2: Positive and Negative Transfer (Adapted from Khansir,2012)
TABLE 3: Error Analysis Procedure by S.P Corder
TABLE 4: Detailed description on Surface Strategy Taxonomy
TABLE 5: Examples of Error Committed by Learner
TABLE 6: Full Analysis of Transcribed Interview
TABLE 7: Total Percentages of Error Committed by Learner
TABLE 8: Percentage of Error Occurrences for Element in Simple Addition
TABLE 9: Percentage of Error Occurrences for Misordering Error
TABLE 10: Percentage of Error Occurrences in Omission Error
TABLE 11: Percentage of Error Occurrences in Misinformation Error
TABLE 12: Error Occurrences in Addition
TABLE 13: Error Occurrences in Misinformation
TABLE 14: Error Occurrences in Misordering
TABLE 15: Error Occurrences in Omission
INTRODUCTION
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Common popular belief about learning the second language would be the production of
many erroneous form of language structure made by second language learner that in fact,
would never be produced by the native people of the language. This belief somehow constitutes
the conviction in the second language attitude which later integrated and embedded further into
some of the theoretical concepts in Second Language Learning.
In order to form a better concept of understand on how learners actually acquiring their
second language, current focus on modern teaching are now based on placing the higher
important in the realization of errors committed by the learners both in spoken and written
respectively. The study of error are now commonly regards as the part of the language
learnings investigation process to help second language learner in assessing the difficulties of
the language and implementing strategic solution based on several issue and challenges faced
by student in learning the second language.
1.1)
Background of Study
Commonly recognized as branches of Applied Linguistics Science which primarily
emerged in the sixties, Error Analysis served as a feedback to Contrastive Analysis Theory
which considered native language interference as the major source of errors in second
language learning. Applied linguistic is commonly defined as the discipline represents an effort
to find practical applications for modern scientific linguistics (Mackey 1965). It is the study
about the language, ways it is learned and how the language itself is further utilized either to
achieve some specific purposes or to solve some a real world problem (Schmitt and Murcia,
2002). Contrastively, in depth studies on error analysis however reveal that learner errors are
not only caused by the interference from learners native language but implicitly implied the
existence of some universal strategies.
1.1.1) The definition of Error Analysis
According to Corder in 1981, error analysis can be defined as the study and analysis of
the errors made by second and foreign language learners (Corder, 1981). Alternatively, the
field of error analysis accordingly to another scholar also may be defined as dealing with the
differences between the way people learning a language speak and the way adult native
speakers of the language use the language (Richard,1971). Both definition primarily concerned
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about the distinction of rules exist between two languages and how the second language
learner face difficulties in discerning the distinctive rules to be applied differently in the similar
context of utterances and writing purposes. Erdogan later summarized the importance of those
definitions and scope of error analysis as method in which the finding of theoretical error
analysis may contribute to the organization of the remedial courses, devising appropriate
materials for teaching practice and formulating effective learning strategies for both learners and
language instructors respectively (Erdogan, 2005).
The leading concept of error analysis is to study the learners error trailed after the
system operating within the learner in which being observed, analyzed and further classified
beforehand (Brown, 1980). In examining second and foreign language in particular, error
analysis plays an important role in the language acquisition study in general since it is
fundamental requirement for every language instructor to fully aware on their students pattern
of recurring errors in order to reduce or to evade those errors from being repeated. Susanti
(2008) further acknowledged the conceptual framework of the error analysis method by stating
that student cannot learn in the class without knowing an error is made, either by him or by
somebody else. This view further elucidates the significance of errors made by the student in
the process of learning the language. Additionally, Corder (1987) also optimistically agree that
errors play a significant roles in informing the teacher on the learners progress and what still
left for him to be learnt accordingly to the learners goal in acquiring the second language
(Corder 1987 as cited in Erdogan 2005).
1.1.2) Previous Study in Error Analysis

There are many studies already being conducted in the field of the applied error analysis
especially in the beginning of 1983 up until now. Smithies and Holzknechts work on error
analysis dealt with the study on error committed in written English materials by tertiary level
student in Papua New Guinea in 1983. The entire student received proper English education for
the last ten years starting in primary school and evidently spoke 212 different mother tongues.
The wide percentage of errors that recorded comprised of extensive range of errors from
articles (11.37%), prepositions (10.6%) and verb form (10.5%) including omission and addition.
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Recent study on error analysis by Gustinefa in 2007 dealt with an errors made by the
10th grade student in Islamic School in Tangerang. The corpus taken into account was the
written journal entries and the analysis was based on the error made on the language
components that classified further into addition, omission, substitution and ordering. The result
of the analysis indicates that substitution errors are the most made by the student constitutes
around 39.5% of the whole percentage followed by the omission errors (28.5%) and additional
errors (18.4%).
Prior to the research conducted in both studies, it can be further concluded that large
portion of errors committed by the student learning English as their second language are largely
caused by the intralingual transfer in which caused typically by overgeneralization, simplication,
and incompetency in the learners knowledge of English grammatical rules. Both of the work can
be utilized effectively by the teachers in upgrading certain aspect in their classroom teaching
process based on the hint on how far the learners already improving their skill supported by the
presented evidence.
1.1.3) Recognition of Error and Mistake
In error analysis, there are two terms referring to the different thing in which the first
indicates to the systematic and consistent deviance while the second suggesting the deviation
due to the performance factors. The explanations provided denote the definition of an error and
mistake respectively (Corder, 1981). Errors characterized the learners linguistic system at a
given stage of learning while mistake are normally irregular and can be readily corrected by the
learner once the attention is drawn to them.
The major distinction between those two are distinguishable in the level of learners
competency and performance level in which arise due to the imperfect competence and
performance in the target language. Errors are usually produced by the learners who do not yet
fully comprehend the command rules of institutionalized language system in the process of
encoding and articulating speech. Contrastively, mistakes are characterized by the similar
occurrences in the performance under the heightened frequency of certain psychological
conditions like increase in stress, indecision and fatigue.
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1.1.4) Issue in Determining the Learners Error

Errors and mistakes are the two different things that characterized by the several distinct
characteristic altogether. Analyzing the mistake committed by the learners in their either spoken
utterances or the written materials cannot be easily presumed as an error. Several researchers
in the late 1960 and early 1970s pointed that language of second language learners is
systematic and that learner errors are not random mistakes but evidence of rule-governed
behavior (Selinker, 1972). In general, it is not an easy task for the sentences to be judged as
free from errors because even a perfectly well-formed sentence can be erroneous in context.
Even though the sentences are well formed, free from any omission, addition, wrong
selection and misordering, there is no guarantee of the absent of errors. The two main criteria
for the sentences to be judged as free from errors when they fulfill two of these criteria which
are acceptable and appropriate. Acceptable in the sense of the sentence indicate the original
meaning of what the speaker intended to say while appropriate can be achieved via the non
ambiguous sentences.
Error can be caused by many factors, internally and externally. Lack of competency in
the target language and grammatical mastery of the language is one of the major factors. Some
redundant pattern involved in the construction of the language structure is mainly influenced by
the learners mother tongue. Another factor that might contributes to the errors committed by the
students are stemmed from the usage of loan word extensively adopted by the media to
illustrate certain concept, idea and notion that is not currently available in the learners first
language.
The fact that English is deemed as the flourishing language comprises of the
linguistically complex rules and multifaceted structure served as the intrinsic difficulties for the
second language learner in learning the language successfully. Overgeneralization also often
takes place when the student mistakenly creates a deviant structure based on the presumption
on the basis of his experience of other structures in the target language. In addition, lack of
exposure to target language, poor access to the educational materials together with the nonconducive environment for the student to thrive in also serve as the external factors that
influence the learner to commit errors in the target language Invalid source specified.
.
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1.2) Statement of Problem

In learning second language, learner often challenged by the certain incompetency in conveying
their language production be it spoken or written without having to be laced by any trace of
erroneous error. This is deemed impossible since learners not only cognitively threaten by the
unconscious error made repetitively but also by the type of mistakes caused by the learners
incapability in utilizing the known language system correctly. A method that able to indicate
which phase the learners are currently in and the difficulties faced by the learner in that
particular stage are crucial and significant to help finding ways to solve the learners problem on
acquiring the ideal second language components effectively.
1.3) Significant of Study
The study that has been conducted using Surface Strategy Taxonomy (Dulay, Burt and
Krashen, 1982) allowed us to discover the major errors that are committed by students of
University Sultan Zainal Abidin. With this, the error are narrowed down and tackled right at the
centre. It is important to do this as there are various errors that can be detected and without
being able to know which one is which, the research will be too wide to be carried out. Not just
that, it also serve an indicators of students level of English proficiency. Therefore, with this
study, we can aim at the heart of the problem and take swift control of the situation.
Secondly, the study makes it possible for researchers and lecturers alike on improvise
on the current teaching materials and methods. From the study, weakness of students can be
measured as well as their ability to use English correctly. Henceforth using that as a second
starting line, lecturers are able to revise their teaching, implementing the appropriate methods
as well as using the suitable materials in classes.
Lastly, this study will open a new doorway in creating a new teaching method in
approach to solve the problem at hand. This step is important as to give greater impact in
increasing students English proficiency. The new steps implemented will be focusing on
empowering students oral abilities to speak fluently and eliminating errors from their speech.
This is important to comply with the universitys aims to create graduates that are multi-capable
and increasing their marketability.
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2.0)
LITERATURE REVIEW
2.1)
Theoretical Foundation of Error Analysis
2.1.1
Interlanguage Theory
According to the Second Language Acquisition theory, learners build up a system for
themselves which is different in some ways from their first language and second language
systems, which are called Interlanguage. The concept of Interlanguage was formerly suggested
by Selinker in 1972 aimed to draw learners attention to the possibility that while learning second
language, a learner may develop separate internalized mental grammar that characterized as
distinct language variety or system with its own particular characteristics and rules differs from
both his/her mother tongue and the target language.
Interlanguage typically characterized by the set of linguistic rules which can further
generate novel utterances and according to Ellis (1990), very importance in providing the
explanation for for how both children and adults acquire a second language (Ellis, 1990).
Interlanguage productions typically have the characteristic of language that hardly conform to
the general expectation on what native speakers of the target language usually produce, not an
fixed translation of native language utterances, spoken utterances not randomly produced and
interlanguage usually spoken either by adults or by children when second language acquisition
is not simultaneous acquired with the first language (Tarone, 1976).
Selinker in 1972 further explore the Interlanguage impact on the second language
learning and proposed the 5 fossilization processes that indicated the learners tendency to stop
developing their interlanguage grammar in the direction of the target language. The 5
fossilization processes are as follow:
Fossilization Process
Language Transfer
Criteria
Sometimes rules and subsystems of the Interlanguage may
Transfer of Training
result from transfer from the first language.

Some elements of the Interlanguage may result from specific
features of the training process used to teach the second
Strategies of Second
language.
Some elements of the Interlanguage may result from a
Language Learning
Strategies of Second
specific approach to the material to be learned.

Some elements of the Interlanguage may result from specific
Language Communication
ways people learn to communicate with native speakers of the

target language.
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Overgeneralization of the
Some elements of the Interlanguage may be the product of
Target Language Linguistic
overgeneralization of the rules and semantic features of the
Materials
target language.
TABLE 1: 5 Fossilization Process of Interlanguage (adapted from Selinker 1972)
2.1.2) Interference of First language (L1) into Second Language (L2)

Behaviorist learning theory asserts that old habits contribute in the way of learning new
habits and thus if taken into context, individual who learn many languages tend to transfer the
realization device from his first language into the second language prior to the cognitive notion
that the first and second language share a similar meaning but failed to discern that it should be
expressed in different ways (Ellis, 1990). Smooth acquisition of the second language often be
interfered by the first language grammar which already being programmed inside ones
individual mind prior to the learning process that take place previously (Abdullah, 2013).
Bose (2005) mentioned that there are two types of transfer between mother tongue and
target language which served as the reasons that explained errors made by the learner in both
written and oral construction which are negative and positive transfer (Khansir, 2012).
Type of Transfer
Positive Transfer
Explanation
The forms between the mother tongue and the target
Negative Transfer
language is similar
The forms of the target language and those of the learner's
mother tongue are different from each other
TABLE 2: Positive and Negative Transfer (Adapted from Khansir,2012)
2.2)
Theoretical Framework in Analyzing Error
2.2.1)
S.P Corders Error Analysis Procedure
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Error Analysis Procedure have been develop by S.P Corder back in the year 1974 commenting
on the errors that can be classified through a comparison process in which similar to the
process involved in the contrastive analysis procedures. Error analysis is considered as a 5
staged procedures consist of several stages. The concept are thoroughly based on the original
erroneous utterance and later compared with the constructed one but exclusively in term of the
linguistic categories such as error in phonology, morphology, syntax and semantic entirely
based on a range of models.
The procedures can be summarized in the 5 staged procedures as being illustrated in
the figures below:
PROCEDUR
STAGE
DESCRIPTION
E
1
Choosing the language
corpus
2
Identifying error in the
corpus
3
Decide on the size of sample

Decide on the medium of sample taken:
spoken (orally) or written (writing)

Decide the homogeneity of the sample :
background, age, type of education &
location
There must be a difference between
errors and mistake

Rather tedious to identify
Only occurring errors are identified for
further process/procedure
Every
error
committed
respondents
will
be
by
classified
the
in
accordance with grammatical aspects:

Classifying Error
phonology,
morphology,
syntax
and
semantics.
More focus and emphasis are on:
morphological and syntactical aspects
Explaining Error
of the English language.

An attempt is made to identify the
causes of errors :
Interlingual errors: errors are caused by
mother tongue interference.

Intralingual and developmental errors:
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errors occur during the learning process

of the L2 at a stage when the learners
5
Evaluating Error
have not really acquired the knowledge.

Involves in assessing the seriousness of
each error.
This step is made to take principled
teaching decisions.
Error evaluation is necessary only if the
purpose
of
the
error
analysis
is
pedagogic
TABLE 3: Error Analysis Procedure by S.P Corder
2.2.2) Surface Strategy Taxonomy (Dulay, Burt and Krashen, 1982)

Surface Strategy Taxanomy proposed by Dulay, Burt and Krashen in 1982 is a taxonomy
developed in analyzing error made by the learners which consist of several alternatives for error
classification as a result of comparative categorization and communicative effect taxonomy
(Dulay, Burt and Krashen, 1982). This taxonomy divides learner errors into four categories
which are Omission, Addition, Misinformation and Misordering. Classifying errors using the
surface strategy taxonomy is very practical since it can physically highlight the cognitive process
underlying learners reconstruction of the mother tongue and target language. In addition, this
taxonomy also emphasizing that errors are inevitable since the learner are actively progressing
towards producing the target language while utilizing their temporary principle in the former
language. Below is the detailed description of each category presented in the surface strategy
taxonomy.
CATEGORY
Omission
Addition
DESCRIPTION
Refers to the absence of
EXAMPLE
Why do you
EXPLANATION
Missing
of
an item which must be
always look (at)
preposition at in
present in a well-formed
me?
the sentences
utterance.
The presence of an extra
item which must not be
TYPE
-
Double
We
marking
Regularizatio
(about)
discuss
our
inclusion
of
preposition
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present in a well formed

utterance is
characteristic
for
n
Simple
homework
about
in
the
sentence
addition
Misinformatio
additions
Refers to the use of the
wrong form of the
Regularizatio
by
morpheme or structure
handle
I did this
Archi Form
Alternating
Form
Misordering
The missing of
spin
the
-ing form
Instead of:
I did this by
spinning
the
handle
Whom did you
prepositions are
sent the letter?
incorrectly
placed
Instead of:
To whom did
you send the
letter?
TABLE 4: Detailed description on Surface Strategy Taxonomy
The table below indicates several types of error that frequently omitted by the learners in
producing utterances as well as in written form.
CATEGORY
TYPICAL ERROR
EXAMPLE
-s
Noun and verb inflection
-ed
-ing
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A
Article
And
The
is
Omission
Verb auxiliaries
will
Can
may
In
Preposition
On
Of
Regularization
Regular plural (-s)
Mouses
Past tense marker (- Goed
Addition
ed)
Double marking
He didnt went to Kuala Lumpur

She doesnt knows your name
The birds doesnt live in the water
Simple addition
Misinformation
Misordering
Regularization
Archi form
Alternating form
Marked by miss-ordering
We stay in over there

runned for run
that houses are theirs
this cats
I dont remember what is her name
for a morpheme or a Instead of : I dont know what her name is

group of morphemes in
the sentence
What your mother is doing?

Instead of: What is your mother doing?
TABLE 5: Examples of Error Committed by Learner
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3.0)
METHODOLOGY
3.1) Error Analysis Procedure

3.1.1) Choosing the Language Corpus
The size of the sample population taken for the corpus involved 5 undergraduate
students from two faculties which is Faculty of Law and International Relation and Faculty of
Islamic Contemporary respectively. All the female respondents consisting of four Malay and one
Indian are currently the third year Unisza student majoring in the Bachelor of Law, Bachelor of
Dakwah and Bachelor of Shariah.
The samples of the corpus are taken using the Oral
Discourse Completion Task (ODCT) via the interview session.

The group interview was conducted with 5 interviewees together with 3 interviewers and
the corpus sample is tape-recorded for the analysis purposes and further references. The 29
minutes and 36 seconds record was then fully transcribed into written discourse consist of 3701
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words altogether. In order to elicit an oral response from the interviewer, a set of semi-structured
question was prepared prior to the interview session. The questions revolved around the
general topic on student life and consist of 12 questions altogether. The duration taken for the
one-shot interview was about 29 minutes and 36 seconds and fully conducted in Uniszas
Library.
3.1.2) Identifying Error in the Corpus
In order to differentiate between the errors and mistakes made by the student, we
constantly calculated the percentage of recurring mistake produced by the interviewee. Mistake
that happen due to the slips of tongue ( save -> cave) and slip of the thought (messing->
mesmerizing) are not taken into account. Please refer to the table in the Analysis of the
Findings Chapter for more details.
3.1.3) Classifying Error
All the error committed by the students is classified accordingly using the Surface
Strategy Taxonomy by Dulay, Burt and Krashen. The errors are classified accordingly to the
types of mistake made that largely involved omission, addition, misinformation and misordering.
Please refer to the table in the Analysis of the Findings Chapter for more details.
3.1.4) Explaining Error

The errors committed are further explained in details and the corrections are offered
accordingly to their verbatim sentence. Some errors are caused by the learners incompetency
in the second languages rule and knowledge while others are caused by the positive and
negative transfer from first language into their target language. Such transfer that also called as
Interference deals with the underlying cognitive knowledge that controls the learner production
of language formation.
3.1.5) Evaluating Error
The seriousness of each errors made by the student are fully assessed in order to
familiarized and exposed the teacher toward the effective principles to be taken in the future
solidly based on the learners competency and current performance in the language. The
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recommendations for the strategic teaching methods are later were provided in the
recommendation section.
4.0) FINDINGS
4.1) Complete Transcription of the Interview
DURATION TAKEN: 29 min 36 second

WORD TRANSCRIBED: 3701 words
INTERVIEWER:
1. Muhd Hilmi Che Ahamad (Bach of English with Communication)
2. Nur Izzati bt Rozman (Bach of English with Communication)
3. Mohd Amirul Akmal bin Nor Yusre (Bach of English with Communication)
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NAME OF PARTICIPANTS:
1.
2.
3.
4.
5.
Keerthana Rajendran -Faculty of Law and Internal Relation (Bach of Law with Honour)
Wan Raihanah bt Wan Mohammad- Faculty of Islamic Contemporary ( Bach of Dakwah)
Siti Sarah bt Mohd. Zubir- Faculty of Islamic Contemporary (Bach of Dakwah)
Ku Nur Hafizah Ku Suhair- Faculty of Islamic Contemporary (Bach of Shariah)
Wan Nur Amanina bt Wan Mohd Sharif- Faculty of Islamic Contemporary (Bach of
Shariah)
(A) Introductory Remark

Hilmi: Right, Bismillahhirrahmannirrahhim, Assalamualaikum. First of all thank you you guys for
participating in our~ inaudible emm.. first of all we are from Bachelor of English student, we are
currently in semester seven doing research pertaining the error in er.. speaking er.. so basically
can we first (1) could you guys please first introduce yourself. Right, so we get from the right
here
KIthana: introduce myself [ hilmi: introduce yourself] my name is kithana,(1) errr .. Im from
Klang, Selangor and Im a law student second year
Hilmi: ok
Aisyah: my name is aisyah [cough] Im from Terengganu, I study in inaudible
Hana: ok my name inaudible hana. Err..(1.2) from Besut, Terengganu. (1.2)And study usuluddin
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Nor: ok my name is tengku norhafizan binti shari. Im from Kelantan. Erm.. my course is dakwah
(1) Im <X second X> years
Nina: my name is nina, im from Kelantan. My course is dakwah [hilmi: dakwah]
(B) Latest Issue in Unisza
Hilmi: so if I could recap again and you you are from what faculty? [kithana : law] law faculty,
FKI, (1) the same [nor: we all] FKI, FKI, alright. Erm (bg cough) major question over here, are
you guys happy studying in unisza?
Nor: of course ^ sigh
Aisyah: of course yes
Nor: ermm.. yes
Hilmi: you
Nina: of course
Kithana: of course no
HIlmi: of course no. (laugh) @ ok of course no, that theres theres an issue over here. Eh why
is that?
Kithana: because~ im from Klang and the lifestyle is totally different [hilmi: hmm] and I cant
adopt this situation. First is I like to shopping (bg laugh). There are no shopping mall at all and
so proper with the dress code, cannot wear this type of dress, cannot wear that type of dress,
and cannot like Indians we normally like very close to all the Chinese you know talk to them
guys sitting together to eat. In Klang its normal, we are friends, nothing between us. But here, at
night, we cannot sit together or do assignment also, nothing is there. See thats the problem in
unisza, its like this
Izzati: so~ thats one of the issue? [Kithana: yeah] that make you felt... disappointed
Kithana: and another thing its a lot [Izzati:ok]
Hilmi: you are done? So you guys over here say you guys are happy studying in unisza :long
silence: anyone? Perhaps you?
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Akmal: like you can meet new friends or you got the course that you want [many: yes][izzati:
like the environment]
Nor: near, <x near x> to my [izzati: hometown] yes hometown
Izzati: you are from Kelantan right ? [nor: Kelantan]
Hilmi:then so we went to the second question. Do you guys aware of any issue that happen in
unisza right now?
Kithana: yes, PRK
Hilmi: we got PRK. How about nina?
Nina: flood. [nor: flood] [hilmi: flood?]
Aisyah: err.. same hhh @ [hilmi: same with you]
Hana; err.. flood [Akmal: nina right there bg laugh]
Hilmi: right, prk versus flood. Ok erm .. could you please describe about the issue what the prk,
what is it about.
Kithana: ok, prk is of course everywhere got pembangkang and opposition and it was like I
didnt think that this same current issue will happen in unisza too. And those student if the hepa
know this student is from opposition, they will try their best to cancel their name [hilmi: hmm]
and Im one of the victim
Hilmi: so basically you are affected by the issue right
Kithana: yes, a lot
Akmal: how about you guys? Like [hilmi :about the flood] about the flood
Nor: ehem, I cannot attend to class, cant go % anywhere [hilmi: hmm] just aa... just just stay at
hostel
Akmal: how about you guys?
Hilmi: what do you think about the flood is it [Akmal: is it bad] bad
93 | P a g e
Hana: hhhs @ [hilmi: how bad is it?] so bad because aa we live err [hilmi: outside?]
outside yea, from unisza, so--- hard to come to unisza bg laugh [izzati: difficult] yes
Hilmi: so erm.. the flood affect your house outside? No? You are not living outside is it?
Kithana: because the flood we got one day off right from unisza. Can sleep, bg laugh finish
assignment, [Akmal: but mostly sleep]laugh but its so bad.
(C) Topic on Class and Assignment
Hilmi: so, ok you are saying about assignment, so, do you have any assignment due this week?
I mean you need to send the assignment this week.
Kithana: I just cleared up already [hilmi: all of the assignment] now, just now only, ten minutes
ago [hilmi: aa}
Hilmi: how about you guys? Any assignment [nor: well] need to be sent?
Nor: many assignment
Hilmi: I bet today last day right because its Thursday and you are supposed hand in the
assignment then it must today right. Is it? Bg laugh. Do you guys have any assignment?
Aisyah: yes
Hilmi: so how many assignment? [nor:ermm] Or should I say assignments^?
Kithana: no currently zero
Hilmi: ok that one finished already. How many is it?
Kithana: all the subjects
Hilmi: all the subjects? Any numbers
Kithana: aa.. got seven law subjects, inaudible
Hilmi: aaa, and you guys?
Akmal: what, what are your assignment about?
Aisyah: tahrij hadis
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Akmal: can you tell us more about the assignment

Nor: we-we .., we need to search from .. book about hadis
Hilmi: so what exactly is tahrij hadis? [aisyah: tahrij] tahrij means keluar right?
Nor: keluarkan hadis. Transfer hadis err .. and then do some report [Akmal: ahaa]
Akmal: and you guys, same work?
Nina: yes [Akmal: ok] all of this individual
Akmal: all of this is individual work [izzati: is it individu?]
Nina: individu [hilmi: individu]
Hilmi: so how do you find the subject? Is it <x really x>.. you like it? Or you hate it? Or you want
to put everything in the dustbin?
Izzati: like you do it because of the mark? [hilmi: a little]
Hilmi: why is that?
Hana: inaudible cough inaudible
Nor: compulsory to .. take you know to take, and need to.. send and need to send because ..
we can get mark from lecturer.
Hilmi: like you say before you got seven assignment in law is it. So how do you find it, the
assignment
Kithana: very terrible [very terrible laugh] because for us third sem theres no university subject
about us so in one law subject means everything will push through to toward to ready inaudible
so really hate it
Hilmi: so basically you are saying that you find it inaudible. Ok, do you guys like doing individual
assignment or group assignment?
Aisyah: us group
Hilmi: group over here, anyone [Hana: individual] individual, individual, individual, [nina: group]
group, ok. Team group, team individual. Hana individual. Why individual ?
95 | P a g e
Kithana: the first thing now because its raining outside [hilmi: hmm] so its so tough for us to
come together, sit together doing stuff and that. another thing is ok la if we choose our own
group member we know that, ok people is capable to do this or not. If the lecturers choose
means some of them is lazy to work and they you know they kind of another party that, sure this
girls will finish for us. So we really hate this, and theres groupmate have some problems with
their friends [hilmi: hmm] and this group thinks we are anti with the boys [hilmi: laugh]
Hilmi: so you guys? Why individual?
Aisyah: because I inaudible from
Hilmi: why is it?
Aisyah: because Im I.. only as inaudible make the work [hilmi: ok] inaudible we hhhs @
Hilmi: pardon? Ahha
Aisyah: cough, we inaudible
Hilmi: you dont include anyone else [aisyah: its just me] [Akmal:inaudible]
Akmal: you can do anything you want so its less inaudible
Hilmi: so the group team, why?
Nor: I think, <x we X> can discuss about problem and uh cooperate
(D) Personality Trait and Ways to Handle Rumors and Gossip
Hilmi: so basically the work is much much [nor: ah teamwork] leeway right? Ok, leading to that
question, in ten second tell me what kind of personality you have. Who are you. If im for
example I say im a humorous guy, and like to joke [Akmal: a fat guy] a fat guy perhaps, ok. for
example of me. So in ten seconds please tell us what kind of personality you guys have.
Kithana: inaudible so aa I need someone to talk to me [hilmi: laugh] and so I cannot stay alone.
Thats why aa although my roommate wont be there in the room, Ill listen to songs singing
and all the thing, call my mum, and sometimes people disturb me means I get what inaudible
[Akmal: hurm] so like there few people in front there and I dont like means I dont like you. Dont
talk to me at all. I wont tell this person is like this to other person bring stories and so on
Hana: inaudible [hilmi; hmm] everything is so inaudible
96 | P a g e
Aisyah: I am inaudible .. cough I am funny

Izzati; so you love to make jokes? Tell funny story, like
Aisyah: yeah inaudible [Hilmi: laugh] inaudible and er = cop this friend [hilmi: hmm] err...
inaudible err inaudible laugh
Izzati: mean you laugh and making jokes [aisyah: laugh] is it is it because you want to bring the
happiness to everyone because just err .. just all the time
Akmal: and everybody love your jokes [aisyah: laugh]
Hilmi: all right then, how about [Akmal: how about you] you?
Nor: I think im friendly [hilmi: hmm] I inaudible long pause
Hilmi: because you like to make friends is it?
Nor: inaudible
Nina: inaudible long pause
Akmal: a shy person [nor: laugh]
Nina: really shy
Hilmi; ok then, erm let say that someone.. that you love.. you knew them, they stab you from
the back. Tikam belakang. How do you react?
Izzati: somebody cheat on you, telling ^liars, ^lies, like that. how do you react to that?
Hilmi: what would you do? What would you say to them. let say, you have a friend and
somehow in front of you this friend say good thing about you, but beside you, behind you she
said something horrible, something is not good about you. How do <x you x>.. , what do you say
about that?
Hana: ignore her [hilmi: ignore her] inaudible
Hilmi: forgive. Ok, ok we got answer for this.
Nor: advise [hana: advice]
Hilmi: ok you got advice
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Hana: forgive and inaudible

Hilmi: forgive and forgot perhaps
Nina: inaudible = talk
Nor: talk to her [aisyah: sometimes]
Hilmi: so let say you experience this particular event, say err.. , this is a real situation where you
in who by someone else who you are not forgive (1) in any way, ok.. How do you handle this,
how do you face (1) this event? What did you do?
Kithana: I think I will ask for some help because if she a true friend she wont do like this.
Something is there, thats why she tend to do like that [hilmi: hmm] so Ill ask my self what then
ask my, approach another friend tell me what, what have I mean, hot temper or what like, or
what. Then after that Ill err.. usually ask my mum la (Hx), because mum is the good friend of me
and the bestest and shell call her and tell her everything from there I know this is the real story.
[hilmi: hmm] then after that I inaudible the inaudible this thing la you tell this thing thats why (H)
im bad with you. Then Ill do forgive you [hilmi; thats it?] thats it. End of story (Hx) inaudible
Hilmi: you meet him meet her and slap her in the face perhaps (Hx). (H) You talk bad about me
eh? You talk bad about me! [aisyah: no] or you just simply walk away. What do you do in this
situation?
Nina: < X hmm? X>
Hilmi: what would you do?
Nina; inaudible got this inaudible <X hmm X> meet her and ask her, ask <X her X> about
why, why [hilmi: why she do that] inaudible
Izzati: so you said that you want to confront her right? You want to ask her whether what kind of
mistake did you make, and make her do things, things that is bad, terrible like that. so what is
the first step would you take bg coughing, laugh
Hana: make her inaudible [izzati: ok] cough
(E) Cooking Stuff
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Izzati: ok, so move to the next question^. Moving on. So.. , im aware that all of you are women,
you know how to cook rice, right?
So could you tell me, the steps needed..(1) to be done to
prepare a fried chicken

Kithana: for me I dont know how to cook (Hx).
Izzati: ok.. for you you dont know how to cook.
Kithana: but I do know how to make salad
Izzati: so you dont know how to fry chicken? [kithana: no]
Kithana: because since born.., I got maid so everything the maid [hilmi: laugh] so I dont know
how to cook. [hilmi: ok]
Nina: inaudible flou inaudible inaudible then mix all this [Izzati: turmeric?] then inaudible kuali
inaudible
Izzati: just wait for it to be fully cooked. So err.. do you need err.. , do we need to err like
waiting for the oil to err.. to be like hot or something like that?
Nina: < X hmm? X>
Hilmi: do.. we need after (1) we pour the oil into the pan, do we need to wait first or simply
[aisyah; wait first] put in the chicken
Aisyah: wait first [hana: wait first]
Hilmi: wait first, ok. Wait until the, the oil become hot [hana; yes]
Izzati: so how you decide that the~ the chicken is already [hilmi: cooked] cooked
Nina: < X yellow X>
Izzati: yellow. Ok, so.. do you prefer to cook or dine outside? Of course you like.. prefer to dine
outside right? Hhh Bg laugh you dont have to cook [kithana: yeah] you have maid. You?
Nor: cough I like to buy, to buy food.
Izzati: so (1) you live in hostel right [nor: yea] so.. you are not allowed to cook? So just its all,
the solution is just to [nor: buy] buy outside. Just buy everything. Ok
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Hilmi: which one do you prefer, buy the food at caf or.. just make it yourself, cook.
Aisyah: cook [hilmi: pardon?]
Izzati: cook. Because you live outside right? So erm do you buy the groceries like monthly or
everyday?
Aisyah: inaudible
Izzati: monthly [hilmi: monthly] so you prefer to share with you friends or just individual?
Aisyah: share
Izzati; share with friend. So what kind of thing that you share with your friend? Like the rice or
Hana: inaudible
Izzati: ok.. So is it, is it make it more is it make it more like erm..
Hilmi: is it much save for you? [izzati: yea] is it you save more money when you share food?
Hana: inaudible
(F) Beauty vs Brain

Izzati: ok so.. moving on. Which one do you think is better? Beauty or brain?
Hilmi: as for woman, which one is.. compulsory for them? be smart or to look cute?
Kithana: smart
Hilmi: smart.
Izzati: why is it so?
Kithana: how, everyone want to look beautiful means every inaudible. This is the wise the god
creates us so inaudible with ease heart. So brain means the brain, woman cant er.. know er..
everything inaudible. If you want to marry a guy, a guy should see hows talent is the girl. Not
like someone who look beautiful but theres nothing inside them. Inaudible we cannot do
anything with just pretty only, we have to be smart inaudible.
100 | P a g e
Izzati: so which one is more lasting? Beauty or the brain? The beauty?
Kithana: if you are smart, beauty is there.
Izzati: ok [ hilmi: hmm] have you ever find thats close to you that have both trait? Beauty and
brain [kithana: yeah].
Kithana: well she [izzati: yeah] shes erm, doing medical science degree scholarship in
australia. Shes very beauty and smart [izzati: hmm] inaudible inaudible
Nina: inaudible inaudible because they inaudible [izzati: hmm]
Izzati: so guy might point that a women with brain is beautiful. So you erm, having a brain is a
good enough right? So does it mean that we dont need beauty at all?
Nina: inaudible [izzati: hmm] inaudible
Izzati: so we need both. Ok.. so what about you? Need right?
Nor: I think brain is important
Hilmi: is it more important compared to beauty?
Nor: yes err.. inaudible
(G) Of being a Superhuman and desired Superpower
Hilmi: because [izzati: he meant to ask laugh] so you give up. Ok. Long pause. Ah right,
another question. If you were to have a superpower ok, what kind of superpower do you want to
have? ..For me I like to have a super strength. So may I ask, what is it?
Kithana: inaudible [hilmi: what again?] to get on somewhere
Hilmi: to get on somewhere is your superpower right?
Izzati: so you might need a teleport. You might need.. be there, here and there, at the library at
the same time. You can do something at room
Kithana: all at once [izzati: yeah]
Izzati: so what about you?
Hana: inaudible, cough.
101 | P a g e
Hilmi: you want to be able to do everything? Why is that? long pause so you can do
everything? You?
Nina: inaudible
(H) Marriage and Relationship
Izzati: ok, this superpower thingy is so complicated laugh. So we move [hilmi: we move on] we
move on to the more simple question. If somebody ask you right now in this very time, ask for
your hand for a marriage. What would you, <x what x> would you answer.
Hilmi: someone what to marry you right now [izzati: yeah] inaudible
Hana: I will say no inaudible
Kithana: ill ask my friend, because from friend only you know inaudible
Hilmi: ok
Kithana: from there I can know if the guy is good for me, because for me that is inaudible but if
they say no, so~ first parents, from parents i can know whether the guy is suitable for them
because when im married to him they have to marry my family so, so their parents still living
with us so its ok, then there will be togetherness so ill ask my parents first.
Izzati: so every decision that you make depends on your parents?
Kithana: aaa not everything. But Ill put my parents at the first decision.
Izzati: you its about their priority [kithana: yeah] ok.
Hilmi: hmm over here? What will you say?
Aisyah: cough think first
(I) Biggest Challenge Faced in Life
Hilmi: think first. Long pause or you have someone already in your mind? Laugh. Ok then,
moving on. Ok, err I believe that you are, I believe you are all twenty and above is it? Twenty
years old and above. Ok so what are the challenges that you face throughout your life. The
most, the most challenging thing of all.
Hana: inaudible
102 | P a g e
Hilmi: hmm? Study? Study is the most challenging stuff that you face.
Nor: many, many assignment. Before finish, before graduate.
Nina: yes, assignment [hilmi: yes?]
Hilmi: you guys?
Aisyah: speaking [izzati: public speaking?]
Hilmi: where was it? When was it? When, when, when do you need to, [aisyah: presentation]
pardon? Ah ok, presentation . not assignment perhaps.
Izzati: so is it difficult? Erm, we need to prepare right a lot?
Kithana: communicate with the people who are not from each [izzati: ok] er.. like Europeans,
Africans [hilmi: aha] err.. the people differently err you couldnt meet them on us.
Izzati: so.. is it because of the accent?
Kithana: aa maybe and their style they are free. Everything, like their lifestyle. So to
communicate with them you have to know them first like [izzati: so] .
(J) Preferences on Exotic Animals
Hilmi: so we are coming to almost the end of the question. Just go to the last question. Who
would take exotic animal as a pet? Exotic by mean er.. like er.. iguana or snake [izzati: lion] yea
lion. You? No. how about you over here? No.? no. ?
Kithana: I like snake.
Hilmi: snake? Why is that?
Kithana: err because how to put, reptiles like that [izzati: ok] Ive seen exhibition on er.. snake.
Because erm.. snake everybody say they really poison and none of them go near at them so
this give me encourage why not im the first person to touch it and bear the feeling, like that
Izzati: so you dare to challenge right?
Hilmi: so why do you guys say no?
Hana: inaudible
103 | P a g e
Hilmi: scared. Yes of aa exotic animal. You? Is it because you scared [nina: inaudible] what
pardon?
Nina: geli
Hilmi: geli laugh. <x Or or or x> you feel err... uncomfortable with it? Is it?
Izzati: but what about a baby lion? The fluffy one. [nor: just see] just see? You dont want to
touch it? Even though its small, little curl
Aisyah: inaudible
Hilmi: incomprehensible. Ahaa. Ok laugh, to end pur interview today, just a simple question
one. What do you think about this interview, is it difficult or is it err.. Mesmerizing with your mind
is it? Do you think this activity that we done right now is really difficult? No? what?
Nor: some question is.. tricky [izzati: difficult?] no, tricky
Hilmi: tricky, right. Over here ?
Izzati: how do you find the question? bg phone bg announcement
Hilmi: I think is ok, its ok laugh
Kithana: was very easy by the time with third question.
Hilmi: third question, right. So erm with that comment. Ok, cool.
(K) Random Thought on this Interview
Izzati: can you possibly guess what we want to do with this interview? What we are conducting
actually. X:err Do you have an idea or not?
Kithana: err.. to know the capacity of student in their err.. what inaudible English and sorry to
say but why do you conduct I dont know. Erm.. which faculties students use English [izzati: ok]
Izzati: so close enough [hilmi: you?] I think so
Hilmi: and you, what do you think?
Hana: inaudible
104 | P a g e
Hilmi: you got no idea, laugh right. So thats it [izzati: thats it]. So thank you guys for lending <x
us x> your time with the interview and I bid you farewell and thank you again.
Kithana: may I know for what the interview inaudible
4.2) Analysis of the Transcription
(A) Introductory Remark

Hilmi: Right, Bismillahhirrahmannirrahhim, Assalamualaikum. First of all thank you you guys for
participating in our~ inaudible emm.. first of all we are from Bachelor of English student, we are
currently in semester seven doing research pertaining the error in er.. speaking er.. so basically
can we first (1) could you guys please first introduce yourself. Right, so we get from the right
here.
Addition(Simple Addition-you)
Thank you you guys for participating in our
Thank you guys for participating in our
Misordering
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We are from Bachelor of English student

We are student from Bachelor of English
Misordering
Could you guys please first introduce yourself?
Could you guys please introduce yourself first?
Misinformation-Alternating Form (get-have)
So we get from the right here
So we have from right here
Addition (article-the)
So we get from the right here
So we have from right here
KIthana: introduce myself [ hilmi: introduce yourself] my name is Kithana,(1) errr .. Im from
Klang, Selangor and Im a law student, second year.
Omission (Verb inflection- ing)
Introduce ( ) myself
Introducing myself
Hana: ok my name inaudible hana. Err..(1.2)
from Besut, Terengganu. (1.2) And study
usuluddin
Omission (Verb Auxiliaries-is)
My name ( ) Hana.
My name is Hana.
106 | P a g e
Omission (Personal Pronouns- I)

Err (
) from Besut, Terengganu
Err I am from Besut, Terengganu

Omission (Verb Auxiliary-am)
Err (
) from Besut, Terengganu
Err I am from Besut, Terengganu
Nor: ok my name is Tengku Norhafizan binti Shari. Im from Kelantan. Erm.. My course is
dakwah (1) Im <X second X> years
Omission (Preposition)
I am (
) second years
I am in my second year
Omission (Possessive Pronoun)
I am (
) second years
Misinformation (Archi-Form)
I am (
) second years
*One-singular = First year
*Two-plural = Second years
107 | P a g e
(B) Latest Issue in Unisza
Hilmi: so if I could recap again and you you are from what faculty?
Addition (Simple Addition-If)
So if I could recap again
If I could recap again
Addition (Simple Addition-you)
and you you are from what faculty?
and you are from what faculty?
Misordering
you are from what faculty?
108 | P a g e
Which faculty you are from?

Addition (Simple Addition-and)
So if I could recap again and you you are from what faculty?
So if I could recap again and you you are from what faculty?
Kithana : Law Faculty.

Omission (-s)/ (Preposition -of)
Law Faculty
Laws faculty @ Faculty of Law
Nor: we all FKI FKI, (1) the same

Omission ( Auxiliary Verb are)
We ( ) all (
We are all FKIs

Omission ( Possessive- s)
We ( ) all (
We are all FKIs

Omission (noun-all, faculty)
(
) The same (
All from the same faculty.
109 | P a g e
Hilmi: FKI, alright. Erm (bg cough) major question over here, are you guys happy studying in
unisza?
Omission (Article-the)
(
) Major question over here
The major question over here
HIlmi: of course no. (laugh) @ Ok of course no, that theres theres an issue over here. Eh why
is that?
Addition (Simple addition-directive determiner that)
That theres theres an issue over here
There is an issue over here
Omission ( -so)
Why is that?
Why is that so?
Kithana: Because~ Im from Klang and the lifestyle is totally different [Hilmi: hmm] and I cant
adopt this situation. First is I like to shopping (bg laugh). There are no shopping mall at all and
so proper with the dress code, cannot wear this type of dress, cannot wear that type of dress,
and cannot like Indians we normally like very close to all the Chinese you know talk to them
guys sitting together to eat. In Klang its normal, we are friends, nothing between us. But here, at
night, we cannot sit together or do assignment also, nothing is there. See thats the problem in
unisza, its like this.
Addition (Auxiliary verb-is)
First is I like to shopping
110 | P a g e
First, I like to shop

Addition (verb inflection-ing)
Firstly, I like to shop
Misinformation (-auxiliary verb is to signal pluralization)
There are no shopping mall at all
There is no shopping mall at all
Omission (personal pronouns-we)
( ) talk to them
we talk to them
Omission (Auxiliary Verb-is)

nothing ( ) between us
nothing is between us
Misordering
we cannot sit together or do assignment
we cannot sit or do assignment together
Misinformation (Alternating Form)
its like this.
its like that.
Izzati: so~ thats one of the issue [Kithana: yeah] that make you felt... disappointed?
111 | P a g e
Omission (Noun Inflection)

Thats one of the issue( )
Thats one of the issues
Hilmi: you are done? So you guys over here say you guys are happy studying in unisza :long
silence: anyone? Perhaps you?
Misordering
You are done?
Are you done?
Omission (Verb Inflection to show past event)
So you guys over here say you guys are happy
So you guys over here said you guys are happy
Addition (Simple Addition-guys)
So you guys over here say you guys are happy
So you guys over here said you are happy
Misordering
Perhaps you?
You want to answer perhaps?
Omission
Perhaps you?
You want to answer perhaps?
112 | P a g e
Akmal: Like you can meet new friends or you got the course that you want [many: yes][izzati:
like the environment]
Omission (have)
You got the course that you want
Youve got the course that you want
Izzati: You are from Kelantan right?

Nor: Kelantan.
Omission
Kelantan.
Yes, I am from Kelantan.
Hilmi: Then so we went to the second question. Do you guys aware of any issue that happen in
unisza right now?
Addition (Simple addition-then)
Then so we went to the second question
So we went to the second question
Misinformation (went)
Then so we went to the second question
So we go to the second question.
Misinformation
Do you guys aware of any issue that happen
Do you guys aware on any issue that happen
113 | P a g e
Aisyah: err.. same hhh @ [hilmi: same with you]

Omission
Same.
(I have the) same (problem too.)
Hilmi: Right, PRK versus flood. Ok erm .. Could you please describe about the issue. What the
PRK. What is it about?
Omission (-all)
Right, PRK versus flood.
All right, PRK versus flood.
Addition (Simple Addition)

Could you please describe about the issue
Could you please describe the issue?
Omission (Verb Auxiliaries)
What ( ) the PRK?
What is PRK?
Addition (Article-the)
What the PRK?
What is PRK?
Misordering
What is it about?
114 | P a g e
What it is about?
Kithana: Okay. PRK is of course everywhere got pembangkang and opposition and it was like I
didnt think that this same current issue will happen in unisza too. And those student if the HEPA
know this student is from opposition, they will try their best to cancel their name [hilmi: hmm]
and Im one of the victim.
Addition (Simple addition)
got pembangkang and opposition
got opposition
Misinformation (Alternating form)
I didnt think that
I dont think that
Misinformation (Archi-form)
they will try their best to cancel their name
they will try their best to cancel his/her name.
Akmal: How about you guys? Like [hilmi: About the flood] about the flood?
Addition(Simple Addition)
Like about the flood
Like the flood.
Nor: ehem, I cannot attend to class, cant go % anywhere [hilmi: hmm] just aa... just just stay at
hostel
Misinformation (Alternative Form)
115 | P a g e
I cannot attend to class.

I cannot go to class.
Omission (Personal Pronouns-I)
( ) Just stay at hostel.
I just stayed at hostel.
Omission (Verb inflection-ed)
Just stay at hostel.
Hana: hhhs @ [hilmi: how bad is it?] so bad because aa we live err [hilmi: outside?]
outside yea, from unisza, so--- hard to come to unisza bg laugh [izzati: difficult?] yes
Misinformation (Alternative Form)
So hard to come to unisza
So difficult to come to Unisza
Hilmi: so erm.. The flood affect your house outside? No? You are not living outside is it?
Omission ( Verb Inflection)
The flood affect your house
The flood affects your house
Kithana: Because the flood we got one day off right from unisza. Can sleep, bg laugh finish
assignment, [Akmal: but mostly sleep]laugh but its so bad.
Omission (Preposition)
116 | P a g e
Because ( ) the flood

Because of the flood
(C) Topic on Class and Assignment

Hilmi: So, ok you are saying about assignment, so, do you have any assignment due this
week? I mean you need to send the assignment this week.
Misordering
I mean you need to send the assignment this week.
I mean the assignment you need to send this week.
Kithana: I just cleared up already [hilmi: all of the assignment?] now, just now only, ten minutes
ago [Hilmi: aa}
Misordering
Just now only
Only just now
117 | P a g e
Hilmi: How about you guys? Any assignment [nor: Well] need to be sent?
Omission (Noun Inflection-s)
Any assignment( ) need to be sent?
Any assignments need to be sent?
Hilmi: I bet today last day, right? Because its Thursday and you are supposed hand in the
assignment then it must today right. Is it? Bg laugh. Do you guys have any assignment?
Omission ( Auxiliary verb-is & Article-the)
I bet today (
) last day, right?
I bet today is the last day, right?

Omission (Preposition-to)
You are supposed ( ) hand in the assignment.
You are supposed to hand in the assignment.
Omission (Copula be)
It must ( ) today right?
It must be today right?
Omission (Negation)
Is ( ) it?
Isnt it?
Akmal: What, what are your assignment about?

Omission (noun inflection-s)
118 | P a g e
What are your assignment about?

What are your assignments about?
Nor: we-we .., we need to search from .. book about hadis

We need to search from book about hadis
We need to search a book about hadis
Akmal: And you guys, same work?

Nina: Yes [Akmal: ok] all of this individual
Misordering
All of this individual
This is for individual
Akmal: All of this is individual work? [Izzati: Is it individu?]

Omission
Is it individu?
Is it individual?
Hilmi: Like you say before you got seven assignment in law is it. So how do you find it, the
assignment?
Omission (noun inflection-s)
you got seven assignment( )
119 | P a g e
you got seven assignments

Omission (negation)
is it.
isnt it.
Kithana: Very terrible [very terrible laugh] because for us third sem there is no university subject
about us so in one law subject means everything will push through to toward to ready inaudible
so really hate it.
Misordering
because for us third sem there is no university subject
because there is no university subject for us in third sem
Omission (Personal pronouns-I)
so ( ) really hate it.
so I really hate it.
Hilmi: So basically you are saying that you find it inaudible. Ok, do you guys like doing
individual assignment or group assignment?
Addition (Simple Addition-doing + assignment)
do you guys like doing individual assignment or group assignment?
do you like individual or group assignment?
Aisyah: Us group.
Omission (Auxiliary verb-is & Conjunction-for)
Us group.
120 | P a g e
For us is group.
Hilmi: Group over here, anyone [Hana: Individual] Individual, Individual, Individual, [Nina:
Group] Group, ok. Team group. Team individual. Hana individual. Why individual?
Omission (Auxiliary verb-is)
Hana (
) individual.
Hana is for individual.
Omission (Conjunction-for)
Hana (
) individual.
Hana is for individual.
Kithana: The first thing now because its raining outside [Hilmi: hmm] so its so tough for us to
come together, sit together doing stuff and that. Another thing is Okay la if we choose our own
group member we know that, okay people is capable to do this or not. If the lecturers choose
means some of them is lazy to work and they you know they kind of another party that, sure this
girls will finish for us. So we really hate this, and theres group mate have some problems with
their friends [Hilmi: hmm] and this group thinks we are anti with the boys [Hilmi: laugh]
Misordering
The first thing now because its raining
The first thing because its raining now
Nor: I think, <x we X> can discuss about problem and uh cooperate.
121 | P a g e
Omission (Article-the)
can discuss about problem
can discuss about the problem
(D) Personality Trait and Ways to Handle Rumors and Gossip

Hilmi: So basically the work is much much [nor: Ah teamwork] leeway right? Ok, leading to that
question, in ten second tell me what kind of personality you have. Who are you? If Im for
example I say Im a humorous guy, and like to joke [Akmal: A fat guy] A fat guy perhaps, ok. For
example of me. So in ten seconds please tell us what kind of personality you guys have.
Misinformation ( Alternative form)
leading to that question
moving to next question...
Misinformation ( Alternative form)
If Im for example
If me for example...
Misordering
For example of me.
Me for example
122 | P a g e
Kithana: inaudible So aa I need someone to talk to me [hilmi: laugh] and so I cannot stay alone.
Thats why aa although my roommate wont be there in the room, Ill listen to songs singing
and all the thing, call my mum, and sometimes people disturb me means I get what inaudible
[Akmal: Hurm] so like there few people in front there and I dont like means I dont like you.
Dont talk to me at all. I wont tell this person is like this to other person bring stories and so on.
Addition ( Personal Pronouns-me)
I need someone to talk to me
I need someone to talk to
Addition (Simple Addition-conjunction so)

and so I cannot stay alone.
and I cannot stay alone.
Omission (Auxiliary Verb are)
there ( ) few people
there are few people
Akmal: And everybody love your jokes [Aisyah: laugh]

Omission (Inflectional Verb-s)
And everybody love( ) your jokes
And everybody loves your jokes
Hilmi: All right then, how about [Akmal: How about you] you?
Nor: I think Im friendly [hilmi: hmm] I inaudible long pause
123 | P a g e
Hilmi: Because you like to make friends is it?

Misordering
Because you like to make friends is it?
Is it because you like to make friends?
Izzati: Somebody cheat on you, telling ^liars, ^lies, like that. How do you react to that?
Addition
telling liars
telling lies
Kithana: I think I will ask for some help because if she a true friend she wont do like this.
Something is there, thats why she tend to do like that [Hilmi: hmm] So Ill ask myself what then
ask my, approach another friend tell me what, what have I mean, hot temper or what like, or
what. Then after that Ill err.. Usually ask my mum la (Hx), because mum is the good friend of
me and the bestest and shell call her and tell her everything from there I know this is the real
story. [Hilmi: hmm] Then after that I inaudible the inaudible this thing la you tell this thing thats
why (H) Im bad with you. Then Ill do forgive you [Hilmi; thats it?] Thats it. End of story (Hx)
inaudible.
Omission (Auxiliary Verb-is)
if she a true
if she is a true
124 | P a g e

she wont do like this
she wont do this
she tend to do like that
she tend to do that
approach another friend tell me what
approach another friend to tell me what
Misinformation (Alternating Form)
mum is the good friend of me
mum is the good friend of mine
Then Ill do forgive you
Then Ill forgive you
125 | P a g e
(E) Cooking Stuff

Izzati: Ok, so move to the next question^. Moving on. So.. , Im aware that all of you are
women; you know how to cook rice, right?
So could you tell me, the steps needed..(1) to be
done to prepare a fried chicken.

Addition(Simple addition)
the steps needed to be done to prepare a fried chicken.
the steps needed to prepare a fried chicken.
Kithana: Because since born.., I got maid so everything the maid [Hilmi: laugh] so I dont know
how to cook. [Hilmi: ok]
Addition (Simply addition)
Because since born...
Since I was born
Omission (Personal Pronouns-I)
126 | P a g e

Since I was born
Omission (Auxiliary verb-was)

Since I was born
Hilmi: Do.. We need after (1) we pour the oil into the pan, do we need to wait first or simply
[aisyah; wait first] put in the chicken?
or simply put in the chicken?
or simply put the chicken?
Hilmi: Is it much save for you? [izzati: Yea] is it you save more money when you share food?
Hana: inaudible
Misinformation (Alternative form)
Is it much save for you?
Is it much economic for you?
127 | P a g e
(F) Beauty vs Brain

Kithana: How, everyone want to look beautiful means every (inaudible). This is the wise the god
creates us so inaudible with ease heart. So brain means the brain, woman cant er.. know er..
everything inaudible. If you want to marry a guy, a guy should see hows talent is the girl. Not
like someone who look beautiful but theres nothing inside them. Inaudible we cannot do
anything with just pretty only, we have to be smart inaudible.
Omission( Noun Inflection-ed)
a guy should see hows talent is the girl
a guy should see hows talented is the girl
Omission( Copula be)
we cannot do anything with just pretty only
we cannot do anything with just being pretty only
Izzati: So which one is more lasting? Beauty or the brain? The beauty?
Misordering
128 | P a g e
So which one is more lasting?

So which one is lasting more?
(G) Of being a Superhuman and desired Superpower

Izzati: So you might need a teleport. You might need.. be there, here and there, at the library at
the same time. You can do something at room
You might need.. be there
You might need to be there
129 | P a g e
(H) Marriage and Relationship

Izzati: Ok, this superpower thingy is so complicated (laugh). So we move [Hilmi: we move on]
we move on to the more simple question. If somebody ask you right now in this very time, ask
for your hand for a marriage. What would you, <x what x> would you answer.
Addition (simple addition-more)
more simple question.
simpler question.
Kithana: Ill ask my friend, because from friend only you know inaudible
Misordering
because from friend only you know
because you know only from friend
130 | P a g e
Kithana: From there I can know if the guy is good for me, because for me that is inaudible but if
they say no, so~ first parents, from parents i can know whether the guy is suitable for them
because when im married to him they have to marry my family so, so their parents still living
with us so its ok, then there will be togetherness so ill ask my parents first.
Misinformation (Alternative form-modal can)
From there I can know
From there I will know
Misinformation (Alternative form-modal can)
from parents I can know whether the guy is suitable
from parents I will know whether the guy is suitable
Misordering
from parents I can know whether the guy is suitable
I will know whether the guy is suitable from parents
131 | P a g e
(I) Biggest Challenge Faced in Life

Hilmi: Think first. [Long pause] Or you have someone already in your mind? Laugh. Ok then,
moving on. Ok, err I believe that you are, I believe you are all twenty and above is it? Twenty
years old and above. Ok so what are the challenges that you face throughout your life. The
most, the most challenging thing of all.
Misordering
Or you have someone already in your mind?
Or you already have someone in your mind?
Omission (Negation)
are all twenty and above is it?
are all twenty and above isnt it?
Izzati: So is it difficult? Erm, we need to prepare right a lot?
132 | P a g e
Misordering
We need to prepare right a lot?
we need to prepare a lot right?
(J) Preferences on Exotic Animals

Hilmi: So we are coming to almost the end of the question. Just go to the last question. Who
would take exotic animal as a pet? Exotic by mean er.. like er.. iguana or snake [izzati: lion] yea
lion. You? No. how about you over here? No.? no. ?
Misordering
So we are coming to almost the end of the question.
So we are coming almost to the end of the question.
Hilmi: Snake? Why is that?

Kithana: err Because how to put, reptiles like that [izzati: ok] Ive seen exhibition on er.. snake.
Because erm.. snake everybody say they really poison and none of them go near at them so
this give me encourage why not im the first person to touch it and bear the feeling, like that.
Omission (verb inflection-ed)
133 | P a g e
everybody say they really poison

..everybody said they are really poisonous
Omission (auxiliary verb-are)
everybody say they (
)really poison
..everybody say they are really poisonous

Misinformation(Alternative form)
everybody say they really poison(
..everybody said they are really poisonous
Hilmi: [Incomprehensible]. Ahaa. Ok [laugh], to end out interview today, just a simple question
one. What do you think about this interview, is it difficult or is it err.. Mesmerizing with your mind
is it? Do you think this activity that we done right now is really difficult? No? What?
Nor: Some question is.. tricky [izzati: Difficult?] no, ricky
Hilmi: Tricky, right. Over here?
Izzati: How do you find the question? [bg phone bg announcement]
Hilmi: I think is ok, its ok [laugh]
Kithana: Was very easy by the time with third question.

Omission (Personal pronouns-It)
Was very easy
It was very easy
Hilmi: Third question, right. So erm with that comment. Ok, cool.
134 | P a g e
(K) Random Thought on this Interview

Izzati: Can you possibly guess what we want to do with this interview? What we are conducting
actually. X: err Do you have an idea or not?
Kithana: err.. To know the capacity of student in their err.. what inaudible English and sorry to
say but why do you conduct I dont know. Erm.. Which facultys students use English [izzati: Ok]
sorry to say but why do you
sorry to ask but why do you
Izzati: So close enough [Hilmi: you?] I think so

Hilmi: And you, what do you think?
Hana: inaudible
Hilmi: You got no idea, laugh right. So thats it [izzati: Thats it]. So thank you guys for lending
<x us x> your time with the interview and I bid you farewell and thank you again.
135 | P a g e

You got no idea..
You have no idea..
Kithana: May I know for what the interview [inaudible]

Misordering
May I know for what the interview?
May I know the interview for what?
ANALYSIS OF TRANSCRIBED INTERVIEW

THEMATIC
SURFACE
TRANSCRIBED
CONTENT OF
STRATEGY
SENTENCE
THE INTERVIEW
TAXONOMY
Addition
(VERBATIM)
Thank you you guys for Thank you guys for
Simple addition of
participating in our
personal pronouns
Could you guys
You
Sentence
INTRODUCTORY
CORRECTION
REMARKS
Misordering
Could you guys please
first introduce yourself? please introduce
EXPLANATION
misordering
We are from Bachelor
yourself first?
We are student from
Sentence
of English student
Bachelor of English
misordering
Misinformatio
So we get from the
So we have from right
(Alternating Form)
right here
here
(get-have)
Addition
So we get from the
(article-the)
right here
here
Misordering
136 | P a g e
Omission
Introducing myself
(Verb inflection- in
Omission
My name ( ) Hana.
My name is Hana.
(Verb Auxiliaries-i
Omission
Err (
Err I am from
(Personal Pronoun
Terengganu
Besut, Terengganu
I)
Err (
Err I am from
(Verb Auxiliary-am
Omission
) from Besut,
) from Besut,
Terengganu
Omission
I am (
Besut, Terengganu
) second years I am in my second
(Preposition)
year
Omission
Misinformatio
LATEST ISSUES
IN UNISZA
I am (
(Possessive
I am (
year
Pronoun)
(Archi-Form)
n
Addition
So if I could recap
Addition
again
and you you are from and you are from
Misordering
what faculty?
you are from what
what faculty?
Which faculty you
Addition
faculty?
So if I could recap
are from?
So if I could recap
(Simple Addition-
again and you you are
and)
from what faculty?

Law Faculty
from what faculty?

Laws faculty @
(-s)/ (Preposition
We ( ) all (
Faculty of Law
We are all FKIs
-of)
( Auxiliary Verb
Omission
Omission
year
If I could recap again
(Simple Addition-I
(Simple Additionyou)
Omission
Omission
We ( ) all (
)
(
) The same
We are all FKIs

All from the same
are)
( Possessive- s)
(noun-all, faculty)
Omission
(
(
faculty.
The major question
(Article-the)
)
) Major question
137 | P a g e
Addition
over here
That theres an issue
over here
There is an issue over
(Simple addition-
over here
here
directive determine
Omission
Addition
Why is that?
First is I like to
Why is that so?

that)
( -so)
(Auxiliary verb-is)
Addition
shopping
First is I like to
(verb inflection-ing
Misinformatio
shopping
There are no shopping
There is no shopping
(-auxiliary verb is
mall at all
mall at all
to signal
we talk to them
pluralization)
(personal pronouns
we)
(Auxiliary Verb-is)
Omission
( ) talk to them
Omission
nothing ( ) between
nothing is between
Misordering
us
we cannot sit
us
we cannot sit or do
together or do
assignment together
Misinformatio
assignment
its like this.
its like that.
(Alternating Form)
n
Omission
Thats one of the issue(
Thats one of the
(Noun Inflection)
Misordering
Omission
)
You are done?
So you guys over here
issues
Are you done?
(Verb Inflection to
say you guys are happy
said you guys are
show past event)
Addition
happy
(Simple Addition-
Misordering
say you guys are happy

Perhaps you?
said you are happy

You want to answer
Perhaps you?
perhaps?
You want to answer
You got the course that
perhaps?
Youve got the course
you want
that you want
Omission
Omission
guys)
(have)
138 | P a g e
Omission
Kelantan.
Yes, I am from
Addition
Then so we went to the
Kelantan.
So we went to the
(Simple addition-
Misinformatio
second question
second question
So we go to the
then)
(went)
n
Misinformatio
second question
Do you guys aware of
second question.
Do you guys aware on
any issue that happen any issue that

Same.
happen
(I have the) same
Omission
Right, PRK versus
(problem too.)
All right, PRK versus
(-all)
Addition
flood.
Could you please
flood.
Could you please
(Simple Addition)
Omission
Addition
Misordering
Addition
describe about the issue

What ( ) the PRK?
What the PRK?
What is it about?
got pembangkang
describe the issue?

What is PRK?
What is PRK?
What it is about?
got opposition
Misinformatio
and opposition
I didnt think that
I dont think that
(Alternating form)
n
Misinformatio
they will try their
they will try their
Archi-form
best to cancel their
best to cancel his/her
Addition
Misinformatio
name
name
Like the flood.
(Simple Addition)
(Alternative Form)
n
Omission
(Personal Pronouns
Omission
Misinformatio

So hard to come to
I)
I just stayed at hostel. (Verb inflection-ed
So difficult to come to (Alternative Form)
n
Omission
unisza
The flood affect your
Unisza
The flood affects your
house
house
Omission
(Verb Auxiliaries)
(Article-the)
(Simple addition)
( Verb Inflection)
139 | P a g e
TOPIC ON CLASS
Omission
Misordering

I mean you need to
Because of the flood

I mean the assignment
send the assignment
you need to send this
Misordering
Omission
this week.
Just now only
Any assignment( ) need
week.
Only just now
Any assignments need (Noun Inflection-s)
Omission
to be sent?
I bet today (
) last
to be sent?
I bet today is the last
( Auxiliary verb-is
Omission
day, right?
You are supposed ( )
day, right?
You are supposed to
Article-the)
(Preposition-to)
hand in the assignment.
hand in the
Omission
Omission
Omission

Is ( ) it?
What are your
assignment.
It must be today right? (Copula be)
Isnt it?
(Negation)
What are your
(noun inflection-s)
Misinformatio
assignment about?
We need to search from
assignments about?
We need to search a
(Alternating form)
n
Misordering
Omission
Omission
book about hadis

Is it individu?
you got seven
book about hadis

This is for individual
Is it individual?
you got seven
(noun inflection-s)
Omission
Misordering
assignment( )
is it.
because for us third
assignments
isnt it.
because there is no
sem there is no
university subject for
university subject
us in third sem
(Personal pronouns
do you guys like
do you like
I)
(Simple Addition-
doing individual
individual or group
doing + assignmen
assignment or group
assignment?
assignment?
Us group.
For us is group.
Hana (
Conjunction-for)
Hana is for individual. (Auxiliary verb-is)
& ASSIGNMENTS
Omission
Addition
Omission
Omission
) individual.
(Preposition)
(negation)
(Auxiliary verb-is
140 | P a g e
Omission
Misordering
Hana (
) individual.
The first thing now
Hana is for individual

The first thing
because its raining
because its raining
Omission
can discuss about
now
can discuss about
(Article-the)
PERSONALITY
Misinformatio
problem
leading to that
the problem
moving to next
( Alternative form)
TRAITS & WAYS
n
Misinformatio
question
If Im for example
question...
( Alternative form)
n
Misordering
Addition
For example of me.

I need someone to talk
Me for example
I need someone to talk ( Personal Pronoun
Addition
to me
and so I cannot stay
to
and I cannot stay
me)
(Simple Addition-
Omission
alone.
alone.
there are few
conjunction so)
(Auxiliary Verb
Omission
And everybody love( )
people
And everybody loves
are)
(Inflectional Verb-s
Misordering
your jokes
Because you like to
your jokes
Is it because you like
Addition
Omission
Addition
Addition
make friends is it?

telling liars
if she a true
she tend to do like
to make friends?
telling lies
if she is a true
she wont do this
she tend to do that
(Auxiliary Verb-is)
(Simple Addition)
(Simple Addition)
Omission
that
approach another
approach another
(Preposition-to)
Misinformatio
friend tell me what

mum is the good
friend to tell me what

mum is the good
(Alternating Form)
n
Addition
friend of me
Then Ill do forgive
friend of mine
Then Ill forgive
(Simple Addition)
Addition
you
the steps needed to
you
the steps needed to
(Simple addition)
be done to prepare a
prepare a fried
fried chicken.
chicken.
TO HANDLE
RUMOURS &
GOSSIP
COOKING STUFF
(Conjunction-for)
141 | P a g e
Addition
Omission
BEAUTY VS
Since I was born

Since I was born
(Simply addition)
(Personal Pronouns
Since I was born

or simply put the
I)
(Auxiliary verb-wa
(Simple Addition)
Omission
Addition

or simply put in the
Misinformatio
chicken?
chicken?
Is it much save for you? Is it much economic
n
Omission
(Alternative form)
a guy should see
for you?
a guy should see
hows talent is the girl
hows talented is the
we cannot do
girl
we cannot do
anything with just
anything with just
Misordering
pretty only
So which one is more
being pretty only

So which one is
Omission
lasting?
You might need.. be
lasting more?
You might need to be
there
there
Addition
more simple
simpler question.
Misordering
question.
because from friend
because you know
Misinformatio
only you know

From there I can
only from friend

From there I will
(Alternative form-
n
Misinformatio
know
from parents I can
know
from parents I will
modal can)
(Alternative form-
know whether the guy
modal can)
Misordering
is suitable
from parents I can
is suitable
I will know whether
the guy is suitable
is suitable
Or you have someone
from parents
Or you already have
already in your mind?
someone in your
BRAIN
Omission
OF BEING

SUPERHUMAN
( Noun Inflection-e
( Copula be)
(Preposition-to)
AND DESIRED
SUPERPOWER
MARRIAGE &
RELATIONSHIP
BIGGEST
CHALLENGE
Misordering
(simple additionmore)
142 | P a g e
FACED IN LIFE
Omission
are all twenty and
mind?
are all twenty and
Misordering
above is it?
We need to prepare
above isnt it?

we need to prepare a
Misordering
right a lot?
So we are coming to
lot right?
So we are coming
OF EXOTIC
almost the end of the
almost to the end of
ANIMALS
Omission
question.
everybody say they
the question.
..everybody said they
(verb inflection-ed
Omission
really poison
everybody say they (
are really poisonous

..everybody say they
(auxiliary verb-are
Misinformatio
)really poison
everybody say they

..everybody said they
(Alternative form)
n
Omission
really poison(
Was very easy

It was very easy
(Personal pronouns
PREFERENCES
(Negation)
RANDOM
Misinformatio
sorry to say but why
sorry to ask but
It)
(Alternating form)
THOUGHT ON
n
Misinformatio
do you
You got no idea..
why do you
You have no idea..
(Alternating form)
n
Misordering
May I know for what
May I know the
the interview?
interview for what?
THE INTERVIEW
TABLE 6: Full Analysis of Transcribed Interview

4.3)
Calculation on the Percentage of Recurring Error
TYPES OF ERROR
RECURRING
PERCENTAGE (%)
Addition
Misordering
Misinformation
Omission
TOTAL
FREQUENCY
25
21
20
53
119
21.01
17.65
16.8
44.54
100.00
143 | P a g e
TABLE 7: Total Percentages of Error Committed by Learner
TYPE OF SIMPLE ADDITION
FREQUENC
MAJOR
PERCENTAGE (%)
Personal Pronouns (You)

Personal Pronouns (Me)
Article (The)
Conjunction (Because)
Conjunction (And)
Conjunction (so)
Directive Determiner (That)
Verb Inflection (-ing)
Verb Inflection (-s)
Auxiliary Verb (Is)
Auxiliary Verb (doing)
Auxiliary Verb (do)
Preposition (in)
Repeated Word
TOTAL
Y
2
1
2
1
1
2
1
1
1
1
1
2
1
8
25
FREQUENCY
3
12.00
2
4
8.00
16.00
1
2
4.00
8.00
16.00
1
8
25
4.00
32.00
TABLE 8: Percentage of Error Occurrences for Element in Simple Addition
TYPE OF SENTENCE
FREQUENCY
PERCENTAGE (%)
MISORDERING
Explanation
Interrogative
Statement
Imperative
Descriptive
Narrative
TOTAL
6
9
4
1
1
1
22
27.27
40.91
18.18
4.55
4.55
4.55
100
TABLE 9: Percentage of Error Occurrences for Misordering Error
144 | P a g e
LANGUAGE
FREQUENC
PERCENTAGE
FREQUENCY
PERCENTAGE
COMPONENTS
(%)
OF MAJOR
(%)
OMITTED
Verb inflection (- ing)
Verb Inflection (-ed)
Verb Inflection (-s)
Verb Auxiliaries (is)
Verb Auxiliaries (are)
Verb Auxiliaries (be)
Verb Auxiliaries (was)
Verb Auxiliary (am)
Auxiliary Verb (are)
Personal Pronouns ( I)
Personal Pronouns (We)
Personal Pronouns (It)
Possessive Pronouns
Preposition
Preposition (of)
COMPONENT
1
4
1
7
2
3
1
1
1
4
1
1
2
5
1
1.92
7.69
1.92
13.46
3.85
5.77
1.92
1.92
1.92
7.69
1.92
1.92
3.85
9.62
1.92
Noun
Noun Inflection
Article (the)
Conjunction
Determiner
Negation
2
5
3
3
1
3
TOTAL
52
11.54
15
28.85
15.38
3.85
9.62
5.77
5.77
1.92
5.77
6
2
5
3
3
1
3
11.54
3.85
9.62
5.77
5.77
1.92
5.77
100.00
52
100.00
TABLE 10: Percentage of Error Occurrences in Omission Error
145 | P a g e
ERROR
MISINFORMATION
TYPES OF ERROR
Regularization
Archi-Form
Alternating Form
TOTAL
FREQUENCY
0
4
16
20
PERCENTAGE (%)
0
20
80
100
TABLE 11: Percentage of Error Occurrences in Misinformation Error

(ADDITION)
THEMATIC
SURFACE
TRANSCRIBED
CONTENT OF
STRATEGY
SENTENCE
THE INTERVIEW
INTRODUCTORY
TAXONOMY
Addition
CORRECTION
EXPLANATION
(VERBATIM)
Thank you you guys for Thank you guys for Simple
146 | P a g e
addition
REMARKS
Addition
LATEST ISSUES
IN UNISZA
personal pronouns Yo
So we get from the right
(article-the)
here
here
Addition
Addition

If I could recap again (Simple Addition-If)
and you you are from and you are from (Simple Addition-you)
Addition
what faculty?
what faculty?
So if I could recap (Simple Addition-and)
and you you are from what
Addition
faculty?
from what faculty?
That theres an issue over There is an issue over (Simple addition-dire
Addition
Addition
Addition
here
So you guys over here say
here
Addition
you guys are happy

said you are happy

So we went to the (Simple addition-then)
Addition
second question
second question
Could you please describe Could you please (Simple Addition)
Addition
Addition
about the issue

describe the issue?
What the PRK?
What is PRK?
got pembangkang and got opposition
Addition
Addition
opposition
Like the flood.
do you guys like doing do
you
individual assignment or individual
or
determiner that)
(Auxiliary verb-is)
(verb inflection-ing)
(Simple Addition-guys
(Article-the)
(Simple addition)
(Simple Addition)
like (Simple Addition-doin
group assignment)
Addition
group assignment?
assignment?
I need someone to talk to I need someone to talk
Addition
me
to
and so I cannot stay and I cannot stay (Simple
Addition
Addition
Addition
alone.
telling liars
she tend to do like that
Addition
alone.
telling lies
she wont do this
she tend to do that
( Personal Pronouns-m
Addi
conjunction so)
(Simple Addition)
(Simple Addition)
Then Ill do forgive
Then Ill forgive (Simple Addit
you
you
147 | P a g e
COOKING STUFF
Addition
the steps needed to the steps needed to (Simple addit

be done to prepare a prepare
MARRIAGE &
fried
Addition
Addition
fried chicken.
chicken.
Since I was born
or simply put in the or simply put the
(Simply addit
(Simple Addit
Addition
chicken?
more
(simple addi
RELATIONSHIP
chicken?
simple simpler question.
question.
more)
TABLE 12: Error Occurrences in Addition

(MISINFORMATION)
THEMATIC
SURFACE
TRANSCRIBED
CONTENT OF
STRATEGY
SENTENCE
THE
TAXONOMY
(VERBATIM)
CORRECTION
EXPLANATION
INTERVIEW
Misinformation
So we get from the right
(Alternating Form)
here
here
(get-have)
Misinformation
Misinformation
I am ( ) second years
There are no shopping There is no shopping mall
(Archi-Form)
(-auxiliary verb is to
Misinformation
Misinformation
mall at all
at all
its like this.
its like that.
Then so we went to the So we go to the second
signal pluralization)
(Alternating Form)
(went)
second question
question.
148 | P a g e
Misinformation
Do you guys aware of any Do you guys aware on
Misinformation
Misinformation
issue that happen

I didnt think that
they will try their best to
any issue that happen

I dont think that
they will try their best
Misinformation
Misinformation
cancel their name

So hard to come to unisza
to cancel his/her name

(Alternative Form)
So difficult to come to (Alternative Form)
Misinformation
Unisza
We need to search from We need to search a book
about hadis
book about hadis
leading
TRAITS &
Misinformation
Misinformation
question
question...
If Im for example
mum is the good friend mum is the good friend
Misinformation
of me
Is it much save for you?
of mine
Is it much economic for (Alternative form)
Misinformation
From there I can know
you?
From there I will know
(Alternative
form-
Misinformation
modal can)
from parents I can know from parents I will (Alternative
form-
HANDLE
RUMOURS &
that moving
GOSSIP
whether
RANDOM
guy
next ( Alternative form)

( Alternative form)
(Alternating Form)
is know whether the guy is modal can)
Misinformation
suitable
everybody
Misinformation
really poison(
)
really poisonous
sorry to say but why do sorry to ask but why do (Alternating form)
Misinformation
you
You got no idea..
THOUGHT ON
THE
the
to
(Alternating form)
PERSONALITY Misinformation
WAYS TO
to
(Alternating form)
Archi-form
say
suitable
they ..everybody said they are
you
You have no idea..
(Alternative form)
(Alternating form)
INTERVIEW
TABLE 13: Error Occurrences in Misinformation
149 | P a g e

(MISORDERING)
THEMATIC
SURFACE
TRANSCRIBED
CONTENT OF
STRATEGY
SENTENCE
THE
TAXONOMY
(VERBATIM)
CORRECTION
EXPLANATION
INTERVIEW
Misordering
Could you guys please
Could you guys
first introduce yourself?
please introduce
We are from Bachelor of
yourself first?
We are student
English student
from Bachelor of
Misordering
you
English
Which
Misordering
faculty?
you are from?
we cannot sit together we cannot sit or EXPLANATION
Misordering
Misordering
Misordering
Misordering
are
from
what
INTERROGATIVE
STATEMENT
faculty INTERROGATIVE
or do assignment
do
assignment
You are done?

Perhaps you?
together
Are you done?
You want to answer
INTERROGATIVE
IMPERATIVE
What is it about?
perhaps?
What it is about?
INTERROGATIVE
150 | P a g e
TOPIC ON
Misordering
CLASS &
I mean you need to send I

the assignment this week.
ASSIGNMENTS
assignment
the EXPLANATION
you
need to send this

week.
Only just now
This
is
Misordering
Misordering
Just now only

Misordering
individual
because for us third sem because there is EXPLANATION
there
is
no
university no
subject
Misordering
Misordering
Misordering
The
DESCRIPTIVE
for EXPLANATION
university
subject for us in
first
third sem
now The first
thing
thing MAKING STATEMENT
because its raining
because its raining
For example of me.

Because you like to make
now
Me for example
Is it because you
friends is it?
like
to
NARRATIVE
INTERROGATIVE
make
Misordering
friends?
So which one is more So which one is INTERROGATIVE
Misordering
lasting?
because
from
lasting more?
friend because
only you know

Misordering
Misordering
CHALLENGE
know
only
you MAKING STATEMENT

from
friend
from parents I can know I will know whether EXPLANATION
whether the guy is suitable
BIGGEST
mean
the guy is suitable
from parents
Or you have someone Or you already INTERROGATIVE
already in your mind?
have someone in
Misordering
We need to prepare right a
your mind?
we need to prepare INTERROGATIVE
PREFERENCES Misordering
lot?
So we are coming to
a lot right?
So we are coming MAKING STATEMENT
OF EXOTIC
almost the end of the almost to the end of
ANIMALS
question.
the question.
May I know for what the May I know the INTERROGATIVE
FACED IN LIFE
Misordering
interview?
interview for what?
151 | P a g e
TABLE 14: Error Occurrences in Misordering

(OMISSION)
THEMATIC
SURFACE
TRANSCRIBED
CONTENT OF
STRATEGY
SENTENCE
THE
TAXONOMY
(VERBATIM)
CORRECTION
EXPLANATION
INTERVIEW
Omission
Introducing
(Verb inflection- ing)
Omission
My name ( ) Hana.
myself
My name is Hana.
(Verb Auxiliaries-is)
Omission
Err ( ) from Besut,
Err I am from
(Personal Pronouns- I)
Terengganu
Besut, Terengganu
Omission
Omission
Err (
) from Besut,
Err I am from
(Verb Auxiliary-am)
Terengganu
Besut, Terengganu
I am (
I am in my second (Preposition)
) second years
year
Omission
Omission
Omission
Omission
Omission
Omission
I am (
) second years
I am in my second (Possessive Pronoun)
Law Faculty
year
Laws
We ( ) all (
)
We ( ) all ( )
(
) The same (
Faculty of Law
We are all FKIs
We are all FKIs
All from the same
) Major question over
faculty
@ (-s)/ (Preposition -of)

( Auxiliary Verb are)
( Possessive- s)
(noun-all, faculty)
faculty.
The major question (Article-the)
152 | P a g e
Omission
Omission
Omission
here
Why is that?
( ) talk to them
nothing ( ) between us
over here
Why is that so?
( -so)
we talk to them
(personal pronouns-we)
nothing
is (Auxiliary Verb-is)
Omission
Thats one of the issue( )
between us
Thats one of the (Noun Inflection)
Omission
issues
So you guys over here say So you guys over (Verb Inflection to show
you guys are happy
here said you guys past event)
Omission
Perhaps you?
are happy
You want to answer
Omission
You got the course that you
perhaps?
Youve
got
Omission
want
Kelantan.
course that you want

Yes, I am from
Omission
Same.
Kelantan.
(I have the) same
Omission
Right, PRK versus flood.
(problem too.)
All
right,
PRK (-all)
Omission
Omission
What ( ) the PRK?

versus flood.
What is PRK?
I just stayed
(Verb Auxiliaries)
at (Personal Pronouns-I)
Omission
hostel.
I just
at (Verb inflection-ed)
Omission
The flood affect your house
hostel.
The flood
Omission
Omission

Any assignment( ) need to
your house
Because of the flood (Preposition)
Any
assignments (Noun Inflection-s)
Omission
be sent?
I bet today (
need to be sent?
I bet today is the last ( Auxiliary verb-is &
Omission
right?
day, right?
Article-the)
You are supposed ( ) hand You are supposed to (Preposition-to)
Omission
Omission
) last day,
the (have)
stayed
in
affects ( Verb Inflection)
in the assignment.
hand
the
assignment.
It must be today (Copula be)
Is ( ) it?
right?
Isnt it?
(Negation)
153 | P a g e
Omission
What are your assignment
Omission
Omission
about?
Is it individu?
you
got
Omission
Omission
Omission
assignment( )
is it.
Us group.
Omission
Hana (
your (noun inflection-s)
assignments
isnt it.
For us is group.
) individual.
Hana
is
(negation)
(Personal pronouns-I)
(Auxiliary verb-is &
Conjunction-for)
for (Auxiliary verb-is)
individual.
Hana is for
(Conjunction-for)
individual
can discuss about (Article-the)
the problem
there are few (Auxiliary Verb are)
Omission
Hana (
Omission
Omission
can discuss about

problem
Omission
people
And everybody love( ) your And
Omission
Omission
jokes
loves your jokes
if she a true
if she is a true
(Auxiliary Verb-is)
approach another friend approach another (Preposition-to)
Omission
Omission
Omission
BRAIN
) individual.
Omission
everybody (Inflectional Verb-s)
friend to tell me
what
Since I was born
(Personal Pronouns-I)
Since I was born
(Auxiliary verb-was)
a guy should see hows a guy should see ( Noun Inflection-ed)
talent is the girl
Omission
OF BEING
are
assignments about?
Is it individual?
seven you got seven (noun inflection-s)
tell me what
BEAUTY VS
What
hows talented is the
girl
we cannot do anything we cannot do ( Copula be)
with just pretty only
anything with just
You might need.. be there
being pretty only

You might need to (Preposition-to)
SUPERHUMAN
be there
AND DESIRED
SUPERPOWER
Omission
are all twenty and above
Omission
is it?
everybody
say
are all twenty and (Negation)
above isnt it?

they ..everybody
said (verb inflection-ed)
154 | P a g e
really poison
they
are
really
Omission
poisonous
everybody say they ( ..everybody say they (auxiliary verb-are)
Omission
)really poison
Was very easy

It was very easy
(Personal pronouns-It)
TABLE 15: Error Occurrences in Omission
5.0) CONCLUSION
Based on the analysis conducted, it can be concluded that the highest error committed by the
student learning the second language in their spoken utterances would be Ommission
155 | P a g e
(44.54%), followed by the Addition (21.01%), Misordering (17.65%) and finally Misinformation
(16.80%). Looking closely into the pattern of error produced by the learner, it can be further
concluded that learner tend to make a recurring error when it comes to the verb.
For instance, in analyzing the linguistic component of language which prone to be
omitted and lacing the source of erroneous utterances among the learner would be verb
auxiliaries (28.85%), personal pronouns (15.38%) and verb inflection (11.54%) which constitute
the major percentage of 55.77 % of omission errors. The same goes to the misinformation
errors in which speakers tend to commit alternating-form type of error which constitutes higher
percentage of 80%. As for the misordering error, speakers are prone to conduct an error
whenever it comes to the construction of Interrogative sentence which constitutes larger
percentage of 40.91% followed steeply by Explanation and Statement with 40.91% and 18.18 %
respectively. In the case of Addition error, simple addition was largely commits by the speaker
contributing to the 100% of the types of addition error committed by the learner. However, upon
close inspection, it can be further positioned that the major linguistic components that contribute
to the error would be random repeated word constitute major percentage of 32% followed by
conjunction (16%), auxiliary verb (16%) and personal pronouns (12%).
In reexamining the occurrences of pattern made by the speaker in producing the
verbatim error, it can be further concluded that the main emphasis should be critically placed on
the correct usage of verb auxiliaries and personal pronouns. These two elements should be
more emphasized by the language instructor on their correct usage in order to prevent the
learners from making the similar mistake in the future.
6.0) RECOMMENDATION
Based on the analysis of the finding, there are some recommendations for practice that can be
utilized both by teacher and student:
156 | P a g e
1. The major interference problem faced by the student should be addressed clearly by the
instructor to make them aware on the situation they were currently in. Any ungrammatical
sentence construction made by the student must be corrected immediately by the instructor
and further explained to avoid confusion among the learner. In giving the feedback, the
instructor must possess the good command in both first and second language knowledge so
that the input given are more effective and free from any oversight error.
2. More emphasis should be given to written exercises and practice both inside and outside
the classroom. This is to ensure that the student able to effectively conveyed their abstract
knowledge on the linguistic component of the language (competency) into the concrete form
of the language structure affectively (performance) without being tarnished by any repetitive
error.
3. Linguistic error caused not only by pedagogical but also emotional factors. In helping the
student to advance their understanding on this issue, any kinds of discussions conducted
between teacher and student on possible ways to detect the error and plausible factors that
lead to the error are deemed importance to enhance greater students understanding on this
issue. Teacher should allocate some time for the extra consultation with the student to help
the student in shaping their learning strategy as well as giving continuous feedback.
4.
Any exceptions to the rule in the English language regarding grammar, terminology and
verbal articulation must be clearly explained by the teacher to the student in any effective
way possible. Via this effort, the students are expected to become highly motivated to learn
and explore further on language content and structure. Extra materials and activities that
were based on the target language also have to be frequently conducted as a stimulus
inside the class to ensure that the student receive optimum reinforcement on the language,
thus help them to reinforce positive routine of proper habit on acquiring the second language
system correctly.
5. As a language instructor, teacher must always frequently remind the student to be aware on
their underlying knowledge of the first language and encourage the student to frequently
practicing thinking in target language whenever they want to produce a written material to
avoid any language interference effect. This kind of encouragement may facilitate in
familiarizing student with the authenticity of the native language structure of the foreign
language and minimizing recurring error that sometimes can also be caused by the students
inability to apply the rule of the know language system correctly.
157 | P a g e
6. Every language instructor most possesses their own teaching material that is not only
genuine but also creative. Any variety of teaching techniques needs to be exposed to the
student in order to familiarize them to the correction without any indication of mistake. Some
of the suggested methods would be hearing correction, underlining mistake or searching
using the correct language.
7.0) REFERENCES
Bibliography
Adeniyi, H. (2010). ENGLISH MORPHOLOGY. Kano, Abuja, Nigeria: NATIONAL OPEN
UNIVERSITY OF NIGERIA.
Ali, A. S. ( 2013). The Verbal System of Malay and Arabic: Contrastive Analysis.
International Journal of Business and Social Science , 21-37.
158 | P a g e
Baharom, N. (2002). Kamus Dewan Edisi Ketiga. Kuala Lumpur: DBP.

Hawkins, J. (2007). Kamus Dwibahasa Oxford Fajar. Shah Alam: Oxford Fajar.
Heah, L. (1989). The Influence of English on Lexical Expansion of Bahasa Malaysia.
Kuala Lumpur: Dewan Bahasa dan Pustaka.
Igaab, Z. K. (2010). Reduplication in English and Arabic: A Contrastive Study. Iraq.
Karim, N. S. ( 2007, Oktober 17). Kata Adverba (Bahagian II). PEDOMAN BAHASA .
Kuala Lumpur, Malaysia: BERITA HARIAN.
Kroeger, P. R. (2005). Analyzing Grammar: An Introduction. Cambridge: Cambridge
University Press.
Leech, G. (2006). A Glossary of English Grammar. Edinburgh: Edinburgh University
Press.
Maros, M., Hua, T. K., & Salehuddin, K. (2007). Interference in Learning English:
Grammatical Error in English Essay Writing Among Rural Malay Secondary School
Students in Malaysia. Jurnal e-Bangi , 1-15.
Nian, O. S., Jubilado, R. C., Dumanig, F. P., & Noor, A. H. (2012). A Contrastive
Analysis of the Reduplication Process. Polyglossia , 67-71.
Rashidi, S. N. (2011). An Analysis on the Plural Inflection of English Language
Among Malay Student. Marine Frontier-MIMET Technical Bulletin , 67-76.
Tham, S. (1990). A Study of the Evolution of the Malay Language: Social change and
cognitive development. Singapore: NUS.
Umera-Okeke, N. (2008). Exploring Affixation in English. African Research Review
Journal (AFRREV) , 9-35.
Yap, F. H. (2006). Nominalizers (and Copulas) in Malay. Hong Kong: Chinese
University of Hong Kong.
Corder, S. (1981). Error Analysis And Inter Language. London: Oxford University
Press.
Fadzilyna. (2010). ERRORS IN USING PAST TENSE MADE BY EIGHTH GRADERS OF
MTsN MODEL TRENGGALEK. Indonesia: State University of Malang.
Khansir, A. A. (2012). Error Analysis and Second Language Acquisition. Theory and
Practice in Language Studies , 1027-1032.
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CONTRASTIVE & ERROR ANALYSIS

ERROR ANALYSIS: SURFACE STRATEGY TAXANOMY

NUR IZZATI BT ROZMAN (BBA11030454)

TABLE 1: 5 Fossilization Process of Interlanguage (adapted from Selinker 1972)

1.1.2) Previous Study in Error Analysis

1.1.4) Issue in Determining the Learners Error

1.2) Statement of Problem

result from transfer from the first language.

specific approach to the material to be learned.

ways people learn to communicate with native speakers of the

Some elements of the Interlanguage may be the product of

Target Language Linguistic

overgeneralization of the rules and semantic features of the

TABLE 1: 5 Fossilization Process of Interlanguage (adapted from Selinker 1972)

2.1.2) Interference of First language (L1) into Second Language (L2)

TABLE 2: Positive and Negative Transfer (Adapted from Khansir,2012)

Theoretical Framework in Analyzing Error

S.P Corders Error Analysis Procedure

Decide on the size of sample

spoken (orally) or written (writing)

errors and mistake

accordance with grammatical aspects:

of the English language.

mother tongue interference.

errors occur during the learning process

have not really acquired the knowledge.

TABLE 3: Error Analysis Procedure by S.P Corder

2.2.2) Surface Strategy Taxonomy (Dulay, Burt and Krashen, 1982)

an item which must be

always look (at)

present in a well formed

wrong form of the

sent the letter?

TABLE 4: Detailed description on Surface Strategy Taxonomy

Noun and verb inflection

Regular plural (-s)

Past tense marker (- Goed

He didnt went to Kuala Lumpur

We stay in over there

for a morpheme or a Instead of : I dont know what her name is

What your mother is doing?

TABLE 5: Examples of Error Committed by Learner

3.1) Error Analysis Procedure

The samples of the corpus are taken using the Oral

Discourse Completion Task (ODCT) via the interview session.

3.1.4) Explaining Error

DURATION TAKEN: 29 min 36 second

(A) Introductory Remark

Akmal: can you tell us more about the assignment

Aisyah: I am inaudible .. cough I am funny

Hana: forgive and inaudible

So could you tell me, the steps needed..(1) to be done to

prepare a fried chicken

(F) Beauty vs Brain

4.2) Analysis of the Transcription

(A) Introductory Remark

We are from Bachelor of English student

Hana: ok my name inaudible hana. Err..(1.2)

from Besut, Terengganu. (1.2) And study

Omission (Personal Pronouns- I)

) from Besut, Terengganu

Err I am from Besut, Terengganu

) from Besut, Terengganu