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
THIS PAPER IS WRITTEN TO FULLFIL THE COURSE REQUIREMENT FOR BLS
4033-CONTRASTIVE AND ERROR ANALYSISTABLE OF CONTENTSTitle PageTable
of Contents iAbstract iiList of Figures/Tables/Illustration iii
1.0) INTRODUCTION...11.1) Background of Study.11.1)1. The
definition of Error Analysis1.1)2. Previous Study in Error
Analysis1.1)3. Recognition of Error and Mistake1.1)4. Issue in
Determining the Learners Error1.2) Statement of Problem..51.3)
Significance of Study.5
2.0) LITERATURE REVIEW2.1) Theoretical Foundation of Error
Analysis62.1)1. Interlanguage Theory2.1)2. Interference Theory 2.2)
Theoretical Framework in Analyzing Error...82.2)1. Error Analysis
Procedure2.2)2. Surface Strategy Taxonomy
3.0) METHODOLOGY.....133.1) Error Analysis Procedure3.1)1.
Choosing the Language Corpus3.1)2. Identifying Error3.1)3.
Classifying Error3.1)4. Explaining Error3.1)5. Evaluating Error4.0)
FINDING.....154.1) Complete Transcription of the
Interview....154.2) Analysis of the Transcription..304.3)
Calculation on the Percentage of Recurring Error..725.0)
CONCLUSION......88
6.0) RECOMMENDATION.....89
7.0) REFERENCES.92
8.0) APPENDICES.94
ABSTRACTUnawareness 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
List of Figures/Tables/Illustration: 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
1.0) INTRODUCTION 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 StudyCommonly 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 AnalysisAccording 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 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 AnalysisThere 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.
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 MistakeIn 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.
1.1.4) Issue in Determining the Learners ErrorErrors 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 non-conducive 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..
1.2) Statement of ProblemIn 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 StudyThe 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.
2.0) LITERATURE REVIEW2.1) Theoretical Foundation of Error
Analysis
2.1.1 Interlanguage TheoryAccording 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
ProcessCriteria
Language TransferSometimes rules and subsystems of the
Interlanguage may result from transfer from the first language.
Transfer of TrainingSome elements of the Interlanguage may
result from specific features of the training process used to teach
the second language.
Strategies of Second Language LearningSome elements of the
Interlanguage may result from a specific approach to the material
to be learned.
Strategies of Second Language CommunicationSome elements of the
Interlanguage may result from specific ways people learn to
communicate with native speakers of the target language.
Overgeneralization of the Target Language Linguistic
MaterialsSome elements of the Interlanguage may be the product of
overgeneralization of the rules and semantic features of the 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 TransferExplanation
Positive TransferThe forms between the mother tongue and the
target language is similar
Negative TransferThe 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 Error2.2.1) S.P Corders
Error Analysis ProcedureError 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:PROCEDURESTAGEDESCRIPTION
1
Choosing the language corpus 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
2
Identifying error in the corpus There must be a difference
between errors and mistake Rather tedious to identify Only
occurring errors are identified for further process/procedure
3
Classifying Error Every error committed by the respondents will
be classified in accordance with grammatical aspects: phonology,
morphology, syntax and semantics. More focus and emphasis are on:
morphological and syntactical aspects of the English language.
4
Explaining Error An attempt is made to identify the causes of
errors : Interlingual errors: errors are caused by mother tongue
interference. Intralingual and developmental errors: errors occur
during the learning process of the L2 at a stage when the learners
have not really acquired the knowledge.
5
Evaluating Error 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.
CATEGORYDESCRIPTIONTYPEEXAMPLEEXPLANATION
OmissionRefers to the absence of an item which must be present
in a well-formed utterance.-Why do you always look (at) me?
Missing of preposition at in the sentences
AdditionThe presence of an extra item which must not be present
in a well formed utterance ischaracteristic for additionsDouble
markingWe discuss (about) our homeworkinclusion of prepositionabout
in the sentence
Regularization
Simple addition
MisinformationRefers to the use of the wrong form of themorpheme
or structureRegularizationI did thisby spin the handle
Instead of: I did this by spinning the handle
The missing of -ing form
Archi Form
Alternating Form
MisorderingWhom did you sent the letter?
Instead of: To whom didyou send the letter?
prepositions are incorrectly placed
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.
CATEGORYTYPICAL ERROREXAMPLE
OmissionNoun and verb inflection-s-ed-ing
ArticleAAndThe
Verb auxiliariesiswillCanmay
PrepositionInOnOf
AdditionRegularization Regular plural (-s)Mouses
Past tense marker (-ed)Goed
Double markingHe didnt went to Kuala Lumpur
She doesnt knows your name
Simple additionThe birds doesnt live in the water
We stay in over there
MisinformationRegularizationrunned for run
Archi formthat houses are theirs
Alternating formthis cats
MisorderingMarked by miss-ordering for a morpheme or a group of
morphemes in the sentenceI dont remember what is her nameInstead of
: I dont know what her name is
What your mother is doing?Instead of: What is your mother
doing?
TABLE 5: Examples of Error Committed by Learner
3.0) METHODOLOGY3.1) Error Analysis Procedure3.1.1) Choosing the
Language CorpusThe 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 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 CorpusIn 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 ErrorAll 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 ErrorThe 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 ErrorThe 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 recommendations for the strategic teaching methods
are later were provided in the recommendation section.
4.0) FINDINGS4.1) Complete Transcription of the Interview
DURATION TAKEN: 29 min 36 secondWORD TRANSCRIBED: 3701
wordsINTERVIEWER: 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)NAME OF PARTICIPANTS:1. Keerthana Rajendran
-Faculty of Law and Internal Relation (Bach of Law with Honour)2.
Wan Raihanah bt Wan Mohammad- Faculty of Islamic Contemporary (
Bach of Dakwah)3. Siti Sarah bt Mohd. Zubir- Faculty of Islamic
Contemporary (Bach of Dakwah)4. Ku Nur Hafizah Ku Suhair- Faculty
of Islamic Contemporary (Bach of Shariah)5. 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 hereKIthana:
introduce myself [ hilmi: introduce yourself] my name is
kithana,(1) errr .. Im from Klang, Selangor and Im a law student
second yearHilmi: okAisyah: my name is aisyah [cough] Im from
Terengganu, I study in inaudibleHana: ok my name inaudible hana.
Err..(1.2) from Besut, Terengganu. (1.2)And study usuluddin Nor: ok
my name is tengku norhafizan binti shari. Im from Kelantan. Erm..
my course is dakwah (1) Im yearsNina: my name is nina, im from
Kelantan. My course is dakwah [hilmi: dakwah](B) Latest Issue in
UniszaHilmi: 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 ^ sighAisyah:
of course yesNor: ermm.. yesHilmi: youNina: of courseKithana: of
course noHIlmi: 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 thisIzzati: 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?Akmal: like you can
meet new friends or you got the course that you want [many:
yes][izzati: like the environment]Nor: near, to my [izzati:
hometown] yes hometownIzzati: 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,
PRKHilmi: 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
rightKithana: yes, a lotAkmal: how about you guys? Like [hilmi
:about the flood] about the floodNor: 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] badHana: 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] yesHilmi: 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 assignmentHilmi: 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
zeroHilmi: ok that one finished already. How many is it? Kithana:
all the subjectsHilmi: all the subjects? Any numbersKithana: aa..
got seven law subjects, inaudibleHilmi: aaa, and you guys?Akmal:
what, what are your assignment about?Aisyah: tahrij hadisAkmal: can
you tell us more about the assignment Nor: we-we .., we need to
search from .. book about hadisHilmi: 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 individualAkmal: all of this is individual work [izzati: is it
individu?]Nina: individu [hilmi: individu]Hilmi: so how do you find
the subject? Is it .. 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
inaudibleNor: 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 itHilmi: 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 ?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? AhhaAisyah: cough, we inaudibleHilmi: you dont
include anyone else [aisyah: its just me] [Akmal:inaudible]Akmal:
you can do anything you want so its less inaudibleHilmi: so the
group team, why?Nor: I think, can discuss about problem and uh
cooperate (D) Personality Trait and Ways to Handle Rumors and
GossipHilmi: 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 Aisyah: I am inaudible ..
cough I am funnyIzzati; 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
pauseHilmi: 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 .. , 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 Hana: forgive and inaudibleHilmi: forgive and forgot
perhapsNina: 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) inaudibleHilmi: 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 meet her and ask her, ask
about why, why [hilmi: why she do that] inaudibleIzzati: 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 StuffIzzati: 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 inaudibleIzzati: 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]
cookedNina: < 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. OkHilmi: 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:
inaudibleIzzati: monthly [hilmi: monthly] so you prefer to share
with you friends or just individual? Aisyah: shareIzzati; 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 BrainIzzati: 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:
smartHilmi: 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.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] inaudibleIzzati: 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 SuperpowerHilmi: 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 somewhereHilmi: 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.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
RelationshipIzzati: 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, would you answer.Hilmi:
someone what to marry you right now [izzati: yeah] inaudibleHana: I
will say no inaudibleKithana: ill ask my friend, because from
friend only you know inaudibleHilmi: okKithana: 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 LifeHilmi: 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: inaudibleHilmi: 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 AnimalsHilmi: 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 thatIzzati: so you dare to challenge right? Hilmi: so
why do you guys say no?Hana: inaudibleHilmi: scared. Yes of aa
exotic animal. You? Is it because you scared [nina: inaudible] what
pardon?Nina: geliHilmi: geli laugh. 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 curlAisyah: inaudibleHilmi: 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 InterviewIzzati: 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 soHilmi: and you, what do you think?Hana:
inaudibleHilmi: you got no idea, laugh right. So thats it [izzati:
thats it]. So thank you guys for lending 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 ourThank you guys for participating in
ourMisorderingWe are from Bachelor of English studentWe are student
from Bachelor of EnglishMisordering 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 hereSo we have from right hereAddition (article-the)So we get
from the right hereSo 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 ( )
myselfIntroducing 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. Omission (Personal
Pronouns- I)Err ( ) from Besut, TerengganuErr I am from Besut,
TerengganuOmission (Verb Auxiliary-am)Err ( ) from Besut,
TerengganuErr I am from Besut, Terengganu
Nor: ok my name is Tengku Norhafizan binti Shari. Im from
Kelantan. Erm.. My course is dakwah (1) Im yearsOmission
(Preposition)I am ( ) second yearsI am in my second yearOmission
(Possessive Pronoun)I am ( ) second yearsI am in my second
yearMisinformation (Archi-Form)I am ( ) second yearsI am in my
second year*One-singular = First year*Two-plural = Second years
(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 againAddition (Simple Addition-you)and you you are
from what faculty?and you are from what faculty?Misordering you are
from what faculty?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
FacultyLaws faculty @ Faculty of Law
Nor: we all FKI FKI, (1) the sameOmission ( Auxiliary Verb
are)We ( ) all ( )We are all FKIsOmission ( Possessive- s)We ( )
all ( )We are all FKIsOmission (noun-all, faculty)( ) The same (
)All from the same faculty.
Hilmi: FKI, alright. Erm (bg cough) major question over here,
are you guys happy studying in unisza?Omission (Article-the)( )
Major question over hereThe 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
hereThere 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 First, I like to shop Addition (verb
inflection-ing)First is I like to shopping Firstly, I like to
shopMisinformation (-auxiliary verb is to signal
pluralization)There are no shopping mall at all There is no
shopping mall at allOmission (personal pronouns-we)( ) talk to
themwe talk to them
Omission (Auxiliary Verb-is)nothing ( ) between us nothing is
between usMisorderingwe cannot sit together or do assignment we
cannot sit or do assignment togetherMisinformation (Alternating
Form)its like this.its like that.
Izzati: so~ thats one of the issue [Kithana: yeah] that make you
felt... disappointed? 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 happySo
you guys over here said you guys are happyAddition (Simple
Addition-guys)So you guys over here say you guys are happySo you
guys over here said you are happyMisorderingPerhaps you?You want to
answer perhaps?OmissionPerhaps you?You want to answer perhaps?
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 wantYouve got the course that you
want
Izzati: You are from Kelantan right? Nor:
Kelantan.OmissionKelantan.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 questionSo we went to
the second questionMisinformation (went)Then so we went to the
second questionSo we go to the second question.MisinformationDo you
guys aware of any issue that happenDo you guys aware on any issue
that happen
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
issueCould you please describe the issue?Omission (Verb
Auxiliaries)What ( ) the PRK?What is PRK?Addition (Article-the)What
the PRK?What is PRK?MisorderingWhat is it about?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 oppositiongot oppositionMisinformation
(Alternating form)I didnt think that I dont think that
Misinformation (Archi-form)they will try their best to cancel their
namethey 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 floodLike the
flood.
Nor: ehem, I cannot attend to class, cant go % anywhere [hilmi:
hmm] just aa... just just stay at hostelMisinformation (Alternative
Form)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.I just
stayed 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?] yesMisinformation
(Alternative Form)So hard to come to uniszaSo 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)Because ( ) the
floodBecause 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.MisorderingI 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}MisorderingJust now onlyOnly just now
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)What are your assignment about?What are your
assignments about?
Nor: we-we .., we need to search from .. book about
hadisMisinformation (Alternating form)We need to search from book
about hadisWe need to search a book about hadis
Akmal: And you guys, same work?Nina: Yes [Akmal: ok] all of this
individualMisorderingAll of this individualThis 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( )you got seven
assignmentsOmission (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
subjectbecause there is no university subject for us in third
semOmission (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.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] MisorderingThe first thing
now because its raining The first thing because its raining now
Nor: I think, can discuss about problem and uh cooperate.
Omission (Article-the)can discuss about problemcan discuss about
the problem
(D) Personality Trait and Ways to Handle Rumors and GossipHilmi:
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 questionmoving to next
question...Misinformation ( Alternative form)If Im for exampleIf me
for example...Misordering For example of me.Me for example
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 meI 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 jokesAnd everybody
loves your jokesHilmi: 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? 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?Additiontelling liarstelling 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 trueif she is a trueAddition (Simple Addition)she
wont do like thisshe wont do thisAddition (Simple Addition)she tend
to do like thatshe tend to do thatOmission (Preposition-to)approach
another friend tell me whatapproach another friend to tell me
whatMisinformation (Alternating Form)mum is the good friend of
memum is the good friend of mineAddition (Simple Addition)Then Ill
do forgive youThen Ill forgive you
(E) Cooking StuffIzzati: 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 bornOmission
(Personal Pronouns-I)Because since born...Since I was born
Omission (Auxiliary verb-was)Because since born...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?Addition (Simple Addition)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: inaudibleMisinformation
(Alternative form)Is it much save for you?Is it much economic for
you?
(F) Beauty vs BrainKithana: 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?MisorderingSo which one is more lasting?So which one is
lasting more?
(G) Of being a Superhuman and desired SuperpowerIzzati: 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
Omission (Preposition-to)You might need.. be thereYou might need to
be there
(H) Marriage and RelationshipIzzati: 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,
would you answer.Addition (simple addition-more)more simple
question.simpler question.
Kithana: Ill ask my friend, because from friend only you know
inaudibleMisordering because from friend only you knowbecause you
know only from friend
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 knowFrom there I will
knowMisinformation (Alternative form-modal can)from parents I can
know whether the guy is suitablefrom parents I will know whether
the guy is suitable
Misordering from parents I can know whether the guy is suitableI
will know whether the guy is suitable from parents
(I) Biggest Challenge Faced in LifeHilmi: 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?Misordering We need to prepare right a lot?we need to prepare a
lot right?
(J) Preferences on Exotic AnimalsHilmi: 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)everybody say they really poison ..everybody said
they are really poisonousOmission (auxiliary verb-are)everybody say
they ( )really poison ..everybody say they are really
poisonousMisinformation(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 easyIt was very easyHilmi: Third
question, right. So erm with that comment. Ok, cool.
(K) Random Thought on this InterviewIzzati: 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]Misinformation
(Alternating form)sorry to say but why do yousorry to ask but why
do you
Izzati: So close enough [Hilmi: you?] I think soHilmi: And you,
what do you think?Hana: inaudibleHilmi: You got no idea, laugh
right. So thats it [izzati: Thats it]. So thank you guys for
lending your time with the interview and I bid you farewell and
thank you again.Misinformation (Alternating form)You got no
idea..You have no idea..
Kithana: May I know for what the interview
[inaudible]MisorderingMay I know for what the interview?May I know
the interview for what?
ANALYSIS OF TRANSCRIBED INTERVIEW
THEMATIC CONTENT OF THE INTERVIEWSURFACE STRATEGY
TAXONOMYTRANSCRIBED SENTENCE (VERBATIM)CORRECTIONEXPLANATION
INTRODUCTORY REMARKSAddition
Thank you you guys for participating in our
Thank you guys for participating in our
Simple addition of personal pronouns You
Misordering
Could you guys please first introduce yourself?
Could you guys please introduce yourself first?Sentence
misordering
Misordering
We are from Bachelor of English student
We are student from Bachelor of EnglishSentence misordering
Misinformation
So we get from the right here
So we have from right here(Alternating Form) (get-have)
Addition
So we get from the right here
So we have from right here(article-the)
Omission Introduce ( ) myself
Introducing myself(Verb inflection- ing)
Omission
My name ( ) Hana.My name is Hana.(Verb Auxiliaries-is)
Omission
Err ( ) from Besut, Terengganu
Err I am from Besut, Terengganu
(Personal Pronouns- I)
Omission Err ( ) from Besut, Terengganu
Err I am from Besut, Terengganu
(Verb Auxiliary-am)
Omission I am ( ) second years
I am in my second year
(Preposition)
OmissionI am ( ) second yearsI am in my second year(Possessive
Pronoun)
MisinformationI am ( ) second yearsI am in my second
year(Archi-Form)
LATEST ISSUES IN UNISZAAddition So if I could recap again If I
could recap again(Simple Addition-If)
Addition and you you are from what faculty?and you are from what
faculty?(Simple Addition-you)
Misordering you are from what faculty?Which faculty you are
from?
Addition 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?(Simple Addition-and)
Omission Law FacultyLaws faculty @ Faculty of Law(-s)/
(Preposition -of)
Omission We ( ) all ( )We are all FKIs( Auxiliary Verb are)
Omission We ( ) all ( )We are all FKIs( Possessive- s)
Omission ( ) The same ( )All from the same faculty.(noun-all,
faculty)
Omission ( ) Major question over hereThe major question over
here(Article-the)
Addition That theres an issue over hereThere is an issue over
here(Simple addition-directive determiner that)
Omission Why is that?Why is that so?( -so)
Addition First is I like to shopping First, I like to
shop(Auxiliary verb-is)
Addition First is I like to shopping Firstly, I like to
shop(verb inflection-ing)
Misinformation There are no shopping mall at all There is no
shopping mall at all(-auxiliary verb is to signal
pluralization)
Omission( ) talk to themwe talk to them(personal
pronouns-we)
Omission nothing ( ) between us nothing is between us(Auxiliary
Verb-is)
Misorderingwe cannot sit together or do assignment we cannot sit
or do assignment together
Misinformation its like this.its like that.(Alternating
Form)
Omission Thats one of the issue( )Thats one of the issues(Noun
Inflection)
Misordering You are done?Are you done?
Omission So you guys over here say you guys are happySo you guys
over here said you guys are happy(Verb Inflection to show past
event)
Addition So you guys over here say you guys are happySo you guys
over here said you are happy(Simple Addition-guys)
MisorderingPerhaps you?You want to answer perhaps?
OmissionPerhaps you?You want to answer perhaps?
Omission You got the course that you wantYouve got the course
that you want(have)
OmissionKelantan.Yes, I am from Kelantan.
Addition Then so we went to the second questionSo we went to the
second question(Simple addition-then)
Misinformation Then so we went to the second questionSo we go to
the second question.(went)
MisinformationDo you guys aware of any issue that happenDo you
guys aware on any issue that happen
Omission Same.(I have the) same (problem too.)
Omission Right, PRK versus flood.All right, PRK versus
flood.(-all)
Addition Could you please describe about the issueCould you
please describe the issue?(Simple Addition)
Omission What ( ) the PRK?What is PRK?(Verb Auxiliaries)
Addition What the PRK?What is PRK?(Article-the)
MisorderingWhat is it about?What it is about?
Addition got pembangkang and oppositiongot opposition(Simple
addition)
Misinformation I didnt think that I dont think that (Alternating
form)
Misinformation they will try their best to cancel their namethey
will try their best to cancel his/her nameArchi-form
AdditionLike about the floodLike the flood.(Simple Addition)
MisinformationI cannot attend to class.I cannot go to class.
(Alternative Form)
Omission( ) Just stay at hostel.I just stayed at
hostel.(Personal Pronouns-I)
Omission Just stay at hostel.I just stayed at hostel.(Verb
inflection-ed)
Misinformation So hard to come to uniszaSo difficult to come to
Unisza(Alternative Form)
Omission The flood affect your house The flood affects your
house ( Verb Inflection)
Omission Because ( ) the floodBecause of the
flood(Preposition)
TOPIC ON CLASS & ASSIGNMENTSMisorderingI mean you need to
send the assignment this week.I mean the assignment you need to
send this week.
MisorderingJust now onlyOnly just now
Omission Any assignment( ) need to be sent?Any assignments need
to be sent?(Noun Inflection-s)
Omission I bet today ( ) last day, right?I bet today is the last
day, right?( Auxiliary verb-is & Article-the)
Omission You are supposed ( ) hand in the assignment.You are
supposed to hand in the assignment.(Preposition-to)
Omission It must ( ) today right?It must be today right?(Copula
be)
Omission Is ( ) it?Isnt it?(Negation)
Omission What are your assignment about?What are your
assignments about?(noun inflection-s)
Misinformation We need to search from book about hadisWe need to
search a book about hadis (Alternating form)
MisorderingAll of this individualThis is for individual
Omission Is it individu?Is it individual?
Omission you got seven assignment( )you got seven
assignments(noun inflection-s)
Omission is it.isnt it.(negation)
Misordering because for us third sem there is no university
subjectbecause there is no university subject for us in third
sem
Omissionso ( ) really hate it. so I really hate it.(Personal
pronouns-I)
Addition do you guys like doing individual assignment or group
assignment?do you like individual or group assignment?(Simple
Addition-doing + assignment)
Omission Us group.For us is group.(Auxiliary verb-is &
Conjunction-for)
Omission Hana ( ) individual.Hana is for individual. (Auxiliary
verb-is)
Omission Hana ( ) individual.Hana is for
individual(Conjunction-for)
MisorderingThe first thing now because its raining The first
thing because its raining now
Omission can discuss about problemcan discuss about the
problem(Article-the)
PERSONALITY TRAITS & WAYS TO HANDLE RUMOURS &
GOSSIPMisinformation leading to that questionmoving to next
question...( Alternative form)
Misinformation If Im for exampleIf me for example...(
Alternative form)
Misordering For example of me.Me for example
Addition I need someone to talk to meI need someone to talk to(
Personal Pronouns-me)
Addition and so I cannot stay alone.and I cannot stay
alone.(Simple Addition-conjunction so)
Omission there ( ) few people there are few people (Auxiliary
Verb are)
Omission And everybody love( ) your jokesAnd everybody loves
your jokes(Inflectional Verb-s)
Misordering Because you like to make friends is it?Is it because
you like to make friends?
Additiontelling liarstelling lies
Omission if she a trueif she is a true(Auxiliary Verb-is)
Addition she wont do like thisshe wont do this(Simple
Addition)
Addition she tend to do like thatshe tend to do that(Simple
Addition)
Omission approach another friend tell me whatapproach another
friend to tell me what(Preposition-to)
Misinformation mum is the good friend of memum is the good
friend of mine(Alternating Form)
Addition Then Ill do forgive youThen Ill forgive you(Simple
Addition)
COOKING STUFFAdditionthe steps needed to be done to prepare a
fried chicken. the steps needed to prepare a fried chicken.(Simple
addition)
Addition Because since born...Since I was born(Simply
addition)
OmissionBecause since born...Since I was born(Personal
Pronouns-I)
Omission Because since born...Since I was born(Auxiliary
verb-was)
Addition or simply put in the chicken?or simply put the
chicken?(Simple Addition)
Misinformation Is it much save for you?Is it much economic for
you?(Alternative form)
BEAUTY VS BRAINOmissiona guy should see hows talent is the girl
a guy should see hows talented is the girl ( Noun
Inflection-ed)
Omission we cannot do anything with just pretty only we cannot
do anything with just being pretty only( Copula be)
MisorderingSo which one is more lasting?So which one is lasting
more?
OF BEING SUPERHUMAN AND DESIRED SUPERPOWEROmission You might
need.. be thereYou might need to be there(Preposition-to)
MARRIAGE & RELATIONSHIPAddition more simple question.simpler
question.(simple addition-more)
Misordering because from friend only you knowbecause you know
only from friend
Misinformation From there I can knowFrom there I will
know(Alternative form-modal can)
Misinformation from parents I can know whether the guy is
suitablefrom parents I will know whether the guy is
suitable(Alternative form-modal can)
Misordering from parents I can know whether the guy is suitableI
will know whether the guy is suitable from parents
BIGGEST CHALLENGE FACED IN LIFEMisordering Or you have someone
already in your mind?Or you already have someone in your mind?
Omission are all twenty and above is it?are all twenty and above
isnt it?(Negation)
Misordering We need to prepare right a lot?we need to prepare a
lot right?
PREFERENCES OF EXOTIC ANIMALSMisordering So we are coming to
almost the end of the question.So we are coming almost to the end
of the question.
Omission everybody say they really poison ..everybody said they
are really poisonous(verb inflection-ed)
Omission everybody say they ( )really poison ..everybody say
they are really poisonous(auxiliary verb-are)
Misinformationeverybody say they really poison( ) ..everybody
said they are really poisonous(Alternative form)
OmissionWas very easyIt was very easy(Personal pronouns-It)
RANDOM THOUGHT ON THE INTERVIEWMisinformation sorry to say but
why do yousorry to ask but why do you(Alternating form)
Misinformation You got no idea..You have no idea..(Alternating
form)
MisorderingMay I know for what the interview?May I know the
interview for what?
TABLE 6: Full Analysis of Transcribed Interview4.3) Calculation
on the Percentage of Recurring Error
TYPES OF ERRORRECURRING FREQUENCYPERCENTAGE (%)
Addition2521.01
Misordering2117.65
Misinformation2016.8
Omission5344.54
TOTAL119100.00
TABLE 7: Total Percentages of Error Committed by Learner
TYPE OF SIMPLE ADDITIONFREQUENCYMAJOR FREQUENCYPERCENTAGE
(%)
Personal Pronouns (You)2312.00
Personal Pronouns (Me)1
Article (The)228.00
Conjunction (Because)1416.00
Conjunction (And)1
Conjunction (so)2
Directive Determiner (That)114.00
Verb Inflection (-ing)128.00
Verb Inflection (-s)1
Auxiliary Verb (Is)1416.00
Auxiliary Verb (doing)1
Auxiliary Verb (do)2
Preposition (in)114.00
Repeated Word8832.00
TOTAL2525
TABLE 8: Percentage of Error Occurrences for Element in Simple
Addition
TYPE OF SENTENCEMISORDERINGFREQUENCYPERCENTAGE (%)
Explanation627.27
Interrogative940.91
Statement418.18
Imperative14.55
Descriptive14.55
Narrative14.55
TOTAL22100
TABLE 9: Percentage of Error Occurrences for Misordering
Error
LANGUAGE COMPONENTS OMITTEDFREQUENCYPERCENTAGE(%)FREQUENCY OF
MAJOR COMPONENTPERCENTAGE(%)
Verb inflection (- ing)11.92611.54
Verb Inflection (-ed)47.69
Verb Inflection (-s)11.92
Verb Auxiliaries (is)713.46
15
28.85
Verb Auxiliaries (are)23.85
Verb Auxiliaries (be)35.77
Verb Auxiliaries (was)11.92
Verb Auxiliary (am)11.92
Auxiliary Verb (are)11.92
Personal Pronouns ( I)47.69
8
15.38
Personal Pronouns (We)11.92
Personal Pronouns (It)11.92
Possessive Pronouns23.85
Preposition59.62611.54
Preposition (of)11.92
Noun23.8523.85
Noun Inflection59.6259.62
Article (the)35.7735.77
Conjunction35.7735.77
Determiner11.9211.92
Negation35.7735.77
TOTAL
52100.0052100.00
TABLE 10: Percentage of Error Occurrences in Omission Error
78 | Page
ERRORTYPES OF ERRORFREQUENCYPERCENTAGE (%)
MISINFORMATIONRegularization00
Archi-Form420
Alternating Form1680
TOTAL20100
TABLE 11: Percentage of Error Occurrences in Misinformation
Error
ANALYSIS OF TRANSCRIBED INTERVIEW(ADDITION)
THEMATIC CONTENT OF THE INTERVIEWSURFACE STRATEGY
TAXONOMYTRANSCRIBED SENTENCE (VERBATIM)CORRECTIONEXPLANATION
INTRODUCTORY REMARKSAddition
Thank you you guys for participating in our
Thank you guys for participating in our
Simple addition of personal pronouns You
Addition
So we get from the right here
So we have from right here(article-the)
LATEST ISSUES IN UNISZAAddition So if I could recap again If I
could recap again(Simple Addition-If)
Addition and you you are from what faculty?and you are from what
faculty?(Simple Addition-you)
Addition 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?(Simple Addition-and)
Addition That theres an issue over hereThere is an issue over
here(Simple addition-directive determiner that)
Addition First is I like to shopping First, I like to
shop(Auxiliary verb-is)
Addition First is I like to shopping Firstly, I like to
shop(verb inflection-ing)
Addition So you guys over here say you guys are happySo you guys
over here said you are happy(Simple Addition-guys)
Addition Then so we went to the second questionSo we went to the
second question(Simple addition-then)
Addition Could you please describe about the issueCould you
please describe the issue?(Simple Addition)
Addition What the PRK?What is PRK?(Article-the)
Addition got pembangkang and oppositiongot opposition(Simple
addition)
AdditionLike about the floodLike the flood.(Simple Addition)
Addition do you guys like doing individual assignment or group
assignment?do you like individual or group assignment?(Simple
Addition-doing + assignment)
Addition I need someone to talk to meI need someone to talk to(
Personal Pronouns-me)
Addition and so I cannot stay alone.and I cannot stay
alone.(Simple Addition-conjunction so)
Additiontelling liarstelling lies
Addition she wont do like thisshe wont do this(Simple
Addition)
Addition she tend to do like thatshe tend to do that(Simple
Addition)
Addition Then Ill do forgive youThen Ill forgive you(Simple
Addition)
COOKING STUFFAdditionthe steps needed to be done to prepare a
fried chicken. the steps needed to prepare a fried chicken.(Simple
addition)
Addition Because since born...Since I was born(Simply
addition)
Addition or simply put in the chicken?or simply put the
chicken?(Simple Addition)
MARRIAGE & RELATIONSHIPAddition more simple question.simpler
question.(simple addition-more)
TABLE 12: Error Occurrences in Addition
ANALYSIS OF TRANSCRIBED INTERVIEW(MISINFORMATION)
THEMATIC CONTENT OF THE INTERVIEWSURFACE STRATEGY
TAXONOMYTRANSCRIBED SENTENCE (VERBATIM)CORRECTIONEXPLANATION
Misinformation
So we get from the right here
So we have from right here(Alternating Form) (get-have)
MisinformationI am ( ) second yearsI am in my second
year(Archi-Form)
Misinformation There are no shopping mall at all There is no
shopping mall at all(-auxiliary verb is to signal
pluralization)
Misinformation its like this.its like that.(Alternating
Form)
Misinformation Then so we went to the second questionSo we go to
the second question.(went)
MisinformationDo you guys aware of any issue that happenDo you
guys aware on any issue that happen
Misinformation I didnt think that I dont think that (Alternating
form)
Misinformation they will try their best to cancel their namethey
will try their best to cancel his/her nameArchi-form
MisinformationI cannot attend to class.I cannot go to class.
(Alternative Form)
Misinformation So hard to come to uniszaSo difficult to come to
Unisza(Alternative Form)
Misinformation We need to search from book about hadisWe need to
search a book about hadis (Alternating form)
PERSONALITY TRAITS & WAYS TO HANDLE RUMOURS &
GOSSIPMisinformation leading to that questionmoving to next
question...( Alternative form)
Misinformation If Im for exampleIf me for example...(
Alternative form)
Misinformation mum is the good friend of memum is the good
friend of mine(Alternating Form)
Misinformation Is it much save for you?Is it much economic for
you?(Alternative form)
Misinformation From there I can knowFrom there I will
know(Alternative form-modal can)
Misinformation from parents I can know whether the guy is
suitablefrom parents I will know whether the guy is
suitable(Alternative form-modal can)