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Best Student Essays. English. Department of Humanities and Social pdf>. Gallup. MELAB Sample Essays and Commentary 1. Contents. On the following pages are ten MELAB essays representative of each score on the MELAB Writing. column, list the rules of writing academic essays. Get the academic English – not slang lesforgesdessalles.info

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WChoic Preposition The participants demonstrated confusion for correct usage of preposition. Statement of the Problem English occupies the status of a L2 in the Malaysian education system in both primary and secondary schools. Itaytee Press and Publishing Co. Prentice Hall. Principles of language learning and teaching. The school workers doesn't care weather the flies on the food that is going to affect the students Vague Correct sentence:

Therefore, particular schools are labeled as Malay- or Chinese- or Tamil-medium schools and since , there have been no mixed-medium schools. According to Santhiram schools in the past were set up along ethnic lines and conducted in different languages. He states that: For the immigrant populations, the colonial power tolerated an ethnically inspired and financed vernacular education for the Chinese; and an employer-initiated Tamil vernacular primary education for the Indians.

These Malay-, Mandarin- and Tamil-medium schools catered almost exclusively to ethnic Malay, ethnic Chinese and ethnic Indian pupils respectively.

As the ethnic groups are geographically distinct, the schools were also geographically distinct. English medium schools were mainly found in urban areas, and the pupils were mainly ethnic Chinese.

However there are Indians and Eurasians too. Nonetheless, it is the English-medium schools which had more of an inter-racial character. Secondary education was mainly through English or Malay, and tertiary education was through English. Education in Malaysia During Post-Independence As English was the established language of administration in and the language of education for urban children, it was necessary for the changeover to Malay to be implemented in an orderly fashion so as to avoid disruption and a drop in standards.

The government did not rush the change. According to Asmah Therefore, the situation immediately after independence remained largely the same. In Malay was declared the sole national language compared to English that had been another official language prior to this.

Initially, those subjects taught at schools that could adopt the Malay language as a medium of instruction without difficulty were the first affected by the conversion process Asmah From January , all English medium primary schools were required to teach physical education, art and craft, local studies and music in Malay in Standards 1, 2 and 3. More of the Arts subjects were taught in Malay before the shift to Malay occurred for the Science subjects.

In fact, for a short period of time during this transitional phase some schools ran the same course in science subjects in two streams, namely, Malay and English. Pupils in the transitional period might have a mixed medium education: English for science and mathematics; Malay for history and geography.

Tertiary institutions also became Malay-medium. The Third Malaysia Plan states that "Bahasa Malaysia Malay is the basis for national integration" but the plan also states quite emphatically that "measures will be taken to ensure that English is taught as a strong second language Government of Malaysia The reasons given for the maintenance of English was "to keep abreast of scientific and technological developments in the world and to participate meaningfully in international trade and commerce.

The Education Act was extended to Sarawak in and the change of the medium of instruction to Malay throughout the entire school system was completed in Sabah and Sarawak three years later that was by In all such schools, Malay was made the medium of instruction but English was not ignored.

English continues to be taught as an important L2 in all schools where Malay is the medium of instruction. However, it was noted that educationists, politicians and a prominent unionist agreed that the move was feasible but would require much work. This is due to the concerns about the falling standard of English among ethnic Malays who are largely monolingual.

The earlier system has resulted in lack of competitiveness among the ethnic Malays and the unemployment rate.

On 11th May , the then Education Minister Musa Mohamad confirmed that a bilingual system would be set up with English used for teaching science and mathematics. On 21 July , he announced details of the implementation of the new system in national schools: Beginning from January , Musa Mohamad declared that a Malay-English mixed-medium education would be implemented in national schools.

Currently more than two million Malaysians attend 9, national primary schools, slightly more than half a million attend 3, Chinese primary schools and more than , attend Tamil primary schools Educational Statistics, The majority of Malaysian children attend national schools that use the national language which is Malay as the medium of instruction. As for English, it is a compulsory L2 in such schools. English lessons, which are conducted daily, begin at Standard one at the age of seven.

Malaysian students from different background in life have different levels of knowledge and proficiency in the English Language. Many urban children who use English as their First Language L1 or dominant language at home were able to master the language well compared to the majority of children, especially those from the rural areas, who were predominantly ethnic Malay.

This difference has caused a great divide among the majority ethnic group between the Malays from those who can use English fluently and those who are not able to do so. Such a divergence in language proficiency has disenfranchised those who come from rural settings David and Naji, Mahathir Mohammad constantly stresses the importance of English to the nation.

This has in turn caused a reemphasis on the learning of English especially for the rural students, mainly Malays, and currently there has been a great deal of debate about measures to improve their proficiency in English. Statement of the Problem English occupies the status of a L2 in the Malaysian education system in both primary and secondary schools. However, learning English as a L2 is not an easy task. According to Brown , in order to master the English language, learners have to be adequately exposed to all of the four basic skills, namely listening, speaking, reading and writing.

Language teaching in this country is currently focusing on the teaching and learning of the four language skills. However, the standard of English among Malaysian children is on the decline despite learning English for several years.

Malaysian students are still weak in English, especially in their writing skills. They still seem to commit errors in all aspects of language. Studies on written works of Malaysian ESL learners have shown that their writings are full of mistakes. Khan in a research carried out among 30 Form Five students found that most of the students are weak in grammar. Lim Ho Peng stated that there are several general types of recurrent errors in learners such as spelling mistakes, wrong use of prepositions, confusing use of structural verbs, concord and tenses.

Similar to Lim Ho Peng , Azimah who carried out an error analyses on 30 Form One students found that they committed a lot of errors in tenses and prepositions other than subject-verb agreement. Vahdatinejad found that students committed errors in tenses, word choices and prepositions.

According to James errors in writing such as tenses, prepositions and weak vocabulary are the most common and frequent type of errors that are committed by learners. Since grammar is seen only as a means to an end, some learners tend to re-emphasize its importance and in the process, they make many more errors.

The learners usually face difficulties in learning the grammatical aspects of the Target Language TL , such as in subject-verb agreement, the use of preposition, articles and the use of correct tense. The problems that the students are bound to encounter would be weak vocabulary, inappropriate use of grammar in sentences etc. Thus, rekindling interest in the area of learner errors can be considered a timely move.

Teachers who can analyze and treat errors effectively are better equipped to help their students become more aware of their errors. The use of Error Analysis EA and appropriate corrective techniques can aid effective learning and teaching of English. It is understood that learning a FL is a gradual process, during which mistakes are to be expected in all stages of learning.

Mistakes will not disappear simply because they have been pointed out to the learner, contrary to what some language learners and teachers believe Ferris, In fact making mistakes is a natural process of learning and must be considered as part of cognition.

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As a result, errors must be viewed positively. Objective of the Study This lends to the objective of the study, which is to investigate the types of errors made by Form Four students in their written work. The study sought to answer the following research question: What are the six most common errors that students make in their essays?

A widely-available survey can be found in chapter eight of Brown A key finding of EA has been that many learner errors were produced by learners misunderstanding the rules of the new language.

EA is a type of linguistic study that focuses on the errors learners make. It consists of a comparison between the errors made in TL and within that TL itself. Corder presented a completely different point of view. In his opinion, systematically analyzing errors made by language learners makes it possible to determine areas that need reinforcement in teaching.

Nemser According to Corder , EA has two objects: The theoretical object is to understand what and how a learner learns when he studies an L2.

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The applied object is to enable the learner to learn more efficiently by using the knowledge of his dialect for pedagogical purposes.

At the same time, the investigation of errors can serve two purposes, diagnostic to in-point the problem and prognostic to make plans to solve a problem. Corder said that it is diagnostic because it can tell us the learner's grasp of a language at any given point during the learning process.

It is also prognostic because it can tell the teacher to modify learning materials to meet the learners' problems.

EA research has limitations of providing only a partial picture of learner language; and having a substantive nature in that it does not take into account avoidance strategy in SLA, since EA only investigates what learners do. Learners who avoided the sentence structures which they found difficult due to the differences between their native language and TL may be viewed to have no difficulty. This was pointed out by Brown and Ellis Relevance of Error Analysis in Language Teaching Learning a FL is a step-by-step process, during which errors or mistakes are to be expected during this process of learning.

Corder states that errors are visible proof that learning is taking place. He has emphasized that errors, if studied systematically, can provide significant insights into how a language is actually learned by a foreigner. In his view, errors provide feedback; they tell the teachers something about the effectiveness of his teaching. According to Ancker , making mistakes or errors is a natural process of learning and must be considered as part of cognition.

In his book on Perspectives on Second Language Acquisition, he argues that many of the learners' errors happen due to the strategies that they use in language acquisition, especially their L2. The problem includes the reciprocal interference of the target language items; i.

In this situation, EA would allow teachers to figure out on what areas to be focused and what kind of attention is needed in an L2 classroom. According to him, EA is a valuable aid to identify and explain difficulties faced by learners.

He goes on to say that EA serves as a reliable feedback to design a remedial teaching method. Sercombe explains that EA serves three purposes. Firstly, to find out the level of language proficiency the learner has reached. Secondly, to obtain information about common difficulties in language learning, and thirdly, to find out how people learn a language.

He refers to an error as a deviation. Candling Olasehinde also argues that it is inevitable that learners make errors. He also cited that errors are unavoidable and a necessary part of the learning curve.

Mitchell and Myles claims that errors if studied could reveal a developing system of the students L2 language and this system is dynamic and open to changes and resetting of parameters.

This view is supported by Stark He subscribes to the view that errors are normal and inevitable features of learning. He added that errors are essential condition of learning. Vahdatinejad maintains that error analyses can be used to determine what a learner still needs to be taught. It provides the necessary information about what is lacking in his or her competence. He also makes distinction between errors and lapses simple mistakes.

According to him, lapses are produced even by native speakers, and can be corrected by themselves. They call for on the spot correction rather than remedial, which is needed for errors. Methodology Location The location of the study was a secondary school in a housing area in Semenyih town which is approximately 30 kilometers away from Seremban and 40 kilometers away from Kuala Lumpur.

The school runs in two teaching sessions, namely the morning and afternoon session. The distribution of students of the school by Form and ethnic background are shown in Table 1. Table 1: All of them had their primary education in National schools, in which Malay was the medium of instruction.

English was taught as an additional subject within the school curriculum. The respondents are from Form 4 Gigih and Form 4 Harmoni classes comprising of 30 boys and 42 girls. In class 4 Gigih, there are a total of 37 participants, consisting of 17 boys and 20 girls. In class Form 4 Harmoni, there are a total of 35 participants, consisting of 20 boys and 15 girls. All of the participants have experienced approximately the same number of 10 years of the education through the primary and secondary education system.

All of the respondents speak Malay at home except for one student who speaks English at home. Background of Teachers and Students There are altogether teachers in the school where 54 of them are teaching in the afternoon and 80 of them are teaching in the morning.

Out of this, there are 15 teachers who teach English. There are about 3, students from Remove classes until Form Five.

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Procedure All of the 72 participants were administered a writing assignment that involved essay writing. It is a guided writing. In the report they were asked to include specific details in their responses. All 72 essays were typed using Microsoft Word so that they were computer readable. After that, the three steps of EA specified by Corder were followed: Collection of sample errors Identification of errors Description of errors Instruments The main source of data used to find answers to the research question is the written essays of 72 participants of the selected school.

Markin software was utilized to analyze the errors in the essays. It was used as a tool that allows teachers to mark written material done by students electronically. It is a program for marking and annotating text documents using a Windows computer. Error statistics are also automatically compiled and included at the end of the text. Results Table 2 shows the analysis of errors based on type of error, number of errors, percentage and mean values of errors committed by the participants.

Table 2: The six most common errors and examples of errors from the corpus are shown in Table 3. The next noticeable error was Article errors 2.

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Next were Spelling 2. Other errors that amounted to less than 2. Another problem is insufficient number of 1. This is because the students always throw 2. We, the members of the cleanliness club 1. We, the members of the cleanliness club of 2. The plates and glasses are very oily and 2. The plates and glasses are very oily and dirty dirty because not washesVTense properly.

The members of the cleanliness club of 3. They are owing VTense us a good service. They owe us a good service b Inappropriate 2. So many dirty plates and glasses are 2. So many dirty plates and glasses are given.

Word Choice 1. Not washing and sweeping the flour Wchoice 1. Not washing and sweeping the floor everyday everyday makes the floor dirty makes the floor dirty. The workers should keep the canteen 2. The workers should keep the canteen clean clean and healthy. WChoice and safe. This is due to the irresponsible attitude of 3. This is due to the irresponsible attitude of the the canteen staff.

WChoice canteen workers 4.

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