Identifying and Classifying Spelling and Vocabulary Errors in English Language Learning: an Error Analysis Approach
Abstract
Purpose of the study: This study aims to identify and classify spelling and vocabulary errors made by students in the process of learning English. This study utilizes an error analysis approach to investigate students’ written work, emphasizing spelling and vocabulary errors.
Methodology: This study utilizes an error analysis approach to investigate students’ written work, emphasizing spelling and vocabulary errors. This study uses a descriptive qualitative method to analyze students’ written assignments.
Main Findings: The findings indicate that the most frequent writing errors involve prepositions and pronouns, each accounting for 0.04%, followed by article at 0.07%, and word choice at 0.09%. The most frequent writing error identified is related to spelling, accounting for 2.52%. The most common vocabulary-related writing error was punctuation, accounting for 6.78%, followed by subject-verb agreement at 0.45%. Errors in fragments and capitalization each made up 0.23%, while errors in the use of tenses (0.07%) and omissions (0.04%).
Novelty/Originality of this study: The novelty of this research lies in its focus on two micro-linguistic aspects (spelling and vocabulary) that are rarely explored in previous studies. Using an error analysis approach, it identifies and categorizes students’ errors, offering practical insights and contributions to improving the teaching of academic English writing at the tertiary education level.
References
Hasani: Ihwal Menulis: Sebagai Suatu Keterampilan Berbahasa. Bandung, Indonesia: Angkasa, 2013.
P. Dalman, Menulis: Teori dan praktik. Jakarta: Prenadamedia Group, 2016.
R. Sudarman, G. Yarmi, dan S. Ansoriyah, "Menulis Teks Deskripsi Bertemakan Lingkungan Sosial," Jurnal Pendidikan Bahasa dan Sastra Indonesia, vol. 19, no. 1, pp. 81–101, 2023.
D. H. Graves, Writing: Teachers and children at work. Portsmouth, NH: Heinemann, 2015.
S. A. Crossley, “Linguistic Features in Writing Quality and Development: An Overview,” Journal of Writing Research, vol. 11. no.3, pp. 415-443, 2020, doi: 10.17239/jowr-2020.11.03.01.
S. Webb and P. Nation, How vocabulary is learned. Oxford, UK: Oxford University Press, 2017.
N. Schmitt, “Review article: Instructed Second Language Vocabulary Learning,” Language Teaching Research, vol. 12, no. 3. pp. 329-363, 2008, doi: 10.1177/136216880808089921.
J. C. Richards and R. Schmidt, Longman Dictionary of Language Teaching and Applied Linguistics, 4th ed. Pearson Education, 2013.
D. R. Ferris, Does Error Feedback Help Student Writers? New Evidence on The Short and Long Term Effects of Written Error Correction, 2006.
K. Hyland and F. Hyland, Feedback in Second Language Writing: Contexts and Issues. Cambridge University Press, 2006.
A. A. Khansir, “Error Analysis and Second Language Acquisition,” Theory and Practice in Language Studies, vol. 2, no. 5, pp. 1027–1032, 2012, doi:10.4304/tpls.2.5.1027-1032 .
D. S. Putri, L. P. Pramswari, S. I. Suryana, and A. Widodo, “Analysis of the Nature of Science in Elementary School Science Curriculum and Its Empowerment in Student Book,” Jurnal Penelitian Pendidikan IPA, vol. 7, no. 3, pp. 488–495, 2021, doi: 10.29303/jppipa.v7i3.763.
F. Rahmawati, F. P. H. C. Rahmah, and R. A. Jatmiko, “Analisis Kesalahan Berbahasa Bidang Semantik Pada Situs Web Universitas Islam Negeri Raden Mas Said Surakarta,” Narasi: Jurnal Kajian Bahasa, Sastra Indonesia, dan Pengajarannya, vol. 3, no. 1, pp. 87–103, 2025, doi: 10.30762/narasi.v3i1.1253.
H. Dulay, M. Burt, and S. Krashen, Language Two. Oxford University Press, 1982.
S. P. Corder, “The Significance of Learners’ Errors,” International Review of Applied Linguistics in Language Teaching, vol. 5, no. 4, pp. 161–170, 1967.
J. C. Richards and W. A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press, 2002.
J. W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4th ed. Pearson, 2012.
M. B. Miles and A. M. Huberman, Qualitative Data Analysis: An Expanded Sourcebook, 2nd ed. Sage Publications, 1994.
R. Ellis, Second Language Acquisition. Oxford University Press, 1997.
S. P. Corder, Error Analysis and Interlanguage. Oxford University Press, 1981.
A. M. M. Aaqil, R. M. F. Rimaza, dan M. R. Inshafiqbal, “Grammatical Errors in Essay Writing: A Study Based on ESL Students of the English Department at South Eastern University of Sri Lanka,” Indonesian Journal of Social Research (IJSR), vol. 4, no. 2, hlm. 74–82, 2022, doi: 10.30997/ijsr.v4i2.205.
M. Ahmed, M. S. Rahman, and M. N. Noor, “Word Choice Errors in EFL Undergraduates' Written Language,” Eurasian Journal of Applied Linguistics, 2025, doi: 10.32601/ejal.11107.
T. N. Fitria, “Spelling Error Analysis in Students’ Writing English Composition”, GEEJ (Getsempena English Education Journal), vol. 7, no. 2, pp. 240-254, Nov. 2020, doi: 10.46244/geej.v7i2.988.
J. Harmer, How to Teach Writing. Pearson Education, 2004.
A. Kartika, S. Syaprizal, and M. Ramasari, “Students’ Analysis on Punctuation and Capitalization in Argumentative Text”, ELite J. : Int. J. Educ. Lang. Lit., vol. 4, no. 3, pp. 158–170, Apr. 2025, doi: 10.26740/elitejournal.v4n3.p158-170.
F. Elfa, M. Sabri, L. Novita, and A. Aswandi, "The Student’s Errors Investigation in Using Punctuation, Capitalization and Spelling in Writing Business Letter," INOVISH Journal, vol. 7, no. 1, pp. 56–64, 2022, doi: 10.35314/inovish.v7i1.2523.
T. Odlin, Language Transfer: Cross-linguistic Influence in Language Learning. Cambridge University Press, 1989.
D. R. Ferris, Treatment of Error in Second Language Student Writing. University of Michigan Press, 2002.
S. D. Krashen, Principles and Practice in Second Language Acquisition. Pergamon Press, 1982.
H. D. Brown, Principles of Language Learning and Teaching, 4th ed. Pearson Education, 2000.
Copyright (c) 2025 Hendriyani Hendriyani, Yusniarti Runggo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Indonesian Journal of Education Research (IJoER) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
