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)