Analisis Kesalahan Berbahasa dalam Diskusi Bahasa Inggris: Studi Kasus di Perguruan Tinggi

Common Language Errors in English Language Discussions: A Case Study in Higher Education

Language is the primary tool for communication, especially in academic settings. However, the use of English as a second language in higher education institutions often leads to various language errors. This article aims to analyze the prevalent language errors in English language discussions among students in higher education, focusing on the causes and potential solutions.

Misuse of Prepositions and Articles

One of the most common language errors observed in English language discussions among students in higher education is the misuse of prepositions and articles. Many students struggle with using the correct prepositions and articles, leading to grammatically incorrect sentences and unclear communication. This issue often stems from the differences between preposition and article usage in English and the students' native language.

Lack of Subject-Verb Agreement

Another significant language error frequently encountered in English language discussions is the lack of subject-verb agreement. Students often fail to match the subject and verb correctly, resulting in sentences that do not adhere to standard English grammar rules. This error can impede the clarity and coherence of the students' oral and written communication, affecting their overall academic performance.

Pronunciation and Intonation Challenges

In addition to grammatical errors, pronunciation and intonation challenges pose significant obstacles in English language discussions among students in higher education. Non-native English speakers often struggle with accurately pronouncing English words and conveying the appropriate intonation patterns, which can hinder effective verbal communication and lead to misunderstandings during discussions.

Overcoming Language Errors through Language Enhancement Programs

To address the prevalent language errors in English language discussions among students in higher education, it is crucial for institutions to implement comprehensive language enhancement programs. These programs should focus on providing targeted support for students to improve their grammar, vocabulary, pronunciation, and overall language proficiency. Additionally, incorporating interactive speaking and listening activities can help students develop their oral communication skills and overcome pronunciation and intonation challenges.

Conclusion

In conclusion, the analysis of language errors in English language discussions among students in higher education reveals the widespread challenges faced by non-native English speakers. The identified errors, including the misuse of prepositions and articles, lack of subject-verb agreement, and pronunciation and intonation challenges, significantly impact the effectiveness of communication in academic settings. By implementing tailored language enhancement programs, higher education institutions can empower students to overcome these language errors and enhance their overall English language proficiency. Addressing these language errors is essential for fostering a conducive learning environment and facilitating meaningful academic discussions in English.