an academic article about teaching english as a foreign language

How to Overcome the Severely Errors of Omission in Writing Skill : A Case Study

Amelina Junidar

Abstract: The most frequently errors of omission happens, as a result researcher is interested on conducting this case study which occurs without indiscriminatively even at the beginner, intermediate, and advanced level. Indeed, they look so trivialled but actually that small and simple things are the most forgotten because their roles in completing and colouring the sentences are extremely salient. That is why, writing skill is the hardest skill which needs longer sequence to produce the undefiled written. This article would focus on how to cope with the errors of omission which always occur at whole of EFL Learner (Beginner, Intermediate, and Advanced).

Keywords: Errors of Omission, EFL Learner’s Level, Writing skill, Case Study.

1.      INTRODUCTION

There are two common terms at the focus of feedback, errors and mistakes. An error arises when students communicate in more complicated language than they have so far learned, whereas a mistake is something they can correct for themselves if they take the time. Paralelly with native speakers, errors could be compared with the way a child speaks its first language by overgeneralising a rule (saying brang for brought, for example). Mistakes, as stated above, are what happens when we speak or write carelessly or too fast (Marylin Lewis, 2002, p. 8-9).

Errors are consist of eight types where they are errors of omission, errors of overuse, errors of fact, errors of form, errors of clarity, socio cultural errors, discourse level errors, and local and global errors. Those allow teachers to see in what categories most errors fall for a particular student or class. It can also bridge the teacher in giving feedback, so that they can comment on what is going well as well as what needs improving (Marylin Lewis, 2002, p. 9).

1.1 Errors of Omission

            This omission is a lesson learnt from the misuse of definite articles which is always confusing because of that complicated rules differ from indefinite article that is clearly known by english foreign language learner (http://www.independent.co.uk, retrieved on January, 9 at 13.00). For particular learners, a pattern of errors often emerges. They may, for instance, keep omitting the article (I caught bus) or word endings in their speech. The latter errors is particularly noticeable when several consonants come together, as in ‘finds, risks’ and when speakers are not accustomed to pronounce groups of consonants together in their own language (Marylin Lewis, 2002, p. 9).

1.2 EFL Learner’s Level

            Commonly there are three stages of EFL learner’s level, among others: beginner, intermediate, and advanced. They have some solitaire qualifications about each competence that has to be mastered by language learner in each level.

            ALTE (Association of Language Testers in Europe) and CEF (Common European Framework) creates the kind of self evaluation which contains CAN DO statement that functioned as the measurement of required ability in various skill areas. The ALTE statements for general overall ability, give students clear statements of ability against which to survey themselves:

LEVELS	Listening/Speaking	Reading	Writing
C2 Level 5	CAN advise on or talk about complex or sensitive issues, understanding colloquial references and dealing confidently with hostile question	CAN understanding documents, correspondence and reports, including the finer points of complex texts	CAN write letters on any subject and full notes of meetings or seminars with good expression and accuracy
C1 Level 4	CAN contribute effectively to meetings and seminars within own area of work or keep up a casual conversation with a good degree of fluency, coping with abstract expressions	CAN read quickly enough to cope with an academic course, to read the media for information or to understand non-standard correspondence	CAN prepare/draft professional correspondence, take reasonably accurate notes in meetings, write an essay which shows an ability to communicate
B2 Level 3	CAN follow or give a talk on a familiar topic or keep up a conversation on a fairly wide range of topics	CAN scan texts for relevant information, and understand detailed instructions or advice	CAN make notes while someone is talking or write a letter including non-standard requests
B1 Level 2	CAN express opinions on abstract/cultural matters in a limited way or offer advice within a known area, an understand instructions or public announcements.	CAN understand routine information and articles, and the general meaning of non-routine information within a familiar area	CAN write letters or make notes on familiar or predictable matters
A2 Level 1	CAN express simple opinions or requirements in a familiar context	CAN understand straightforward information within a known area, such as on products and signs and simple textbooks or reports on familiar matters	CAN complete forms and write short simple letters or postcards related to personal information
A1 ALTE breakthrough Level	CAN understand basic instructions or take part in a basic factual conversation on a predictable topic	CAN understand basic notices, instructions, or information.	CAN complete basic forms, and write notes including times, dates, and places.

 (Jeremy Harmer, 2009, p. 141)

1.3 Writing Skill

            As explained earlier, writing included as productive skill is the most difficult skill which needs a longer sequence comprehension because of its complexity in terms of rules or commonly known as grammar. The strongest reason is that writing is—to the practiced user—an extremely fluent and easy activity for at least part of the time, but very often foreign learners can only be fluent at the expense of accuracy because in the process of writing also needs the mastery of vocabulary and grammar itself.

In the foreign language classroom, students are expected to have an ability to establish patterns which have just orally presented than developing the writing skill by reinforcing teaching about structures (Pincas et. al, Anita. 1980. Teaching English as a Foreign Language. USA and Canada : Routledge).

2.  Theoretical Basis

Understanding the theoretical foundations of the study allows us to make more well-grounded decisions regarding the research design. In what follows the theoretical basis of the present study is explained.

Errors of omission happens because learners keep omitting the article (a, an, the) or word endings (-s for singular) (Marylin Lewis, 2002, p. 9). To make it clear, better  for us to know the principle about each of them again.

Basically, an article is an adjective. Like adjectives, articles modify nouns (http://owl.english.purdue.edu/owl/resource/540/01/ , retrieved on December, 24 at 16.15). An article (abbreviated ART) is a word (or prefix or suffix) that is with a noun to indicate the type of reference being made by the noun. Articles specify the grammatical definiteness of the noun, in some languages extending to volume or numerical scope (http://www.wikipedia.org, retrieved on December, 24 at 16.25). The good news is only three articles are in English: a, an and the which is classified as  indefinite 'a' and 'an' or definite 'the'. You also need to know when not to use an article, meanwhile the bad news is that their proper usage is complex, especially when you get into the advanced using of English. You have to work it out quite often by what sounds right, which can be frustrating for a learner (http://www.learnenglish.de, retrieved on December, 24 at 16.00).

            In English, knowing when using 'a' or 'the' can be difficult. Fortunately, there are rules to help you, but you have to know what type of noun you are using (http://www.english-at-home.com, retrieved on December, 24 at 16.26).

1.      When you have a single, countable English noun, you must always have an article before it. For instance : We cannot say "please pass me pen", we must say "please pass me the pen" or "please pass me a pen" or "please pass me your pen".

2.      Uncountable nouns don't use 'a' or 'an'. This is because you can't count them. For example, advice is an uncountable noun. You can't say "he gave me an advice", but you can say "he gave me some advice", or "he gave me a piece of advice".

3.      Using a or an depends on the sound that begins the next word. So... (http://owl.english.purdue.edu/owl/resource/540/01/ , retrieved on December, 24 at 16.15)

a)      a + singular noun beginning with a consonant: a boy; a car; a bike; a zoo; a dog

b)      an + singular noun beginning with a vowel: an elephant; an egg; an apple; an idiot

c)      a + singular noun beginning with a consonant sound: a user (sounds like 'yoo-zer,' i.e. begins with a consonant 'y' sound, so 'a' is used); a university; a unicycle

d)     an + nouns starting with silent "h": an hour

e)      a + nouns starting with a pronounced "h": a horse

4.      You can use 'the' to make general things specific. You can use 'the' with any type of noun – plural or singular, countable or uncountable.

For instance : "Children grow up quickly" – children in general.

"The children I know grow up quickly" – not all children, just the ones I know.

5.      More uses of articles in English

a.       Rivers, mountain ranges, seas, oceans and geographic areas all use 'the'. For example : the Missisipi.

b.      Unique things have 'the'. Such as : the sun.

c.       Some institutional buildings don't have an article if you visit them for the reason these buildings exist. But if you go to the building for another reason, you must use 'the'. For instance : "Her husband is in prison." (He's a prisoner.)

"She goes to the prison to see him once a month."

d.      Musical instruments use 'the'. Example : I fiddle the violin.

e.       Sports don't have an article. For instance : I play basketball.

f.       Illnesses don't have an article. For example : "He's got appendicitis." But we say "a cold" and "a headache".

g.      Jobs use 'a'. for example : I am a novelist

h.      Countries

We don't use 'a' if the country is singular. "He lives in South Korea." But if the country's name has a "plural" meaning, we use 'the'. "The People's Republic of China", "The Netherlands", "The United States of America".

i.        Continents, towns and streets don't have an article. Such as : Ngarai Street and South Korea.

j.        Theatres, cinemas and hotels have 'the'. For instance : The Novotel, The Eri.

k.      Abbreviations use 'the'. For example : The UN.

l.        We use 'the' before classes of people. For example : the rich, the poor, the Indonesian.

m.    Omission of the Article (Wren and Martin, 1972, p.88)

      The article is omitted before names of substances and abstract nouns (i.e. uncountable nouns) used in a general sense; as,         Sugar is bad for your teeth.

Gold is a precious metal.

Wisdom is the gift of heaven.

Honesty is the best policy.

Virtue is its own reward.

3.  Discussion

      As a matter of fact, the severely errors of omission can be overcomed by studying in depth again about the principle of its use comprehensively. For better or for worse, English is blessed by existence of articles which is definite (the) aimed to make clear the things are talking about and indefinite (a or an) aimed to explain the things that aren’t mentioned before. The usage of them shares the same complication actually, but indefinite is special because they depend on the sound, neither does definite article (the).

      Intensive exercises are also necessary to carry out in order to comprehend when you have to use and not to use those articles. If you have cought when the right time to use and not to use articles means you will be setting your self free from the errors of omission that always come without permission.

4.  Conclusion

       Whole of  EFL learners’ level, even at advanced, must be having this problem in writing skill where they keep omitting the articles or word endings by reason of forgetfulness, doubt about the complexity, or misunderstanding all of the rules. So, the only way is learning about that small part of grammar again and trying to comprehend all without exception by doing several exercises continually.

BIBLIOGRAPHY

Harmer, Jeremy. 2009. Teaching English as a Foreign Language. _______:________.

Lewis, Marylin. 2002. Giving Feedback in Language Classes. Singapore: SEAMEO Regional Language Centre.

Pincas et. al, Anita. 1980. Teaching English as a Foreign Language. USA and Canada : Routledge.

Wren & Martin. 1972. English Grammar & Composition. New Delhi : S.Chand and Company LTD.

http://owl.english.purdue.edu/owl/resource/540/01/ , retrieved on December, 24 at 16.15.

http://www.wikipedia.org, retrieved on December, 24 at 16.25.

http://www.english-at-home.com, retrieved on December, 24 at 16.26.

http://www.learnenglish.de, retrieved on December, 24 at 16.00.

http://www.independent.co.uk, retrieved on January, 9 at 13.00.