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THE ANALYSIS OF PLURALIZATION ERRORS OF COOKING VIDEOS
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Communication is the process of delivering messages that involves six elements: source, receiver, message, context, channel, noise, and effect. Communication involves six key elements: source, receiver, message, context, channel, noise, and effect. One type of noise is poor grammar, particularly pluralization errors. This study aimed to identify pluralization errors in cooking videos through error analysis and determine their proportions. Data was collected from the recipe descriptions of YouTube channels Devina Hermawan and Diana Home Kitchen (Indonesia), The Kampung Vegan and Nanyang Kitchen (Malaysia), and Dinched and The Meatmen Channel (Singapore). A qualitative content analysis method was used, with error analysis by Dulay, Burt, & Krashen (1982) and pluralization theory by Kasmini and Kadarmo (2017) as the basis. Results showed that omission errors were the highest at 63% (231 errors), followed by misformation at 23% (84 errors). Addition errors, including simple addition, regularization, and double marking, were 12%, 1%, and 1%, with 43, 4, and 3 errors, respectively. These errors stem from inconsistent application of pluralization rules and a bilingual environment. count the words.
Politeknik Tonggak Equator Pontianak
Title: THE ANALYSIS OF PLURALIZATION ERRORS OF COOKING VIDEOS
Description:
Communication is the process of delivering messages that involves six elements: source, receiver, message, context, channel, noise, and effect.
Communication involves six key elements: source, receiver, message, context, channel, noise, and effect.
One type of noise is poor grammar, particularly pluralization errors.
This study aimed to identify pluralization errors in cooking videos through error analysis and determine their proportions.
Data was collected from the recipe descriptions of YouTube channels Devina Hermawan and Diana Home Kitchen (Indonesia), The Kampung Vegan and Nanyang Kitchen (Malaysia), and Dinched and The Meatmen Channel (Singapore).
A qualitative content analysis method was used, with error analysis by Dulay, Burt, & Krashen (1982) and pluralization theory by Kasmini and Kadarmo (2017) as the basis.
Results showed that omission errors were the highest at 63% (231 errors), followed by misformation at 23% (84 errors).
Addition errors, including simple addition, regularization, and double marking, were 12%, 1%, and 1%, with 43, 4, and 3 errors, respectively.
These errors stem from inconsistent application of pluralization rules and a bilingual environment.
count the words.
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