Analisis kesilapan bahasa dalam penulisan ilmiah mahasiswa bukan penutur natif di Institut Pengajian Tinggi Awam

Non-native speakers among students make many morphological, syntactic and mechanical errors in their academic writing, and such errors are due to learning and teaching factors. The main objective of this study is to determine and identify the types of grammatical errors, describe the differences in the mistakes made according to the independent variables such as gender, family socioeconomics (high, medium, low) and their Malay language achievement in Sijil Pelajaran Malaysia (SPM) exam level (high, medium, low) among students who are nonnative speakers. It intends to formulate teachers' learning and teaching factors that affect the grammatical errors of morphological, syntactic and mechanical aspects in the academic writing of non-native speaker students. This survey-type study that uses a qualitative and qualitative approach is limited to studying 57 Chinese and Indian students in year 1 from Universiti Pertahanan Nasional Malaysia (UPNM). Qualitative data were obtained from students' academic writing, and quantitative data were obtained from the survey questionnaires answered by students. The study data were analysed using Corder's Theory of Language Error Analysis (1973) and SPPS software (Statistical Package for the Social Sciences) version 23.0. The study results found that the Chinese and Indian students from year 1 made many grammatical errors in their academic writing. This proves that they have not fully mastered the grammatical skills in Malay language academic writing. In addition, there were no significant differences in language errors according to gender, Malay language achievement at the SPM level and family socioeconomic status. The findings of the questionnaire also prove that the learning factor, namely the attitude of students towards learning the Malay language, contributes to the weakness in the mastering of the Malay language. Overall, this study only focused on the year 1 Chinese and Indian students from UPNM. Students do not appear serious nor are they highly motivated to master the Malay language. The Public Institution of Higher Learning (IPTA) identifies UPNM as IPTA. Therefore, the weakness of their grammar proficiency cannot be generalized to represent the overall grammar proficiency of the Chinese and Indian students in academic writing at UPNM or all IPTA in the country. Various measures are proposed to overcome this weakness.