CRITICAL JURNAL REVIEW

Arranged to Complete the Midterm Assignment for the Contrastive and Error
Analysis Course

Lecture: Siti Ismahani, M.Pd

ARANGED BY :

PUTRI FADILA RAMADHANI (NIM 0304213029)

TBI 2 / SEMESTER 7

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND

TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY OF NORTH

SUMATRA 2024/2025
 AUTHOR IDENTITY

Name. : Putri Fadila Ramadhani

NIM. : 0304213029

Class/Semester : TBI 2/ Semester 7

Major. : Tadris Bahasa Inggris

Subject. : Contrastive and Error Analysis

Faculty. : Ilmu Tarbiyah Dan Keguruan

University : Universitas Islam Negeri Sumatera Utara

Title of the journal to be reviewed :

1. The Nitty-gritty of Language Learners’ Errors – Contrastive Analysis, Error

Analysis, and Interlanguage
2. A Preliminary Study in Developing a Contrastive and Error Analyses-based
German Grammar Textbook
 Journal 1

A. Journal Identification

Article Title. :The Nitty-gritty of Language Learners’ Errors – Contrastive Analysis,

Error Analysis, and Interlanguage

Author. : Bandar Mohammad Saeed Al-Sobhi

Institution : English Language Department, General Directorate of Education,

Jeddah, Saudi Arabia

Volume and Issue : Vol. 7, No. 3

Publication Date. : July 2019

Publisher. : Australian International Academic Centre PTY. LTD.

ISSN. : 2202-9478

DOI. : 10.7575/aiac.ijels.v.7n.3p.49.

B. Journal Summary

This article explores three major approaches to second language acquisition (SLA)
research that have evolved since the mid-20th century: Contrastive Analysis (CA), Error
Analysis (EA), and Interlanguage (IL). It provides a historical overview of CA, which
uses comparisons between two languages to identify potential difficulties for learners. EA
was later developed to analyze linguistic errors produced by learners, offering insights
into the language acquisition process. IL posits that learners create a distinct linguistic
system that differs from both their first language (L1) and the target language (L2). The
article also reviews previous studies on EA in various contexts and highlights the
characteristics and challenges within each approach.

C. Advantages and Disadvantages

Advantages:

• Comprehensive: The article discusses the three main approaches to SLA research
in detail, offering a complete guide for academics and practitioners.
 • Theoretical and Practical Insights: It provides in-depth insights into how CA, EA,
and IL approaches are applied to understand and address language learners’ errors.
• Strong Historical Overview: The article outlines each approach’s development
within applied linguistics, showing theoretical backgrounds and applications.

Disadvantages:

• Limited Coverage of Modern Developments: While focused on the three main

approaches, it does not address more recent methods, such as the use of digital
tools in language learning.
• Lack of Empirical Examples: The article could benefit from real-world examples
to demonstrate practical applications of the theories.
• Limited Focus on Specific Case Studies: There is little exploration of how these
approaches are applied in specific cultural or linguistic contexts.

D. Originality and Relevance

This article is unique in its thorough approach to analyzing language learner errors
through the perspectives of CA, EA, and IL. By combining historical and theoretical
views, it provides a comprehensive understanding of the distinct characteristics of each
approach. In terms of relevance, while the article references research up to the 2010s,
there is room to update the discussion with newer methods, such as the use of data
analytics in error analysis studies.

E. Recommendation

This article is highly recommended for researchers, academics, and language teachers
who wish to understand the primary approaches to error analysis and second language
acquisition. Readers interested in the theoretical foundations of CA, EA, and IL will find
this article highly valuable. However, those seeking insights into the latest technology
applications and modern methods may want to supplement this article with more current
references.

F. Conclusion

The article concludes that understanding learner errors is a crucial component of second
language acquisition. By comparing the three main approaches—CA, EA, and IL—the
article shows that error analysis not only provides insights into language learning
processes but also helps in developing more effective teaching materials. CA identifies
difficulties through language comparison, EA analyzes actual errors that occur during
learning, and IL describes learner language as a unique system. The article underscores
the importance of diverse approaches in error analysis to enhance understanding of the
language acquisition process.
 Journal 2

A. Journal Identification

Article Title. : A Preliminary Study in Developing a Contrastive and Error Analyses-

based German Grammar Textbook

Authors. : Mantasiah R., Yusri, Hasmawati, Muhammad Anwar

Institution. : Foreign Language Department, Universitas Negeri Makassar, Indonesia

Conference : 4th International Conference on Language, Literature, Culture, and

Education (ICOLLITE 2020)

Publication Date : 2020

Publisher. : Atlantis Press SARL

B. Journal Summary
This study aims to develop a German grammar textbook incorporating contrastive and
error analyses. Through validation, the researchers evaluated the textbook based on
content presentation, layout, and language use to identify areas for improvement. The
contrastive analysis helped highlight differences between German and Indonesian
grammar, while error analysis focused on common learner errors to create tailored
explanations. The study concluded that the textbook was feasible for use, with
recommended minor revisions, and it is expected to aid learners in understanding German
grammar by providing systematic comparisons and addressing common errors.

C. Advantages and Disadvantages

Advantages:

• Practical Relevance: This textbook offers tailored content based on error analysis,
focusing on common learner challenges, making it highly practical for students.
• Structured Content: The textbook is well-organized, with clear and systematic
explanations, meeting curriculum standards.
• Effective Use of Contrastive Analysis: By comparing German and Indonesian
grammar, the textbook helps students understand differences more easily,
reducing potential errors.

Disadvantages:

• Limited Empirical Testing: The study did not test the textbook’s effectiveness in
improving student comprehension, which limits insight into its practical impact
on learning outcomes.
• Redundant Content: Some materials were found to be repetitive, which may affect
learner engagement.
 • Complex Theoretical Explanations: Certain linguistic theories were considered
challenging to understand and may need simplification.

D. Originality and Relevance

This article is unique in its integration of contrastive and error analyses to develop a
German grammar textbook that caters to the specific needs of Indonesian learners. Its
innovative approach in using contrastive analysis to highlight grammatical differences
between German and Indonesian adds value, while the application of error analysis
ensures the textbook addresses common learner errors. Although primarily a preliminary
study, the research provides relevant insights into the development of language learning
materials, which could be enhanced with empirical testing and adjustments to content
complexity.

E. Recommendation

This article is recommended for educators, curriculum developers, and researchers

involved in foreign language education, particularly in contexts where contrastive
analysis can help reduce learner errors. It would benefit those developing grammar
materials for learners whose first language significantly differs from the target language.
However, those interested in the textbook’s effectiveness should await further empirical
studies assessing learning outcomes.
F. Conclusion

The study concludes that a German grammar textbook based on contrastive and error
analyses is feasible and beneficial for learners, helping to clarify grammatical structures
and minimize errors by addressing specific linguistic challenges. Although the textbook
requires some revisions, it provides structured content aligned with learners’ needs.
Future studies should focus on testing the textbook’s effectiveness in practical settings to
assess its impact on learner comprehension and retention.
Comparative conclusion of the two journals

The conclusion from the comparison of the two journals is that both contribute
significantly to the field of second language acquisition (SLA) and error analysis, albeit
through different approaches. Journal 1 emphasizes the theoretical importance of
understanding language errors through three main methods: Contrastive Analysis (CA),
Error Analysis (EA), and Interlanguage (IL). This article serves as a conceptual
foundation for researchers and language instructors, yet it does not offer direct, practical
solutions for classroom application.

On the other hand, Journal 2 focuses on the practical application of CA and EA theories
in developing a German grammar textbook specifically designed for Indonesian-speaking
learners. By using CA to compare German and Indonesian grammar and EA to tailor
content based on common learner errors, this journal provides a ready-to-use learning
resource that is highly relevant to real-world teaching situations, although its
effectiveness in improving student comprehension has yet to be tested.

In summary, Journal 1 is suitable for developing conceptual understanding, while Journal

2 is more relevant for educators and practitioners seeking a practical, error-analysis-based
learning resource. The two journals complement each other, with the theoretical insights
from Journal 1 potentially enriching further development and testing of the textbook
presented in Journal 2.