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Linguistic Research 1
Graduate School of Arts and Sciences
University of San Jose Recoletos
Magallanes, Cebu City
Name: Dama Cynheal S. Solis Date: November 22, 2020
Subject: Ph.D. E-Lang 109 (Philippine English) Professor: Dr. Roberto Cabardo
Abstract
Globalization, migratory movements, and cultural diversity pressed the need for cultural
awareness. One way to develop cultural consciousness is through watching films. The most-
watched film today is K-drama with defective English subtitles. This study aims to identify the
syntactic errors, the most frequent errors, the source of error, and develop a course guide to
address the syntactic problems. This study is a qualitative content analysis of the English
subtitles of the K-drama It’s Okay to Not be Okay select episodes. The data analyses using Braun
and Clarke’s thematic analysis. The study found these errors: sentence fragments, the omission
of pronouns, missing punctuation, missing auxiliary, and word order. The most recurrent errors
are missing punctuation and sentence fragments due to the non-mastery of the rules. The K-
drama English subtitles are not syntactically error-free because of failure to master the English
language syntactic rules, but clear and understandable.

Analysis of Syntactic Errors in English Subtitled Korean Film
Chapter I
The Problem and Its Background
The diversity in culture and language triggers the need for intercultural
communicative competence. Lopez-Rocha added globalization and migratory movements
stimulated this need. “Intercultural communicative competence is the ability to
communicate effectively and appropriately in various cultural contexts.” (Creative
Commons). This competence is necessary to communicate with workmates, classmates,
and others from other cultures. Honar (80) explains that intercultural awareness is the
ability to understand different communication styles (Sun). Lopez-Rocha (105) agrees
that intercultural awareness empowers communicators to be competent and
adaptable. Watching films promotes intercultural communicative competence. Roell (2)
affirmed that films are effective channels to develop intercultural awareness.
The good thing is the movie industry rapidly expands to provides the viewers with
much-needed entertainment, especially in these times of frequent lockdowns due to
Covid19. One of the most sought-after movies is those made in Korea, in which films
permeate the different levels of Philippine society. The only hindrance to the total
invasion of these films of the Philippine entertainment scene is the language spoken in
these films. Even with English subtitles, they suffer from defective translation, which

eventually hinders a proper understanding of the words and context of the situation
presented in these films.
Although the Philippines is a non-Korean speaking country, Filipinos opted to
watch lots of K-drama during the COVID 19 pandemic lockdown or quarantine time (What
did Filipinos watch during the lockdown? Lots of K-drama, local films, and Money Heist).
The demand for K-drama prompted Netflix to show more K-drama (Netflix to Unveil More
Korean Dramas for Quarantine Entertainment). Also, a UP professor turns his curiosity in
K-drama into a course (Lacuata). The popularity and influence of K-drama have
permeated the Philippine movie industry. Cuartero confirms that the Hallyu phenomenon
(Korean pop culture phenomenon) has replaced PH teleserye. It implies that Filipinos
spend time watching English subtitled K-drama.
The K-drama It’s Okay to Not Be Okay was found to be the most-watched film and
garnered positive feedback from its viewers. A report headline reads this way, “It’s Okay
to Not Be Okay” Finale Achieves Its Highest Ratings Yet; “Once Again” Hits New All-Time
High (Cha). Surprisingly, the internet search did not generate any negative comments
regarding poor English subtitles of these Korean dramas. Whereas, some viewers
despised the English subtitles found in some films. Here are some quoted feedbacks: Cute
and romantic – English subtitles not so great; Movie wonderful but the translation terrible;
I was surprised of the terrible English subtitles; the grammar and the tenses did not make
any sense; there are some grammatical errors (Customer reviews). Correspondingly, the

study entitled “An Error Analysis of Korean-English Subtitles in the Korean Drama That
Winter”, The Wind Blows” identified syntactic and semantic errors (Koh). To provide
substantial evidence on the viewer’s claim about poor English subtitles in Korean films
and to affirm the result of the previous study, syntactic error analysis in the Korean Drama
“It’s Okay to Not Be Okay” must be undertaken.
This study specifically aims to investigate the syntactic errors in the K-drama “It’s
Okay to Not Be Okay”. This study also aims to identify and classify syntactic errors and the
causes of errors, which will be of great importance to English language learner K-drama
viewers since English subtitled movies aid in learning the language. Myers (2018) affirms
that movie subtitles are beneficial to viewers. She enumerated the following benefits:
increase reading speed and listening comprehension, increase known words, and
improves word recognition and grammar. A study also found that the use of movie
subtitles encourages student engagement in language learning and good memory of
vocabulary. This study is also beneficial to translators and sub titlist for them to avoid
committing the same error and find ways to solve the syntactic problem.
Statement of the problem
This study will investigate the syntactic errors in K-drama – “It’s Okay to Not Be
Okay.” Specifically, it answers the following questions:

1. What are the classifications of syntactic errors in K-drama – “It’s Okay to Not Be
Okay” English subtitle?
2. Which of these syntactic errors is common?
3. What are the possible causes of these identified errors?
4. Which course guide is useful to address identified syntactic errors?
Scope and limitations of the study
The scope of this study encompassed the syntactic errors in K-drama It’s Okay to
Not Be Okay English subtitles. The analysis will focus only on the English translation but
not the Korean language. It focuses only on four errors like subject-verb agreement error,
tense error, word order error, and sentence fragments. Additionally, to establish the
patterning of errors, this study will analyze 15-minute English subtitles from three major
episodes: beginning, middle, and last episodes.
Significance of the study
This study is deemed beneficial to the learner, teacher, and researchers. Corder
listed the significance of learners’ errors in three ways. First, it informs the teacher how
far the learner has progressed and what the learner needs to learn more. Identifying the
learners' needs serves as a basis for designing the curriculum. Second, it provides the
researchers' data on how language learn or acquire. Third, errors are a device used to

assess language learning. The learner can evaluate what language aspect they have
learned or mastered (167). It implies that language learners can learn from their errors.
Moreover, analyzing errors helps both teacher and learner identify errors and areas that
need reinforcement.
Errors are needed to be corrected. The reduction of errors will be possible after
recognizing the deviation first. Thus, knowing the syntactically wrong can be an effective
way of reducing errors.
Besides, Netflix may also benefit from the result of this study. If the results prove
that the subtitle has no syntactic errors, it may encourage more viewers. Teachers may
recommend to language learners to patronage K-drama as an aid to language learning.
Definition of Terms
CAH – is an acronym for Contrastive Analysis Hypothesis, which predict the interference
of mother tongue and second language
EA – is an acronym for Error analysis and used as the theoretical framework of this study
K-drama – refers to Korean films that are aired thru Netflix
Netflix – refers to the site that offers award-winning movies around the world
Syntactic error – refers to the learners’ errors relevant to word order and sentence
structure

CHAPTER II
Review of Related Literature
This chapter provides a review of related literature collated to shed light on the
topic under study. The review discusses the following areas: syntax, error analysis, the
classification of errors, sources of errors, Korean word order, and theoretical framework.
Syntax
The syntax is one of the main parts of linguistics that concerns the structure of a
language. Plag et.al. affirmed that “syntax is usually considered the core of a language’s
grammar (114).” Also, Chapman defined syntax as the process of combining words to
construct a sentence (192).
Kreyer quoted Matthews to discuss the etymology and definition of syntax.
The term syntax is from Ancient Greek syntaxis, a verbal noun which means
‘arrangement’ or ‘setting out together’. Traditionally, it refers to the branch of grammar dealing
with how words, with or without appropriate inflections, arrange to show connections of
meaning within the sentence.
Kreyer further explained that syntax discovers and states the “rules and
principles” based on the arrangement of words to create a phrase, clauses, and
sentences. Primarily, the syntax describes the set of rules to construct grammatically
correct sentences. Crystal agrees with the idea of Kreyer that syntax study the way of

combining words to create a sentence. Cranes defended that syntax is putting words
together to form phrases, clauses, and construct sentences. (Jumriana). It is the learning
of rules that the speakers of language must observe when combining words into
sentences. To study syntax is to understand the relationship of words, phrases, clauses.
Constructing sentences is a way of expressing thoughts and feelings meaningfully. Having
constructed syntactically correct sentence promotes better understanding and avoid
miscommunication. For example, ‘I English to language love learn’ does not observe
correct word order. The listener can hardly understand the speaker compared to logically
arrange like “I love to learn the English language’. These are the reasons why language
learners must study syntax. A language learner must make sure each word in the
sentences are arranged and agreed with each other (The Importance of Syntax in the
Study of language). Thus, syntax gives meaning and promotes understanding between the
speaker and listener.
Error Analysis
Error analysis (EA) is a study identifying grammatical errors language learners
made. Corder asserted that an EA is a systematic linguistic analysis of errors learners
made in the target language. The analysis focus on comparing the language learner
utterance based on the standards of the target language (Adebola Adebileje and Bukunmi
Akinwale 32). Further, Dulay, Burt, and Krashen affirmed EA as a systematic way to
determine the difficulties of EFL and ESL learners. According to James, EA is a scientific

study of language errors by identifying what was known and what needs to know. For
Crystal, EA means detecting what is not acceptable in the target language (Sermsook,
Liamnimitr & Pochakorn 102). Generally, EA is a study to find out the difficulty of the
learner and areas or aspects the learners need to develop to demonstrate mastery of the
grammatical rules of the target language. Thus, language learners avoid deviating from
the acceptable grammar rules of the target language.
The EA helps language teachers and learners alike. Corder mentioned that the
purpose of EA is to identify errors learners made. It also informs the teacher and learner
that learning is taking place. EA analyzes how the learners are learning and guide language
teachers on what to teach. Furthermore, EA is necessary for language learners because it
points out the difficulty of the language learner. Recognizing language errors would lead
language teachers or learners to find a solution to solve the error (Adebola Adebileje and
Bukunmi Akinwale 32). With these, EA needs to administer.
Error is not similar to a mistake. Brown explained the difference between errors
and mistakes. He said mistakes are errors made when using the language. These mistakes
are the results of different emotions and feeling while using language (Adebola Adebileje
and Bukunmi Akinwale 32). An example is when the language learner misses a word from
a sentence because he is out of breath after an exercise. Another example is the language
speaker experience intense happiness failed to relay the news correctly.

Besides, the L1 and L2 learners can self-repair or auto-correct the mistakes they
made since they are aware that they made mistakes. Nevertheless, errors are a deviation
from the grammar rules which the language learners have not yet mastered. Corder
explained that error takes place when language or foreign language learners deviate from
the acceptable grammatical guide. To observe grammatical rules, EA identifies these
errors (Adebola Adebileje and Bukunmi Akinwale 32). For instance, the language learner
says, “Me and my mother enjoy reading novels.” In this case, the language learner is not
aware that ‘me’ belongs in the objective case and not the subjective of the sentence. It
implies that this cannot be corrected unless identified through EA. Self-repair or auto-
correct is impossible because speakers are not aware that they made an error. The error
can tell or signal target language competence.
Corder posits that in learning the language, learners “regularly produce errors in
writing and speech, which judged by the rules of the second language are erroneous or
ill-formed.” He further explained that traditionally “the attitude towards errors was a
sign that the learner had not mastered the rules he was taught” and the teacher must
explain these rules repeatedly to avoid producing the errors. Mastery of the language
rules means observance of acceptable sentences. It is also assumed that these errors
signal the difficulty of the learner in learning the language. Providing appropriate drills
addressed this problem. “Ideal teaching situation could help reduce errors” (201).

To sum up, the error must be analyzed and identified through error analysis.
With these, the language teachers and learners provided help to master the target
language rules and avoid making an error. Thus, learners achieved mastery and
competency.
Classification of Errors
Errors are classified differently by diverse authors. Dulay, Burt, and Krashen
categorized errors into six. These are the omission of grammatical morphemes, double
marking of semantic features, use of irregular rules, use of wrong word forms, alternating
the use of two or more structures, and misordering. James listed three categories of
errors. The first is grammatical errors such as adjectives, adverbs, articles, nouns,
possession, pronouns, prepositions, and verbs. The second is substance errors like
coordination/subordination, sentence structure, and order. The third is semantic errors
(ambiguous communication and miscommunication). Hengwichitkul classified errors like
subject-verb agreement, tenses, parts of speech, participial phrases, relative clauses,
passive voice, parallel structure, punctuation, run-ons, and fragments. Runkati
summarizes errors found in her research into two main types. The first type dealt with
language errors at the sentential level, which were fragments, run-ons, subject-verb
agreement, word order, tenses, capital letters, and punctuation. The second type was

errors at the word level, such as articles, prepositions, word choices, nouns, and numbers
(Sermsook, Laimnimitr, & Pochakorn 103).
Several syntactic analyses of error reported the classification of errors according
to results. The study of Adebileje and Akinwale reveals nine major error types: subject-
verb, tense, spelling, article, prepositional, pronomial, verbal, adverbial, and noun. The
prepositional errors have the highest percentage among the nine types. Another study
showed that the most frequently committed errors were punctuation, article, subject-
verb agreement, spelling, capitalization, and fragment (Sermsook, Laimnimitr, &
Pochakorn 101). The study of Basri, Ampa, and Junaid discovered that the native
Indonesian-speaking students of English at Faculty of Letter UMI made 16 manners of
syntactic errors, such as an identifier, be auxiliary, do auxiliary, word form, word class,
and passive form. Also, the findings presented 18 manners of syntactic errors such as
misuse of the verb form, omission of identifier, misuse of a singular noun, the omission
of being, misuse of word order, misuse of identifier, and misuse of prepositional phrase
as a subject (125-126). Lastly, Zheng and Park reported some errors such as run-on
sentences, the omission of article and plural suffix-s, and sentence misordering (1342).
Generally, the classification of errors is according to language learner and context.
Language learners from different countries made a variety of errors. Similarly, language
learners made a syntactic error.

Syntactical errors result from the non-mastery of part of speech. It is non-
observant of the rules because of a lack of knowledge of how to form phrases, clauses,
and write sentences. Confusion of one word significantly affects the entire sentence. The
use of the verb instead of a noun changes the meaning of the sentence (Sanders). “Syntax
errors are errors that affect text larger than the word such as the phrase, clause, sentence,
and ultimate paragraph” (Binti). Tammase confirms syntactical errors include noun
phrases. The noun phrases are composed of determiner, nominalization, number, use of
pronouns, use of preposition, errors in the verb phrase. These include the omission of the
verb, use of progressive tenses, agreement of subject and verb, error in verb and verb
construction, word order, and some errors in transformations involve negative
transformation, passive transformation (Jumariana). It shows that second language
learners made syntactical errors in different categories. This study will discover the errors
made in the K-drama, It’s Okay to Not Be Okay English subtitle.
Sources of Errors
Interlingual and intralingual are the two major categories of sources of errors.
Interlingual errors are language errors that interfere with the mother tongue. Keshavarz’s
taxonomy explains that interlingual errors are the transference of language features from
the native language to the target language. It shows that native language features are
observable in the target language. He named the three types of interlingual sources of

errors: (1) Transfer of phonological elements. This transfer pertains to the transfer of
sounds like vowel, stress, and pitch. These features may be different in the native
language and target language. (2) Transfer of morphological elements. This transfer
includes the transfer of affixes from the native language to the target language. (3)
Transfer of grammatical features. This transfer covers phrases and sentence structures
like Mary’s book and the book of Mary (Shekhzadeh & Gheichi 160).
Intralingual errors do not refer to interference between the native language and
the target language, but due to lack of knowledge about the grammar rules of the target
language. The learner has difficulty because of limited exposure to the target language.
Richard classified intralingual into four types: overgeneralization, ignorance of rule
restrictions, incomplete application of the rules, and false concept hypothesized or
semantic error (Sari 90).
Overgeneralization takes place when the learner applies one rule that fits all. For
example, adding –s to form the plural of nouns and adding –ed to create the past form of
all verbs. Ignorance of rule restrictions means that the learner is unaware of the rule
restrictions and structure, while incomplete application of the rules is the failure to follow
the rules. False concept hypothesized or semantic errors is a faulty understanding of the
concept. These are the causes of intralingual errors language learners made.

Sari discovered that vocation high school students made more errors than junior
high students. The errors made are intralingual in morphological and syntactic levels. The
study attributed all errors to the intralingual source. Further, overgeneralization, false
concepts, and failure to follow the rules caused the students’ intralingual errors.
Kaweera discovered that Thai student writing showed both interlingual and
intralingual influences. Also, Kaweera observed that the first language interferes with the
learning of the second language and the lack of knowledge of the target language.
Generally, the sources of errors are intralingual and interlingual. Sari and Kaweera
observed both these sources in their studies. This analysis will discover the causes of error
observed in the English subtitle of K-drama.
Korean Word Order
The Korean word order differs from English. This section mentions three different
features of Korean from English. First, the word order of Korean follows the subject-
object-verb (SOV) order. This word order shows contrast with the word order of the
English language, which is subject-verb-object (SVO) order.

For example:
English - Jung prepared kimchi.
Subject Verb Object
Korean – Jung kimchi prepared.
Subject Object Verb
Moreover, Korean observes flexible word order. Placing the verb at the end of the
sentence is a must. Then, whatever the order of the rest of the word in the sentences
does not matter. For example:
English – Jung gave Jing a watch.
Korean – Jung Jing watch gave.
Jing Jung watch gave.
Watch Jing Jung gave.
The three examples are acceptable in Korean because of the verb position at the
end of the sentence. The order depends on the degree of importance of information. The
first to mention is the less important, and the last to write near the verb is more
important. Orally, this is not the case. In Korean casual conversation, sentences don’t
usually end in a verb, but this is not considered standard. In writing, sentences end in a
verb, which is the standard.

Second, Korean use postpositional (comes after the noun), while English use
prepositional (comes before the noun) like school-at instead of at school. Lastly, the order
of modifiers in Korean differs from English, such as slowly walk instead of walk slowly
(Yeon).
Theoretical Framework
Contrastive Analysis Hypothesis and Error Analysis are the theoretical frameworks of this
analysis of syntactic errors of K-drama English subtitles. One of the Contrastive Analysis
Hypothesis prime movers was Robert Lado. He emphasized that “The teacher who has made a
comparison of the foreign language with the native language of students will know better what
the real problems are and can provide for teaching them.” The Contrastive Analysis Hypothesis
comprises psychological and linguistic aspects. The psychological feature of Contrastive Analysis
(CA) involves a strong and weak form. The strong support that errors in L2 is predictable. To
predict, identify the differences between the target language and the learner’s first language. Lee
pointed out that the major cause of “difficulty and error in foreign language learning is
interference coming from the learner’s native language.” The weak form of the hypothesis
asserted that CA “can be used to identify which error is the result of interference.” This hypothesis
works best with error analysis by these two steps: 1) analyze the corpus of learner language to
identify actual errors and 2) CA will show the errors and differences between the L1 and L2 (Ellis).
Corder, who contributed much to EA explained that EA is “part of the investigation of the
process of language learning. In this respect, it resembles methodologically the study of the
acquisition of the mother tongue. It provides us with a picture of the linguistic development of a

learner and may give us indications as to the learning process" (Ali). Corder presented the
procedure of Error Analysis: 1) select a corpus, 2) identify the errors in the corpus, 3) classify the
errors, 4) explain the errors, and 5) evaluate the errors (Ellis).
Research Paradigm
Re
This diagram shows that the English subtitles of Korean drama is
analyzed using steps of Contrastive Analysis Hypothesis (CAH). The identified errors will
be addressed by proposing a learning guide to minimize or eliminate syntactic errors.
English Subtitle of K-
drama
Syntactic Error analysis
using CAH
Learning guide to address
identified syntactic errors

Biblical Perspective (Sample only for time is limited)
In the Biblical perspective, this study is similar to the Bible account recorded in
Genesis 11. Due to many languages, people don’t understand each other and resulted
to disagreement. Similarly, syntactically erroneous subtitles bring confusion to the
audience and sometimes disagreement among viewers. (Explain why this Bible account is
related/connected with the study)

Chapter III
Research Methods and Procedure
This chapter discusses the research design, the source of data, the procedure of
data gathering, and data analysis of this study. Also, this chapter provides criteria for
trustworthiness.
Research Design
This study will employ a qualitative content analysis to identify the syntactic errors
made in the English subtitle of K-drama, It’s Okay to Not Be Okay. Content analysis is "the
systematic reading of a body of texts, images, and symbolic matter, not necessarily from
an author's or user's perspective" (Krippendorff in Research Methodology Guide). From
the same article, the content analysis refers to “the study of recorded or information
which has been recorded in text, media, or physical items.” Specifically, this study uses a
deductive approach since the categories are predetermined. This study will only examine
the manifest errors or errors that are visible in the transcribed subtitles. This study does
not analyze the latent or implied meaning.
Source of data
The content to be analyzed is the English subtitle of K-drama It’s Okay to Not Be
Okay. The basis for selecting the K-drama is the top list of Netflix during the COVID 19
pandemic. Netflix reported It's Okay to Not Be Okay as the most-watched during the

COVID19 pandemic. Due to time constraints and the number of episodes, this study will
only analyze the last episode for the drama is composed of sixteen episodes. The final
episode is equivalent to an hour of viewing. The English subtitle is the only source of data.
The procedure of data gathering
This study will follow the qualitative content analysis steps and error analysis: (1)
Select the content to be analyzed, (2) Define the unit and categories of analysis, (3)
Develop a set of coding rules, (4) Code the text according to rules and (5) Analyze the
result and draw conclusions (Luo).
To collect the needed data, the researcher will follow these steps:
1. Transcribe the English subtitles of the K-drama It’s Okay to Not Be Okay.
2. Identify manually the subject-verb agreement error, tense error, word order
error, and sentence fragments and run-ons based on the grammar rules.
3. Highlight the syntactic errors and code to classify the errors.
Legend for coding:
SV agreement – green Sentence fragment – pink
Tense – red Run-on – yellow
Word order – light blue

The procedure of data analysis
This study will use thematic analysis by Braun and Clarke, which is composed of
six phases (Lorelli S. Nowell, Jill M. Norris, Deborah E. White, Nancy J. Moules). Following
these six phases will help analyze the data to answer SOP 1 and 2.
Phase 1 Familiarizing with the data.
In this phase, the researcher must reread the transcribed K-drama English
subtitle to familiarize with the data and to have an idea of the flow of the content.
Phase 2 Generating initial codes.
In this phase, the researcher will identify syntactic errors in the text by
highlighting using the color codes. Request another English teacher to confirm the
identified errors.
Phase 3 Searching for themes.
In the third phase, the researcher will initially code all the data. The main activity in this
phase is sorting and categorizing the errors according to color.
Phase 4 Reviewing of themes.
In this phase, the researcher will review the group of coded data to check the
accuracy.
Phase 5 Defining and naming of themes/errors.
In this phase, the researcher will name the syntactic errors and finalize the
codes.

Phase 6 Producing the reports.
The final phase includes organizing reports based on the finalized codes.
The bases of analysis to answer SOP 3 are the recurring themes related to
interlingual and intralingual errors as discussed under sources of errors in chapter II.
Trustworthiness Criteria
To persuade the readers and audience that the result of this study is trustworthy,
here are the criteria:
1. Credibility. To establish credibility, the researcher will use Grammarly to confirm
the identified syntactic errors after manual identification. To reiterate and
confirm the identified syntactic errors, the researcher will ask another English
teacher to check the identified syntactic errors.
2. Dependability. To ensure soundness, the researcher will document the analysis
and provide a hard copy.

Chapter IV
Presentation of Result, Discussion, and Interpretation
This chapter presents the result of the study based on the data gathered,
discussion and interpretation of the result. The presentation follows the sequence of the
statement of the problem. It starts with classifying syntactic errors discovered from
English subtitles of K-drama, then the causes of error and the proposed course guide.
The classifications of syntactic errors in K-drama – It’s Okay to Not Be Okay English
subtitle
This study specifically aimed to confirm whether the English subtitles of It’s Okay
to Not Be Okay is syntactically error-free. This section discusses the classification of
syntactic errors discovered after the data analysis.
Table 4.1 Classification of syntactic errors
Episode &
Line No.
Transcribed lines Classification of Syntactic
Errors
1 – 6 A monster who brings along the shadow of death. (1) Sentence
Fragment
1 – 36 Getting annoyed. (2) Sentence
Fragment
1 – 55 I’ll buy. Omission of pronoun
1 – 65 Because you’re pretty. (3) Sentence
Fragment
1 – 69 Go stand next to her. (1) Missing punctuation
5 – 4 By yourself. (4) Sentence
Fragment
5 – 24 Not even my wallet and phone. (5) Sentence
Fragment

5 – 40 So you’d better not act like you know and
understand everything about me when you know
nothing. Don’t be delusional.
(2) Missing punctuation
5 – 54 You have no money on you? Missing auxiliary
5 – 62 Go start your motorcycle (3) Missing punctuation
5 – 75 Go get changed. (4) Missing punctuation
5 – 102 What do you think the answer is? Word order
5 – 110 He wanted to fill himself up even if it was with his
mom’s limbs.
16 – 22 But were you waiting here just so you could show
me this?
16 – 34 Is it because you want to get paid more? Word order
This table presents the transcribed lines of It’s Okay to Not be Okay English subtitles from
episodes 1, 5, 10, and 16. Furthermore, it shows the significant lines necessary to classify syntactic
errors discovered from the transcribed subtitles. Based on the table, the syntactic error
classifications are sentence fragments, the omission of pronouns, missing punctuation, missing
auxiliary, and word order. These classifications of syntactic errors are evident in the English
subtitles of It’s Okay to Not be Okay. It implies that the English subtitles have observed the
subject-verb agreement and tense rules, and the absence of run-ons. Generally, the clarity of
English subtitles is excellent.
The Most Recurrent Syntactic Errors
The top two most recurrent syntactic errors are missing punctuation and sentence
fragments shown in the previous table. The missing punctuation is prevalent between the
two verbs in go stand, go start, and go get. On the other hand, the sentence fragment
errors are independent clauses and seem to be a part of the whole sentence.
Hengwichitkul mentioned punctuation and sentence fragments as he enumerated the

classification of syntactic errors he discovered. It implies that writing a complete sentence
and using appropriate punctuation are syntactic problems.
Source of Identified Errors
Interlingual and intralingual are the two primary sources of syntactic errors. In this
study, the major classifications of errors discovered are missing punctuation and sentence
fragments. Missing punctuation and sentence fragments do not interfere with the mother
tongue. There is no transference of the first language structure to the new language. Since
there is no transference of the first language structure to the new language, the source
of identified syntactic errors can be attributed to intralingual error. It means ignorance or
non-mastery of the rules, especially writing a complete sentence and punctuation. It
shows that the speaker fails to follow the syntactic rules of the new language.
The Propose Course Guide
Corder affirmed that errors can be minimized after identification and awareness.
To address the syntactic errors discovered from the English subtitles of It’s Okay Not to
Be Okay, a short course focusing on spotting and repairing punctuation and sentence
fragments.
Proposed course: Spotting and Repairing
I. Rationale

A. This two-week language course is created to address identified syntactic errors
in English subtitles. It is necessary to master the use of punctuation and to write
complete sentences in the English language.
B. This is a feasible and need-based course.
II. Course Description: This course provides an in-depth understanding of the use of
punctuation and writing complete sentences. It engages learners in related
learning experiences to distinguish and master punctuation and avoid sentence
fragments.
III. Learning targets:
At the end of this two-week course, the learners can:
1. Spot and repair punctuation errors in write-ups;
2. Spot and repair sentence fragments; and
3. Write sentences with complete thoughts.
IV. Assessment:
A. The learner will engage in writing and editing.
B. Successful completion of this course helps learners write correctly and clearly.

Chapter V
Summary, Conclusion, and Recommendations
Summary of findings
This study found out that the classification of syntactic errors in the K-drama It’s
Okay to Not Be Okay English subtitles are sentence fragments, the omission of pronoun,
missing punctuation, missing auxiliary, and word order. The missing punctuation and
sentence fragments are of the highest frequency. Intralingual errors or non-mastery of
the rules caused the syntactic errors. To develop mastery in punctuation and avoid
sentence fragments, the researcher proposed a short program.
Conclusions
Based on the summary of the findings, the conclusions are:
1. K-drama, It’s Okay to Not Be Okay English subtitles are not syntactically error-
free. Despite the presence of syntactical errors, the English subtitles are clear
and easy to understand.
2. Watching K-drama with English subtitles can support non-English speakers to
learn the English language.

3. The missing punctuation and sentence fragments are common problems among
second language learners.
4. The non-mastery of the rules of the new language is one of the chief sources of
syntactic errors.
Recommendations
Based on the summary of findings and conclusions, these are the
recommendations:
1. The foreign language learners should patronize Netflix aired K-dramas with
English subtitles to support learning the English language.
2. The language teachers use K-drama from Netflix as authentic materials in
language teaching and learning in the classroom to assist learners in
distinguishing syntactic errors to avoid or repair those. Also, encourage language
learners to watch K-drama with English subtitles.
3. The linguist-researchers to conduct a similar study focusing on the lexicon of the
English subtitles of It’s Okay to Not Be Okay.

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About the Linguist-Researcher
The linguist-research, Dama Cynheal Solis, a Bachelor of Secondary Education
major of English Coordinator at Central Philippine Adventist College. She has earned
Master of Arts in Language Education at Central Mindanao University in 2004. She is
currently pursuing Doctor of Philosophy in English Language. She served as adviser to
BSED-English major’s theses. Also, she has served as adviser of the student official
campus papers. As a teacher, she has taught English and literature subjects. A mother of
two daughters and one son.

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