ThesisOpen AccessMetadata saja
2025•
This study aims to analyze grammatical errors in the writing of eighth-grade students at SMPK Frater Don Bosco Tarakan and to identify their causes. This study employed a qualitative descriptive method and involved 20 students. Data gathered through paragraph-writing assignments and interviews, and examined according to the Surface Strategy Taxonomy established by Dulay et al, (1982), encompass omission, addition, misformation, and misordering, The study's results indicate 127 grammatical errors, categorized as omissions (33), additions (5), misformations (76), and misordering (13), with misformations as the predominant error type. These errors were caused by a lack of grasp of syntax, the effect of the original language, and difficulty in translating concepts. This study found that students still require practice and feedback to improve their writing skills. Future researchers are encouraged to look into other areas, such as mechanical faults in writing.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Writing paragraphs can be a difficult task for individuals who are not native English speakers. This study aims to discover and analyze errors in paragraph writing among second-semester students in the English Department, as well as to determine the underlying causes of these errors. This study investigates intricate social processes through a qualitative and descriptive methodology. The study included a sample of 39 second-semester English Department 2023 local A1 students recruited via purposive sampling. Data were gathered through document analysis and interviews, which yielded an extensive understanding of the writing talents of the pupils. The data analysis process adheres to the structure developed by Miles and Huberman, which consists of three main stages: data condensation, data display, and conclusion drawing and verification. The study uncovers a substantial disparity between students' writing abilities and anticipated results, emphasizing the necessity for focused interventions in summarization, grammar, vocabulary, and mechanics. Interviews with instructors validate these concerns, and it is suggested that a combination of teaching methods, such as direct instruction, mind mapping, workshops, and ongoing feedback, be employed to enhance abilities and cultivate a favorable learning atmosphere.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to find the types of grammatical errors that students make in writing recount text, the types of errors that students make most often, and the sources of these errors. The researcher used a qualitative-descriptive design. The research subjects were 21 students of class IX-1 at SMP Negeri 10 Tarakan. The researcher used writing tests and interviews to collect data. The results showed that students made grammatical errors in all categories based on Surface Strategy Taxonomy (Dulay, 1982). The first category was formation error which is the highest type of error made by students with 65 errors or (82%). The second category was omission which consisted of 7 errors (9%). The third type of errors was arrangement errors with 6 errors (8%). Addition is the lowest error type with only 1 error (1%). The sources of errors that affect students in making errors were interlingual transfer and intralingual transfer. The intralingual transfer was the highest frequency, with 66 errors (84%). Interlingual transfer was the second source of errors with 3 errors (16%).
ThesisOpen AccessMetadata saja
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to (1) identify the types of simple errors past tense used by grade 8A of SMPN 3 Bunyu Island students in writing Recount Text, (2) identify the most common past tense errors often done by grade 8A students in writing Recount Text, and (3) identify the causes of simple past tense errors that done by 8A grade students in writing Recount Text. The subjects of this study were 30 semester 1 students. The results showed that there were 94 errors found in the writing Students consisting of 15 errors on omission, 12 errors on addition, 39 errors on misformation and 28 error on misordering. The error was caused by the influence of the first language (interlingual), and students equate the rules of writing English with Bahasa Indonesian (intralingual). In conclusion, students tended to experience problems related to simple past tense in recount text and it was influenced by Indonesian in the process of learning English and other factors caused by the way learning students who use the online system so that it was less effective and use cellphones a lot to do assignments so that the understanding of the teacher was lacking.
ThesisOpen AccessMetadata saja
2021•
This research was conducted to (1) identify and describe the types of errors in narrative text made by the fourth semester students majoring in English education at the Borneo Tarakan University (UBT); (2) find out the frequency of types of the errors; (3) identify and describe the sources of the errors. The subjects of this study were 29 third semester students. Data were collected by asking the students to write narrative text with the given topics. To get information about possible causes of the errors, 6 students were interviewed. The results showed that there were totally 140 errors found in students’ writings which were analyzed using Surface Strategy Taxonomy. They consisted of 55 omission errors, 62 addition errors, 17 formation errors, and 6 placement errors. Meanwhile, based on the comparative analysis taxonomy, 77 errors were caused by developmental factor, 25 errors by interlingual factor, 29 errors by ambiguous factor, and 9 errors by other factors. In conclusion, the students’ grammatical errors were due to their lack of grammar understanding and the influence of indonesian structure in the process of learning English.
ThesisOpen AccessMetadata saja
2021•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study was conducted to identify the types of errors in the students’ descriptive text. This is a descriptive qualitative study conducted in MIA 4 at SMAN 2 Tarakan in the 2020/2021 academic year. The subjects were 28 students. This research was conducted online on Friday 18 September 2020. The technique of data collection was a written test. It focused on classifying errors, based on the Surface Strategy Taxonomy. Based on the analysis, there were 153 errors, among of which are addition (18 errors or 12%), omission(33 or 21%), formation errors (101 or 66%), and placement errors (1 or 1%). The most common error is spelling errors, classified into misformation errors with 67 total error out of153 total errors. In conclusion, the researcher found 153 errors that occurred in a descriptive text made by the tenth grade students of MIA 4 from SMAN 2 Tarakan.
ThesisOpen AccessMetadata saja
2021•
This research aimed to describe the form of language errors in the field of spelling and syntax in the descriptive compositions written by the Grade VII.9 students of SMPN 1 Tarakan. The study was considered as decriptive-qualitative research with the data in the form of words, clauses and sentences in the descriptive compositions written by the Grade VII.9 students of SMPN 1 Tarakan containing language errors in their writing compositions. The data were obtained from the descriptive compositions written by the Grade VII.9 students of SMPN 1 Tarakan in the academic year of 2020-2021. In this research, the data were analyzed using the basic Direct Element Sharing (DES) and further techniques, consisting of omission, substitution, and insertion techniques. The results showed that there were language errors in the descriptive compositions written by the Grade VII.9 students of SMPN 1 Tarakan. The results show that there were 207 errors, consisting of 73 capital letter writing errors, 27 writing errors on ku-, kau-, -ku, -mu, 60 preposition writting erros, 25 puncuation errors, 5 symbol writing errors, 3 excessive element use errors, 5 excessive superlative use errors, 5 double pluralization errors, and 4 excessive conjunction use errors. The errors with the gratest frequency occurred in writing the capital letters (73 errors), meaning that the students’ ability to understand how to write capital letters was still poor. Meanwhile, the smallest errors occurred in the excessive element use (3 errors).
ThesisOpen AccessMetadata saja
2021•
The purpose of this study was to assess the types of grammatical errors and the most common grammatical errors made by seventh-grade students in SMPN 5 Tarakan in writing descriptive text. The subjects of this study were 30 seventh-grade students. The data were collected by asking the students to write a descriptive text on the given topics. The data were analyzed using statistics and descriptive analysis. The result of the study showed that there were sixteen grammatical errors, namely verb to be, determiner, subject verb agreement, plural, singular, word order, word missing, unnecessary, conjunction, spelling, article, pronoun, possessive, noun, preposition, and gerund. Thus, the most common grammatical errors made by the seventh grade students of SMPN 5 Tarakan in writing descriptive text was Spelling with the percentage of 22.2%. Therefore, it can be concluded that the students faced problems in the process of writing a text such as having low knowledge about how to write a text using grammar correctly.
ThesisOpen AccessMetadata saja
2020•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research was conducted to (1) identify and describe the types of errors in descriptive paragraph made by the third semester students majoring in English education at the Borneo Tarakan University (UBT); (2) find out the frequency of types of the errors; (3) identify and describe the sources of the errors. The subjects of this study were 37 third semester students. Data were collected by asking the students to write descriptive paragraphs with the given topics. To get information about possible causes of the errors, 6 students were interviewed. The results showed that there were totally 401 errors found in students’ writings which were analyzed using Surface Strategy Taxonomy. They consisted of 98 omission errors, 58 addition errors, 226 formation errors, and 19 placement errors. Meanwhile, based on the comparative analysis taxonomy, 150 errors were caused by developmental factor, 21 errors by interlingual factor, 72 errors by ambiguous factor, and 3 errors by other factors. In conclusion, the students’ grammatical errors were due to their lack of grammar understanding and the influence of indonesian structure in the process of learning English.
