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
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
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•
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.
