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ThesisOpen AccessMetadata saja

Errors in Writing: An Analysis on Students’ Paragraph Writing of Eighth-Grade Students at SMPK Frater Don Bosco Tarakan

SAFIKA SAFRI

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.

Grammatical errorsparagraph writingerror analysisSurface Strategy Taxonomywriting skills.

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ThesisOpen AccessMetadata saja

An Analysis of Students' Grammatical Error in Writing Recount Text at Ninth Graders of SMP Negeri 10 Tarakan

OKTAVIANI LAING

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%).

Error AnalysisGrammatical ErrorsWriting SkillsRecount Texts

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