Analyzing Writing Errors on Narrative Texts Made by Grade Nine Students’ of SMP IT Qurrata A’yun Palu

DOI:

https://doi.org/10.58421/gehu.v3i2.220

Authors

Keywords:

Error Analysis, Grammatical Errors, Narrative Text

Abstract

Students often struggle with grammatical accuracy when writing in English as a second language. This study investigates the types and frequencies of errors made by ninth-grade Indonesian students in their English narrative compositions. The research objectives were to 1) identify common error categories within student-generated narrative texts and 2) determine which error type occurs most frequently. The study utilized a descriptive qualitative approach. Ninth-grade students at SMP IT Qurata’Ayun Palu were assigned a narrative writing task on a designated topic. The collected texts were analyzed using Dulay, Burt, and Krashen's (1982) surface approach error taxonomy. Results indicated a total of 70 errors across the students' work. The most prevalent error type was misformation (50%), followed by omission (36%), addition (13%), and misordering (1%). These findings suggest that difficulties applying correct grammatical forms are a significant obstacle to accurate narrative writing for these students.

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Published

2024-05-03

How to Cite

[1]
M. Maghfira and H. Hastini, “Analyzing Writing Errors on Narrative Texts Made by Grade Nine Students’ of SMP IT Qurrata A’yun Palu”, J.Gen.Educ.Humanit., vol. 3, no. 2, pp. 197–204, May 2024.

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Vol. 3 No. 2 (2024): May

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