An analysis of grammatical error in students composition at the Eighth grade students of MTs. Nurul Huda Sedati Sidoarjo

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Hariati, Lailil (2011) An analysis of grammatical error in students composition at the Eighth grade students of MTs. Nurul Huda Sedati Sidoarjo. Undergraduate thesis, IAIN Sunan Ampel Surabaya.

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Abstract

In accordance with the standard competencies, one of genres of texts taught to the eighth grade students of Islamic Junior High School is narrative text which is aimed to describe a particular person, thing, or place. Since it tells about factual events, one of the language features mostly used is preposition and other language features used in writing narrative text. Therefore, the students of the eighth grade students are expected to master this English well in order that they are able to produce a piece of narrative writing with well-grammar. However, in learning language, the students cannot avoid themselves from making errors since it is regarded as a part of learning process. This study is conducted to describe the types and the causes of errors occurred in the students' narrative writing and to calculate the percentage of those errors to know the frequency of their occurrence. The data taken from the documentation of daily test - task I and II are presented in the form of words and percentage. Thus, the research design of this study is descriptive qualitative. Here the subjects are the eighth grade students of MTs. Sedati Sidoarjo, in one class; eighth class (D). there are 40 students of one class produce the two tasks in different time, theme, in this case 65 narrative writing that will be analyzed since there are some students who do not do the task given and some others are absent. In this study, the researcher uses some theories; Linguistic Category Taxonomy by Burt and Kiparsky, and by Dulay, Burt and Krashen to identify the errors found, Surface Strategy Taxonomy by Dulay, Burt and Krashen to classify them, interlingua proposed by Wilkins and intralingua suggested by Richards to predict the causes of errors. The result of the data analyzed shows that the most type of errors in the first task based on Linguistic Category Taxonomy belongs to preposition and modal as the least while in the second task, the most is it or there and the least is conjunction. According to Surface Strategy Taxonomy, the most frequent type of errors found in both tasks belongs to omission errors occurred 39 times or 45,3% out of 86 errors in the first task and 76 times or 68,5% out of 111 errors in the second task, and the least is addition errors 15 times or 17,4% in the first task and 9 times or 8,1% in the second task. The errors found are caused by interlingua and intralingua; over-generalization, ignorance of rules restriction, incomplete application of rules, and false concept hypothesized