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A PAPER OF SEMINAR ON TEFL “ANALYSIS OF STUDENT GRAMMATICAL ERRORS IN

WRITING”
English Assigment
Presented to Fulfill the Requirements of Task of Seminar on TEFL
Subject guided by : Mrs. Aisyah Sunarwan, M.Pd / Written by: Cikal Hedi Nugraha
1701070076 Dista Amelia 1701070082 Endang Sri Dewi Astuti 1701070089 Fina Ainun
Nikmah 1701070095 Riska Widia Sari 1701070137 Sekar Ayu Anggraini 1701070201
ENGLISH DEPARTMENT TARBIYAH AND TEACHING LEARNING FACULTY STATE ISLAMIC
INSTITUTE OF METRO
TABLE OF CONTENT COVER i TITLE ii TABLE OF CONTENT iii CHAPTER I INTRODUCTION
1 A. Background of study 1 B. Research Question 3 C. Objectives and Benefits of the
Study 3 E.

Prior Research 4 CHAPTER II THEORETICAL REVIEW 6 A. Definition of Error 6 B. Causes

and Sources of Errors 7 C. Grammatical Errors 9 Linguistic category 9 Surface strategy
taxonomy 10 Comparative Taxonomy 11 Communicative Effect Taxonomy 11 D. Review
of previous study 12 CHAPTER III RESEARCH METHODOLOGY 17 The Characteristics and
Types of the Research 17 Data Resourse 18 Data Collecting Techniques 19 Data Analysis
Technique 20 RESEARCH TIME SCEDULE BIBLIOGRAPHY
CHAPTER I INTRODUCTION Background of study There are four skills in English that
have to be mastered by foreign learners. The are listening, reading speaking and
writinng.

From those skills, writing is the most difficult one for all language learners whether the
language is the first, second, or foreign language, ‘Writing is difficult to learn because
authors should utilize a process that includes planning, organizing, and revising to
present meaning in words form’ (Palmer, 1994: 1). In line with Palmer, Richards and
Renandya (2002: 303) states that writing is the most difficult skill for second language
learners to master.

The skills involved in writing are highly complex. Futhermore Hamp-Lyons in Nunan
(1991: 91) explains that it is true that writing is commonly a difficult activity for most
people, both in mother tongue and in foreign language. It is because the writing skill
requires capabilities more than other language skills and it needs a special preparation.

Writing is clearly a complex process. In writing, there are a number of language aspects
involved such as model texts, prepositions, spell-check, punctuation and grammar.
Grammar is one of skills which is useful in process writing.

But the problem is, many students still make some errors in writing an arranging some 2
sentences to be a paragraph . Dulay in Brown (1994 : 205) states that an errors is a
deviation from the adult grammar of a native speaker. Finding L2 learners’ errors is an
evidence of a process of learning because an error has played an important role in study
of language acquisition.

Lengo (1995) emphasizes that people will learn to be better from errors they have made.
Based on my pre research, eventhough students have learned grammar, most of them
still faced some problems in writing. students actually have studied grammar rules, but
seldom put that knowledge to practical use (Wachs, 1993).

Commonly it is be cause of the target languages are different from their mother tongue.
In second language acquisition, learners will be faced two systems that can probably
influence each other (L1? L2) (Kecskes & Papp, 2000). According to Ramelan (2003), the
adversity faced by the student in language acquisition is caused by the different
elements found between the first language and target language.

Lado affirmed that ‘those language features that are similar to the (learner’s) native
language will be simple for him, and those areas that are different will be difficult’ (1957
in Richards, 1987: 46). By seeing this fact, an analysis is needed in order to know in what
aspects they make errors most frequently. Based on the explanation above, grammar
undoubtedly has important role especially in writing.

The problem which is often found in writing and arranging paragraph is that the
students forgot about the grammar rules. That 3 is why the students are confused to
write a good paragraph grammatically correct. The worst thing that some students make
some errors even though they have studied English grammar starting from senior high
school.

In other words, they have familiar to write a good writing with grammatically correct.
From the above description, the writer tries to classify the errors based on Corder’s
theory, there are error of ommision, error of addition, error of selection and error of
misordering. Therefore, an error analysis has an important role to reveal what kinds of
error that the students do most.

Finally, the writer is interested in conducting an error analysis by purposing skripsi under
title: “Analysis of Students Grammatical Errors in Writing” made by the students on
secondary students’ English writing II subject of Department of English Language
Education Faculty Education and Teacher training UIN ARRANIRY. Research Question
Based on the background of this study, the researcher formulates the question as
follows, 1.

What are common grammatical errors the students produce while they write in writing?
Objectives and Benefits of the Study Teoritically, this study will give some benefits for
other reseachers that have same research topic. this study also can be a comparative
study for them and give them references. Practically, The result of this study provides
feedback for lectures of English Education Department that may be useful to recognize
students’ difficulties in writing so they will pay more attention to the errors made by the
students and develop the way how to make the student understand in writting.

Additionally, Through this study students also will have considerable for them how
writing correctly is constructed and will help students to reconize in what aspect in
grammar which is difficult for them. Prior Research There are some researchers who
have conducted the study on common grammatical errors, for example, Novianty (2013)
investigated grammatical errors in writing descriptive paragraph by students in the
second grade of SMPN 3 Tanggerang Selatan.

He found that the commonest error which most 19 the students made is errors of
selection which are 99 errors or 57.9% its include error in subtance level are 7 are errors
or 4.1% in grammar text level are 47 errors or 27.5% in lexis text level are 7 are 7 error or
4.1%, and in discourse level is 38 error or 22,2%. In recent year, Watcharapunyawong
(2013) also has done a similar study.

He analyzed writing errors caused by the interference of the Thai EFL students, regarded
as the first language (L1) in three writing genres; narration, description and
comparison/contrast. He found the simmilarities of errors that the EFL student made in
the three writing genres: those were sentence structure, word choice, and comparison
structure.

The last study research is a research conducted by Mawaddah Z. A, by the title “An
Analysis on Grammatical Errors in Student’s English Writing in Argumentative text (A
case study in the second year of XI of Madrasah Aliyah Pembangunan UIN Jakarta)”. This
study was carried out to identify what kinds of Grammatical errors were commonly
made by the students.

The method used in this study was descriptive analysis or quantitative method,
classifying them into the grammatical errors based on Betty Azar. With the result is the
most error made by the students of XI Science I of Madrasah Aliyah Pembangunan UIN
is in verb tenses which caused by intralingual transfer. Based on the studies of
grammatical error aboved, the reseachers took similar topic, they have investigated
about grammatical errors in writing, the 20 first researcher took second grade of SMP 3
Tanggerang as sample and the second one took Thai as English foreign language to be
sample.

Different from this study, the researcher take second grade of English Student
Department, who have learned about English since senior high. So, the researcher
believes it will be given different result from those researcher. CHAPTER II THEORETICAL
REVIEW Definition of Error To understand clearly about error, it is better for researcher
to consider several opinions given by some scholars.

Brown (1994, p. 170) stated that, “Error are part of students” interlingua that is the
version of the language which a learner has at any stage of development, and which is
constantly reshaped as it aims to gain full mastery. Error and mistake are totally
different. We have to be careful to definite both of them.

According to Brown (1994) an error is the wrong deviation made by native speaker
because they don’t know the correct form. A mistake is a performance error because the
native speaker forget the correct form. According to Dulay and Burt (1982, as cited in
Brown, 1994, p. 205), mistakes are considered "goofs". The error is a deviation from the
parent's grammar from native speakers who reflect the learner's language competence.
It is called a competence error when learners make errors because they are less aware of
the target language rules. They will not be able to fix the error quickly. They need
guidance to fix errors. They may also make the same error at the time. In conclusion,
they define the error as the flawed side of the speech or the writing of the learner.

It means that learners cannot learn language without systematically committing errors
first. 8 From definitions above, it can be concluded the mistakes are different from
errors. People make mistakes both in native and second language. mistakes are the
wrong use of language because the user is not aware of the mistakes he makes whereas
he knows the correct form of its rules.

Mistakes can be corrected by the user himself and it does not need help. To correct
error it is necessary to figure out cause and soures of error. B.Causes and Sources of
Errors A lot of causes and sources of errors have been explained by some scholars.
There are Interlingual errors and intralingual errors. Interlingual errors are those which
are related to native language.

It means there are Interlingual errors when the learners’ habits (pattrens, system or
rules) interfere or prevent them, to some degree, from acquiring the pattrens and the
rules of the second language (Corder 1971). Interference (negative transfer) is the
negative influence of the mother tongue language on the performance of the target
language learner (Lado, 1964).

Intralingual errors are those due to the language being learned , independent of the
native language. According to Richards (1974) they are items produced by the learner
which reflect not the structure of the mother tongue, but generalizations based on
partial exposure to the target language.

The learner, in this case, tries to “derive the rules behind the data to which he/she has
been exposed, and may develop hypotheses that correspond neither to the mother
tongue nor to the target language” (Richards, 1974). In other 9 words, they produce
deviant or ill- formed sentences be erroneously applying their knowledge of TL rules
and structures to new situations.

In 1974, Selingker (in Richards, 1974) reported five of errors. Language transfer.
Language transfer occurs naturally in language learning acquisition. the interlanguage
may result from transfer from the first language. Transfer of training. The interlanguage
may result from specific features of the training process used to teach the second
language. Strategies of second language learning.
The interlanguage may result from a specific approach to the material to be learned. 4)
Strategies of second language communication. The interlanguage may result from
specific ways people learn to communicate with native speakers of the target language.
Overgeneralization of TL linguistic material. The interlanguage may be the product of
overgeneralization of the rules and semantic features of the target language.

Based on theories given by scholars it is believed that causes and sources of errors may
be derived from native languages or student’ mistake in generalizing the concept of
grammar itself. In this paper the researcher will find out about interlingual error and the
error will be analyzing based on Corder theory. Grammatical Errors Grammar can be
defined as a set of shared assumtions about how language works.

The assessment of grammar not based on how learner point out the rules of grammar,
but on their ability to use the grammatical points to share their ideas, emotions,
feelings, or observations with other people. Especially in the context of the teaching
English in Indonesia, the teaching of grammar should be integrated in the development
of the four language skills.

Knowing about how grammar works is to understand more about how grammar is used
and misused. It means that there is a possibility of error occurrence in students learning.
In this research, the term of error in grammar will be called a grammatical error. In
general, some liguists give several theoritical concepts to the types of errors, the errors
are classified into 4 categories, namely: linguistic category, surface strategy taxonomy,
comparative taxonomy, and communicative effect taxonomy.

linguistic category This linguistic category taxonomy classifies errors in respect to

language coomponent the errors affects. Language component include phonology
(pronounciacian), syntax and morphology (grammar), semantic and lexicon (meaning
And vocabulary), and discourse (style). Many reserchers use the linguistic category
Taxonomy as a reporting tool, which organizes the errors they have collected.

Although some use it as the only classiication scheme offered, many use it to add to The
description the errors provided by other taxonomies. Surface strategy taxonomy A
surface strategy taxonomy highlilghts the way surface structures are altered learners
may omit necessary items or add unnecessary ones; they may missinform items or miss-
order them .

many researchers have noticed, however that the surface elemennts of a language are
altered in specific and systematic ways. It shows the cognitive process that underlined
the learner’s reconstruction of the language learned. It also makes aware that learners’
errors are some logic. They are types of this category, they are: Error of Omission The
error of omission are explained by the absence of an item that must appear in well-
formed utterance and the content of morphemes (nominal, verbs, adjectives, adverbs)
which should be in the correctly expressions.

For example : the boy a student –for- the boy is a student TO BE is committed in
nominal sentence. Error of Addition The error of addition is the opposite of omission.
Addition is the presence of an item that must not appear in well-formed utterences
(Ellis, 2008). For example: She didn’t studied yesterday-for- she didn’t study yesterday.

Error of Selection This error is made by the learner where the learner selects the wrong
word in the right form. For example; i am biggest then him –for- i am bigger than him.
Error of Ordering Error of ordering is the error where the learner put item incorrect
placement. For example, what i can do for you. From the example above, the items are
correct, but learner doesn?t put the items in the appropriate form.

Comparative Taxonomy In second language acquisition, many scholars has explained

about error causes by mother tongue, it is similarly with Dulay, Burt, and Krashen (1982:
146-191) said that comparative taxonomy is based on comparison between the students
of target language (L2) errors certain other types of construction. In this study, the errors
made by the children learning the target language as their first language and equivalent
phrases or sentences in the learners’s mother tongue ( indonesia language ).

When learning a target language and the learner have already mastered his native
language, so that its features interfere to the process of learning the target language.
The error identification is traced back by looking for the synonym or translating the
words in to the learner’s mother-tongue to look for the similarity of the phrases or
sentences. For example : the girl beautiful –for- the beautiful girl 4.

Communicative Effect Taxonomy This taxonomy is different from both surface strategy
and comparative taxonomies. Communicative effect taxonomy deals with errors from
the perspective if their effect on the listener or reader. Therefore, the focus is on
distinguishimg between errors that seem to cause communication focus on aspect
errors themselves.

Many language teachers and researchers believe that students errors are significant
toward the process of learning and teaching english as a second language. The
significance of the learners in second language learning are systematic, in what ways are
they organized, and what do they suggest about teacher’s aims should be to prevent
mistakes from occuring in the early stage while are the pupils wholly dependent on the
teacher for what they learn, it should be possible to achieve the aim. (cited) So, these
theories aboved are base on the research question, and it help the researcher to answer
the problem.

But in this case the researcher only use the theory of Surface Strategy Taxonomy and
Comparative Taxonomy on analysing the types of error because these theories concern
to the surface elements of a language are changed in spesific and systematic ways as
the previous description above. The Nature of Writing Writing has important role in
writing learning. it makes a long time to master since it takes study and practice to
develop this skill.

According to Celce-Murcia, (2001: 94) ‘Writing is the ability to express one’s idea in
writing in a second or foreign language and to do so with reasonable coherence and
accuracy is a major achievement’. It means that in writing, one expresses ideas, opinion,
feeling or experience that somebody read or heard into the written form of words,
phrases, clauses and paragraphs so that his writing can be understood and read clearly.

In the school setting, Keys (2000 in Graham, 2007: 9-10) states that writing has different
but complementary roles. First, it is a skill that draws on the use of strategies (such as
planning, evaluating and revising text) to accomplish to a variety of goals, such as
writing a report or expressing an opinion with the support of evidence.

Second, writing is a means of extending and deepening student’s knowledge; it acts as a

tool for learning subject 15 matter’. From definition above, it can be concluded that
writing enables student to express their ideas in order to make good pieces of writing.
The purpose of writing is not only to teach someone to convey idea to the readers but
also to reinforce all aspect of languages that have been learned by the students.

There is some additional and very important reason why writing is needed in teaching
English. According to Ur in her book, “A Course in Language Teaching, sshe explained
that the purpose of writing, in principle is the expression of ideas, the conveying of a
message to the reader, so the ideas themselves should arguably be seen as the most
aspect of the writing. Writing is usually more complete thatn speaking.

In speaking, ones speaks supported by tone of voice, gesture, mimic and context. He
can correct his error’s utterances by himself. While in writing, one communicates
through the language itself. Written language cannot be changed once since it has been
printed/written out, thus writer should arrange his word accurately to create an
understandable message.
Writing strats from a simple piece of writing then develops into a more complicated
level in which elements of structure and vocabulary are involved. Davies-pearse(2002:
101) classify ‘writing into low-level skills (handwriting or typing, spelling, constructing
grammatical sentences, punctuating) and high-level cognitive skills (gathering ideas,
organizing and sequencing, structuring, drafting, and editing)’.

In addition, rivers (1981 : 2940 also classifies ‘writing activity into writng practice
(grammatical exercise, 16 dictation, and the close procedure) and expressive writing or
composition (the writing of instruction, reports, resumes, concrete descriptions, or
essential correspondence connected with everyday affair)’. Writing is complex process
which converts the words into written form.

Writer should arrange his/her idea into words, slauses, phrases and sentences in order
that his writing can be read and the content can be understood. White and Arndt (1991
in Hamer, 2002: 258) stress that’ ‘writing re-writing; that revision – seeing with new eyes
– has a central role to play in the act of creating text’. In their model, process of writing
is represented diagramatically: Table 2.1

model of writing process In addition, Calkin and Graves (1983 in Palmer, 1994: 8)
present the stages in writing into five stages: Drafting Generating idea evaluating
structuring reviewing focusing 17 Prewiting Time to get ready to write, generate ideas
and gathering information before writing to enhance the composing process. Drafting
Translate thier thought and ideas into sentences and paragraphs. Sharing Reads the
piece aloud and share with listener.

Revising Expands ideas, clarifies meanings, and reorganizes information. Editing Focuses
on the spelling, punctuation, syntax and structure of text. Based on explanation aboved,
we can conclude that writing is more complex that speaking, because it will be take a
long to master writing. writing start from a simple piece of writing then develops into a
more complicated level in which elements of structure and vocabulary are involved.

In order to make a good writing, the writer should pass some proces. There are
prewriting, drafting, sharing, revising and editing. Writing skill The writing skill involves
many other sub-skills like the general knowledge about the subject in question and the
ability to translate ideas into 18 grammatical sentences.

Harmer(2002: 257) purposes that ‘there are some aspect that must be concerned in the
writing process, such as language use (grammar, vocabulary, and linkers), puntuation
and layout, spelling, checking writing for unnecesary repitition words and/or
information, deciding on the information on each paragraph, and the best idea for
inclusion, writing a clean copy of the corrected version, and writing a rough version’.

It shows that writing skill is a complex process combining a number of diverse elements,
especially for the students and needs much time to brainstrom ideas until finish written
works. Writing skill firstly begins by using language expressively and imaginatively like
writing diary or letters to friends and then the writer can practice writing critically until
they are able to produce good writings. Reading from many sources, listening, watching
television, and talking to others can inspire good writings.

From this statement we can conclude that writing skill just can be learned by anyone by
practiced intensively because writing skill is not automatic skill. CHAPTER III RESEARCH
METHODOLOGY The Characteristics and Types of the Research The method used in this
research is qualitative method. Hatch (2002) states that the characteristics of Qualitative
approach are proposes that natural settings, participant perspectives, extended firsthand
engagement, focus on meaning, wholeness and complexity, emergent and evolving
research design, inductive data analysis, and incorporated researchers’ reflectivity.

It will calculate the errors, describes and check the data that is available. Futhermore, it’s
necessary to know that this research was conducted to reveal the research problems
proposed in which the data studied were the college students’ writing in narrative text
(in more general term those were classified into document). Such kinds of data are
classified into qualitative ones (Ary, 2006:49).

Hence this research is designed in a case study and it will be only examine a single
subject like Bogdan and Biklen (2007) states that a case study is a detailed examination
of one setting or a single subject. Moreover, Deddy (2008: 201) states that case study is
the comprehensive explanation about some aspect of individual, group, organization
(community), program, or social situation.

In other words, qualitative case study is an empirical enquiry that investigates a

contemporary phenomenon within its real life context, and in which multiple sources of
evidence is used. In short, the research design of this study is case study with
Quantitative 22 descriptive approach. In this research, the researcher wants to analyze
morphological and syntactic errors made by the third semester students taking writing II
subject of the English Education Department at UIN Ar-raniry State Islamic University.
Data Resourse This study was conducted at UIN Ar-raniry State Islamic University.

Particularly in students English department. Students of English department will be

involved due to writing is one of mandatory lesson that should taken by students, In
order to to find out the extent of errors made by students. To obtain the data, the
researcher asked permission to the college and the lecturer to conduct the research.

Then, on September 28th, 2017 to December 30th, 2017, the researcher obtained the
data through three steps, there are free writing, midtrem test and final test that made by
students. In addition, the researcher analyzes all the data to identify the errors.
Population and Sample Parahoo (1997:218) defines population as “the total number of
units from which data can be collected”, such as individuals, artifacts, events or
organisations. futhermore, the third grade of English student department consists of 240
persons. Polit et al (2001) define a sample as "a proportion of a population".

In line with Polit, Cohen (2007) defines sample as small group that is observed. In other
words, sample is small group of participant taken from the greater group called
population. The researcher used purposive sampling to take sample from the
population.

According to Sugiyono (2009), purposive sampling is a sampling technique of data

source with a certain consideration. This sampling was chosen based on some
considerations such as the limitation of time energy, and money. Futhermore, the
standard used in choosing group of participants is whether they are have information
that the writer needs for the research (Patton, 2002, as cited in Creswell, 2008). In this
case, the researcher collected the data from unit 3, The class consists 31 students.

Based on the researcher’s observation and the interview with the teacher show that
students of unit 3 have abilities in writing that will be analyzed by the researcher. Data
Collecting Techniques Arikunto (2006) stated that data collection is the method that
used by the researcher to collect the data, and instrument is the tool that used to get
the data. Furthermore, the researcher used documents paper to collect the data in this
research. Documents paper were used to answer research questions.

Therefore, it will helpful for researcher to know kind of grammatical errors 24 made by
the college students and the highest and the lowest error frequency of each error To get
the data, the researcher collects student’s paper through three stages. The first student’
free writing was collected on september 28 th 2017. The second data collected when
student have finished midtrem test on october 29 th 2017. The third data collected
when student have finished the final test.

Finally, the data that have been collected will analyze according to Corder steps (1981).
The description of these steps will explain in data analysis. Technique of Data Analysis
This study focused on grammatical error analysis. Corder (1967:160) explains that error
analysis can deal effectively only with learner production; speaking or sentences, not
with learner reception; reading and listening.

Its compatibility was then strengthened by the fact that this study tried to uncover the
errors occurring in language construction made by a specific group of learners and the
error analysis itself. The processing of this analysis, I took the steps proposed by Corder
(1974) in Ellis and Barkhuizen (2005): (1) collection of a sample of learner language, (2)
identification of errors, (3) description of errors, (4) explanation of errors.

After having all writing made by the third semester students taking writing II subject, the
researcher started collecting the data. In collecting the data there 25 are several
procedures that the researcher did. There are three main steps used in analyzing the
data namely : 1). Identifying the errors. Firstly, after collecting the students’
compositions, the researcher try to find out the grammatical error by underlying the
error.

The Researcher started identifying the sentence which produced an error or errors, by
underlining every part of the sentence such as word, phrase, clause or even the sentence
itself. This process was to identify the location of errors in the sentence. Afterward, the
Researcher classified the errors into morphological and syntactic errors.

Finally, all error sentences were put in a list in order to make it systematic and easy to
analyze. 2). Finding out the frequency of each error. It consists of two steps; calculating
the error frequency of each category and calculating the error of each sub category.
Calculation of data. In this step consists of presenting the diagram of frequency
distribution of errors and presenting some examples of the errors taken from the data.

The researcher used the formula on Corder theory { ?? = n1 ??? x 100 % } theoryto find
the types of grammatical error in Guided students’ Writing. P= percentage, n1= total of
the errors, Sn= total of the whole errors. Finally, each type of errors was explained and
discussed. All results of the process of identification, classification, and description of
errors presented into one big table which is put in the appendix page.

In presenting the types of errors, the researcher finished each classification in 26

morphological errors types firstly, before doing the syntactic one. The example of tables:
Tabel 5.1 Table of errors Frequency NO. Surface strategy taxonomy Total errors
Percentage (%) 1. Omission 2. Addition Regulation Double marking Simple addition
3. Selection Regulation Archi-form Alternating 4.

Ordering
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