Qaina Nugraheni Pujowati. K2219067. Supervisor: Prof. Dr. Joko Nurkamto, M.Pd. Co-supervisor: Hasan Zainnuri, S.Pd., M.Pd. Exploring High School English Foreign Language Learners' Grammatical Errors in Writing: A Case Study. Thesis, Teacher Training and Education Faculty of Universitas Sebelas Maret, January 2024. The research problems are formulated in the questions below: (1) What types of errors do students make in their writing? (2) How many percentages of errors do students make? (3) What are the sources of students writing errors?
The study was organized using a case study approach, with thirty-two tenth-grade students involved in the research. The research applies tests and interviews as the data collection technique. The thirty-two texts written by senior high school students served as the data collection, and three students were selected to research further. The data in this research is analyzed using the procedure by Rod Ellis (1994) which involves collecting the sample of data, identifying, describing, and explaining errors. The study was conducted at one of the senior high schools in Surakarta.
The research on grammar error analysis revealed that: 1) There are eleven types of grammatical errors in students’ writing: incorrect capitalization, incorrect punctuation, incorrect spelling, literal translation of L1, use of word L1, wrong use of the article, omission, addition, inappropriate part of speech, inappropriate pronoun and wrong word order; 2) Based on the data analysis, there are 454 errors found in the research. The distribution of errors is 74 incorrect capitalizations (28.4%), one incorrect punctuation (0.2%), 51 errors of spelling (11.2%), five errors in literal translation of L1 (1.1%), six errors of use of word L1 (1.3%), 18 wrong use of articles (4%), 129 omissions (28.4%), 46 additions (10.1%), 15 inappropriate part of speech (3.3%), 87 inappropriate pronouns (19.2%) and 22 wrong word orders (4.8%); 3) There are two sources of errors influencing students’ writing: intralingual and interlingual errors. There are 240 errors (52.9%) produced by intralingual errors and 214 errors (47.1%) caused by interlingual errors.
Students and the teacher are supposed to gain awareness of their grammar errors through this research. Teachers are expected to pay more attention to every subject of students’ grammar errors and assist students in re-learning the subject. Moreover, teachers will likely evaluate their teaching methods in class and find approaches that help students learn grammar.
