Grammatical Error Analysis on the Final Examination of Academic Writing Produced by the Fourth Semester of English Education Department Students of IAIN Jember.

Jamila, Ms. (2020) Grammatical Error Analysis on the Final Examination of Academic Writing Produced by the Fourth Semester of English Education Department Students of IAIN Jember. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

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Abstract

Grammar is one of language components which concerns with the rules of how we form sentences. Apparently, the different structures or rules between the target language and the mother tongue often lead second language learners to produce errors. Students tend to use their first language structures, patterns, and rules in English writing. Error analysis is one of useful devices in analysing errors the students made. Therefore, in this research, the researcher analyzed the grammatical errors made by the fourth semester students of English Education Department. The researcher established two research focuses in this study, they were: 1) What are the types of grammatical errors found in the final examination of academic writing produced by the fourth semester of English Education Department students of IAIN Jember? 2) What is the most frequent type of grammatical errors found in the final examination of academic writing produced by fourth semester of English Education Department students of IAIN Jember? Regarding the research focuses above, the research objectives of this study were: 1) To find out the types of grammatical errors found in the final examination of academic writing produced by the fourth semester of English Education Department students of IAIN Jember 2) To describe the most frequent type of grammatical errors found in the final examination of academic writing produced by the fourth semester of English Education Department students of IAIN Jember. This research used descriptive qualitative research. The data of this research were the writings produced by the fourth semester English Education Department students in their final examination of academic writing. In compiling the data, the researcher used document analysis. The researcher analysed the errors based on surface strategy taxonomy theory proposed by Dulay et.al. In analysing the errors, the researcher adapted Ellis’s steps. Investigator triangulation was used in validating the data, the analysis, and the result of this research. The result of this study showed that there were four types of grammatical errors the students made in their writings. They were omission errors, addition errors, misformation errors, and misordering errors. The most frequent type of grammatical errors the students made was omission. It emerged six hundred and thirty eight (638) times. Then, there were addition errors which happened one hundred and ninety two (192) times. Misformation errors which happened to be in the third place were occurred one hundred and sixty four (164) times. The last one was misordering errors which occurred thirty four (34) times resulting in it as the least grammatical errors type made by the students.

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