Grammatical error analysis of EFL Learners’ in Recount Text by Tenth Grade of MA Al Qodiri.

HAYU, ISTIFADAH (2020) Grammatical error analysis of EFL Learners’ in Recount Text by Tenth Grade of MA Al Qodiri. Undergraduate thesis, English Education Department Faculty of Tarbiyah and Teacher Training.

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Abstract

Istifadah, Hayu, 2020: Grammatical error analysis of EFL Learners’ in Recount Text by Tenth Grade of MA Al Qodiri. Keywords: grammatical error, error analysis This research is about describing the students’ grammatical error in recount text written by tenth graders of MA Al Qodiri 1 Jember. Grammar plays a salient role in preserving meaning construction of English texts, recount text in specific. Error, either locally or globally, may occur in the use of English by both native and non-native speakers. It’s impossible those who are still learning English produce no error in their composition. Therefore, this research presented the students’ grammatical error. The object of the research was X IPA 1 students’ daily examination worksheets in making a recount text. In this study, the research objectives were to describe the types of each grammatical error written by tenth graders of MA Al Qodiri, to describe the common grammatical error in recount text written by tenth graders of MA Al Qodiri, and to describe the sources of the grammatical error written by tenth graders of MA Al Qodiri 1 Jember. This research used qualitative-descriptive research. The data of this research were students writing at recount text made by tenth graders of MA Al Qodiri 1 Jember. In compiling the data, the researcher employed document analysis. The researcher analyzed the grammatical error made by tenth grade students using the surface strategy taxonomy proposed by Dulay. et. al. In determining the cause of error, the researcher used intralingual theory introduced by Richards. Meanwhile in analyzing the data, the researcher adapted the steps by Ellis. Also, this research employed investigator triangulation to test the validity of data, and the result of the research. The result of the research includes four types of error found from students’ worksheets. Those are omission, addition, misinformation, and misordering. The common error that made by students was omission of error. It emerged ninety eight (98) times out of two hundred and six (206) errors. The most frequent omission error made by students was omission of morphemes, which was transpired forty (40) times. Meanwhile the cause of the students’ grammatical error were over-generalization, ignorance of rules restriction, incomplete application of rules, and false concepts hypothesized.

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