Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 English Literature Study Program.
Flores University_Ende1,2,3 bertomaf@gmail.
com1, macksydtory@gmail.
com2, limanada81@gmail.
ABSTRAK: Penelitian ini bertujuan untuk mengeksplorasi jenis-jenis kesalahan tata bahasa yang ditemukan dalam tulisan mahasiswa dan menemukan jenis kesalahan tata bahasa yang ditemukan dalam tulisan siswa.
Penelitian ini menggunakan metode deskriptif kualitatif dan kuantitatif.
Data diambil dari 21 tulisan mahasiswa yang mengikuti kelas Basic Writing pada Program Studi Sastra Inggris Fakultas Bahasa dan Sastra Universitas Flores.
Setiap tulisan memiliki tiga jenis tulisan, yaitu tentang anggota keluarga, objek favorit individu, dan deskripsi objek alam.
Hasil penelitian menunjukkan ada 9,1% siswa yang membuat kesalahan dalam verb tense, 12,6% siswa membuat kesalahan dalam subject-verb agreement, 15,3% siswa membuat kesalahan dalam artikel, 4,5% siswa membuat kesalahan dalam preposisi, 6,3% siswa membuat kesalahan dalam jumlah, 4,5% siswa membuat kesalahan dalam kata ganti, 1,8% siswa melakukan kesalahan dalam posesif, 1,8% siswa membuat pilihan kata, 11,7% siswa melakukan kesalahan ejaan, 19,8% siswa salah dalam menyusun kata, 7,2% siswa yang salah huruf kapital, dan 5,4% siswa yang salah dalam tanda baca.
Kesalahan disebabkan dari banyak faktor.
siswa masih bingung untuk memilih kata yang tepat dalam sebuah kalimat karena kurangnya pengetahuan atau kosakata yang buruk dan penggunaannya.
Selain itu, kesalahan terjadi karena bahasa pertama mereka .
erpikir logis Indonesi.
, atau bisa dikatakan gangguan bahasa ibu pembelajar .
umber interlingu.
, beberapa siswa mencoba menerjemahkan kata-kata satu per satu dari bahasa Indonesia ke bahasa Inggris tanpa memperhatikan Aturan struktur bahasa Inggris.
Kata Kunci: kesalahan, mahasiswa, tulisan ABSTRACT: This study aimed at exploring the types of common grammatical errors are found in the studentsAo writing and finding out the dominant type of common grammatical errors found in studentsAo This study used descriptive qualitative and quantitative method.
The data were taken from the 21 compositions of students who took Basic Writing Class in English Letter Study Program.
Faculty of Language and Literature of Flores University.
Each writing has three kinds of writing.
They are about family member, individual favorite object, and natural objects descriptions.
The upshots of the study indicates there are 9,1% students who made errors in verb tense, 12,6% students who made errors in subject-verb agreement, 15,3% students made error in article, 4,5% students made error in preposition, 6,3% students made error in number, 4,5% students made error in pronoun, 1,8% students made error in possessive, 1,8% students made in word choice, 11,7% students made error in spelling, 19,8% students made error in word order, 7,2% students made error in capitalization, and 5,4% students made error in punctuation.
The errors are caused from many factors.
the students are still confused to choose the right word in a sentence because of the lack of knowledge or poor vocabularies and its use.
Besides, errors happened because of their first language (Indonesian logical thinkin.
, or we could say the learnersAo mother tongue interference .
nterlingua sourc.
, some students Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
tried to translate the words one by one from Indonesian language into English without paying attention to the English structure rules.
Key Words: Errors.
Students.
Writing INTRODUCTION Nowdays in our country.
English is taught as a foreign language.
English commonly has been learned by students since they were in basic level of education.
In English lesson, students just focus on mastering four language skills, namely listening, speaking, reading, and writing.
Listening and reading are receptive skills whereas speaking and writing are productive skills.
All of them are to be improved in the procedure teaching and learning English.
Since writing is a productive skill, it one of the most difficult and therefore frustrating subject to teach particularly in an English as a Foreign Language (ESL) or English as a Foreign Language (EFL) program.
For most students, writing is an extremely difficult task if they are trying to grapple in their language with new ideas and new ways of looking at them (Taylor, 2009:.
Writing is seen as a product-constructed from the writerAos command of grammatical knowledge, and regarded as an extension of grammar means of reinforcing language patterns through habit formation and testing learnersAo ability to produce well-formed novel sentences.
The ability to write a good and proper composition is not an acquired process.
It needs a lot of step by step practice, even if it is done in the first language.
Myles .
believes that writing skill is a process that should be practiced and learned.
It also involves the ability to tell or retell and transform the information in the form of text.
It is undeniable if not all language learners can successfully produce a good writing although they can perform well in other skills.
Again Myles .
believes that it is because in writing in L2, learners need more attempt in gaining, formulating, and analyzing ideas.
They do not only gain the ideas but also have to deliver them in L2 which needs their proficiency in exploiting the strategies needed.
Indeed, writing is among the most important skills that second language students need to develop, and the ability to teach writing is central to the expertise of a well-trained language teacher (Hyland, 2003: .
Furthermore.
Richards and Renandya .
2: .
state that the skills involved in writing are highly complex and writers need to be proficient in a variety of skills in order to write English grammar is more complicated than Indonesian grammar.
Some errors are made by students when they do not understand well about English grammar.
In writing, students involve a serious endeavor to be proficient in English because the undergraduate thesis is the final product of Having a good grammar system of a language will be helpful in delivering their ideas, messages, and feelings either to the readers.
Language without grammar would be disorganized and causes some communicative problems, like grammatical errors in writing.
English grammar is more complicated than Indonesian grammar.
Some errors are made by students when they do not understand well about English grammar.
A lot of students generally produce the grammatical erroors on the process of Writing learning.
But, sometimes the teacher unknown about studentAo mistakes.
Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
Then they made their errors repeatedly because they do not have the corecction and it was what we have called as error.
This complex area of writing makes it impossible for the learners, especially those who learn English as the target language, not to produce errors.
According to Dulay.
Burt, and Krashen .
errors are the parts of the studentsAo language production that deviate from the norm of language.
This flaw is an inevitable part in learning a language.
Brown .
in Darus and Ching .
argues that error is something that cannot be avoided.
Error has become the part of studentsA learning and it is Corder .
states that error is something that can be committed by both native speakers and the language learners.
However, both speakers show different errors.
For the native speakers, error can occur as the breaches of the code, while error for the non-native speakers is the parts of the language production which are different from what native speakers produce.
Chomsky .
in Dulay.
Burt, and Krashen .
differentiates errors based on the factors that cause it to happen.
The first one is performance error which is caused by the carelessness of the students.
This type of error was then called mistake.
The second type is competence error which is caused by the lack of knowledge in using the language.
Carl James .
said that if the learner is inclined and able to correct a fault in his or her output, it is assumed that the form he or she selected was not the one intended, and we shall say that the fault is a mistake.
If, on the other hand, the learner is unable or in any way disinclined to make the correction, we assume that the form the learner used was the one intended, and that is an error.
English, errors are the occurrences which are complicated enough to abandon.
Many features that can cause the students of English as a foreign language produce errors and sometimes mother tongue interference also one of the caused.
The nature of errors in the process of English learning are natural.
In the process of learning the teacher will find many phenomena, they will find many students who have good writing in English, many students who have middle writing in English, and may be they will find many students who have low ability in writing English.
According to explanation above, the students have to know about the error analysis in the writing learning process.
Erros analysis is the action to recognize, categorize, and interpreted or explain the error made by someone in the process of the English writing learning.
Error Analysis is the process to determine the incidence, nature, causes, and effect of unsuccessful language.
Eventhough, in learning English, errors are wicked things, but error analysis is advantageous for both students and For students, error analysis is needed to indicate them in what feature in grammar which is complicated for them, to show the error made by the students, to know the source or the reason of the error and how the students are able to study from their mistakes so that they will not create some errors repeatedly.
And for teachers, it is needed to evaluate themselves whether they successful or not in teaching English.
Hence, derived directly from the formulated problems above, the purposes of the study aim at exploring the types of common grammatical errors are found in the studentsAo writing and finding out the dominant type of common grammatical errors found in studentsAo writing.
THEORETICAL REVIEW
As a linguistic skill, writing is conceived as a product or a process, a cognitive or a social activity, and a content-oriented or a form-oriented activity (Llach, 2011:.
Learning to write in EFL imposes a particular challenge for users of other native languages, even if these share the same writing system.
By writing, learners practice language, syntactic structures, morphology, and vocabulary (Llach.
Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
Ontario .
5: .
states that writing is a powerful instrument for students to use to express their thoughts, feelings, and judgments about what they have read, seen, or experienced.
Kay .
n Westwood, 2004:.
observes that writing is a highly complex process involving multiple brain mechanism and specific abilities.
The act of writing requires the writer to formulate ideas, organize, and sequence points logical order, select vocabulary, check for grammatical correctness, spell words correctly, punctuate, and write legibly.
It requires the simultaneous and sequential integration of attention, language, long-term memory, and working memory, motor skills, higher-order thinking, and To accomplish this process successfully, the writer needs an efficient nervous system, adequate intelligence, motivation, language proficiency, .
or example, adequate vocabulary, knowledge of grammar, and spelling abilit.
and an awareness of text organization and style (Gregg &Mather, in Westwood, 2004: .
Therefore, writing ability is considered to be an indicator of language proficiency, especially in academic contexts (Llach, 2011:.
In linguistic performance, linguists offer three different senses of using language including accuracy, fluency, and complexity.
The first is accuracy.
Skehan .
n Ellis & Barkhuizen, 2007:.
cites that accuracy refers to how well the target language is produced in relation to the rule system of the target language.
Accuracy means being exact or correct (Janulevisien & Rackevisien, 2.
belongs to the use of correct forms where utterances do not contain errors affecting the phonological, syntactic, semantic, or discourse features of a language.
the ability to produce grammatically correct the acceptability, quality, and precision of the message conveyed (Ahangari & Barghi .
Therefore, the emphasis on accuracy deals with the production of structurally correct instances of second language.
On the other hand, inaccuracy is a sign of erroneousness and results in the production of structurally wrong sentences which violates the goals of any language curriculum.
The second, fluency is the production of language in real time without undue pausing or hesitation.
Fluency occurs when learners prioritize meaning over form in order to get a task done.
The third is Complexity is the extent to which learners produce elaborated language.
There are two senses in which language can be considered elaborated.
Firstly, learners vary in their willingness to use more challenging and difficult language.
Language that is at the upper limit of their interlanguage systems, and thus is not fully automated, can be considered more complex than language that has been fully internalized.
Secondly, complexity can refer to the learnersAo preparedness to use a wide range of different structures.
It will depend on learnersAo willingness to take risks by experimenting Derived from the stated cues above, accuracy is often compared to fluency when we talk about a learner's level of speaking or writing.
In writing.
Ahangari & Barghi .
argues that accuracy is the ability to use language correctly, and grammar instruction in language teaching/learning program mainly aims at uplifting accuracy in learners for better communication.
Teachers who concentrate on accuracy help their students produce grammatically correct written accuracy for grammatical accuracy of writing is the ability of the students to write that are free from grammatical errors and to edit their errors (Ferris &Roberts, 2.
In teaching writing, there are various kinds of writing.
A lecturer must be able to perform the best way and method in teaching writing to his students so they can produce the good writing.
To get a good writing, the students must really know the other skills connected to the It is because among the skill of writing and other skills.
listening, speaking, reading, and writing are closely connected each other.
Kane, .
states the four of writing sorts: .
Narrative.
The narrative is a type of writing which talks about events.
The narrative is mostly found in the form of Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
fiction like novel, short story, or fable.
Descriptive.
The descriptive is the article which describes the characteristics of an object on the whole clearly and systematically.
Expository.
The expository is the factual writing composition.
The social function of this genre is to distribute information concerning important facts in the world.
It explains how things work, facts of everyday life.
Donoghue .
states that expository are the composition to satisfy a practical need and its information gives the reader new knowledge, .
Persuasive.
Persuasive paragraph is a paragraph that pursues the reader to such things as what it is illustrated in the text.
It is usually about controversial topics and often appeals to reason in the form of argument, offering evidence or logical proof.
Then, many researcher use the linguistic category taxonomy as a reporting tool which organizes the errors they have collected.
Although some use it as the only classification scheme offered, many use it to add to description of errors provided by other taxonomies.
The errors are categorized as an aid in presenting the data rather than to create a basis for extensive speculation concerning the sources for the errors.
For this reason, they are categorized along fairly traditional lines into errors in morphology, syntax, and vocabulary (Dulay & Krashen, 1982:.
According the theory of Dulay & Krashen,1982:.
The two main categories are further subdivided according to different parts of speech or parts of the sentence.
The writer, then, puts punctuation and capitalization that commonly occur in studentsAo writing .
Morphology.
The types of errors that fall within the category of morphology are incorrect iindefinite article, possessive case, incorrect of third person singular verb, incorrect simple past tense, incorrect past participle, and incorrect comparative: .
Syntax.
In linguistics, syntax is the set of rules, principles, and processes that govern the structure of sentences in a given language.
The erorrs in syntax can be categorized as noun phrase, verb phrase, verb and verb construction, and word order.
Mechanics.
METHODS
This study used descriptive qualitative and quantitative method.
According to Kothari .
, quantitative vs.
Qualitative: Quantitative research is based on the measurement of quantity or amount.
It is applicable to phenomena that can be expressed in terms of quantity.
Qualitative research, on the other hand, is concerned with qualitative phenomenon, for example phenomena relating to or involving quality or kind.
While descriptive approach is intended to describe data based on the phenomenon found in the study referring to the types of grammatical errors and the dominant error found in studentsAo writing.
The data were taken from the 21 compositions of students who took Basic Writing Class in English Letter Study Program.
Faculty of Language and Literature of Flores University.
These writings are the results of basic writing examination.
It consists of 21 writings each writing has three kinds of writing they are about family member, individual favorite object, and natural objects descriptions.
In collecting the data, some steps to obtaining the data were reading the writings of the students, identifying, and highlighting the grammatical inaccuracy, and listing the senteces containing the grammatical inaccuracy.
While in analyzing the data, some steps were adopted, namely by classifying the data into the types of common grammatical errors, calculating the occurences of each type of common grammatical errors.
In calculating the frequency of these each error, the writer Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
ycu1 employs the following formula: ycE = OcycA ycu 100% with P .
ercentage of each error.
N1 .
otal of the given erro.
OcN .
otal of the whole error.
Then, discussing the common errors of grammar and their occurences was based on the theory of common grammatical errors proposed by Heidi Dulay .
DISCUSSION
As previously stated, intends to explore the most common grammatical errors in descriptive text about natural object.
After collecting and analyzing the data, the writer finds a lot of most common grammatical errors occur in students writing.
The errors are classified based on linguistic category.
There are two categories.
they are morphological error and syntactic error.
One hundred and eight .
grammatical errors of various types were found on studentsAo writing.
The types of most common grammatical are twelve types.
They are error in using of verb, subject-verb agreement, article, preposition, number, pronoun, possessive, word choice, spelling, word order, capitalization, and Error in Using of Verbs Error of wrong verb occurs when a student or learner uses the wrong verb tense in certain The results of this study indicate that the students are not aware applying the correct tense to the verb in the sentences.
Besides, there are some rules to be obeyed in using of verb in the These rules are complex so that the students often make errors in this area.
Some of the errors are shown, as follows:
Type of Error Using of Error Identification Error Correction The stone is a natural object that ( ) hard.
Round stone ( ) usually use as gun in the war in the long time The mouse ( ) deer Very clever to lie other animal In summary, the stone ( ) very helpful of human life Second sun is use by plant for The stone is a natural that is Round stone is usually used as the gun in the war at the past The mouse deer is very clever to lie other animals.
In summary, the stone is very helpful of the human life.
Second, sun is used by plant for the photosynthesis process.
Information Student 01 Student 01 Students 20 Student 03 Student 19 Based on example above, in the first sentence, third sentence, and fourth sentence the students made the same errors where they omitted the to be .
m, is, ar.
in those sentences.
In those sentences, they should be put to be is as the linking verb.
As we know that to be .
m, is, ar.
used in the simple present tense to show the connection between the subject and a noun or adjective that comes after the verb.
In the first sentence, second sentence, and third sentence should use is, because the subject of those sentences are the proper nouns.
Whereas errors in the second sentence and fifth sentence occurs because the students failed to recognize the formula of forming passive sentences that is to be Verb 3.
The students failed to put the correct verb in those sentence.
The verb use in those sentence should be changed into past participle form .
, so the verb use be In English, each passive sentence the form of verb always uses the past participle verb.
Error in Subject-Verb Agreement Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
Agreement between subject and verb is influenced by the subject form whether it is singular or To compose a correct sentence structurally, the verb must agree with the subject.
If the student cannot recognize this means we are failed to compose a correct sentences structurally.
Thus, the students can identify the subject whether it is singular or plural.
Having no competence in identifying the subject will make the students fail to produce the correct form of the verb.
It means that the students have made errors in making the agreement between subject and verb.
The students made some errors in this area.
They are as follows:
Type of Error Subject-verb Error Identification The waterfall havenAot color it is very clear.
But it plant have a thorn is very sharp.
Tree .
a function.
Stone have several Overall stone .
two Error Correction The waterfall has not the color, it is very clear.
But its plant has the thorns, it is very sharp.
Tree has a function Stone has several Overall stone has two Information Student 07 Student 12 Student 14 Student 16 Students 16 Based on the example above, each sentence above have the same errors.
Errors in those sentence occurred because the students failed to make the agreement between subject and verb.
Instead of using has for subject the waterfall, plant, tree, and overall stone they used the verb have.
Error in the Use of Articles An article is a word that is used with a noun to indicate the type of reference being made by the noun.
There are two kinds of article they are definite article .
and indefinite article .
/a.
Definite article .
is used to refer to specific or particular nouns and indefinite article .
/a.
is used to modify non-specific or non-particular nouns.
In the use of articles, the students should be able to distinguish between the uses of articles.
If they are cannot to differentiate them, they will make In the following there is some example of errors in this are that is made by the students:
Type of Error Articles Identification of Error Error Correction In ( ) weekend many people go to Detusoko.
Rose is a flower with has ( ) special characteristic.
Pseudo star canAot produce ( ) lights.
Sun including white star.
In the weekend, many people go to Detusoko.
Rose is a flower with has a special characteristic.
Pseudo star cannot produce the lights.
The sun includes white Mouse deer likes eat cucumbers and live in the Mouse deer likes eat cucumbers and mouse deer live in .
Information Student 04 Student 15 Student 18 Student 19 Student 20 Based on the example above, errors in this area occurred because the students the students omitted the definitive article and the indefinitive article.
The example of errors in the articles above showed that the students omitted article a and the in their writing.
Omission in article was found as one of big sources of errors in the studentsAo writing.
The students omitted articles the and a in their writings, because they did not the notice their usage ia a sentence.
Master .
stated that article Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
had a function of word which were normally unstressed and it as difficult for a non-native speaker to pay attention to.
It caused omission of article for non-native speakers.
Error in the Use of Preposition Errors in prepositions appears because there are uncertainties in students to select the correct preposition (Darus & Ching, 2009.
Dyarenggasti, 2.
It also happened because Bahasa Indonesia did not use preposition in its sentence.
It make students can not find the relevant preposition to be used in English sentence.
Learners tend to omit the prepositions when they could not find which preposition to be used.
In using a preposition, one should be aware because there is no certain rule for this.
One has to determine which preposition should be used based on its context.
Some of the errors made by the students in this area are as follows:
Type of Error Prepositions Identification of Error Error Correction Information Deer is one ( ) animal that has several Second, on the island there are many big trees.
Sun has a great gravity to couse the circulation on the soal system circles the First, on the island there are many cave bat.
Deer is one of the animal that has several Second, in the island there are a lot of big trees.
The sun has a great gravity to couse the circulation of the solar system circles in the sun.
First, on the island there are a lot of the bat caves.
Student 11 Student 14 Student 19 Student 14 The participants made errors in using prepositions of, in, on, and at.
Some students faced confusion because they did not master the application of prepositions.
For example, we can see the table above.
In the first sentence the student did not put the preposition of to the sentence.
So, in the third sentence the student used the incorrect preposition, preposition on used instead of preposition And in the second student and fourth students, the students put the preposition the incorrect preposition also, where they used preposition on instead of preposition in.
Error in Numbers Number is the form of word to show whether it is singular or plural.
Singular number is when a noun denotes one object.
Plural number is a noun denotes more than one object.
Singular can be identified by putting AuaAy or AuanAy before noun.
Generally, plural nouns can be added by AusAy or AuesAy after In irregular noun form, plural has varoius types e.
knife-knives, man-men, mouse-mice etc.
Most of students made errors in singular and plural because of their lack of knowledge and the influence of their native language or mother tongue interference.
We know that the form of Indonesia singular and plural is different from English form.
Mostly.
Indonesia plural form does not change form its singular form.
Some errors in this area will be illustrated as follows:
Type of Error Number Identification of Error Error Correction The stone has several shape, the first is round.
Rose has three The stone has several shapes.
The first is round.
Rose has three characteristics.
Information Student 01 Student 15 Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
Rose has a beautiful colors.
In brief, star have two type So, so much teeneger use mawar to show their love for some one.
Rose has a beautiful color.
In brief, star have two types.
So, there are a lot of teenegers use rose to show their love for some one.
Student 15 Student 18 Student 15 In the five sentences above, the errors in number occurs because the students failed to recognize the plural and the singular of the sentences.
Besides that , the studentsAo errors in number occurred because of singular and plural form in Bahasa Indonesia have the same way without any addition, for example, satu kucing .
ne ca.
and dua kucing .
wo cat.
had the same noun kucing .
It was different with English which stated a cat and two cats.
Some participants realized the rule of singulars and plurals, but they misused this rule.
Therefore, errors occurred because of substitution in singulars for plurals and plurals for singulars.
In the first sentence, second sentence, fourth sentence, and fifth sentence the students made the error in plural sentence, they did not put the morpheme .
/e.
to pluralize the noun.
Whereas in the third sentence, the student put the incorrect morpheme .
/e.
to the noun that it noun should be did not adding morpheme .
/e.
because in this used a singular subject.
Error in the use of pronouns The pronoun errors were classified into subject pronoun, object pronoun and possessive The students made errors in this area, they are as follows:
Type of Error Pronoun Identification of Error Error Correction Information In short, the human like chicken because ( ) can make ornament, sale, and eaten.
Rose is a plant that making by God, ( ) is very beautiful .
( ) Is one of the major groups of Second, stone also can get rid of toxins in the body, and ( ) can be natural wealth.
In short, human likes a chicken because it can be made an ornament, selling, and food Rose is a plant that is created by God.
It is very beautiful.
It is one of the major groups of the stones Second, stone also can get rid of itoxins in the body, and it can be a natural wealth.
Student 09 Student 12 Student13 Student 16 Based on the example above we can see that the four sentence above got the errors in pronoun because the students omitted the pronoun it.
In this case the student did not put the pronoun it because they unrecognized the rules of using the pronoun in a sentence its self Error in using of Possessive Possessive is a word of grammatical construction used to indicate a relationship of possession.
We use the possessive form of a noun when we want to show the ownership by that noun.
In other words, we use the possessive form of a noun to show that someone has something, like a brotherAos car or her husband.
Below are some of example of possessive errors found in studentsAo writing:
Type of Error Possessive Identification of Error Error Correction Information They favorite food is fish Their favorite food is a fish Student 02 Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
Many people very like the sea for recreation with ( ) family, friends, or anybody.
Many people very like the sea for recreation with their family, friends, or anybody.
Student 21 Based on example above, the errors also in possessive appeared in the first sentence and the second sentence.
In the first sentence, they favorite food is fish.
Students should be used possessive pronoun their rather than they.
It should be, their favorite food is fish.
Then, in the second sentence the students omit the possessive their as the possessive pronoun of the subject they.
Possessive pronouns were considered as one step more difficult application for learners rather than personal pronoun, like subject and object pronouns (Tay, 2.
as cited in Chang.
Mahadhir, & Ting .
Error in Word Choice Word choice or diction is a process to choosing the right word in a sentence.
In English sometimes there are a lot of same words have the several of meaning.
Students usually get some difficulties in using appropriate words in their sentence because not all words can be used in every In the following we can be the example of error in this area:
Type of Error Word Choice Identification of Error Rose is a plant that making by God.
Rose is a beautiful flower with any characteris Error Correction Rose is a plant that is created by God.
Rose is a beautiful flower with some characteristics.
Information Student 12 Student 15 Word choice also becomes problematic for the students in this study.
From the example above the students made the errors in the word choice.
In the first sentence the student failed to put the correct word choice base on the form sentences.
In that sentence the student should be used the word created instead of the word making.
In the second sentence there are two inappropriate word choice .
ny and characteri.
, it is word should be changed to some and characteristics.
The words any and characteris changed by some and characteristics because any cannot used in the positive sentence, whereas the word characteris was not the noun, the correct word characteris is Error in the spelling Spelling is the way how to put a word correctly into the sentence.
Most students misspelled certain words, especially for the English words that changed into Indonesian language and made some incorrectly separated words.
The students could not spell and write some word correctly because they were still interfered by Indonesian language, their mother tongue.
The spelling in Indonesian language imposed students to write spelling in English.
Spelling error could also happen by lack of knowledge of students and influence of their native language.
For example of this error are:
Type of Error Spelling Identification of Error Error Correction Information Water also used to .
(Im berie.
, the tree have .
It is very clear like water, but it is very .
Sun has a great gravity to couse the circulation on the Water also used to extinguish the fire.
In brief, the tree has a It is very clear like water, but it is very salty.
Sun has a great gravity to couse the circulation of Student 5 Student 10 Student 21 Student 19 Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
system circles the Besides that .
water can also lead to disaster the solar system circles in the sun.
Besides that, the excess of water can also lead the flood disaster.
Student 06 Based on the example above we can known that errors in spelling occurred because the students write their writing in the paper directly without any helping from electronic dictionary and computer.
The words that found in the example above are oxtinguish, im, fungtion, saltly, soal, and excers.
They were shoul be changed to the correct spelling became extinguish, in, salty, function, solar, and excess.
However, the spelling error of adding to final e and silent letters occurred because the students did not realize when they were writing, they would write what they said in their mind Error in the Word Order The most errors that students made in writing descriptive paragraph is word order.
Word order is the syntactic arrangement of words in a sentence, clause, or phrase.
Word order is sometimes the result from immediate communication strategy when the learner tried to express a meaning, which their competence contained no appropriate items or rules at all.
Indonesian word order and English word order is different.
For instance of this error are:
Type of Error Word Order Identification of Error Error Correction Information We can take a rest there if we fell stres I think.
For animals water also desperately needed, as well plants need water for their Chicken is the many human So the stone is has many advantages in our lifes.
I think we can take a rest Student when we feel stress.
For animal, the water alsoStudent 08 desperately needed like the plants need water for their A lot of humans like a chicken.
Student 09 So, the stone has many Student 01 advantages in our lifes.
Based on the example above, errors made by the students in word order occured because they had a lack of knowledge about the correct structure of a sentence.
A lot of student tend made a piece of writing inappropriate with the rules of a sentence, usual the correct structure of sentence such as at this formula: subject-verb-object-place-time.
Error in the Use of Capitalizations Capital is a letter of the alphabet in the form and larger size that is used at the beginning of sentences and names print in capitals.
Capitalization is the use of capital letters.
Using capital letter for the first letter of a word has a specific meaning for most readers.
Capitalization can be confusing unless it is done correctly, so use capital letters only when you are doing so.
Here are some rules for capitalize proper names of people .
ncluding titles and honorific.
, ethnic groups, places, countries and states, holidays, institutions, and religions.
Capitalize the first word in a sentence or a quoted word, phrase, or sentence of dialogue.
Do not capitalize the first word of an indirect quote in paraphrase and do not capitalize words to emphasize them in academic writing.
The examples of this error are found, as follows:
Type of Error Identification of Error Error Correction Information Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
Capitalization leafe help us from .
The mouse deer Very clever to lie other animals 33 kilometers from ende you can see my village its name Detusoko.
The sun Is also a source of energy for living things Leaf help us from the polution.
The mouse deer is very clever to lie the other animals.
33 kilometers from Ende you can see my village, its name Detusoko.
The sun is also a source of energy for the living things.
Student 17 Student 20 Student 04 Student 19 Based on the example above error in this area occurred because the students did put the correct capital letters in the correct words.
In first sentence student did not put the capital letter into the first word of a sentence that was leafe.
In the second sentences the students failed to put the correct capital into a word in sentence where the student put the capital letter into the word Very, as we know that the word very was not the first word in the sentence.
In the third sentence error in capitalization occurred because the student did not used the capital letter to the proper noun .
As we know that each the proper noun of a name of city must be began with the capital letter.
And the last sentence capitalization error occurred because the students using the capital letter into to be Is.
Error in the Using of Punctuations Punctuation is the use of special marks that you add to writing to separate phrases and sentences, to show that something is a question, etc.
Punctuation is not something you impose upon a sentence after you have written it out.
Commas, semicolons, and the other marks are an intimate part of grammar and style.
To write well, you must punctuate well.
but to punctuate well, you must also write well.
Punctuation mark used in punctuation, for example: full stops/periods, commas, semicolon, question mark, apostrophe, capitalization.
The punctuation mark (.
) is put at the end of a sentence, or at the end of a word that has been shortened.
A commaAos basic purpose in life is to indicate to the reader that there should be a slight pause in the sentence.
Sometimes commas separate items in a list.
The last two items of a list should already be separated by the word AoandAo, so you donAot need a comma there.
: I took bread, milk, eggs and cheese.
The punctuation mark ( ' ) that shows when a letter or a number has been left out, or is used before or after s to show possession, : I'm (= I a.
, they're (= they ar.
, '65 (= 1.
Helen's laugh, etc.
For example: ItAos a fine day today and he dog bit its tail .
howing ownershi.
The example of error in punctuations that made by students are:
Type of Error Punctuation Identification of Error Error Correction In conclude the sea (,) very saltly (,) have not color and very good for recreation for Tree has different part (,) and i very love tree.
I like Detusoko (,) I hope one time I can make go ahade to Detusoko.
In conclude, the sea is very salty, has not the color, and it is very good to recreation for Tree has some different parts.
am very love the tree.
I like Detusoko.
I hope one time I can invite someone to go to Detusoko.
Information Student 21 Student 17 Student 04 Based on the example above, errors in punctuations occured in the punctuation comma.
From the three sentences above the students just made the errors in the pucntuation comma.
It was because of a lot of stundent can not dominate the rules of using the punctuation comma.
There are a few of the rules of using comma they are, use a comma to separate the elements in a series .
hree Fransiskus Berto Ma1.
Maksimilianus Doi2.
Marianus W.
Liru3 COMMON GRAMMATICAL ERRORS FOUND IN STUDENTSAo WRITING Journal of Language and Literature p-ISSN 2502-5473 | e-ISSN 2808-0106- | Vol.
8 Nomor 1 Maret 2022 http://e-journal.
id/index.
php/lantern/index | lanternsasing@gmail.
or more thing.
, including the last two.
Use a comma a little conjunction .
nd, but, for, nor, yet, or, s.
to connect two independent clauses, as in "He hit the ball well, but he ran toward third base.
The Most Dominant Frequency of Error The frequency of calculation of each error can be described, as follows .
errors in using of verbs are 10 with 9,1%, .
errors in subject-verb agreements are 14 with 12,6%, .
errors in the use of articles are 17 with 15,3%, .
errors in the use of prepositions are 5 with 4,5%, .
errors in numbers are 7 with 6,3%, .
errors in the use of pronouns are 5 with 4,5%, .
errors in using of possessive are 2 with 1,8%, .
errors in word choice are 2 with 1,8%, .
errors in spelling are 13 with 11,7%, errors in word order are 22 with 19,8%, .
errors in the use of capitalizations are 8 with 7,2%, .
error in using of punctuations are 6 ycith 5,4%.
The results of the analysis can be summarized, as follows:
CONCLUSION
Based on the data analysis and the discussion in the previous chapter, the writer made conclusion that the ability of the students in class of Basic Writing in the academic year of 2016/2017 of University Flores in writing descriptive paragraph was still low.
The writer found that there were 9,1% students who made errors in verb tense, 12,6% students who made errors in subject-verb agreement, 15,3% students who made error in article, 4,5% students who made error in preposition, 6,3% students who made error in number, 4,5% students who made error in pronoun, 1,8% students who made error in possessive, 1,8% students who made in word choice, 11,7% students who made error in spelling, 19,8% students who made error in word order, 7,2% students who made error in capitalization, and 5,4% students who made error in punctuation.
The errors are caused from many factors.
the students are still confused to choose the right word in a sentence because of the lack of knowledge or poor vocabularies and its use.
Besides, errors happened because of their first language (Indonesian logical thinkin.
, or we could say the learnersAo mother tongue interference .
nterlingua sourc.
, some students tried to translate the words one by one from Indonesian language into English without paying attention to the English structure rules.
REFERENCES