Analysis On Grammatical Errors In Recount Text Produced By EFL Learners

LEMBUNAI, Roberto (2022) Analysis On Grammatical Errors In Recount Text Produced By EFL Learners. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

This research entitled “Analysis on Grammatical Errors in Recount Text Produced by EFL Learners”. This research is made to answer the questions, what are kinds of grammatical errors made by the students of SMPK St. Yoseph NaikotenKupang? And what is the dominant kind of grammatical error made by the eighth grade students of SMPK St. Yoseph Naikoten-Kupang? The objectives of this study are to find out the kinds of grammatical errors made by the eighth grade students of SMPK St. NaikotenKupang and also to find out the dominant kind of grammatical error made by the students of SMPK St. Yoseph Naikoten-Kupang. In this study the researcher used qualitative method and analysis the data used surface strategy taxonomy i.e. to determine and find out the kinds of errors. The participants of this study were eighth grade students of SMPK St. Yoseph NaikotenKupang. To find out the kind of errors the students were asked to make a recount text. Recount text was the instrument of the study. There are four steps that the researcher used namely: (1) The writer explained to the students about the kinds of task which were given to make a proposal and thesis, (2) The writer explained to the students what recount text is, (3) The writer explained the aim of the study, (4) Asking the students to do the writing task. (5) Collecting the students’ writings. The researcher also analyzed the data through some techniques as follow: (1) Identifying the errors committed by the students, (2)Marking the errors by underlining and marking the letters “A” for omission, “B” for addition, “C’ for miss formation, and “D” for miss ordering,(2) Classifying the errors that they committed into the type of errors, (3) Calculating the number of errors, (4) Describing the errors, (5) Concluding the results of the analysis. From the result the researcher found that there were five types of errors they were omission (10), addition (9), misformation (48), misordering (2), and the most dominant kind of grammatical error made by the student was misformation. Beside these four types of grammatical errors there were another errors that appeared in the study, the researcher collected them as unclassified errors. Regarding to the findings of the study some suggestions are proposed to the teachers. They should give more focus on teaching simple past tense used in reading texts they learned. For the students they should try harder to study simple past tense and put it to practice. Students also not only study with the teachers but also by looking for other sources like internet, books, dictionary and so on in order to improve writing skill. For the readers in giving information to the other readers especially in writing, it is better to pay much attention to the grammatical pattern of the text.

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