Abstract
Having good grammar is one of important components in the mastery of writing skills. However, grammatical errors still become an important problem in writing, especially for EFL students. Therefore, this study aimed to find out the major types of grammatical errors; and to know the major source of grammatical errors in students’ recount text writing. This study was designed as a descriptive qualitative study. Recount texts written by the eighth-grade students of SMP Pelangi Dharma Nusantara in academic year 2019/2020 were used as the research subjects of this study. The data were identified and analyzed using theory of error proposed by Dulay et al. (1982) about surface strategy taxonomy and theory of source of grammatical error proposed by Brown (2007)). The findings showed that the major type of grammatical errors was omission, with the total of 171 errors or 37. 33% of the total errors. Meanwhile, the major source of grammatical errors was intralingual transfer which the total result was 248 or 43.43% error. Thus, it can be concluded that the most frequent grammatical errors that happened among the subject was error of omission, while the most common source of errors was intralingual transfer.
Highlights
Writing is one of the language skills that need to be developed in studying English
Grammatical errors still become an important problem in writing, especially for EFL students
This study aimed to find out the major types of grammatical errors; and to know the major source of grammatical errors in students’ recount text writing
Summary
Writing is one of the language skills that need to be developed in studying English It can be a medium for expressing a person's ideas, feelings, and opinions in written form, and the result can be meaningful for the writer himself and/or for other (Indrilla & Ciptaningrum, 2018). Suwastini and Yukti (2017) for example were concerned with the errors committed by students learning English as Foreign Language in a vocational school in Bali and revealed that misformation and omission were the most common type of error committed in the students’ short-biography writing that they result. Very similar result was found by Megantari and Budasi (2018) who observed the grammatical errors in vocational school students’ narrative text, and revealed that misinformation and omission were committed most frequently by the students. Very similar result was found by Megantari and Budasi (2018) who observed the grammatical errors in vocational school students’ narrative text, and revealed that misinformation and omission were committed most frequently by the students. Budiarta, Suputra and Widiasmara (2018) conducted error analysis among junior high school’s narrative texts and revealed that misformation and ommisions were the types of errors that happened most often in the students’ writing
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