Abstract
The thesis entitled Grammatical Errors in Debate Arguments Made by the Students of Global English Language Center. The objectives of this study were (1) to find out the kinds of errors made by the students of Global English Language Center in their debate arguments and (2) to find out the causes of errors made by the students of Global English Language Center in their debate arguments. The writer used descriptive-qualitative method of research. The population of this study was all the students of Global English Language Center. The sample was chosen by using purposive sampling. The samples were 12 students which were grouped into two debate sessions. The data were calculated and analyzed based on surface strategy taxonomy and linguistic category taxonomy to know the errors. Samples’ personal reasons and personal judgement were used to know the causes of the errors. The findings showed that there were four types of errors that the students made which are omission, addition, misformation, and misordering. Misformation is the major error made by the students. Nervousness, time limit, native language interference, and the insufficient grammar learning were the causes why the students made errors.
Highlights
Background of the studyGrammar is one of English language aspects that must be learned and understood by the students because they cannot understand the sentences well without learning grammar. Downing and Locke (2006) state that, “grammar aims to match forms to function and meaning in context” (p.4)
It is hoped by learning grammar students will be able to use the language precisely and accurately
In keeping with the writer’s experience when studying in Global English Language Center for six months, grammar is one of the language aspects which is complicated for the students
Summary
Background of the studyGrammar is one of English language aspects that must be learned and understood by the students because they cannot understand the sentences well without learning grammar. Downing and Locke (2006) state that, “grammar aims to match forms to function and meaning in context” (p.4). Downing and Locke (2006) state that, “grammar aims to match forms to function and meaning in context” (p.4) It is hoped by learning grammar students will be able to use the language precisely and accurately. The students may commit error in debating because they think that the target language and their mother tongue are similar. They tend to translate their mother tongue to target language in inappropriate way. Broughton et al (1980), “errors will always be made, and have direct implications for remedial work because they are by their nature systematic infringements of the normal.” (p.9) In this case, errors will always happen and have aims for the work or attempt.
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