AN ERROR ANALYSIS OF WRITING GREETING
CARD AT THE EIGHTH GRADE OF SMPN 5
TANJUNGPINANG
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Institusion
Universitas Maritim Raja Ali Haji
Author
NITAMARA, NITAMARA
Agust, Satria
Murni, Dewi
Agust, Satria
Murni, Dewi
Subject
420. Bahasa Inggris
Datestamp
2023-08-09 08:08:08
Abstract :
In particular when writing about greeting cards, students frequently make errors in grammar. The researcher was interested in learning what errors do that the students made in their sentences. Descriptive qualitative research was employed by the researcher. The 8th grade (8D) was the focus of the research, which was done at SMP Negeri 5 Tanjungpinang. The objectives were to explain the errors that students make when writing greeting cards. After asking the students to create sentences regarding greeting cards for the written test, the researcher gathered the students' responses. Based on the surface strategy taxonomy, the researcher started to examine the errors the students made in their sentences. Following the researcher analysis of the sentences, 62 errors on words were discovered, with the following frequencies: omission (54,84%), addition (29,03%), misformation (11,29%), and misordering (4,84%). The teacher can focus on the topic in which the majority of students committed errors through the error analysis. By creating organized resources, teachers may also enhance their methods of instruction. Students must also be motivated to learn grammar and vocabulary.
In particular when writing about greeting cards, students frequently make errors in grammar. The researcher was interested in learning what errors do that the students made in their sentences. Descriptive qualitative research was employed by the researcher. The 8th grade (8D) was the focus of the research, which was done at SMP Negeri 5 Tanjungpinang. The objectives were to explain the errors that students make when writing greeting cards. After asking the students to create sentences regarding greeting cards for the written test, the researcher gathered the students' responses. Based on the surface strategy taxonomy, the researcher started to examine the errors the students made in their sentences. Following the researcher analysis of the sentences, 62 errors on words were discovered, with the following frequencies: omission (54,84%), addition (29,03%), misformation (11,29%), and misordering (4,84%). The teacher can focus on the topic in which the majority of students committed errors through the error analysis. By creating organized resources, teachers may also enhance their methods of instruction. Students must also be motivated to learn grammar and vocabulary.
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