A Closer Look At The EFL Students’ Grammatical Errors In Writing Descriptive Text

Abstract

EFL students found some difficulties in writing descriptive texts because they have to observe the language features, and generic structure of such genre carefully to produce a good paragraph. Students made some errors in their writing and experienced difficulties dealing with the grammatical rules. The objectives of the present research are to identify the errors types that students might encounter in writing descriptive text and to describe what errors are dominantly made. Therefore, a descriptive qualitative research design was applied to describe students’ type of errors as proposed by Dulay (1982) and to figure out errors that dominantly occur in students’ writing, the present study used Ellis’s theory (1994), namely error collection, error identification, error description, and error explanation. The respondents were 30 students (5 males and 25 females) in English Language Education Study Program at Universitas Teknologi Yogyakarta. The research data was taken from students’ works and analyzed qualitatively. The findings revealed that students made four types of errors, ranging from the highest to lowest, namely omission, misformation, addition, and misordering. Of 174 errors, 60 errors dominantly occurred in the omission part, and 51 errors were in the misformation part. Meanwhile, 47 errors occurred in the addition part, and 16 errors occurred in the misordering part.

Evaluating Cami AI Across SMAR Stages: Students’ Achievement and Perceptions in EFL Writing Instruction

“…The students experienced less anxiety since the feedback was given personally to the EFL students without any fear of being judged (Koenka & Anderman, 2019;Tapalova & Zhiyenbayeva, 2022). Third, the students could make their descriptive writing composition coherent with the help of images generated by Cami AI (Ismayanti & Kholiq, 2020;Navidinia, 2019;Rizqullah et al, 2023). Fourth, the integration of technology using the SAMR framework guided the teacher to assist EFL students with the stage-by-stage descriptive writing process (Bhowmik, 2021;Canbay, 2020), which reduced learning complexity.…”

“…Moreover, based on some current studies discussing EFL writing, many students need more personalized writing feedback to reduce their learning anxiety (Koenka & Anderman, 2019), quick feedback responses from teachers (Irwin, 2017) since some teachers hardly provide more details responses due to many students need their attention, and dialogic feedback to fulfill any students' curiosities (Mamoon-Al-Bashir et al, 2016). One study stated that EFL students had difficulties in writing descriptive text since they did not have images or were able to imagine the model of writing (Ismayanti & Kholiq, 2020;Rizqullah et al, 2023). Hence, Cami AI with its features may scaffold the aforementioned needs and challenges.…”

Error Analysis on Students’ Descriptive Writing

“…Furthermore, beyond mastering capitalization, punctuation, and spelling, students need the ability to organize their ideas, construct cohesive sentences, and adhere to various language standards. Rizqullah & Abdul (2022), explain that errors, defined as deviations from the norms of the language, are committed by students who repetitively make errors without justification. These errors may manifest at various stages of language acquisition.…”