An Analysis of Grammatical Errors in Students’ Writing Descriptive Text

Royani, Seli; Sadiah, Sari

doi:10.22460/project.v2i6.p764-770

Cited by 20 publications

(26 citation statements)

References 4 publications

(1 reference statement)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A look at the types of students' errors that the researcher found in Writing recount texts in English classroom activities Lexicogrammatically such as: To be, verb 2 or 3, the use of pronoun, conjunction, plural or singular. A similar problem was found in the studies Royani & Sadiah (2019) and Sitorus & Sipayung (2018), in which the students' English writings students had grammatical error content.…”

Section: Discussionsupporting

confidence: 69%

“…Most of Indonesian learners' study English writing subject in the school. Writing English is not easy as the students think because they must use the correct types of phrases which indicate common error is on noun phrase (Sitorus & Sipayung, 2018), and the correct grammar (Royani & Sadiah, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The other researches showed that students derived two kinds of feedback, which were oral corrective feedback and written corrective feedback on writing class. The result after getting corrective feedback is the students improved their writings' quality (Rahmawati, 2017;Royani & Sadiah, 2019). On the other hand, ÇEpni (2016) found oral corrective feedback in writing class .…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Written Corrective Feedback on Efl Students at an Islamic Junior High School

Suharyanti

Fauziati

2020

J. appl. linguist. lit.

View full text Add to dashboard Cite

Teachers provide students with corrective feedback for guiding them in the process of teaching a language. This study aimed to investigate the types of corrective feedback that the teacher used in teaching writing recount text, this also employed to reveal the students' motivation for writing recount texts, and to explore the benefit of teacher corrective feedback to the students' ability in writing recount text at Manbaul Huda Islamic Junior High School Central Java Indonesia. Descriptive qualitative method was employed by interviewing both the teacher and the second-year students. The participants were three teachers and twenty students. There were three guided Interview questions for teachers and two questions for students. The findings of this study turned out that the teacher employed indirect corrective feedback and gave symbols to the student’s error production. Most of the students are highly motivated to be able to write a status on Facebook or other online media by using English. The most important advantage of obtaining corrective feedback for the students is to understand the use of grammar in making a sentence. This study concluded that the motivation of the students to write recount text was to get teacher corrective feedback to be able to write the appropriate sentence and to increase their ability in writing English. This also implied that different types of corrective feedback might impact differently to the students in improving their motivation to learn English more.

show abstract

Section: Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Written Corrective Feedback on Efl Students at an Islamic Junior High School

Suharyanti

Fauziati

2020

J. appl. linguist. lit.

View full text Add to dashboard Cite

show abstract

“…This research was conducted using descriptive qualitative method Suryana (2010) in Royani & Sadiah (2019) Descriptive Qualitative research is a research in which the process of analyzing the subject systematically. Descriptive qualitative research focuses on making systematic and accurate descriptions according to the facts of the field.…”

Section: Methodsmentioning

confidence: 99%

“…In writing descriptive text it will begin with the explanation about general information followed by a more detailed object. Blaylock (2006:1) in Royani & Sadiah, (2019) state that descriptive text has two main parts; The first is identification of how the object is described and the second is a description of the object described by the writer. Apendi & Mulyani (2020) taken from Wignell (1994) explains furthermore that "descriptive text is a text that describes a particular person, place, and things.…”

Section: Introductionmentioning

confidence: 99%

The Use of Video as Media in Teaching Writing Descriptive Text

Dwifadjrin

Pamungkas

2020

J. PRJ

View full text Add to dashboard Cite

Writing is one of the skills which must be mustered in learning English. However, many students het difficulties in learning writing. The objectives of the research entitled “ The used of video as media in teaching writing descriptive text” were to found out: 1) the implementation of the scenario in teaching English writing descriptive texts in seventh grade using video as media. 2) Students responses in learning descriptive text using video as media. In conducting this research, it was used a descriptive qualitative research design to describe the result of the research. The subject of the research was grade VII of junior high school in Padalarang, consit 20 students. The results of this study indicated that the implementation in teaching is done according to the scenario which was prepared by the researchers. The responses of the students based on the questionnaires showed that teaching learning proses using video was effective. Students had high enthusiasm, they did not feel monotonous, and they were motivated. From the result of assessment, most of the students had difficulties in writing English because they had poor grammar, lack of vocabulary, and poor understanding of mechanics in writing. In addition, the students had less experience because they were not accustomed to using English in writing. After learning using video as media, the student could overcome their difficulties eventhough there was few students that not understand grammar use, vocabulary, and mechanics in the final project. Keywords: Wring skill, Descriptive Text, Video

show abstract

An Analysis of Grammatical Errors in Writing Recount Texts by the Tenth Graders

Amelia

Rachmajanti

Anugerahwati

2021

JoLLA

View full text Add to dashboard Cite

This study was conducted to analyze the grammatical errors in writing recount texts by the tenth graders. A table analysis and a questionnaire were being used in this study. The data was analyzed based on the surface strategy taxonomy that was adapted from Dulay, Burt, and Krashen (1982). The errors were classified into four categories; omission, addition, misformation, and misordering. The subject was 24 students. This study used a qualitative method which was a descriptive analysis. There were some instruments in this study; the writing task, the table of analysis, the questionnaire and the scoring formula. The result of this study shows that the students still made grammatical errors in writing the recount text. There are 447 errors in the students' writing. Misformation error becomes the most common error with a frequency 190 errors (42.5). Then, it was followed by 162 omission errors (36.3%), 86 addition errors (19.2%), 9 misordering errors (2.0%). The questionnaire findings indicate that most students did not understand how to apply the grammar rules in their writings and teachers need to give more explanation how to apply the grammar rules in writing. Keywords: grammatical errors, recount text, tenth graders Abstrak: Penelitian ini bertujuan untuk menganalisis kesalahan tata bahasa dalam penulisan teks recount oleh siswa kelas 10. Penelitian ini menggunakan tabel analisis dan kuesioner. Data dianalisis dengan berdasarkan surface strategy taxonomy yang dikemukakan oleh Dulay, Burt, and Krashen (1982). Kesalahan-kesalahan yang ada dibagi menjadi empat kategori; omission, addition, misformation, dan misordering. Subyek penelitian terdiri dari 24 siswa. Penelitian ini menggunakan metode kualitatif, lebih tepatnya analisis deskriptif. Instrumen yang digunakan antara lain; tugas menulis, tabel analisis, kuesioner, dan rumus skoring. Hasil penelitian menunjukkan bahwa siswa masih membuat kesalahan dalam menulis teks recount. Terdapat 477 kesalahan dalam tulisan siswa. Kesalahan misformation menjadi kesalahan yang paling umum dengan frekuensi sebanyak 190 kesalahan (42,5%), diikuti oleh kesalahan omission sebanyak 162 (36,3%), kesalahan addition sebanyak 86 (19,2%), dan kesalahan misordering sebanyak 9 (2,0%). Menurut kuesioner, kesalahan ini masih terjadi karena kebanyakan siswa masih bingung mengenai penerapan tata bahasa dalam tulisan mereka. Oleh sebab itu, guru dianjurkan untuk menjelaskan lebih jauh mengenai cara penerapan tata bahasa dalam menulis. Kata kunci: grammatical errors, recount text, siswa kelas X

show abstract

An Analysis of Grammatical Errors in Students’ Writing Descriptive Text

Cited by 20 publications

References 4 publications

Written Corrective Feedback on Efl Students at an Islamic Junior High School

Written Corrective Feedback on Efl Students at an Islamic Junior High School

The Use of Video as Media in Teaching Writing Descriptive Text

An Analysis of Grammatical Errors in Writing Recount Texts by the Tenth Graders

Contact Info

Product

Resources

About