ANALYZING THE PROPORTION OF STUDENTS’ ERROR IN ESSAY WRITING AT TERTIARY LEVEL : A DESCRIPTIVE QUALITATIVE RESEARCH
Keywords:
Error analysis, types of error, comparison and contrast essayAbstract
The purpose of this study was to identify the frequency and percentage of the four types committed by the students in writing comparison and constrast essay. The method is descriptive qualitative. The participant of this study was four semester students of English education department of UIN Raden Intan Lampung. There were 19 students who took essay writing subject. They learnt comparison/contrast essay. The writer collected the data through students’ essay. The procedure of this study was the students’ essay were collected, then identified, classified, and analyzed based on surface strategy taxonomy (omission, addition, misformation, and misordering). The result showed that there were 414 items of students’ error that consisted of omission (33 items, 8%), then addition (60 items, 15%), misformation (312 items, 75%), and misordering (9 items, 2%). The findings show that misformation errors are the most frequent, indicating that students struggle with using correct grammatical forms. This suggests that while students may understand the need for certain grammatical elements, they have not yet mastered their proper usage. In addition, the lecturers are encouraged to integrate explicit grammar instruction with writing activities, particularly focusing on the most frequent error types such as misformation. They should also provide regular and constructive feedback on students’ writing to help them notice and correct their errors effectively
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