Critical Analysis of Morphosyntactic Errors and Methodological Rigor in an Undergraduate Thesis Writing
Keywords:
EFL, Morphosyntax, error analysis, Undergraduate thesisAbstract
This research offers a detailed critical analysis of an undergraduate thesis writing entitled "Teaching and Learning Descriptive Text by Using Cooperative Learning Method," submitted to an English Education department. The analysis conducts on two interconnected levels. First, it systematically identifies, categorizes, and corrects prevalent morphosyntactic errors within the thesis manuscript, examining their implications for academic clarity, credibility, and scholarly communication in English as a Foreign Language (EFL) context. Error categories include subject-verb agreement, article usage, prepositional errors, verb tense consistency, plurality, and sentence structure issues. Second, the article provides a substantive evaluation of the thesis's research design, methodological execution, analytical depth, and contribution to the existing body of knowledge on Cooperative Learning (CL) in EFL writing instruction. While acknowledging the study's novel process-oriented focus on CL implementation, the analysis reveals significant constraints, including an extremely limited data collection period, superficial application of qualitative analysis frameworks, and weaknesses in research instrument design. The synthesis concludes that the thesis's potential contributions are substantially hindered by these linguistic and methodological shortcomings. Based on this dual critique, the research presents targeted recommendations for enhancing academic writing proficiency among EFL thesis writers and proposes more robust methodological designs for future qualitative inquiry into classroom-based pedagogical processes. This integrated approach aims to inform both the advancement of EFL academic writing standards and the improvement of empirical research in language education
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