An Analysis of Students' Grammatical Errors in Writing Narrative Text by The Eleventh Graders of Sman 1 Tarakan in Academic Year 2020/2021 Thesis

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AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN

WRITING NARRATIVE TEXT BY THE ELEVENTH GRADERS
OF SMAN 1 TARAKAN IN ACADEMIC YEAR 2020/2021
THESIS
By:
MUHAMMAD FAUJIL
NPM. 16.40601.016
ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
BORNEOTARAKAN UNIVERSITY
2021
AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN
WRITING NARRATIVE TEXT BY THE ELEVENTH GRADERS
OF SMAN 1 TARAKAN IN ACADEMIC YEAR 2020/2021
THESIS
Presented in Borneo University Tarakan in Partial Fulfillment of Requirements

for the Degree of Sarjana In English Education
By:
MUHAMMAD FAUJIL
NPM. 16.40601.016
ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
BORNEOTARAKAN UNIVERSITY
2021
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PAGE OF APPROVAL
The Title : An Analysis Of Student’s Grammatical Error In

Writing Narrative Text By The Eleventh
Graders Of SMAN 1 Tarakan
Name : Muhammad Faujil
NPM : 1640601016
Program of Study : English Department
Faculty Teacher Training and Education
:
1. RomlahUlfaika, M. Pd 1. ………………………
NIP. 198705012019032024
2. Ridwan, M. Pd 2. ………………………
NIP. 198010272014041001
3. Nofvia De Vega, M. Pd 3. ………………………

NIP. 198711192015042003
Acknowledge by
The Head of Teacher Training and Education Faculty
Dr. Suyadi, S.S, M. Ed

NIDN. 0207097102
Date of Graduation :
Thesis Score :
ii
PAGE OF APPROVAL
This is to certify that the sarjana’s thesi of Muhammad Faujil has been
approved by the thesis advisor for further by the board of examiners
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ABSTRAK
Faujil, Muhammad (2021). An Analysis of Grammatical Error in Writing Narrative

Text by The Eleventh Graders of SMAN 1 Tarakan.
Penelitian ini dilakukan untuk mengidentifikasi dan medeskripsikan tipe-tipe

kesalahan gramatika yang dilakukan kelas siswa kelas sebelas SMAN 1 Tarakan
dalam menulis teks naratif. Peneliti menggunakan deskriptif kualitatif sebagai metode
penelitian. Subyek dari penelitian ini adalah siswa kelas 11 Mipa 1 SMAN 1 Tarakan
tahun akademik 2020/2021. Total populasi yang telah diambil sebagai data berjumlah
36 dan dipilih dengan menggunakan teknik purposive sampling. Peneliti
mengumpulkan data dengan memberikan tes menulis. Subyek dari penelitian ini
diminta untuk menulis teks naratif berdasarkan susunan teks dengan baik dan benar.
Hasil menunjukan bahwa terdapat 331 kesalahan yang ditemukan pada tulisan
siswa dengan menggunakan klasifikasi kesahalahan gramatika oleh Turton (1995).
Terdapat 94 kesalahan verb tense, 53 kesalahan verb be, 10 kesalahan subject-verb
agreement, 4 kesalahan determiner, 7 kesalahan plural, 4 kesalahan pronoun, 29
kesalahan wrong word, 3 kesalahan verb, 2 kesalahan preposition, 12 kesalahan
conjunction, 13 kesalahan article, 16 kesalahan auxilary, 2 kesalahan adjective, 16
kesalahan adverb, 7 kesalahan possesive, 10 kesalahan noun, 13 kesalaha infinitive, 9
kesalahan gerund, 21 kesalahan modal, 3 kesalahan quantifiers and 3 kesalahan
comparative.
Kesimpulannya, kesalahan gramatika Verb Tense menjadi kesalahan dominan

yang paling banyak muncul pada tulisan siswa dalam teks naratif.
Kata Kunci : Kesalahan Gramatika, Menulis Teks Naratif
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ABSTRACT
Faujil, Muhammad (2021). An Analysis of Student’s Grammatical Error in Writing

Narrative Text by The Eleventh Graders of SMAN 1 Tarakan.
This research was conducted to identify and describe the types of grammatical
error made by the eleventh graders of SMAN 1 Tarakan in writing narrative text. The
researcher used descriptive qualitative as the method of the research. The subject of
the research was the eleventh graders of science 1 class of SMAN 1 Tarakan in
academic year 2020/2021. The Number of data that had been takenwere 36 and they
were selected by using purposive sampling technique. The researcher collected the
data by using writing test. The subjects were asked to write narrative text along with
the generic structure well.
The result showed that there were 331errors found in student’s writing based
on grammatical error classified by Turton (1995). There were 94 errors of verb tense,
53 errors of verb be, 10 errors of subject-verb agreement, 4 errors of determiner, 7
errors of plural, 4 errors of pronoun, 29 errors of wrong word, 3 errors of verb, 2
errors of preposition, 12 errors of conjunction, 13 errors of article, 16 errors of
auxilary, 2 errors of adjective, 16 errors adverb, 7 errors of possesive, 10 errors of
noun, 13 errors of infinitive, 9 errors of gerund, 21 errors of modal, 3 errors of
quantifiers and 3 errors of comparative.
Briefly, the grammatical error of Verb Tensebecomes the most dominant error
that appeared the most on student’s writing in narrative text.
Keyword: Grammatical Error, Writing, Narrative Text.
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ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious and The Most Merciful, all praises
to allah, Lord of the universe, who has given the researcher a lot of strength, health,
patience and life in finishing this research paper. Peace and blessing be upon our
prophet Muhammad S.A.W who leaded us to bright life, his family, companions and
all his follower.
The researcher would like to give his best appreciation and his respect to
people who help, support, advice, guide and give so much encouragement
individually or in institution to him to finish this study. Because the researcher
realizes that this study cannot be finished without their helps, so the researcher would
like to deliver his deepest gratitude to:
1. Prof. Dr. Drs. Adri Patton, M. Si, as the rector of Borneo University Tarakan.
2. Dr. Suyadi, S.S, M, Ed., as the Dean of Faculty of Teacher Training and
Education of Borneo University Tarakan.
3. Nofvia De Vega, M. Pd, as the head of English Department of Borneo University
Tarakan.
4. Romlah Ulfaika, M. Pd, as the advisor of this research. The researcher profusely
thank to her valuable guidance, patience, advice and encouragement during the
writing process of this research from the beginning and until the end.
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5. Ridwan, M.Pd and Nofvia De Vega, M. Pd, as the examiners of this thesis who
have given valuable advices, suggestions and comments in composing this
research paper.
6. My beloved parents (Hamid and Hariyati) who always support him and frequently
give advice in order to make him better.
7. All the lecturers in English Department of Borneo University Tarakan for
precious knowledge and experiences.
8. All the subjects in this study who were the eleventh science 1 class of SMAN 1
Tarakan in academic year 2020/2021
9. My beloved friends Elvana Cholil Ahmad, Gustaf Ardi Prayoga, Ewaldus Mbaha
Rengga, Nimatul Dwi Asmarani, Veronika Noa, Suraya Mohd Arsyad, Siti
Nurohmah and Annisa Tyas Mawarti who always support, motivate and help the
researcher from the beginning he becomes an English Department student until
the end he composes this thesis.
10. Ramot Silaban, S. Pd who has been an inspiration for the researcher to be such
good and humble teacher.
11. All his friends in English Department, who always give their kindness, share their
ideas, help to finish assignments from lecturers.
May Allah always guide them to the right path.
Finally, this thesis is expected to be able to provide beneficial knowledge and
information to the readers. The researcher is pleased to accept more suggestion,
comments and contribution from the readers for the improvement of the thesis.
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TABLE OF CONTENTS
PAGE OF APPROVAL...............................................................................................iii
ABSTRAK...................................................................................................................iv
ACKNOWLEDGEMENT.........................................................................................viii
TABLE OF CONTENTS..............................................................................................x
TABLE OF APPENDIX.............................................................................................xii
LIST OF TABLE.......................................................................................................xiii
CHAPTER 1.................................................................................................................1
INTRODUCTION.......................................................................................................1
A. Background of the Study..............................................................................1
B. Problems of Statement..................................................................................4
C. Objectives of the Study.................................................................................4
D. Significances of the Study.............................................................................4
E. Definition of Key Term.................................................................................5
CHAPTER II.................................................................................................................6
REVIEW OF RELATED LITERATURE.....................................................................6
A. Definition of Writing......................................................................................6
B. Process of Writing...........................................................................................8
C. Purpose of Writing..........................................................................................9
D. Components of Writing.................................................................................10
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E. Types of Error...................................................................................................11
F. Grammatical Error............................................................................................14
G. Cause of Errors.............................................................................................26
H. Narrative Text...............................................................................................27
I. Previous Research.............................................................................................28
J. Theoretical Framework.....................................................................................30
CHAPTER III..............................................................................................................31
RESEARCH METHOD..............................................................................................31
A. Research Design............................................................................................31
B. Research Setting............................................................................................32
C. Technique of Collecting Data.......................................................................33
D. Technique of Data Analysis..........................................................................33
E. Trustworthiness of the Data..............................................................................35
CHAPTER IV..............................................................................................................37
FINDINGS AND DISCUSSION................................................................................37
A. Findings.........................................................................................................37
B. Discussion.....................................................................................................92
CHAPTER V...............................................................................................................96
CONCLUSION AND SUGGESTION........................................................................96
A. Conclusion....................................................................................................96
B. Suggestion.....................................................................................................97
REFERENCES............................................................................................................98
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xii
TABLE OF APPENDIX
Appendix 1 Syllabus..................................................................................................101
Appendix 2 Correction Symbol.................................................................................107
Appendix 3 Student Writing Test Test......................................................................110
Appendix 4 Letter Of Research Introduction............................................................111
Appendix 5 Letter Of Research School....................................................................112
Appendix 6 Letter Of Wriing Originally...................................................................113
Appendix 7 Data Validation Letter...........................................................................114
Appendix 8 Written Test...........................................................................................115
Appendix 9 Grammatical Error Analysis Commited By Students............................150
Appendix 10 Curriculum Vitae.................................................................................168
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LIST OF TABLE
Table 4. 1The example of grammatical error of Verb Tense......................................38

Table 4. 2 The example of grammatical error of Subject-Verb Agreement................39
Table 4. 3The example of grammatical error of Verb Be...........................................39
Table 4. 4The example of grammatical error of Determiner.......................................40
Table 4. 5The example of grammatical error of Plural...............................................40
Table 4. 6The example of grammatical error of Pronoun...........................................41
Table 4. 7The example of grammatical error of Wrong Word....................................41
Table 4. 8The example of grammatical error of Verb.................................................42
Table 4. 9The example of grammatical error of Preposition.......................................43
Table 4. 10The example of grammatical error of Conjunction...................................43
Table 4. 11The example of grammatical error of Article............................................44
Table 4. 12The example of grammatical error of Auxiliary........................................44
Table 4. 13The example of grammatical error of Adverb...........................................45
Table 4. 14The example of grammatical error of Gerund...........................................45
Table 4. 15 The example of grammatical error of Modals..........................................46
Table 4. 16The Example of Grammatical Error of Infinitive......................................46
Table 4. 17The example of grammatical error of Possessive......................................47
Table 4. 18 The example of grammatical error of Noun.............................................48
Table 4. 19 The example of grammatical error of Adjective......................................48
Table 4. 20 The example of grammatical error of Quantifiers....................................49
Table 4. 21 The example of grammatical error of Comparative and Superlative.......50
Table 4. 22 The Grammatical Error Committed by Students 1...................................50
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Table 4. 31 The Grammatical Error Committed by Students 10.................................63
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CHAPTER 1
INTRODUCTION
This chapter will discuss about background of the study, problem statements,
objective of the study, significant of study and definition of key terms
A. Background of the Study
English is one of international language which is spoken by most people
around the world. There are lot of English aspects that can be found either in oral or
written form. According to Crystal (2003), English is a global language since people
can hear about it anywhere, whether in television, radio, advertisement, menu and etc
It means that English is really a well known language that people use to communicate
globally.
Moreover, Meyer (1983) states that English has a large amount of second
language speakers around the world with 60% to 75% of native speakers and 25% to
40% of non-native speakers. It can be assumed that learning and mastering English is
a key to be connected to people across the country. According to Burns and Siegel
(2018) there are four interconnected skills in English, they are listening, speaking,
reading, and writing.
Writing is one of important skill in mastering English. It is a way or process
of constructing word by word into a sentence then become a paragraph. It is used as a
tool of communication. Writing is the most important skills that foreign language
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students need to develop it. It is the last stage in learning a language after listening,
speaking, and reading. According to Siburian (2013), writing is a very important skill
because writing needs more practice include the grammar and vocabulary of the
language. According to Harmer (2007) When students have doubts in learning about
language they often ask their teacher to explain things that they do not understand.
Writing requires hard effort to dig and manage the ideas which are from a person’s
mind and pour it into written from effectively so it will be readable. For instance,
when teacher asks the students to write something that related to certain topics, they
will collect information from many sources such as magazines, television, and
internet. After they get sufficient information, they can start writing.
Among the other skills, writing becomes the most difficult to learn. as Palmer
(1994) states writing is difficult to learn because authors should pay attention to a
process that includes planning, organizing, and revising to present meaning. It means
that writing has a few stages to do correctly in order to be able to deliver meaning.
Therefore, it can be concluded, that writing is the most complex and difficult
language skill to be acquired especially for second language learners. To be
consequence, learners frequently do some errors on what they write since writing is
profusely bounded to grammar.
Grammar is a set of language rules. It is an essential part of the use of
language process both in spoken and written. The knowledge of grammar is very
important for learners to express what is on their mind. Ur (1980) states that a learner
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who knows how to apply the rules of grammar to express something is defined to
become one with the language. Grammar plays significant role in writing because it
provides information about the writing structure whether it is appropriate or not.
Therefore, eliminating the grammatical error in writing will help either the writer to
have a good writing result and the reader to receive obvious meaning. However,
grammar is considered as the main factor of error to occur.
The data of this study are taken based on interviewing English teachers at
SMAN 1 Tarakan. The researcher asked problems that the teachers confront in
teaching English lesson. They stated a few problems, one of them is the students feel
difficult to write grammatically correct. In addition, the researcher enquire the
students about their problem in following the English lesson. Most of them found that
grammar becomes the most difficult to learn especially in term of writing. As the
consequence, the students frequently do error in their writing. Having the stated
description, the researcher is interested to conduct a research under the tittle :An
Analysis of Students’ Grammatical Error in Writing Narrative Text by The Eleventh
Graders of SMAN 1 Tarakan.

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B. Problems of Statement
Following the background of study, the problem statements are formulated as
follows:
1. What kinds of grammatical error that were made by the students in writing
narrative text?
2. What kind of grammatical error is mostly made by the students in writing
narrative text?
C. Objectives of the Study
In accordance to the statement of research problem above, this study is
intended:
1. To figure out the kinds of grammatical error made by students in writing
narrative text
2. To figure out the most kind of grammatical error made by students in writing
narrative text
D. Significances of the Study
1. For teacher and students
This research hopefully can assist teachers to improve teaching techniques by
recognizing student’s difficulty in writing along with errors they made. For
students, this research may be beneficial to assist them in writing narrative text
correctly.
2. For researcher
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The researcher hopes that this study can be a good reference and guideline for
other researcher especially for those who conduct the related topic of grammatical
error analysis.
E. Definition of Key Term
There are three specific definition of the key terms that are focusing this study,
they are:
1. Writing
Writing is one of important skill in mastering English, is a way or process of
constructing word by word into a sentence and sentence by sentence become a
paragraph.
2. Grammatical Error
Grammatical error is an error which is not suitable to the grammatical rules
and it is considered as the factor to make a bad writing result
3. Narrative text
Narrative text is a text which tells series of action from time to time that is
outlined through early action, crisis action and then resolution. The goal of this
text is to entertain and make the readers are experiencing themselves to the action
told in the text.

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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter will discuss about the concept of writing, error analysis, narrative
text and previous study.
A. Definition of Writing
Writing is one of important skill in learning a language beside the other skills
such as listening, speaking, and reading. Writing is not merely constructing the
language features into a readable final form, from word to sentence and sentence to
paragraph and to become a text at last. Writing is a fundamental process of thinking
which will generate ideas and these ideas then are lastly poured into written from.
Same as speaking, writing belongs to productive skill. According to Spratt (2005)
speaking and writing are productive skill. Productive means to produce language
rather than receive it. The output of writing can be in form of stories, letters, or text.
Writing is medium of communication that represents language through the inscription
of signs and symbols. It is used by people not only to communicate but also to
express feeling. Writers frequently put a message on their written so that they can
communicate with the readers indirectly.
A linguist, Hyland (2004) explains that writing is a way to share personal
meanings. People construct their own ideas or thoughts on a topic and will share it
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each other. A person’s views may be different from other people’s views. Therefore,
when constructing ideas, they have to be made up understandable and acceptable. The
ability to write well is not a naturally acquired skill. It is usually learned or culturally
transmitted as a set of practices in formal instructional settings like school, university,
or other environments. Writing instructors should consider both strategy of learning
and language skill development when working with their students. According to
Hadley (1993), writing skills must be practiced and learned through experience.
Writing also involves composing which implies the ability either to tell or retell
pieces of information in the form of narratives or descriptions or to transform
information into new texts as in expository or argumentative writing.
Brown (2001) illustrates that writing is like swimming. When people want to
be able to swim, they must have like an instructor to show them basic ways or tricks
to swim. After they get the basic ways to swim, they will develop based on their own
style. The more chance they get to swim, the more perfect they will be. Writing has
similar illustration with swimming. At the first time, there will be teachers who guide
students to write. They will show students principles of writing. After students get the
principles, they will try to develop their writing according to their own style. Students
should get sufficient writing practices to acquire writing ability. These practices are
aimed to stimulate their skill in expressing thoughts in a good passage. It is
impossible to be able to write effectively without sufficient practice.

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B. Process of Writing
Harmer (2004) stated that the process of writing is a stage a writer goes
through in order to produce something in it is final form and the process of writing
has four main elements as follows:
1. Planning
In this process, before starting to write or type something writers plan
what they are going to write. This may involve making detail notes for some
writers. When planning, writers have to think about three main issues. The
writers have to consider the purpose of their writing, audience they are writing
for, and content structure of the piece.
2. Drafting
The second is drafting which is a process of making a framework of
idea into paragraph and it will be amended later.
3. Editing
The third is editing (reflecting and revising), when writers have
produced a draft the writers usually read through what they have written to see
where it works and where it does not. Perhaps the order of the information is
not clear, or perhaps the way of something written is ambiguous or confusing.
Usually, The other readers or editors who comment and make suggestion help
the writers to do reflecting and revising.
4. Final Version
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The last is final version, when writers have edited their draft, making
the changes they consider be necessary, they produce their final version. This
may look considerably different from both the original plan and the first draft,
because things have change in the editing process.
Based on explanation about process of writing, the researcher
concluded there were planning, drafting, editing and final revision for writing
process. Each process has several ways and must be passed before becoming a
complete writing.
C. Purpose of Writing
Grenville (2001) stated that there are three purposes of writing as follows:
1. Entertain
Writing to entertain generally takes the form of so-called ‘imaginative
writing’ or ‘creative writing’ of course all writing requires some imagination
and creativity. Examples of imaginative writing are novels, stories, poems,
song lyrics, plays, and screenplays.
2. Informative
Informative writing tells the reader about something. Informative
writing helps writers integrate new ideas and examine exiting knowledge.
Examples of writing to inform are newspaper, articles, scientific or business
reports, instructions or procedures, and essay for school and university.
3. Persuade
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In persuade writing might include the writer opinion, but as part of a
logical case backed up with evidence, rather than just an expression of the
writer feelings. The examples of persuade writing are advertisements, some
newspaper and magazine articles, and some types of essays.
Based on the explanation above, the researcher conclude that the purposes of
writing are the aim why the writing be written. There are three purposes of writing,
such as entertain, informative, and persuade. The purposes of descriptive text
include informative purpose because, descriptive text can give information for the
readers about something.
D. Components of Writing
According to Heaton (1989) there are five of components of writing, they are:
1. Language use, is the ability to write correct and appropriate sentences,
2. Mechanical skills, is the ability to use correctly those conventions
peculiar to the written language, examples are punctuation and spelling,
3. Treatment of content, is ability to think creatively and develop
thoughts, excluding all irrelevant information,
4. Stylistic skills, is the ability to manipulate sentences and paragraphs,
and use language effectively,
5. Judgment skills is the ability to write in an appropriate manner for a
particular purpose with a particular audience in mind, together with an ability
to elect, organize and order relevant information.
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From the explanation above, the researcher concluded that in writing there
are components that must be used as the guide on writing such as language use,
mechanical skills, treatment of content, stylistic skills, and judgement skills.
E. Types of Error
According to Dulay (1982) in surface strategy taxonomy errors are classified
into four items, they are:
1. Omission
Omission errors are characterized by the absence of an item that must
appear in well-formed sentence.
For example:
My mother is … Teacher
While in target language, the sentence should be: My mother is a teacher.
2. Addition
Addition is the opposite of omission. In addition, errors context, there is an
item that must no appear in well-formed sentence. Addition is divided into
three kinds, they are:
a. Double Marking
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Double marking means the failure to delete certain items which are
required in language structure sentence.
For example:
She didn’t goes to school yesterday
While in target language, the sentence should be: She didn’t go to school
yesterday.
b. Regularization
Regularization means the failure to manage some language rules
application. This still related with overgeneralization where students still
have an error in verb usage, the application of irregular and regular and the
application of singular and plural.
For example:
There are many mouses in the kitchen
While in target language, the sentence should be: There are many mice in the
kitchen.
a. Simple addition
Simple addition appears when the addition is not either double marking or
regularization.
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For example:
The cat is on above the table
While in target language, the sentence should be: The cat is on the table
c. Misinformation
These errors are characterized by the use of the wrong form of the morpheme
or structure or applying some part of the rule and leaving the other.
For example:
Andy cutted the tree
While the correct sentence should be: Andy cut the tree
d. Misordering
Misordering errors are characterized by the incorrect placement of a
morpheme or group of morphemes in an utterance.
For example:
Why he is crying?
While in the target language, the sentence should be: Why is he crying?
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F. Grammatical Error
According to Burt and Kiparsky (1994) grammatical error is an error which is
not suitable to the grammatical rules that may make writing become not good.
Meanwhile, Ellis (1997) states that grammar is concerned with the rules which
determine the formation and interpretation of words, phrases, and sentences. Therefore,
the grammatical error is important to be considered by the learners because it does not
match with the grammatical rules system of a language. The English learners have to be
able to comprehend what is grammatical rules of English and how to apply them well
especially in writing. The presence of grammatical errors in writing will profusely
influence the meaning of the text. By having the fact, learning grammatical error enable
the students to produce a good writing.
Grammatical errors happen because students are lack of grammar knowledge
or pay less attention and careless in learning grammar. A study about students’
grammatical errors is still interesting for other researchers including the researcher of
this study. According to a few of previous study related about students’ grammatical
errors, students commonly make errors around passive voice, verb tense and form,
subject-verb agreement, word order, preposition, plurality, auxiliaries, part of speech,
articles, and so on. For instance, a study about grammatical errors taken by Uthman and
Abdalla (2015), they mention that there were several grammatical errors found in their
study, such as wrong tense, articles, verb to be, subject-verb agreement, pronouns,
pluralization, adjectives, word order, adverbs, possessives, and relative clauses. Thus,
14
since there were some kinds of errors in grammatical that were found in the students’
writings, thus in this research, the researcher concluded the common grammatical
errors will be found in students’ writing by using grammatical error list composed by
Turton (1995) in following below.
1. Verb Tense
English language has sixteen kinds of tenses in grammar which consist of
four kinds of simple tenses, four kinds of progressive tenses, four kinds of
perfect tenses, and four kinds of future tenses. All these tenses have their own
rules to be applied and they will be used differently in different time, situation
and condition, and context.
The example of error: I never work as a cashier until I get job there. This
will be an erroneous in English language structure because the sentence above
discusses about past situation when the activity happened. So, the correct
sentence should be “I never had worked as a cashier until I got job there”.
2. Subject-Verb Agreement
Subjects and verbs must agree with one another in number (singular or
plural). Thus, if a subject (the person or thing doing the action) is singular, its
verb (the word representing the action) must also be singular; if a subject is
plural, its verb must also be plural. Based on the explanation above, it can be
concluded that subject-verb agreement error occur when the subject does not
16
agree with the verb in person or number. In other hand, the verb that will be
used in accordance with the subject who does the action, singular verb for
singular subject and vice versa.
The example of error: My brother and his friend goes to school by bus
together. From the example above, it can be seen that there is an error
occurred in the sentence. The subject who does the action is plural subject but
the verb that used in sentence above is a singular verb so this will make a
subject-verb agreement error. The correct sentence from the example above
must be “My brother and his friend go to school by bus together”.
3. Subject-Complement Agreement
According to Turton (1995), subject complement is normally a word or a
phrase which describes the subject. Thus, subject-complement agreement
means that subject and its complement must agree one another in number
(singular or plural). According to Cambridge dictionary (2017) in online
press, subject complement can be adjective phrases, noun phrases, or
prepositional phrases.
The example: My two English teachers are also a good friend of mine.
The correct sentence: My two English teachers are also good friends of mine.
4. Verb be
Verb be is a kind of verbs which consists of nominal verbs such as am, is,
are, or be. The error of verb “to be” commonly occurs in simple tense or
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progressive tense. The example of error: The teachers is applying cooperative
learning method in their classes. The correct sentence: The teachers are
applying cooperative learning method in their classes.
5. Determiner
Determiners are the words which come at the beginning of the noun
phrase. They tell about the noun or noun phrase in specific or general. The
example of determiner is a/an, the, this, my, each, every, etc. The example of
error: That geese are swimming elegantly until someone threw a stone near
them. The correct sentence: Those geese are swimming elegantly until
someone threw a stone near them.
6. Plural
Nouns are defined as the word of thing which include of person, animals,
plants, happiness, and so on. There are so many kinds of noun in English such
as countable and uncountable nouns, and singular and plural nouns. Plural
definition in Zenius (2014:127) is the things that counted more than one while
singular is the thing that counted just one. The example of plural nouns can be
mentioned such as glasses, mice, geese, teeth, feet, pajamas, and so on. The
example error. She treats her employees like slave. This sentence will be
incorrect as the well-formed sentence structure because it has already been

18
stated that the object of the sentence is plural so the word of “slave” must be
replaced with “slaves”.
7. Pronoun
According to Benner (2000) in Towson Edu Website, every pronoun is
written should refer clearly and mistakably to one particular noun (antecedent)
which means antecedent is the noun to which the pronoun refers. According to
Simmons (2017) in Rules for Finding and Fixing Pronoun Agreement Errors,
the pronoun must agree with its antecedent and the general rule for pronoun
agreement simply can be mentioned such as a singular antecedent requires a
singular pronoun while a plural antecedent needs a plural pronoun. There is a
possibility for the students to commit pronoun error. This error occurs when
students place the incorrect antecedent of the pronoun in sentences of writing.
The example of error: The restaurant’s specialty is duck. They are always
fresh. The erroneous comes from the word “they”. It has already mentioned
above if a singular antecedent needs a singular pronoun, so that the pronoun
they which is plural must be replaced with the singular one (it).
8. Wrong Word
Wrong word is the use of incorrect or unsuitable word in a sentence
because it will make the sentence become ambiguous. The sentence “He
wears simple suit because he is rich” the quoted sentence is incorrect due to
18
the meaning is ambiguous therefore the best form of it is “He wears simple
suit although he is rich.”
9. Verb
Verb is the word that is used to describe about action, condition, or
experience. Kind of verbs in English are transitive and intransitive verb, finite
and infinite verb, and regular and irregular verb. The kind of verb error
probably happens in students’ writing. Verb error occurs when students ignore
the verb rules and get confused with kind of verb. Commonly they always
over generalize the rules to make a correct sentence or they are less
knowledge of verb list vocabulary or less knowledge about the rules.
The example of error: Children try to beauty their classroom with new
decoration.
That sentence is literally incorrect because the word “beauty” is not a verb but
a noun. Thus the correct verb will be used to complete the sentence is
“beautify”.
10. Preposition
Preposition is the word which is used before noun, and it can be a noun
phrase or pronoun which connects the other words. Preposition in English
consists of the word about, after, against, at, down, for, from, in, on, during,
20
while, and so on. Commonly preposition in English is used as time or place
signal and to use the prepositions properly, the rules are needed. When
students commit preposition error commonly caused by the interlingual
interference or students are confused with the rules of preposition use.
The example of error: We start serving dinner 6.00 P.M
The correct sentence: We start serving dinner at 6.00 P.M
11. Conjunction
Conjunction is the word which is used to connect word, phrase, or clause
in a sentence. The example of conjunction such as and, but, while, also,
besides, so, and so on. Conjunction error commonly occurs because students
misuse or students ignore the rules of sentence structure.
The example of error: The garlic shrimp, fried clams, broiled lobster are the
most favorite dishes.
The correct sentence: The garlic shrimp, fried clams, and broiled lobster are
the most favorite dishes.
12. Article
Article in English consists of a, an, and the. The word “a” and “an” is
basically used to describe the quantity of singular noun or unspecific noun.
While the word “the” is basically used for showing the specific noun that
20
meant by the speaker. Article error probably happens in students writing
because of the intralingual interference or students are lack knowledge about
the use of article.
The example of article error: My father is mechanic.
The correct sentence: My father is a mechanic.
13. Auxiliary
Auxiliary is a verb that is used with another verb to describe about the
difference of time, person, and voice (active or passive) or to provide
supplementary or additional help and support. The common auxiliary words in
English be, have and do. Committing auxiliary usually occurs because of the
lack of knowledge, less attention in auxiliary use, or over generalization.
The example of error: It can be said that smoking is bad.
The correct sentence: It can be said that smoking is bad.
14. Adverb
Adverb is the word that is used to describe or give more information
about verb, adjective, adverb, or phrase. The example of adverb such as now,
yesterday, between, beside, cheerfully, terribly, very, rarely, maybe, likely,
almost, seldom, etc. The adverb error probably happens in students’ writing.
22
The factor in committing error in adverb is commonly caused by the
ignorance or the lack knowledge of adverb vocabularies and rules.
The example of error: I put some books above the table.
The correct sentence: I put some books on the table.
15. Adjective
Adjective is the word that is used to describe or explain about noun or
pronoun. Usually in English sentence structure, adjective is always put before
the noun and Indonesian structure rule does the opposite. The example of
adjectives in English such as well-known, beautiful, bad, lucky, bored,
expensive and so on. When adjective error occurs in students’ writing, it is
clearly because of the interlanguage interference or intralingual transfer.
The example of error: Lulu bought a new beauty gown yesterday.
The correct sentence: Lulu bought a beautiful new gown yesterday.
16. Possessive
Possessive in English means the word that is used to shows about a
possession on something. It is divided into three forms, they are possessive
adjective (my, her, his, etc.), possessive determiner (whose) and possessive
pronoun (mine, yours, hers, etc.). To classify the type of errors in possessive,
the researcher only used one symbol to symbolize it with “Poss”. A
22
possessive error happens in students’ writing, it probably occurs because of
the intralingual transfer, or mis concept of possessive rules or over
generalization.
The example of error: This is mine drawing book
The correct sentence: This is my drawing book.
17. Noun
Noun is the word that is used to show the name of person, place, animal,
day, plant, concept, or the name of thing and so on. The erroneous of noun
can commonly occur because of the intralingual transfer or the lack
knowledge of the students.
The example of noun error: Doni is so meant to me because he puts ten
mouses in my birthday gift box. The sentence above is incorrect because the
plural of mouse is “mice” not “mouses”. So, the correct sentence must be
“Doni is so mean to me because he puts ten mice in my birthday gift box” and
this is a kind of overgeneralization commonly happen in students’ writing.
18. Infinitives
Infinitives are the basic forms of verb which is not modified or commonly
known as V1. In grammatical, infinitives are divided into two kinds such as
infinitives with “to” and infinitives without “to”. The example of infinitives
24
with “to”: to go, to see, to listen, to hear, to speak, etc. While the example of
infinitives without “to”: go, see, listen, speak, hear, eat, etc.
The example of error: We don’t have any idea about how solving this
problem.
The correct sentence: We don’t have any idea how to solve this problem.
19. Gerund
Gerund is verb which is changed into noun by adding the suffix –ing or
simply it is called as a noun with the form –ing. The example of gerund is
sleeping, swimming, reading, writing, listening, etc. Gerund in the sentence
structure of English can be used as a subject, as a complement of the subject,
complement of the object, gerund after verb, gerund after preposition, and so
on.
The example of error: Play football is my hobby.
The correct sentence: Playing football is my hobby.
20. Modals
Modals are part of auxiliary which gives additional meaning to a sentence
in order to stress the meaning. Commonly modal are used to express a
particular idea which cannot be expressed by using verbs. There are some
24
kinds of modals in English grammar such as, can, could, had better, may,
might, must, ought to, shall, should, will, would, used to, etc.
The example of error: She would not asked him for anything.
The correct sentence: She would not ask him for anything.
21. Quantifiers
Quantifiers are the words or phrases which show about “how many” or
“how much” noun discussed. Quantifiers include all, any, many, (a) few, (a)
little, less, much, most, more, several, some, etc. The use of quantifier related
with the number of noun (singular or plural).
The example of error: My brother gave me so much apples yesterday.
The correct sentence: My brother gave me so many apples yesterday.
22. Comparative and Superlative
Comparative is a form of word phrase which is used to compare
something (characteristic, shape, behavior, etc.), or it is a form of word which
shows about comparison of adverb or adjective. Comparative form explains
about comparing the quality or degree of something by adding the word, “er
or more”. While superlative is a word form of adjective or adverb which
expresses about the highest degree or quality of something by adding the word
“est or most”.
26
The example of comparative: “Christine is more beautiful than Daisy”. The
example of superlative: “Angela is the most beautiful girl in this class”.
Sometimes students commit error in the use of comparative or superlative.
form in their writing. The lack of knowledge and the ignorance of rules is
always becoming the main factor of committing error.
The example of error: My sister is elder than me.
The correct sentence: My sister is older than me.
G. Cause of Errors
Identifying the error made by the student is quietly difficult because each
student may have the different cause of error. The difficulty comes from the different
causes of errors as classified by Brown (2004) as follows:
1. Interlingual transfer
Interlingual transfer is a negative influence of the mother tongue of
learner. In this case, learners use their first language as previous linguistic
system to translate the target language because they are not familiar with the
target language and its linguistic system.
2. Intralingual transfer
Intralingual transfer is a negative transfer of items in the target language.
In this case students use their previous knowledge to facilitate them in learning
target language and student’s knowledge will combine both native and target
26
language. In short, intra lingual transfer is about overgeneralization in arranging
language sentence rules.
H. Narrative Text
Anderson (1997) states that a narrative text is a text which tells a story or
chronological event. Moreover, Bach and Browning (1988) defines narrative as a
series of event which is to entertain or amuse the reader. Based on that
explanation, it can be concluded that narrative text is a text which tell a
chronological event of storyline and the purpose is to entertain the reader.
Generally, narrative text is referred to imaginary story that can be recognized in
form of folktale, legend, history, and myth. According to Anderson (1997) there
are five generic structures of narrative text, they are:
1. Orientation
Orientation is the first generic structure of narrative text which is about the
introduction of the story. In this part, the readers are told about the characters and
settings, either time or place
2. Complication
Complication is the second part of narrative text structure that tells about the
problem or conflict that the characters confront.
3. Resolution
Resolution is part where the characters find the solution of the problem. It also
tells the ending of the story.

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4. Coda
Coda is a message or moral value that the readers can get and learn from the story.
I. Previous Research
The researcher discovers some relevant studies with this research as follows:
a. The first is conducted by Ansyarin 2011 with the title “Errors in Using
Simple Past Tense Narrative Texts Written by The Eighth Graders of
Laboratory UM Junior High School”. The purpose of this study was to find
out the dominant errors made by the eighth graders of SMP Lab UM and
the types of errors that occur in using simple past tense in narrative text
written by the eighth graders of SMP Lab UM. The research design applied
in this study is descriptive quantitative. The population consisted of six
classes, cluster random sampling was used to collect the data to represent
each of the classes, so that they were all well represented. Then, the data
was described by using the technique of descriptive quantitative. The study
found out that (1) there are three out of eleven types of errors classified as
the dominant errors, namely Omission of to be, Wrong form of to be, and
Wrong form of verb.
b. The second was conducted by Anwar in 2014 with the title “An Error
Analysis on The Use of Simple Past Tense in Students’ Narrative Writing.
The objective of this study was to know and explain the most frequent
errors made by the first-grade students of Senior High School Two May
28
Ciputat in writing narrative focused on simple past tense. The classification
of errors in this study is divided into four categories; they are omission,
addition, misinformation, and misordering. The subject of this study
consists of 20 students of the first grade of senior high school who have
more than 100 words writing. The method used in this study was descriptive
analysis method to describe students’ errors and analyze the data by using
formula: = × %, P=Percentage, F=Frequency of errors made, N=Total of
students’ errors. The data was taken from the test; it was written test. The
findings showed that there are 152 errors made by the students. The most
frequent errors made by the students in their narrative writing focused on
the use of simple past tense is misformation which consists of 82 errors or
54%, it is followed by omission with 40 errors or 26%. The next is
misordering which consists of 21 errors or 14%. And the last is addition
with 9 errors or 6%.
c. The third is Conducted by Nurul Amalia in 2013 with the title “Error
Analysis of Students’ Writing Recount Text at the Second Year Students of
SMAN 2 Banda Aceh on Recount Text Written by The Eight Grader of
MTs Negeri Kunir Wonodadi Blitar”. The objective of this study was to
investigate the types of errors, the dominant errors, the cause of errors, the
students’ problems in writing recount text. Based on the finding, there were
omission errors, addition errors, missformation errors, and missordering
errors. total of 250 errors which consist of 50 or 20% in omission errors, 45

30
or 18% errors in addition errors, 140 or 56% errors in missformation errors
and 15 or 6% errors in missordering errors. from those errors,
missformation errors were the highest percentage of errors in this study and
it was the dominant errors.
J. Theoretical Framework
The theoretical Framework described as follow:
Formulation of the problem

Problem
1. Students have no ideas
In teaching and learning
to develop.
process, the most difficult skill
2. Students write
to learn is writing.
sentences with incorrect
grammar.
Solution
Error analysis, the function is

to check the grammatical
errors made by students in
their writing.
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CHAPTER III
RESEARCH METHOD
This chapter will discuss research design, research setting, research subject,
research instrument, technique of collecting data, technique of analysis data,
trustworthiness.
A. Research Design
The research design used in this research was qualitative descriptive.
According to Nassaji (2015) descriptive research is focused to make description
systematically and accurately based on fact about certain object. The purpose of
descriptive research was to describe a phenomenon and its characteristic thus this
research was more concerning with ‘what’ rather than ‘why’ or ‘how’ something
happened. In addition, Bogdan and Biklen (2007) adds that descriptive research is a
research that the collected data are taken in form of words or pictures rather than
numbers. Therefore, the researcher took and presented the data in words rather than
numbers. From the expert’s statement above, it could be assumed that qualitative
descriptive research is tend to study or interpret phenomena that happens in people’s
life and the data showed in written language rather than numbers. In this research
32
the data was qualitative and they were analyzed quantitatively by using frequencies,
percentages or other statistical analysis. This research was conducted to investigate
the student’s grammatical error in writing narrative text. The researcher observed
the errors made by student, identified, and classified the errors according to Oshima.
B. Research Setting
Setting of research is a place or location where the researcher committed and
collected the sample as a subject of the research. This research was conducted in
SMA Negeri 1 Tarakan at. Jl. Ki Hajar Dewantara No. 18 KarangAnyar Tarakan
Barat, Kota Tarakan.
A. Research Subject
The subject of this research was the eleventh science 1 of SMA Negeri 1
Tarakan in academic year 2020/2021. Total Participant of the research were 36
students. Based on interview with the English teachers, they stated that the eleventh
science graders students generally had grammatical problems in their writing, in
contrast they had the highest score and the most interest in learning English lesson
than either social or language classes. In this research, the researcher used purposive
sampling which the focus of this research was to know kind of errors made by
eleventh science 1 students. According to Arikunto (2010) if the number of the
population is more than 100 it is better to take all the sample at least 10% - 15% or
20% - 25% of the population.
32
B. Research Instruments
The instrument of this research was writing test. The students were asked to
compose narrative text by following the generic structure well. The students were
given a paper to write a text of narrative and the student’s writing were taken as the
data to be analyzed and the text consited of minimum 200 words. Students were given
one hour to finish their own text.
C. Technique of Collecting Data
In this research, the researcher collected the data by collecting student’s
writing text. The researcher gave an instruction to the students to compose a narrative
text by following the generic structure well. The student’s writing was taken as data
of the research then they were analyzed to figure out the error made by students.
Thus, these errors were marked by using Oshima’s correction symbols.
D. Technique of Data Analysis
According to Walliman (2010) data analysis in quantitative research is an
essential part of the research. The information gained from analysis of the preliminary
data collection leads to better understanding of the situation and helps to determine
what further data collection is required. The data analyze used the theory of Miles and
Huberman (1994). The figure is able to see below:
1. Data Reduction
34
Data reduction is the first step for analysis of the data. According to
Miles and Huberman (1994) Data reduction is the process of selecting,
focusing, simplifying, abstracting, and transforming the raw data that appear
in written-up field notes. In this research the researcher will conduct the
writing test to determine whether the students are making error.
2. Data Display
Data display will organize and arrange the data to make the data
become easier to be understood. In this step, the researcher identifies the
grammatical errors by Oshima (2007) type of error and correction symbol as
guideline. The researcher will give the symbol on each error made in students
writing. The result of finding data will be put into table. Next the researcher
determining the frequency of error in descriptive writing to know the percentage
of errors to get the most error and percentage the errors on each type of error
made by students the researcher use descriptive qualitative analysis by Oshima.
Finding out the percentage students errors using the formula by Arikunto
(2010)
100 %
P =N X
∑N
Notes:
P: Percentage
N: Number of each type of errors
34
∑N: Number of total errors.
The researcher will use the formula above to figure out percentage of each
grammatical error. For example, the researcher intends to calculate the
percentage of verb be error and based on students writing found that there are
50verb be errors then the total number of this error will be timed 100%
therefore it will be 50 then the number will be divided to the whole number of
each type of errors.
3. Conclusion Drawing
According to Miles and Huberman (1994) state the third stream of analysis
activity is conclusion drawing. Conclusion drawing is also verifying the
analysis that will be started after the are collected and displayed.
E. Trustworthiness of the Data
The trustworthiness provides the research of the real finding on the analysis of
grammatical error in writing narrative text of eleven graders of SMA N 1 Tarakan. To
obtain the trustworthiness of the data, the researcher used triangulation technique.
According to Creswell (2012) Validating findings means that the researcher
determines the accuracy or credibility of the ﬁndings through strategies such as
member checking or triangulation.
According to Creswell (2012) Triangulation is the process of corroborating
evidence from different individuals in descriptions and themes in qualitative research.
The investigator examines every source of information and evidence to support a

36
theme. This ensures that the search will accurate the information is taken from
various sources of information, individuals, or processes. In this way, this encourages
researchers to develop accurate and credible reports. Denzin (1978) mentions the four
basic types of triangulations:
1. Triangulation of data combines data drawn from different sources and at
different times, in different places or from different people.
2. Investigator triangulation is characterized by the use of different observers or
interviewers, to balance out the subjective influences of individuals.
3. Theoretical triangulation is an element that few investigations achieve means
approaching data with various perspectives and hypotheses in mind various
theoretical points of view can be placed side by side to assess their utility and
strength.
4. Methodological triangulation involves a complex process in playing each
method as opposed to the others to maximize the validity of the field effort.
In this research, the researcher used investigator triangulation because the
researcher took the student’s writing in narrative text. Thus, the data were
delivered to English teacher to be corrected based on Oshima’s grammatical error.
After all data had been marked with error symbol, the researcher started analyzing
the data to recognize kinds of error and what kind of error that become the most
appear on student’s writing.
36
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the findings after the researcher analyzed the data which
is included the classification type of errors and the mostly error made.
A. Findings
This subheading provides about the classification of errors and sub
categorization of errors that the researcher found after analyzing the data.
1. Classification of errors
The researcher collected data from 36 students of eleventh science 1 at SMAN
1 Tarakan. The data were in form of writing especially in narrative text by following
the generic structure and language features well. After that data had been collected
then the researcher could determine the classification of errors that were found in
student’s writing.
To classify the data, the researcher adopted the theory of grammatical error by
Turton of which the errors were grouped into 22 types. The researcher told the
detail description of grammatical errors that were found on student’s writing in
narrative text and the student who committed the errors. In addition, the researcher
changed the name of the students by giving code to all student, for example SN 1
38
which mean student number 1. The researcher took one sentence in each
subcategory as the example of the error. The samples were taken by the researcher
randomly as the representative of each type of error.
a. Verb Tense
Table 4. 1The example of grammatical error of Verb Tense
Code Error Sentence Suggestion of Correct Sentence

SN12 One day, an elephant One day, an elephant passed in
pass in front of the lion front of the lion
Based on the language features of narrative text it is considered that
every verb that show an action should be in past form, therefore the word
‘pass’ on the sentence above should be changed into passed. The number of
verb tense errors were 94 and were occurred by students SN1, SN4, SN5,
SN6, SN7, SN8, SN9, SN10, SN12, SN13, SN14, SN15, SN16, SN19,
SN20, SN22, SN23, SN25, SN26, SN29, SN31, SN32, SN33, SN34 and
SN35.
38
b. Subject-Verb Agreement
Table 4. 2 The example of grammatical error of Subject-Verb Agreement

SN2 He were just a small He was just a small executive in
executive in his company his company
Singular subject such as He, She and It must agree with singular verb
or in this case singular verb be (Is and was). Based on the sentence, “He
were” is incorrect because the subject and verb do not agree each other
where the subject “He” is singular while verb be “Were” is plural. The
number of subject-verb agreement errors were 10 and were occurred by
students SN1, SN3, SN14, SN16, SN17, SN18, SN34 and SN36.
c. Verb Be
Table 4. 3 The example of grammatical error of Verb Be

SN7 Once upon a time when the Once upon a time when the earth
earth is full of pollution was full of pollution
The sentence above needs to be corrected because there is signal word
“Once upon a time” which indicate the beginning of an event in the past. By
having this fact, the verb be then must be in past form as well. The number of
verbs be error were 53 and were made by students SN1, SN2, SN3, SN4, SN7,
40
SN8, SN9, SN10, SN12, SN16, SN19, SN21, SN22, SN23, SN25, SN26,
SN32, SN34 and SN36
d. Determiner
Table 4. 4 The example of grammatical error of Determiner

SN22 Raised by her father didn’t Raised by her father didn’t make
make this women hopeless these women become hopeless
The word ‘women’ is one of irregular plural noun in English and the
correct determiner to modify it is these not this. The number of determiner error
were 4 and were made by students SN8, SN22, SN34 and SN36.
e. Plural
Table 4. 5 The example of grammatical error of Plural

SN35 Great, 10 question left and I Great, 10 questions left and I
was going to fall down was going to fall down
The sentence above shows that the total number of the question is more than
one or plural therefore the word ‘question’ must be added with suffix –s for plural
countable noun. The number of plural errors were 7 and were made by students
SN8, SN16, SN33, SN31, SN34, SN35 and SN36.
f. Pronoun
40
Table 4. 6 The example of grammatical error of Pronoun

SN21 Three close friends went to a Three close friends went to a place.
place. A place hedidn’t know yet A place theydidn’t know yet
It can be seen that subject in the first sentence is ‘three close friends’
therefore the proper pronoun of it is they. The number of pronoun error were 4
and were made by students SN17, SN34, SN35 and SN36.
g. Wrong Word
Table 4. 7 The example of grammatical error of Wrong Word

SN15 There was someone who There were some men who passed
passed by and heard the by and heard the screams of Praha,
screams of Praha, so they so they immediately came and
immediately came and helped helped Praha. Praha was saved and
Praha. They were saved and Praha gave some money
Praha gave some money
The incorrect sentence is confusing and ambiguous. The person who
needed help in the sentence was Praha then he should be the one who was saved
after being saved by some men. In the second sentence there is passive voice
sentence ‘they were saved’ which confusedly mean some men help themselves
42
while Praha supposed to be the person who was helped by them. The number of
wrong word error were 29 and were made by students SN4, SN5, SN6, SN7,
SN8, SN9, SN11, SN12, SN14, SN15, SN19, SN20, SN21, SN22, SN25, SN26,
SN29, SN33, SN34, and SN36.
h. Verb
Table 4. 8 The example of grammatical error of Verb

SN02 When he (verb) on the way When he was on the way to the
to the garden garden
There is a missing verb in the sentence which make it incomplete. A
sentence must contain at least a single subject and verb therefore the incorrect
sentence should be added verb be ‘was‘ matching to the subject ‘he’ and the
type of nominal sentence. The number of verb error were 3 and were made by
students SN2, SN8 and SN26.
i. Preposition
Table 4. 9 The example of grammatical error of Preposition

SN37 He stood (in) front of me He stood in front of me
The kind of grammatical error above is considered as preposition. “In
Front” is a special prepositional phrase which mean close to the front or ahead
42
therefore the word ‘front’ should be matched with preposition ‘in’. The number
of preposition error were 2 and were made by students SN24 and SN33.
Table 4. 10 The example of grammatical error of Conjunction

SN26 He came to a city (conj) he He came to a cityand he was
was shocked that no one shocked that no one lived
lived
Th
There are two sentences in the Error Sentence which is improperly
combined. In this case a conjunction is needed to connect both sentences to
become well organized. The number of conjuction error were 12 and were
made by students SN3, SN7, SN14, SN16, SN17, SN19, SN20, SN26, SN29,
SN34 and SN36.

44
j. Article
Table 4. 11 The example of grammatical error of Article

SN01 One hot day, a ant was One hot day, an ant was seeking
seeking for some water for some water
The usage of article a is for noun with first consonant letter (B, C,D, F, G,
H, J, K, L ,M, N, P, Q, R S T, V, W, X, Y, Z) while article an is used for noun
with first vowel letter (A, I, U, E, O) therefore the noun ‘ant’ should be
modified by ‘an’. The number of article error were 13 and were made by
students SN1, SN3, SN7, SN10, SN13, SN24, SN26 and SN29.
L. Auxiliary
Table 4. 12 The example of grammatical error of Auxiliary

SN22 However, lion and tiger However, lion and tiger did not
not want to listen want to listen
The sentence above is typical of negative sentence because there is
identical word ‘not’ but it is less complete. There should be past auxiliary
‘did’ before ‘not.’ The number of auxiliary errors were 16 and were made by
students SN5, SN6, SN8, SN12, SN15, SN16, SN20, SN22 and SN23.
M. Adverb
Table 4. 13 The example of grammatical error of Adverb
44
SN33 Tiger that was in trouble Tiger that was in trouble roaring
roaring angry angrily
The function of an adverb is to modify verb and mostly it comes with
suffix –ly from an adjective. On the example of sentence above it shows that
the adjective ‘angry’ does not transform therefore it should be ‘angrily’. The
number of adverb error were 2 and were made by students SN24 and SN30.
N. Gerund
Table 4. 14 The example of grammatical error of Gerund

SN09 After walk around for a After walking around for a
moment, he came to a spring moment, he came to a spring
The use of bare infinitive (walk) behind a conjunction (after) or
preposition is not correct because its position changes into noun by adding
suffix –ing and it is grammatically called as gerund. The number of gerund
error were 9 and were made by students SN1, SN7, SN8, SN12, SN16, SN30,
SN34 and NS36.
O. Modals
Table 4. 15 The example of grammatical error of Modals

46
SN26 I want your world you must I want your world you must
todisappear disappear
Modals such as can, could, may, might, should, had better, must, will and
would are not followed by to + V1. Furthermore, it should be eliminated and
changed into only must. The number of modal error were 21 and were made by
students SN1, SN4, SN5, SN6, SN7, SN8, SN10, SN12, SN15, SN20, SN26,
SN30 and SN36.
P. Infinitive
Table 4. 16 The Example of Grammatical Error of Infinitive
SN09 She did’nt know what they She did’nt know what they wanted
wanted do to do
The grammatical error on sentence above is infinitive because the past
verb ‘wanted’ is common verb followed by infinitive. The number of infinitive
errors were 13 and were made by students SN5, SN6, SN9, SN15, SN16, SN20,
SN25, SN26 and SN27.
Q. Possessive
46
Table 4. 17 The example of grammatical error of Possessive
SN33 She holds me tightly in hers She holded me tightly in her arms
arms
The use of possessive ‘hers’ followed by noun (arms) is incorrect because
‘hers’ means a unity of possessive of which the object is already known and
don’t need to be written. The number of possessive errors were 7 and were
made by students SN8, SN16, SN24, SN25, SN26 and SN29.

48
R. Noun
Table 4. 18 The example of grammatical error of Noun
SN35 Anne had to sleep in a tiny Anne had to sleep in a tiny room
room with many mouses with many mice
Mouse is one of irregular plural noun which mean it does not end with
s/es generally. The special plural form of mouse is mice. The number of noun
error were 7 and were made by students SN9, SN10, SN21, SN23, SN29 and
SN34.
S. Adjective
Table 4. 19 The example of grammatical error of Adjective
SN25 It was a cloud day and the It was a cloudy day and the
fisherman was still in the fisherman was still in the middle of
middle of the sea the sea
48
The grammatical error on the sentence above is considered as adjective
error because the word ‘cloud’ is modifying a noun (day) so the correct one
should be ‘cloudy day”. The number of adjective errors were 16 and were made
by students SN5, SN6, SN9, SN12, SN15, SN16, SN20, SN21, SN29 and
SN32.
T. Quantifiers
Table 4. 20 The example of grammatical error of Quantifiers
SN08 ‘Hey elephant why don’t you go ‘Hey elephant why don’t you go
and pick some banana for me?’ and pick some bananas for me?’
Quantifiers like ‘some’ certainly discuss about noun which the amount is
more than one or in this case ‘banana’ should be ‘bananas’. The number of
quantifier error were 3 and were made by students SN21, SN24 and SN35.
50
U. Superlative and Comparative
Table 4. 21 The example of grammatical error of Comparative and

Superlative
SN14 When the most oldfish When the oldest fish heard that he
heard that he was nervous was nervous
In degree of comparison, adjective with a single syllable will be added
with suffix -er for comparative and -est for superlative one while plural syllable
adjective will be added with signal word ’more’ for comparative and ‘the most’
for superlative. The number of superlative and comparative error were 3 and
were made by students SN10 and SN14.
Table 4. 22 The Grammatical Error Committed by Students 1
Student’s The Grammatical Error Classification of Number of

initial Sentences Made by Error Error
Student
S1 v.t Verb Tense 8
He did’nt saw a sewer
v.t
The dove had not saw the
ant
v.t
Then the ant move toward
the leaf
Ger. Gerund
50
After walk around for a
moment
Inf. Infinitive
He had to walked about ten
kilometers
v.be Verb Be
While he walking
v.be
He did’nt saw there is
sewer
He did’nt saw there is Article
Art.
Sewer
From the data above, it can be explained that there were 5 classification of
grammatical errors students made in their writing. The classification included error in
using verb tense, gerund, infinitive, verb be and article. The total number of errors
were 8 which of consist 3 errors of verb tense, 1 error of gerund¸1 error of infinitive,
two errors of verb be and 1 error of article.

52
Student’s The Grammatical Error Classification of Number of

Initial Sentences Made by Error Error
Students
S2 v. Verb 3
When he on the way to the
garden
v.be Verb Be
Although he felt it is
impossible to win
w.w Wrong Word
As a result, the turtle won
the race
It can be seen that there were 3 classification of grammatical errors students made in
their writing. The classification included error in using verb, verb be and wrong word
The total number of errors were 3 which consist of 1 error of verb, 1 error of verb be
and 1 error of wrong word.
Student’s Grammatical Error Classification of Number of

Students
S3 s.agr. Subject-verb 5
He were just a small Agreement
executive in his company
There was once a man who Verb Be
felt in love with a girl.
V.be
This man is very romantic
conj. Conjunction
She could visualize bright
future both of them
52
w.w. Wrong Word
That was he always told
himself
Adv. Adverb
One rain day
The table above showed that there were 5 classification of grammatical errors
students made in their writing. The classification included error in subject-verb
agreement, verb be, conjucntion, wrong word and adverb. The total number of errors
were 5 which consist of 1 error of subject-verb agreement, 1 error of verb be, 1 error
of conjuction, 1 error of wrong word, and 1 error of adverb.

54
Student’s Grammatical Error Classification Number of Error

Initial Sentences Made by of Error
Students
S4 There live a family, they Verb Be 7
v.be
are very well acquainted
v.be
each other and are always
together
v.be
If everything is finished
They were very grateful to Verb Tense
v.t
the father and give a little
fortune
v.t.
As the day goes on
w.w. Wrong Word
But si ayah did not want to
recive
w.w.
From the presented data, it can be interpreted that that there were 3 classification of
verb be, verb tense and wrong word. The total number of errors were 7 and consist of
3 errors verb be, 2 errors of verb tense and 2 error of wrong word.

Initial Sentences Made by Student Error Error
S5 They knew that anything Modal 6
Mod.
dangerous can happen
w.w. Wrong Word
It smelt in his ears
54
prep. Preposition
His friend that was the
ground
v.t. Verb Tense
One of them climb a nearby
tree
v.t.
The bear come to a friend
who was lying
Aux. Auxiliary
Because the bears do no want
to touch
The students made errors in 5 classification of grammatical errors in their writing.
The classification included error in modal, wrong word, preposition, verb tense,
auxiliary. The total number of errors were 6 that consist of 1 error of modal, 1 error
of wrong word, 1 error of preposition, 2 errors verb tense and 1 error of auxiliary.

Students
S6 v.be. Verb be 5
Once upon a time, there are
two close friends
They knew that anything Modal

Mod.
v.t. Verb Tense

He lay down on the ground
w.w. Wrong Word
Aux. Auxiliary
Because the bears do no want
to touch
56
Based on table above, it can be explained that there were 5 classification of
verb be, modal, verb tense, wrong word and auxiliary. The total number of errors
were 5 and consist of 1 error of verb be, 1 error of modal, 1 error of verb tense, 1
error of wrong word and 1 error of auxiliary.

Students
S7 v.be Verb Be 12
At the time when the earth is
v.be
full of pollution, the earth is
no longer
A friendly planet for living
creatures to live in because
the
v.be
Temperature is too hot. There
v.be
is a white bear who lives
v.be
alone, he is the only bear that
can survive.
v.be
When there is no more room
to survive
v. Verb
He no longer had to wait
There is a white bear who Verb Tense
v.t
lives alone
v.t
And he lives on a black of ice
56
The bear can do nothing but
v.t
do it is best
Poss. Possesive
The bear can do nothing but
do it is best
Ger. Gerund
He dreamed of become a bird
According to the shown data, it can be inferred that there were 5 classification of
verb be, verb, verb tense, possesive and gerund. The total number of errors were 12
and consist of 5 errors of verb be, 1 error of verb, 3 errors verb tense, 1 error of
possesive and 1 error of gerund .

58
Student’s Error Sentence Classification of Number of

Initial Error Error
S8 Once upon a time Verb Be 21
v.be
there are group of lion
The lion group thought

v.be
he is out of the limit
There lived a lion who Verb Tense
v.t
always acting like a
boss
One day an elephant

v.t
pass in front of the lion
v.t
The elephant go to
monkey’s territory
Because of this many

v.t
animal were hate him
The tiger ran away and

v.t
tell the group
v.t
Then he roar loud as
possible
v.t
They look at the pit
and found the lion
comp. Comparative
He got stocky and big
body than other lion
mod. Modal
He can scared away
many hunters
The other day this lion
58
mod.
can made worse
No animal in that place

mod.
so he can killed and ate
the horse
aux. Auxiliary
So many animal not
like him
aux.
But he don’t know how
to trap the elephant
w.w. Wrong Word
The lion was killed a
horse for his own feed
w.w.
So that decided to
make to make a pit trap
S.agr. Subject-verb
Even though tigers was Agreement
at that place
Det. Determiner
That make this animals
V. Verb
Once it ready, the
animal left with a wish
A tiger around that pit Possesive
poss
heard the lion scream
The students made errors in several classification. There were 10 classification of
verb be, verb tense, comparative, modal, auxiliary, wrong word, subject-verb
agreement, determiner, verb and possesive. The total number of errors were 21 which
consist of 2 errors of verb be, 7 errors of verb tense, 1 error of comparative, 3 errors
60
of modal, 2 errors of auxiliary, 2 errors of wrong word, 1 error of subject-verb
agreement, 1 error of determiner, 1 error of verb and 1 error of possesive.
60

Students
S9 One day there was a girl Verb Be 9
v.be
called Dina Saranti, she is
17 years old
v.t
Dira thinks her friend does
not question her attitude
She was born from a Verb Tense
v.t
simple family and has
affection in it, she only
v.t.
has her family
v.t
Dira and friend cry and
v.t
hug together
w.w. Wrong Word
She used to have friends
and friend who were fun
N. Noun
Her friends tried to advice
her
Aux. Auxiliary
She don’t know when her
started her head
From the data category, the students made errors in their writing. The classification
included error in verb be, verb tense, wrong word, noun and auxiliary. The total
number of error 9 which consist of 2 errors of verb be, 4 errors of verb tense, 1 error
of wrong word, 1 error of noun and 1 error of auxiliary.

62

Students
S10 v.t Verb Tense 8
Once three fishes live in a
pond
v.t
We have live in this pond
for a long time
The next day the fishermen

v.t
come and caught all the
fish left in the pond
Plu. Plural
Once three fishes live in a
pond. Some fishermen
passed by the
Plu.
pond and saw the fishes
He called out the two other

Plu.
fishes
Comp. Comparative
When the most old fish
heard about what the
fishermen say
Comp.
The most old fish and the
second fish left the pond
with the rest of the family
their writing. The classification included error in verb tense, plural and comparative.
The total number of errors were 8 which consist 3 errors of verb tense, 3 errors of
plural and 2 errors of comparative.
62
64

Student
S11 There was someone who Wrong Word 1
passed by and heard the
screams of Praha,
w.w.
so they immediately came
and helped Praha. They
were saved and Praha gave
some money to them
their writing. The classification included error in wrong word. The total number of
errors were 1 that consist of 1 error of wrong word.

Student
Rafli knows that in this
investigation something
dangerous might have
happened
v.t
Even so, they continue to
travel until they arrived at
the destination
v.be Verb Be
No one is willing to
investigate that
The tree also gave an

answer that the owner of
v.be
this necklace is the
64
v.be
leader of this sect is
Aryani’s husband
The table above supported a few conclusion. There were 2 classification of
verb tense and verb be. The total number of errors were 5 that consist of 2 errors of
verb tense and 3 errors of verb be.
SN13 Grammatical Error Classification of Number of

Sentences Made by Error Error
Student
While he walking he met
a sleeping lion
v.t
He find the sound and
saw if the lion was hit by
hunter’s trap
Prep. Preposition
Because the kindhearted
lion let the rat go
One day in a forest, there Article
art.
lived rat who was
looking for food. While
he walking he met a
sleeping lion. The lion
art.
woke up and saw a rat
The students made 3 classification of grammatical errors in their writing. The
classification included error in verb tense, preposition and article. The total number
66
of errors were 5 that consist of 2 errors of verb tense, 1 error of preposition and 2
errors of article.
Student’s Grammatical Error Classification of Error Number of

Initial Sentences Made by Error
Student
S14 One day Robert was Verb Tense 4
walking home from
v.t
school. He see a man
coming out of a shop.
The man stopped and
v.t
turn around
He was carrying a lot of Plural
Plu.
Thing
w.w. Wrong Word
Robert said and got into
the car
Regarding the data above, it can be identified that there were 3 classification of
verb tense, plural and wrong word. The total number of errors were 4 that consist of 2
errors of verb tense, 1 error of plural and 1 error of wrong word.

Student
mod.
66
w.w. Wrong Word
prep. Preposition
ground
v.t. Verb Tense
One of them climb a
nearby tree
v.t.
who was lying
Aux. Auxiliary
Because the bears do no
want to touch
From the error category, the students made errors in 5 classification in their writing.
The classification included error in modal, wrong word, preposition, verb tense and
of wrong word, 1 error of preposition, 2 errors of verb tense and 1 error of auxiliary.

Students
S16 There were two close Subject-verb 6
friends Agreement
s.agr
who was walking through
the forest together.
v.be Verb be
Their name is Alan and
Hadi
v.t. Verb Tense
They look happy together
v.t.
After that Alan come down
and asked Hadi
68
Ger. Gerund
Without know that
anything dangerous can
happen at anytime in the
forest
Aux. Auxiliary
want to touch
From the data category above, it can be explained that there were 5 classification of
subject-verb agreement, verb be, verb tense, gerund and auxiliary. The total number
of errors were 6 that consist of 1 error of subject-verb agreement, 1 error of verb be, 2
errors of verb tense, 1 error of gerund and 1 error of auxiliary.
68

Student
S17 Then he challenged his Conjunction 3
conj.
two friends accepted the
challenge
So they headed for a place Pronoun
pro.
he did’nt know yet
He did it when passing Verb Tense
v.t
through the path it turns
It can identified that there were 3 classification of grammatical errors students made
in their writing. The classification included error in conjunction, pronoun and verb
tense. The total number of errors were 3 that consist of 1 error of conjunction, 1 error
of pronoun and 1 error of verb tense.

70

Students
S18 Untill one day the ant Subject-verb 2
s.agr Agreement
were looking for food
The ant mocked the Verb Tense
v.t
cocoon and continues to
mock other animals
Having the presented data above, it can be explained that there were 2 classification
of grammatical errors students made in their writing. The classification included error
in subject-verb agreement and verb tense. The total number of errors were 2 that
consist of 1 error of subject-verb agreement and 1 error of verb tense.

Student
S19 v.t. Verb Tense 14
There lived a man named
Luke. He lives alone. His
daily life is
looking for wood in the
forest and then selling it to
merchants who
v.t.
usually work on
development projects
v.t.
His life now begin to be
disorganized
v.t.
70
Luke has a miracle to live
again and improve his life
v.t.
Her voice sounds heavy
The next day, local people

v.t
find Luke’s dead body
w.w. Wrong Word
merchants who usually
work on development
projects
v.be. Verb Be
The instructions for
wearing it are on the ball
v.be.
His wife got up and looked
at Luke. However, there
are different
v.be. v.be.
from his appearance. Her
eyes are black and her hair
is very long and her voice
sounds heavy.
Suddenly his wife choke

Luke and said that he had
done the wrong
v.be.
thing which is to raise the
dead
N. Noun
There are different from
his appearance
His wife got up and looked Pronoun
at Luke. However, there
are different
Pro.
from his appearance
72
There were 5 classification of grammatical errors that the students made in their
writing. The classification included error in verb tense, wrong word, verb be, noun
and pronoun. The total number of errors were 14 that consist of 6 errors of verb tense,
1 error of wrong word, 5 errors of verb be, 1 error of noun and 1 error of pronoun.

Student
mod.
w.w. Wrong Word
prep. Preposition
ground
v.t. Verb Tense
One of them climb a
nearby tree
v.t.
who was lying
Aux. Auxiliary
want to touch
modal, wrong word, preposition, verb tense and auxiliary. The number of total errors
72
were 6 that consist of 1 error of modal, 1 error of wrong word, 1 error of preposition,
2 errors of verb tense and 1 error of auxiliary.

Student
S21 If there was no fish eating Noun 6
N.
his bite
After praying the
N.
fisherman changed his bite
His boat was almost full of Verb Tense

fish and he could go home
v.t
and sell the fish
It was like what he Verb Be
v.be
thought, that thing is a net
with a buoy
The fisherman took that net Adjective
to see what kind of fish
which made by
Adj.
the buoy wobbling
Dolphin jumped three Wrong Word
times before it finally
w.w
leaved him
The table above explained that there were 5 classification of grammatical errors
students made in their writing. The classification included error in noun, verb tense,
verb be, adjective and wrong word. The number of total errors were 6 that consist of
74
2 errors of noun, 1 error of verb tense, 1 error of verb be, 1 error of adjective and 1
error of wrong word.

Student
S22 w.w. Wrong Word 6
He felt uneasy because he
heard a noise under the
three
w.w.
The monkey understood
what was happening
between them
v.be. Verb Be
Apparently there are tiger
and lion playing
v.be.
The next day, koala is very
upset
Tiger and lion did’nt want

to listen and continue to
play because
v.be.
they feel that place is theirs
v. Verb
However he did not care
and immediately continued
his sleep
The data above can be concluded that there were 3 classification of grammatical
errors students made in their writing. The classification included error in wrong word,
verb be and verb. The total number of errors were 6 that consist of 2 errors of wrong
word, 3 errors of verb be and 1 error of verb.
74
Student
S23 Once upon a time a happy Verb Be 1
monkey danced in front of
animals and
v.be.
they are all very pleased
with his performance
Having the data above, it can be explained that there were 1 classification of
verb be. The total number of errors were 1 that consist of 1 error of verb be.

Student
S24 Once upon a time there Verb Be 10
was a lion cub named
v.be
Simba. He is the son of the
jungle king Mufasa
In the jungle all animal

live in peace and
v.be
everything is balanced
v.be.
A woodpecker is assigned
to watched Simba playing
In the jungle all animal Verb Tense
v.t
live in peace
v.t.
Simba safely plays with
his friend Nala
76
v.t.
Simba feels guilty for
endangering Nala and
himself
Simba safely plays with Possesive
his friend Nala and also
poss.
under his father
supervision
One day Mufasa tokk care Preposition
Prep.
of a herd hyena
A woodpecker is assigned Infinitive
inf.
to watched Simba playing
Simba did it and and free Wrong Word
w.w
from to supervision
The students made errors in 6 classification of grammatical errors in their writing.
The classification included error in verb be, verb tense, possesive, preposition,
infinitive and wrong word. The total number of errors were 10 that consist of 3 errors
of verb be, 3 errors of verb tense, 1 error of possesive, 1 error of preposition ], 1 error
of infinitive and 1 error of wrong word.
Students Grammatical Error Classification of Number of

’ Initial Sentences Made by Error Error
Student
The world has a large area
under the control of king
v.t.
The king has a subordinate
called Dyroth
76
v.t.
Chedoya also tells Dyroth
and asked to find an army,
he finally
v.t.
decide to lie to bigetron
team
It does’nt know who or Verb Be
v.be
what it is
He told Dyroth to find ot
v.be
what is Athena.
v.be
The king name is Chedoya
He came to the city and he
v.be
was shocked there is no
one that life in that city
v.be
There is a virtual war
competition that’s highly
favoured and glorified
He came to the city and he
v.be
was shocked there is no
one that life in that city
Aux. Auxiliary
It don’t know who or what
it is
Poss. Possesive
The king name is Chedoya.
Shorty story,
Poss.
Dyroth journey has begun
They did’nt want to Infinitive
inf.
Hearing
From the error classification , the students made 5 classification of grammatical
errors students made in their writing. The classification included error in verb tense,
78
verb be, auxiliary, possesive and infinitive. The total number of errors were 13 that
consist of 4 errors of verb tense, 6 errors of verb be, 1 error of auxiliary, 2 errors of
possesive and 1 error of infinitive.

Student
S26 v.be Verb Be 4
A girl who is always a
royal listener to her friend
v.be
when they are sad and
happy
Pro. Pronoun
Diandara was ostracized by
his family because of his
twin who was
Pro.
jealous seeing him being
love from him
students made in their writing. The classification included error in verb be and
pronoun. The total number of errors were 4 that consist of errors of verb be and 2
errors of pronoun.
78

Student
S27 w.w. Wrong Word 1
A beautiful fairy heart her
wish one day
wrong word. The total number of errors were 1 that consist of 1 error of wrong word.

Student
S28 She had asked him to make Adjective 3
Adj.
her a sand dessert
The giant magically and Verb Tense
v.t
swiftly begin to work his
power
The shell fell to the ground Wrong Word
beside mount Bromo,
w.w
forming had is now known
The data above resulted explanation that there were 3 classification of grammatical
errors students made in their writing. The classification included error in adjective,
verb tense and wrong word. The total number of errors were 3 that consist of 1 error
of adjective, 1 error of verb tense and 1 error of wrong word.

80
Student’ Grammatical Error Classification of Number of

Student
S29 Tiger who had trouble Adverb 2
Adv.
roaring angry
Rabbits who see the tiger Gerund
Ger.
be trapped
Having data above, it can be explained that there were 2 classification of grammatical
errors students made in their writing. The classification included error in adverb and
gerund. The total number of errors were 2 that consist of 1 error of adverb and 1 error
of gerund.
80

Student
I look at my phone and it
v.t.
shows 2.30 am
Everything turned into

v.t
dark and it feels good for
me
v.t.
I look at my phone and it
was already 7 am
Plu. Plural
Great! 10 question left and
i literally going to fall
down
w.w. Wrong Word
I was felt like a clown
I sat at my desk and Verb
v.
pondering it
Inf. Infinitive
I want to enough sleep
Inf.
I decided to promised my
self
There were 5 classification of grammatical errors that students made in their writing.
The classification included error in verb tense, plural, wrong word, verb and
infinitive. The total number of errors were 9 that consist of 4 errors of verb tense, 1
error of plural, 1 error of wrong word, 1 error of verb and 2 errors of infinitive.
82

S31 Student
Once upon a time, there Verb Tense 11
v.t.
live a girl named Cynzia
v.t.
Because she always looks
happy whenever she was
One rainy day she decided

v.t.
to walk around, she like
thunderstorm
v.be Verb Be
She is known as a
wanderer
v.be
She is one of cheerful girl
in her town
It was horrific, the crowd
v.be
are running to the nearest
grocery. People
v.be.
are wondering why she
does’ntrun
v.be
People are getting more
v.be
confused because there is
no one who talked with her
People are wondering why Auxiliary
Aux.
she don’t run
Inf. Infinitive
People were trying to
figured out
82
The data shown above explained that there were 4 classification of grammatical
errors students made in their writing. The classification included error in verb tense,
verb be, auxiliary and infinitive. The total number of errors were 11 that consist of 3
errors of verb tense, 6 errors of verb be, 1 error of auxiliary and 1 error of infinitive.

Student
S32 Cloudy skies faithfully Verb Tense 1
v.t
overshadow this school
their writing. The classification included error in verb tense. The total number of
errors were 1 that consist of 1 error of verb tense.

Student
mod.
w.w. Wrong Word

prep. Preposition
ground
v.t. Verb Tense
One of them climb a
nearby tree
84
v.t.
who was lying
Aux. Auxiliary
want to touch
There were 5 classification of grammatical errors students made in their writing. The
classification included error in modal, wrong word, preposition, verb tense and
of wrong word, 1 error of preposition, 2 errors of verb tense and 1 error of auxiliary.

Student
S34 Art. Article 5
There was once poorl girl
Pro. Pronoun
He wanted to go there
Quant. Quantifier
She spent many money to
help people
Quant.
She ate not many food
She had to sleep in a tiny Wrong Word
w.w
room with many rats and
mice
From the error category, the students made 4 classification of grammatical errors in
their writing. The classification included error in article, pronoun, quantifier and
84
wrong word. The total number of errors were 5 that consist of 1 error of article, 1
error of pronoun, 2 errors of quantifier and 1 error of wrong word.

Student
They form a group with 4
lions
v.be v.be Verb Be
There is a lion that is big
and very strong
students made in their writing. The classification included error in verb tense and
verb be. The total number of errors were 3 that consist of 1 error of verb tense and 2
errors of verb be.
Student’s Grammtical Error Classification of Number of

Student
S36 Det. Determiner 2
This shoes, Maudy gave
on his birthday
v.be. Verb Be
Maudy is an exemplary
and the smartest student
in her scholl
86
determiner and verb be. The total number of errors were 2 that consist of 1 error of
determiner and 1 error of verb be.
B. Discussion
The aims of the research were to answer the research question that was stated
before. The question involved to find out kind of grammatical error and to find out the
most error made by the eleventh grade of SMAN 1 Tarakan. To collect the data, the
researcher conducted writing test in narrative text. To answer the research objective, the
researcher conducted an analysis of grammatical error in student’s writing test.
According to Gass&Selinker (2008) Error analysis is a type of linguistic analysis
conducted on the error made by students. The error is the flawed side of learner speech
or writing.
In the process of collecting data, the researcher asked the students to make a
narrative text by following the generic structure very well. They could write the text
properly however their knowledge about grammar truly influence the sentences they
made which turn into grammatical errors. The researcher used an analysis of
grammatical error to help the students recognizing the errors they made on their writing.
Furthermore, to answer the research questions, there were three previous research
that supported this research. The first previous research was conducted by Ansyar in
2011 with the title “Errors in Using Simple Past Tense in Narrative Texts Written By
The Eighth Gradersof Laboratory UM Junior High School”. The purpose of this study
was to find out the dominant errors made by the eighth graders of SMP Lab UM and the
86
types of errors that occur in using simple past tense in narrative text written by the
eighth graders of SMP Lab UM. The difference was the previous research took the
sample from the second year students of SMP Lab Um while the present research chose
the eleventh graders of SMAN 1 Tarakan as the data sample. The result of this research
found the error of verb be as the dominant error. The second previous research was
conducted by by Anwar in 2014 with the title “An Error Analysis of The Use Of Simple
Past Tense In Students’ Narrative Writing”. The focus on this research was the usage of
simple past tense in writing narrative text and found that the error of misinformation as
the dominant error with 54% of the total number. Thus, this research used error
classification by Dulay which consist of four types of error namely omission, addition,
misinformation and misordering. Comparing to the present research, there were some
aspects that obviously different such as the subject of research, error classification being
used and the result of the research. The last previous research was conducted by Nurul
Amalia with the title “Error Analysis of Students’ Writing Recount Text at the Second
Year Students of SMAN 2 Banda Aceh on Recount Text Written By The Eight Grader
of MTs Negeri Kunir Wonodadi Blitar”. The research finding considered the error of
verb tense as the most dominant error made by students with 140 errors or 56% of the
total error. In addition this research chose recount text as the text type in student’s
writing while the present research used narrative text. Furthermore, the previous
research used different technique of collecting data and its was mixed quantitative –
qualitative method. In contrast, the present research used qualitative descriptive method
of which the data would be analyzed in words.

88
Based on the three previous researches above that showed the result of
grammatical error analysis in students writing had different types of errors. The finding
of the research hopefully will help the students to know the error they made. The finding
of the present research had the same with one of previous research above and it was
grammatical error of verb tense. Verb tense error happens when the action verb is put in
wrong tense where it supposes to be. For instance the verb ‘went’ belongs to simple past
tense neither simple present nor simple future tense. In this case the verb tense error at
present research likely to occur due to the students probably did not recognize the
generic structure of narrative text clearly.
The researcher also discussed about the types of errors made by students in writing
narrative text of the eleventh graders of SMAN 1 Tarakan. Turton (1995) classified
some grammatical errors into 22 types, and they were committed by students except one
type and it was subject-complement agreement.
88
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After the researcher did the research and analyzed the student’s writing of
narrative text in eleventh graders of SMAN 1 Tarakan. There were so many errors
over there and sometimes the researcher felt hard to analyze because the result of
their writings were so bad. The researcher also found distinguishes of ability in the
students. Some of them were excellent at grammar but some of them were not.
Therefore, in this part the researcher concluded and described the number of errors.
The total amount of errors that the students made were 331 errors which
belonged to some kinds of error. The error of verb tense had the highest number the
students made on their writing with 94 number of errors or 28,4%. Furthermore, the
error of verb be was the second highest error with 53 number of errors or 16%.
Following the two highest numbers of error, the error of wrong word was also part of
the top three highest error with 29 number of errors or 8,8% from the total
percentage.
90
B. Suggestion
Based on the conclusion above, the researcher gave several suggestions.
They might be useful for the students, teachers and future research.
1. For students
The most type of error was verb tense. The researcher suggest the students to
learn more about verb tense, its kind and how to use them very well and do more
practice to write. The students also should read more narrative text in order to
gain more insight on the text and know how to construct the narrative text
correctly.
2. For teacher
The teacher may teach the students about verb tense by giving clear and
detail explanation of how to make sentence in each tense. After applying that in
the learning process, it is expected the students will be able to understand the
context of verb tense and to write it in a sentence.
3. For future research
This research is expected to the future researcher to do more analyzing in
other aspects of grammatical errors. This research also was expected to be
consideration to the students, teachers, and other researchers to make the solution
from the problems.
90
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of English. Hong Kong: Macmillan Publisher Limited. Inc., 2001
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94
Appendix 1 Syllabus
SILABUS SMA NEGERI 1 TARAKAN
Mata Pelajaran : BAHASA INGGRIS - WAJIB
Kelas : X
Kompetensi Inti :
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
Aloka
Kompetens Materi si Sumber
Pembelajaran Penilaian
i Dasar Pokok Wakt Belajar
u
1.1. Men Teks Mengamati Kriteria 6x2  Audi

syukuri o CD/
naratif penilaian: JP
kesemp  Siswa VCD/
atan lisan menyimak DVD
 Pencapaia
dapat berbagai
dan tulis n fungsi  SUA
mempel contoh teks
sosial RA
ajari sederha naratif yang
GUR
bahasa diberikan/  Kelengka
na U
Inggris diperdengarkan pan dan
sebagai guru keruntutan  Kora
94
Aloka
u
bahasa Fungsi  Siswa struktur n/

pengant mengamati teksnaratif majal
sosial
ar fungsi sosial, ah
 Ketepatan
komuni struktur dan berba
Menela unsur
kasi unsur hasa
kebahasaa
internati dani kebahasaannya Inggr
n: tata
onal is
nilai-  Siswa bahasa,
yang
mengamati kosa kata,  www.
diwujud nilai
keteladanan ucapan, daily
kan moral, dari cerita tekanan englis
dalam
legenda kata, h.co
semang cinta
intonasi, m
at tanah  Siswa belajar ejaan, dan
belajar menemukan  http://
tulisan
air, gagasan utama, ameri
2.3 tangan
informasi rinci canen
mengha
Menunj dan informasi  Kesesuaia glish.
rgai tertentu dari n format state.
ukkan
teks legenda penulisan/ gov/fi
budaya
perilaku penyampa les/ae
Mempertanyaka
lain. ian /reso
tanggun
n (questioning) Unjuk kerja urce_
g jawab, Struktur files
 Dengan
peduli,  Melakuk  http://
a. Peng bimbingan dan an learn
kerjasa enala arahan guru, monolog englis
n siswa
ma, dan dalam h.briti
tokoh mempertanyak bentuk shcou
cinta dan an antara lain teks ncil.o
settin perbedaan
damai, naratif rg/en/
g antar berbagai dalam
dalam teks naratif
b. Kom kelompo
yang ada dalam
melaksa plika k/
bahasa Inggris,
si berpasan
nakan perbedaan teks
terha gan/
dalam bahasa
96
Aloka
u
komuni dap Inggris dengan didepan

kasi tokoh yang ada dalam kelas
utam bahasa
fungsio  Menggun
a Indonesia.
akan
nal. c. Solus  Siswa struktur
i dan mempertanyak teksdan
3.9. akhir an gagasan unsur
Mengan cerita utama, kebahasa
alisis informasi rinci an dalam
fungsi Unsur
dan informasi teks
sosial, kebahasa tertentu naratif
struktur
teks, an Mengeksplorasi Pengamata
dan n
(1) K  Siswa
unsur
ata- (observatio
kebahas membacabeber
kata
aan ns):
terkait apa teksnaratif
pada
karakt
teks dari berbagai Bukan
er,
naratif
watak, sumber penilaian
sederha
dan
na formal
setting  Siswa berlatih
sesuai
dalam menemukan seperti tes,
dengan
legend gagasan utama,
konteks tetapi untuk
a informasi rinci
penggu
naannya (2) M dan informasi tujuan
. odal tertentu memberi
auxili
4.13  Siswa
ary balikan.Sasa
Menyusunt melengkapi
verbs. ranpenilaian:
eks naratif rumpang dari
lisan dan (1) Ej beeberapa teks
tulis aan naratif  Berperila
berbentuk dan sederhana ku
sederhana tulisan tanggung
 Siswa
96
Aloka
u
secara jawab,
tangan
peduli,
dan c berkelompok
kerjasam
etak
menuliskan a, dan
yang
cinta
jelas /menyalin teks
damai,
dan
naratif dengan dalam
rapi
melakuka
(5) U memperhatikan
n
capan, fungsi sosial, Komunik
tekana asi
n kata, struktur, dan
intona  Ketepata
unsur
si, n dan
ketika kebahasaan kesesuaia
memp n
dengan runtut
resent menggun
asikan akan
 Siswa strategi
secara
lisan membacakan dalam
membaca
(6) R teks naratif
ujuka  Kesungg
kepada teman uhan
n
kata dengan siswa
dalam
Topik menggunakan proses
unsur pembelaj
Keteladan aran di
an kebahasaan setiap
yang tepat tahapan
tentang
Portofolio
perilaku  Siswa
dan nilai-  Kumpulan
menyusn catatan
nilai teks naratif kemajuan
luhur dan belajar
98
Aloka
u
sederhana berupa
budaya.
catatan
dengan
atau
memperhat rekaman
monolog
ikan fungsi
teks
sosial, naratif
struktur tek  Kumpulan
karya
dan unsur siswa
kebahasaa yang
mendukun
n dengan g proses
baik dan penulisan
teks
benar naratif
berupa:
Mengasosiasi draft,
revisi,
 Secara editing
berpasangan sampai
siswa hasil
menganalisis terbaik
beberapa teks untuk
naratif dengan dipublikas
fokus pada i
fungsi sosial,  Kumpula
struktur, dan n hasil tes
unsur dan
kebahasaan latihan.
 Siswa  Catatan
atau
memperoleh rekaman
balikan penilaian
diri dan
(feedback) dari
98
Aloka
u
guru dan teman penilaian

tentang hasil sejawat,
berupa
analisis yang komentar
disampaikan atau cara
penilaian
dalam kerja lainnya
kelompok. Penilaian
Diri dan
Mengkomunikasi
Penilaian
kan
Sejawat
 Siswamen
yampaikaninfo Bentuk:
rmasifungsi diary, jurnal,
social, struktur,
dan unsure format
kebahasanyang khusus,
ditemukansetel
ahmembacatek komentar,
snaratif. atau bentuk
 Siswa penilaian
menceritakan
kembali teks lain
naratif
sederhana yang
dibacadengan
memperhatikan
fungsi sosial,
struktur dan
unsur
kebahasaannya
.
 Siswa
100
Aloka
u
membuat
kliping teks
naratif dengan
menyalin dan
beberapa
sumber.
Appendix 2 Correction Symbol
Symbol Meaning Incorrect Correct

v.t. Verb Tense V.t. I visited Bali last
I visit Bali last holiday holiday
S.agr. Subject-Verb S.agr The manager works
Agreement The manager work hard hard. There are five
S.agr employees
There is five employees
C.agr. Subject- My two english teachers are My two english
Complement also C.agr teachers are also
Agreement a good friend of mine good friends of
mine
v.be. Verb Be V.be The teachers are
The teachers is applying applying
cooperative learning method in cooperative
their classes learning method in
their classes
Det. Determiner Det. These pencils
This pencils belong to Andre belong to Andre
Pl. Plural She treats her employees like She treats her
Pl. employees like
Slave slaves
Pro. Pronoun Anna brings flowers everyday. Anna brings
Pro. flowers everyday.
It is always fresh They are always
fresh
w.o. Word Order w.o Friday is always
100
Friday always is our busiest our busisest day
day
V. Verb V. The students are on
The students on time and time and study hard
study hard
Prep. Preposition Prep. We start serving
We start serving dinner 6.00 dinner at 6.00 PM
PM
Conj. Conjunction Conj. Book, pen, ruler,
Book, pen, ruler, pencil pencil and eraser
eraser are school stationary are school
stationary
Art. Article Art. We need a small
We need small glass to carry glass to carry water
Art. onto the pan
water into the pan
Aux. Auxiliary Aux. It can be seen that
It can been said that smoking is smoking is bad
bad
Adv. Adverb Adv. The turtle walked
The turtle walked so slow so slowly
Adj. Adjective Adj. Lulu bought a
Lulu bought a beauty gown beautiful gown
yesterday yesterday
Poss. Possesive Poss. This is my diary
This is mine diary
Nn. Noun Doni is so mean, he puts ten Doni is mean, he
Nn. puts ten mice in my
mouses in my birthday box birthday box
Inft. Infinitive Annie will present
Inft. how to make
Annie will present how to scrambled egg
making scrambled egg
Ger. Gerund Ger. Playing football is
Play football is my hobby my hobby
Mod. Modals Mod. She would not ask
She would not asked him for him for anything
anything
Quant. Quantifier Quant. My sister brought
My sister brought me so much me so many apples
apples yesterday yesterday
102
Comp. Comparative Comp. Ellie is older than

and Superlative Elli is elder than Alice Alice
Appendix 3 Student Writing Test Test
Name :
Class :

Please compose a narrative text within the generic structure well.

102
Appendix 4 Letter Of Research Introduction
104
Appendix 5 Letter Of Research School
104
Appendix 6 Letter Of Wriing Originally
106
Appendix 7 Data Validation Letter
106
Appendix 8 Written Test
108
108
110
110
112
112
114
114
116
116
118
118
120
120
122
122
124
124
126
126
128
128
130
130
132
132
134
134
136
136
138
138
140
140
Appendix 9 Grammatical Error Analysis Commited By Students
SN1 Error Sentence

Verb Tense
He did’nt saw a sewer
The dove had not saw the ant
Then the ant move toward the leaf
Gerund
After walk around for a moment
Infinitive
He had to walked about ten kilometers
Verb Be
While he walking
He did’nt saw there is sewer

Article
He did’nt saw there is sewer
SN2 Error Sentence

Verb
When he on the way to the garden
Verb Be
Although he felt it is impossible to win
Wrong Word
As a result, the turtle won the race
SN3 Error Sentence

Subject-Verb He were just a small executive in his company
Agreement
Verb Be
There was once a man who felt in love with a girl. This man is very
romantic
Conjunction She could visualize bright future both of them
Wrong Word That was he always told himself
142
Adverb One rain day
SN4 Error Sentence

Verb Be
There live a family, they are very well acquainted each other and are
always together
Verb Tense
They were very grateful to the father and give a little fortune
As the day goes on

Wrong Word
But si ayah did not want to recive
SN5 Error Sentence

Modal
They knew that anything dangerous can happen
Wrong Word
Preposition
His friend that was the ground
Verb Tense
One of them climb a nearby tree
The bear come to a friend who was lying

Auxiliary
Because the bears do no want to touch
SN6 Error Sentence

Verb Be
Once upon a time, there are two close friends
Modal
142
Verb Tense
He lay down on the ground
Wrong Word
Auxiliary
SN7 Error Sentence

Verb Be
At the time when the earth is full of pollution, the earth is no longer
A friendly planet for living creatures to live in because the
Temperature is too hot. There is a white bear who lives alone, he is

The only bear that can survive.
When there is no more room to survive
Verb
He no longer had to wait
Verb Tense
There is a white bear who lives alone
And he lives on a black of ice
The bear can do nothing but do it is best

Possesive
The bear can do nothing but do it is best
Gerund
He dreamed of become a bird
SN9 Error Sentence

Verb Be
One day there was a girl called Dina Saranti, she is 17 years old
Dira thinks her friend does not question her attitude

Verb Tense
She was born from a simple family and has affection in it, she only
has her family

144
Dira and friend cry and hug together

Wrong Word
She used to have friends and friend who were fun
Noun .
Her friends tried to advice her
Auiliary
She don’t know when her started her head
SN10 Error Sentence

Verb Tense
Once three fishes live in a pond
Plural
Once three fishes live in a pond. Some fishermen passed by the
pond and saw the fishes
He called out the two other fishes
Comp
When the most old fish heard about what the fishermen say
The most old fish and the second fish left the pond with the rest of
the family
Verb Tense
We have live in this pond for a long time
The next day the fishermen come and caught all the fish left in the
pond
SN11 Error Sentence

Wrong Word There was someone who passed by and heard the screams of Praha,
so they immediately came and helped Praha. They were saved and
Praha gave some money to them
SN12 Error Sentence

Verb Tense
Rafli knows that in this investigation something dangerous might
144
have happened
Even so, they continue to travel untill they arrived at the destination
Verb Be
No one is willing to investigate that
The tree also gave an answer that the owner of this necklace is the
leader of this sect is Aryani’shusband
SN13 Error Sentence

Verb Tense
While he walking he met a sleeping lion
He find the sound and saw if the lion was hit by hunter’s trap
Preposition
Because the kindhearted lion let the rat go
Article
One day in a forest, there lived rat who was looking for food. While
he walking he met a sleeping lion. The lion woke up and saw a rat
SN14 Error Sentence

Verb Tense
One day Robert was walking home from school. He see a man
coming out of a shop.
The man stopped and turn around

Plural
He was carrying a lot of thing
Wrong Word
Robert said and got into the car
SN16 Error Sentence

Subject-Verb
Agreement There were two close friends who was walking through the forest
together.
146
Verb Be
Their name is Alan and Hadi
Verb Tense
They look happy together
After that Alan come down and asked Hadi

Gerund
Without know that anything dangerous can happen at anytime in the
forst
Auxiliary
SN17 Error Sentence

Conjunction
Then he challenged his two friends accepted the challenge
Pronoun
So they headed for a place he did’nt know yet
Verb Tense
He did it when passing through tha path it turns out
SN18 Error Sentence

Subject-Verb
Aagreement Untill one day the ant were looking for food
Verb Tense
The ant mocked the cocoon and continues to mock other animals
SN19 Error Sentence

Verb Tense
There lived a man named Luke. He lives alone. His daily life is
looking for wood in the forest and then selling it to merchants who
usually work on development projects
His life now began to be disorganized
Luke had a miracle to live again and improve his life
146
Her voice sounds heavy
The next day, local people find Luke’s dead body

Wrong Word
merchants who usually work on development projects
Verb Be
The instructions for waering it are on the ball
His wife got up and looked at Luke. However, there are different
from his appearance. Her eyes are black and her hair is very long
and her voice sounds heavy.
Suddenyly his wife choke Luke and said that he had done the wrong
thing which is to raise the dead

Noun There are different from his appearance
Pronoun His wife got up and looked at Luke. However, there are different
Pro.
from his appearance
SN23 Error Sentence
Verb Be Once upon a time a happy monkey danced in front of animals and
they are all very pleased with his performance
SN24 Error Sentence

Verb Be
Once upon a time there was a lion cub named Simba. He is the son
of the jungle king Mufasa
In the jungle all animal live in peace and everything is balanced
A woodpecker is assigned to watched Simba playing

Verb Tense
In the jungle all animal live in peace
Simba safely plays with his friend Nala
Simba feels guilty for endangering Nala and himself

148
Possesive
Simba safely plays with his friend Nala and also under his father
supervision
Preposition
One day Mufasa tokk care of a herd hyena
Infinitive
A woodpecker is assigned to watched Simba playing
Wrong Word
Simba did it and and free from to supervision
SN25 Error Sentence

Verb Tense The world has a large area under the control of king
The king has a subordinate called Dyroth
Chedoya also tells Dyroth and asked to find an army, he finally
decide to lie to bigetron team

Verb Be
It does’nt know who or what it is
He told Dyroth to find ot what is Athena. The king name is Chedoya
He came to the city and he was shocked there is no one that life in
that city
There is a virtual war competition that’s highly favoured and

glorified
Auxiliary
It does’nt know who or what it is
Possesive
The king name is Chedoya. Shorty story, Dyroth journey has begun
Verb
He came to the city and he was shocked there is no one that life in
that city
Infinitive
They did’nt want to hearing
SN26 Error Sentence
148
Verb Be
A girl who is always a royal listener to her friend when they are sad
and happy
Pronoun
Diandara was ostracized by his family because of his twin who was
jealous seeing him being love from him
SN27 Error Sentence

Wrong Word
A beautiful fairy heart her wish one day
SN28 Error Sentence

Adjective
She had asked him to make her a sand dessert
Verb Tense
The giant magically and swiftly begin to work his power
Wrong Word
The shell fell to the ground beside mount Bromo, forming had is
now known
SN29 Error Sentence
Adverb
Tiger who had trouble roaring angry
Gerund
Rabbits who see the tiger be trapped
SN30 Error Sentence

Verb Tense
I look at my phone and it shows 2.30 am
Everything turned into dark and it feels good for me
I look at my phone and it was already 7 am
Plural
Great! 10 question left and i literally going to fall down
Wrong Word
150
Verb
I sat at my desk and pondering it
Infinitive
I decided to promised my self
SN31 Error Sentence

Verb Tense
Once upon a time, there live a girl named Cynzia
Because she always looks happy whenever she was
One rainy day she decided to walk around, she like thunderstorm
Verb Be
She is known as a wanderer
She is one of cheerful girl in her town
It was horrific, the crowd are running to the nearest grocery. People
are wondering why she does’ntrun
People are getting more confused because there is no one who

talked with her
SN29 Error Sentence
Adverb
Tiger who had trouble roaring angry
Gerund
Rabbits who see the tiger be trapped
SN30 Error Sentence

Verb Tense
I look at my phone and it shows 2.30 am
Everything turned into dark and it feels good for me
I look at my phone and it was already 7 am
Plural
150
Great! 10 question left and i literally going to fall down
Wrong Word
Verb
I sat at my desk and pondering it
Infinitive
I decided to promised my self
SN31 Error Sentence

Verb Tense
Once upon a time, there live a girl named Cynzia
Because she always looks happy whenever she was
One rainy day she decided to walk around, she like thunderstorm
Verb Be
She is known as a wanderer
She is one of cheerful girl in her town
It was horrific, the crowd are running to the nearest grocery. People
are wondering why she does’ntrun
People are getting more confused because there is no one who

talked with her
SN32 Error Sentence
Verb Tense Cloudy skies faithfully overshadow this school
SN33 Error Sentence

Modal
Wrong Word
Preposition prep.
His friend that was the ground
152
Verb Tense
One of them climb a nearby tree
The bear come to a friend who was lying

Auxiliary
SN34 Error Sentence

Article
There was once poorl girl
Pronoun
He wanted to go there
Quantifier
She spent many money to help people
She ate not many food

Wrong Word
She had to sleep in a tiny room with many rats and mice
SN35 Error Sentence
Verb Tense
They form a group with 4 lions
Verb Be
There is a lion that is big and very strong
SN36 Error Sentence

Determiner
This shoes, Maudy gave on his birthday
Verb Be
Maudy is an exemplary and the smartest student in her scholl
152
Appendix 10 Curriculum Vitae
CURRICULUM VITAE
Muhammad Faujil was born November 24 th, 1998 in
Tarakan, north borneo. He is the first child of two children
of Fauji Hamid and Hariyati, also a brother of one sister
who is named Fauziah. He started his first study at Dewi
Sartika Kindergarten in 2004 and graduated in 2005.
Afterwards, he continued his study at SDN 001 Malinau in
2005. Then he continued his study at SMPN 1 Malinau and graduated in 2013. In the
same year he continued his study to SMAN 1 Malinau and took social major thus
graduated in 2016.
In 2016 he officially continued his high education at Borneo Tarakan University in
the Faculty of Teacher Training and Education by taking English Education
Department. In July 2019 he held KKN (Kuliah Kerja Nyata) program in Desa
Tanah Kuning, kecamatan Tanjung Palas Timur, Kabupaten Bulungan.. In October
2019, he took and started the PPL (Praktik Pengalaman Lapangan) at SMAN 1
Tarakan and finished in January 2020.

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An Analysis of Students' Grammatical Errors in Writing Narrative Text by The Eleventh Graders of Sman 1 Tarakan in Academic Year 2020/2021 Thesis

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1

AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN

ENGLISH EDUCATION DEPARTMENT

Presented in Borneo University Tarakan in Partial Fulfillment of Requirements

ENGLISH EDUCATION DEPARTMENT

The Title : An Analysis Of Student’s Grammatical Error In

3. Nofvia De Vega, M. Pd 3. ………………………

Dr. Suyadi, S.S, M. Ed

Faujil, Muhammad (2021). An Analysis of Grammatical Error in Writing Narrative

Penelitian ini dilakukan untuk mengidentifikasi dan medeskripsikan tipe-tipe

Kesimpulannya, kesalahan gramatika Verb Tense menjadi kesalahan dominan

Kata Kunci : Kesalahan Gramatika, Menulis Teks Naratif

Faujil, Muhammad (2021). An Analysis of Student’s Grammatical Error in Writing

Keyword: Grammatical Error, Writing, Narrative Text.

all his follower.

individually or in institution to him to finish this study. Because the researcher

like to deliver his deepest gratitude to:

Education of Borneo University Tarakan.

3. Nofvia De Vega, M. Pd, as the head of English Department of Borneo University

have given valuable advices, suggestions and comments in composing this

give advice in order to make him better.

7. All the lecturers in English Department of Borneo University Tarakan for

precious knowledge and experiences.

Tarakan in academic year 2020/2021

researcher from the beginning he becomes an English Department student until

the end he composes this thesis.

good and humble teacher.

ideas, help to finish assignments from lecturers.

May Allah always guide them to the right path.

Finally, this thesis is expected to be able to provide beneficial knowledge and

information to the readers. The researcher is pleased to accept more suggestion,

A. Background of the Study..............................................................................1

C. Objectives of the Study.................................................................................4

D. Significances of the Study.............................................................................4

E. Definition of Key Term.................................................................................5

REVIEW OF RELATED LITERATURE.....................................................................6

C. Technique of Collecting Data.......................................................................33

D. Technique of Data Analysis..........................................................................33

E. Trustworthiness of the Data..............................................................................35

FINDINGS AND DISCUSSION................................................................................37

CONCLUSION AND SUGGESTION........................................................................96

Table 4. 1The example of grammatical error of Verb Tense......................................38

Table 4. 26 The Grammatical Error Committed by Students 5...................................55

objective of the study, significant of study and definition of key terms

A. Background of the Study

English is one of international language which is spoken by most people

reading, and writing.

Writing is one of important skill in mastering English. It is a way or process

of constructing word by word into a sentence then become a paragraph. It is used as a

language skill to be acquired especially for second language learners. To be

profusely bounded to grammar.

Grammar is a set of language rules. It is an essential part of the use of

provides information about the writing structure whether it is appropriate or not.

grammar is considered as the main factor of error to occur.

difficult to write grammatically correct. In addition, the researcher enquire the

Analysis of Students’ Grammatical Error in Writing Narrative Text by The Eleventh

Graders of SMAN 1 Tarakan.

Following the background of study, the problem statements are formulated as

2. What kind of grammatical error is mostly made by the students in writing

C. Objectives of the Study

In accordance to the statement of research problem above, this study is

1. To figure out the kinds of grammatical error made by students in writing