ERROR ANALYSIS ON STUDENTS WRITING NARRATIVE TEXT
DOI:
https://doi.org/10.21009/ishel.v1i1.56905Abstract
This study investigates the types and frequency of linguistic errors found in narrative texts written by eleventh-grade students of MAN 1 Bima during the 2024/2025 academic year. The research adopts a qualitative descriptive method and applies the Surface Strategy Taxonomy, which classifies errors into omission, addition, misformation, and misordering. Data were collected from students' written narratives based on the story "Cinderella" and analyzed to identify and categorize the errors. The findings reveal a total of 253 errors, with misformation being the most dominant type (77.08%), indicating significant difficulties in students' understanding of appropriate word forms and grammatical structures. Factors contributing to these errors include limited vocabulary, weak grammatical foundation, first language interference, lack of writing practice, and time constraints. The results suggest the need for more contextual grammar instruction, consistent writing practice, and constructive feedback. This research provides insights for educators to design more effective strategies for improving students’ writing competence, particularly in narrative text production.
References
Apriyanti, H. (2019). An Analysis of Students’ Grammatical Errors in Writing Narrative Text. Journal of English Language Teaching, 8(1), 13–21. https://doi.org/10.24036/jelt.v8i1.103794
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). New York: Pearson Education.
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics in Language Teaching (IRAL), 5(1–4), 161–170.
Corder, S. P. (1981). Error Analysis and Interlanguage. Oxford: Oxford University Press.
Dulay, H., Burt, M., & Krashen, S. (1982). Language Two. New York: Oxford University Press.
Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 181–200). Cambridge: Cambridge University Press.
Nassaji, H. (2015). Qualitative and Quantitative Research in Applied Linguistics. TESOL Quarterly, 49(3), 535–541. https://doi.org/10.1002/tesq.238
Nassaji, H. (2015). Qualitative and quantitative research in applied linguistics: A practical introduction. New York: Routledge.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.
Rasyid, M. A. (2021). An Analysis on Students’ Grammatical Errors in Writing Narrative Text: A Case Study at Senior High School in East Jakarta. English Journal of Education and Literature, 2(1), 55–66.
Sari, M., & Mulyani, R. (2020). An Analysis of Students’ Errors in Writing Narrative Text. PROJECT (Professional Journal of English Education), 3(2), 190–196. https://doi.org/10.22460/project.v3i2.p190-196
Sudjono, A. (2004). Pengantar Statistik Pendidikan. Jakarta: RajaGrafindo Persada.
Sugiyono. (2017). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Fitri Ningsi, Nurhidayat, Amanda Pratiwi
This work is licensed under a Creative Commons Attribution 4.0 International License.
