SMART Journal Volume 1 No. 2, August 2015 Hlm.

57-64

ANALYSING THE STUDENTS’ GRAMMATICAL ERROR ON

WRITING NARRATIVE TEXT

Miftahul Janah
English Department, STKIP Muhammadiyah Pringsewu
Email: [email protected]

Abstract

This qualitative study described about grammatical error on students narrative

writing. The participants were the second semester students of STKIP Muhammadiyah
Pringsewu Lampung in academic year 2013/ 2014. In collecting data, this study uses
forms with general, emerging questions to permit the participant to generate
responses. Then, gathering word (text) from the participants, and collecting
information from individual of participants. Data analysis tends to consist of text
analysis, to involve developing a description and themes, then interpretation tends to
sonsist of stating the larger meaning of the findings. After analysing the students
writing, it was found that most of mistakes made by students were: missing subject,
missing be in simple predicate, wrong simple predicate missing be, superfluous be,
misinformation of passive form, the verb comes after the subject, pronoun form,
agreement, and reference.

Key Word: Grammar, Grammatical Error, Writing Skill, Narrative Text

1. INTRODUCTION writing skills, there is good reason to

Language is a means of think that understanding the structure
communication. By using a language of sentences helps to increase
people can communicate with each sensitivity to some of the important
other. Using a language is not as factors that distinguish good writing
simply as we thought because there from bad. It would be impossible to
is a set of rules that must be learn language effectively without
followed, which is called Grammar. knowing the grammar, because
Actually grammar is used to mean grammar helps learners to identify
the structure of a language. It is an grammatical forms, which serve to
essential part of the use of language enhance and sharpen the expression
process, both in spoken and written of meaning.
language. Huddleston (2005) states Like all languages, English is a
that although a knowledge of collection of dialects. Based on
grammar will not on its own create Altenberg (2010) explanation that is

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while society views some of these (2005) state that speech and writing
dialects as having more social are both forms of communication
prestige than others, when we look at that use the medium of language, but
them objectively we find that all they do so quite differently. It is
dialects are equal linguistically. That usual to think that they are simply
means that all dialects have different aspects of the same thing;
grammatical rules, and the however, writing is far more than
grammatical rules of one dialect are speech transcribed.
no more precise, pure, or logical than Narrative does not have, for
the grammatical rules of another example, a singular generic purpose
dialect as do some of the other genres.
Knowing the grammar of our According to Knapp & Watkins
native language is an enormous help (2005), we cannot say that narrative
for anyone embarking on the study is simply about entertaining a
of another language, even if it has reading audience, although it
rather different grammatical generally always does so. Narrative
principles; the contrasts as well as also has a powerful social role
the parallels aid understanding beyond that of being a medium for
(Huddleston, 2005). He adds that entertainment. Narrative is also a
Some think the study of English powerful medium for changing
grammar is as dry as dust, probably social opinions and attitudes. Then,
because they think it is virtually narrative is also a ‘big’ or macro
completed, in the sense that nothing genre in that it can easily
important in the field remains to be accommodate one or more of the
discovered. other genres and still remain
Grammar for Writing Narrative Text dominant.
One of the language features of
Writing is one of four skills in
narrative text is using action verbs in
language learning. Learning how to
past form. About narrative, Knapp
write in a second language is one of
and Watkins (2005) adds that
the most challenging aspects of
formally, narrative sequences
second language learning (Richards,
people/characters in time and space.
2003). Then, Knapp & Watkins
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In its most basic form, in text types frequent type of errors that are
such as recounting and retelling, the committed by learners. Since
genre does little more than simply grammar is seen only as a means to
sequence. A key characteristic for all an end, some learners tend to re-
text types in the genre, however, is emphasize its importance and in the
the requirement to orient or introduce process, they make many more
the reader/listener to the people, time errors. The learners usually face
and place in the story. The structure difficulties in learning the
of narrative is generally more grammatical aspects of the Target
complex than the orientation and Language (TL), such as in subject-
sequencing typical of recounting. verb agreement, the use of
preposition, articles and the use of
Common Error on Grammar for
correct tense.
Writing
Such errors can be seen clearly
Second language learner
in the learners’ written performance
(students) are demanded to
(Nikamtus: 2014). The problems that
comprehend English well, including
the students are bound to encounter
grammar in order to the target of
would be weak vocabulary,
teaching learning process has
inappropriate use of grammar in
achieved. In fact, students often
sentences etc. Thus, rekindling
make a mistake or an error when
interest in the area of learner errors
they asked to make a sentence. It is
can be considered a timely move.
like Bustami (2004) says that
Teachers who can analyze and treat
students often transfer the system of
errors effectively are better equipped
their mother tongue (L1) into the
to help their students become more
target language (L2).
aware of their errors.
It was happen naturally because
An error is different from
the strong of mother tongue by
mistake, so we have to be careful to
students. James in Darus (2009)
differentiate. According to Lengo in
stated that errors in writing such as
Yulianti (2007), a mistake is a
tenses, prepositions and weak
performance error, which is either a
vocabulary are the most common and
random guess or a ‘slip’, i.e. a failure

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to utilize a known system correctly. language learners commit errors

An error is a noticeable deviation largely because of the paucity of
from the adult grammar of a native their knowledge of the target
speaker, reflecting the inter language language whereas deviant forms
competence of the learner. produced by native speakers are
From those definitions above, it dismissed as slips of the tongue
means that a mistake is just a slip or slips of the pen.
that the learner forgets the right
3. The complexity of the target
form. While, an error is a deviation
language
which is made by the learner because
Certain aspects in English are
he does not know the rule and he
difficult for some learners, it
/she will make it repetitively.
may be caused the rules of their
The sources of error occurrence
native language are quite
according to Ancker (2000: 1):
different from English and even
1. Interference from the native
language more complex than their native
language.
The learner may assume that the
target language and his native
2. RESEARCH METHODS
language are similar. Then, he
will over generalize the rules of The design of this research is
his native language and the qualitative research. About this
target language. research, Creswell (2008) states that
qualitative research is a type of
2. An incomplete knowledge of the
educational research in which the
target language
researcher relies on the views of
Because of the incomplete
participants; asks broad, general
knowledge, the learner may
questions; collects data consisting
make guesses. When he has
largely of words (or text) from
something that he doesn’t know,
participants; describes and analyzes
he may guess what it should be
these words for themes; and conducts
there. Lengo cited in Yulianti
the inquiry in a subjective, biased
(2007), added that foreign
manner.

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In collecting the data, this study e.g., students made: from the text
uses forms with general, emerging above, can be concluded that book
questions to permit the participant to is important.
generate responses. Then, gathering It should be: from the text above,
word (text) from the participants, and it can conclude that book is
collecting information from important.
individual of participants.
b. Missing be in Simple predicate
Data analysis tends to consist of
e.g., students made: The boat
text analysis, to involve developing a
destructed by pirates.
description and themes, then
It should be: The boat is
interpretation tends to sonsist of
destructed important by pirates.
stating the larger meaning of the
findings.
c. Wrong simple predicate missing
be
3. FINDINGS AND DISCUSSION
e.g., students made: there are
Grammatical Error
three dwarf in the forest.
There are many mistakes that made It should be: There were three
by the second semester students of dwarves in the forest
English Department of STKIP-MPL, .
d. Superfluous be
but most of mistakes that they made
e.g. students made: Hendrick is
are:
express his feeling to Valeria.
1. Subject and verb
It should be: Hendrick expressed
In a sentence, there are at least
his feeling to Valeria.
one subject and one verb. The
subject may be a noun, a
2. Verb agreement, tense, and form.
pronoun, and the predicate may
Every sentence has at least one
be a verb or to be.
verb. It indicates number of the
subject, the tense, etc wherever it
Some types of errors that appear
stands in a sentence.
in this category are:
a. Misinformation of passive
a. Missing Subject
form

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e.g., students made: The Troll e.g., students made: She have a
was kill it two days ago. strange magic.
It shoul be: the troll was It should be: She had a strange
killed it two days ago. magic.

b. Passive order, but active form

g. A form of do / does
e.g., students made: the war
e.g., students made: Bilbo do not
will held tomorrow.
know the rules
It should be: the war will be
It should be: Bilbo didn’t know
held tomorrow.
the rules.
c. Active order, but passive
h. Pronoun form, agreement,
form
reference
e.g., students made: the
Pronoun is a word that used to
dragon is caught by the thief.
replace noun in a sentence or a
It should be: the dragon
paragraph. So, there is no
caught the thief.
repetition for the noun that may
d. Misinformation of the next bore the audience, that is, the
verbal word reader or the listener. The
e.g., students made: they will example of the error that might
coming soon appear in this area is:
It should be: they will come e.g., students made: Gandalf
soon. asks the dwarves come in the
e. The verb comes after the subject forest. Gandalf will be returned
e.g., students made: Bilbo soon.
Beggins look at hisself in a It should be: Gandalf asked the
mirror. dwarves come into the forest. He
It should be: Bilbo Beggins would return soon.
looked at hisself in a mirror.
From the data above, it can be
f. A form of have/ has seen that students made frequents
errors of word/ idiom in their

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sentence and some of them made Forum (online), Vol.38, No.4,

(http//exchanges.states.gov//foru
occasional. They could not consistent
m/)
in using past tense to develop their
Bustami, Subhan. (2004).
narrative text.
Psycholinguistics,
Sociolinguistics, and Semantics.
Yogyakarta: Debut Press.
4. CONCLUSION
Creswell, J. W. (2008). Educational
Research: Planning,
A mistake is a performance
Conducting, and Evaluating
error, which is either a random guess Quantitative and Qualitative
Research. New Jersey: Pearson
or a ‘slip’, i.e. a failure to utilize a
Education.
known system correctly. An error is
Darus, Saadiyah. (2009). Error
a noticeable deviation from the adult
Analysis of the Written English
grammar of a native speaker, Essays of Secondary School
Students in Malaysia (European
reflecting the inter language
journal of social sciences-
competence of the learner. volume 8, number 3) cited in
www.eurojournals.com/ejss_8_3
In making narrative text, the
_12.pdf
second semester students of English
Huddleston, R & Pullum, Geoffrey
Department of STKIP-MPL in
K. (2005). A Student’s
academmic year 2013/ 2014 made Introduction to English
Grammar. New York:
frequents errors of word/ idiom in
Cambridge University Press.
their sentence and some of them
Knapp, Peter & Watkins, Megan.
made occasional. They could not
(2005). Genre, Text, Grammar:
consistent in using past tense to Technologies for Teaching and
Assessing Writing. Australia:
develop their text.
UNSW Press.

5. REFERENCES Nikamtus, Sa’diah. (2014). Error

Analysis on the Writing Tasks
Altenberg, E.P. & Vago R.M. Produced by Students of “Azet
(2010). English Grammar: Language Centre Malang.
Undersating the Basics. New Journal Ilmiah Mahasiswa FIB.
York: Cambridge University Volume 6, Number 1 2014)
Press. cited in
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Ancker, William. (2000). Errors and al.ub.ac.id/
Corrective Feedback: Updated
Theory and Classroom Practice.
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Richard, J. C. (2003). Second

Language Writing. New York:
Cambridge university press.

Yulianty. (2007). A

Descriptive Study
of Grammatical Errors Made by
the Students of Writing III Class
at the English
Department of FKIP UNLAM
Academic Year 2007. Thesis.
Banjarmasin: English
Department of FKIP Unlam.

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