Examining Grammatical Errors In 10th Grade High School Students’ Narrative Text

kazunori higuchi; dr. syaadiah arifin, m.pd.; silih warni, ph.d.;

The purposes of this research were to (1) find out and analyze the most common types of grammatical errors made by tenth-grade high school students when writing narrative text and (2) to identify causes that contribute to grammatical errors made by tenth-grade high school students in their narrative writing. The participants of this research were 28 students. The method used in this research was a mixed method with stress on qualitative research. For types of grammatical errors, data were analyzed based on Dulay et al., (1982) theory namely, Surface Strategy Taxonomy. The results showed that the researcher found 195 grammatical errors. The most common type of error was misformation errors with a total of 85 errors, followed by omission errors with a total of 76 errors, the third most common error type was addition errors with a total of 27 errors, and the least common error type was misordering errors with a total of 7 errors. Meanwhile, the causes of grammatical errors were analyzed based on Comparative Taxonomy by Dulay et al., (1982). The researcher got a total of 195 causes of grammatical errors. The results showed that these errors are caused by 145 developmental errors, 12 interlingual errors, 18 ambiguous errors, and 20 other errors.