Author (Penulis)

FUAT GINANJAR
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

11.1.01.08.0084

Abstract

ABSTRACT Writing could reveal student’s knowledge through text. However, they usually make some error and mistakes. The wrong usage or application could be considered as the indicator that learning is taking place; however, this kind of condition shouldn’t be allowed to happen continuously. Teacher must acknowledge where the students make the most error to give the appropriate treatment. The aims of this research were (1) to find out the types of errors and, (2) to find out the most errors made by first students in using subject-verb agreement. In doing this research, the researcher uses content analysis which explains the data in qualitative and quantitative. He uses quantitative method and simple formula to find out the most error the students make. The findings showed that (1) students made four kinds of errors based on the surface taxonomy: addition, omission, misinformation, and misordering; and (2) students made the most error in Simple present the grammatical error, and in omission from the perspective of surface taxonomy. Acknowledging the appropriate theories of giving feedback to students would be useful to help them to get through their problems.

Keyword

a

Reference

PUBLISHED

2016-02-09

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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