A STUDY OF GRAMMATICAL ERRORS IN WRITING NARRATIVE TEXT OF ENGLISH EDUCATION STUDENTS OF UNISMA

Amalia Ikfi Billah

Abstract


 

Abstract : This study investigates the grammatical errors found in narrative texts written by English Education students at the University of Islam Malang (UNISMA). Writing is among the most demanding skills for English as a Foreign Language (EFL) learners, and the persistent occurrence of grammatical errors remains a key challenge. This research aims to identify, classify, and analyze the grammatical errors in students’ narrative writing and to determine the most prevalent error type. Adopting a descriptive qualitative design, data were collected from 35 narrative texts about students’ personal experiences. The errors were classified using Ho’s (2005) Grammatical Errors Taxonomy. The findings show 232 grammatical errors, dominated by verb-related mistakes (26.7%), followed by sentence structure (22.8%), preposition (18.5%), and noun-related errors (12.5%), with additional miscellaneous errors (19.5%). These results highlight the continuing difficulties EFL students face in applying grammatical rules, especially tense usage in narrative contexts. The study suggests that targeted grammar instruction and consistent feedback are needed to improve students’ writing accuracy.

 

Key words: Grammatical Errors, Narrative Texts, Writing


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References


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