SMA Students’ Linguistic Category and Grammatical Errors on Speaking

Bria, Yasintus (2022) SMA Students’ Linguistic Category and Grammatical Errors on Speaking. SMA Students’ Linguistic Category and Grammatical Errors on Speaking. pp. 1-16. (Submitted)

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Abstract

English is one of the subjects which students must learn. As one of international languages, it also requires them to achieve the target of language learning that can facilitate them to interact with other people or foreigners well. To know their ways to learn English, the researchers have analyze the mastery on the types, difficult type and level of linguistic and grammatical errors frequently made by the third year students of SMA Bateti in the school year of 2021/2022 in speaking skill. This research applied qualitative approach and took 20 students as the sample. The instrument used was speaking test which required them to speak one by one in front of the class during 3-5 minutes. Their performance was recorded by their friends using their own mobile phones and the researchers. Their recordings were then sent to the researchers. To analyze the data, we applied the taxonomy of Corder (1967), Richards (1973), Richards and Schmidt (2002), Dulay’s, et al. (1982) in Hasan and Munandar (2018) and Damaiyanti (2021), Nancy (2004) in Suwarni, Eripuddin & Niati (2016) about grammatical errors, and Dulay, et al. (1982) in Damaiyanti (2021) about linguistic category, surface strategy taxonomy, comparative taxonomy and communicative effect taxonomy. The results showed that students made 252 errors in speaking. The highest frequency of error is omission (40.82%.), addition (31.74%), misformation (15.07%) and misordering (12.30%). The most frequent errors are preposition (42 errors) and conjunction (29) on linguistic strategy taxonomy while the highest frequency of preposition errors among the categories of grammatical errors is 42 (14.67%) of 252 errors). The problem with prepositions is due to incorrect choice (7 instances), addition of prepositions when there should not be any (30 instances) or omission (15 instances). So, they made 103 omissions, 80 addition, 38 misformations and 31 misorderings. Seen from the total number of errors made, omission dominates their errors, followed by additions, misformation and misordering. So, they have done many grammatical errors both in verb, pronoun, preposition, article, singular/plural, conjunction, word order and negation. The highest error is on number 15 (20 errors) while the lowest one are the student numbers 11 and 20 (9 errors). Keywords: grammatical errors, linguistic category, SMA students, speaking

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