AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN WRITING AT ELEVEN

GRADE OF SMAN 5 PEKANBARU

A PROPOSAL

LECTURER :

Rizki Amelia M.Pd

Written by :

Jihan Nur Sabila

Sin. 11714202459

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU

2019

CHAPTER I
 INTRODUCTION

1. Background Of The Study

English is the crucial languange in the world, many countries use English
languange as their second languange, but in Indonesia, English is taught as foreign
languange. Students learned English from the basic level of education until the end of
education. When students learnt English, there are four basic that must be mastered :
listening, speaking, reading and writing. Listening and reading are receptive skills
while speaking and writing are productive skills.
Writing is the most difficult and complicated languange skill to be learned
almost by students of every level of education. In writing we needs to thinking more
and must have many knowledge to utilize a process that includes planning,
organizing, and revising to present meaning in words form’ Palmer (1994:1).
Writing become the most difficult It is because the writing skill requires
capabilities more than other languange skills and it needs preparation. Writing is
clearly a complex process. In writing, there are a number of languange aspects
involved such as model text, prepositions, spell check, puctuation and grammar.
Harmer (2002:255) says that”writing has a number of conventions which
separate it out from speaking. Apart from differences in grammar and vocabulary,
there are issues of letter, word, and text iformation, manisfested by handwriting,
spelling, and layout and punctuation”. It means that writing be able to increase
student’s vocabulary, knowledge of grammar and develops their understanding of
expressed things and how well students’ understood of the written.
Students often make some mistake when they do not understand well in
English grammar. Commonly when students learned writing they often make a
mistake but the teacher did not aware about error grammar that students do. Then the
students repeat their mistake and they do not know about the corrections of correct
grammar, and the incorrect grammar is known as error.
An error is different from mistake, so we have to be careful to differentiate. A
mistake is just a slip when th learner forgets the right form. While the error is a
divergence which is made by the students because they does not know the right fom.
Carl james (1998:78) states that if the learner disposed and know how to
correct the fault of their output, the form was not intended, and the fault called a
mistake. But if they do not know and can not correct their fault, it call “error”.
 In foreign languange teaching it is difficult to avoid an error, there are many aspect
can cause the students had the error of their English and sometimes mother tongue
interference also became one of the caused.
Based on my observation, most of the learner is still difficulties to learn
writing, eventhough they have learned grammar, but they still difficulties to practice it
in writing, commonly it because their mother tongue different with their target
languange and there are many factors that make the students do an error in writing.
According to the explanation above, grammar has crucial role especially in
writing. The mistake that often found in writing is students often forgotten the
grammatical rules. So that’s why error analysis is a crucial thing for the teacher to
correct the error grammar in students writing. Error analysis is an activity to identify,
classify and interpreted or describe the error made by someone in speaking or in
weiting and it is carried out to obtain information on common difficulties faced by
someone in speaking or in writing in English senteces.
2. Identification of the problem
There are many ascpects that makes students do an error grammatical in
writing, some problem that students do, such as : The students does not know the rulw
of grammatical in writing. However, the most problem in grammar consist of tenses,
word choice, spelling, etc. So that the writer tries to analysis the problem that made by
students in writing English.
3. Formulation of the problem
Based on the backgroundof the problem described above, the writer would like
to find the answer of the problem : what are made sudents do errors in writing through
the grammatical?
4. Limitation of the problem
From the explanation above, there are many problem faced by the students in writing
English. So that, the writer focused on the analyzing the students’ grammatical error
in writing at eleven grade of SMAN 5 Pekanbaru.
5. Objective and significance of the study
The goal from this research is to analysis grammatical errors in writing that students
do.
The result of the study will be useful for :
a. Teacher
 This study help English teacher to know what are make students do
grammatical error in writing and motivate the tecaher to improve the teaching
techniques to avoid error grammatical in writing and be aware with error so the
student didnt repeat the error.
b. The students
This research may assist the students in writing english and avoid error in
writing with the right form.
c. The researcher
For the writer, the result of this research can developed her knowledge and
help to avoid the students grammatical errors in writing.
6. Defining key terms
a. Analysis
Analysis is the process of breaking up a concept, proposition, linguistic
complex, or fact into its simple or ultimate constituents. (robert audi, 1999)
b. Grammatical
Grammar is a model of native languange ability that allows them to
speak and speak their languange fluently. Grammatical competence of native
speakers is reflected in the type of institution the speaker has about their native
speakers. Radford (1989:3). While Ur (1996: 11) state that grammar is
defined as the way language manipulates and combines words or pieces of
words to form a longer unit of meaning. So, grammar is a technique for
combining the word with the form.
c. Error in witing
In leraning English as the foreign languange for Indonesian people cannot be
separated from creating errors, even the native often made an error in
languange. Error is natural, but there are differences the error that made by the
learner and the native. Corder (1973:1) descibed the differences, the natice
speaker recognize their errors, while the learner do not recognize their errors,
and they often cannot correct it, state Ahmad dahlan (2010).
7. Reasons for choosing title
Some reason why the wrier choosing the title “An Analysis Of Students
Grammatical Error In Writing” are :
(1) Grammatical is the crucial component in English
(2) Generally student have learned about grammar, but in writing they often did not
practice what they learned about the right form, and the students do the error
repeatively.
 CHAPTER II
THEORITICAL FRAMEWORK
A. Theoritical framework
Based on the discussion in chapter I, in this chapter, the researcher
describes some theories related to the grammatical, writing ability and
conceptual framework.
1. Definition of writing

Writing had a crucial role in English, it is one of fourth basic that must be
mastered in English, they are : speaking, listening, reading and writing. To be
mastered in this skills it is need more practice and more knowledge.
Accordingto Celce-Murcia, (2001: 94) “writing is the ability to express one’s
idea in writing in a second or foreign language and to do so with reasonable
coherence and accuracy is a major achievement”. It means in writing, to write
the writing in the right form he must to revealed the ideas, feeling or
experience in the word, phrases, clauses, paragraph so that the writing can be
understood and read clearly.

Davies-Pearse (2002: 101) classify “writing into low-level skills

(handwriting or typing, spelling, constructing grammatical sentences,
punctuating) and high-level cognitive skills (gathering ideas, organizing and
sequencing, structuring, drafting, and editing)”. In addition, Rivers (1981:
294) also classifies “writing activity into writing practice (grammatical
exercise, the construction of simple dialogue, uncomplicated translation
exercise, dictation, and the cloze procedure) and expressive writing or
composition (the writing of instruction, reports, resumes, concrete
descriptions, or essential correspondence connected with everyday affair)”.

Writing started from the simple form into more complicated level in wich
elements of structure and vocabulary are involved. Davies-Pearse (2002: 101)
classify “writing into low-level skills (handwriting or typing, spelling,
constructing grammatical sentences, punctuating) and high-level cognitive
skills (gathering ideas, organizing and sequencing, structuring, drafting, and
editing)”. In addition, Rivers (1981: 294) also classifies “writing activity into
writing practice (grammatical exercise, the construction of simple dialogue,
uncomplicated translation exercise, dictation, instruction, reports, resumes,
concrete descriptions, or essential correspondence connected with everyday
affair)"