Jul 2026· LANGUAGE Jurnal Inovasi Pendidikan Bahasa dan Sastra· 0 citations· 27 references
Abstract
ABSTRACT
Writing is one of the most challenging skills for learners of English as a Foreign Language (EFL) because it requires the integration of linguistic, cognitive, and communicative competencies. In higher education, writing proficiency is essential for producing various academic texts; however, Indonesian EFL students continue to experience grammatical difficulties that negatively affect the quality of their writing. This study aims to examine the common grammatical errors found in the writing of Indonesian EFL students through the perspectives of Contrastive Analysis and Error Analysis. This study employed a library research design by analyzing and synthesizing relevant books, scholarly journal articles, and previous studies. The findings reveal that the most frequent grammatical errors involve tense usage, subject–verb agreement, articles, prepositions, plural forms, and sentence structure. These errors are primarily attributed to first-language transfer, overgeneralization, incomplete rule application, limited grammatical competence, and structural differences between Indonesian and English. In conclusion, Contrastive Analysis and Error Analysis provide complementary frameworks for identifying the sources of grammatical errors and serve as a valuable basis for improving the writing accuracy of EFL learners. The findings are expected to provide useful insights for teachers, curriculum developers, and researchers in designing more effective EFL writing instruction.
ABSTRAK
Menulis merupakan salah satu keterampilan yang paling menantang bagi pembelajar Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL) karena menuntut penguasaan aspek linguistik, kognitif, dan komunikatif. Dalam pendidikan tinggi, kemampuan menulis sangat penting untuk menghasilkan berbagai karya akademik, namun mahasiswa EFL di Indonesia masih sering melakukan kesalahan gramatikal yang memengaruhi kualitas tulisan. Penelitian ini bertujuan mengkaji kesalahan gramatikal yang umum ditemukan dalam tulisan mahasiswa EFL Indonesia melalui perspektif Analisis Kontrastif (Contrastive Analysis) dan Analisis Kesalahan (Error Analysis). Penelitian ini menggunakan metode kepustakaan (library research) dengan menganalisis berbagai buku, artikel ilmiah, dan hasil penelitian yang relevan. Hasil kajian menunjukkan bahwa kesalahan yang paling dominan meliputi penggunaan tenses, subject–verb agreement, artikel, preposisi, bentuk jamak, dan struktur kalimat. Kesalahan tersebut dipengaruhi oleh transfer bahasa pertama, overgeneralisasi, penerapan aturan yang tidak lengkap, keterbatasan penguasaan tata bahasa, serta perbedaan struktur antara bahasa Indonesia dan bahasa Inggris. Simpulannya, Analisis Kontrastif dan Analisis Kesalahan saling melengkapi dalam mengidentifikasi penyebab kesalahan gramatikal dan dapat menjadi landasan untuk meningkatkan akurasi menulis mahasiswa EFL. Temuan penelitian ini diharapkan menjadi acuan bagi guru, pengembang kurikulum, dan peneliti dalam mengembangkan pembelajaran menulis EFL yang lebih efektif.
Writing grammatical accuracy remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly in recount texts that require consistent use of past-tense forms. This study investigated the types of grammatical errors produced by eleventh-grade EFL students and the factors contributing to those errors in an Islamic Senior High School. A descriptive qualitative design supported by simple quantitative analysis was employed with 36 students from one purposively selected class. Data were collected through two recount-writing tasks, a 30-item questionnaire, and semi-structured interviews with five students and one English teacher. Students’ errors were classified using Dulay, Burt, and Krashen’s Surface Strategy Taxonomy, while questionnaire responses were summarized descriptively and interview data were analyzed thematically. The analysis identified 634 grammatical errors across the two writing tasks. Misinformation was the most frequent category (53.63%), followed by omission (26.03%), addition (10.25%), and misordering (10.09%). Questionnaire and interview findings indicated that first-language influence was the strongest perceived contributing factor (77.80%), followed by difficulties in writing recount texts (70.15%), while learning context, students’ uncertainty during writing, and limited grammatical understanding also contributed. The findings suggest that EFL writing instruction should combine explicit grammar teaching with genre-based writing practice, noticing activities, guided revision, and constructive corrective feedback to help learners improve grammatical accuracy in meaningful writing contexts.
Carrisa Rahma, Imroatul Ma'fiyah, Luqman Al Hakim· Teaching English as a Foreig...· 0 citations
Writing in English is a crucial ability in the modern, globalized society. English, one of the most popular languages in the world, is essential for communication, commerce, education, and technology. Writing well in English enables people to communicate with people from another country, share information, and clearly convey ideas. For EFL (English Foreign Language) learners, mastering English grammar is still a major issue, especially in settings where English is not used for daily communication. This study looks at grammatical error and most common grammatical errors in the recount texts written by SMP VIP Asy-Syafi’iyyah Purworejo students. This study differs from previous studies by focusing on a pesantren-based school context. The research employed a descriptive qualitative method in analyzing the errors based on Burt, Dulay, and Krashen on Surface Strategy Taxonomy. The data sources of this research are the recount texts created by 18 seventh-grade students of SMP VIP Asy-Syafi’iyyah Purworejo. The results of this research found 242 grammatical errors: omission (19%), addition (9%), misformation (69%), and misordering (3%) Misformation was the most dominant error. The finding suggests that English teachers in pesantren-based schools should focus more on verb tense instruction to mitigate misunderstanding in written English communication.
Nelu Sahidah, A. Johan, Juita Triana· Ranah Research· 0 citations
English writing proficiency is essential for learners of English as a First Additional Language (EFAL) in South Africa. Achieving this requires writers to use precise vocabulary, appropriate expressions and well-structured sentences, which is challenging for most students. The aim of this study is to identify patterns in the use of grammatical cohesion and to highlight the challenges that learners face in achieving coherent writing. The study explored the use of grammatical cohesion among Grade 12 English First Additional Language (EFAL) learners with particular emphasis on students in the Malanulele South Circuit of South Africa. A qualitative approach was adopted to examine the types of grammatical cohesive devices that learners use in their written texts. Data was collected from learners’ essays and analysed using thematic content analysis. The study found that the Grade 12 First Additional Language learners in the Malamulele South Circuit use all types of grammatical references, such as personal, demonstrative, comparative, and definite articles, as cohesive devices in their English essays. However, the study also found errors in addition and mismatches in the learners’ essays. The results indicate that the Grade 12 First Additional Language learners in the Malamulele South circuit relatively use reference as their cohesive device in English essays. Also, most writing challenges are in the application of personal pronouns, which require special attention from teachers and learners. The study recommends that essay-writing lessons be taught alongside cohesive devices. This study contributes to the scholarship on second language writing by providing context-specific insights into the use of grammatical cohesion among students.
M. Khosa, Hlaviso Motlhaka, E. Klu· E-Journal of Humanities, Art...· 0 citations
Despite the expansion of French-language teaching in Bangladesh, error-analysis research on Bangladeshi learners remains underexplored. This mixed-methods study investigates this area by identifying common grammatical errors among 47 Bengali-speaking French beginners at the University of Dhaka. A written corpus of 53 essays, comprising 425 sentences, was analyzed using Corder’s (1974) Error Analysis framework and Dulay et al.’s (1982) Surface Strategy Taxonomy, with focus group discussions involving 25 participants. Results revealed 136 grammatical errors (averaging 32 errors per 100 sentences), with noun-related errors the most frequent (36.76%), closely followed by verb-related errors (33.82%). Misinformation and omissions dominated, and participants reported negative transfer from English (L2), overgeneralization, and simplification strategies as reasons for errors. The study showed how a cross-linguistic background shapes interlanguage, indicating that teaching should include contrastive, form-focused instruction to reduce errors.
Tanjina Najnin Tania, Md. Monir Hossain· International Journal of Lan...· 0 citations
This study investigates the types and sources of errors in students’ recount text writing. Using a qualitative descriptive design supported by quantitative data, ten texts produced by EFL students were analysed through an error analysis framework in Applied Linguistics. The analysis focused on identifying, classifying, and explaining learners’ errors.
The findings reveal approximately 300 errors, categorized into grammatical (40%), syntactic (23%), lexical (15%), spelling (13%), and mechanics errors (9%). Grammatical errors were the most dominant, particularly in the misuse of past tense, verb forms, and articles. Syntactic errors involved sentence structure and word order, while lexical errors reflected inappropriate word choice and first language interference. Spelling and mechanics errors, though less frequent, still affected overall writing quality.
The study also found that errors were mainly caused by overgeneralization, first language interference, incomplete rule application, and carelessness. These findings indicate that students are still developing their linguistic competence, especially in grammar and sentence construction. The study suggests the need for focused instruction on past tense, sentence structure, and contextual vocabulary, as well as the integration of revision and self-editing strategies to improve students’ writing performance.
Keywords: error analysis, EFL writing, recount text, grammatical errors, applied linguistics
Siti Maria Ulfa Mattarima, I. Ekawati, Sunengko· Qalam : Jurnal Ilmu Kependid...· 0 citations
Errors in academic writing are not simply mistakes but indicators of students' writing difficulties and language development. This study examined the grammatical, linguistic, and mechanical errors in 24 handwritten academic essays produced by first-year Bachelor of Science in Accountancy students at a private higher education institution in Southern Leyte, Philippines. Using a quantitative descriptive design anchored in Corder's (1967) Error Analysis Theory, the essays were coded through a framework adapted from the Linguistic Category Classification of Dulay et al. (1982) and James' (1998) Extended Error Taxonomy. After evaluator discrepancies were resolved through consensus, each unique error was counted once in the final dataset. Reconciled frequency, percentage, mean errors per essay, and rank were computed. Verb form/verb tense, sentence structure, preposition, article usage, and pluralization/noun form were the most frequent grammatical errors, while word choice and punctuation were the dominant linguistic and mechanical errors, respectively. Recurring grammatical subpatterns included incorrect verb forms, run-on sentences, incorrect preposition selection, unnecessary article use, and singular nouns used in place of plural nouns. The dominant linguistic and mechanical manifestations involved imprecise lexical selection and inaccurate punctuation. The findings provide a localized diagnostic profile that can guide contextualized grammar instruction, guided writing practice, and focused corrective feedback.
Beverly Ravago, Emelle Justin Adcor, Judith Paican et al.· International journal of res...· 0 citations
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