ANALYSIS OF GRAMMATICAL ERRORS IN STUDENTS’ WRITING: A PHENOMENOLOGICAL APPROACH AT SMPN 1 KUNDURAN
DOI:
https://doi.org/10.24252/elite.v13i1.66671Keywords:
grammatical errors, EFL students, phenomenological approach, writing skillsAbstract
The present study aims to analyze the types of grammatical errors in the English writing of junior high school students and the factors influencing these errors, from the perspectives of teachers and students. It employs a descriptive qualitative method with a phenomenological approach. Data were collected through interviews with 5 ninth-grade students and 3 English teachers at SMPN 1 Kunduran. The analysis followed a systematic process that included transcribing data, identifying errors, and classifying them. The findings show that the most common grammatical issues involve the use of verbs, particularly tenses and subject-predicate conformances, errors in spelling, articles usage, and prepositions. Contributing factors to these issues include internal factors, such as students' limited understanding of grammar rules and a lack of confidence in writing, and external factors, including first-language interference, insufficient practice, and limited exposure to English. The results of this study emphasize the importance of effective grammar instruction and regular practice in improving students' writing skills.
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