AN ANALYSIS OF STUDENTS GRAMMATICAL ERRORS IN WRITING RECOUNT TEXT

Abstrak

This study aims to analyze the types of grammatical errors made by students in writing recount texts and to identify the most frequently occurring errors. This study uses a qualitative approach with a case study design and was conducted at Adisucipto Catholic Junior High School, involving 17 eighth-grade students as research subjects. Data were collected through recount text writing assignments based on predetermined topics. The analysis focused on four main grammatical aspects, namely grammar, spelling, tenses, and pronouns. The results showed that students' grammatical ability in writing recount texts was in the low to moderate category, with an overall average score of 2.08. Grammar was the most difficult aspect for students to master, followed by tenses, while pronouns were the easiest aspect to master. Grammar errors were generally related to sentence structure, subject-verb agreement, and the use of auxiliary verbs. Errors in tenses included the use of the present tense instead of the past tense and the mixing of several tenses in one paragraph. The findings of this study indicate the need to implement learning strategies that are more focused on mastering grammar and tenses, as well as the importance of integrating grammar exercises into writing activities so that students can apply grammatical rules contextually.