Rosmah, Rosmah (2024) AN ANALYSIS OF SENTENCE STRUCTURE ERRORS IN THE WRITING OF THE THIRD-SEMESTER STUDENTS AT THE UNIVERSITY OF DARUSSALAM GONTOR. S1 Undergraduate thesis, Universitas Darussalam Gontor.

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Abstract

This research aims to identify and analyze the types and frequency of sentence structure errors made by third-semester students at Darussalam Gontor University. By examining samples of student writing, this research seeks to understand specific areas in which students struggle with sentence structure and determine factors that contribute to errors in student writing. This analysis of sentence structure errors is crucial as it provides insights into learners' understanding of grammatical rules and serves as a foundation for designing effective instruction to rectify these errors. This study was conducted to identify the kinds of errors in surface strategy taxonomy and to know the common and dominant types of errors made by the third-semester students of the English Language Education Department at Unida Gontor. This research used a descriptive-qualitative method that allows a thorough analysis of the types and patterns of errors that exist in student work. The object of this research was the students of the English Language Education Department. But, in this study researcher only took samples of 8 students in the third semester of the University of Darussalam Gontor Female Campus Academic Year 2024/2025. The results of this research revealed a total of 453 errors made by the students. These errors were categorized as follows: 141 omissions (31.1%), 91 additions (20.13%), 210 misformations (46.33%), and 11 misorderings (2.34%). The most frequent error type was misformation, while misordering was the least common.Interviews and questionnaires indicated that student errors were primarily attributed to factors such as carelessness, first-language interference, and literal translation. Based on the findings, the researcher suggests several recommendations:(1) The student should learn and dedicate time to writing regularly to improve the influence and accuracy of writing. (2) Students must practice writing regularly, seek feedback, and focus on mastering grammar.

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