Syntactic Errors in The Argumentative Essays of the students of English Letters and Language Department of UIN Malang

ABSTRACT

Like any human learning, foreign language learning is inseparable from making errors. Errors in learning a foreign language may occur in both speaking and writing. This present study is based on an error analysis of the written work of the English department students, especially in writing argumentative essay. It is one of various types of essays written by the students which is considered as the most difficult one. However, the problems faced by the students are not only in the organization of writing argumentative essay, but also in the grammar, especially in the area of syntax. Related to those phenomena, the research problems are explored, namely “what types of syntactic errors are found in the argumentative essays of the students of English letters and language department of UIN Malang?” and “how do the syntactic errors occur in the argumentative essays of the students of English letters and language department of UIN Malang?”

This study uses descriptive qualitative design in which the data are taken from students’ argumentative essays using dramatic entrance introductory in writing III class in 2006/2007 academic years. The data collected are identified and described using surface strategy taxonomy proposed by Dulay, Burt, and Krashen. The errors described are then classified into syntactic errors following Politzer and Ramirez’ model as a guideline.

The finding of the study reveals that, on the basis of surface strategy, the
researcher finds that the highest number of errors is errors on omission, followed by errors on misformation, errors on addition, and errors on misordering. Within the errors found, the highest number of syntactic errors is omission of indefinite article ‘a’ before a singular countable noun, followed by omission of the plural inflectional suffix ‘-s/-es’ and the use of third singular inflection to show the agreement of subject and verb.

From those findings, it is hoped that this study will be useful for lecturers in determining emphases in explanation and exercises and also for students in improving the mastery of the target language, especially on its grammar.