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All Journal Jurnal Konseling dan Pendidikan Jurnal Dimensi Pendidikan dan Pembelajaran Jurnal Pendidikan dan Konseling DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Jurnal Sains dan Teknologi Innovative: Journal Of Social Science Research Edumaspul: Jurnal Pendidikan
Zulkifli N
Universitas Muhammadiyah Sidenreng Rappang
Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Dentistry Education Electrical & Electronics Engineering Energy Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Public Health Veterinary Other

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Common Grammatical Errors in Students’ Writing: A Qualitative Error-Analysis Study Nur Hikmah; Sam Hermansyah; Jumiati Jumiati; Zulkifli N; Sri Rahayu; Nuraeni Syarif; Syamsuriani Syamsuriani
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i4.2178

Abstract

This qualitative study investigates the common grammatical errors produced by English as a Foreign Language (EFL) students in written tasks, and explores possible underlying causes as reported by the students. Using an error-analysis framework, 60 undergraduate learners’ short essays were analyzed for grammatical errors; follow-up semi-structured interviews were conducted with 12 volunteers to probe students’ awareness and perceived causes. Findings indicate that article/determiner misuse, verb tense and aspect errors, subject-verb agreement, preposition misuse, and word order/sentence structure problems are among the most frequent error types. Interview data suggest that first-language transfer, inadequate exposure to grammatical input, faulty internalization of rules, and limited proofreading strategies contribute to recurring mistakes. Pedagogical implications include focused grammar instruction within writing contexts, increased corrective feedback that highlights patterns rather than isolated errors, and explicit metalinguistic awareness activities. The study contributes up-to-date qualitative evidence on error patterns and student perspectives to inform EFL writing pedagogy.
Co-Authors Agussalim Agussalim Agussalim H Handy Ferdiansyah Hariani Herenal Daeng Toto Jumiati Lanta juwairiah juwairiah Kamal Kamal Mardhatillah Muh Alief Efendy Nur Hikmah Nuraeni Syarif Nurdiana Nurdiana Nurmayanti Nurmayanti Nurmayanti Nurmayanti Rahman Yakub Rita Gustiyanti Sam Hermansyah siti bariroh Sri Rahayu Syamsuriani Syamsuriani Usman M Vina Tri Agustina Wahyudi Sofyan Yulia Ekawaty