Grammatical Error Analysis on Students' Use of Direct and Indirect Speech in Eleventh Grade at MAN 1 Aceh Tengah

Rahmanita Zakaria, Ilham Jaya, Mahlil Mahlil, Yusnimar Yusnimar, Linda F. Ibrahim

Abstract


They understood that using grammar in the English language has become one of the methods of learning English. By analyzing errors in the use of grammar, the teacher will find it easy to improve the learning process to address the errors made by students. Direct and indirect speech is one material commonly used by teachers to increase one's ability to use English. The research found types of grammar errors made by students and the most grammatical errors in using direct and indirect speech. This research used a quantitative approach with the descriptive method by utilizing written tests for the students. It was found that the most grammatical errors were in the 'misinformation' area, with 319 or 59.6% errors. Minor grammar errors occurred in the 'misordering' area, with 6 or 1.1% errors. It is followed by the percentage of 'omissions' areas with 141 or 26.4% errors and the 'addition' areas with 69 or 12.9% errors. The results contribute to teaching-learning activity in understanding students' errors and support teachers in developing language teaching methodology.

Keywords


Direct and indirect speech; error analysis; grammar

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References


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