AN ERROR ANALYSIS OF GRAMMAR AND COHESION IN ENGLISH WRITING AMONG THE EIGHTH GRADERS AT MTS MIFTAHUL ULUM MAGERSARI

Hasanah, Nafi Atin (2025) AN ERROR ANALYSIS OF GRAMMAR AND COHESION IN ENGLISH WRITING AMONG THE EIGHTH GRADERS AT MTS MIFTAHUL ULUM MAGERSARI. Diploma thesis, IKIP PGRI BOJONEGORO.

Text NAFI ATIN HASANAH (21120029) - Nafi atin Hasanah-1-24.pdf Download (699kB)

Abstract

Nafi,A.H (2025). “An Error Analysis Of Grammar and Cohesion In English Writing Among the Eighth Graders at MTs. Miftahul Ulum”. Thesis, English Education Department. Faculty Of Languages And Arts Education IKIP PGRI Bojonegoro, Advisor (I) Fitri Nurdianingsih, M. Pd., (II) Dr. Refi Ranto Rozak, M. Pd. Keywords: Error Analysis, Grammatical errors, cohesion This study aims to analyze how grammatical and cohesion errors affect the clarity and coherence of English writing among eighth-grade students at MTs Miftahul Ulum Magersari, as well as to investigate the factors contributing to these errors. Employing a qualitative descriptive method, data were collected through students’ writing tests, classroom observations, and interviews with both students and the English teacher. The results revealed that approximately 85% of the students made grammatical errors, particularly in verb tense usage, sentence structure, and subject-verb agreement. In addition, about 75% of the students demonstrated cohesion problems, such as the absence or misuse of conjunctions and logical connectors, which disrupted the flow and unity of their writing. The study identified two main categories of contributing factors: instructional and learner-based. Instructionally, a lack of structured revision, limited integration of grammar and cohesion in lessons, and inconsistent feedback were observed. Learner-based factors included low mastery of grammar, limited vocabulary, low awareness of cohesive devices, and overreliance on translation tools. The teacher also reported that students’ limited exposure to English and lack of motivation further contributed to their writing difficulties. The findings highlight the need for a more comprehensive, reflective, and input-rich approach to writing instruction that emphasizes both grammatical accuracy and discourse-level cohesion. Such improvements are essential for helping students produce clearer, more coherent, and academically appropriate English texts.

Actions (login required)

View Item