This thesis presented research on the analysis of the grammatical error in
question sentence in the eleventh grade of SMAN 17 Bone. This research used a
qualitative method. The participants consisted of 10 students of SMAN 17 Bone. This
research aimed to determine the types of students’ grammatical errors in question
sentence and the causes of students’ grammatical errors in question sentence.
This research is intended to find two problems. The first problem is to find out
the types of students’ grammatical errors in question sentence. Based on the results of
students’ translation test in question sentence, it was found that the types grammatical
errors made by students consist of four types of errors, namely omission error,
addition error, misformation error, and misordering error. The most error made by
students was misformation, the second type of error was omission errors, the third
type of error was addition errors, and the fourth type of error was misordering error.
The second problem is to find out the causes of students’ grammatical errors in
question sentence. Based on the results of students’ interviews, there are six causes of
students' grammatical errors namely interlingual transfer, intralingual transfer (first
language), the context of learning, communication strategies, carelessness, and
translation.
A. Conclusion
Based on the discussion, the researcher concludes the results of the
test and interview of students that have been carried out and then analyzed
based on the types and the causes of students‟ grammatical errors in
question sentences.
1. The grammatical errors in question sentences made by the students at
the eleventh grade of SMAN 17 Bone are omission error, addition
error, misformation error, and misordering error. The most error made
by students was misformation.
2. The Causes of grammatical errors in question sentences made by the
students at the eleventh grade of SMAN 17 Bone are interlingual
transfer (first language), intralingual transfer, and the context of
learning, communication strategies, carelessness, and translation.
B. Suggestion
Based on the conclusions above, the researcher would like to give
suggestions to readers and especially for teachers and students:
1. For teachers
Teachers should pay attention to students' motivation in learning
English by looking for learning methods (learning styles) that are
suitable and interesting for students so that it is easier for students to
understand the material.
2. For students
Students should learn more and be active in the learning process to
increase their knowledge in addition, students must find their
motivation in learning English.
3. For other researchers
The other researchers should carefully design their research
methods and multiply references so that they can improve their
research in the future.

STAR20220068

68/2022

Perpustakaan Pusat

Tersedia