This research aimed to identify the criteria and causes of grammatical
errors in students’ speaking activities based on linguistic categories. A qualitative
method was used to analyze the data collected from the observed phenomenon.
The researcher employed a speaking test (Q&A) and interviews as instruments.
Participants were selected through judgmental sampling, consisting of 10 students
and one English teacher from MAN 2 Bone. Through these instruments, the
researcher analyzed and classified grammatical errors in students’ speaking
activities into two categories: morphological and syntactical errors. The
morphological errors included issues with inflection, articles, prepositions, and
pronouns, with pronouns and articles being the most frequent errors. Meanwhile,
syntactical errors involved copula usage, subject-verb agreement (concord),
adjective word order, and tense, with tense being the most common error.
Furthermore, the study found that the causes of these grammatical errors were
students' difficulty in learning grammar, challenges in memorizing grammar rules,
lack of active practice in speaking, limited efforts to improve their grammar
mastery, and low motivation in using correct grammar during speaking activities.
A. Conclusion
This research aimed to find the types of the grammatical errors on
linguistic category in the students’ speaking activity and the causes of the
grammatical errors on linguistic category in the students’ speaking activity
through speaking test (Q & A) and interview.
The types of the grammatical errors on linguistic category in the
students’ speaking activity were found, namely, morphological errors and
syntactical errors. The morphological errors found were inflection, pronoun,
article and preposition, which pronoun and article that need more practices
and lessons because pronoun and article were the most frequent error detected
in the morphology to minimize the errors. While, the syntactical errors found
were copula, concord, tense and adjective word order, which tense that need
more attention in the students grammar practice or lesson as the most frequent
error detected to minimize the errors. Meanwhile, the causes of the
grammatical errors on linguistic category in the students speaking activity
such as: students’ deficiency in learning grammar, deficiency in memorizing
grammar rules, less active in practicing their grammar on the speaking
activity, less active in improving their mastery of grammar, and less active in
motivating themselves in using the grammar.
Therefore, morphological and syntactical errors were the types of the
grammatical error which were caused by the students deficiency in their
learning, and practicing to improve their grammar, then through the errors
found the teacher and the students were able to minimize the grammatical
errors in the speaking activity.
B. Suggestions
Based on the conclusion above, the researcher put some suggestion as
follows:
1. For Teacher
The teacher suggested overseeing the students struggle in the
learning process especially in learning English grammar, because grammar
is the rules of the language.
2. For Students
The students should realize that learning English grammar can be
fun if they really want to learn, and find several ways to enjoy it.
3. For the Future Researcher
For the Future researcher, it can be the references for research
about grammatical error in the students’ speaking activity to see several
criteria of the grammatical error that made by the students.

STAR20240362

362/2024

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