An Analysis of Students' Grammatical Errors in Undergraduate Degree Programs
Abstract
This study examines the grammatical errors made by undergraduate students at University of Mataram, focusing on identifying patterns, understanding causes, and suggesting pedagogical implications. Using a descriptive qualitative approach, the study analyzed 41 grammatical errors across categories such as subject-verb agreement, prepositions, punctuation, articles, and parallel structures. Subject-verb agreement errors were the most frequent (17%), followed by punctuation errors (22%) and auxiliary verb errors (17%). The findings highlight that first language interference, overgeneralization of English grammar rules, and inadequate instructional emphasis contribute significantly to these errors. The study underscores the importance of integrating explicit grammar instruction with communicative approaches to foster fluency and accuracy. These insights aim to enhance teaching strategies, promoting improved language proficiency among students. Future research is recommended to explore broader populations and the role of technology in grammar learning.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i3.6558
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