Developing effective teaching strategies

Oct 13, 2025 by talynt.org 69 views

Morphosyntactical Errors in Students' Recount Text: A Study on Class XI AK Students at SMK Kartika 1-3 Medan

Introduction

Morphosyntactical errors are a common phenomenon in students' writing, particularly in recount texts. These errors can significantly impact the clarity and effectiveness of the written text. In this study, we aim to identify and describe morphosyntactical errors in the recount texts written by Class XI AK students at SMK Kartika 1-3 Medan. We will also explore the reasons behind these mistakes and provide insights on how educators can design more effective teaching strategies to help students improve their writing skills.

Methodology

This study employed a qualitative research method, which allowed us to analyze the errors in depth. We collected primary data from the recount texts written by Class XI AK students during the 2020 period. The data consisted of words, phrases, and sentences that were analyzed to identify morphosyntactical errors. We adapted the theory of Dulay Surface Taxonomy to categorize the errors into four types: additions, omissions, misordering, and misformation.

Results

Our analysis revealed several types of morphosyntactical errors, including noun morphology, verb morphology, adverb morphology, adjective morphology, noun phrase, verb phrase, word order, and transformation. The most common mistakes made by students were misordering in verb morphology, which accounted for around 45% of the total mistakes. The second most common error was the omission of noun phrases, with a percentage of 21%. We also found that the wrong use of noun morphology was recorded at 13%, the addition to verb was 11%, the addition in word order was 8%, and finally, the error in adverb and adjective morphology each accounted for 1%.

Discussion

The results of this study indicate that students still struggle with the use of the second form of verbs in recount texts. This causes them to only write down what they know, leading to confusion when changing the first form of verb to the second form. The main reason behind this mistake is the existence of 'misconception' or wrong understanding among students. This misconception can be attributed to the lack of understanding of the grammatical rules governing verb morphology.

Conclusion

This study provides a clear picture of morphosyntactical errors that are common in writing recount texts among students. By understanding these errors, educators can design more effective teaching strategies to help students improve their writing skills, especially in the use of proper verb morphology. Through directed learning, students are expected to improve their writing skills and reduce errors in the recount text in the future.

Implications

The findings of this study have significant implications for educators and language instructors. They highlight the need for more effective teaching strategies that focus on the use of proper verb morphology. By providing students with clear and concise explanations of grammatical rules, educators can help students overcome their misconceptions and improve their writing skills. Additionally, this study suggests that educators should provide students with opportunities to practice writing recount texts, allowing them to develop their skills and build confidence in their writing abilities.

Recommendations

Based on the findings of this study, we recommend the following:

Developing effective teaching strategies: Educators should develop teaching strategies that focus on the use of proper verb morphology. This can include providing clear and concise explanations of grammatical rules, using visual aids to illustrate the rules, and providing students with opportunities to practice writing recount texts.
Providing opportunities for practice: Educators should provide students with opportunities to practice writing recount texts. This can include assigning writing tasks that require students to write recount texts, providing feedback on their writing, and encouraging students to revise and edit their work.
Addressing misconceptions: Educators should address misconceptions among students regarding verb morphology. This can include providing clear and concise explanations of grammatical rules, using visual aids to illustrate the rules, and providing students with opportunities to practice writing recount texts.

Limitations

This study has several limitations. Firstly, the sample size was limited to Class XI AK students at SMK Kartika 1-3 Medan. Secondly, the study only focused on morphosyntactical errors in recount texts and did not explore other types of errors. Finally, the study only analyzed the data from the 2020 period and did not consider other time periods.

Future Research Directions

Future research should build on the findings of this study by exploring other types of errors in recount texts. Additionally, researchers should consider expanding the sample size to include students from other schools and age groups. Finally, researchers should explore the use of technology in teaching and learning, particularly in the context of writing recount texts.

References

Dulay, H. C., & Burt, M. K. (1973). Should we be teaching grammar in the elementary school? Language Learning, 23(1), 51-62.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Pearson Education Limited.
Frequently Asked Questions: Morphosyntactical Errors in Students' Recount Text

Q: What are morphosyntactical errors?

A: Morphosyntactical errors refer to mistakes in the use of grammatical rules, particularly in the morphology and syntax of a language. In the context of this study, morphosyntactical errors refer to mistakes made by students in writing recount texts.

Q: What are the most common types of morphosyntactical errors in recount texts?

A: The most common types of morphosyntactical errors in recount texts include noun morphology, verb morphology, adverb morphology, adjective morphology, noun phrase, verb phrase, word order, and transformation.

Q: Why do students make morphosyntactical errors in recount texts?

A: Students make morphosyntactical errors in recount texts due to a lack of understanding of grammatical rules, particularly in the use of verb morphology. This can be attributed to the existence of 'misconception' or wrong understanding among students.

Q: How can educators design more effective teaching strategies to help students improve their writing skills?

A: Educators can design more effective teaching strategies by providing clear and concise explanations of grammatical rules, using visual aids to illustrate the rules, and providing students with opportunities to practice writing recount texts.

Q: What are some effective ways to teach verb morphology to students?

A: Some effective ways to teach verb morphology to students include:

Providing clear and concise explanations of grammatical rules
Using visual aids to illustrate the rules
Providing students with opportunities to practice writing recount texts
Encouraging students to revise and edit their work
Providing feedback on their writing

Q: How can educators address misconceptions among students regarding verb morphology?

A: Educators can address misconceptions among students regarding verb morphology by:

Providing clear and concise explanations of grammatical rules
Using visual aids to illustrate the rules
Providing students with opportunities to practice writing recount texts
Encouraging students to revise and edit their work
Providing feedback on their writing

Q: What are some limitations of this study?

A: Some limitations of this study include:

The sample size was limited to Class XI AK students at SMK Kartika 1-3 Medan
The study only focused on morphosyntactical errors in recount texts and did not explore other types of errors
The study only analyzed the data from the 2020 period and did not consider other time periods

Q: What are some future research directions?

A: Some future research directions include:

Exploring other types of errors in recount texts
Expanding the sample size to include students from other schools and age groups
Exploring the use of technology in teaching and learning, particularly in the context of writing recount texts

Q: What are some implications of this study for educators and language instructors?

A: The findings of this study have significant implications for educators and language instructors. They highlight the need for more effective teaching strategies that focus on the use of proper verb morphology. By providing students with clear and concise explanations of grammatical rules, educators can help students overcome their misconceptions and improve their writing skills. Additionally, this study suggests that educators should provide students with opportunities to practice writing recount texts, allowing them to develop their skills and build confidence in their writing abilities.