AN ANALYSIS OF GRAMMATICAL ERRORS IN ARGUMENTATIVE ESSAYS USING GRAMMAR CHECK APP OF SECOND-SEMESTER STUDENTS IN ENGLISH LANGUAGE EDUCATION PROGRAM AT TEACHING AND TECHNOLOGY INSTITUTE OF LARANTUKA
Abstract
Grammatical errors remain a challenge for students writing argumentative essays because they must develop ideas while applying English grammatical rules accurately. This study aims to analyze the types, frequency, factors, and solutions related to grammatical errors among second-semester students. This study employed a descriptive qualitative design. The participants were 12 students of the English Language Education Program at the Teaching and Technology Institute of Larantuka. The data consisted of argumentative essays, observation field notes, and interviews with students and a lecturer. A grammar-checking application was used as a supporting instrument, while the final identification of errors was determined through manual analysis. The analysis identified 83 errors in six categories: Subject–Verb Agreement, sentence structure, Modal Verb, Verb Tense, articles, and prepositions. Subject–Verb Agreement was the most frequent category, with 49 occurrences (59.04%), followed by sentence structure with 17 occurrences (20.48%). The associated factors included incomplete mastery of grammatical rules, overgeneralization, first-language interference, limited writing practice, and cognitive load. Continuous writing practice, focused grammar instruction, corrective feedback, revision, and responsible use of grammar-checking applications are needed to support students’ grammatical accuracy. ABSTRAK Kesalahan tata bahasa masih menjadi kendala bagi mahasiswa dalam menulis esai argumentatif karena mereka harus mengembangkan gagasan sekaligus menerapkan aturan bahasa Inggris secara akurat. Penelitian ini bertujuan menganalisis jenis, frekuensi, faktor, dan solusi terkait kesalahan tata bahasa mahasiswa semester dua. Penelitian ini menggunakan desain deskriptif kualitatif. Subjek penelitian terdiri atas 12 mahasiswa Program Studi Pendidikan Bahasa Inggris Institut Keguruan dan Teknologi Larantuka. Data berupa esai argumentatif, catatan observasi, dan hasil wawancara dengan mahasiswa serta dosen. Aplikasi pemeriksa tata bahasa digunakan sebagai instrumen pendukung, sedangkan kesalahan ditentukan melalui pemeriksaan manual. Ditemukan 83 kesalahan dalam enam kategori, yaitu Subject–Verb Agreement, struktur kalimat, Modal Verb, Verb Tense, artikel, dan preposisi. Kesalahan Subject–Verb Agreement paling dominan dengan 49 kejadian (59,04%), diikuti struktur kalimat sebanyak 17 kejadian (20,48%). Faktor yang berkaitan dengan kesalahan meliputi penguasaan aturan yang belum memadai, generalisasi berlebihan, interferensi bahasa pertama, keterbatasan latihan menulis, dan beban kognitif. Latihan menulis berkelanjutan, pembelajaran tata bahasa terfokus, umpan balik korektif, revisi, dan penggunaan aplikasi pemeriksa tata bahasa secara bertanggung jawab diperlukan untuk mendukung peningkatan ketepatan tata bahasa mahasiswa.