An Analysis of Student’s Errors in Writing Narrative Texts at Grade XI of SMAN 3 Tanjungbalai: A Qualitative Study on the Causes and Improvement Strategies
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This study investigates the types and causes of errors made by Grade XI students at SMAN 3 Tanjungbalai in writing narrative texts, and explores strategies for improvement. Utilizing a qualitative descriptive method, the research focused on surface-level errors categorized under Dulay, Burt, and Krashen’s Surface Strategy Taxonomy: omission, addition, misformation, selection, and misordering. Data were collected through narrative writing tasks completed by ten students and analyzed using document analysis. The findings revealed a total of 454 errors, with misformation (30.84%) as the most frequent, followed by selection, omission, addition, and misordering. These errors predominantly stem from intralingual and interlingual interferences, indicating gaps in grammar mastery, vocabulary use, and structural organization. The study highlights the importance of targeted instructional strategies and genre-based writing approaches to support students’ development in narrative writing. Recommendations are offered for educators to focus on structured grammar teaching, vocabulary enhancement, and writing process awareness.
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