MORPHOLOGICAL AND SYNTACTIC ERRORS

FOUND IN ENGLISH COMPOSITION WRITTEN BY THE

STUDENTS OF DAARUT TAQWA ISLAMIC BOARDING
SCHOOL KLATEN

A Research Paper
Submitted by:
Rachmat Faisyal
S200 110 022

Submitted as Partial Fulfillment

to Gain Magister Degree in English Language Education

MAGISTER PENGKAJIAN BAHASA

UNIVERSITAS MUHAMMADIYAH SURAKARTA
2015

MORPHOLOGICALANDSYNTACTICERRORSFOUNDINENGLISHCOMPOSITION
WRITTENBYTHESTUDENTSOFDAARUTTAQWAISLAMICBOARDINGSCHOOL
KLATEN

RachmatFaisyal(S200110022)

PostGraduateProgram,MuhammadiyahUniversityofSurakarta,2015

ABSTRACT

Error analysis is a type of linguistic analysis that focuses on the errors learners
make. It consists of a comparison between the errors made in the target
language and that target language it self. This research focuses on errors in
narrative English writing written by the students of grade five of KMI Islamic
boardingschoolinKlaten(equalwithgradeelevenofseniorhighschool)inorder
to know their classification of errors. The errors found in this research are
classifiedintomorphologicalandsyntacticerrorsastheresultoftheireffortto
study the target language. The findings of the research show that the students
createmoreerrorsinsyntaxratherthaninmorphologywithdifferentsourcesof
errors,thoseare:languagetransfer,strategiesofsecondlanguagelearningand
overgeneralization.Thefindingsalsoshowthatovergeneralizationisthebiggest
sourceoferrors,followedbystrategiesinsecondlanguagelearningandtheleast
islanguagetransfer.Basedonthefindingsfoundinthisresearch,itishopedthat
itwouldtriggerotherresearcherstobuildupfurtherdiscussionandresearchon
errorsinthissubjectwiththebroaderaspectanddifferentsubjects.

Keywords: Error analysis Morphological error Syntactic error narrative

text
1. Introduction

In Indonesia people speak many local languages besides they also speak their
national language, the bahasa Indonesia. They can easily shift from local language to
Indonesianlanguagebecauseofthesimilaritiesbetweenthem.Eventhoughtheirnative
tongueistheirlocallanguagebuttheyseemnottohaveprobleminusingthenational
languageintheirdailylife.TheycanstillbecreditedasthenativespeakersofIndonesian
languageregardlessoftheirlocallanguage.

When they begin to learn foreign language particlarly English, the situation is not
justthesame.LearningEnglishasforeignlanguageisnoteasy.Itneedshardworkand
curiositytoreachtheintendedgoal.OftentimesInlearningthisforeignlanguage,they
encountersomeproblems.NotonlyinIndonesia,butalsoinanyothercountrythenon
native speakers of English who learn English will face the problems. Before learning
English, usually they have their strong first language system. The remaining language
systemtocertainextentwillinfluencethelanguagesystemofthetargetlanguage.

 In the process of expressing the language they are found to create mistakes and
errors. In this study the researcher is eager to study the studentss errors in this
interlanguage phase. Errors are different from mistakes. Mistakes happen when
someone creates improper expression due to memory limitation, fatigue or emptional
strain. The speaker is actually able to correct his/her improper expression. When the
speaker creates improper expression due to imperfect competence in the target
languagethenitiscalledanerror.

Erroranalysisisthefirstapproachtothestudyofthesecondlanguageacquisition
which includes an internal focus on learners creative ability to construct language
(SavilleTroike,2006:38).

Thisresearchisconductedtoanswerthefollowingquestions:

a. What are the morphological errors found in the students narrative

composition?
b. Whataresyntacticerrorsmadebythosestudents?
c. Whatisthefrequencyofeachtypeoferror?
d. Whatarearethesourcesoferrorsfoundintheircomposition?

2. ReviewofRelatedLiterature

LeaGustilloandCarloMagno(2012)studiedthesentencelevelerrorsofstudentsat
three proficiency levels and the aspect of writing. They said that error was one of the
most unavoidable things in the world. In their research they foun d that all students
committed errors regardless of their proficiency level. However, high proficient
studentsmadelesserrorscomparedtothosethemidandlowlevels.

SummairaSarfraz(2011)studiederrorsmadebyPakistanistudentstoknowfurther
about the occurence of two types of errors: interlanguage error and mother tongue
interference.Thestudyshowedthatthemajorityoferrorsweregrammaticalresulting
frominterlanguageprocess.

RohanAbeywickrama(2010)studiedtheerrrosanalysisinEnglishwritingofSinhala
undergraduates in Srilangka. The finding of his study showed that the highly objective
nad outcome oriented investigation reflects negative first language transfer/
interference is not the major cause for error in the English composition that were
writtenbySinhalastudents.

Joel R.Tetreault and Martin Chodorow (2008) examined the ups and downs of
prepositionerror.Theobjectiveoftheresearchwastofindouthowtheupsanddowns
of preposition error happen in their writing production. They took the steps of the
procedure by processing, dividing, combining the samples into an annotation set,
judging,calculatingandusingtheval;uestocalculateprecision.

Dominika Uhrikova (2011) tried to focus the paper on some errors recurring
throughout secondlanguage written texts by proficient Slovak writers. The findings
corroborated her conviction that elimination of error was impossible without proper

and explisit knowledge of the difference between the learners first language and
secondlanguage.

3. TheoreticalBackground

People speak their mother tongue for the first time. After that they may want to
startlearningotherlanguage.Whentheybegintolearnthesecondlanguage,theywill
usuallycreateerrors.Errorsareinevitableandcanbeconsideredaspositivethingsin
theprocessofsecondlanguageacquisition.Linguistsseeerrorsastheimportantaspect
to be analyzed. Even for the first time error was considered to be really avoided as
suggested bybehaviorismwhoregardederrorasobstacleinlanguagelearning(Lopez,
1999:169),therecentlinguistsseeerrorwithdifferentperspective.Inthetwodecades
between1940sto1960scontrastiveanalysiswasdeveloped.Thetheoryassumedthat
learners errors were caused by the difference between the first language and their
secondlanguage(Fauziati,2009:156).In1970serroranalysisbecamemorepopularand
gotimportantpositioninappliedlinguistic.

Erroranalysisisatypeoflinguisticanalysisthatfocusesontheerrorsthatlearners
make.Itconsistsofcomparisonbetweentheerrorsmadeinthetargetlanguageandthe
target language it self. Pit Corder, the father of error analysis changed the previous
linguistsideathaterrorshouldbeeradicated.Cordersaidthaterrorsareimportantfor
learnersthemselves.Errorsareindispensable,becausemakingerrorcanberegardedas
adevicethelearnerusesinordertolearn.

Erroranalysisisthefirstapproachtothestudyofsecondlanguageacquisitionwhich
includes an internal focus on learners creative ability to construct language (Saville
Troike, 2006:38). The primary focus of error analysis is on learners errors and the
evidence of how learners effort could provide an understanding of the underlying
processesofsecondlanguagelearning.Learnerserrorsarewindowsintothelanguage
learnersmind,sincetheyprovideevidenceforthesystemoflanguagewhichalearneris
using at any particular point in the course of second language development and the
strategiesorproceduresthelearnerisusingindiscoveryoflanguage.PitCorder(1978)
hasgivenerroranalysisnewdimensionbyansweringtothequestionoffirstandsecond
languageacquisitionprocessthesameornot.

In order to reach the intended goals, Corder (1978:126) proposed the procedure
basically consisted of three major stages: recognition, description and explanation of
errors. These stages were subsequently elaboarated by Sridhar (1980:103) into:
collection of data, identification of error, classification into error types, statement of
relative frequency of error types, identification of the areas of difficulty in the target
languageandtherapyorremediallessons.

To conduct the analysis, the researcher classifies the error according to language
components: morphology and syntax. Morphology is scentific study about word
structureandformationrules.Morphologyisthestudyofinternalstructures ofwords
nadhowtheycanbemodified(Somroo,2011).Crystal(1991:20)givesthedefinitonofit
asthestudyofwordstructureandhowtheycanbemodified,whileBloomfield(1995:
200) argued that morphology is to relate construction of words and parts of words.

Syntax is the study about various aspects of how sentences are formed and how they
areunderstood(Stockwell,1977:1).Syntaxisthestudyoflanguagestructureandword
order. It is concerned with the relationship between units at the level of words or
morphology. Chomsky (1971:110) says that syntax is the study of the principles and
processbywhichsentencesareconstructedinparticularlanguage.

The choice of narrative genre for the object of the study from the students
composition simply with the consideration that students are familiar with that genre
sincethefirsttimetheystudiedEnglish.Thistypetellsastory.Thepurposeistopresent
aviewoftheworldthatentertainsorinformsthereaders.Itisrelatedtotherecount
text(Anderson,1997:6).

Inthisresearchthesourcesoferrorsasparadigmtoanalyzetheerrorsare:language
transfer, strategy of second language learning and overgeneralization as proposed by
Selinker(AbiSamra,2007:9)

4. ResearchMethod

This study is a descriptive qualitative research. Dornyei (2009: 241) says that in
general,qualitativeresearchsuggestsjusttheoppositeofquantitativeresearch.Itoften
involvesdatacollectionproceduresthatresultinopenended,nonnumericaldatawhich
isthenanalyzedbynonstatisticalmethod.WhileBrownascitedbyFauziati(2009:241)
says that qualitative research is often associated with hypothesis generating and
developinganunderstanding.Itisinductiveinnature,thatis,itcollectsthedatathrough
observation and then comes up with a theory to account for the data. It looks for the
hypothesisor theories which can explain the data collected or the facts which are
observed.Thus,itdoesnotdecideinadvancewhatvariableswillbeimportant.Instead,
it attempts to describe as fully as possible what is being observed. In this sense,
qualitativeresearchisinterestedmoreintheprocess,eg.whatactuallygoesoninthe
classroom.

Theobjectofthisresearcharesentencescontainingerrorstakenfromthenarrative
compositionwrittenbythestudentsofDaarutTaqwaIslamicboardingschoolinKlaten
whositingradefiveofKulliyatulMuallimienalIslamiyyah(gradeelevenofseniorhigh
school). The researcher takes 14 students who write several texts within six months
fromNovember2013toApril2014.

Duringtheprocessoftheresearch,theresearcheruseselicitationmethod.Hefirst
gives explanation to the students about writing narrative text, then he gives them
assignmenttowritethecomposition.Afterthattheresearcherreadseverycomposition,
identifiestheerrorsandclassifiesthemandthenanalyzesthoseerrors.

In technique of analyzing the data, the researcher uses the procedure of Brown
(1980)thatiserroridentification,errorclassificationanderrorexplanation.

 5. Result
A. MorphologicalErrors

After analyzing all data, the researcher finds 338 errors, 138 of them belong to
morphologicalerrors.Theerrorsofmorphologyarefoundinboundmorphemesaswell
asinfreemorphemes.

Thestudentsmakeerrorsbyomittingboundmorphemes(s/es)aspluralmarker.

a) Allstudentintheboardingschool...
Allstudentsintheboardingschool...
b) Afterholidayaroundthreeweek...
Afterholidayaroundthreeweeks...

Inthesentencesabove,thestudentsarenotableyettodifferentiatebetween
thesingularandplural.Theysimplyomitboundmorphemes(s/es)endingoftheplural
marker.

The students make errors by omitting bound morphemes (s/es) as the third
personsingularmarker.

a) Mysistersitinclass2ofseniorhighschool
Mysistersitsinclass2ofseniorhighschool
b) IfIstealandtheprophetasktome...
IfIstealandtheprophetaskstome...

In the sentences above, the students are not able either to differentiate
between the third singular with other pronouns as they just omit the (s/es) from the
verbssitandask.

Infreemorphemes,theerrorsarefoundintheformsof:falsefriend(similarin
meaning,similarinformandliteraltranslation)andmisspelling.

a) Wedontservethemtofight
Wedontagreewiththemtofight
b) Sincefortnightwewaitedfortheholiday
Sincetwoweeksagowewaitedfortheholiday

Inthiscase,thestudentschooseinappropriatewordstoexpresswhattheyhave
inmind.Thewordserveandfortnightinthosetwosentencesshouldbesusbtitutedby
suitable words, they are agree with and two weeks ago. Here, the students see the
wordssimilarinmeaningbutactuallytheyaredifferent.

a) Doyoupromisemetoleavelieness?
Doyoupromisemetoleavethelie?
b) Heistensonfromelevenbrothers
Heisthetenthsonfromelevenbrothers

Inthesentencesabove,thestudentsuseincorrectwordswhichsoundthesame
intheformbutareactuallyinappropriate.ThewordlienessdoesnotexistinEnglishbut

it should be the lie and the word ten is incorrect in this context because it should be
substitutedbyordinalnumberthetenth.

a) Iinviteyoutobelosthiscrybutyoumakehimcrymore
Iinviteyoutowipeouthiscrybutyoumakehimcrymore
b) Forpregnantyouinmystomachisfree...
Thefeetobearyouinmywombisfree...

Thestudentstranslatethesentencesliterallywhichresultinerrors.Thechoice
of the words to be lost are inappropriate due to literal translation that the students
make, they should be changed by other word as wipe out to indicate the correct
meaning. The second choice of words for pregnant is not suitable either to be put in
thatcontext.ThestudentsmeaninIndonesianmengandungmu.Thecorrecttranslation
shouldbethefeetobearyouinmywomb.

Thelastcategoryoffreemorphemeserrorismisspellingasinthefollowing.

a) IwillinvaitthemtovisitPangandaranbeach
IwillinvitethemtovisitPangandaranbeach
b) Ithinkitisnotenought
Ithinkitisnotenough

Thestudentscreateerrorsinwritingsomewords.Thespellingisnotaccurate,
sometimestheyaddoneormoreletters,changeonealphabetwithotheroneoromit
theletterwhichactuallyshouldexist.

B. SyntacticErrors

Out of 338 errors, 200 errors belong to Syntactic errors which comprise on To
Be,Verb,Article,Preposition,Subject,PronounandNoun.

TheerrorsofusingToBearefoundinthreecategories:omissionofBeinpassive
voice,omissionofBeaspredicateandadditionofBeinthepresenttense.

a) Yusuftakenoutfromthewell
Yusufwastakenoutfromthewell
b) ...andsaidtotheirfatherYusufeatenbywolf
...andsaidtotheirfatherthatYusufwaseatenbywolf

In this case the students make error not to insert To Be before verb which
indicatespassiveform.

a) Shemycousinfromuncle
Sheismycousin
b) TodayIfeelveryhotbecausenowdryseason
TodayIfeelveryhotbecausenowisdryseason

ThestudentscreateerrornottoinsertToBebetweensubjectanditspredicate.

10

 a) ...butIambringSalakonebox
...butIbringoneboxofzalaccafruit
b) Iamandmyfriendsbreakinthedormitory
Iandmyfriendshavethebreakinthedormitory

The problem of the sentences above is because the students add Be which
shouldnotexistinthepresenttense.

InusingVerb,theerrorsarefoundin:omissionofverbaspredicate,theuseof
verb 2 instead of verb 1, the use of verb ing instead of verb 0 and the use of verb 1
insteadofverb2.

a) Iamandmyfriendsbreakinthedormitory
Iandmyfriendshavethebreakinthedormitory
b) ...becausetheyarelongingtosawsunrise
...becauetheyarelongingtoseesunrise
c) Weplayingfootballinthenoon
Weplayfootinthenoon
d) Thedogranawaybecaushefeelsick
Thedogranawaybecausehefeltsick

Thefirstsentenceisincorrectbecauseitomitstheverbbeforethewordbreak.
Thiswordisnotaverbbutanounthatneedsverbhave.

Thestudentcreateserrorinsecondsentencewhereheusesverbtosawinstead
oftoseetoindicateverb1.Inthethirdsentencetheerrorhappensbecausethestudent
uses verb ing playing instead of verb play which indicates a simple present tense. The
last sentence is incorrect because the student uses verb 1 feel instead of verb 2 felt
whichindicatesanactivityhappenedinthepast.

InusingArticletheerrorsarefoundinomissionandalsoadditionofarticle.

a) Sheisgirl
Sheisagirl
b) ...inthemyboardingschool
...inmyboardingschool

Thefirstsentenceisincorrectbecauseitislackofarticleabeforethewordgirl.
Thestudentjustomitsitandthinksitisnotessential.

The second sentence is also inappropriate due to the addition of article the
beforethewordmy.Itsoundsweirdandgrammaticallyincorrect.

In using Preposition, the errors are found in the following: misselection of

preposition,omissionofprepositionandadditionofpreposition.

a) WestartedourtourinMonday
WestartedourtouronMonday
b) Myfriendcametoplacemyjob

11

 Myfriendcametotheplaceofmyjob
c) ...becausetheywanttoexploreofmountain
...becausetheywanttoexploremountain

Thestudentscreateerrorinthose3sentences.Inthefirstsentence,theerror
happensbecausetheyuseincorrectpreposition.Theuseofcorrectprepositiontoshow
thedayisonnotin.Thesecondiswrongbecausetheyomittheprepositionofbefore
the word my job and the last sentence is incorrect because they add preposition of
beforemountainwhichactuallyshouldnotexist.

Insubject,therearetwocategoriesoferrors:omissionofsubjectandaddition
ofsubject.

a) Beforearrivedathome,JokoinvitedFenditobuymeatball
Beforetheyarrivedathome,JokoinvitedFenditobuymeatball
b) MyfamilytheyweresleepingwhenIwatchedTV
MyfamilyweresleepingwhenIwatchedTV

Theerrorinthefirstsentenceisduetoomissionofsubjecttheybeforetheverb
arrivedandthesecondsentenceiserroneousbecausethestudentsaddanothersubject
whichshouldnotexist.

TheerrorofPronounisfoundinsubstitutingonefunctionwithanotherfunction
ofpronoun.

a) ...sowegrowtoeatwhoisafterwe
...sowegrowtoeatwhoisafterus
b) Manypeoplegohometothemvillage
Manypeoplegohometotheirvillage

Thestudentscreateerrorbyusingimproperpronoun.Inthefirstsentence,they
should actually use us not we which indicates the object. The second sentence is
incorrect because the students use the word them. They should use the word their
becauseitindicatespossessivepronoun.

ThelastcategoryiserrorinNoun.Theerrorshappeninsubstitutingnounwith
adjectiveandmisorderingnounphrase.

a) HerreligionisChristian
HerreligionisChristianity
b) Wecanbecomeathleteprofessional
Wecanbecomeprofessionalathlete

Theproblemofthesentencesaboveisbecausethestudentsusetheadjective
Christian,whereastheyshouldusenounChristianityinthefirstsentence,whileinthe
second sentence they invert the position of adjective professional after the word
athlete.Thecorrectoneshouldbeprofessionalathlete

12

Table5.1

TableofTheFrequency

ComponentofErrors Number of Procentage

Errors
a.MORPHOLOGICALERRORS 138 40,83%

1) BoundMorphemes 14 4,15%
a) Omission of Bound Morphemes (s) or
(es)aspluralMarker 10 2,96%
b) Omission of Bound Morpehemes (s) or
(es)asThirdPersonSingularmarker
4 1,19%
2) FreeMorphemes 124 36,68%
a) FalseFriend
(a) Similarinmeaning 28 8,28%
(b) Similarinform 12 3,55%
(c) LiteralTranslation 9 2,66%
b) Misspelling 75 22,19%

b.SYNTACTICERRORS 200 59,17%

1) TOBE 60 17,75%
a) OmissionofBeinpassivevoice 3 0,89%
b) OmissionofBEasPredicate(CopulaBE)
c) AdditionofBEinthepresenttense 34 10,06%
23 6,8%
2) VERB 65 19,23%
a) OmissionofVerbasPredicate 8 2,36%
b) TheuseofVerb2insteadofVerb1 4 1,19%
c) TheuseofVerbinginsteadofVerb0 11 3,25%
d) TheuseofVerb1insteadofVerb2 42 12,43%
3)Article 16 4,74%
a)OmissionofArticle 13 3,85%
b)AdditionofArticle 3 0,89%

13

 4)Prepositon 29 8,58%
a)MisselectionofPreposition 17 5,03%
b)OmissionofPreposition 8 2,36%
c)AdditionofPrepositon 4 1,19%

5)Subject 13 3,85%
a)OmissionofSubject 4 1,19%
b)AdditionofSubject 9 2,66%


6)Pronoun
Subtituting one function with another 6 1,77%
functionofpronoun
7)Noun 11 3,25%
a)Subtitutingnounwithadjective 3 0,89%
b)Misorderingnounphrase 8 2,36%
8 2,11%

338 100%

Table5.2

PercentageofErrorTypes

Morphology, Syntax
40.83 Syntax,59.17 Morphology

14

Table5.3

PercentageofErrorTypes
NOUN3.25%

PRONOUN1.77%

SUBJECT3.85%

PREPOSITION8.58%

ARTICLE4.74%

VERB19.23% Series1

TOBE17.75%

FreeMorphemes36.68%

BoundMorphemes4.15%

0 5 10 15 20 25 30 35 40



C. SourcesofErrors

Inthisresearch,theresearcherfindsthesourcesofthestudentserrorsinthree
categories: language transfer, strategy of second language learning and
overgeneralization.

Inlanguagetransferthereare49errors.Thestudentsdevelopastrategyintheir
mindwhichiscalledaslanguagetransfer.Thisstrategycanbeapositivestrategywhich
results in correct sentence, but it can also become negative strategy which yields in
incorrect sentence. The negative transfer is in the level of vocabulary, phrase and
sentence.

At the level of vocabulary the source of error is found like in the following
example:

a) Whoisgrowingzaitunoil
Olivetree
b) andtheyliveinMesirtogether
Egypt

Atthelevelofphrasetheexamplesare:

a) Hewalkedwithoutcarefulthenslipintothehole

Hewalkedcarelesslythenslippedintothehole

15

 b) AndIhavefriendshipnamelyArai

AndIhaveafriendwhosenameisArai

Andatthelevelofthesentencetheexamplesare:

a) Ihadfinishedtoworkthejobsthatmymothergavetome

Ihadfinishedtodothejobsthatmymothergavetome

b) ThenIlookedinthekitchentherewasfire

ThenIsawinthekitchentherewasfire

Inovergeneralizationthereare200errorswhichisthehighestamongthethree
sourcesoferrors.Overgeneralizationisoneofstudentsstrategytoexpressthetarget
language using linguistic knowledge they have known before. The errors happen
becausetheyovergeneralizeallgrammaticalformswhichactuallyshouldbechangedor
modified. Overgeneralization is found in using article, To Be, verb forms, and
overgeneralizationinusingwordwithsimilarmeaningorsimilarform.

a) Suddenlytherewasvoicethroughkitchen
Suddenlytherewasvoicefromthekitchen
b) Allstudentsdisappointedinthiscondition
Allstudentsweredisappointedwiththatcondition
c) Andwecantswimmingthere
Andwecannotswimthere
d) Hesawthemousedeerfathom
Hesawthetraceofthemousedeerfoot

All of the four sentences use overgeneralization in expressing the idea. The first is
overgeneralizationinusingarticle,thesecondisinusingToBe,thethirdisinusingverb
formsandthelastinusingwordwithsimilarmeaningorform.

Thelastsourceoferroristhestrategyofsecondlanguagelearningwhichhas89
errors.ThestrategyisdonebystudentsintheirefforttoexpressEnglishbyreducingthe
complicatedstructureofEnglishwithanewstructurewhichtheysupposetobesimple.
Whenitisdone,theerrorhappensbecausetheydonotreachthestandardofcorrect
Englishsentence.Thestrategyisfoundinomitting(s/es)aspluralmarkerandomitting
(s/es)insimplepresenttenseforsingularthirdpersonpronouninaffirmativesentences.
Thefollowingsaretheexamples:

a)allstudentintheboardingschool

students

b)Afterholidayaroundthreeweek

weeks

16

The two sentences show how the students create error because they oversimplify the
boundmorphemes(s/es)aspluralmarker.

Table5.4

PercentageofSourcesofErrors

No SourcesofErrors Quantity Percentage

1 LanguageTransfer 49errors 14,50%
2 Strategies of Second 89errors 26,33%
languagelearning
3 Overgeneralization 200errors 59,17%

D. Conclusion

Viewed from the perspective of grammar, the errors are found in morphology
andsyntax.Themorphologicalerrorsareinboundandfreemorphemes.Theerrorsin
boundmorphemesreach14errorsor4,15%whiletheerrorsinfreemorphemesreach
124 errors or 36,68%, so the total number of morphological errors is 138 errors or
40,83%. The syntactic errors reach 200 errors or 59,17% of all errors. The syntactic
errors are found in To Be with 60 errors or 17,75%, verb with 65 errors or 19,23%,
articles with 16 errors or 4,72 %, Preposition with 29 errors or 8,58%, subject with 13
errorsor3,85%,pronounwith6errorsor1,77%andthelastisnounwith11errorsor
3,25%.

Viewed from the sources of errors, overgeneralization is the highest with 200
errors or 59,17%, then strategy of second language learning with 89 errors or 26,33%
and the last is language transfer or 49 errors or 14,50%. The findings of the research
show that the students of Daarut Taqwa Islamic boarding school are still confronted
withdifficultiesinmorphologyandsyntaxastheystillcreatealotoferrors.

17

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