Grammatical Errors Found in the Written Work Composed by the Tenth Graders of SMKN 2 Malang after the Implementation of Peer-Feedback Strategy and Their Perception of the Strategy

ABSTRAK Isnain, Priski Abimanyu. 2017. Grammatical Errors Found in the Written Work Composed by the Tenth Graders of SMKN 2 Malang after the Implementation of Peer-Feedback Strategy and Their Perception of the Strategy. Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Utari Praba Astuti, M.A., (II) Dr. Suharmanto, M.Pd. Keywords: grammatical errors, writing, peer-feedback, surface strategy taxonomy, tenth graders.This study aimed to describe grammatical errors found in students' written work which involves the activity of students' peer-feedback. The activity of students' peer-feedback granted the teacher and the researcher three writing products at once; students' drafts, students' peer-feedbacks, and students' revisions. Since error analysis was needed to provide concrete evidence on the students' grammar difficulties, the researcher figured out what the errors were and how students committed them by analyzing the errors which were rectified, missed to be rectified, and resulted by misleading feedback.This study was a descriptive-qualitative study. It was conducted at SMKN 2 Malang. The main data were obtained from 26 X PS 3 students' descriptive texts about some places related to their program. To decode how the students committed the errors, Dulay (1982) proposed certain taxonomy called Surface Strategy Taxonomy. The grammatical errors were classified into omission, addition, misformation, and misordering. They were taken from the students' draft, feedbacks, and revisions to figure out the errors which were rectified, missed to be rectified, and resulted by misleading feedbacks. The researcher also tried to observe how the students' peer-feedback activity was conducted and the students' perceptions towards it.From 26 students' written work, 205 grammatical errors were pointed out. The researcher found that omission errors were the most frequently committed errors with 118 (57.56%) of occurrence number, followed by addition errors with 47 (22.93%), misformation errors with 30 (14.63%), and misordering errors with 10 (4.88%). Among them, 141 errors were missed to be rectified, 47 errors were rectified, and 17 errors were caused by misleading errors. To sum up, the activity could be helpful to reveal the students' grammar difficulties. It provided concrete basis from which the teacher could evaluate her media, materials, and strategies in helping the students acquire English grammar, especially in writing. The teacher is suggested to give more exposure and examples to the students and consider advancement on the strategy. The teacher should also require the students to take notes on grammatical points and use the notes as additional source other than the checklist when they review peers' work. Giving more control and monitor to the students when browsing materials is also needed. For other teachers, applying the activity of students' peer-feedback can also become an alternative to predict students' grammar difficulties. Finally, this study only focuses on the grammatical errors found in students' written work so that further study focusing on wider area of students' competence and skill is needed.