AN ERROR ANALYSIS OF STUDENTS’ GRAMMATICAL ERROR IN USING MODAL AUXILIARY CAN AND COULD

ABSTRACT AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERROR IN USING MODAL AUXILIARY CAN AND COULD By: M LIZAIPI 1611040239 The aim of this research is to know kind of grammatical errors are made by the students in using modal auxiliary can and could writing based on surface strategy taxonomy. Based on the preliminary research there are many students still confuse how to use them in written in the class. It showed the students’ score in grammar modal auxiliary was still low. It can be seen from the students’ score in grammar modal auxiliary, which shows that there were 69.2% of the students obtained score under minimum of criteria score. The subject of this research was students of eight grade of SMPN 15 Bandar Lampung. It consists of 29 students. The writer took a class to conduct the research using purposive sampling technique. In this research, the researcher uses document of student’s writing as research instrument. After getting the data, the writer analyzes the students’ error and classify into surface strategy taxonomy. Based on the result of the students’ error in using Modal Auxiliary Can and Could. it was found that the four types of error in this research, they were addition, omission, misformation, and misordering. They were 36 errors of addition, 7 errors of omission, 39 errors of misformation and 5 errors of misordering. Total of errors are 87 errors. The dominant error of the research were misformation. It was assumed that the students’ face difficulty to determine an appropriate modal auxiliary can and could in writing sentences. The students’ problem in learning modal auxiliary can and could were the students confuse how to use modal can and could and the students have not understood the material. Keywords: Error Analysis, Grammar, Modal auxiliary Can and Could