Year: 2025
Type: article
Abstract: This study analyzed the syntactical errors in the written paragraphs of Third-year Bachelor of Secondary Education (BSEd) English students, utilizing the error classification framework by Dulay, Burt, and Krashen (1982).This research employed a qualitative design with purposive sampling to analyze student paragraphs using structural or content analysis tools.The findings of this study highlight the imperative role of addressing syntactical errors among Third-year Bachelor of Secondary Education (BSEd) English students.Notably, the data revealed that subject-verb agreement emerged as the most frequent source of error, closely followed by errors relating to punctuation.Furthermore, errors in Conjuction, Possessive Noun, Spelling, Adjective and Preposition are the least errors committed.Meanwhile, it was also observed that the participants committed errors categorized by Dulay, Burt, and Krashen (1982) as Omission, due to the lack of particles and S form of the verb.These results point to the need for educators to improve education curriculum that specifically focus on these areas of difficulty.By tailoring instructional strategies to address common syntactical errors, teachers can enhance grammatical accuracy and, consequently, improve students' overall communication skills.This approach not only aids in students' ability to express their ideas effectively but also equips them with a more robust command of the English language, which is essential for their future professional endeavors as educators.
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4408845136