DOI: https://doi.org/10.14710/parole.v14i2.95-108

Grammatical Errors of Omission in Narrative Paragraph Writing by Second-semester Students in the English Department

1Universitas Pendidikan Ganesha, Indonesia

2Xinyang Normal University, China

Received: 27 Aug 2025; Revised: 1 Oct 2025; Accepted: 10 Oct 2025; Available online: 31 Oct 2025; Published: 31 Oct 2024.
Open Access Copyright (c) 2024 PAROLE: Journal of Linguistics and Education under http://creativecommons.org/licenses/by-sa/4.0.

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Abstract
EFL learners learn four skills in English, of which writing is one of the most difficult because it requires various aspects, including grammar. This study aims to analyze the grammatical errors made by EFL students in writing narrative paragraphs with English literature. This study analyses omission errors, the most common grammatical errors, influenced by students' native language, which has a different structure from English. Researchers using the theory of Dulay et al. (1982) to analyze the data. Using a qualitative descriptive method, data were collected from nineteen narrative paragraphs written by second-semester students at the English Education Department of Ganesha University of Education. Based on the overall data findings, omission errors are the most dominant type of error, accounting for 65.79% of the total errors. These errors mainly occur when pronouns, articles, verb auxiliaries, prepositions, and inflections are omitted. The high predominance of omission errors indicates the need for more targeted grammar instruction in EFL programs. Therefore, it is recommended that EFL teachers in universities use effective teaching strategies by comparing their mother tongue and English so that students can understand and the habit of translating their mother tongue to English directly will be reduced
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Keywords: EFL classroom; Error analysis; Error of omission; Narrative paragraph; sources of error

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Section: Research Article
Language : EN
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