UNIVERSITY STUDENTS’ GRAMMATICAL ERRORS IN A CLASSROOM ORAL PRESENTATION

This study aimed at analysing the grammatical errors in a classroom oral presentation. The objectives of the study were to discover, to explain the way how the grammatical errors occured and to elaborate the reasons. This research applied descriptive qualitative method. The data were the utterances gathered from students performance in the oral presentation. They were then analyzed by using Linguistic Category Taxonomy. The findings revealed that there were 9 types of grammatical errors found in students’ utterances, they were errors of basic verb, adverb, adjective, verb formation, number, preposition, pronoun and omission of verb. The most dominant error was the errors of word order, the second one was basic verb errors. The four types of grammatical errors based on the how they occured; misformation, misordering, addition and ommission were found in students’ utterances. The most dominant problem was about misformation. The second most error was misordering. The third one was addition. It included the addition of unnecessary words and suffix. The main reason of grammatical errors was Intralingual transfer. In intralingual transfer, the knowledge about how to use the correct form of adjective, adverb, preposition and verb became the significant problems. The second most dominant cause was interlingual. In interlingual transfer, students created sentences as they did in their native language, especially about the way to create the noun phrase. The least dominant cause was context of learning.