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Library's collection Library's IT development CancelThis research was a study of syntactic errors, with third year senior high
school students'compositions as the data. This research discusses the types of
syntactic errors, which mostly occur in the compositions of third year senior high
school students, and the learning strategies, which are applied by the learners.
This research used a qualitative approach because this research described the data
without making any generalization from the result of the findings. Further, the
research applied some theories in analyzing the data such as theory of error, the
English grammar rules, the classification of syntactic error and the learning
strategies of language. Analyzing the research, the writer found in the
compositions that most learners often committed very basic errors. This could be
seen from the types of error, which occurred in Noun Phrase, Verb Phrase, and
Verb and Verb Construction, which are the basic knowledge in English. Upon
analyzing the students' compositions, in Noun Phrase, the error types, which were
mostly done by the students as language learners, were Misuse of Preposition,
Substitution of Singulars for Plurals and Omission of Preposition. Then, in
dealing with verb phrase, the most occurring error types were Misuse offense,
Omission of "to be ", Use of Be + Verb Stem for Verb Stem. Then, in Verb and
Verb Construction, the types of error which mostly done by the students were Use
of "to" instead of "for" and Attachment of the Past Marker to the Dependent
Verb. The analysis also showed that most learners probably applied some learning
strategies, such as Interlingual, Ignorance of Rule Restriction and
Overgeneralization.