An Analysis Of Grammatical Errors In Instagram Captions Written By English Education Students At IAIN Curup

Naza, Ahlul and Hidayah, Jumatul and Suhermanto, Hadi (2026) An Analysis Of Grammatical Errors In Instagram Captions Written By English Education Students At IAIN Curup. Sarjana thesis, Institut Agama Islam Negeri Curup.

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Abstract

ABSTRACT Naza, Ahlun. 2026. An Analysis of Grammatical Errors in Instagram Captions Written by English Education Students at IAIN Curup. Thesis, English Language Education Study Program, IAIN Curup. This study investigates the grammatical errors found in Instagram captions written by sixth- and eighth-semester students of the English Tadris Study Program at IAIN Curup. Using Dulay, Burt, and Krashen's Surface Strategy Taxonomy (SST) as the analytical framework, this qualitative descriptive study aimed to (1) identify the types of grammatical errors present, (2) determine the most dominant error type, and (3) explore the possible causes underlying these errors. Data were obtained through a structured elicitation task involving 20 participants selected through purposive and snowball sampling, each producing three English-language Instagram captions in response to photo prompts, yielding a corpus of 60 captions. All captions were coded according to the four SST categories — omission, addition, misformation, and misordering — and 30% of the corpus was independently verified by a second rater, yielding a Cohen's Kappa of 0.775 (substantial agreement). The findings show that 73 grammatical errors were identified across the corpus, with misformation being the most dominant type (50.7%), followed by omission (35.6%), while addition and misordering were equally represented (6.8% each). Semi-structured interviews with four participants revealed that the errors stemmed from a combination of interlingual transfer from Indonesian, intralingual (developmental) confusion between similar English grammar rules, and, in at least one case, performance-based habits distinguishable from genuine competence gaps only through interview triangulation. The study concludes that grammatical errors persist in the informal English writing of advanced-level EFL students despite completed grammar coursework, and recommends that grammar instruction give particular attention to misformationprone areas such as subject–verb agreement, verb tense, and word-class distinctions, alongside interlingual gaps such as article and copula usage. Keywords: Grammatical Errors, Error Analysis, Surface Strategy Taxonomy, Instagram Captions, Efl Writing

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Thesis (Sarjana)

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