Morphological Errors in English Narrative Writing: A Case Study of Second-Grade Students at SMPN 1 Taliwang in the Academic Year 2026/2027

Abstract

This study investigated morphological errors in the English narrative writing of second-grade students at SMPN 1 Taliwang in the academic year 2026/2027 and explored factors students reported as related to their difficulties. Although error analysis has been widely applied in EFL contexts, classroom-specific evidence that combines morphological text analysis with students’ reported difficulties remains limited, particularly in this school context; this study addresses that gap and offers a context-sensitive account of students’ written forms. A qualitative case-study design was used. Data were collected from narrative texts written by 23 students and a questionnaire consisting of 20 closed-ended statements and five open-ended questions. The written data were analyzed using the Surface Strategy Taxonomy of Dulay, Burt, and Krashen, while morphological categories were identified in terms of the forms involved. The analysis identified 39 morphological errors. Misformation was the most frequent error type, followed by omission and addition, while past tense was the most frequent morphological category. Questionnaire responses indicated that students reported difficulties with English word forms and grammar rules, perceived Indonesian as influencing their writing, and expressed a need for more writing practice. These self-reports provide contextual information but do not establish the cause of each individual error. Theoretically, the study extends the application of surface strategy taxonomy to junior high school narrative writing; practically, it informs explicit, contextualized instruction on past-tense forms, irregular verbs, and morphological endings, supported by feedback and revision.