It is concluded that metadiscourse should be integrated into the writing syllabus since it has a positive relationship with students’ use of academic vocabulary in their essays. Apart from findings regarding EVP such as lexical diversity, lexical density, and readability features, a positive relationship was explored between metadiscourse use and writing performance, lexical components, and textual features. Findings show that following explicit metadiscourse instruction, students’ research-based essays included more interactive metadiscourse than interactional metadiscourse, indicating that the students were dealing with more textual features, such as coherence, than interactional metadiscourse. Finally, the relationship of metadiscourse use with students’ writing performance, lexical diversity, lexical density, and readability was explored through statistical measures. English Vocabulary Profile (EVP), lexical diversity, lexical density, and readability features of the texts in the corpus were scrutinized, which serve as an indicator of writing quality. In this study, frequency and type of interactive and interactional metadiscourse features were explored via students’ research-based essays based on Hyland’s metadiscourse taxonomy. Yet in most student texts, one of the points lacking is the interaction between writers and readers.
Metadiscourse is a tool for writers to guide and interact with readers through texts. Key words: Grammatical Analysis, Descriptive Text, Surface Strategy Taxonomy Due to that, the students need to learn and practice more in writing English text.
Those weaknesses create so many errors in writing English texts. In writing English text, students face some serious problems related to low grammar mastery, low vocabulary mastery, incorrect lexicon selection, and mother-tongue like sentence pattern. There were 4 grammatical errors found on students’ texts. Students’ descriptive texts were then analyzed based on Dulay’s theory of Surface Strategy Taxonomy. Essay test and questionnaire were the main instruments for this study. This study employed the combination of qualitative-quantitative design. Kata Kunci: Kesalahan Gramatikal, Deskriptif Teks, Surface Strategy Taxonomy ABSTRACT This study revealed the types of grammatical error based on Surface Strategy Taxonomy theories found on students’ descriptive text and their tendency of occurrence in the texts and to reveal the students’ problems in writing English texts. Dalam hal ini, siswa masih menuliskan teks dengan memakai struktur kalimat bahasa asli atau bahasa Indonesia. Berbagai macam problematika yang dihadapi siswa ketika menulis diantaranya adalah lemahnya pemahaman tentang tenses, lemahnya penguasaan vocabulary, pemilihan leksikal yang tidak tepat dalam kalimat, dan penyusunan struktur kalimat yang salah dalam teks. 4 jenis kesalahan tersebut berupa Omission (68.31%), Addition (9.6%), Misformation (8.45%), dan Misordering (2.11%). Dari hasil analisis teks, peneliti menemukan 4 jenis kesalahan gramatikal yang sesuai dengan teori Dulay. Teks-teks tersebut kemudian dianalisis berdasarkan teori Surface Strategy Taxonomy yang dikemukakan oleh Dulay. Teks deskriptif berbahasa Inggris yang ditulis oleh siswa kelas VII-A dan VII-B merupakan objek dari penelitian ini. Penelitian ini merupakan penelitian kualitatif-kuantitatif dengan instrument berupa tes tertulis berbentuk esai dan kuesioner. ABSTRAK Penelitian ini bertujuan untuk mengindentifikasi berbagai kesalahan gramatikal berdasarkan Surface Strategy Taxonomy dan frekuensi kemunculannya serta untuk mengetahui berbagai macam problematika siswa ketika menulis teks dalam bahasa Inggris.
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