TEACHER`S STRATEGIES IN ADDRESSING SIMPLE PRESENT ERRORS AMONG JUNIOR HIGH SCHOOL EFL STUDENTS

THOYYIBAH, NUR LAILI (2025) TEACHER`S STRATEGIES IN ADDRESSING SIMPLE PRESENT ERRORS AMONG JUNIOR HIGH SCHOOL EFL STUDENTS. Other thesis, Universitas Pesantren Tinggi Darul 'Ulum.

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Abstract

Grammar mastery is fundamental in learning English as a foreign language, especially in constructing accurate and meaningful sentences. However, many junior high school students still have difficulties using the simple present tense correctly, resulting in various grammatical errors that hinder their language development. It is not only necessary to identify students’ common errors but also to understand how the teacher can respond to them effectively through teaching strategies. This study aims to identify the types of errors made by students when using the simple present tense and to investigate the strategies employed by the English teacher in addressing these errors. This study used a descriptive qualitative approach with a case study design. Data were collected through student-written tests and interviews with the English teacher. Participants consisted of 13 seventh-grade students and one English teacher at MTS Plus Darul Falah, who were selected through purposive sampling. This study adopted the error analysis suggested by Ellis, and a categorical presentation of errors was also carried out. Common errors identified included grammatical errors, information errors, misordering errors, additions, and omissions. In addressing the error, several strategies applied by the teacher, including the use of visual media (e.g., color-coded subjects and verbs), contextual practice, sentence restructuring, and reflective correction activities, were expressed by the teacher to address these errors. The findings suggest that students’ errors can be reduced through targeted and contextual teaching strategies. This study is expected to contribute to the development of effective grammar teaching strategies for junior high school level that can serve as references for designing more contextual and error-focused teaching materials. Keywords: error analysis, simple present, teacher’s strategies, EFL learners.

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