In this research, the writer used the random sampling.
2
By this random sample technique, she got that sample is class VII-2. In that class, there are 20
students.
D. Instrument of the Research
The writer used a writing test as an instrument for collecting data. For the test, she asked the students to write a recount text with a particular theme, namely
“Unforgettable Experience”.
E. Technique of Data Collecting
In collecting the data, the writer used test instrument; then, she asked the students to write a recount text. She conducted a test to investigate stude
nts’ errors in their recount text writing.
F. Technique of Data Analysis
To analyze the data, the researcher used the techniques above: 1.
Collecting the data 2.
Classifying 3.
Coding 4.
Tabulating 5.
Describing 6.
Interpreting The percentage of the errors presented based on the terms of descriptive
analysis technique. To calculate the percentage of students’ errors, the writer
applied the following formula:
P = Percentage F = Frequency of error made
2
Ibid,. p. 253.
N = Number of sample which is observed
3
The last, the writer interpreted the data and concluded them to know the most frequent error made by the Second Grade students of SMP Dharma Karya
UT Pamulang in their recount text writing.
3
Anas Sudjiono, Pengantar Statistika Pendidikan Jakarta: PT. Raja Grafindo Persada, 2005, p. 43
29
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION
A. Research Findings
1. Data Description
The writer has given the writing test to 20 students of 8-2 of SMP Dharma Karya UT Pamulang to write a recount text about an unforgettable experience, on
28
th
of November 2012. The writing test had some instructions, and one of them was the students
were required to write down a recount text, the length of the writing is no less than 200 words. For the text which failed the instructions, it was not considered as a
sample in this research. After conducting the writing test, the writer examined each student’s
writing that followed the instruction. After examining, the writer collected the students’ writing; the writer found that all of the students’ writing met the
requirement. Then, she analyzed the data of 20 students’ writing to find out the
errors that students made using the table. To classify the students’ errors, she
classified the errors into four types of error based on Corder’s classification, those are: omission, addition, selection, and misordering. After classifying the errors,
she coded the errors of each student’s errors in writing. Then, she tabulated the errors into the table. After that she counted them to find the frequency of each
type of error. And the last, she d escribed of each student’s writing errors and
interpreted them.
2. Error Identification
In this section, the writer identified the errors found in the use of tenses in recount text written by the students. The writer presented the identification of
errors in the form of tables below:
Table 4.1 Recapitulation of the
Students’ Errors in Recount Text Writing
Students’ Number Types of Error
Total of Errors 1
Omission Addition
Selection Misordering
4 3
10
2 Omission
Addition Selection
Misordering 5
3 Omission
Addition Selection
Misordering 3
6
4 Omission
Addition Selection
Misordering 1
2
5 Omission
Addition Selection
Misordering 5
6 Omission
Addition Selection
Misordering 5
9
7 Omission
Addition Selection
Misordering 1
5
8 Omission
Addition Selection
Misordering 2
5
9 Omission
Addition Selection
Misordering 11
10 Omission
Addition Selection
Misordering 2
5 14
11 Omission
Addition Selection
Misordering 3
1 10
12 Omission
Addition Selection
Misordering 1
1 3
13 Omission
Addition Selection
Misordering 3
2
14 Omission
Addition Selection
Misordering 1
4
15 Omission
Addition Selection
Misordering 3
2 1
16 Omission
Addition Selection
Misordering 1
7
17 Omission
Addition Selection
Misordering 5
2 1
18 Omission
Addition Selection
Misordering 5
4 1
19 Omission
Addition Selection
Misordering 6
5
20 Omission
Addition Selection
Misordering 7
5
Total 182
Based on the table above, it can be seen that the number of errors the students made is 182 errors.
3. Error Description and Explanation
After presenting the error into types of errors which are written by Pit Corder
, the writer would like to talk more about the errors in the students’ writing of recount text.
Lastly, regarding the writing format, the writer explained the table of each student’s error construction consisting types of error and sources of error see
appendices 1 in the following paragraph. Here is the complete description of the students’ errors:
1 Student 1
In the student’s writing, it can be seen that the student made 17 errors in total. She made most errors in Selection 59. In some cases, she failed to
determine the past participle verb “wake up” or “woke up”. For example she wrote “In 13
th
October, 2012… I wake up”. In that sentence, we can see that the
verb which should be
”… I woke up” because the event occurred in the past.
Another example is the sentence “At 10.00, I sleeping and listening music”. It is seen by misselecting
verb “sleeping” or “slept” and “listening” or “listened”. For writing recount text, students must use
“slept” and “listened to” because it must
use past participle verb V2.
Meanwhile, the second most-made errors are included in the omission
24. There are m any examples of error found in the student’s writing. I open
the door and I very happy are classified as omission error since there is a suffix or a word in each sentence missing. They are supposed to be I opened the door and I
was very happy. I open the door misses a suffix –ed and I very happy misses an
auxiliary was. 2
Student 2 The student’s writing shows error construction that classified as selection
error. It can be seen that the student made 5 errors in total. He made all of errors in the selection 100. In some cases he failed determine the past participle verb
“did not found” or “did not find”. For example he wrote “I did not found my
