5
3
1 still easy to read.
The paragraph shows that 35 mistakes in using punctuation and capitalization but the paragraph is
still easy to read.
The paragraph shows that 57 mistakes in using punctuation and capitalization but the paragraph is
still easy to read.
The paragraph shows more than 7 mistakes in using punctuation and capitalization, the writer
does not master the usage of punctuation and capitalization.
F. Procedures of The Research
The first, the writer prepared the instrument of the test. Second, the writer asked permission to the headmaster of Dharma Karya Senior High School to do
research. Next, the Writer made a schedule with the English teacher of Dharma Karya Senior High School to administer the test. After the data has collected, the
writer analyzed it based on the procedure of error analysis which based on Corder, they are collecting the data from the student’s work, identifying where the error is,
then describing the error based on their classification, after explaining error by taking possibility why and how it happen, the last is evaluating.
1
1
Corder, Loc. cit.
G. Data Analysis Technique
The technique of data analysis used by the writer in this research is qualitative analysis technique which function is to describe and interpret the result of
quantitative data. For getting the quantitative data, it will describe in the table percentage and the formula as follows:
P = percentage F = Number of error classification
N= Number of the total error
2
2
Nurwahid, “Grammatical Error Analysis of Students’ Writing on Recount Text, “ Skripsi pada sarjana UIN Syarif Hidayatullah Jakarta, Jakarta 2012, h. 28, tidak dipublikasikan
32
CHAPTER IV FINDINGS INTERPRETATION
A. Findings
1. Description of Data
Below, the writer analyzes each student’s error of writing in every sentence even word, classifies the into the grammatical error due to the elimination of the
paper and includes also the cause of error for each student’s writing.
The writer divides each table into three columns: the first consist of the classification into error types that students made. The second is for the correction
of student’s error that was made by the writer and last is the cause of student’s error.
Table 4.1 Students’ Score of Written Test
No The
Guide for Correcting Writing Error
C ontent Or
ienta ti
on
S eque
nt of Eve nt
Re -Or
ienta ti
on
Voc abular
y
Gr amm
ar S
pe ll
ing P
unc tuation
Score Students
1 Student 1
3 3
4 10
1 15
5 47,7
2 Student 2
7 5
7 20
3 15
15 83,7
3 Student 3
4 3
7 20
10 5
15 74,4
4 Student 4
3 3
4 5
1 15
1 37,2
5 Student 5
3 4
3 15
1 10
5 47,7
6 Student 6
7 6
7 5
1 15
5 53,5
7 Student 7
3 4
5 20
5 15
3 64
8 Student 8
3 3
3 15
1 15
10 58,1
9 Student 9
3 4
4 15
1 10
5 48,8
10 Student 10 5
5 5
15 10
15 5
69,8 11 Student 11
5 6
5 20
10 15
1 72,1
12 Student 12 3
3 4
20 15
15 1
70,9 13 Student 13
3 4
5 15
10 10
15 72,1
14 Student 14 3
3 3
15 10
15 10
68,6 15 Student 15
3 3
3 15
3 10
10 54,7
16 Student 16 4
5 4
20 15
10 10
79,1 17 Student 17
4 5
4 15
1 10
10 57
18 Student 18 7
7 7
20 5
15 1
72,1 19 Student 19
4 5
4 15
1 15
3 54,7
20 Student 20 3
4 4
1 5
15 1
38,4 21 Student 21
7 7
7 1
5 15
10 60,5
Total 87 92 99 297 114 275 141
1285 N = 21
∑x = 1285
From the data in the table above, the writer calculated the data using the formula:
The data in the table above based on the journal. To get the score of writing test the passed score is 65. From 21 students, it only 9 srudents who passed the
writing test of recount text paragraph, their score are 83.7, 74.4, 69.8, 72.1, 70.9, 21.1, 68.6, 79.1, and 72.1. The writer use scale to calculate the error, it written on
journal the scale of score test about 1-20 points, and each point has different level to assets.
Table 4.2 The Percentage Error Mostly Made
No
The Guide for Correcting Writing
Error
C ontent Or
ienta ti
on
S eque
nt of Eve nt
Re -Or
ienta ti
on
Voc abular
y
Gr amm
ar S
pe ll
ing P
unc tuation
Students
1 Student 1
3 3
4 3
5 1
3
