2. Causes of Error
Causes of error based on Peter Hubbard, they are mother-tongue interference, overgeneralization, and errors encouraged by teaching material or
method.
a. Mother-tongue interference. The sound system phonology and the grammar of the first language
assert themselves on the new language and this leads to a’foreign’ pronunciation, faulty grammatical patterns and to the wrong selection of
vocabulary. The example is”He always sleep.” It should be “He always sleeps.” It is caused mother-tongue interference.
b. Overgeneralization. The learner processes new language data in his mind and produces
rules for its production. The example is “and my favorite things to do is touching its nose.” It should be “and my favorite thing to do is touching its
nose.” And the other example is”I very very much love that song.” It should be “ I love very much that song.”
c. Errors encouraged by teaching material or method. Errors appear to be caused by the teaching process. The example is “He is
shortest than me”. It should be “He is shorter than me”.
B. Interpretation
After analyzing the data and the result, the errors that students made would be interpreted among types and causes are as followings:
There are four types of error; they are omission, addition, misformation and misordering.
Omission was the highest frequency than other types of errors because students had less vocabulary and students did not comprehend in grammar.
Meanwhile, the percentage of omission is 40.21. It means that there are 154 errors students made in descriptive writing.
Addition was the third rate in percentage of types of error. It happened because the mix of two languages in writing. Meanwhile, the percentage of
addition is 22.98. It means that there are 88 errors students made in descriptive writing.
Misformation is the second rate in percentage of types of error. It was caused foreign language was less used in Indonesia and sample is not taken from
bilingual school. Meanwhile, the percentage of misformation is 33.42. It means that there are 128 errors students made in descriptive writing.
Misordering is the last rate. It was caused in curriculum the grammar is not taught just the organization in descriptive text and the low attention in English
language. Meanwhile, the percentage of misordering is 3.39. It means that there are 13 errors students made in descriptive writing.
There are three causes of error; they are mother-tongue interference, overgeneralization and errors encouraged by teaching material or method.
Mother-tongue interference was the highest causes of error in descriptive writing. Students were still using Indonesian pattern and they thought in
Indonesian way when they wrote in English. Overgeneralization was the second rate. Students liked to write over
generalized about their foreign language rules when they processed the new language data in their mind.
Errors encouraged by teaching material or method. Students were less given more examples about materials from teacher and less interaction between
teacher and students there was not active learning.
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CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion based on the findings and interpretation.
A. Conclusion
Based on the results and interpretation, it can be concluded that the types of students’ errors in descriptive writing cover: 1 omission 40.21, is the
highest error rate; 2 misformation 33.42 is the second highest error; 3 addition 22.98 is the third highest error, while the least error rate made by the
students in descriptive writing is misordering 3.39. Looking at these such errors indicate that the students’ errors average of each error type is 25. In other
words, it can be concluded that the students’ ability in descriptive writing is at average level.
For the second answer on the research question which was posed in the previous chapter is that of about the causes of error in students’ descriptive
writing. Now, the answer shows that mother-tongue interference 49.35 is the highest, the second is overgeneralization 30.55, and the last is error
encouraged by teaching material or method 20.10. Looking at various cause and the percentage of cause frequency in the students’ descriptive writing, it can
be concluded that in descriptive writing, the students of SMA Negeri 37 Jakarta is highly affected by mother-tongue interference, overgeneralization, and method of
teaching.
B. Suggestion
Based on the conclusion of this study, it can be delivered some suggestions go to:
The English Teacher
Teachers should give feedback to students after correcting and analyzing their errors in composition of descriptive writing
Teachers should reinforce the requirements needed in writing. Teachers should motivate their students to keep learning and writing
though they found difficulties during the process of learning writing. Teachers should choose the effective way which relate to the materials.
Teachers should give more practices to the students in learning
descriptive writing to decrease errors because students need more exercises to write in descriptive writing.
Students Students should learn the grammar well.
Students should learn the structure in descriptive writing. Students should practice to write in descriptive writing.
Students should be more motivated in learning English. Students should focus when the teacher gives the material.
Researchers Researcher can do the same research with reorder the planning better than
before to get the best result. Researcher can do the research further, deeper and more comprehensive in
analyzing students’ writing of descriptive text.
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