The Study of the Interview Task Used

attitude of responsibility, care, work together, and love of peace, in doing functional communication. 3 Analyze social function, generic structure, and grammatical features on simple recount text about experiencemomentevent, as appropriate as the context used. 4 Get the meaning in writing and oral simple recount text. 5 Construct writing and oral simple recount text about experiencemomentevent, by paying attention of the social function, generic structure, and grammatical features correctly and as appropriate as the context Syllabus 2013 Curriculum, 2013 Then, below is the Standard Competence of 2013 Curriculum in Indonesian; 1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi international yang diwujudkan dalam semangat belajar. 2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana tentang pengalamankejadianperistiwa, sesuai dengan konteks penggunaannya 4 Menangkap makna dalam teks recount lisan dan tulis sederhana. 5 Menyusun teks recount lisan dan tulis sederhana tentang pengalaman kegiatankejadianperistiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. From Standard Competence of both Curriculums mentioned above, it is known that both of the curriculums actually has same main goal that is that the students should be able to construct a recount text correctly as its social function, generic structure, and grammatical features. The writing task that the writer gave to the students was a task to write a simple recount text consisting of 7 – 10 sentences. The writer also gave the students five topics to be chosen. The five topics are: 1 My Holliday; 2 My Joyful Time; 3 My Embarrassing Moment; 4 My First Day as A Freshmen; and 5 My First Class with My New English Teacher. Those topics were given because of the writer’s consideration that the tenth grade was freshmen, and those topics were chosen because it related to the event that they were familiar with. By those topics, the students were hoped be able to construct a recount text based on their real experiences, so they were able to use correct grammatical features of the recount text.

4.5 Description of Writing Task Result Data

The writing task was given after the students really had been taught about recount text material. Before they did the writing task, the writer did a brainstorming of students’ memory about recount text shortly. Based on the work of recount text made by the students of X7 MAN 2 Banjarnegara, the writer identified the errors made and then categorized it based on the grammatical features of recount text and the errors taxonomy. Below are the errors categorizations of students’ error; Table 4.4 Errors categorization No. Initial Kinds of Errors SP MP CTP PT TS E 1 E 2 E 3 E 4 E 1 E 2 E 3 E 4 E 1 E 2 E 3 E 4 E 1 E 2 E 3 E 4 E 1 E 2 E 3 E 4 1 AB √ √ √ √ √ √ √ √ √ 2 AN √ √ √ √ √ √ 3 AF √ √ √ √ √ √ √ √ √ √ 4 AS √ √ √ √ √ √ 5 AM √ √ √ √ √ √ √ √ 6 AA √ √ √ √ √ √ √ √ √ √ √ 7 AR √ √ √ √ √ √ √ 8 AT √ √ √ √ √ 9 BR √ √ √ √ √ √ √ √ 10 DP √ √ √ √ √ √ √ √ 11 DW 12 DN √ √ √ √ √ 13 DK 14 DG √ √ √ √ √ √ √ √ √ √ √ √ 15 HD √ √ √ √ √ 16 IS √ √ √ √ √ √ √ √ 17 KK √ √ √ √ √ √ √ √ √ √ √ 18 LP √ √ √ √ √ √ 19 LN √ √ √ √ √ √ √ √ √ 20 MI √ √ √ √ √ √ √ √ 21 MA √ √ √ √ √ √ √ √ √ √ √ √ 22 MM √ √ √ √ 23 PH √ √ √ √ √ 24 PP √ √ √ √ 25 RI √ √ √ √ √ √ √ √ √ √ 26 RA √ √ 27 RD √ √ √ √ √ √ √ √ √ √ √ √ 28 RO √ √ √ √ 29 SR √ √ √ √ √ √ √ √ √ √ √ 30 SM √ √ √ √ √ 31 TR √ √ √ √ √ √ √ 32 US √ √ √ √ √ √ √ √ √ 33 UV √ √ √ √ √ √ √ √ √ 34 VA √ √ √ √ √ √ 35 WC √ √ √ √ √ √ √ √ √ Note: SP: Specific Participants MP: Material Processes CTP: Circumstances of Time and Place PT: Past Tense TS: Temporal Sequences E1: Omission E2: Addition E3: Misinformation E4: Misordering Students who are absent Subject of Interview