h. Spelling. Spelling is how to write a word correctly. The difficulties of spelling is
often occurs because the lack of knowledge. Besides, the such error can also be made by students because of less exercise. For example
“luxuriant , cleaver”, it should be “ luxuriant, clever”. In this case the students difficulties in spelling
are 3.23. i. Punctuation
Punctuation is the practice of inserting various marks in written text in order to aid interpretation.
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It used to indicate the relationship between words, phrases, and clauses. It is a mean for making the meaning of a sentence easily
understood. Period [.], comma [,],question mark [?], exclamation point [], colon [:], semicolon [;], etc, are the kinds of punctuation. Most of students
misused the punctuation, e.g. “ It has two eyes”, It should be used colon , after sentence. In case of punctuation, the students made errors because they
do not pay much attention to the punctuation in writing, whereas it is important to make the meaning clearly. In this case the students didn`t use
punctuation in writing are 7.94. j. Capitalization
Some students cannot decide whether an expression or word should be capitalized or not. They used capital letter or not in a certain word or, it is
simply said, it is out of the ruler. They also used the wrong capital letter in particular words. They did not put any capital letter at the beginning of the
sentence, in the name of a person, place, and abbreviation. In this case the students didn`t use capitalization are 4.41.
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Sylvia Chalker and Edmund Weiner, The Oxford Dictionary of English Grammar, New York: Oxford University Press, 1994, p. 427.
k. Article In Indonesian writing, there is no need to use an article. It influences the
students in their writing. Some students use wrong articles in their compotation. They were confused to use a or an before singular that is
initialized with vowel. For examples: “she is an student”. It should be “ she is a student” . In this case the student did not use are 3.55.
C. Interpretation Data
After analyzing the students errors, the following table interprets the students errors on descriptive writing.
Table 4.2 The Sequence of Students` Error
No Types of Error
Frequency of Error
1 word order
95 2
Singular-plural 87
3 Addition
44 4
Punctuation 27
5 Ommision
17 6
Word form 15
7 Capitalization
15 8
Diction 12
9 Article
12 10
Spelling 11
11 verb tense
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From table above that sentence pattern is the highest frequency of errors with number of error is 95 errors. They did it because they were still influence the
mother tongue. This error is sometimes the result from immediate communication strategy when the learner tried to express a meaning, which their competence
contained no appropriate items or rules at all. Overgeneralization and transfer may
also become the result of an immediate communication strategy. In Indonesia word order and English word order is very different. For example “it has legs
four” it should be “it has four legs”
The second rate error frequency is singular – plural. The error number is
87 errors. It can be seen the most student could not used singular plural because of their lack of knowledge and the influence of the mother tongue. In Indonesia
language there are no differences singular-plural. Singular-plural is number of the form of word to show whether it is singular or plural. Singular number more then
a noun denotes one object. Plural number is a noun denotes more than subject. Then, the error addition is 44 errors, sometime the students miss several
word in their text when they are writing a composition, because that when the writer analyzes each of students` writing he should add some word to complete
their writing. For example “it very funny” it should be “it is very funny”. In addition the student have no enough knowledge in English writing.
The last the most error is punctuation. The frequency of this error is 27 error. In this punctuation case , the students made errors because they do not pay
attention to the punctuation in writing, whereas punctuation is important to make the meaning clear.
CHAPTER V CONCLUSION AND SUGESTION
This chapter is presents the conclusions and sugestion from the reseacher on the reseacher conducted at SMP PGRI 2 Ciputat.
A. Conclusion The main objective of this study are to analyze the students errors in
descriptive writing made by the first year at SMP PGRI 2 Ciputat. Based on the findings of the analysis , the writer conclude the sequence of
students` errors as follow: word order is 28.10 , singular-plural is 25.58,
addition12.4, punctuation is 7.94, ommision is 5, word form is 4.44,
capitalization is 4.41, diction is 3.52, article is 3.52, Spelling is3.3, verb is 1.17.
Finnaly, the writer concluded that, most students of the seventh grade at SMP PGRI 2 made on types errors as mentioned above, in their descriptive
writing. These errors occur because of their lack of knowledge in English grammar, they often overgeneralise the form words, do not attention to word order
and singular plural, because they influence of their native language or inter lingual transfer and the context of learning.
B. Suggestion
After involving with the education environment the writer has some suggestion to:
1. The English Teacher.
Teacher is one of the most important factors in teaching English. The teachers who are actually the actor behind the teaching learning process,
therefore the writer would like to suggest as follow: 1. The teacher should explain the descriptive writing clearly to the students and
make sure that the students understand it.
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2. The teacher ought to motivate his students to be more relax in learning English. And tell them English is easy and not to make any mistakes,
because that is a process to gain a success. 3. The teacher should give more exercises to the students to train their writing
skill especially in descriptive writing. 4. The teacher should give the opportunity to the students to be more active in
learning English. 5. The teacher should be creative in developing the teaching learning
activities in the classroom, especially in developing their abilities and skill in descriptive writing.
6. The teacher should also give clearer explanation about other grammatical rule, such as article, spelling,and the sentence pattern that the
students can apply those rules correctly both in oral and written way.
2. The Students. 1. The students should more try about descriptive writing exercise and must be
encouraged in using grammar. 2. The students must improve themselves in understanding the tenses and
spent their time more in practicing their writing skill so they can convey their ideas correctly and write it in a good paragraph.
3. It is better for students to get familiar with the English dictionary and the correct use of every word.
