ERRORS IN WRITING RECOUNT TEXT MADE BY 10TH GRADERS OF LINTAS MINAT ENGLISH PROGRAM AT SMAN 4 MALANG
ERRORS IN WRITING RECOUNT TEXT MADE BY 10TH
GRADERS OF LINTAS MINAT ENGLISH PROGRAM AT SMAN
4 MALANG
THESIS
By:
RIZKI GALUH EKANINGTYAS
201110100311251
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
ERRORS IN WRITING RECOUNT TEXT MADE BY 10TH
GRADERS OF LINTAS MINAT ENGLISH PROGRAM AT SMAN
4 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
By:
RIZKI GALUH EKANINGTYAS
201110100311251
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MOTTO AND DEDICATION
MOTTO:
Don’t be afraid to move because the distance of 1000 miles starts
by a single step...
This thesis is dedicated to:
My beloved family (Saikun, Sulistyani, Icha, Raya, Budhe Mi, Mbak
Tantri, and Mas Angga)
My lovely friends in E-Class ’11 (especially for Zizi, Rinda, Erin,
Raida, Ayu, Yoana, and Vida)
Crazy Al-Kautsar 2 (especially for Fara, Mbak Ita, Miki, Mbak Kiki,
and Mbak Ayu)
ACKNOWLEDGEMENT
Alhamdulillahirobbil’ alamin. First of all, the writer would like to express her
gratitude to the Almighty Allah S.W.T for the great wonderful blessing and so many
chances in her whole life. Because of Allah’s permission, she can finish the thesis well.
Shalawat and salam are always for our prophet Muhammad S.A.W.
The writer would like to express her deepest thank to the first advisor, Riski
Lestiono, M.A., and the second advisor, Dr. Hartono, M.Pd., for their advice,
motivation, and ideas in guiding her thesis writing. Her gratitude also goes to all
lecturers of English Department of University of Muhammadiyah Malang (UMM) for
the knowledge they have given to her. Also, her gratitude is given to the English teacher
of SMAN 4 Malang, Riska Mareitha, M.Pd., who gave supports and guidance to her in
conducting this research.
The great regard and gratitude are given to her beloved father, Saikun, and
mother, Sulistyani, who always give love, affection, attention, guidance, prayer, and
supports, so this thesis can be completed. She also thanks her big family, especially
Mbak Tantri, Icha, Raya, Mas Angga, Budhe Suratmi, Budhe Minuk for their prayer
and supports. The writer also thanks all her closest people whom she regards as her
own family, especially Zizi, Yusrindha, Eryn, Raida, Vida, Ayu, Aan, Ukhfi, Mbak
Kiki, who are always in her heart.
Finally, the writer expresses her appreciate to her relatives, friends, and
anybody who have supported and prayed for her success, especially in finishing this
thesis. Without the guidance, understanding, patience and assistance of those
mentioned above, this thesis would never been in this present form. May Allah S.W.T
bless us.
Malang, July 30, 2015
Rizki Galuh Ekaningtyas
TABLE OF CONTENTS
APPROVAL ............................................................................................................ i
LEGALIZATION ................................................................................................... ii
ORIGINALITY DECLARATION ........................................................................ iii
MOTTO AND DEDICATION ............................................................................... iv
ABSTRACT ............................................................................................................. v
ACKNOWLEDGEMENT ...................................................................................... vi
TABLE OF CONTENTS ........................................................................................ viii
CHAPTER I: INTRODUCTION .......................................................................... 1
1.1 Background of the Study..................................................................................... 1
1.2 Statement of the Problems .................................................................................. 5
1.3 Purposes of the Study .......................................................................................... 6
1.4 Scope and the Limitation .................................................................................... 6
1.5 Significance of the Study .................................................................................... 6
1.6 Definition of the Key Terms ............................................................................... 7
CHAPTER II: REVIEW OF RELATED LITERATURE .................................. 8
2.1 Error and Mistakes .............................................................................................. 8
2.1.1 Definition of Errors ................................................................................... 8
2.1.2 Definition of Mistakes .............................................................................. 9
2.2 Error Analysis ..................................................................................................... 10
2.3 Classification of Errors ....................................................................................... 12
2.3.1 Linguistics Category ................................................................................. 12
2.3.2 Surface Strategy ........................................................................................ 13
2.3.3 Comparative Taxonomy............................................................................ 18
2.3.4 Communicative Effect Taxonomy ............................................................ 19
2.4 Sources of Errors ................................................................................................. 19
2.5 The Nature of Writing ......................................................................................... 22
2.6 The Importance of Writing ................................................................................. 24
2.7 Recount Text ....................................................................................................... 24
2.7.1 The Generic Structure of Recount Text .................................................... 25
2.7.1 The Grammatical Feature of Recount Text............................................... 26
CHAPTER III: RESEARCH METHODOLOGY ............................................... 28
3.1 Research Design .................................................................................................. 28
3.2 Research Object .................................................................................................. 29
3.3 Research Instrument ............................................................................................ 29
3.4 Data Collection.................................................................................................... 31
3.5 Data Analysis ...................................................................................................... 32
CHAPTER IV: FINDINGS AND DISCUSSION ................................................. 35
4.1 Findings ............................................................................................................... 35
4.1.1 The Kinds of Errors Made by the 10th Graders of Lintas Minat English
Program 3 at SMAN 4 Malang in Writing Recount Text……………….35
4.1.2 The Teacher’s Feedbacks towards Errors Made by the 10th Graders….....50
4.2 Discussion ........................................................................................................... 52
CHAPTER V: CONCLUSION AND SUGGESTIONS ...................................... 58
5.1 Conclusion .......................................................................................................... 58
5.2 Suggestions ......................................................................................................... 59
REFERENCES
APPENDICES
REFERENCES
Ary, et al. 2010. Introduction to Research in Eighth Edition. Belmon: Wadsworth
Azmil, F. 2013. Grammatical Errors in Students’ Recount Writing. Unpublished
Undergraduate Thesis. Malang: State University of Malang
Brown, H.D. 2007. Teaching by Principles: An Interactive Approach to Language
Pedagogy (3rd Edition). New York: Pearson Education, Inc.
Byrne, D. 1984. Teaching Writing Skill. London: Longman Group Ltd
Corder, S.P. 1967. The Significance of Learner’s Errors: Error Analysis. London:
Longman Group Ltd
Corpus. 2011. Error Correction in Second Language Writing: Teacher’s Beliefs.
Practices, and Students’ Preferences”. Published Undergraduate Thesis.
Queensland: Queensland University of Technology
Cresswell, J.W. 2010. Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, Fourth Edition. Boston: Pearson
Dulay, H., M. Burt, and S. Krashen. 1982. Language Two. New York: Oxford
University Press
English Admin. 2013. 13 Types of English Text. Available at:
http://englishadmin.com/2013/09/english-text-types.html (Accessed: January 3,
2015)
Hartati, S.W. 2013. An Analysis of Students’ Errors in Writing Recount Text at the
First Grade of MA Yanuris Ciranjang. Published Undergraduate Thesis.
Bandung: STKIP Bandung
Leo, et al. 2007. Essay Writing: English for Academic Purpose. Yogyakarta: CV.
Andi Offset
Mcmillan, J.H. 1993. Research in Education: A Conceptual Introduction, Third
Education. New York: Harper Collins
Norrish, J. 1983. Language Learner and Their Error. London: Macmillan
Nurgati, I.R. 2008. Correlation between Reading Ability and Writing Ability on Fifth
Semester of English Department at University of Muhammadiyah Malang.
Unpublished Undergraduate Thesis. Malang. University of Muhammadiyah
Malang
Omniglot. 2014. What is Writing?. Available at:
http://www.omniglot.com/writing/definition.htm. (Accessed: November 12,
2015)
Putri, Y.F. 2013. Students’ Errors in Using Simple Present Tense in Writing
Descriptive Text. Unpublished Undergraduate Thesis. Malang: State University
of Malang.
Rusandi, A. 2012. The Errors Made by Students in Writing Recount Text at SMAN 1
Malang. Unpublished Undergraduate Thesis. Malang: University of
Muhammadiyah Malang.
Subroto, F.A. 2014. Grammatical Errors Found in Recount Text Written by the
Eighth Graders of SMP Negeri 4 Malang. Unpublished Undergraduate Thesis.
Malang: State University of Malang
Sugiyono, Prof., DR. 2011. Metode Penelitian Pendidikan (Pendekatan Kuantitatif,
Kualitatif, dan R&D). Bandung: Alfabeta
Suparman. 2008. Understanding English Text Genres. Surakarta: PT. Era Intermedia
The Free Dictionary. 2015. Error-Definition of Error by The Free Dictionary.
Available at: http://www.thefreedictionary.com/error (Accessed: November
12, 2015)
Thommy. 2008. Writing Genres in English. Surakarta: PT. Era Pustaka Utama
Kementerian Pendidikan dan Kebudayaan. 2014. Konsep dan Implementasi
Kurikulum 2013. Jakarta
Weigle, S.C. 2002. Assessing Writing. Cambridge: Cambridge University Press
CHAPTER I
INTRODUCTION
This chapter discusses such topics as the background of the study, the
statement of the problems, the purposes of the study, the scope and limitation, and the
definition of the key terms. Each section is presented as follows.
1.1 Background of the Study
Language as a tool of communication is very important. We know that
without language, people cannot interact with others. By language, people can share
their experiences, feelings, and needs to others. We use language to express inner
thoughts and emotions, to make sense of complex and abstract thoughts, to learn to
communicate with others, to fulfill our wants and needs, as well as to establish rules
and maintain our cultures.
Every country in the world has a language used by its country population;
Indonesia has Indonesian Language, France has French Language, Japan has
Japanese Language, and so on. Each of them belongs to its original language which
was carried by their great-grandparents, and they might use it as a first language in
their habitual activiy. However, there are foreign languages which they might use in
their habitual activity, English for example.
English is one of the international languages that is used by many people in
the world and in many areas of everyday life. Nowadays, English is well-known as an
1
important language considered as a language which many people have to learn in
many ways. Most people in many countries learn English in schools or institutes for
several or many years because of its importance, in Indonesia for example
For Indonesian, English is a foreign language. English is taught almost in all
schools in Indonesia. English is a subject which takes an important role in the
school’s curriculum in National Education System of Indonesia. Furthermore, every
National Examination in both junior and senior high schools includes English as a
subject to be examined. It can be concluded that English is a compulsory subject
which must be given in educational levels in Indonesia.
Learning English as a foreign language is an integrated process in which the
students should study the four basic skills; they are listening, speaking, reading, and
writing. Listening and reading are known as receptive skills, while speaking and
writing are known as productive skills. The students have to master all of those skills.
In addition, in process of accepting knowledge or ideas, listening and reading are
applied in teaching English; while speaking and writing as productive skills are very
important as the way to express students’ ideas as well as feelings, needs, desires and
to communicate with others.
The four skills of English have different learning techniques and difficulties
as the challenge for students. Those difficulties come to students to make some errors
especially in writing, since writing is known as the most complex skill which is the
most difficult one among others. Writing is a complex process and, as such, contains
2
elements of mystery and surprise. Writing is a process of discovery (Axelrod &
Chooper, 1998 in Rusandi 2012:2). When people write, they might have difficulty in
memorizing the vocabularies with the spelling that must be added. After finding this
difficulty, they certainly check them in dictionary. In this process, they are able to
discover things that they do not understand until they understand more. Then, the
researcher adds that writing process must be paid attention to, since in writing the
writer should not neglect the language components, such structure, vocabulary, and
spelling. If those language components are correct, the content of writing will be
understood.
Based on the Curriculum 2013, the students of senior high schools have to
learn about the text types which have different characteristics, they are descriptive,
narrative, news item, analytical exposition, hortatory exposition, explanation, review
text, anecdote, procedure, recount, report, and discussion. Those text types have
correlation with the writing skill mastery the students have. The researcher is willing
to make the students stimulated in writing in different ways for several purposes.
Young writers need to understand each type of text, such as the language feature, the
generic structure, the time signal used, etc by getting information about them (Nunan,
1991 in Rusandi 2012:2). When the students can master them, they can certainly
compose the text types based on the rules of writing the text types.
The problem is that students are usually still confused about the generic
structure and the language style among the text types. As matter of fact, there are two
3
or more text types which are quite similar with each other in term of the language
style and the contents that are discussed in those texts. For instance, descriptive text is
similar to report text; hortatory exposition is similar to analytical exposition; and
recount text is similar to narrative text. Also, the students find it difficult to memorize
the text type rules that they think quite complicated.
Related to the argument above, the researcher takes recount text as the
concentration of this research, since when the researcher was in a senior high school,
recount text could not be understood by her due to its complicated generic structure
and language style. Errors frequently happened when she was composing it, that is in
term of determining the sequence of events and putting the past form of the verbs in
the recount text.
According to Rusandi (2012:3), recount text itself has generic structure, such
as orientation, sequence of events, re-orientation, which is different from the other
text types. Orientation is used for showing the subject(s) in an event; and the place,
the time, and the reason why something happened. Sequence of events introduces the
chronology of activities in an event, while re-orientation is what the writer’s
comments on the story.
What the researcher writes above belongs to the researcher’s consideration
why the research is conducted. For further consideration, since during a month of
teaching internship in SMAN 4 Malang, the researcher knows how the school is and
how the English learning process was conducted. Accordingly, in this final project
4
the researcher chose the school as the population. The researcher has found the
phenomena of students over there when she underwent a teaching internship in the
school. The students faced similar problems like the researcher did. The problems
were not actually about composing recount text, but they were frequently about
composing past tense sentences. The past tense form belongs to language style of
recount text, so the researcher links this phenomena into recount text.
Moreover, the researcher is interested in analyzing the errors of the students’
recount text writing. It is because the researcher has interest in English grammar,
especially in error analysis. Sometimes the researcher analyzes the errors of
sentences, instead for texts form. Here, the researcher conducts the error analysis in a
text, specifically recount text writing. If students have made errors in writing recount
text, it means that they are not competent yet in writing the text. The readers can be
confused and may also find difficulties in understanding the content of the text which
he or she has written. Therefore, the researcher is interested in choosing “Errors in
Writing Recount Text Made by 10th Graders of Lintas Minat English Program
at SMAN 4 Malang” as the title of this thesis.
5
1.2 Statement of the Problems
There are some problems based on the description in the background, they
are:
1.
What kind of errors do the 10th graders of Lintas Minat English program at
SMAN 4 Malang make in writing recount text?
2.
What are the teacher’s feedbacks towards the errors made by 10th graders of
Lintas Minat English program at SMAN 4 Malang in writing recount text?
1.3 Purposes of the Study
The purposes of the study are described as follows:
1.
To identify the kind of errors which the 10th graders of Lintas Minat English
program at SMAN 4 Malang make in writing recount text.
2.
To identify the teacher’s feedbacks towards the errors made by 10th graders of
Lintas Minat English program at SMAN 4 Malang in writing recount text.
1.4 Scope and Limitation
In this study, the researcher chose the recount text written by 10th graders of
Lintas Minat English program 3 at SMAN 4 Malang as the scope of the study.
Meanwhile, this research was only focused on the grammatical errors in writing
recount text made by 10th graders of Lintas Minat English program at SMAN 4
Malang. Furthermore, in this study, the researcher would like to choose Surface
6
Strategy Taxonomy in applying error analysis. The surface strategy taxonomy shows
whether a sentence may omit, add, misform, and misorder item(s) or not based on the
grammar rules. This category is divided into omission errors, addition errors,
misformation errors, and misordering errors.
1.5 Significance of the Study
The researcher expects that this research can give some benefits to other
people. The benefits are:
1.
The theories explained in this reserach can give contribution toward the increase
of people’s understanding related to writing, errors and mistakes, and genre texts
especially in recount text.
2.
The finding of this research can help the teacher know about the errors that the
students commonly make in writing recount text. The teacher, then, probably can
find the missing link between what the teacher gives and what the students get.
The teacher can analyze whether the errors are caused by students themselves or
caused by incomplete or wrong information given by the teacher.
3. The finding of this research can also be a reference for the readers who want to
write recount text. The knowledge about kind of errors presented can give
guidance for the readers about kind of errors that should be avoided in writing
recount text.
7
1.6 Definition of the Key Terms
To avoid misunderstanding in this study, the researcher gives the definition of
the key terms that are used in this study. The terms are defined as follows:
1. “Error is an act, assertion, or belief that intentionally deviates from what is
correct, right, or true,” (The Free Dictionary, 2014).
2.
“Writing is a method of representing language in a visual or tactile form,”
(Omniglot, the Online Encyclopedia, 2014).
3. Recount text is a text that tells the reader about one story, action or activity. Its
goal is to entertain or inform the reader. In addition, it tells the event that
happened in the past, (Suparman, 2008:6).
The next chapter will discuss the review of related literature. It will explain
some theories that concern on the topic of the study.
8
GRADERS OF LINTAS MINAT ENGLISH PROGRAM AT SMAN
4 MALANG
THESIS
By:
RIZKI GALUH EKANINGTYAS
201110100311251
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
ERRORS IN WRITING RECOUNT TEXT MADE BY 10TH
GRADERS OF LINTAS MINAT ENGLISH PROGRAM AT SMAN
4 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
By:
RIZKI GALUH EKANINGTYAS
201110100311251
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MOTTO AND DEDICATION
MOTTO:
Don’t be afraid to move because the distance of 1000 miles starts
by a single step...
This thesis is dedicated to:
My beloved family (Saikun, Sulistyani, Icha, Raya, Budhe Mi, Mbak
Tantri, and Mas Angga)
My lovely friends in E-Class ’11 (especially for Zizi, Rinda, Erin,
Raida, Ayu, Yoana, and Vida)
Crazy Al-Kautsar 2 (especially for Fara, Mbak Ita, Miki, Mbak Kiki,
and Mbak Ayu)
ACKNOWLEDGEMENT
Alhamdulillahirobbil’ alamin. First of all, the writer would like to express her
gratitude to the Almighty Allah S.W.T for the great wonderful blessing and so many
chances in her whole life. Because of Allah’s permission, she can finish the thesis well.
Shalawat and salam are always for our prophet Muhammad S.A.W.
The writer would like to express her deepest thank to the first advisor, Riski
Lestiono, M.A., and the second advisor, Dr. Hartono, M.Pd., for their advice,
motivation, and ideas in guiding her thesis writing. Her gratitude also goes to all
lecturers of English Department of University of Muhammadiyah Malang (UMM) for
the knowledge they have given to her. Also, her gratitude is given to the English teacher
of SMAN 4 Malang, Riska Mareitha, M.Pd., who gave supports and guidance to her in
conducting this research.
The great regard and gratitude are given to her beloved father, Saikun, and
mother, Sulistyani, who always give love, affection, attention, guidance, prayer, and
supports, so this thesis can be completed. She also thanks her big family, especially
Mbak Tantri, Icha, Raya, Mas Angga, Budhe Suratmi, Budhe Minuk for their prayer
and supports. The writer also thanks all her closest people whom she regards as her
own family, especially Zizi, Yusrindha, Eryn, Raida, Vida, Ayu, Aan, Ukhfi, Mbak
Kiki, who are always in her heart.
Finally, the writer expresses her appreciate to her relatives, friends, and
anybody who have supported and prayed for her success, especially in finishing this
thesis. Without the guidance, understanding, patience and assistance of those
mentioned above, this thesis would never been in this present form. May Allah S.W.T
bless us.
Malang, July 30, 2015
Rizki Galuh Ekaningtyas
TABLE OF CONTENTS
APPROVAL ............................................................................................................ i
LEGALIZATION ................................................................................................... ii
ORIGINALITY DECLARATION ........................................................................ iii
MOTTO AND DEDICATION ............................................................................... iv
ABSTRACT ............................................................................................................. v
ACKNOWLEDGEMENT ...................................................................................... vi
TABLE OF CONTENTS ........................................................................................ viii
CHAPTER I: INTRODUCTION .......................................................................... 1
1.1 Background of the Study..................................................................................... 1
1.2 Statement of the Problems .................................................................................. 5
1.3 Purposes of the Study .......................................................................................... 6
1.4 Scope and the Limitation .................................................................................... 6
1.5 Significance of the Study .................................................................................... 6
1.6 Definition of the Key Terms ............................................................................... 7
CHAPTER II: REVIEW OF RELATED LITERATURE .................................. 8
2.1 Error and Mistakes .............................................................................................. 8
2.1.1 Definition of Errors ................................................................................... 8
2.1.2 Definition of Mistakes .............................................................................. 9
2.2 Error Analysis ..................................................................................................... 10
2.3 Classification of Errors ....................................................................................... 12
2.3.1 Linguistics Category ................................................................................. 12
2.3.2 Surface Strategy ........................................................................................ 13
2.3.3 Comparative Taxonomy............................................................................ 18
2.3.4 Communicative Effect Taxonomy ............................................................ 19
2.4 Sources of Errors ................................................................................................. 19
2.5 The Nature of Writing ......................................................................................... 22
2.6 The Importance of Writing ................................................................................. 24
2.7 Recount Text ....................................................................................................... 24
2.7.1 The Generic Structure of Recount Text .................................................... 25
2.7.1 The Grammatical Feature of Recount Text............................................... 26
CHAPTER III: RESEARCH METHODOLOGY ............................................... 28
3.1 Research Design .................................................................................................. 28
3.2 Research Object .................................................................................................. 29
3.3 Research Instrument ............................................................................................ 29
3.4 Data Collection.................................................................................................... 31
3.5 Data Analysis ...................................................................................................... 32
CHAPTER IV: FINDINGS AND DISCUSSION ................................................. 35
4.1 Findings ............................................................................................................... 35
4.1.1 The Kinds of Errors Made by the 10th Graders of Lintas Minat English
Program 3 at SMAN 4 Malang in Writing Recount Text……………….35
4.1.2 The Teacher’s Feedbacks towards Errors Made by the 10th Graders….....50
4.2 Discussion ........................................................................................................... 52
CHAPTER V: CONCLUSION AND SUGGESTIONS ...................................... 58
5.1 Conclusion .......................................................................................................... 58
5.2 Suggestions ......................................................................................................... 59
REFERENCES
APPENDICES
REFERENCES
Ary, et al. 2010. Introduction to Research in Eighth Edition. Belmon: Wadsworth
Azmil, F. 2013. Grammatical Errors in Students’ Recount Writing. Unpublished
Undergraduate Thesis. Malang: State University of Malang
Brown, H.D. 2007. Teaching by Principles: An Interactive Approach to Language
Pedagogy (3rd Edition). New York: Pearson Education, Inc.
Byrne, D. 1984. Teaching Writing Skill. London: Longman Group Ltd
Corder, S.P. 1967. The Significance of Learner’s Errors: Error Analysis. London:
Longman Group Ltd
Corpus. 2011. Error Correction in Second Language Writing: Teacher’s Beliefs.
Practices, and Students’ Preferences”. Published Undergraduate Thesis.
Queensland: Queensland University of Technology
Cresswell, J.W. 2010. Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, Fourth Edition. Boston: Pearson
Dulay, H., M. Burt, and S. Krashen. 1982. Language Two. New York: Oxford
University Press
English Admin. 2013. 13 Types of English Text. Available at:
http://englishadmin.com/2013/09/english-text-types.html (Accessed: January 3,
2015)
Hartati, S.W. 2013. An Analysis of Students’ Errors in Writing Recount Text at the
First Grade of MA Yanuris Ciranjang. Published Undergraduate Thesis.
Bandung: STKIP Bandung
Leo, et al. 2007. Essay Writing: English for Academic Purpose. Yogyakarta: CV.
Andi Offset
Mcmillan, J.H. 1993. Research in Education: A Conceptual Introduction, Third
Education. New York: Harper Collins
Norrish, J. 1983. Language Learner and Their Error. London: Macmillan
Nurgati, I.R. 2008. Correlation between Reading Ability and Writing Ability on Fifth
Semester of English Department at University of Muhammadiyah Malang.
Unpublished Undergraduate Thesis. Malang. University of Muhammadiyah
Malang
Omniglot. 2014. What is Writing?. Available at:
http://www.omniglot.com/writing/definition.htm. (Accessed: November 12,
2015)
Putri, Y.F. 2013. Students’ Errors in Using Simple Present Tense in Writing
Descriptive Text. Unpublished Undergraduate Thesis. Malang: State University
of Malang.
Rusandi, A. 2012. The Errors Made by Students in Writing Recount Text at SMAN 1
Malang. Unpublished Undergraduate Thesis. Malang: University of
Muhammadiyah Malang.
Subroto, F.A. 2014. Grammatical Errors Found in Recount Text Written by the
Eighth Graders of SMP Negeri 4 Malang. Unpublished Undergraduate Thesis.
Malang: State University of Malang
Sugiyono, Prof., DR. 2011. Metode Penelitian Pendidikan (Pendekatan Kuantitatif,
Kualitatif, dan R&D). Bandung: Alfabeta
Suparman. 2008. Understanding English Text Genres. Surakarta: PT. Era Intermedia
The Free Dictionary. 2015. Error-Definition of Error by The Free Dictionary.
Available at: http://www.thefreedictionary.com/error (Accessed: November
12, 2015)
Thommy. 2008. Writing Genres in English. Surakarta: PT. Era Pustaka Utama
Kementerian Pendidikan dan Kebudayaan. 2014. Konsep dan Implementasi
Kurikulum 2013. Jakarta
Weigle, S.C. 2002. Assessing Writing. Cambridge: Cambridge University Press
CHAPTER I
INTRODUCTION
This chapter discusses such topics as the background of the study, the
statement of the problems, the purposes of the study, the scope and limitation, and the
definition of the key terms. Each section is presented as follows.
1.1 Background of the Study
Language as a tool of communication is very important. We know that
without language, people cannot interact with others. By language, people can share
their experiences, feelings, and needs to others. We use language to express inner
thoughts and emotions, to make sense of complex and abstract thoughts, to learn to
communicate with others, to fulfill our wants and needs, as well as to establish rules
and maintain our cultures.
Every country in the world has a language used by its country population;
Indonesia has Indonesian Language, France has French Language, Japan has
Japanese Language, and so on. Each of them belongs to its original language which
was carried by their great-grandparents, and they might use it as a first language in
their habitual activiy. However, there are foreign languages which they might use in
their habitual activity, English for example.
English is one of the international languages that is used by many people in
the world and in many areas of everyday life. Nowadays, English is well-known as an
1
important language considered as a language which many people have to learn in
many ways. Most people in many countries learn English in schools or institutes for
several or many years because of its importance, in Indonesia for example
For Indonesian, English is a foreign language. English is taught almost in all
schools in Indonesia. English is a subject which takes an important role in the
school’s curriculum in National Education System of Indonesia. Furthermore, every
National Examination in both junior and senior high schools includes English as a
subject to be examined. It can be concluded that English is a compulsory subject
which must be given in educational levels in Indonesia.
Learning English as a foreign language is an integrated process in which the
students should study the four basic skills; they are listening, speaking, reading, and
writing. Listening and reading are known as receptive skills, while speaking and
writing are known as productive skills. The students have to master all of those skills.
In addition, in process of accepting knowledge or ideas, listening and reading are
applied in teaching English; while speaking and writing as productive skills are very
important as the way to express students’ ideas as well as feelings, needs, desires and
to communicate with others.
The four skills of English have different learning techniques and difficulties
as the challenge for students. Those difficulties come to students to make some errors
especially in writing, since writing is known as the most complex skill which is the
most difficult one among others. Writing is a complex process and, as such, contains
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elements of mystery and surprise. Writing is a process of discovery (Axelrod &
Chooper, 1998 in Rusandi 2012:2). When people write, they might have difficulty in
memorizing the vocabularies with the spelling that must be added. After finding this
difficulty, they certainly check them in dictionary. In this process, they are able to
discover things that they do not understand until they understand more. Then, the
researcher adds that writing process must be paid attention to, since in writing the
writer should not neglect the language components, such structure, vocabulary, and
spelling. If those language components are correct, the content of writing will be
understood.
Based on the Curriculum 2013, the students of senior high schools have to
learn about the text types which have different characteristics, they are descriptive,
narrative, news item, analytical exposition, hortatory exposition, explanation, review
text, anecdote, procedure, recount, report, and discussion. Those text types have
correlation with the writing skill mastery the students have. The researcher is willing
to make the students stimulated in writing in different ways for several purposes.
Young writers need to understand each type of text, such as the language feature, the
generic structure, the time signal used, etc by getting information about them (Nunan,
1991 in Rusandi 2012:2). When the students can master them, they can certainly
compose the text types based on the rules of writing the text types.
The problem is that students are usually still confused about the generic
structure and the language style among the text types. As matter of fact, there are two
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or more text types which are quite similar with each other in term of the language
style and the contents that are discussed in those texts. For instance, descriptive text is
similar to report text; hortatory exposition is similar to analytical exposition; and
recount text is similar to narrative text. Also, the students find it difficult to memorize
the text type rules that they think quite complicated.
Related to the argument above, the researcher takes recount text as the
concentration of this research, since when the researcher was in a senior high school,
recount text could not be understood by her due to its complicated generic structure
and language style. Errors frequently happened when she was composing it, that is in
term of determining the sequence of events and putting the past form of the verbs in
the recount text.
According to Rusandi (2012:3), recount text itself has generic structure, such
as orientation, sequence of events, re-orientation, which is different from the other
text types. Orientation is used for showing the subject(s) in an event; and the place,
the time, and the reason why something happened. Sequence of events introduces the
chronology of activities in an event, while re-orientation is what the writer’s
comments on the story.
What the researcher writes above belongs to the researcher’s consideration
why the research is conducted. For further consideration, since during a month of
teaching internship in SMAN 4 Malang, the researcher knows how the school is and
how the English learning process was conducted. Accordingly, in this final project
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the researcher chose the school as the population. The researcher has found the
phenomena of students over there when she underwent a teaching internship in the
school. The students faced similar problems like the researcher did. The problems
were not actually about composing recount text, but they were frequently about
composing past tense sentences. The past tense form belongs to language style of
recount text, so the researcher links this phenomena into recount text.
Moreover, the researcher is interested in analyzing the errors of the students’
recount text writing. It is because the researcher has interest in English grammar,
especially in error analysis. Sometimes the researcher analyzes the errors of
sentences, instead for texts form. Here, the researcher conducts the error analysis in a
text, specifically recount text writing. If students have made errors in writing recount
text, it means that they are not competent yet in writing the text. The readers can be
confused and may also find difficulties in understanding the content of the text which
he or she has written. Therefore, the researcher is interested in choosing “Errors in
Writing Recount Text Made by 10th Graders of Lintas Minat English Program
at SMAN 4 Malang” as the title of this thesis.
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1.2 Statement of the Problems
There are some problems based on the description in the background, they
are:
1.
What kind of errors do the 10th graders of Lintas Minat English program at
SMAN 4 Malang make in writing recount text?
2.
What are the teacher’s feedbacks towards the errors made by 10th graders of
Lintas Minat English program at SMAN 4 Malang in writing recount text?
1.3 Purposes of the Study
The purposes of the study are described as follows:
1.
To identify the kind of errors which the 10th graders of Lintas Minat English
program at SMAN 4 Malang make in writing recount text.
2.
To identify the teacher’s feedbacks towards the errors made by 10th graders of
Lintas Minat English program at SMAN 4 Malang in writing recount text.
1.4 Scope and Limitation
In this study, the researcher chose the recount text written by 10th graders of
Lintas Minat English program 3 at SMAN 4 Malang as the scope of the study.
Meanwhile, this research was only focused on the grammatical errors in writing
recount text made by 10th graders of Lintas Minat English program at SMAN 4
Malang. Furthermore, in this study, the researcher would like to choose Surface
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Strategy Taxonomy in applying error analysis. The surface strategy taxonomy shows
whether a sentence may omit, add, misform, and misorder item(s) or not based on the
grammar rules. This category is divided into omission errors, addition errors,
misformation errors, and misordering errors.
1.5 Significance of the Study
The researcher expects that this research can give some benefits to other
people. The benefits are:
1.
The theories explained in this reserach can give contribution toward the increase
of people’s understanding related to writing, errors and mistakes, and genre texts
especially in recount text.
2.
The finding of this research can help the teacher know about the errors that the
students commonly make in writing recount text. The teacher, then, probably can
find the missing link between what the teacher gives and what the students get.
The teacher can analyze whether the errors are caused by students themselves or
caused by incomplete or wrong information given by the teacher.
3. The finding of this research can also be a reference for the readers who want to
write recount text. The knowledge about kind of errors presented can give
guidance for the readers about kind of errors that should be avoided in writing
recount text.
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1.6 Definition of the Key Terms
To avoid misunderstanding in this study, the researcher gives the definition of
the key terms that are used in this study. The terms are defined as follows:
1. “Error is an act, assertion, or belief that intentionally deviates from what is
correct, right, or true,” (The Free Dictionary, 2014).
2.
“Writing is a method of representing language in a visual or tactile form,”
(Omniglot, the Online Encyclopedia, 2014).
3. Recount text is a text that tells the reader about one story, action or activity. Its
goal is to entertain or inform the reader. In addition, it tells the event that
happened in the past, (Suparman, 2008:6).
The next chapter will discuss the review of related literature. It will explain
some theories that concern on the topic of the study.
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