Data Analysis Technique METHODOLOGY

40 the criteria. The Tribble ‘s criteria of writing elements was the one which was mostly relevant to the kinds of error found in the students’ writing of Report texts. Knowing that there were kinds of errors in the students’ report texts to be considered in the subdivisions, it became another point for the researcher to modify the errors categorization. In classifying the errors, the researcher described the presence and the absence of items of errors in the students’ report texts. In this section, the researcher described the presentation as well as the result of calculation of total number of errors in the areas of content, organization, grammar, vocabulary, and mechanics in the following chart. The number mentioned in the chart referred to the number of errors in the students’ report text. The numerical data of each case served as the indicator of the difficult area of learning. Some areas which had the biggest number of errors was regarded as the students’ common errors in composing report texts. In other words, it became the difficult areas of the students’ learning of writing Report texts. 8 105 155 8 36 Content Organization Grammar nocabulary Mechanics Figure 4. 1. The Chart of the Total Number of Errors on the Ninth Year Students’ Report Texts 41 Figure 4.1 depicted the total errors in five categories. First, the total errors in content were 8 errors. Second, the total of organizational errors were 105 errors. Third, the total of grammatical errors were 154 errors. Fourth, the total of errors in vocabulary were 8 errors. Lastly, the total of mechanical errors were 36 errors. It could be seen that the highest number of errors obtained from grammar. The second highest number of errors was organization. Mechanics was the third one. The other were vocabulary and content which had the same total of errors and contributed the smallest number of errors. From five categories of errors, the biggest number of errors gained from grammar and organization. It was followed by mechanics, content and vocabulary. The researcher revealed that both grammar and organization had a very close range in the total errors, although grammar seemed to be the highest position of all. It could be inferred that the students made frequent errors mostly in grammar as the first place and organization as the second place since the two had the highest number of errors compared to mechanics, content, and vocabulary. In conclusion, both grammar and organization became the most difficult areas of students’ learning in writing report texts. To explain more about the finding of the errors, the following was the presentation and the examples of errors found in the students’ report texts in terms of content, organization, grammar, vocabulary, and mechanics. To clarify several specific parts of the error, in this presentation the errors were underlined. It was necessary since there were mulitiple kinds of errors in a paragraph or sentence.