also the beginner ones. The second characteristic is that the description must be as simple and comprehensive as possible.
There ar e three main purposes of describing learners’ errors. The first is to
make learners’ errors explicit. The next is that error description is the prerequisite for counting errors. And the last purpose is to create categories.
d. Error Classification.
Classifying errors means that we put the errors into categories.
e. Error Count.
Counting errors is the last step to do in error analysis procedure. The analyst count the errors made by the students.
14
C. Writing
Writing is one of the four skills of English that has to be mastered. The mastery of English would not complete without the mastery of writing. Students
who learn writing during the learning process of English language will find many things that should be mastered in order to master the skill of writing. The two
requirements of a good writing are the grammatical structure, and the structure of ideas.
Jack C Richard identifies writing as an act that does not only a way of communication but also a way to remember and a way of thinking. It is because
writing is, in opposite with speaking, a freeze thought of ours that is visible, permanent that the quality can be examined and tested.
15
Based on the experts mentioned above, we can find that writing is an expression of the writer’s soul and knowledge that is arranged in good and correct
grammatical structure, in which the quality is able to be tested and examined as it can be seen and permanent.
14
James, op. cit., p. 91-114.
15
JC. Richard, Writing is Unnatural Act, New York: Harper and Publisher, 1980, p. 2.
1. The Purpose of Writing
In the book Reasoning and Writing Well by Dietsch, Dietsch defines the purpose of writing in general are to inform, to persuade, to express, or to
entertain.
16
On the other hand, Penny Ur describes the purpose of writing as a way of conveying the feeling and ideas of the writer to the reader that she argues the
ideas of the writing is the most important aspect of the writing.
17
In the teaching learning activity, the main reason of teaching writing is to help students to learn in a way where writing is connected to another skill like
grammar and to know the progress of the students. Raimes states that the main reason of teaching writing can be classified as below:
a. To reinforce the grammatical structure, idioms, and vocabulary that has
been given to the students during our teaching. b.
To give the students a chance to be more creative with their language, to go beyond the given materials, and to take risk in expressing their ideas that they
have not understand how to express. c.
To reinforce the learning in which the sense, knowledge, and feeling are connecting to each other is a unique way of developing one self.
18
Based on the explanation, writer takes a conclusion that the purpose of writing is to express the ideas that the writer wanted to scream about in a way
where the reader will feel something from it, like entertained, persuaded, or got informed. The learning of writing would also gives reinforcement to the learning
process in which the materials given before like grammar, vocabulary, etc., could be applied during writing and could be explored even more in order to find a
better way of expressing the write r’s ideas.
16
Betty Mattix Dietsch, Reasoning and Writing Well: A Rhetoric, Research Guide, Reader, and Handbook, Ohio: McGraw-Hill, 2003, p. 10.
17
Penny Ur, A Course in Language Teaching: Practice and Theory, Melbourn: Cambridge University Press, 1996, p. 163.
18
Ann Raimes, Technique in Teaching Writing, London: Oxford American English, 1983, p. 3.
