a. Over-generalization
Overgeneralization is the use of the previously learned rule in new situations. Over-generalization includes instances where the learner makes a rule
based on his her experience of other rules in target language. b.
Ignorance of Rule Restriction This cause is the result of the failure to observe the restriction of existing
structures that is the application of rules to context where they do not apply. c.
Incomplete Applicant of the Rules This cause of error arises as the result of the learner’s high motivation to
achieve communicative ability. In achieving it, the learner may produce grammatically incorrect sentence.
d. False Concept Hypothesized
It arises as the result of faulty comprehension of the distinction in the foreign language. Sometimes it is also because of the poor gradation of the
materials of teaching.
5. Kinds of Errors and Mistakes
Learning a foreign language is different from learning one’s mother tongue. Learning foreign language is not easy because mostly the student is still
making an error or mistakes. Error is usually caused by lack of knowledge about the target language or incorrect hypothesis about it and mistakes caused by
temporary lapses of memory, confusion, slips of the tongue and so on
32
. But mistakes can be corrected the wrong form by the learner. In other words, mistakes
are a performance problem rather than a competence problem. Edge stated 1989
31
Jack C. Richards, Error Analysis: Perspective on Second Language Acquisition London: Longman Group Limited, 1974, pp. 174-178
32
Hubbard, op. cit., p. 134
rejects this error-mistake classification and calls all deviations from the norm mistakes. These mistakes include
33
: 1 Slips, which are a result of processing problems or carelessness’ Edge,
1989:11; 2 Errors, which are comprehensible but which the learner is unable to correct,
although the form has been taught; and 3 Attempts, which are fairly incomprehensible and uncorrectable by the learner.
An Error which the learner does not recognize as errors the learner recognizes as errors but which he or she cannot correct. Most linguists stated like
as James 1998 studied Error and classified errors into two types
34
: a.
Linguistic category classification This type of taxonomy specifies errors in terms of linguistic categories and in
terms of where the error is located in the overall system of the target language. First, it indicates at what level of language the error is located: in phonology,
grammar, lexis, text or discourse and if it is at grammar level, what particular grammatical construction does it involve? Some possibilities they list are: the
auxiliary system and passive sentence complements. Having established the level of the error, one next asks about its class. Given that it is a grammar error, does it
involve the class of a noun, verb, adjective, adverb, preposition, conjunction, or determiner? which leads to the assignment of a rank to the error, in terms of where
it lies on the hierarchy of units that constitute its level. b.
The surface structure taxonomy This is the second type of descriptive taxonomy proposed by Dulay, Burt and
Krashen 1982 who describe this taxonomy as being based on “the way surface
33
Muzi V. Nzama, Error Analysis: A Study Of Errors commited by Isizulu Speaking Learners of English in Selected Schools , thesis The Department of General Linguistics at the
University of Zululand, Empangeni:
University of Zululand , n. d.
, p. 43
34
J. Sutomo, Error Analysis on Learner’ Passive Sentences, Dinamika Bahasa dan Ilmu Budaya
, Vol.4 , No.2, Juli 2010
structures are altered.” Errors can occur because of change in surface structure in specific and systematic ways. There are four ways in which learners “modify”
target forms in specific and systematic ways. 1. Omission
Learners in the early stages of learning tend to omit function words rather than content words. More advanced learners tend to be aware of their ignorance of
content words and rather than omit one, they resort to compensatory strategies to express their idea Kasper and Kellerman, 1997.
2. Addition This manifestation of error, according to Dulay, Burt and Krashen, is the
‘result of all-too-faithful use of certain rules’ 1982, p.156 and they suggest there are subtypes. First is regularization, which involves overlooking exceptions and
spreading rules to domains where they do not apply, for example producing the incorrect “buyed” for “bought.” Second, is double marking, defined as ‘failure to
delete certain items which are required in some linguistic constructions but not in others’. Here is an example: He doesn’t knows me.
3. Misformation Dulay, Burt and Krashen define misinformation as use of the wrong form
of a structure or morpheme, and give examples like: a. I seen her yesterday. b.He hurt himself.
4. Misordering This category is relatively uncontroversial. The learners can select the
right forms to use in the right context, but they arrange them in the wrong order, for instance, adverbials, interrogatives and adjectives, yielding errors as in: a.
He every time come late home. b. Tell me where did you go. c. The words little.
Other categories of grammatical Error classification are from Betty Schrampfer Azar . She classifies the grammatical error in 13 categories, they
are
35
:
Table 2.3 Category of Error
No. Category
Example Correction
1. Singular - Plural
He have been here for six month
He has been for six months
2. Word Form
I saw a beauty picture I saw a beautiful
picture 3.
Word Choice She got on the taxi
She got into the taxi 4.
Verb Tense He is here since June
He has been here since June
5+. Add a Word
I want go to the zoo I want to go to the
zoo 5-.
Omit a Word She entered to the
university She entered the
university 6.
Word Order I saw five times that
movie. I saw that movie five
times 7.
Incomplete Sentence I went to bed. Because I
was tired I went to bed
because I was tired 8.
Spelling An accident occurred
9. Punctuation
What did he say What did he say?
10. Capitalization
I am studying English I am studying
English 11.
Article I had a accident
I had an accident
35
Betty Schrampfer Azar, English Grammar: Understanding And Using, Eaglewood Prentice Hall, 1989, 2
nd
Edition, p. A29
12. Meaning Not Clear
He Borrowed some 13.
Run-On Sentence My roommate was
sleeping, we didn’t want to wake her up.
My roommate was sleeping, We didn’t
want to wake her up.
Taken from the book
Betty Schrampfer Azar, English Grammar: Understanding and Using
, Eaglewood Prentice Hall, 1989, 2
nd
Edition.
This grammatical Errors Classification of Betty Schrampfer Azar will be used in this study.
D.
Grammatical Error
on Students’ Writing Recount Text
Writing is an activity that can usefully be prepared for by work in the other skills of listening, speaking and reading
36
. Writing plays an important role for students who are required to be able to write different types of text according to
curriculum, such as descriptive, narrative, and recount texts. According to the 2006 Competence Based Curriculum, a recount text is taught in senior high
school. Writing a recount text has three parts in text organization: orientation, sequence of events and reorientation ; and language features: use proper nouns,
use of the past tense, use descriptive words, and words showing the order of events Mark Anderson Kathy Anderson 1997: 51
37
. Most of student had problems in writing a recount text when they had to concern with the text
organization and the language features because of their limited mastery. The students were confused of how to write a recount text correctly. In the end, when
the students wrote the text, the errors occurred in the text organization and the language features, such as use of past tense.
In this final project, the researcher discusses an Error Analysis in Students’ Writing Recount Text. Writing a recount text must be clear, vivid, and concrete.
36
I. S. P. Nation, Teaching ESLEFL Reading and Writing, UK: Routledge, 2009, p. 113
37
Anderson, op. cit., p.51
The readers can be confused and also they may find difficulties understanding the content of the text which heshe has written. Therefore, through recount text, the
researcher would like to find out the students’ learning problems, the causes and to know the students’ achievement and difficulties in making recount text writing.
27
CHAPTER III RESEARCH METHODOLOGY
A. Time and Location
The writer did the research on Thursday October 9
th
, 2012. The writer was conducted at MA Nurul Falah Serpong which is located on Jalan H.Saran no. 27
Serpong, South Tangerang.
B. Method of Study
The writer used the descriptive analysis method and used the procedures of error analysis itself. The Research tries to describe the errors made by students
when they write a subject. The writer tries to calculate the errors, make the reconstruction and classify causes of error.
C. Data and Data Sources
The data of the research were the students’ errors in the use of Recount Text Writing
; the data sources were taken from the test, and it was used to know kinds of errors made by the students of MA Nurul Falah Serpong.
D. Technique of Data Collecting
In collecting the data, the writer gave the test to find out the students’ errors in the use of Recount Text Writing. This test was used to know kinds of errors made
by the Twelfth Grade students of MA Nurul Falah Serpong in using the Recount Text
. The Writer came to the field, and the writer asks them to make three paragraphs about their last holiday. After that, collected their works, and analyzed
them. In this way, I tried to get the data as objective as possible
