b. Calculating the percentage of frequency for each type of error based on
surface strategy taxonomy and communicative taxonomy with this formula:
Total Errors Total Words
Nation, 1981:58 See table 4, appendix 6
3.5. Crosscheck by The Rater
In order to avoid the subjectivity in giving correction, the researcher used the rater
to check the students’ errors in writing. The researcher compromised to the rater in determining and correcting the errors of the
students ’ writing. The rater was Yosi Sandewan, S.Pd. the English teacher
of SMAN 1 Pesisir Tengah. He graduated from English Department of STKIP PGRI Bandar Lampung. He has been teaching English for eight
years.
X 100 = ...........
V. CONCLUSION AND SUGGESTIONS
This chapter presents the conclusions and suggestions which were drawn based on the result of this research presented in the previous chapter.
5.1. Conclusions
After analyzing the result of the data, the conclusions can be inferred as follows:
1. Most students comitted all error types of linguistic category taxonomy,
surface strategy taxonomy, and communicative effect taxonomy. The percentage of the errors ranked from the type of error that is mostly
occured resulted from the students’ recount writings are:
a Based on linguistic category taxonomy:
- Error in morphology is 60.91
Simple past tense: 78.33 Possessive case: 3.75
- Error in syntax is 39.08
Verb: 14.28 Preposition: 12.98
Number: 10.38 Pronoun: 9.09
Determiner: 5.84 Verb construction: 3.89
Word order: 4.54
b Based on surface strategy taxonomy:
- Error in misformation is 80.20
- Error in omission is
15.22
- Error in misordering
2.79
- Error in addition
1.77
c Based on communicative effect taxonomy:
- local error is 95.43 - global error 4.56
2. Those errors happened because the students had difficulty in arranging sentences into grammatically correct forms, the influences of their first
language, Bahasa Indonesia, and their lack of knowledge of English grammar.
5.2. Suggestions
In line with the conclusions presented previously, some suggestions are provided to improve students’ ability in writing recount:
1. In order to minimize the students’ errors in writing, the teacher should
teach how to construct the sentence appropriately to improve the students’
knowledge of English grammar. In addition, the teacher has to set the first priority to the errors that mostly occured syntax, misformation, local
error. 2.
When the teacher teaches grammar, the teacher should consider the different rules that English and Bahasa Indonesia have. Since based on the
result of interview, most of student said that the rules of Bahasa Indonesia often influenced them in making sentences in English.
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