and c obtain information on common difficulties in language learning, as an aid in teaching or in the preparation of teaching materials.”
3
According to syllabus of Kurikulum Tingkat Satuan Pendidikan KTSP 2006, in Indonesia, Junior High School students have to master some types of
texts. First grade students have to master descriptive and procedural texts. Second grade students have to master descriptive, narrative, and recount. Meanwhile,
third grade students have to master narrative, procedural recount, and report. The characteristics of the text are different from each other. For example, narrative and
recount have different generic structure but have same tenses. Based on the writer
’s experiment when she had a teaching practice called Praktek Profesi Keguruan Terpadu PPKT at SMP Dharma Karya UT Pamulang, many students
still have a difficult understanding to differentiate between narrative and recount text due to the resemblance. Even though they use the same tenses, but the generic
structures of them are different. Recount is written to retell past events with the purpose of either
informing or entertaining audience or both in chronological order.
4
And the purpose of recount is more emphasized to entertain and to inform. One of the
functions of recount text is to describe something that happened to the writer, such as to describe their unforgettable experience. It means that if the teacher wants to
measure students’ ability in mastering recount text, they can measure it by giving assignment for the students to write their unforgettable experience.
Based on the description above, the writer would like to present an error analysis on
students’ writing of recount text. So, this research is summarized on the “skripsi” under the title:
“GRAMMATICAL ERRORS ON STUDENTS’ WRITING OF RECOUNT TEXT” An Error Analysis at Second Grade Students of SMP
Dharma Karya UT Pamulang
3
Ibid., p. 43.
4
Semi Sukarni, Teaching Recount Text to Junior High School, Nomor 68 Tahun XIX Desember 2006. p.53
B. Research Focused
Related to the discussion above, the formulation of problem of this study can be formulated as follow:
1. What are the types of errors that mostly made by the students in their writing
recount text? 2.
What causes of errors which are made by the students?
C. Objectives of the Study
The objectives of the study are: 1.
To know the types of errors made by the second grade students of SMP Dharma Karya UT Pamulang commonly in writing recount text.
2. To know the sources of errors made by students of SMP Dharma Karya UT
Pamulang commit commonly.
D. Significances of the Study
As the objectives of the study, the writer hopes that the result of this research paper will benefit to her especially, in order to improve and increase her
knowledge about error analysis and to anticipate from those errors in making good writing. For readers who like writing in order to anticipate and avoid mistakes and
errors in their writing. For the English teachers, this research will help them to know how well their students’ ability in writing, in order to give more attention to
the differences between English grammar rules and Indonesian grammar rules. And for the students, this research will give them motivation and assist them to
make good writing.
CHAPTER II THEORETICAL FRAMEWORK
The chapter presents the theoretical framework of this paper. It consists of Error, Error Analysis, Writing, Recount Text, and Past Tense. Error contains of
definition of error, types of error, causes of error, classification of error, and differences between errors and mistakes. Secondly, Error Analysis contains of
definition of error analysis and procedure of error analysis. Next subchapter is writing which contains of definition of writing, types of writing, and kinds of
writing. Then, is Recount text which contains of definition of recount text, types of recount, contracting a recount, the generic structure: parts of recount, and
grammatical features of recount. And the last is past tenses contains of simple past tense, past progressive tense, past perfect tense, and past perfect progressive tense.
A. Error
1. Definition of Error
Errors in a foreign language teaching especially in English are the cases which are difficult enough to avoid. S. Pit
Corder stated “Errors are the result of some failure of performance”
1
and He also defined “Errors is a systematic
deviation made by learners who have not yet mastered the rules of L2 .”
2
According to the statement above, it shows that error is a part of foreign language learning process. Every learner who learns a foreign language, they
usually make some errors.
1
S. Pit Corder, Error Analysis and Interlanguage. Oxford: Oxford University Press, 1981, p.152.
2
S. Pit Corder, Diane Larsen-Freeman, and Michael H. Long, An Introduction to Second Language Research, New York: Longman, 1992, p. 59.
6
2. Types of Error
To describe the types of error, Heidi Dulay said that there are four types of errors:
3
1 Error based on linguistic category taxonomy
These linguistics category taxonomies classify errors according to either or both the language component and the particular linguistic the error
effects.
Language components include phonology pronunciation, syntax and morphology grammar, semantics and lexicon meaning and
vocabulary, and discourse style. And constituents include the elements that comprise each language components, such as the noun
phrase, the preposition, the adverbs, the auxiliary, and the adjective.
2 Error based on surface strategy taxonomy
Surface strategy taxonomy highlights four classifications for error as follows:
a. Omission errors are recognized by absence of an item that must
appear in a well-formed utterance. b.
Addition errors are opposite of omission errors. They are characterized by the presence of an item, which must not appear in
a well-formed utterance. c.
Misformation errors are signed by the wrong form of the morphemes or structure selected by students.
d. Misordering is a wrong placement of morpheme or a group of
morphemes in an utterance. 3
Error based on comparative taxonomy The classification of error in a comparative taxonomy is based on
comparison between the structure of second language errors and certain other types of constructions. This classification is sub-classified into four
parts:
a. Developmental errors
“Developmental error is an error similar to those made by children learning of target language as their first language”.
4
It means that there are some errors which Indonesian learners made in English language as the target language, and the error also made
by the learner of native language in English as their mother tongue.
3
Heidi Dulay, et al, Language Two New York: Oxford University Press, 1982, pp.146
—192.
4
Ibid., p. 165.
b. Inter-lingual errors
“Inter-lingual errors are similar in structure to a semantically equivalent phrase or sentence in the learner’s native language”.
5
For example: “I put the book science on the table” and “I saw a girl beautiful
in front of my office”. Those are error in using phrase, which the learner translate Indonesian language word-for-word into
English language. c.
Ambiguous errors “Ambiguous errors are those that could be classified equally well as
developmental or interlingual. That is because these errors reflect the learner’s native language structure, and at the same time, they are of
the type found in the speech of children acquiring a first language ”.
6
d. Other errors
Other errors are the errors that do not mention in the other types of errors, such as developmental errors, inter-lingual errors, and
ambiguous errors. For example: “My cat do cute” it should be “My
cat is cute” 4
Error based on communicative effect taxonomy “The communicative effect classification deals with errors from the
perspective of their effect on the listener and reader. These errors divided into parts:”
7
a. Global error
Global error hides communication; it prevents the learners from comprehending some aspects of message.
b. Local error
Local error itself doesn’t interfere with understanding at an utterance, usually because there is only a minor violation of one segment of a
sentence.
This research used the types of errors according to Pit Corder’s theory because the classification suits the writer’s concern best in analyzing the verb
only. Corder classifies the errors into four main categories; they are:
5
Ibid., p. 171.
6
Ibid., p. 172.
7
Henry Guntur Tarigan and Djago Tarigan, Pengajaran Analisis Kesalahan Berbahasa, Bandung: Angkasa, 1988, p.164.
