Data Finding

1. Types of Errors in Writing Recount Text Produced by The Eighth Year Students of MTs Islamiyah Palangka Raya

Base on the table above the student‟s errors can be classified into several types in detail. The result of the detail errors can be seen in the table the

proportions of each type of errors.

Table 4.2 The Proportions of each type of errors Percentag Number Percentage

Number

No. Type of Errors in detail

e of

of errors of errors

of errors errors

1. Omission of the article

2. Omission of preposition

3. Omission of verb

4. Omission of subject pronoun

Omission of possessive

6. Omission of quantifiers

461 60.26% Omission of irregular past

8. Omission of –ed

9. Omission of s (Plural)

10. Omission of s’ (Possessive)

11. Omission of –ing

12. Omission of conjunction

13. Regularization by adding –ed

Adding –ed to past already

15. Addition of –ing

16. Addition of the article

17. Addition of to

18. Addition of object

19. Addition of s (Plural)

20. Use of me as subject

21. Use of wrong preposition

36 4.71%

22. Use of wrong verb

4 0.52%

23. Use of infinitive

2 0.26%

24. Use of wrong quantifiers

3 0.39%

Use of wrong possessive

26. Use of wrong object pronoun

7 0.92%

27. Wrong form of verb

11 1.44%

28. Wrong form of modal auxiliary

8 1.04%

29. Wrong form of auxiliary

1 0.14%

30. Misordering of adverb

17 2.22%

21 2.74%

31. Misordering in construction

Base on the table , the student‟s errors are classified into 31 types of errors in detail classification.

The students‟ errors are classified into four types based on Heidi Dulay‟s theory. Those are omission, addition, misformation and misordering.

Table 4.3 Types of Errors Made by the Students

Percentage Type of Errors

Number of

errors

of errors

60.26% Surface

Omission

461

25.36% Structure

Addition

194

Taxonomy

Misformation

89 11.64%

Misordering

21 2.74%

Total

765

100%

Based on the analysis result, total errors were 765 errors. The researcher found omission occurred by 461 errors or 60.26%, the students omit several words in the sentences. The students wrote it by omitted such as subject, verb, direct object, articles, to be, preposition and suffix. Addition occurred by 194 errors or 25.36%, addition occurred if the student over generalized the pattern of V2. For example the verb “eat” does not became “eated”, but “ate”. The students also put a word or an application of rule that did not need to exist in the sentence such as addition of t he article or addition of „to‟. Misformation errors occurred by 89 errors or 11.64% of total error. These errors indicate that the students of wrong form or failed to use the correct word that totally different from the true one. Misordering error occurred by 21 errors or 2.74% of total error. These errors occurred when the students did incorrect placement of a morpheme or group of morphemes in the sentence.

Figure 4.1 Types of Errors Made by the Students

Misformation Misordering

2. Trend Error in Writing Recount Text Produced by The Eighth Year Students of MTs Islamiyah Palangka Raya

Based on the table the type of errors frequency high to low are omission by 60.26%, addition by 25.36%, misformation by 11.64% and misordering by 2.74%. Based on the analysis result, the trend errors occurred by omission 60.26% of total errors. From the students‟ writing products, the researcher found some of them omit several words in the sentences. The students wrote it by omitted such as articles, to be, and preposition. It is because they did not know the rules how to write the word in English. See the figure 4.2 for trend Type of errors made by the students was omission.

Figure 4.2 Trend Type of Errors Made by the Students

Trend type of Errors

3. Cause of Errors in Recount Text Made by The Eighth Year Students of MTs Islamiyah Palangka Raya

The students ‟ errors is classified into two categorizes based on the errors causes. Those are the errors made by the students resulted from both the mother tongue influence (interlingual errors) and target language causes (intralingual errors). The intralangual errors are subdivided into overgeneralization, ignorance of rule restrictions, incomplete application of rules, and false concept hypothesized.

Table 4.4 Causes of Errors Made by the Students

Cause of Errors Number Percentage Percentage of errors

Interlingual Errors

13.07% 13.07% Overgeneralization

21.44% Ignorance of Rule

16.21% Restrictions Intralingual

Errors Incomplete 86.93% Application of

40.13% Rules

False Concepts

Based on the analysis result, incomplete application of rules occurred by 307 errors or 40.13% of total errors. The students omitted subject, verb, direct Based on the analysis result, incomplete application of rules occurred by 307 errors or 40.13% of total errors. The students omitted subject, verb, direct

Based on the analysis result, overgeneralization occurred by 164 errors or 21.44% of total errors. The students generalized the use of past time marker -ed to V2. This cause of errors was experienced by most of students except C7.

Based on the analysis result, Ignorance of rule restriction occurred by 124 errors or 16.21% of total errors. the students violated the restriction of existing structure that is the application of rules to contact where they did not apply or use wrong form. These errors can be solved by learning more about English rules in writing. This cause of errors was experienced by most of students except A14, A16, A21, C8 and C19.

Based on the analysis result, Interlingual error occurred by 100 errors or 13.07% of total error. This error categorized as errors caused by interlingual errors because the pattern of the sentences are similar to the pattern of the students‟ mother tongue language. Some of them were because of the words order. This cause of errors was experienced by most of students except A4, A5, A6, A9, A14, B1, B11, B12, B13, C2, C4, C10, C11 and C20.

Based on the analysis result, false concept hypothesis occurred by 70 errors or 9.15% of total error. the students had a false assumption or got confuse and could not differentiate the application of rules or some words. This cause of errors was experienced by most of students except A4, A10, A11, A12, A13,

A14, B2, B3, B4, B13, B14, B16, B19, C2, C11, C12, C13, C14, C15, C16, C17 and C20.

Figure 4.3 Causes of Errors Made by the Students

Interlingual Errors

Ignorance of Rule Restrictions

Incomplete Application of Rules

False Concepts Hypothesized

Based on the table, the causes of errors frequency high to low are incomplete application of rules by 40.13%, overgeneralization occurred by 21.44%, ignorance of rule restriction occurred by 16.21%, interlingual by 13.07% and false concept hypothesis occurred by 9.15%. Based on the analysis result, the trend cause of errors occurred by the students was incomplete application of rules. The errors categorized as errors caused by incomplete application of rules because the pattern of errors similar to the way of native speaker children learn their mother tongue language. See the figure 4.4 for trend cause of errors Made by the students was incomplete application of rules.

Figure 4.4 Trend Causes of Errors Made by the Students

Incomplete

10 application of rules

Trend cause of errors