Instruments and Data Gathering Technique

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CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter presents the research results of the study based on the research problem formulated in the first chapter. In this chapter the researcher discusses the results of common errors in report texts written by the ninth year students of SMP N 2 Yogyakarta in terms of five categories of writing elements. Those are content, organization, grammar, vocabulary, and mechanics.

A. Data Presentation Discussion of Common Errors on the Ninth Year

Students’ Report Texts of SMP N 2 Yogyakarta As elaborated in chapter III, the researcher conducted the research in January 2012 and selected the ninth grade students of SMP N 2 Yogyakarta as the research participants. The data was gathered from 42 copies of the ninth grade students’ documents of report text. It was analyzed in order to search for the common errors produced by the the ninth grade students of SMP N 2 Yogyakarta in terms of content, organization, grammar, vocabulary, and mechanics. In carrying out this study, the researcher employed categories of writing elements which were elaborated in checklist, proposed by Tribble 1996 as a guidance for specifying the errors categorization. As stated previously, the categories of the errors were grouped into the following: content, organization, grammar, vocabulary, and mechanics. Each category were then subcategorized into parts. Since each writing elements proposed by Tribble 1996 had its own criteria, the researcher determined the subdivisions of errors by mostly looking at 40 the criteria. The Tribble ‘s criteria of writing elements was the one which was mostly relevant to the kinds of error found in the students’ writing of Report texts. Knowing that there were kinds of errors in the students’ report texts to be considered in the subdivisions, it became another point for the researcher to modify the errors categorization. In classifying the errors, the researcher described the presence and the absence of items of errors in the students’ report texts. In this section, the researcher described the presentation as well as the result of calculation of total number of errors in the areas of content, organization, grammar, vocabulary, and mechanics in the following chart. The number mentioned in the chart referred to the number of errors in the students’ report text. The numerical data of each case served as the indicator of the difficult area of learning. Some areas which had the biggest number of errors was regarded as the students’ common errors in composing report texts. In other words, it became the difficult areas of the students’ learning of writing Report texts. 8 105 155 8 36 Content Organization Grammar nocabulary Mechanics Figure 4. 1. The Chart of the Total Number of Errors on the Ninth Year Students’ Report Texts