Grammatical Errors on Students' Writing of Recount Text (An Error Analysis at the Second Grade Students of SMP Dharma Karya UT Pamulang)

of SMP Dharma Karya UT Pamulang)

By

Auda Layyinatul Istibsyaroh NIM: 108014000109

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

WRITING OF RECOUNT TEXT

(An Error Analysis at the Second Grade Students

of SMP Dharma Karya UT Pamulang)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (S.1)

in Department of English Education

By

Auda Layyinatul Istibsyaroh NIM: 108014000109

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

A "Skripsi"

Presented to the Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of Requirement for the Degree of Strata 1 (S- 1) in

Department of English Education

By:

Auda Lawinatul Istibsvaroh

108014000109

Approved by:

Advisor

I

Advisor

II

prs.AM.Zainuri.M.Pd.

ffi.

NIP. 1953 03041979 03 1

001

NIP.

-DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

The Exarnination Commifiee of the Faculty of Tarbiyah and Teachers Training eertifies that the "skripsi" (Scientific Paper) entitled Grammatical Errors on

Studens' Writing of R.ecount Text (An Error Analysis at the Second Grade Students of SMP Dharma Karya UT Pamulang), written by Auda Layyinatul Istibsyaroh, NIM 108014000109 was examined by the Cornmittee on August, 27th 2A1,4. The "skripsi" has been accepted and declared to have fulfilled one of, the requirements

for

the Degree

of

s.Pd. (S-1)

in

Department

of

English

Education.

Jakarta,27th

of

August 2014

EXAMINATION COMMITTEE

Date

Chairman:

Secretary:

Examiner I:

Examiner II:

Drs. Syauki. M.Pd.

NrP. 196412t2 199103 1002

Zaharil Anasv. M.Hum. NIP.19761 007 2007 t0

I 002

Dr. Alek. M.Pd.

NrP. 19690912 200901 1 008

Zaharil Anasy. M.Hum.

NIP.19761001 2007t0

| 002

,r04,/

Acknowledged by

Dean of Faculty of,Tarbiyah and Teachers mmg

Dra. Nurlerrf,Rifa'i. M.A.. Ph.D.

Saya yang bertanda tangan di bawah ini,

Auda Layyinatul Istibsyaroh

Jombang, lT lvlei 1989 108014000109

Pendidikan Bahasa Inggris

Gotan No. 05 Rt/Rw 01107 _{Jatigedong Ploso Jombang Jawa Tirnur} 61453

MENY,A.TAKA.N DENGAN SESUNGGUHNYA

tsahwa skripsi yang berjudul Grammatical

Error

on Students' Writing of Recount Text (An

Error

AnaXysis at the Second Grade Students of SMP Dharma Karya UT

Pamulang) adalah benar hasil karya ilmiah saya sendiri di bawah bimbingan dosen:

Nama

Tempat, Tanggal tr-ahir NIM

Jurusan Alamat

i.

NamaPembimbing I

NIP

Jurusan/Program Studi 2. Nama Pembimbing

ii

NIP

Jurusan/Program Studi

Drs. AM. Zainuri, M.Pd.

19530304 197903 1 001 Pendidikan Bahasa Inggris

Dadan Nugraha, M.Pd.

Pendidikan Bahasa Inggris

Saya bertanggung jawab secara akademis atas semua yang saya tulis dalam skripsi ini serta siap meneriina segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya

ilmiah saya sendiri.

Demikian surat pernyataan

ini

saya buat dengan sesungguhnya sebagai saiah satur

syarat menempuh Ujian Munaqasah.

Jakafta, 25 Agustus 2014 Mahasiswa Ybs.

Auda Lawinatul Istibsyaroh NrM. 108014000109

iv

Auda Layyinatul Istibsyaroh, 2014, Grammatical Errors on Students’ Writing of Recount Text (An Error Analysis at the Second Grade Students of SMP Dharma Karya UT Pamulang), ‘Skripsi’, English Education Department, the Faculty of Tarbiyah and Teachers Training, State Islamic University of Syarif Hidayatullah, Jakarta.

Advisors : 1. Drs. AM. Zainuri, M.Pd. 2. Dadan Nugraha, M.Pd.

Key Words : Error Analysis, Recount Text Writing

The objective of this study is to analyze the most frequent errors made by the second grade students of SMP Dharma Karya UT Pamulang in recount text writing. The error modification in this study is divided into four categories; they are omission, addition, selection, and misordering. The respondents of this study are 20 students of the second grade of Junior High School which are taken by random sampling.

The method used in this study is descriptive analysis method to describe students’ errors and analyze the data by using formula: , P=Percentage, F=Frequency of errors made, N=Total of students’ errors. The data was taken from the test; it was written test.

The findings showed that there are 182 errors made by the students. The most frequent error made by the students in their writing recount text was

selection, which consists of 114 errors or 62.64%. It is followed by omission that consists of 47 errors or 25.82%. Then, error in addition consists of 20 errors or 10.99 %. And the last, misordering error consists of 1 error or 0.55%.

v

Dharma Karya UT Pamulang), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.

Pembimbing : 1. Drs. AM. Zainuri, M.Pd. 2. Dadan Nugraha, M.Pd.

Kata Kunci : Analisa kesalahan, Menulis teks recount

Penelitian ini bertujuan mengetahui kesalahan yang dilakukan oleh siswa kelas dua SMP Dharma Karya UT Pamulang dalam menulis teks recount. Modifikasi kesalahan yang digunakan terbagi menjadi empat yaitu omission, addition, selection, dan misordering. Sumber data dalam penelitian ini adalah 20 siswa SMP yang diambil dengan random sampling.

Metode yang digunakan dalam penelitian ini adalah analisa deskriptif untuk menggambarkan kesalahan siswa serta menganalisis data dengan menggunakan rumus: . P=Presentase, F=Banyaknya kesalahan yang dibuat, N=Jumlah keseluruhan kesalahan siswa. Data diambil dari tes; tesnya merupakan tes tertulis.

Temuan menunjukkan bahwa ada 182 kesalahan yang dibuat oleh siswa. Jenis kesalahan yang paling banyak dilakukan oleh siswa dalam menulis teks

recount adalah selection yang terdiri dari 114 kesalahan atau 62.64%. Diikuti pula oleh omission yang terdiri dari 47 kesalahan atau 25.82%. Kemudian kesalahan pada addition terdiri dari 20 kesalahan atau 10.99%. Dan yang terakhir, kesalahan pada misordering terdiri dari 1 kesalahan atau 0.55%.

vi

In the name of Allah the Beneficent the Merciful

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord of the world who has blessed the researcher in completing this „skripsi’ entitled Grammatical Errors on Students’ Writing of Recount Text (An error Analysis at the Second Grade Students of SMP Dharma Karya UT Pamulang). Peace and Blessing be upon the Prophet Muhammad SAW, his family, companion, and followers.

The researcher realized that without support and motivation from people around her, she could not finish this „skripsi.’ Therefore, she would like to give her deepest appreciation for:

1. Her parents (Drs. H. Ainul Yaqin, M.Pdi. and Hj. Nur Hidayah), who have given the greatest love, prayer, moral, and financial support to her. It also will be expressed to the whole members of her family for their biggest love and kindness to support her in finishing this „skripsi’.

2. Drs. AM. Zainuri, M.Pd. and Dadan Nugraha, M.Pd., as her advisors, for their time, valuable guidance, helps, correction, suggestion, and kindness during completing this „skripsi.’

3. All lecturers in English Education Department who always give motivation and valuable knowledge and also unforgettable experience during her study at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta.

4. Drs. Syauki, M.Pd., as the chairman of English Education Department. 5. Zaharil Anasy, M.Hum, as the secretary of English Education Department. 6. Dra. Nurlena Rifa’i, M.A., Ph.D., as the Dean of Faculty of Tarbiyah and

Teachers Training of State Islamic University Syarif Hidayatullah Jakarta. 7. Drs. Siswanto, as the principal of SMP Dharma Karya UT Pamulang who has

allowed the researcher to do research at that school. Also, all the English teachers for helping the researcher to do this research, especially for Miss. Fury Indriani, S.Pd., Mr. Munsyi Ulhaq, S.Pd., and all the second grade students at

vii all the laughter and tears during her study.

9. To any other persons who are named cannot be mentioned one for their contribution to the researcher during finishing this “skripsi”.

Hopefully, this „skripsi’ can be useful to the readers, particularly to the researcher. Also, the researcher realized that this „skripsi’ is far from being perfect. It is a pleasure for her to receive constructive critics and suggestion from anyone who read her „skripsi’ for valuable improvement.

Jakarta, 17th of August 2014 The Writer

Auda Layyinatul Istibsyaroh NIM. 108014000109

viii

Page COVER

ENDORSEMENT SHEET ... i

ENDORSEMENT SHEET BY THE EXAMINATION COMITTE ... ii

SURAT PERNYATAAN KARYA SENDIRI ... iii

ABSTRACT ... iv

ABSTRAK ... v

ACKNOWLEDGEMENT ... vi

TABLE OF CONTENT ... viii

LIST OF TABLES ... xi

LIST OF PICTURES ... xii

LIST OF APPENDICES ... xiii

CHAPTER I INTRODUCTION ... 1

A.Background of the Study ... 1

B.Research Focused ... 5

C.Objectives of the Study ... 5

D.Significances of the Study ... 5

CHAPTER II THEORETICAL FRAMEWORK ... 6

A.Error ... 6

1. Definition of Error ... 6

2. Types of Error ... 7

3. Causes of Error ... 10

4. Classification of Error... 12

5. Differences between Errors and Mistakes ... 13

B.Error Analysis ... 14

1. Definition of Error Analysis ... 14

ix

3. Kinds of Writing ... 18

D.Recount Text ... 19

1. Definition of Recount Text ... 19

2. Types of Recount ... 20

3. Contracting a Recount ... 21

4. Generic Structure of Descriptive Writing ... 21

5. Grammatical Features of Recount ... 22

E. Past Tenses ... 23

1. Simple Past Tense... 23

2. Past Progressive Tense ... 23

3. Past Perfect Tense... 24

4. Past Perfect progressive Tense ... 24

CHAPTER III RESEARCH METHODOLOGY ... 26

A.Method of Research ... 26

B.Place and Time of Research ... 26

C.Population and Sample ... 26

D.Instrument of the Research ... 27

E. Technique of Data Collecting ... 27

F. Technique of Data Analysis ... 27

CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION ... 29

A.Research Findings ... 29

1. Data Description ... 29

2. Error Identification ... 30

3. Error Description and Explanation ... 33

x

A.Conclusion ... 44

B.Suggestion ... 44

BIBILIOGRAPHY ... 45

xii

Page Figure 4.1 Frequency of the Modification of Error and Its Percentage ... 42

CHAPTER I INTRODUCTION

This chapter presents the general account of the present study, it covers background of the study, research focused, objectives of the study, and significances of the study.

A. Background of the Study

Learning a foreign language is different from learning our mother tongue. Hence, it is natural that learners make errors in learning the language. Especially for Indonesian people, errors and mistakes will be made by most of them because they are different from Indonesian grammar rules.

Commonly, the errors are made by the students both in oral and written form. It can be said that they made errors when the production of their oral or written expression is different from the native speaker. In this case, the error can appear because of their mother tongue influences. They just set up a new habit from their first language acquisition into a new or foreign language. So, it is inevitable that most of them make mistakes and commit errors. This condition prevents them from being able to write and speak well-structured sentences. Not only on how they arrange some sentences correctly, but also on how they avoid misunderstanding to the reader or how they affect communication to the listener.

Generally, there are two ways in communication; they are oral and written communication. And in this occasion, the writer will focus on written communication known as the oldest form of communication. Any form of communication written and documented from the sender to the receiver is known as written communication.

Writing is the most complicated skill to be mastered because it is a thinking process in which people have to express idea, thought and feeling, in well-structured sentences. Heaton stated that “Writing skills are complex and sometimes difficult to teach because it requires mastery not only grammatical and

rhetorical devices but also conceptual and judgmental elements.”1 To master English, especially in writing skill, the students have to know and understand well-structured sentences, appropriate punctuation, and word order properly, etc.

Based on the writer’s personal experience while she took Praktek Profesi Keguruan Terpadu (PPKT) in SMP Dharma Karya UT Pamulang, she asked the students to make a short paragraph. Then, she found many errors in their writing. From this case, the writer focuses on students’ problem in writing English language. She thought that English is very difficult to learn especially for Indonesian students. When students had the assignment for writing, they found many difficulties such as how to develop the idea, how to arrange good sentences, and how to avoid many errors that they had usually made.

Here the writer would like to show some common mistakes and errors that students often do in their writing assignment.

For example:

 We brough a bag with a camera, some biscuit, and some book.

 We felt very tired, but we very happy.

The underlined words in the sentences above have spelling error in omission, because the students omitted the alphabet in the word and omitted “be” in the second sentence. The correct forms are;

 We brought a bag with a camera, some biscuits, and some books.

 We felt very tired, but we were very happy.

Other example:

 I spended my holiday in Bali with my family.

 They buyed anything for their souvenirs.

1

The underlined words in the sentences above have error tenses in addition, because the students added the alphabet in the word that actually incorrect in English language pattern. The correct forms are:

 I spent my holiday in Bali with my family.

 They bought anything for their souvenirs.

By the example above, the writer knows that many students often make several errors, even though in omission error, addition error, selection error, and disordering error. All of those mistakes and errors in spelling and tenses are caused by most of the students are influenced by Indonesian language pattern in their English writing.

Actually, making errors are commonly process in foreign language learning. They are not always bad, but sometimes it is needed for some purposes. Form of errors, both of students who learn a foreign language and teachers who teach it can learn and use as a tool of correction and evaluation to measure foreign language mastery, especially in English language.

Based on Sunardi Hasyim in his journal:

“Error analysis is advantageous for both learners and teachers. For learners, error analysis is needed to show them in what aspect in grammar which is difficult for them, where as for teachers, it is required to evaluate themselves whether they are successful or not in teaching English.2

For that reason, error analysis is very important and necessary in a foreign language learning process because making errors can be regarded as a device the learner uses in order to learn a foreign language, especially in English language learning. Furthermore, through error analysis, the mistakes and errors that have been made by the students can be identified easily. Sunardi Hasyim stated in his journal,

“Error analysis may be carried out in order to (a) find out how well someone knows a language, (b) find out how a person learns a language,

2

Sunardi Hasyim, Error Analysis in the Teaching of English, (Jurusan Sastra Inggris, Fakultas Sastra, Unversitas Kristen Petra, June 2002), Vol. 4, No. 1, p. 42.

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.

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

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,

1. Omission

Error of omission is where some element is omitted which should be present. It means that omission error occur when learners miss or omit necessary items from an utterance. For example, “I very happy”. In the sentence, an auxiliary was

which should be put after pronoun “I” is omitted. Hence, the sentence should be “I was very happy”.

2. Addition

Error of addition is where some element is present which should not be there. It is the opposite of omission error. Learners do not only omit element which they regard as redundant but they also add redundant element. For example, in a sentence written in past tense, learner produces utterance as following: “I was

visited my grandmother last month”. In the example, the learner adds was before

visited. Hence, the sentence should be “I visited my grandmother last month”. 3. Misselection

Error of selection is where the wrong item has been chosen in place of the right one. For example, a learner writes a sentence as following: “I go to Bandung last week”In the example the learner selects the wrong verb for simple past tense form. The correct verb of go is went. Hence, the sentence should be “I went to

Bandung last week”. 4. Misordering

Error of ordering is where the elements presented are correct but wrongly sequenced. For example, “What you are doing?”. In this example, auxiliary –are

is supposed to be put before pronoun you. Hence, the sentence should be “What are you going?”.8

8

S.P. Corder, Error Analysis and Interlanguage, (Oxford: Oxford University Press, 1981), p. 36.

3. Causes of Error

Error happened because of some causes. One of obvious cause is interference from the native language. One of the strategies to prevent students from making the same errors is by looking at causes of errors itself.

H. Douglas Brown classified causes of error into four categories, interlingual transfer, intralingual transfer, context learning, and communication strategy.9

a. Inter-lingual Transfers

Inter-lingual errors happened because the interference of a mother tongues into a target language. “In this early stage, before the system of the second language is familiar, the native language is the only linguistic system in previous experience upon which the learner can draw.”10

b. Intra-lingual Transfers

The early stage of language learning is characterized by a predominance of inter-lingual transfer, but once the learner has begun to acquire part of the new system, more and more interlingual generalization within the target language manifested, his previous language itself experience begin to include structure within the target.11

c. Context of Learning

Context refers to the classroom with its teacher and its materials in the case of school learning.12 In a classroom context the teacher or the textbook can lead the learner to make faulty hypotheses about a language. Students often make errors because of misleading explanation from the teacher, faulty presentation of a structure or word in a textbook.

9

H. Douglas Brown, Principles of Language Learning and Teaching, (USA: Prentice Hall, Inc., 1980), p. 173.

10

Ibid., p. 177. 11

Ibid., p. 178. 12

d. Communication Strategies

Communication strategies were defined and related to learning style.13 Learners obviously use production strategies in order to enhance getting their message across but at times, these techniques can themselves become a source of error.

Whereas, sources of error based on James’ theory, he exposed three main diagnosis-based categories of error: 14

a. Interlingual

Interlingual transfer can be called mother tongue interference because interlingual errors happen when the mother tongue “contaminates” the foreign language. It has a great deal in learning target language directly. Interlingual errors are similar in structure to an equivalent phrase or sentence in the learners’ native language. So, interlingual transfer is cause of error from transferring knowledge of native language into the target language.

It also be said that this error occurs because the learners’ native language does not have the same rules of the target language has, but the learner applies the rules of their native language into target language.15 It can be concluded that interlingual transfer happens because of students’ misconception in writing and speaking while they learnt target language.

b. Intralingual

Errors results from the faulty or partial learning. It occurs as a result of learner’s attempt to build up concepts about the target language from the limited experience with it, so it corresponds neither to the mother tongue nor to the target language.

13

Ibid., p. 180. 14

Carl James, Error in Language Learning and Use, (New York: Longman, 1998), p. 179.

15

Heidi Dullay, Marina Burt and Stephen Krashen, Language Two, (Oxford: Oxford University Press, 1982), p. 171.

It also said that intralingual refers to errors caused by the lack competence of the language being learnt, so the students will produce incomplete rule application. Then, there are items produced by the learner that does not reflect the structure of the mother tongue, but generalizations based on partial exposure to the target language.

c. Induced Errors

It refers to learner’s error that result more from the classroom situation. Therefore, this error seems natural. It means that this error is the result more from the classroom condition than from either the students’ incomplete competence in English or first language interference.

Learners often make error because of misleading explanation from the teacher, faulty presentation of a structure, exercise induced, or word in a textbook or even a pattern that was rotely memorized in a drill but improperly contextualized.16 Look-up induced (caused by the learner’s incorrect understanding or inferences or by his misuse of the reference aids like the dictionary, thesaurus, etc.) may also the reason in this term.

In this research, the writer uses three causes of error which has taken from James’ theory of error analysis. They are interlingual transfer, intralingual transfer, and induced error.

4. Classifications of Error

According to Betty Azar classification, the errors in writing is classified into 13 errors, there are:

1. Singular-Plural Example: He have been here for six month

He has been here for six

months.

2. Word Form Example: I saw a beauty picture. I saw a beautiful picture. 3. Word Choice Example: She got on the taxi.

She got into the taxi. 4. Verb Tenses Example: He is here since June.

16

He has been here since June. 5. + Add a Word Example: I want Λ go to the zoo.

I want to go to the zoo. -Omit a Word Example: She entered to the university.

She entered the university.

6. Word Order Example: I saw five times that movie. I saw that movie five times. 7. Incomplete Sentence Example: I went to bed. Because I was

tired.

I went to bed because I was tired.

8. Spelling Example: An accident occured. An accident occurred.

9. Punctuation Example: What did he say

What did he say?

10.Capitalization Example: I am studying english. I am studying English. 11.Article Example: I had a accident.

I had an accident.

12.Meaning Not Clear Example: He borrowed some smoke. (?????)

13. Run-On Sentence Example: My roommate was sleeping, we didn’t want to wake up her.

My roommate was sleeping.

We didn’t want to wake up

her.17

In this classification of errors, it shows that Betty Azar emphasized on grammatical and structure errors; such as singular-plural, word form, word choice, verb tenses, addition or omission a word, word order, incomplete sentence, spelling, punctuation, capitalization, article, meaning not clear, and run-on sentence.

5. Differences between Errors and Mistakes

Error and mistake are not the same; it is crucial to make distinction between error and mistake and most of people still misunderstand about the definition of both. To be more classified between error and mistake, Jeremy

17

Betty Schramfer Azar, Understanding and Using English Grammar, (Prentice-Hall inc. 1989), pp. A29—A30.

Harmer said “mistake” is “less” serious since it is the retrieval that is faulty not the knowledge.18 In other words the students know the rule, but they make a”slip” when producing it. Meanwhile Douglas Brown gave different meaning, “a mistake refers to a performance error that is either a random guess or a slip”.19

In that meaning it is a failure to utilize a known system correctly. All people make mistakes in both native and second language situations.

Hubbard stated “Errors caused by lack of knowledge about the target language (English) or by incorrect hypotheses about it; and mistakes caused by temporary lapses of memory, confusion, slips of the tongue and so on”.20

From those points of view, it can be said that mistakes are failure to use language because of slip of the tongue, or spelling. The learner easily corrects this failure since they conceptually understand the language system. On the other hand, errors are mistakes that the students make due to lack of competence. They are not able to do self-correction because they do not know the concept.

B.Error Analysis

1. Definition of Error Analysis

The study of error is called error analysis. It is a way of looking at the errors made by the learners of target language. Error analysis tries to identify, to describe, and to explain the errors. It can help the teachers to minimize the students' error in their learning.

Longman Dictionary of Language Teaching and Applied Linguistic differentiates the term error from mistake. Error, in the speech or writing of second or foreign language learner the use of linguistic item (e.g. a word, a grammatical item, a speech act, etc) in a way which a fluent or native speaker of the language regard as showing faulty or in complete learning. A distinction is

18

Jeremy Harmer, The Practice of English Language Teaching, (USA : Longman Group: 1983), p. 35.

19

H. Douglas Brown, Principle of Language and Teaching, Fourth Edition, (Addison Wesley: Longman, 2000), p. 170.

20

Peter Hubbard, a Training Course for TEFL, (New York: Oxford University Press, 1983), p. 134.

sometimes made by a learner when writing or speaking and which is caused by lack of attention, fatigue, carelessness, or some other aspect performance.21

To be more detail, Sharma explained "Errors analysis is defined as process based on analysis of learners' error with one clear objective; evolving a suitable and effective teaching learning strategy and remedial measures necessary in certain clearly marked out areas of the foreign language".22 On the other hand, Jeremy Harmer said: "error is the result of incorrect rule learning; language has been stored in the brain incorrectly".23

From those definitions, it can be said that error may happen in teaching learning process, maybe it is caused by the teacher; they have the lack of grammar competences in English teaching or by students who have different understanding or wrong perception then they save in the brain for long time and improve in their English grammar.

2. The Procedures of Error Analysis

Carl James states that there are five steps in analyzing learners’ errors; they are:

a. Detecting Error.

Error detection means that we have to aware of its presence. We can spot the error.

b. Locating Error.

To locate an error is to identify it in some other way, such as saying that it is in the last part of a sentence or simply by pointing it out

c. Describing Error.

The system used to describe learners’ error must have two essential characteristics. First, the system must be well-developed and highly elaborated. The second essential characteristic is the description must be as simple, self-explanatory, and easily learnable as possible.

In description error, there are three main purposes. The first is to make learners’ errors explicit. The next is to prerequisite for counting errors. And the last is to create categories.

21

JC Richard, John Platt, and Heidi Platt, Longman Dictionary of Language Teaching and Applied Linguistics, (London: Longman. 1992), p. 127.

22

SK. Sharma, "Error Analysis: Why and How?" English Teaching forum, XXX, (New Jersey: Prentice Hall. 1980), p. 164.

23

Jeremy Harmer, The Practice of English Language Teaching, (USA: Longman Group: 1983), p. 35.

d. Classifying Error.

To classify error means that putting the errors into categories. e. Counting Error.

To count errors is the last step that we have to do in analyzing errors. We have to count of each type of error made by the learners.24

In this procedure of error analysis, it shows that in analyzing error, the teacher should be able to identify error through those steps above. For this research, the writer used James’ theory above to analyze the students’ errors. C.Writing

1. Definition of Writing

There are many different definitions about writing given by experts. According to Barnet and Stubbs’s; “Writing as a physical act; it requires material and energy. And like most physical acts, to be performed fully, to bring pleasure, to both performer and audience, it requires practice”.25

While Rise B. Axelrod and Charles R. Cooper said, “Writing is a complex process and as such contains element of mystery and surprise”.26

Furthermore, they said,” Writing does still more, it contributes to personal development”,27

as students write, they become more potent thinkers and active learners; they come eventually to a better understanding of themselves through the recording, clarifying, and organizing of their personal experience and our innermost thought.

Based on opinion above, it shows that the important thing of learning writing for the students is to express themselves on the paper by using their own language, and to be able to write well, students should more practice.

24

James, op. cit., pp. 91 –114. 25

Barnet and Stubbs’s, Practical Guide to Writing, (Canada: Brown Company, 4 th edition 1983), p. 3.

26

Rise B. Axelrod and Charles R. Cooper, The St. Martin’s Guide to Writing, (New

York: St. Martin’s Press, Inc, 1985), p. 3. 27

2. Types of Writing

Based on their sentence organization, there are three kinds of writing as follows:

a. Descriptive writing is served to show and describe things. James A.W. Fefferman and John E.Lincoln, stated that “Description is writing about the way person, animal, or thing appears”.28

b. Narrative writing; writing a narrative means telling a story. Narrative essays are told from a defined point of view, often the author's, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story.

c. Expository writing or exposition is used to give information, making explanation and interpreting meaning. In includes editorials, essay, informative, instructional material, and also it can informs, clarifies, defines, and analyze.

According to Marjorie Farmer, there are four types of writing which can be done by the students. They are:

a) Expressive Writing

Autobiographies, essays of opinion, diaries, letters, and memories are only a few of many forms of expressive writing. In fact, any writing is expressive if it centers on the writer’s personal concerns, wishes, feeling, memories, or reactions.

b) Informative Writing

Newspapers and magazines articles, laboratory reports, textbooks, biographies, and critical essays are different forms of informative writing. Actually, any writing can be called informative if its principal purpose is to explain, to describe, or to define in short to inform.

28

James A.W. Hefferman and John E.Lincoln, Writing A College Handbook, (New York: W.W. Norton & Company Inc, 1986), Second Edition, p.83.

c) Persuasive Writing

Editorials, letters appealing for contribution, advertisements, and campaign speeches are all attempts to persuade. Any writing that is aimed at convincing its readers to adopt a certain idea or to take a certain action is persuasive writing.

d) Imaginative Writing

Short stories, novels, plays, and poems are forms of imaginative writing. Imaginative is the product of the writer’s artful use of language to create images, characters, and incidents that move and entertain the reader.29

3. Kinds of Writing

Generally, there are three kinds of writing; those are Free Writing, Controlled Writing, and Guided Writing as explained by experts below:

a. Free Writing

According to John Lagan; “Free Writing is just sitting down and writing whatever comes to your mind about a topic”. 30

This opinion also almost the same as Peter and Pat, they said that “Free Writing means writing privately and writing without stopping. Just write whatever words come to your mind or whatever you want to explore at this moment”. 31

It means that in free writing, the students just write anything what they want to write, without worrying about spelling or grammar, and do not stop until they run out of something to say in their writing.

b. Controlled Writing

Based on Ann Raimes’ statementthat “Controlled writing is all the writing your students do for which a great deal of the content and/ or form

29

Marjorie Farmer, Composition and Grammar II, (New York: Laid Law Brother Publisher, 1985), p.39.

30

John Langan, Sentence Skills: Work Book for Writers, (Boston: McGraw-Hill, 2003), p.17.

31

Peter Elbow and Pat Belanoff, A Community of Writers; A Workshop Course in Writing, 3rd Ed, (Boston: McGraw-Hill, 2000), p. 6.

supplied”.32

She also explained that in controlled writing, the students are focused on getting words down on paper and in concentrating on one or two problems at a time; and the technique which is considered by her is the students are given a task to work such as an outline to complete, a paragraph to manipulate, a model to follow, or a passage to continue.

c. Guided Writing

Ann Raimes stated also that “Guided writing is an extension of controlled writing.”33

She explained that guided writing is less controlled than controlled writing. In this kind of writing the students are given a first sentence, a last sentence, an outline to fill out, a series of question to respond to, or information to include in their writing.

D.Recount Text

1. The Definition of Recount Text

Recount is a kind of text to retell past events. Mark Anderson stated that recount text is a piece of text that retell past events, usually in the order of which they happened.34 It means that recount text is to tell someone about something or even in the past.

In addition, Wadirman stated that a recount text is a text that tells the reader about one story, action, and activity. Its goal is to entertain or inform the reader.35 It means that recount text is a text about past event which its purpose is to entertain or to inform the reader.

Another opinion stated by Hyland, “Recount text is one kind of story genre that reconstructs past experience by retelling events is original sequence.”36

32

Ann Raimes, Technique in Teaching Writing, (New York: Oxford University Press, 1983), p. 95.

33

Ibid, p 103 34

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: McMillan, 1998), p. 50.

35

Artono Wadirman, Masduki B. Jahur, and M. Sukirman Djusna, English Focus for Grade VIII Junior High School, (Jakarta: Pusat Perbukuan Departemen Nasional, 2008), p. 61.

36

Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 2003), p. 20.

It means that recount text is also used for retelling authors’ or other people’s experiences, feeling, and responses to those experiences.

From several definitions above, it can be said that recount text is a factual text which give explanation of some information to entertain or to inform the readers. The characteristic of the text is retelling the past experience and giving the chronological description of what and when it occurred. Examples of recount text can be found in a news item, a journal, a biography, or a testimony of a witness of an incident or events.

2. Types of Recount

According to Mukarto, there are three types of recount text. They are personal recount, procedural recount, and biographical recount.

a. Personal Recount

A personal recount usually retells an experience in which the writer was personally involved. It describes past event experiences by retelling events. Its purpose is to inform or to entertain the reader.

b. Procedural Recount

A procedural recount records events such as a science experiment or a cooking experience. The purpose of it is to inform the reader about the procedure to do something.

c. Biographical Recount

A biographical recount uses specific names of the people involved in the biography. The purpose of biographical recount is to inform the reader by retelling past events and achievements in a person’s life. 37

37

3. Contracting a Recount

A recount text has three main sections. The first paragraph includes orientation or background information about who, what, where, and when. The second paragraph is retells the events in the order in which that happened (called events). The last is re-orientation which includes the conclusion or the end of the text.

4. Generic Structure: Parts of Recount Text

Rudi Hartono said that “Recount is one kind of genre text, containing about retelling events for the purpose of informing or entertaining.”38 Recount text presents the events chronologically (in the order in which they happened). And the text consists of:

a) Title (optional)

b) Part1: Setting or orientation

It provides the background information. It answers the questions: Who? When? Where? Why? What?

c) Part 2: List of events

It presents events: what people do? It tells the events chronologically. By using conjunctions or connectives such as: first, next, then, finally, and so on. And those conjunctions are to show the sequence of events.

d) Part 3: Reorientation

It presents the concluding comments. It expresses the author’s personal opinion regarding the events described.

The example of recount text:

None of your business!

Last week, I went to my sister’s school to see her performance in a drama. First, I looked for the best seat in the school hall. Then, I sat and waited patiently for the drama.

38

Rudi Hartono, S. S., M. Pd, Genres of Texts, (English Department Faculty of Language and Art: Semarang State University, 2005), p.6.

As soon as the drama started, I tried to concentrate on the performance. The drama was good but I did not enjoy it. Two children were sitting behind me and they were talking loudly. So, I turned my head and looked at them angrily. They did not pay any attention and kept on talking. Finally, I turned round again and said angrily that I couldn’t hear a word.

To my surprise they told me that it was none of my business. I thought they did not understand. What I was trying to say was that I couldn’t hear the drama, not their conversation.39

5. Grammatical Features of Recount

Every type of text has different linguistic feature, the linguistic features of recount text are:

a) A recount uses past tense

It always uses past tense because all events in that text has already happened in the past and it’s contain only retell the event which has already occurred. The example: I and my family went to beach last holiday.

b) A recount uses connectors to put the events orderly. The example: First, we went to the hotel.

c) A recount describes events. So there are many verbs and action verbs used. d) A personal recount uses mainly 1st person pronoun (I or we). 40

39

Mukarto, op.cit., p. 205. 40

Mukarto,. et al., English on Sky SMP Book VIII, (Jakarta: Penerbit Erlangga, 2007), pp. 62—63.

E. Past Tenses

In her book, Betty Schrampfer Azar divides tenses into: present, past, future.41

1. Simple Past Tense

The structure of simple past tense (verbal):

The simple past indicates that an activity or situation began and ended at a particular time in the past. For example:

1) I walked to school yesterday.

2) John lived in Paris for ten years, but now he lives in Rome.

3) I bought a new car three days ago.

If a sentence contains when and has the simple past in both clauses, the action in the when clause happens first. For example:

1) Rita stood under a tree when it began to rain.

2) When Mrs. Chu heard a strange noise, she got up to investigate.

3) When I dropped my cup, the coffee spilled on my lap.42 2. Past Progressive Tense

The structure of past progressive tense (verbal):

The past progressive shows the two actions, both occurred at the same time, but one action began earlier and was in progress when the other action occurred. For example:

1) I was walking down the street, when it began to rain.

41

Betty Schrampfer Azar, Understanding and Using English Grammar: 3rd Ed, (New York: Pearson Education, 1999), p. 6—7.

42

Ibid., p. 27.

Subject + Verb 2 + Object

2) At eight o’clock last night, I was studying. 3) Last year at this time, I was attending school.

Sometimes the past progressive is used in both parts of a sentence when two actions are in progress simultaneously. For example: While I was studying in one room, of our apartment, my roommate was having a party in the other room.

43

3. Past Perfect Tense

The structure of past perfect tense (verbal):

The past perfect tense expresses an activity that was completed before another activity or time in the past. For example:

1) Sam had already left by the time Ann got there.

2) The thief simply walked in. Someone had already left to lock the door.

3) After the guests had left, I went to bed.44

4. Past Perfect Progressive Tense

The structure of past perfect progressive tense (verbal):

The past perfect progressive emphasizes the duration of an activity that was in progress before another activity or time in the past. For example:

1) The police had been looking for the criminal for two years before they caught him.

2) Eric had finally come at six o’clock I had been waiting for him since four-thirty.

43

Ibid., p. 28. 44

Ibid., p. 45.

Subject + had + Verb 3 + Object

This tense also may express an activity in progress close in time to another activity or time in the past. For example:

1) When Judy got home, her hair was still wet because she had been swimming.

2) I went to Jane’s house after the funeral. Her eyes were red because she had been crying.45

45

CHAPTER III

RESEARCH METHODOLOGY

This chapter consists of method of research, place and time of research, population and sample, instrument of the research, technique of data collecting, and technique of data analysis.

A.Method of Research

In this research, the writer uses the descriptive analysis1. The method is purposed to analyze problem or case happened at present. Firstly, the writer gave a test to the students to make recount text and collected. After that, the writer described the errors made by the second grade students of SMP Dharma Karya UT Pamulang.

There are some steps to analyze the errors; the first step is the writer focused on identifying the errors that students made by analyzing the students’ writing test, the second is the writer described, corrected, classified, and calculated the errors. Then, the writer made interpreted the data about the possible causes why the students made errors. The last is the writer made conclusion about the research.

B.Place and Time of Research

For this research, the writer conducted at SMP Dharma Karya UT which is located on Jl. Talas II No. 30 Pondok Cabe Ilir, Pamulang, Tangerang Selatan, Banten. It was started on 28th of November and ended on 5th of December, 2012.

C.Population and Sample

The writer focused on her research at the second grade students of SMP Dharma Karya UT Pamulang. There are 56 students which divided into 3 classes.

1

Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan, (Bandung; PT Remaja Rosdakarya, 2010), p. 72.

In this research, the writer used the random sampling.2 By this random sample technique, she got that sample is class VII-2. In that class, there are 20 students.

D.Instrument of the Research

The writer used a writing test as an instrument for collecting data. For the test, she asked the students to write a recount text with a particular theme, namely “Unforgettable Experience”.

E. Technique of Data Collecting

In collecting the data, the writer used test instrument; then, she asked the students to write a recount text. She conducted a test to investigate students’ errors in their recount text writing.

F. Technique of Data Analysis

To analyze the data, the researcher used the techniques above: 1. Collecting the data

2. Classifying 3. Coding 4. Tabulating 5. Describing 6. Interpreting

The percentage of the errors presented based on the terms of descriptive analysis technique. To calculate the percentage of students’ errors, the writer applied the following formula:

P = Percentage

F = Frequency of error made

2

N = Number of sample which is observed3

The last, the writer interpreted the data and concluded them to know the most frequent error made by the Second Grade students of SMP Dharma Karya UT Pamulang in their recount text writing.

3

Anas Sudjiono, Pengantar Statistika Pendidikan (Jakarta: PT. Raja Grafindo Persada, 2005), p. 43

29

RESEARCH FINDINGS AND INTERPRETATION A. Research Findings

1. Data Description

The writer has given the writing test to 20 students of 8-2 of SMP Dharma Karya UT Pamulang to write a recount text about an unforgettable experience, on 28th of November 2012.

The writing test had some instructions, and one of them was the students were required to write down a recount text, the length of the writing is no less than 200 words. For the text which failed the instructions, it was not considered as a sample in this research.

After conducting the writing test, the writer examined each student’s

writing that followed the instruction. After examining, the writer collected the

students’ writing; the writer found that all of the students’ writing met the

requirement. Then, she analyzed the data of 20 students’ writing to find out the errors that students made using the table. To classify the students’ errors, she

classified the errors into four types of error based on Corder’s classification, those

are: omission, addition, selection, and misordering. After classifying the errors,

she coded the errors of each student’s errors in writing. Then, she tabulated the

errors into the table. After that she counted them to find the frequency of each type of error. And the last, she described of each student’s writing errors and interpreted them.

In this section, the writer identified the errors found in the use of tenses in recount text written by the students. The writer presented the identification of errors in the form of tables below:

Table 4.1

Recapitulation of the Students’ Errors in Recount Text Writing

Students’ Number Types of Error Total of Errors

1 Omission

Addition Selection Misordering 4 3 10 0

2 Omission

Addition Selection Misordering 0 0 5 0

3 Omission

Addition Selection Misordering 3 0 6 0

4 Omission

Addition Selection Misordering 1 0 2 0

5 Omission

Addition Selection Misordering 0 0 5 0

6 Omission

Addition Selection Misordering 5 0 9 0

7 Omission Addition Selection Misordering 1 0 5 0

8 Omission

Addition Selection Misordering 2 0 5 0

9 Omission

Addition Selection Misordering 0 0 11 0

10 Omission

Addition Selection Misordering 2 5 14 0

11 Omission

Addition Selection Misordering 3 1 10 0

12 Omission

Addition Selection Misordering 1 1 3 0

13 Omission

Addition Selection Misordering 3 0 2 0

14 Omission

Addition Selection Misordering 1 0 4 0

Addition Selection Misordering 2 1 0

16 Omission

Addition Selection Misordering 1 0 7 0

17 Omission

Addition Selection Misordering 5 2 1 0

18 Omission

Addition Selection Misordering 5 0 4 1

19 Omission

Addition Selection Misordering 0 6 5 0

20 Omission

Addition Selection Misordering 7 0 5 0

Total 182

Based on the table above, it can be seen that the number of errors the students made is 182 errors.

3. Error Description and Explanation

After presenting the error into types of errors which are written by Pit Corder, the writer would like to talk more about the errors in the students’ writing of recount text.

Lastly, regarding the writing format, the writer explained the table of each

student’s error construction consisting types of error and sources of error (see appendices 1) in the following paragraph. Here is the complete description of the

students’ errors: 1) Student 1

In the student’s writing, it can be seen that the student made 17 errors in total. She made most errors in Selection (59%). In some cases, she failed to

determine the past participle verb “wake up” or “woke up”. For example she wrote “In 13thOctober, 2012… I wake up”. In that sentence, we can see that the verb which should be ”… I woke up” because the event occurred in the past.

Another example is the sentence “At 10.00, I sleeping and listening music”. It is

seen by misselectingverb “sleeping” or “slept” and “listening” or “listened”. For

writing recount text, students must use “slept” and “listened to” because it must use past participle verb (V2).

Meanwhile, the second most-made errors are included in the omission

(24%). There are many examples of error found in the student’s writing. I open the door and I very happy are classified as omission error since there is a suffix or a word in each sentence missing.They are supposed to be I opened the door and I was very happy. I open the door misses a suffix –ed and I very happy misses an auxiliary was.

2) Student 2

The student’s writing shows error construction that classified as selection error. It can be seen that the student made 5 errors in total. He made all of errors in the selection (100%). In some cases he failed determine the past participle verb

best friend” “I don’t fought”

which should be “did not find” and “did not fight”. It is seen by changing the verb “found” for “did not find” and the verb “fought” for “did not fight because the student does not understand enough about using to infinitive verb for negative form of past tense.

3) Student 3

From the student’s writing, we can see the student made 9 errors in total. She made most errors in the Selection (67%). In some cases, she failed to determine the past participle verb ”goes” or “went”. For example she wrote “Two years ago, …I and my family go to holiday…”. In that sentence, we can see that the verb which should be “went” because the event occurred in the past.

The second error constructions which were made by the student are classified as omission error due to the lack of an auxiliary was as in the road very dark instead of the road was very dark. Another example is the sentence “all

family in car laugh” instead of “all family in car laughed”. In this case, the student omitted a suffix –ed.

4) Student 4

Error constructions found in the student’s writing are considered as

omission error and selection error. The student omitted a suffix -ed in enjoy the concert it should be enjoyed the concert. The other error which is found is selection error. The student wrongly chose the verb for past tenses. Instead of

stand, it should be stood.

5) Student 5

The student’s writing shows error constructions that classified as omission

and selection errors. She made errors in Selection (100%). For example:

*We go to class and take…

*After that, we will go home. It should be;

We went to the class and took …

Based on the examples above, we can see the student failed to select the verb that should be past participle verb.

6) Student 6

Error constructions found in the student’s writing are considered as

omission error and selection error. She made 14 errors in total. She made most errors in selection (64%).

For example:

*I will go to Bali with my family. *I listen to music.

*I see high mountain. It should be;

I went to Bali with my family. I listened to music.

I saw high mountain.

From the examples above, we can see that she failed to select the past participle verb, because the event occurred in the past.

7) Student 7

In the student’s writing, it can be seen that the student made 6 errors in total. She made most errors in selection (83%).

For example:

*I had to go to the bank to get my sister’s new ATM card.

It should be

*I went to the bank to get my sister’s new ATM card.

It is seen that student failed to select verb “had to go” or “went” for

writing recount text, because that event occurred in the past.

8) Student 8

Error constructions found in the student’s writing are considered as

omission error and selection error. She made 7 errors in total. She made most errors in selection (71%). In some cases, she also failed to select the past participle verb “taste” or “tasted”. For example, she wrote “We also taste some

fruits” “tasted”

occurred in the past.

Another example is the sentence ”We went to Barastagi to bought some

souvenirs”, it should be “We went to Barastagi to buy some souvenirs”. It is seen that the student does not understand enough about the using of the verb, whether it is to infinitive verb or past participle verb.

9) Student 9

From the student’s writing, we can see the student made 11 errors in total. She made all errors in selection (100%). In some cases, she also failed to select the past participle verb for writing recount text.

For example:

*I meet him in the McDonald. *I have an appointment. *I was wearing a blue short. It should be;

*I met him in the McDonald. *I had an appointment. *I wore a blue short.

From those examples above, we can see that the student failed to select the verb. She should use the past participle verb to indicate the writing of recount text.

10) Student 10

The student’s writing shows error constructions that classified as omission,

addition, and selection errors. The student made 21 errors in total. She made most errors in selection (67%). In some cases, she failed to determine the past participle

verb “go” or “went”. For example she wrote “I go to the hotel by car”. In that sentence, we can see that the verb which should be “went” because the event occurred in the past. Another example:

“My sisters want to surfing”.

It should be;

It is seen that student does not understand enough about the using verb for writing recount text and the using to infinitive verb.

11) Student 11

From the student’s writing, we can see that the student made 14 errors in total. The student’s writing shows error constructions that classified as omission, addition, and selection errors. She made most errors in selection (71%). In some cases, she also failed to select the past participle verb “have” or “had”. For example she wrote “We have a lunch … “. In that sentence, we can see that the verb which should be “had” because the event occurred in the past.

Another example is the sentence “She is speechless”. It is seen that the student does not understand enough about the using „an auxiliary’ “is” or “was” for writing recount text. She should use „an auxiliary’ “was” in that sentence, to indicate the recount text.

12) Student 12

Error constructions found in the student’s writing are considered as

omission, addition, and selection error. She made most errors in selection (60%). It happened because student might be careless about the use of past participle verb and to infinitive verb. For example:

* To celebrate the New Year at the top and stay … * I’m very excited to be celebrating the New Year …

It should be;

We celebrated the New Year at the top and stayed … I was very excited to celebrate the New Year…

First example, we can see that she missed the subject and had error of using the verb it might be past participle verb. Second sentence, the student also had error to used the past participle verb and to infinitive verb.

INSTRUMENT

Name

,

.kr9''1an

-+

Class

:

Vttt-2

Make a recount text about your "Unforgettable Experience" _{example: about your holiday,} your special moment, special present

for

your birthday, _{etc. based on the follorving clues!} Your

writing

is guided by the questions below.

Part

1:

Orientation

Part 2: List

of Events

Part 3: Reorientation

ho"rl

it

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INSTRUMENT

Name

: yhtc,z

_Anjanr

Class

:

Vrlt

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Make a recount text about your "Unforgettable Experience" example: about your holiday, your special moment, special present

for

your birthday, etc. based on the

following

clues!

Your

writing

is guided by the questions below.

Part

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Orientation

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List

of Evcnts

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3:

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AGAMA

,.reN)

lrrrrl

I\IITII

--\--> _{15412lndonesia}

FORM (FR)

n FITK-FR-AKD-081 Tgl.

Terbit :

t-lrrtEret-2OtO No.

Revisi: :

_0i

:

111

SURA

BIMBINGAN

_SKRIPS!

Nomor : Un.O1/F. I

/KM.0l

.3tA:1.?..12012

Lamp.

:

-Hal

:

Bimbingan Skripsi

Kepada Yth.

Drs.

AM.

Zaenui, M.pd

Pembimbing Skripsi

Fakultas

Ilmu

Tarbiyah _{dan Keguruan}

UIN

SyarifHidayatullah

Jakarta.

As s al amu' al aikum _{w r. w b.}

Dengan

ini

_diharapkan

_kesediaan

_saudara

_u'tuk

(materi/teknis) penulisan skripsi mahasi swa:

Jakarta,

2I

Maret2012

rnenja<ii

pembimbing

_I

Auda Layyinatul Istibsyaroh 108014000109

Pendidikan Bahasa Inggris

VIII/Delapan

"An

Error

Analysis

on

Students' Writing

Nama

NIM

Jurusan Semester

Judul Skripsi

Activities"

(A Case

_{Study on the}

_Second

_erade

High

School of

Dharma

_{Karya UT}

pamulang)

Judul tersebut _{telah disetujui oleh Jurusan yang bersangkutan pada}

tangg

al22

Maret

2012'

Saudara dapat melakukan perubahan redaksional pada

judul

tersebut. Apabila

perubahan substansial dianggap

perlu,

mohon pembimbing

menghubungi Jurusan

terlebih datrulu.

Bimbingan skripsi

ini

diharapkan selesai

dalam

_{waktu 6}

_{(enam) bulan, dan}

dapat diperpanjang selama 6 (enam) bulan berikutnya _{tanpa surat perpanjangan.}

Atas perhatian dan kerja _{sama saudara, kami ucapkan terima kasih.}

Was s al amu' al ai kum w r. w b.

idikan Bahasa Inggris

in

Daily

of

Junior

Tembusan:

1.

Dekan

FITK

2.

Mahasiswa ybs.

, M.Pd

Nomor : Un.0 1 /F.

t/KM.0

₁ .3 I

.Aj.l.t20t2

Lamp.

:

-Hal

:

Bimbingan Skripsi

Kepada Yth.

Dadan Nugraha,

M.pd

Pembimbing Skripsi

Fakultas

Ilmu

Tarbiyah dan Keguruarr

UIN

Syarif

Hidayatullah

Jakarta.

As s al amu' al aikum w r.w b.

Dengan

ini

diharapkan

kesediaan

saudara

untuk

(materi/telc-ris) _{penulisan skripsi mahasiswa:}

Jakarta,

2l

Maret2012

menjadi

pernbimbing

_II

Auda Layyinatul Istibsyaroh i08014000109

Pendidikan Bahasa Inggris

VIII/Delapan

'lAn Error

Analysis

on

Students,

Writing

Nama

NIM

Jurusan Semester

Judul Skripsi

Activities"

(A

Case

_{Study on the}

_SeconC

_Grade

High

School of

Dharma

_{Karya UT}

pamulang)

Judul tersebut telah

disetujui

oleh _{Jurusan yang bersangkutan pada tangg}

_al22

_Maret

2012'

Saudara dapat melakukan perubahan redaksional pacla

judul

_{tersebut. Apabila}

perubahan substansial dianggap

perlu,

mohon pembimbing

_{menghubungi Jurusan}

terlebih dahulu.

Bimbingan

skripsi

ini

diharapkan selesai dalam

waktu

6

(enam)

bulan,

dan

dapat diperpanjang _{selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.} Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wa s s al amu' al ai kum wr.w b.

a.n. Dekan

ikan Bahasa Inggris

; M.Pd

in

Daily

cf

Junior

Tembusan:

1.

Dekan

FITK

2.

Mahasiswa ybs.

KEMENTERIAN AGATT/IA

UIN

JAKARTA

FITK

Jl k. H. Juada No 95 Ciputat 15412 tndonesja

FORM (FR)

Tgl.

Terbit :

1 Marct 2010

S

URAT

BIM

BINGA].I

SKRI

PSl

KEMENTERIAN AGAMA

UIN

JAKARTA

FITK

Jl. f. H. J@da No *5 Cipubt 1il12In&re.ia

FORM (FR)

No. Dokumen : FITK-FR-AKDO82 Tgl.

Terbit :

1

Maret 2010 No.

Revisi: :

01

1t1 Hal

SURAT

PERMOHONAN IZIN

PENELITIAN

Nomor : Un.0 1/F. 1/KM.0 1.3/ *W.t. 12012

Lamp.

:

Outline/Proposal

Hal

: Permohonan

lzin

Penelitian

Kepada Yth.

Kepala Sekolah SMP Dharma Karya

UT

Pamulang

di

Tempat

As s al amu' al a i kum w r.w b.

Dengan hormat kami sampaikan bahwa,

Nama

NIM

Jurusan Semester

Tahun Akademik Judul Skripsi

'1 ;; i

:

l'.

'

l'1'" '*'"

Tembusan:

1.

Dekan

FITK

2.

Pembantu Dekan Bidang Akademik

3.

Mahasiswa yang bersangkutan

J akarta, 27 Novemb er 20 12

: Auda Layyinatul Istibsyaroh : 108014000109

: Pendidikan Bahasa Inggris

: Sembilan

(D()

:201212013

: An Error Analysis

Of

Students'

Writing

On Recount Text

(A

Case Study

of

Second Grade Students

of

SMP Dharma Karya UT Pamulang)

adalah benar mahasiswi Fakultas

Ilmu

Tarbiyah dan Keguruan

UIN

Jakarta yang sedang

men)rusurl

skripsi, dan

akan

mengadakan

penelitian

(riset)

di sekolah

yang

Saudara

pimpin.

Untuk

itu

kami

mohon

Saudara dapat

mengizinkan

mahasiswi tersebut melaksanakan

penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Was s a I amu' ol a ikum w r.w b.

r Pendidikan Bahasa Inggris

M.Pd

YAYASAN pENDtDtKAN

TNSAN

|NDONESIA

(

ypil

₎

BIDANG PENDIDII(AN

SMP DHARMA

K.ARYA

STATUS

:

TERAKREDITASI

_A

Jl. Talas

ll

/

30

, Pondok

cabe

llir,

pamulang

- Kota Tangerang

selatan

Tetp. 021

7410

2182

Fax

:021

741

33Ot

SURAT

KETERANGAN

Nomor

_{:040/SMp DK UTI}

_SWy/2012

tangan

_di

_bawah

_ini

_Kepala

_Sekolah

SMp

_{Dharma Karya UT}

Pamulang Kab. _{Tangerang menerangkan bahwa}

:

Auda Layyinatul Istibsyaroh 108014000109

Ilmu

Tarbiyah _{dan Keguruan}

Pendidikan Bahasa Inggris

IX

(Sembilan)

:

IIIN

_{Syarif Hidayatullah Jakarra}

:

Jl'

Ki

Hajar

_{Dewantara Gg. Nurur}

_Huda

1

No.

25

RtiRw

04/03

Ciputat _{Tangerang Selatan}

DHARMA KARYA

Yang

berlanda

Pondok Cabe

Ilir

Kec.

Nama

NIM

Fakultas Jurusan Semester Universitas

Alamat

Menerangkan bahwa _{mahasiswa tersebut telah}

Dharma Karya

UT

dengan

judul

,,An

_Error

_Analysis

Text"

_{dari tanggal 28 November _ 5 Desember 2012.}

Demikian

surat

keterangan

_ini

_dibuat

_untuk

_{dapat dipergunakan}

sebagaimana mestinya.

Pamulang, 5 _{Desember 2012}

melaksanakan penelitian

_di

_Slvip