researcher triangulation to collect the same data from two raters. By involving two raters, the research produced a relatively higher level of credibility
In this research, the inter-raters assess the recount texts made by the students. The raters determine whether the texts werereliable for the analysis. The
criteria to assess were the text length and topic. The texts should be at least in two paragraphs and each paragraph consisted of 10-15 sentences, and the
topic should be appropriate to one of the optional topics given before. After the raters assessed the instrument, they found the consistency about the
criteria that the researcher stated before. From the judgment, it showed that the instrument had good reliability.
V. CONCLUSIONS AND SUGGESTIONS
In this chapter the conclusions of the research and several suggestions are drawn based on the results presented in the previous chapter and in relation to the
problem formulated in the first chapter.
5.1 Conclusions
In relation to the result of the research in the third grade of class XII.S.1 of SMA N 1 Pringsewu, the conclusion can be formulated as follows:
1. Most of the students at third grade of SMA N 1 Pringsewu still committed all
four errors types of Surface Strategy Taxonomy and two errors types of Communicative Effect Taxonomy. It means that although the students were
taught English 12 hours in a week, they still had problem with English grammar, especially in simple past tense. In other words, they still made
many errors in the use of past tense. 2.
The percentage and frequency of the errors ranked from the types of error that is mostly made by the students resulted from the students’ recount text
writing are: a
Based on Surface Strategy Taxonomy 1
Error in misformation is 55.50 111 items from 200 errors 2
Error in omission is 21.00 42 items from200 errors 3
Error in addition is 12.00 24 items from 200 errors
4 Error in misordering is 11.50 23 items from 200 errors
b Based on Communicative Effect Taxonomy
1 Global error is 13.50 27 items from 200 total errors
2 Local error is 86.50 173 items from 200 total errors
5.2 Suggestions
Referring to the conclusions, the researcher comes to the following suggestions: 1.
The English teachers may use information of the types of students’ errors as a guidance to evaluate the weakness or progress of the students’ ability in
learning English, especially in their recount text writing. They pay attention to the errors, analyze them and give proper correction.
2. In order to minimize the students’ errors, the teacher should improve the
students’ knowledge of English grammar by teaching how to form or construct the sentences appropriately and meaningfully, and by telling the
functions of the language area themselves. Besides that, the teacher has to set the first priority to the errors the mostly occurred misformation and local
error. 3.
The teacher has to give further explanation concerning the different rules that English and Bahasa Indonesia have. It is crucial to the teacher to explain
English grammar and compare it with Bahasa Indonesia grammar clearly to the students. This will minimize the influence of the students’ native language
to construct English sentences.
REFERENCES
Abbot, G. 1981. The Teaching of English as an International Language. Glasgow: Collins.
Anderson, Mark and Anderson, Kathy. 1997. Text Type in English 2. Malaysia: Macmillan Education.
Arikunto, Suharsimi. 1998. Prosedur Penelitian. Rineka Cipta: Jakarta. Asing:
Pendekatan Kualitatifdan Kuatitatif. Yogyakarta: PenerbitGraha. Azar, Betty Schrampfer. 1989. Understanding and Using English Grammar.
Prentice Hall Regents: New Jersey. Brown, H. Douglas. 2001. Principles of Language Learning and Teaching. New
Jersey: Prentice Hall Inc. Burton, Robert Noel. 1986. Analyzing Sentences. London: Addison Wesely.
Cahyono, Djauhari. 1997. Master on English Grammar. Surabaya: Indah. Corder, S. P. 1976. Introducing Applied Linguistics. Middlesex: Penguin.
Corder, S.Pit. 1981. Error Analysis and Interlingua. London: Oxford University Press.
Derewianka, Beverly. 1992. Exploring How Texts Work. New South Wales: Primary English Association
Dewan Penyunting Penerbit Universitas Lampung. 2008. Pedoman Penulisan KaryaIlmiah. Bandar Lampung: Universitas Lampung.
Dulay, H., Burt, M. and Krashen, S. D. 1982. Language Two. New York: Oxford University Press.
Frankel, J. R. and Wallen, N. E. 1991. How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Hanani, Karni. 2013. Analysis of the Students’ Grammatical Error in Making
Complex Sentence in Narrative Text at the First Semester of the Eleventh Grade of State Senior High School 1 Kalirejo.
Pringsewu:
Script Unpublished Sekolah Tinggi Keguruan dan Ilmu Pendidikan Pringsewu.
Hendrickson, James M. 1997. Error Analysis and Error Correction in Language Teaching. Singapore: Regional Language Centre.
Hewings, Martin. 1999. Advanced Grammar in Use A self-study reference and practice book for advanced learners of English. Jakarta: Erlangga.
Hornby, A. S. 1986. Oxford Advanced Learner’s Dictionary of Current English.
Oxford University Pers. Juwitasari, Ratna. 2013. An Analysis of Grammatical Errors in Using Simple
Present Tensein Descriptive Text Writing by Students of MAN 1 Model Bandar Lampung. Bandar Lampung: Script Unpublish
Universitas Lampung.
Linderman, E. 1983. What is Writing in A Rhetoric for Writing Teachers. London: The University of Chicago Press.
Master, Peter. 2004. English Grammar and Technical Writing. Washington: Office of English Language Program.
McKay, S. 1987. Teaching Grammar: From Function and Technique. Hemel Hempstead: Prentice Hall.
Murcia, M., and Hilles S. 1995. Techniques and Resources in Teaching Grammar. New York: University Press.
Nation. LSP. 1981. Language Teaching Technique. Wellington: Victoria University of Wellington.
Nichols, Lorrain. 1993. Grammar Step By Step. Jakarta: Binarupa Aksara. Nordquist, Richard. 2006. Grammar and Composition. London: Pearson
Education. Setiyadi, Ag.Bambang. 2003. Teaching English as a Foreign Language.
Yogyakarta: Penerbit Graha Ilmu. Setiyadi, Ag.Bambang. 2006. Metode Penelitian Untuk Pengajaran Bahasa
Asing: Pendekatan Kualitatif dan Kuantitatif. Yogyakarta: Penerbit Graha Ilmu.
Shohamy, E. 1989. A Practical Handbook in Language Testing for the Second Language Teachers. Tel Aviv: Tel Aviv University.
Sulaiman. 1970. Practical English Grammar. Surabaya: Indah Press.
