showed that students committed errors into four types: Omission, Addition, MisnformationMiselection and Misorder. Misformation was the highest error
made by students which the total was 62.04 of all the total errors made by students. Intralingual Transfer which the result was 89 or 82.40 was the highest
cause of error of students’ writing.
120
120
Roghibah, “An Analysis of The Second Grade Students’ Grammatical Errors in
Writing ”. Skripsi in UIN Syarif Hidayatullah Jakarta, Jakarta, 2013, tidak dipublikasikan.
54
CHAPTER III RESEARCH METHODLOGY
A. The Place and Time of the Research
The writer conducted this research started from 4
th
—6
th
of December 2013 at SMP Trimulia which is located on Jl. H. Adam Malik No. 1, Petukangan
Selatan, Pesanggrahan, Jakarta Selatan.
B. The Method of Research
Error Analysis is considered as qualitative research. A qualitative research can be conducted by using a case study. In this study, the writer used a case study
to do the research and she employed descriptive analysis to deliver the result of research. There are several procedures in conducting Error Analysis and she chose
the procedure of Error Analysis based on Ellis and Barkhuizen. She classified the students’ errors in writing recount text by using Betty S. Azar’s classification of
errors, and then she analyzed the errors to find the sources of students’ errors and
using Brown’s theory to reveal them. After she calculated the data to get the result
of total errors and then she interpreted the data descriptively. Finally, she could have a conclusion based on
the result of students’ total errors.
C. The Population and Sample of Research
The subject in this research is the second grade students of SMP Trimulia Jakarta Selatan. The second grade students are divided into five classes A, B, C,
D, E and the writer took a class to conduct the research using purposive cluster sampling used for specific purpose to generate a more efficient probability sample
in term of monetary andor time resources.
1
The class was VIII-A. There were 30 students
’ who took part in the research.
1
Charles Teddlie and Fen Yu, Mixed Method Sampling: A Typology with Examples, Journal of Mixed Methods Research, 1;77;2007, pp. 79
—80.
55
D. The Instrument of the Research
The writer collected the data by giving test to the students. The test instrument was to write recount text. She gave a writing test for a recount text
telling their unforgettable moment. Then she distributed the test papers to all students. When the students finished their writing, the papers were collected and
then the writer circled in the incorrect words. Then, the writer asked them to correct and revise the circling words and collecting the papers again. After all the
data have been collected, the writer analyzed them.
E. The Technique of Data Analysis
The writer used qualitative research in her study which the method is conveyed in descriptive analysis way to describe and to interpret the result of
qualitative data. To get the qualitative result, the data will be calculated and drew up in the table of percentage which the formula as follows:
P= Percentage F= Frequency of error occurred
N= Number of cases total frequent total individual
F. The Procedure of Research
Conducting research needs a process or some stapes. The writer did some procedures to conduct her research as a process. The procedures are elaborated
below: 1.
The writer needs to collect the data. Therefore before conducting the research she already prepared an instrument or a test for the students.
The instrumenttest consists of instruction to compose a recount text. 2.
She came to school to ask the principle’s permission who has the authority to allow the writer conducted the research. After getting the
56
permission, the writer was allowed to meet the English teacher to arrange time for doing the research.
3. The writer did her research in the class VIII-A, and she got the class as
sample of her research based on purposive cluster sampling. Before giving the writing test she watched the teaching learning process. The
English teacher gave explanation to the students which the topic was recount text. After explaining the material, the writer gave instruction
and guidelines how to do the writing test. 4.
Next, she collected the students’ writings test and checking it by circling the wrong words or sentences and returning it to the students
to correct their writing by themselves. 5.
Then, the students’ writings were collected again and the writer checked it once more to find whether the students could correct the
words or not, if students could correct it that means heshe did a mistake and vice versa means heshe did an error and then she
identified the errors. 6.
Next, the writer analyzed the writing test to find the most common grammatical errors made by students based on Be
tty S. Azar’s classification of errors.
7. She calculated the total errors by drawing it up in a table based on the
classification of errors then she made the result of total errors into percentages and charts.
8. The writer analyzed and classifying the sources of errors based on
Brown’s theory and then she explained the sources of errors made by the students. The total number of the sources of errors is drawn up in a
table and converted into percentages and chart. 9.
Then she interpreted all of the data descriptively. 10.
The last step was she made conclusion of her research.
57
CHAPTER IV THE RESEARCH FINDING
A. The Description and Analysis of Data
1. The Description and Analysis of Grammatical Errors
The writer has identified the students’ error and she has calculated the
number of each error. She draws up the result of calculation into table and converting them into percentages. Then, she makes a pie chart based on the result.
After that, she interprets the data after processing the result. This table below is the
recapitulation of the students’ recount text writing errors.
Table 4.1 The Classification of Errors
The Students
The Classification of Error
Total
S in
gu lar -
Plu ral
Wor d
For m
Wor d
Choi ce
Ve rb
T en
se
Add a Wor
d
Omit a Wor d
Wor d
Order
In compl
ete S
en te
n ce
S p
ell in
g
Pun ctuation
Capi taliz
at ion
Ar tic
le
M ean
in g n
ot Cle
ar
Run -On
S en
te n
ce
Student 1
1 1
9 4
7 3
4 1
9 4
2 45
Student 2
2 4
1 2
2 4
1 6
1 3
26
Student 3
7 1
9 11
2 3
5 3
10 1
3 55
Student 4
1 3
18 4
1 5
3 8
10 53
Student 5
1 1
3 2
5 1
2 1
3 8
3 1
31
Student 6
1 1
5 3
2 2
2 1
8 1
3 29
Student 7
1 4
1 2
3 4
12 1
3 31
Student 8
1 4
16 3
2 1
6 4
9 12
58
Student 9
3 10
5 2
1 1
4 1
2 29
Student 10
11 15
4 9
6 1
4 3
2 55
Student 11
1 2
7 3
10 23
Student 12
1 5
2 2
4 1
1 16
Student 13
4 1
4 2
1 12
