Grammatical Error On Students’ Writing Of Recount Text (A Case Study At The Twelfth Year Students Of MA Nurul Falah Serpong In The Academic Year Of 2012/2013)

By:

Syamsul Ma’arif

106014000440

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2013

iii

1. Skripsi ini merupakan hasil karya asli saya yang diajukan untuk memenuhi salah satu persyaratan memperoleh gelar strata 1 di UIN Syarif Hidayatullah Jakarta.

2. Semua sumber yang saya gunakan dalam penulisan ini telah saya cantumkan sesuai dengan ketentuan yang berlaku di UIN Syarif Hidayatulla Jakarta. 3. Jika di kemudian hari terbukti bukan hasil karya asli saya atau merupakan hasil

jiplakan dari karya orang lain, maka saya bersedia menerima sanksi yang berlaku di UIN Syarif Hidayatullah Jakarta.

Ciputat, 7 April 2013

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Education Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Key words: Students’ Recount text, Grammatical Errors

English as an International language has an important role to develop science and technologies. So, we must know that language especially by writing to change the world. This research has demand to the writer to find the student problem in writing especially in writing recount text. The states of the problems are: (1) What analysis is to be described on the use recount text among students of the twelfth year MA Nurul Falah Serpong? (2) What analysis is to be described on the frequency occurrence of the errors made among the students of the twelfth year students of MA Nurul Falah Serpong on the use of recount text? In trying to analyze the students’ language, the research will be focused on the aspect of Grammatical Error on Students’ Writing of Recount Text among them.

The objectives of this study are (1) to identify and classify the errors of the twelfth year students of MA Nurul Falah Serpong in using writing recount text, (2) to describe the frequency occurrence of the errors. The instrument used was a test on English Recount text for Senoir High school level.

The population of the study was the twelfth year students of MA Nurul Falah Serpong, which consisted of one class. So, the samples used by researcher were only class XII. The samples consisted of 21 students.

Students errors identified in this study were categorized into fourteen types, namely, there are errors in producing singular plural, word form, word choice, verb tense, add a word, omit a word, word order, spelling, article, capitalization, run on sentence, punctuation, meaning not clear and incomplete sentence. The result of the analysis shows that there were in all, 442 errors among 21 students.

The types of errors among the students in constructing and using English recount text consisted of singular plural with 55 errors or 12.4%, word form with 10 errors or 2.26%,word choice with 75 errors or 16.9%, verb tense with 97errors or 21.9 %, add a word with 23 errors or 5.2 %, omit a word with 24 errors or 5.4 %, word order with 21 errors or 4.7 %, spelling with 16 errors or 3.6 %, article with 3 errors or 0.6 %, capitalization with 2 errors or 0.4 %, run on sentence with 30 errors or 6.7 %, punctuation with 58 errors or 13.1%. Meaning not clear with 21 errors or 4.7% and Incomplete sentence with 4 errors or 0.9 %. The highest level error is verb tense (21.9 %) and the lowest level is Article (0.6 %).

The result of farther analysis shows that the students maybe have problems in each category of verb tense, word choice and punctuation. From the percentage, it can be conclude that the students’ mastery in using English recount text was poor.

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Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Syarif Hidayatullah Universitas Islam Negeri Jakarta.

Kata kunci: Teks Recount Siswa, Kesalahan gramatikal

Bahasa Inggris sebagai bahasa Internasional memiliki peran penting dalam rangka mengembangkan ilmu pengetahuan dan teknologi. Jadi, kita harus tahu bahasa khususnya dengan menulis untuk merubah dunia. Penelitian ini menuntut peneliti untuk menemukan masalah dalam menulis siswa khususnya penulisan teks recount. Rumusan masalahnya adalah. (1) analisis apakah yang akan dijelaskan pada penggunaan teks recount siswa-siswi MA Nurul Falah Serpong tahun ajaran 2012/2013? (2) analisis apakah yang dijelaskan dalam frekuensi kesalahan yang dibuat siswa-siswi MA Nurul Falah Serpong pada penulisan teks recount? Didalam percobaan untuk menganalisisa bahasa siswa, peneliti akan fokus pada aspek Kesalahan Gramatikal Siswa didalam Penulisan Teks Recount.

Tujuan dari penelitian ini adalah (1) untuk mengidentifikasi dan mengklasifikasikan kesalahan siswa MA Nurul Falah Serpong kelas XII dalam penulisan Teks Recount, (2) untuk menggambarkan terjadinya frekuensi kesalahan. Instrumen yang digunakan adalah tes tentang Teks Recount Bahasa Inggris untuk setingkat SMA.

Populasi dalam penelitian ini adalah siswa kelas XII MA Nurul Falah Serpong, yang terdiri dari satu kelas. Jadi, sampel yang digunakan oleh peneliti kelas XII. Sampel terdiri dari 21 siswa.

Kesalahan siswa diidentifikasi dalam penelitian ini terbagi menjadi empat belas kategori, yaitu Singular plural, Word Form, Word choice, Verb tense, Add a word, Omit a Word, Word order, Spelling, Article, Capitalization, Run on sentence, Punctuation, Meaning not clear and Incomplete sentence. Hasil analisa menunjukkan bahwa ada 442 kesalahan diantara 21 siswa.

Jenis kesalahan-kesalahan yang telah dilakukan siswa dalam menggunakan teks recount bahasa Inggris terdiri dari Singular plural adalah 55 kesalahan atau 12.4%, Word Form adalah 10 kesalahan atau 2.26%,Word choice adalah 75 kesalahan atau 16.9%, Verb tense adalah 97 kesalahan atau 21.9 %, Add a word adalah 23 kesalahan atau 5.2 %, Omit a Word adalah 24 kesalahan atau 5.4 %, Word order adalah 21 kesalahan atau 4.7 %, Spelling adalah 16 kesalahan atau 3.6 %, Article adalah 3 kesalahan atau 0.6 %, Capitalization adalah 2 kesalahan atau 0.4 %, Run on sentence adalah 30 kesalahan atau 6.7 %, Punctuation adalah 58 kesalahan atau 13.1%. Meaning not clear adalah 21 kesalahan atau 4.7% dan incomplete sentence adalah 4 kesalahan atau 0.9 %. Tingkat kesalahan tertinggi adalah verb tense (21,9%) dan tingkat terendah adalah article (0,6%).

Hasil analisis lebih jauh menunjukkan bahwa siswa tampaknya memiliki masalah dalam setiap kategori Verb tense, Word choice, dan Punctuation. Dari persentase tersebut, itu dapat disimpulkan bahwa penguasaan siswa dalam menggunakan teks recount Bahasa Inggris masih lemah.

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All praises be to Allah who gives the writer guidance and strength in completing this “skripsi. Peace and blessing be upon the Prophet Muhammad shalallahu ‘alaihi wassalam, his families, his relatives, and his followers.

First, the writer would like to express the greatest gratitude to his beloved parents, Tjaman and Surati, and to his brother and sisters whose names cannot be mentioned one by one. He thanks for love, support, and contributions both moral and material.

The writer is deeply grateful to his advisor, Drs. A.M. Zainuri, M.pd, who has guided the writer in writing this “skripsi” for the great contributions, guidance, advices, corrections, and suggestions.

Furthermore, the writer would like to thank and appreciate to:

1. Nurlena Rifa’I, Ph.D, the Dean of Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, Jakarta.

2. Drs. Syauki, M.Pd., the Head of English Department, Mrs. Neneng Sunengsih, M.Pd., the secretary of English Department, Mrs. Aida Ainul Wardah and all staffs who helped the writer.

3. All lecturers who have taught and given knowledge to the writer. 4. The headmaster, the English teacher, and the administration staffs of

MA Nurul Falah, Serpong, for giving the writer opportunity to do the research in the school. Special thanks are for the third grade students MA Nurul Falah Serpong for their cooperation as the respondents of this research.

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May Allah Subhanallahu wa Ta’ala bless all. Finally, the writer realizes that this “skripsi” is still far from being perfect. Therefore, he hopes some suggestions or criticism to make it better. Then he wishes that this “skripsi” be some valuable writing. Amin.

Jakarta, 07 April 2013

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ENDORSEMENT SHEET………...ii

SURAT PERNYATAAN KARYA SENDIRI……….……iii

ABSTRACT………...iv

ABSTRAK………..…...v

ACKNOWLEDGEMENT………...vi

TABLE OF CONTENTS………...viii

LIST OF TABLES……….x

CHAPTER I INTRODUCTION A. Background of the Study………. 1

B. Limitation of the study……… .2

C. Formulation of the problem………..3

D. Objective of the Study……….. 3

E. Significance of the Study……….... 3

CHAPTER II THEORETICAL FRAMEWORK A. Writing………. 4

1. Concept of Writing………. 6

2. Writing Process……….. 6

3. Purposes of Writing……….... 8

4. Types of Writing Taught in SMU………... 8

B. Recount text……….... . .. 10

1. Definition of Recount text……… 10

2. Purpose of Recount text………. ..10

3. Linguistic Features of Recount text………. 11

4. Schematic Structures of Recount text……….. 11

C. Error Analysis……….….13

1. Definition of Error Analysis……… 13

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D.Grammatical Error on Students’ Writing of Recount Text.25

CHAPTER III RESEARCH METHODOLOGY

A. Time and Location……… .27

B. Method of Study……… ……27

C. Data and Data Sources………. ..27

D. Technique of Data Collecting……… 27

E. Instrument of Research……….. 28

F. Technique of Data Analysis………... 28

CHAPTER IV RESEARCH FINDINGS A. Data Description………29

B. Analysis of Data………34

C. Interpretation of Data………37

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion………....41

B. Suggestion………41

BIBLIOGRAPHY APPENDICES

x

Table 2.3………..24

Table 4.1………..30

Table 4.2………..35

Table 4.3………..37

1

A. Background of the Study

Today, English is the world most widely studied foreign language. Responding to this fact, the government of Indonesia includes it into the curriculum of education with different level at different major. First, as a local content subject in kindergarten to elementary school, so as compulsory subject in the junior and senior high school, and also at college level, is taught as complementary subject.

When students learn English, they are expected to be able to be high command of the fourth skill: they are speaking, reading, listening and writing. Many students think that they have a lot of trouble with writing, because they have false expectations about the writing process. For instance, how easy it should be and how long it should take.

According ( Hamp-Lyons and kroll, 1997:8), Writing is an act that takes place within a context, that accomplishes a particular purpose, and that is appropriately shaped for its intended audience1.

It might not be easy for most students to share their ideas through writing since they find it involves transforming or reworking and also consuming not a little time. They also often find it is harder to write sentences in English language rather than to do it in Indonesian language since English language differs a lot from their mother tongue from its structure, grammar, lexical meaning, phonology, and many more.

From that situation, in the process of composing a sentence and writing in English, student may do some errors and mistakes. While errors and mistakes are

1

Sara Cushing Weigle, Assessing Writing , (Cambridge: Cambridge University Press, 2002), p. 19

two different things as defined by some experts, Errors cannot be self-corrected by the student while mistake can be2.

From there on, an error analysis takes an important role to identify what kinds of error that the students do the most in writing, the source of it and also how those errors and mistakes give them feedback in their processes of language learning.

Growing up in this digital era that demands people to be creative, innovative and critical has constantly change students today became open minded and more critical than their previous generations. People or even student in Indonesia has used to live with democratize surrounding since 4 years ago which lets them to be free to share their ideas to public as much as they want to.

The demand of being critical thinking make the school of Madrasah Aliyah Nurul falah serpong set up an argumentative essay task in almost every test like mid test and term test to the students of first grade to the third grade.

So this fact enhances not only the need to fulfill the writer’s curiously of what happen in the school that relate to this to subject, but also the need to know how- well the students whom called critical in their thoughts are pouring their critical minds into paragraph writing, and these exactly drive the writer to do the field research at the place.

Those are the reasons why the writer is interested in analyzing students’ paragraph writing especially in Recount Text writing, the writer would to like to carry out a researcher under title “Grammatical Errors on Students’ writing of Recount text at MA Nurul Falah Serpong”

B. Limitation of Study

In order to prevent misunderstanding and to clarify the problem, it is important to limit and to make the scope of it. In this study, the writer focused on

2

H. Douglas Brown, Principles of Language Learning and Teaching, ( New York: Addison Wesley Longman, Inc.,2000), Fourth edition, p. 217

analyzing the student’s grammatical errors on recount text of Twelfth grade of Madrasah Aliyah Nurul Falah Serpong. To make it easier and more focus, the problem is limited on analyzing the students’ grammatical errors on recount paragraph writing that based on Betty Azar’s grammatical errors classification. Here are the classification: singular plural, word form, word choice, verb tense, add word, omit word, word order, incomplete sentence, spelling, punctuation, capitalization, article, meaning not clear, and run on sentence.

C.Formulation of the Problem

In this study, the writer analyzes the students’ writing in understanding recount text at MA Nurul Falah Serpong. The main problem of this study is “What kind of grammatical errors are faced by the twelfth year students of MA Nurul Falah Serpong in writing recount?” In addition, “What are the possible causes of those errors?”.

D. Objectives of the Study

In line with the statement above, the objectives of this study are to identify the grammatical errors which students made commonly in writing English recount text and to archive an empirical evidence of students’ most errors at Twelfth Grade of Madrasah Aliyah Nurul Falah Serpong.

E. Significance of the Study

This study uses descriptive analysis research that needs a teaching and learning language’s process observation taken by the writer so then he collected the students’ recount test that the writer gave and analyzed them through classifying their error on using the Standard English in recount text. Lastly, he interpreted the data about what kind of error that mostly made when writing recount text.

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A. Writing

There is no particular definition about writing stated by an author or a linguist. Shaughnessy, (1977:234) stated writing is “the record of an idea developing”. It is a process whereby an initial idea gets extended and refined”1. Writing is a visual/motoric process which, although it is produced through the dimension of time (as all human actions are), has the inherent potential to persist through time, and for different sections to be revisited in the same form2. Writing is different from Speaking, described by Halliday as a process (speech) and the other as a product (writing) leads to further divergence between the two3. Halliday (1989) has suggested that there is a greater density of content words in writing than in speech4.

Writing involves more than just producing words and sentences. To be able to produce a piece of writing, we must be able to write a connected series of words and sentences which are grammatically and logically linked, so that the purpose we have in our mind will suit the intended readers. In this way, it is mean that the style of language used in a piece of writing designed for layman and people living in the village, for example should be different from the one designed for educated people such as students, teachers, doctors, professors, etc. There fore, in presenting a piece of discourse we should consider the correctness of form, the appropriateness of style, and the unity of topic. Writing should be done with the understanding from the past time in order to inform and express what had

1

Vivian Zamel, Writing: The process of Discovering Meaning, TESOL Quarterly, Vol. 16, No.2 (Jun., 1982), pp.195-209.

2 _{Rebecca Hughes, English in Speech and Writing, (London: Routledge, 1996), p. 6} 3

Ibid., p. 138 4

happened. It should be well-organized in order to be understandable for the readers.

Writing that both of them are different from speaking; the relationship between writing and speaking is productive skill. A useful summary of some the differences between speaking and writing can be found in Brown (1994)5. Brown provides the following list of the characteristic that ordinary differences written language from spoken language:

a. Permanence : Oral language is transitory and must be processed in real time, while written language is permanent and can be read and reread as often as one likes

b. Production time: writer generally have more time to plan, review, and revise their words before they are finalized, while speakers must plan, formulate, and deliver their utterances within a few moments if they are to maintain a conversation

c. Distance between the writer and the reader in both time and space, which eliminates much of the shared context that is present between speaker and listener in ordinary face-to-face contact and thus necessitates greater explicitness on the part of the writer

d. Orthography, which carries a limited amount of information compared to the richness of devices available to speakers to enhance a message (e.g. stress, intonation, pitch, volume, pausing, etc)

e. Complexity, written language tends to be characterized by longer clauses and more subordinators, while spoken language tends to have shorter clauses connected by coordinators, as well as more redundancy (e.g. repetition of nouns and verbs)

f. Formality, because of the social and cultural uses to which writing is ordinary put, writing tends to be more formal than speaking

5

Sara Cushing Weigle, Assessing Writing , (Cambridge: Cambridge University Press, 2002), p. 15

g. Vocabulary, written texts tend to contain a wider variety of words, and more lower-frequency words, than oral texts.

1. Concept of Writing

The most important invention in human is writing. Writing allows us to share our communication with other people. It permits people from the near and far distant past to speak us. It begins a significantly by concept of writing.

Conceptual writing doesn't really have much to do with mathematics, philosophy, or any other mental discipline. The mathematics used by most writers is simple arithmetic or simple number systems. The philosophy of the work is implicit in the work and it is not an illustration of any system of philosophy. A Conceptual writing is good only when the idea is good.

In conceptual writing the idea or concept is the most important aspect of the work. When an author uses a conceptual form of writing, it means that all of the planning and decisions are made beforehand and the execution is a perfunctory affair. Conceptual writing is not necessarily logical. The logic of a piece or series of pieces is a device that is used at times, only to be ruined. Conceptual writing is planning of writing; Planning activities occur throughout the entire writing process, Flower and Hayes (1981) identify three planning activities that we address in our research: generating ideas, organizing, and goal setting6. Idea generation is based on those ideas that can be retrieved or generated from stored knowledge in long-term memory, or from accessing external, provided or selected sources, and even from the social environment.

2. Writing Process

Learning to write is like learning to read. Both follow a sequential process. Writing requires and combines of more basic skills than any other subject

6

Ely Kozminsky, et. al, Concept Mapping and Writing, Proc. of the Fifth Int. Conference on Concept Mapping , ( Malta: n. p., 2012), p. 1

area. The writing process begins in the early grades by exposing students to a variety of quality books read aloud.

This process entails several stages, such as “rehearsing, drafting, and revising” (Murray 1980:4-5)7, these stages interact together and repeatedly in order to discover meaning. Writing viewed from this perspective is the process of exploring one’s thoughts and learning from the act of writing itself what these thoughts are.

The writing process approach recognizes that there are many stages to writing, there are three kinds of writing process8:

a. Preparing to write

Most writing requires some preparation, how long we spend on this preparation, and what we do, largely depends on reader, purposes, the contents and the writing situation.

b. Drafting

The drafting stage is where we really begin writing. The most important thing here is to get words into paper. It is not the time to worry about spelling, grammar, punctuation or the best wording.

c. Revising

The revising is most important stage in the writing process. Revising might take place while we are drafting or after we have finished a draft. It involves checking that our content and purpose are clear and appropriate for the reader, in the particular writing situation.

7

Zamel. loc. cit

8

Kristine Brown, Susan Hood, Writing Matters: Writing skills and strategies for students of English, (New York: Cambridge University Press, 1989),Fourth printing, p. 6

3. Purpose of Writing

When we write a book or an article we will have to know the purpose of writing. The purpose of writing is to express one's thoughts (feelings, ideas, arguments, etc...) on a piece of paper. This type of expression comes in many forms such as essays, research papers, poems, and in some cases drawings. And the purposes of writing as assessment; as an aid to critical thinking, understanding and memory; to extend students’ learning beyond lectures and other formal meetings; to improve students’ communication skills; and to train students as future professionals in particular disciplines9.

The whole process of writing even a paper, from the beginning to the end, can be complicated, and sometimes, even discouraging. A paper begins with ideas and planning, and then is drafted into a structural form (i.e. paragraphs, poems, etc...); the whole is revised and edited until it is clear.

The point of writing is to have something to say and to make a difference in saying it. Rarely, however, is impact the focus in writing instruction in English class. 10 The task demands in the writing make a further point about authentic writing. It should have great empathy for the reader and pay close attention to context.

4. Types of Writing taught in SMU

In the teaching of writing there are types of literature that should be known by teacher mostly who will teach at Senior High School. In applying School Based Curriculum, when teaching, a teacher can use any method as long as it suits the students needs, characteristics, and facilities the school has, so that the results of learning will be the most effective. The role of model texts,

9

Caroline Coffin, et. al, Teaching Academic Writing, (London: Routledge, 2003), p.20

10

Grant Wiggins Hopewell, Real-World Writing: Making Purpose and Audience Matter,

particularly Writing ones can be clearly seen through the scope of English subject, as stated in the school based curriculum (2007), which covers11:

a. Discourse competence, that is the competence to understand and/or produce texts, both speaking and written, which is realized in the four language skills: listening, speaking, reading, and writing to achieve the informational literacy.

b. Interpreting and producing various short functional texts and monologue of various genres: procedure, descriptive, recount, narrative, report, news-item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. The gradation of material can be seen through lexico-grammar used and the text development.

c. _{Supporting competencies: linguistic competence (using grammar, lexical} items, pronunciation, punctuation appropriately), socio-cultural competence (using appropriate expressions in various context of situations), strategic competence (overcoming problems when CB (Communication breakdown) occurs so that communication does not stop, and actional competence (conveying and understanding communicative intent by performing and interpreting speech and speech act sets) (School Based Curriculum, 2007: 308).

From curriculum above explains that discourse competence is the competence to understand how to produce the texts both speaking and written. The students are expected to know the four competencies such as writing, reading, speaking and listening. The second is interpreting and producing short functional text, the students are asked to produce short functional text with different gender. It makes students has competent in mastering the English language especially in writing knowledge. For writing knowledge, Students are asked to make a short text with different genre such as procedure, descriptive, recount, narrative, report, news-items, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. The last is supporting competencies, after the student

11

Dwi Rukmini, Speaking Model Texts in Texbooks for Senior High School, BAHASA DAN SENI, Tahun 37, Nomor 1, Februari 2009, p. 47

understand about four competencies and produce various short functional texts. The student must pay attention all about linguistic competence (grammar, lexical items, punctuation appropriately), socio-cultural competence (appropriate expression in various context of situation), strategic competence (communication doesn’t stop before overcoming problems), and actional competence, when we will communicate to other people we must understand what we will show to our interlocutors by performing, interpreting and speech act sets.

Three elements above can support the learning activities of students in learning the English language and it can support the students in their competencies.

B. Recount Text

1. Definition of Recount text

Often we will want to tell other people about something that has happened in our life. We might want to tell about what we did at the weekend. It might be about exciting things that happened when we were on holidays last year.

According to Anderson (1997: 48) a recount is a piece of text that retells past events, usually in the order they occurred. Its purpose is to provide the audience with a descriptive occurred and when it’s occurred12. Recount text means the form of the text telling about someone experience in the past used in curriculum 2004, it usually tells about the experience of the readers themselves, such as their adventure and their last day’s activities.

2. Purpose of Recount text

In writing we have a purpose before making writing, especially in recount writing, what we want our writing to do and to describe accurately retell an incident in the past moment. It means that, all activities and incident in the past moment will be described in the text. A recount has social function. Recount “tell

12

Mark Anderson and Kathy Anderson, Text Types in English, (Chapel street: Macmillan, 1997), p.48

what happened”. The purpose of a social recount is to document a series of events and evaluate their significance in some way. It is also to give the audience a descriptions of what occurred and when it occurred

The purpose of recount text is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative13. The story of recount has expressions of attitude and feeling, usually made by narrator about the event.

3. Linguistic Features of Recount text

A recount text usually has three main sections. The first paragraph gives background information about who, what, where and when (called orientation). This is followed by a series of paragraph that retells the event of order in which they happened. Some recounts have a concluding paragraph ever this is not always necessary. The language features usually found in a recount text are14:

a. Proper nouns to identify those involved in the text (in orientation) b. Descriptive words to give details who, what, when, where and how. c. The use of the past tense to retell the events

d. Words that show the order of events (for example, first, next, then)

4. Schematic Structures of Recount text

Every text has a schematic structure. The schematic structure of recount is15:

a. Orientation: introductory paragraph that tells about who, where, and when b. Series of events in the order in which they occurred

c. A conclusion

13

Zulkifli Pelana, Recount Text , 2012, (http://zonapelajar.blogspot.com/2011/03/recount-text.html)

14

Anderson, op. cit., p. 50

15

Table 2.1

Example of Recount Text

Title Lateness

Orientation: It consists of background Information about who, where, and when.

Last morning, Dinar, my roommate woke up late and she had to go to campus.

. Sequence of events – series of events typically ordered in chronological order.

When she wanted to take her motorcycle, in fact she couldn’t move it because there were some motorcycles that blocked up her motorcycle.

She tried to move all of the motorcycles, so that her motorcycle could move from the garage. But she couldn’t do it.

A conclusion Then, she called Adel who had that

motorcycle which blocked it up. After that, her friend who had that motorcycle helped her. Finally, she could move her motorcycle and rode it to go to campus.

Taken from http://www.englishindo.com/2012/01/9-contoh-recount-text pilihan.html.16

C. ERROR ANALYSIS

1. Definition of Error Analysis

Error analysis is an activity to reveal errors found writing and speaking. Richards et.al (1985:96) state that error analysis is the study of errors made by the second and foreign language learners17. Error analysis may be carried out in order to find out how well someone knows a language, to find out how a person learns a language, and obtain information on common difficulties in language learning, as an aid in teaching or in the preparation of teaching materials.

Another concept of Error Analysis is given by Brown (1980: 166)18. He defined error analysis as the process, analyze, and classify the deviations of the rules of the second language and then to reveal the systems operated by learner. It seems this concept is the same as the one proposed by Crystal (1987:112)19 i.e. error analysis is a technique for indentifying, classifying, and systematically interpreting the unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics.

2. Definition of Errors and Mistakes

Corder (1971:152) stated that errors are ‘the result of some failure of performance’. Norrish (1983:7), like Corder, defined ‘an error’ as a systematic deviation that happens when a learner has not learnt something and consistently ‘get(s) it wrong’20. James (1998:1) also identified a language error as an unsuccessful bit of language. Moreover, he pointed out that error is likewise

16

Era Meiswarawati , 9 Contoh Recount Text Pilihan, 2013, (http://www.englishindo.com/2012/01/9-contoh-recount-text-pilihan.html,)

17

Sunardi hasyim, Error analysis in the Teaching of English, volume 4, number 1, June 2002, p.43

18

Ibid.

19

Ibid.

20

Anchalee Sattayatham and Pongrat Ratanapinyowong, Analysis of Errors in Paragraph Writing in English, Silpakorn University International Journal, Vol.8 : 17-38, 2008, p.22

unique to humans, and error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language. Errors are significant in three different ways. First to the teacher, errors tell him how far the learner has progressed and consequently, what remains for him to learn. Second, errors provide researchers with evidence on how language is learnt or acquired, what strategies or procedures the learner are employing in his discovery of the language. Thirdly, errors are indispensable to the learner himself, because errors can be regarded as a device the learner uses in order to learn21.

And then what is Mistakes, Miller stated (1996) puts it22, it would be meaningless to state rule for making mistakes’. It will be useful therefore hereafter to refer to errors of performance as mistakes, reserving the term error to refer to the systematic errors of the language to date. Mistakes are of no significance to the process of language learning. However the problem of determining what a learner’s mistake is and what a learner’s error is one of some difficulty and involves a much more sophisticated study and analysis of errors than is usually accorded them.

Conclusion of above, there are various linguistic expert understanding of the error are in fixing in mistake or not. If error the students does not know how to fix their mistake in their performance. So, it must helped by other people or teacher but mistake the student know how to fix their error in their performance. James said that Errors are in three different ways, first teachers can know the student's learning progress and they only adds the knowledge that the students do not know. Second, the teacher can find the student’s errors and the student can change the errors himself. Third, an error is necessary for the teachers to support the extent in which students learn serious or not and it very useful to the teacher in his evaluation materials for teaching and learning activities.

21

Ibid.

22

Jack C. Richards and Gloria P. Sampson, Error Analysis Perspectives on Second Language Acquisition, (London: Longman, 1973), p. 25

3. Differences between Errors and Mistakes

We need to distinguish errors and mistakes. Error and Mistakes are synonyms but two or more different words that bear the same or similar meaning. However, there are appropriate ways to use the words, and this will often depend on the context. Ellis (1997) raises the need to distinguish between errors and mistakes and makes an important distinction between the two. He says that errors reflect gaps in the learner’s knowledge; they occur because the learner does not know what is correct. Mistakes reflect occasional lapses in performance; they occur because, in a particular instance, the learner is unable to perform what he or she knows23.According to Ancker (2000), a mistake is a performance error that is either a random guess or a slip, it is a failure to utilize a word correctly, and an error is a noticeable deviation from the language of a native speaker24. J. Edge (1989) suggests dividing mistakes into three types: slips, errors and attempts. “Slips” are mistakes that students can correct themselves; “errors” are mistakes which students cannot correct themselves; “attempts” are student’s intentions of using the language without knowing the right way. In this article, either the most common linguistic term “error” or the students’ preferred term “mistake” will be used interchangeably25.

For example of mistakes, a student was answering a question raised by the researchers to describe her daily routine, and her answer which was recorded is as follow26:

a. My mum wake me up at six o'clock then I goes to the bathroom to washes my face and brushes my teeth. As usual my mum prepare my breakfast and give me a sandwich for college.

23

Baljit Bhela, Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage, International Education Journal. Vol 1, No 1, 1999

24

Galina Kavaliauskien , Case Study: Learner Attitudes Toward The Correction Of Mistakes , Socialin s Technologijos Social Technologies 2012, 2(1), p. 88–101

25

Ibid.

26

Rula Tahsin Tarawneh and Islam Mousa Almomani, The Spoken Errors and Mistakes Committed bySenior English Students at Princess Alia University College, Theory and practice in Language Studies, Vol.3, No.3, pp.497-502, March 2013

As can be seen in the above mentioned example in (1) as a mistake because the student is insisting on adding the –s form to the first person singular; whereas the –s form is omitted where needed. Also the student is not realizing the rule of to-infinitive. Thus, this is a real example from our English class which proves the student's unawareness of the grammatical rules and patterns of subject-verb agreement and the infinitive form.

b. They goes to school and stays in a big hotel in Irbid.

This statement in (2) is also ungrammatical and considered as an error because the learner thinks that the pronoun is plural and accordingly the–s form which is added to the verb is a must. This indicates that learner here cannot distinguish between the plural morpheme and the present tense morpheme (-s). It shows that the learner has over-generalized the rule in the example above

c. He have wrote her homework and have did it.

The above utterance is an error because the learner could not correct herself in the subject verb-agreement as of repeating the same error which is "have". The learner is not realizing the ungrammatical utterance because she lacks competence (her knowledge of the internal structure of the language).

The distinction between a mistake and an error has serious implications for teaching and learning processes. Many of our students are unaware of the differences between the two or if they are aware, they are unable to apply the grammatical rule(s) to their spoken utterances. This is a conclusion in the work of Krashen (e.g . 1976; 1981), they are27 :

27

Nancy Lee, Notions Of'error' And Appropriate Corrective Treatment, Hongkong Papers In Linguisticsand Language Teaching, 13 (1990), p. 57

Table 2.2

Notions of Error in Linguistics Error

Linguistics Applied Linguistics

'Mistake' belonging

performance

'Error' belonging

Competence

'Mistake' belonging

performance

Characteristics:

- slips of the tongue - lapses of memory - speech condition from physical/mental state - made by NS only - speaker knowledge of language system - can be self-monitored/ self corrected

- rarely corrected by others

Characteristics:

- speaker knowledge of language in question

- monitored/corrected by others

Characteristics:

- slips of the tongue - lapses of memory - speech condition

from physical / mental state - assumed to have speaker knowledge of language system - self-corrected/ Self-monitored - monitored by others

Krashen himself sees the role of the monitor as being confined to conscious 'learning', a process which he sees as having no effect upon language 'acquisition', several other researchers have rejected his claims on these points: summaries recent discussion and references28. Teaching experience also suggests that

28

conscious attention to errors and mistakes could raise learner awareness of form and function and that this will eventually affect acquisition as well as performance and competence.

So, the conclusion of various linguistic experts likes Elis (1997). Errors and mistakes are similar but difference in meaning. Errors are mistake that reflect the students and the students could not fix their mistakes. Being according Ancker (2000), mistakes is student error in slip their performance. So, differences in error and mistake were only in knowledge their self. Error centered on student ignorance and mistake in fixing mistakes, fixing errors based on the previous knowledge.

Krashen himself sees the differences between error and mistake in his research has serious implications for teaching and learning processes. Errors are divided into two linguistic and applied linguistic. In linguistic, belonging mistake have performance characteristics such as slips of the tongue, lapses of memory, speech condition, can be self-monitored / self corrected. And errors in applied linguistics, belonging error competence has different characteristics from mistake such as the speaker knowledge of language in question, monitored by other and corrected by others. So, the obvious conclusions both of them are the error based on competency and performance-based mistakes.

4. The Causes of Errors

There are some opinions relate to the causes of errors. H. Douglas Brown claims that there are four major causes of errors; they are inter-lingual transfer, intra-lingual transfer, context of learning and communication strategies29.

a. Interlingual Transfer

Inter-lingual transfer is a significant source of error for all learners. It happened because the native language or mother language interference. In these

29

H. Douglas Brown, Principles of Language Learning and Teaching, ( New York: Addison Wesley Longman, Inc.,2000), Fourth edition, pp. 223-227

early stages, before the system of the second language is familiar, the native language is only the previous linguistic system upon which the learner can draw. b. Intralingual Transfer

Intra-lingual transfer (the transfer within the target language itself) is a major factor in second language learning. Researcher have found that the early stages of language learning are characterized by a predominance of interference (inter-lingual), but once learners have begun to acquire parts of the new system, more and more intra-lingual transfer-generalization within the target language-is manifested. Negative intra-lingual transfer, or overgeneralization, has already been illustrated in such utterances as “Does John can sing?” other example like “He good” and “I don’t know what time is it?”

c. Context of Learning

“Context” refers, for example, to the classroom with its teacher and its materials in the case of school or the social situation in the case of untutored second language learning. In a classroom context the teacher or the textbook can lead the learner to make faulty hypotheses about the language. Students often make errors because of a misleading from the teacher or word in a textbook, or even because of a pattern that was rote memorized in a drill but improperly contextualized.

d. Communication strategies

It is defined and related to learning style. It is also regarded as elements of strategic competence in which learners bring to bear all the possible facets of their growing competence in order to deliver clear messages in the second language. Learners often use production strategies in order to get their message across, but at times these techniques can cause errors.

Error may derive from both two transfer; Interlingual and Intralingual, Context of learning, and also from communication strategies. Afterwards, those

sources will be obviously used in the next chapter as a final step of the procedure of error analysis.

The similar opinion came from Peter Hubbard. He explained the causes of error. The sources or error are essentially the same as the causes of error. He distinguished the cause of error into three parts30:

a. Mother Tongue Interference

Although the young children appear to able to learn the foreign language quite easily and to produce the new sound very effectively, older learner experience considerable difficulty. The sound system (phonology) and the grammar of the first language impose themselves on the new language and this leads to a ‘foreign’ pronunciation, faulty grammatical pattern and, occasionally, the wrong choice of vocabulary.

b. Overgeneralization

The mentalist theory claims that errors are inevitable because they reflect various stages in the language development of the learners; it claims that the learner process new language data in his mind and produce rules for its production, based on the evidence.

c. Teaching Material of Method

The teaching Material or Method also can contribute to the students’ error. According to those who support behaviorism theory, error is evidence of failure, of ineffective teaching or lack of control. If materials well chosen, graded and presented with meticulous care, there should never be any error.

Jack C. Richards in his book; Error Analysis: Perspective on Second Language Acquisition also distinguished the causes of errors into four parts, they are31:

30

Hubbard, Peter, et.al. A Training Course for TEFL, ( Oxford: Oxford University Press, 1993), pp. 140-142.

a. Over-generalization

Overgeneralization is the use of the previously learned rule in new situations. Over-generalization includes instances where the learner makes a rule based on his/ her experience of other rules in target language.

b. Ignorance of Rule Restriction

This cause is the result of the failure to observe the restriction of existing structures that is the application of rules to context where they do not apply. c. Incomplete Applicant of the Rules

This cause of error arises as the result of the learner’s high motivation to achieve communicative ability. In achieving it, the learner may produce grammatically incorrect sentence.

d. False Concept Hypothesized

It arises as the result of faulty comprehension of the distinction in the foreign language. Sometimes it is also because of the poor gradation of the materials of teaching.

5. Kinds of Errors and Mistakes

Learning a foreign language is different from learning one’s mother tongue. Learning foreign language is not easy because mostly the student is still making an error or mistakes. Error is usually caused by lack of knowledge about the target language or incorrect hypothesis about it and mistakes caused by temporary lapses of memory, confusion, slips of the tongue and so on32. But mistakes can be corrected the wrong form by the learner. In other words, mistakes are a performance problem rather than a competence problem. Edge stated (1989)

31

Jack C. Richards, Error Analysis: Perspective on Second Language Acquisition

(London: Longman Group Limited, 1974), pp. 174-178

32

rejects this error-mistake classification and calls all deviations from the norm mistakes. These mistakes include33:

1) Slips, which are a result of processing problems or carelessness’ Edge, (1989:11);

2) Errors, which are comprehensible but which the learner is unable to correct, although the form has been taught; and

3) Attempts, which are fairly incomprehensible and uncorrectable by the learner. An Error which the learner does not recognize as errors the learner recognizes as errors but which he or she cannot correct. Most linguists stated like as James (1998) studied Error and classified errors into two types34:

a. Linguistic category classification

This type of taxonomy specifies errors in terms of linguistic categories and in terms of where the error is located in the overall system of the target language. First, it indicates at what level of language the error is located: in phonology, grammar, lexis, text or discourse and if it is at grammar level, what particular grammatical construction does it involve? Some possibilities they list are: the auxiliary system and passive sentence complements. Having established the level of the error, one next asks about its class. Given that it is a grammar error, does it involve the class of a noun, verb, adjective, adverb, preposition, conjunction, or determiner? which leads to the assignment of a rank to the error, in terms of where it lies on the hierarchy of units that constitute its level.

b. The surface structure taxonomy

This is the second type of descriptive taxonomy proposed by Dulay, Burt and Krashen (1982) who describe this taxonomy as being based on “the way surface

33

Muzi V. Nzama, Error Analysis: A Study Of Errors commited by Isizulu Speaking Learners of English in Selected Schools , thesis The Department of General Linguistics at the University of Zululand, (Empangeni: University of Zululand, n. d. ), p. 43

34

J. Sutomo, Error Analysis on Learner’ Passive Sentences, Dinamika Bahasa dan Ilmu Budaya, Vol.4 , No.2, Juli 2010

structures are altered.” Errors can occur because of change in surface structure in specific and systematic ways. There are four ways in which learners “modify” target forms in specific and systematic ways.

1). Omission

Learners in the early stages of learning tend to omit function words rather than content words. More advanced learners tend to be aware of their ignorance of content words and rather than omit one, they resort to compensatory strategies to express their idea (Kasper and Kellerman, 1997).

2). Addition

This manifestation of error, according to Dulay, Burt and Krashen, is the ‘result of all-too-faithful use of certain rules’ (1982, p.156) and they suggest there are subtypes. First is regularization, which involves overlooking exceptions and spreading rules to domains where they do not apply, for example producing the incorrect “buyed” for “bought.” Second, is double marking, defined as ‘failure to delete certain items which are required in some linguistic constructions but not in others’. Here is an example: He doesn’t knows me.

3). Misformation

Dulay, Burt and Krashen define misinformation as use of the wrong form of a structure or morpheme, and give examples like: (a). I* seen her yesterday. (b).He hurt* himself.

4). Misordering

This category is relatively uncontroversial. The learners can select the right forms to use in the right context, but they arrange them in the wrong order, for instance, adverbials, interrogatives and adjectives, yielding errors as in: (a). *He every time come late home. (b). *Tell me where did you go. (c). *The words little.

Other categories of grammatical Error classification are from Betty Schrampfer Azar . She classifies the grammatical error in 13 categories, they are35:

Table 2.3 Category of Error

No. Category Example Correction

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

He has been for six months

2. Word Form I saw a beauty picture I saw a beautiful

picture

3. Word Choice She got on the taxi She got into the taxi

4. Verb Tense He is here since June He has been here

since June

5+. Add a Word I want go to the zoo I want to go to the

zoo

5-. Omit a Word She entered to the

university

She entered the university

6. Word Order I saw five times that

movie.

I saw that movie five times

7. Incomplete Sentence I went to bed. Because I was tired

I went to bed because I was tired

8. Spelling An accident occurred

9. Punctuation What did he say What did he say?

10. Capitalization I am studying English I am studying

English

11. Article I had a accident I had an accident

35

Betty Schrampfer Azar, English Grammar: Understanding And Using, (Eaglewood Prentice Hall, 1989), 2nd Edition, p. A29

12. Meaning Not Clear He Borrowed some

13. Run-On Sentence My roommate was

sleeping, we didn’t want to wake her up.

My roommate was sleeping, We didn’t want to wake her up.

Taken from the book Betty Schrampfer Azar, English Grammar: Understanding and

Using, (Eaglewood Prentice Hall, 1989), 2nd Edition.

This grammatical Errors Classification of Betty Schrampfer Azar will be used in this study.

D. Grammatical Error on Students’ Writing Recount Text

Writing is an activity that can usefully be prepared for by work in the other skills of listening, speaking and reading36. Writing plays an important role for students who are required to be able to write different types of text according to curriculum, such as descriptive, narrative, and recount texts. According to the 2006 Competence Based Curriculum, a recount text is taught in senior high school. Writing a recount text has three parts in text organization: orientation, sequence of events and reorientation ; and language features: use proper nouns, use of the past tense, use descriptive words, and words showing the order of events ( Mark Anderson & Kathy Anderson 1997: 51)37. Most of student had problems in writing a recount text when they had to concern with the text organization and the language features because of their limited mastery. The students were confused of how to write a recount text correctly. In the end, when the students wrote the text, the errors occurred in the text organization and the language features, such as use of past tense.

In this final project, the researcher discusses an Error Analysis in Students’ Writing Recount Text. Writing a recount text must be clear, vivid, and concrete.

36

I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (UK: Routledge, 2009), p. 113

37

The readers can be confused and also they may find difficulties understanding the content of the text which he/she has written. Therefore, through recount text, the researcher would like to find out the students’ learning problems, the causes and to know the students’ achievement and difficulties in making recount text writing.

27

A. Time and Location

The writer did the research on Thursday October 9th, 2012. The writer was conducted at MA Nurul Falah Serpong which is located on Jalan H.Saran no. 27 Serpong, South Tangerang.

B. Method of Study

The writer used the descriptive analysis method and used the procedures of error analysis itself. The Research tries to describe the errors made by students when they write a subject. The writer tries to calculate the errors, make the reconstruction and classify causes of error.

C. Data and Data Sources

The data of the research were the students’ errors in the use of Recount Text Writing; the data sources were taken from the test, and it was used to know kinds of errors made by the students of MA Nurul Falah Serpong.

D. Technique of Data Collecting

In collecting the data, the writer gave the test to find out the students’ errors in the use of Recount Text Writing. This test was used to know kinds of errors made by the Twelfth Grade students of MA Nurul Falah Serpong in using the Recount Text. The Writer came to the field, and the writer asks them to make three paragraphs about their last holiday. After that, collected their works, and analyzed them. In this way, I tried to get the data as objective as possible

E. Instrument of the Research

The instrument of this research was a writing test. The type of writing is guided writing, which the topic is given by student’s activity in their last holiday. The text was recount text. The text is divided into three parts, orientation, series of events and reorientation or conclusion. The test made by the writer. The material was taken from the book.

F. Technique of Data Analysis

To find out the effectiveness of analysis on students’ error in using

Recount Text, the researcher used distribution frequency relative or descriptive analysis technique (percentage formula). This is adapted from Sudjono and described in the table of percentage1. In the table of percentage, the writer uses the formula:

P = percentage

F = frequency of error occurred

N = number of sample which is observed

1

Prof. Drs. Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2007), p. 43.

29

A. Data Description

The research discussed the errors that done by the twelfth grade students of MA Nurul Falah Serpong, Tangerang Selatan in writing recounts text. To get the data, the writer give the guided writing test with the topic about what did you do on your last holiday.

The text is divided into 3 parts. First is orientation about who, what, when, and where. The second part is sequence of event what happened, and the third is reorientation or conclusion. The writer found many errors in student recount text and then the writer makes the classifying of the student’s errors on grammatical aspects. According that category of grammatical Error classification by Betty Schrampfer Azar there are 14 categories of error. So, the writer only focuses 14 categories on grammatical errors which made by students, they are:

1. Singular plural 2. Word Form 3. Word choice 4. Verb tense 5. Add a word 6. Omit a Word 7. Word order 8. Spelling 9. Article

10. Capitalization 11. Run on sentence 12. Punctuation

13. Meaning not clear 14. Incomplete sentence

The following table is the analysis of the student error in English recount text, they are:

Table 4.1

The analysis of the student error in English recount text

Students’ number Types of error Total of error

1 Capitalization

Omit a word Singular-Plural Spelling Verb tense Word choice Word form Word order Punctuation Meaning not clear Incomplete sentence

1 1 6 1 11

4 1 1 7 2 2

2 Add word

Capitalization Spelling Verb tense Word choice Word form Word order Punctuation Meaning not clear

1 1 1 1 3 1 1 7 2

3 Run on sentence

Singular plural Verb tense Word choice Word order Punctuation Meaning not clear

3 4 3 5 1 3 1

Singular plural Verb tense Word choice Word order Punctuation Meaning not clear

1 4 3 2 1 1

5 Add word

Run on sentence Singular plural Spelling Verb tense Word choice Word order Punctuation Meaning not clear Incomplete sentence 1 3 2 1 5 5 1 5 1 1

6 Omit a word

Run on sentence Singular plural Spelling Verb tense Word choice Word order Punctuation 2 2 3 2 6 5 3 2

7 Omit a word

Run on sentence Singular plural Spelling Verb tense Word choice Punctuation Meaning not clear

1 1 1 2 1 2 2 1

8 Singular plural

Punctuation

1 1

9 Article

Singular plural Word order

1 3 1

10 Add a word

Omit a word Run on sentence Singular plural

1 3 2 3

Spelling Verb tense Word choice Word form Punctuation 1 4 5 1 1

11 Add a word

Article Omit a word Run on sentence Singular plural Spelling Verb tense Word choice Word order Punctuation Meaning not clear

3 1 3 3 3 2 6 7 5 2 1

12 Add a word

Run on sentence Singular plural Verb tense Word choice Word order Punctuation Meaning not clear

1 2 2 8 10 1 2 2

13 Add a word

Omit a word Run on sentence Singular plural Verb tense Word choice Word order Punctuation 1 3 1 1 4 2 2 2

14 Omit a word

Run on sentence Singular plural Spelling Verb tense Word choice Word form Punctuation Meaning not clear

4 1 1 3 5 4 3 2 1

15 Add a word Run on sentence Singular plural Verb tense Word choice Punctuation 2 1 2 5 3 2

16 Add a word

Omit a word Run on sentence Singular plural Spelling Verb tense Word choice Punctuation Meaning not clear

2 1 4 1 1 9 1 4 1

17 Add a word

Omit a word Run on sentence Singular plural Spelling Verb tense Word choice Punctuation Meaning not clear Incomplete sentence 2 2 2 6 1 6 6 3 5 1

18 Add a word

Omit a word Run on sentence Singular plural Verb tense Word choice Punctuation Meaning not clear

2 1 3 8 8 1 4 2

19 Add a word

Omit a word Run on sentence Singular plural Verb tense Word choice Word form Word order Punctuation Meaning not clear

4 1 2 3 5 4 1 1 2 2

20 Add a word Omit a word Run on sentence Singular plural Spelling Verb tense Word choice Word form Word order Punctuation Meaning not clear

1 2 1 3 2 2 2 2 1 1 1

21 Add a word

Article

Run on sentence Singular plural Verb tense Word choice Word form Word order Spelling Punctuation

2 1 1 2 4 3 1 1 4 1

Total of error 442

B. Analysis of data

On preceding explanation, the data are taken from the students answer sheet. The writer classifies the students’ error in writing recount texts and the writer found fourteen aspects of error of the use in the writing recount texts. It marked the sentences containing errors by Singular plural, Word Form, Word choice, Verb tense, Add a word, Omit a Word, Word order, Spelling, Article, Capitalization, Run on sentence, Punctuation, Meaning not clear and Incomplete sentence. The identified could be seen from the table based on below:

Table 4.2 Total of Error

S tu d en t Error S in g u la r p lu ra l Wo rd F o rm Wo rd c h o ic e V er b t en se A d d a w o rd O m it a W o rd Wo rd o rd er S p el li n g A rt ic le C a p it a li za ti o n R u n o n s en te n ce P u n ct u a ti o n M ea n in g n o t cl ea r In co m p le te S en te n ce T o ta l P er ce n ta g e 1

6 1 4 11 - 1 1 1 - 1 - 7 2 2 37 8.3%

2

- 1 3 1 1 - 1 1 - 1 - 7 2 - 18 4 %

3

4 - 5 3 - - 1 - - - - 3 1 - 17 3.8%

4

1 - 3 4 - - 2 - - - 1 1 1 - 13 2.9 %

5

1 - 5 5 1 - 1 1 - - 3 5 1 1 24 5.4%

6

3 - 5 6 - 2 3 2 - - 2 2 - - 25 5.6 %

7

1 - 2 1 - 1 - 2 - - 1 2 1 - 11 2.4%

8

1 - - - 1 - - 2 0.4 %

9

3 - - - 1 - 1 - - - 5 1.1%

10

3 1 5 4 1 3 - 1 - - 2 2 - - 22 4.9%

11

3 - 7 6 3 3 5 2 1 - 3 2 1 - 36 8.1%

12

2 - 10 8 1 - 1 - - - 2 2 2 - 28 6.3% 13 _{1 - 2 4 1 3 2 - - - 1 2 - - 16 3.6%}

From the table above, it could be described that the minimum errors made by students number 8 with 2 error or 0.4 _{% while the maximum errors made the} students number 1 with 37 errors or 8.3_{%. In addition, based on the description of} the errors above, the writer found that there are 442 errors made by the Twelfth Grade of MA Nurul Falah Serpong in writing recount texts.

To make it clearer, the writer did not only mention the errors made by the students, but she also included the cause of error that may become the factor of students’ error. Here is the explanation of the causes of errors described in the table below:

14

1 3 4 5 - 4 - 3 - - 1 2 1 - 24 5.4%

15

2 - 3 5 2 - - - - 1 2 - - 15 3.3%

16

1 - 1 9 2 1 - 1 - - 4 4 1 - 24 5.4% 17

6 - 6 6 2 2 - 1 - - 2 3 5 1 34 7.6%

18 8

- 1 8 2 1 - - - - 3 4 2 - 29 6.5%

19

3 1 4 5 4 1 1 - - - 2 2 2 - 25 5.6%

20

3 2 2 2 1 2 1 2 - - 1 1 1 - 18 4 %

21 2

1 3 4 2 - 1 1 1 - 1 4 - - 19 4.3%

T

o

ta

l

55 10 75 97 23 24 21 19 3 2 30 58 21 4 442

Table 4.3

Table of Number of Causes of Errors Explanation

No. Causes of Errors Number of The Causes Percentage of Errors

1. Intra-lingual

Transfer 112 53.58 %

2. Inter-lingual

Transfer 81 38.75 %

3. Communication

Strategies 6 2.87 %

4. Context of Learning 10 4.78 %

Total 209 100 %

Due to the table 3.4, Intralingual transfer 112 times behind the student’s errors or 53.58 %. The students might attempt to derive the rules before the data to which has been concerned by the students gradually and it may lead to the false hypothesis related to neither their native language nor the target language. Then, Interlingual transfer may become a cause of error as 81 times or 38.75 %. This is when the student might be influenced by their mother tongue in terms of pattern, systems of rules. And then, context of learning found in their writing as 10 times or 4.78 % because the teacher and the text in the test given may lead them either to build faulty hypotheses about the language or to write an inappropriate word or sentence. The last, Communication strategies found cause of error as 6 times or 2.87 % because the student often use production strategies in order to get their messages across, but they still make error in these techniques.

C. Interpretation of Data

The final step is to explain the findings to analyze data. After categorized the errors based on the types of error. The writer distributes the types of error. In this part, the writer will interpret the errors that students made as follows:

Table 4.4

Percentages of Types of Error

No. Category Frequency of

errors

Percentage of errors

1. Singular plural 55 12.4%

2. Word Form 10 2.26%

3. Word choice 75 16.9%

4. Verb tense 97 21.9 %

5. Add a word 23 5.2 %

6. Omit a Word 24 5.4 %

7. Word order 21 4.7 %

8. Spelling 16 3.6 %

9. Article 3 0.6 %

10. Capitalization 2 0.4 %

11. Run on sentence 30 6.7 %

12. Punctuation 58 13.1 %

13. Meaning not clear 21 4.7%

14. Incomplete sentence 4 0.9 %

Total N = 442 100 %

In the table 4.3 showed that from the tables above, the first most of students make error in the item of verb tense 21.9 %, with those frequencies: The frequency of the students’ error in Singular plural is 55 errors or 12.4% The frequency of the students’ error in Word Form is 10 errors or 2.26% The frequency of the students’ error in Word choice is 75 errors or 16.9% The frequency of the students’ error in Verb tense is 97errors or 21.9 % The frequency of the students’ error in Add a word is 23 errors or 5.2 %

The frequency of the students’ error in Omit a Word is 24 errors or 5.4 % The frequency of the students’ error in Word order is 21 errors or 4.7 % The frequency of the students’ error in Spelling is 16 errors or 3.6 % The frequency of the students’ error in Article is 3 errors or 0.6 % The frequency of the students’ error in Capitalization is 2 errors or 0.4 % The frequency of the students’ error in Run on sentence is 30 errors or 6.7 % The frequency of the students’ error in Punctuation is 58 errors or 13.1 % The frequency of the students’ error in Meaning not clear is 21errors or 4.7% The frequency of the students’ error in Incomplete sentence is 4 errors or 0.9 %

After analyzing the data, the writer will interpret the errors that student made. Based on the data, the highest frequency of error 27.2 % is Verb tense. The table and the statement above show of each type of error. Then the common errors of grammatical aspects that the twelfth students of MA Nurul Falah Serpong make in recount paragraph are Verb tense with the total errors is as much as 97errors or 21.9 %. The second rate is Word choice with 75 errors or 16.9%. The third rate Punctuation with 58 errors or 13.1%. And the minimum error is Article with 3 errors or 0.6%. The students make such errors because of the influence or linguistic mother tongue and their Indonesian logical thinking. They thought in Indonesian way when they wrote in English. However, when they produced the new language data in their mind, it also produces a new rules, so they often over generalize about their second language rules. It means the teacher should aware that intra-lingual transfer is one the sources of error that must be recognized in the second language learning.

Besides, the causes of error that the writer includes in are 4 types: Intralingual transfer (112 times or 53.58 %) when the students acquired the new language, they have already saved the data about their first language which are different in terms, pattern or system with the new language. Thus, their minds might create a new rule at that time so they often over generalize about the new or second language, and this is what is commonly called as Intralingual transfer.

Interlingual transfer is actually when the students might translate directly the target language into the first language, and this kind of cause occurred 81 time or 38.75 % in this recount text. And then, context of learning (10 error or 4.78 %),

the misleading explanation from the teacher or maybe the textbook perhaps cause students to do errors in writing. The last is Communication strategies (6 error or 2.87 %), the student often use production strategies in order to get their messages across, but they make error in that techniques related learning style.

41

A.Conclusion

According to the description in the previous chapter, the writer concluded that the Twelfth Grade students of MA Nurul Falah still made errors when they make the recount texts and based on the data the writer found that there were 442 errors. It could be described that errors in verb tense were the most frequent or the highest errors in which the students committed 97errors or 21.9 % errors. It was followed by Word choice consists of 75 errors or 16.9 % errors. Then, errors in

Punctuation consist of 58 errors or 13.1 % errors. And the last or the lowest errors is Article consist 3 errors or 0.6 % errors. Based on the high percentage of errors, it means that the students’ mastery in writing recount text needs to be improved to avoid the students making the same errors.

Furthermore, 53.58 % errors caused by Intralingual transfer, 38.75 % by Interlingual transfer, 4.78 % by context of learning and the last 2.87 % by communication strategies. This data drive the writer to conclude that the teaching of verb tense was not successfully delivered to the students and the teacher has to concern more about this. So, the main cause was Intralingual transfer in which the students were inferred by their mother tongue. It can occur when they receive the new language data in their mind, they create a new rule, so they often do the overgeneralization toward the new language or target language.

B.Suggestion

After get the result of students’ mostly common errors types in writing recount text, the writer would like to give some suggestions:

1. English teachers are suggested to teach how to make the recount text both oral and written clearly.

2. Students are suggested to use past tense form as much as possible and give more attention to the change of the verbs.

3. It is needed for students to read many texts, in order to know a lot of vocabulary and their use in a sentence.

4. It is good for teachers to ask the difficult materials that students have not understood yet and help the students to solve it.

5. It is not harmful for teachers to give the example as mush as possible, because in writing activity, the result of reading skill, memory of vocabulary, their grammatical comprehension is needed and getting perfect with their logical thinking.

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The Procedure of Error Analysis

No.

Student’s Writing

Identification of

Error

Category of Error

Reconstruction

Causes of Errors

1

Mahyudin:

Happy holiday

In the last holiday me and may friend goes to anyer beach in banten, and I feel very happy because I can forgeted all my problem and enjoy in the beach with my friend.

First, I swim in the sea and I feel scary because my friend invite me to the deep Area but my friend just smile for me and that make me Angry and stop to swimm. after that, me and my friend playing football on the beach , although me little angry but I feel is very, very, very hapy in that holiday

And then, after swim,

playing football and more in the beach, me and my friend back to home, and we are

me and may friend goes to anyer beach in banten

Singular-Plural (1) Verb tense (1) Capitalization (1) Punctuation (1)

my friend and I went to anyer beach in banten

Intralingual transfer Interlingual transfer

In the last holiday Punctuation (1) In the last holiday, Intralingual transfer

I feel very happy because I can forgeted all my problem and enjoy in the beach

Verb tense (3) Omit a word (1) Punctuation (1)

I felt very happy because I didn’t forget all my problems. I enjoyed in the beach

Intralingual transfer Interlingual transfer

I feel scary because my friend invite me to the deep Area

Verb tense (2) Word choice (1) Word order (1)

I felt scary because my friends invited me to swim in the deep sea

Intralingual transfer Interlingual transfer

my friend just smile for me and that make me Angry and stop to swimm

Word choice (1) Verb tense (2) Subject (2) Spelling (1)

My friend just smile to me. And it made me angry and I stopped to swim

Intralingual transfer Interlingual transfer

On the beach, Punctuation (1) On the beach. Intralingual transfer

Altought Punctuation (1) Altought, Intralingual transfer

me and my friend playing football on the beach

Subject (1) Verb tense (1) Word choice (1)

we played football in the beach

Intralingual transfer Interlingual transfer

Me little angry Meaning not clear

(1)

It made me angry Interlingual transfer

me little angry but I Subject (1) Verb tense (1)

I was on title angry but I felt very happy in that holiday.

Intralingual transfer Interlingual transfer

friends. While evening new year in Beach.

Today, we must come back to Tangerang selatan tomorrow. We were enjoyed.

Today, we must come back to Tangerang selatan tomorrow

Anyer has many beatiful tourism objects.

Word choice (1) Verb tense (1) Omit a word (2) Spelling (1)

Finally, we came back to Tangerang Selatan Anyer has many beautiful tourism objects.

Intralingual transfer Interlingual transfer

21. Devi Rieka Wati :

I like jogja

On the last holiday, I went to jogja with my family. Jogja has many beautiful torism objects. One of them is prambanan. In Jogja, I saw large of temple and also foreign tourists from several of countries.

I did many activities in jogja shopping with my uncle. Then we took the photos with foreign tourists from rusia. After spent time in

Jogja has many beautiful torism objects.

Singular plural (1) Spelling (1)

Jogja has many beautiful tourism objects.

Intralingual transfer

I saw large of temple and also foreign tourists from several of countries

Article (1) I saw a large of temple and also foreign tourists from several of countries

Intralingual transfer

I did many activities in jogja shopping with my uncle.

Add a word (1) I did many activities in jogja such as Shopping with my uncle

Intralingual transfer

After spent time in jogja, we unforgotten to bring something to my grandfather at klaten

Singular plural (1) Add a word (1) Word choice (2) Punctuation (2)

After we spent our timein jogja. we didn’t forget to bring something for my grandfather in klaten

Intralingual transfer Interlingual transfer

jogja, we unforgotten to bring something to my grandfather at klaten. We to market and we buys traditional food such as wedang jahe, nasi kucing, mendoan, getuk fried and tiwul.

Today , we were so tired. We must come back to tangerang selatan. It’s my holiday that was interesting. We were enjoyed. I very like jogja. I certain come back to jogja. Wait me jogja, I hope, next I can to gembira loka zoo

We to market and we buys traditional food

Verb tense (2) Meaning not clear (1)

We visited the market and we bought traditional food

Intralingual transfer Interlingual transfer It’s my holiday that

was interesting

Verb tense (1) I was my holiday that was interesting

Interlingual transfer

I very like jogja. I certain come back to jogja

Verb tense (1) Word order (1)

I was very like jogja, I will came back to jogja certainly

Interlingual transfer

Wait me jogja, I hope, next I can to gembira loka zoo

Word form (1) Run on sentence (1) Word choice (1) Punctuation (2)

Wait me jogja. Next, I hope I will go to gembira loka zoo tommorow.

Intralingual transfer Interlingual transfer