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
100
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
