English Commision stated that writing is “an important medium for self-
expression, for communication, and for the discovery of meaning…
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. When people want to write, they cannot separate from a paragraph, because paragraph is
the element of writing. When the students have to write sometimes in process of learning students
makes an error mistake. Based on Heidi Dullay, “errors are resulted from the lack
of the language, while mistake are caused by factors such as fatigue and inattention.
6
While James Hendrickson said “errors give feedback, they tell the teacher something about the effectiveness of his teaching techniques and show
him what parts of syllabus he has been following have been inadequately learnt or taught and need further attention”
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. Error and mistake are important as teacher parameter in teaching because with know the error and mistake, teacher will do
right treatment for students, and for students they get more feedback how they comprehend they written. Error caused from the lack of knowledge of the rules of
language when students did not know much about that language and mistake caused by factors of inattention students with their studied, before students have
to write, they should comprehend about write itself. As we know in a foreign language learning, error correction has become one
of the important teaching processes, because teacher get feedback from students when they made an error, also the teacher will predict where the students made an
error and the teacher will minimalize that error, few teachers know a lot about error analysis and some related theories.
Based on the explanation above, the writer is interested in doing error analysis by students’ writing. Through error analysis, the writer can be identified
the most common writing error and the source error can be found. The writer has chose analyzing error in students’ writing because as her experiment during taught
the students from Integrated Practice Teaching Profession PPKT, most of them
5
National Council of Teachers of English Commision on Composition. February 1975. “Composition: A Position Statement”. Elementary English 52. P 194 by Walter T Petty and Jullie
M Jansen in Develipong Children’s Language
6
Heidi Dullay, Language Two, New York: Oxford University Press, 1981 p. 139
7
James Hendrickson, Error Analysis and Error Correction in Language Teaching, Singapore: SEAMEO RELC, 1977 p. 3
get the difficulty in organizing the idea, how to write in target language, and do not ready to write. When the students ready to write, the writer got some error
from students’ written form, which is the reason of writer’s interested in writing. Based on those facts above. The writer interested in students error in
paragraph writing. To make it possible, the writer choose An Error Analysis on Students’ Paragraph Development topic as the title of her Skripsi, so the writer is
able to know more about a paragraph development and find other Error that can faced by students in writing a paragraph development.
B. The Limitation of the Problems and Formulation of the Problems
In this paper, it is impossible for the writer to discuss all of the language objects, so it is necessary to limit the topic in order the problems that will study
are not very broad. Based on the background of study, the writer will be analysis on the error of students in a recount text paragraph developmen classification
covering; paragraph evaluation and composition evaluation. This research will hold 2
nd
Year students of X class Dharma Karya Senior High School in Pondok Cabe.
In this paper, the writer wants to identify the problem as follows by asking the question:
1. What kind errors mostly made by the in students’ of writing recount text
paragraph? 2.
What kind source errors mostly appear in students’ recount text paragraph?
C. The Objectives of the Study
Based on the problem statement mentioned above, the writer has the
following objectives:
1. To find out what kinds error mostly made by the students in write a
recount text paragraph.
2. To find out what kind source errors mostly appear in students’ recount
text paragraph.
D. The Significance of the Study
The writer hopes the result of this study will give some advantageous impact for the students and the reader and who read this paper. The
writer’s hope this paper will give motivate the students to make a good narrative paragraph, they
will be anticipate making error in their writing, also they will have new information about narrative paragraph concepts. For the reader, the writer hope
the result of this study will give more detail and selective to teach a narrative paragraph, and for the writer, she can identifies which part that made students
difficult.
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CHAPTER II THEORETICAL FRAMEWORK
A. Error
When talking about language learning process there are errors made by students from their task, and it is natural because it is a part of learning process
even it is important for understanding of the language. For the first, the writer will talk about the understanding of error, error analysis, the cause of error, and the
source of error.
1. The Understanding of Error
When talking about error, people also talk about mistake, because they always connect. People commonly cannot distinguish between both of them.
Based on Longman Dictionary of Language Teaching and Applied Linguistics a differentiates the term error from mistake as follow: A Distinction is sometimes
made between errors which result from incomplete knowledge and mistake made by learner when writing or speaking and which is caused by lack of attention,
fatigue, carelessness, or some other aspect performance.
1
Carl James distinguishes between error and mistake, “if the learner is inclined
and able to correct a fault in hisher output, it is assumed that the form heshe selected was not the one intended, and we shall say that the fault is a mistake. On
the other hand, the learner is unable or disinclined to make the correction, we assumed that the form the learner used was one intended and that is an error.
2
Based on definition from linguists above, the writer adopt the definition of error
as a result from incomplete knowledge which reveals a portion of learner’s competence in target language. While a mistake results from performance error
that is ei ther a random guess or a “slip”
1
JC Richard. John Platt. and Heidi Platt, Longman Dictionary of Language Teaching and Applied Linguistics. London: Longman, 1992 P. 127
2
Carl James, Error in Language Learning and Use: Exploring Error Analysis. New York: Addison Wesley Longman Limited, 1998 P. 78
2. The Types of Error
Mohammad S Haded in his book “The Merits of Exploiting Error Analysis in
Foreign Language Teaching and Learning ” write types of error are devided into
five, which is the writer explain ”
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a. The Omission of Auxiliary
The omission of auxiliary is caused by mother tongue interference. The error that
figured prominently in the students’ answer, either in the progressive or perfect structures.
b. Incorrect verbs forms
Includes the wrong formation of past tense of infinitive verbs and verb. Phrases that have participle past auxiliary. The error that appeared to be a
systematic is the over-generalization of past tense forms. The students sometimes have problem with past participle formation. This fault could be attributed to
intra-lingual confusion since in some cases the subjects applied the past tense marked “-ed” of regular forms to irregulars ones.
c. Unmarked third person singular verb
The students sometimes fail to mark the third person singular verb in the simple present tense. Haded thinks that error is not a case of mother tongue
interference, but it can be attributing to intra-lingual difficulty. Haded also say it might be a consequence of the influence of teaching technique in the sense that
classroom drills of the form do not make sufficient distinction between marked and unmarked forms.
d. Wrong tense sequence
Many students often make wrong tense application. This type of error is not mother tongue interference but mostly due to ignorance of target language
restriction on tense sequence.
3
Moh S. Haded, The Merts of Exploitibf Error Analysis in Foreign Language Teaching and Learning, RELC Journal, vol 29, Singapore: SEAMEO Regional Language Centre, 1998, p.60-
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