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1
AN ERROR ANALYSIS ON RECOUNT TEXT WRITTEN BY STUDENTS OF ACCOUNTING EDUCATION IN ENGLISH TUTORIAL PROGRAM
ETP AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA ABSTRACT
This study found in recount text written by the students of Accounting Education on English Tutorial Program ETP at Muhammadiyah University of
Surakarta is aimed to identify the types of morphological, syntactical and discourse errors. The type of this research was qualitative research. The method of collecting
data was document analysis. There were 295 data containing errors. The current study adopted error analysis theory of linguistic category and surface strategy
taxonomy adopted by James 2013 in Fauziati 2016 for analyzes the data. The steps for analyzing data was classified into error types, describing the frequency of
error, describing the dominant type of error, analysis of the sources of error and describing the purpose remedial teaching. The result of the research showed the
morphological errors was 22, 72 including, misformation of word in similar meaning, misordering of spelling and blend of Indonesian word. Syntactical error
was 69, 14, which included verb addition of verb, omission of verb, misuses of verb in past tense, addition of to in verb of present tense, noun omission of {-s}
plural marker, BE omission of be as predicate, misuses of be as predicate, article omission of article, addition of article, preposition addition of preposition,
omission of preposition. Discourse error was 8, 14, which included generic structure, reference, and conjunction. The dominant type of error was misordering of
spelling and misuses of verb in past tense.
.Key words: error analysis, recount text, surface strategy, linguistic category taxonomy.
ABSTRAK
Penelitian ini ditemukan dalam recount teks yang ditulis oleh mahasiswa pendidikan akuntansi pada Program Tutorial English ETP di Universitas Muhammadiyah
Surakarta bertujuan untuk mengidentifikasi jenis linguistic category
dan surface strategy taxonomy.
Jenis penelitian ini adalah penelitian kualitatif. Metode pengumpulan data adalah analisis dokumen. Ada 295 data yang berisi kesalahan.
Penulis menggunakan teori dari kategori linguistic category dan surface strategy taxonomy
yang digunakan oleh James 1998 dalam Fauziati 2016 untuk menganalisis data. Langkah-langkah untuk menganalisis data mengklasifikasikan ke
dalam jenis kesalahan, menggambarkan frekuensi kesalahan, menjelaskan jenis dominan kesalahan, analisis sumber kesalahan dan menjelaskan tujuan pengajaran
remedial. Hasil penelitian menunjukkan kesalahan morphological errors adalah 22, 72
meliputi, misformation of word in similar meaning, misordering of spelling dan blend of Indonesian wor
d. Syntactical error adalah 69, 14 meliputi verb addition of verb, omission of verb, misuses of verb in past tense, addition of to in verb of
present tense, noun omission of {-s} plural marker, BE omission of be as predicate, misuses of be as predicate, article omission of article, addition of
2 article, preposition addition of preposition, omission of preposition. Discourse
error adalah 8, 14, meliputi generic structure, reference, and conjunction. The
dominant type of error was misordering of spelling and misuses of verb in past tense. Jenis dominan kesalahan adalah misordering of spelling dan misuses of verb in past
tense.
Kata kunci: analisis kesalahan, recount teks, surface strategy taxonomy, linguistic category.
1.
INTRODUCTION
In this era of globalization, it is important to learn the English language. As applicable at Muhammadiyah University of Surakarta, English is a compulsory
subject that must be studied by the students of all faculties. However, not all students get a thorough knowledge of the English language. For that reason, LPIDB has
created a new program, namely English Tutorial Program ETP. English Tutorial Program is designed for all students of non-English
department especially to add the knowledge of the English language in verbal and written form. Students are acquiring a basic knowledge of English such as a simple
conversation, grammar, tenses and so forth. ETP is given to students in the first and second semester every Saturday and accompanied by a tutor that has been trained.
ETP is happily studied by all students of non-English department one of them is students of Accounting Education. Each week the students will be given different
materials in the learning process. The materials include past experience, describing something, giving direction and others. As one of the materials is past experience,
the tutor gives the task to write a recount text for students about their own past experiences. The recount text is written to retell past event with the purpose of
informing or entertaining the audience or both E.g. I was in Jakarta last week. In the recount text, the construction is using past tense because recount text retells the
past event.
English involves four kinds of language skills, namely reading, listening, speaking, and writing. One of them is writing skills, writing is one of the basic skills
of the English language to learning English. According to Tiwari 2005: 120, writing is a complex process for writers to explore their own thoughts and ideas and
3 make them visible and concrete. The main purpose of the learners’ writing activity is
to catch grammar, spelling, and punctuation errors Leki in Fauziati, 2010: 46. Writing involves more basic skills than perhaps any other, good writing skills
allowed you to communicate your message with clarity.
Essentially, writing needs good knowledge and hard thinking when the students produce words, sentences, and a paragraph at the same time with good
English grammar. English is known as a foreign language which is rarely primarily used by the general public. In Indonesia, a learner usually has more difficulty in
learning a foreign language, because of the English grammar is more complicated
than Indonesian grammar.
Making errors are a common problem for the non-English students at UMS, and they usually make errors when writing. For non-English department students,
English is a difficult subject for them. Actually, in practicing writing English most of the students are still making mistakes in grammar, structure, vocabulary, and a
mechanism consisting of a preposition and spelling. The differences between Indonesian language and English language make students confused when they write
the sentences in English.
Error analysis is a branch of applied linguistics. Error is a part of learning. James in Fauziati 2016: 105 indicated that an errors express the teacher what needs
to be taught, express the researcher how learning process, and its means whereby learners test their hypotheses about the second language”. It means that the learners
have something developing in their learning process to achieve the target goal. The Error is different from mistakes, errors arise only when there was no intention to
omit one, but a mistake is a fault made by a learner where the learner is able for correcting a fault and is not intended, it is then called mistakes James, 1998.
Based on the purpose of analysis, errors are usually classified according to the language component an error is morphological, syntactic, and discourse
Fauziati, 2016. So, the researcher categorizes the errors made by students based on the language. For example, the error happens in the morphological aspect, “There I
swiming with father and brother” is categorized into morphological error. The word
4 swiming
has misordering of spelling because the word swiming is very influencing the content of the sentence. The correct word is “swimming”.
Based on the phenomena above, the writer was interested to take the title “An Error Analysis on Recount Text Written by Students of Accounting Education: A
Case Study on English Tutorial Program ETP at Muhammadiyah University of Surakarta”.
The current study compared with previous studies, the first from Sarfraz’s Work 2012. He classified the errors into Interlanguage errors and mother tongue
MT interference errors. They discovered six types of errors in the subjects’ essays. The committed errors were occurring in singularplural form, verb tense, word
choice, preposition, subject-verb agreement and word order. The differentiation with current study is the writer does not discuss used morphological and discourse error.
The second, the current study was compared with Sawalmeh’s Work 2013. He classified errors into ten common errors: 1 verb tense, 2 word order, 3
singularplural form, 4 subject-verb agreement, 5 double negatives, 6 spellings, 7 capitalization, 8 articles 9 sentence fragments and 10 prepositions. It consists
of a comparison between the errors made in the target language TL and within that TL itself. The difference between the previous researches with current study was the
writer discus linguistic study that focuses on the errors learners make. The third, the current study was compared with Khansir’s Work 2013. It
showed that he classified the error into five major categories they are; Paragraph, conjunction, article, punctuation, and spelling. He discovered that most of the errors
occurred in tenses, articles, prepositions, word order, morphology, syntax, lexis that were similar to his previously reported studies. The differentiation the current study
with previous study was does not discuss lexis error. The fourth, the current study was compared with Omidipour’s Work 2014.
He classified error into three major categories they are: orthographic Errors spelling, syntactico-morphological Errors omissions, additions, misformation and
misordering. And lexico-semantic Errors cross Association, false cognates, wrong use of words. The differentiation the current study with previous study was the
5 researcher does not classify the error based on the phonology, semantic
and lexico level.
Five, the current study was compared with Cholipah’s Work 2014. She classified error into four descriptive classifications of errors classified the errors into
grammatical error included capitalization, word choice, verb tense, add a word, spelling, run-on sentence, word order, punctuation, omit a word, word form, article,
singular-plural, meaning not clear, incomplete sentence. That’s classification was different with the current study, she has not classified grammatical error.
Sixth, the current study was compared with Mohammed and Abdalhussein’s Work 2015. He classified error into two categories. They are syntax and
morphological error taxonomy. Morphological errors omission of the plural ending “s”, misuse and addition of the plural ending “s”, misuse of possessive “s”, incorrect
use of comparative adjectives, wrong word form. Syntax tenses, prepositions, articles, active and passive voice, verbs. That’s classification was different with the
previous study, he has not classified discourse error. Seven, related to Ardiani’s work 2016. She classified the error into three
categories. They are Morphological error false friend, wrong spelling, code switching, syntactical error Be as predicate, –s-es in plural marker, ‘s’ in
possessive pronoun, preposition, article, subject pronoun, verb, noun, possessive adjective, conjunction. Discourse error general structure, conjunction. This
research is conducted by Ardiani’s work, but differentiation with the previous study was he has not classified discourse error in reference.
The current study adopted linguistic category taxonomy and surface strategy taxonomy by James 2013 in Fauziti 2016 they are, morphological errors was
include misformation of word in similar meaning, misordering of spelling, blend of Indonesian word. Syntactical error was include verb addition of verb, omission of
verb, misuses of verb in past tense, addition of to in verb of present tense, noun omission of {-s} plural marker, BE omission of be as predicate, misuses of be as
predicate, article omission of article, addition of article, preposition addition of preposition, omission of preposition. Discourse error was included generic structure,
reference, and conjunction.
6 The purposes of this research are: 1 to describe the types of morphological
error of writing recount text made by the students of accounting education, 2 to describe the types of syntactical error, 3 to describe the types of discourse error, 4
to know the frequency of each error in writing recount text, 5 to know the sources of errors.
2. RESEARCH METHOD
The current study adopted descriptive qualitative method to describe the types of error in recount text and classify data. The current study used descriptive
qualitative to know the types of morphological, syntactic, discourse error, the
frequency and dominant, and data source found in recount text which has been
written by the students of Accounting Education on English Tutorial Program ETP
at Muhammadiyah University of Surakarta.
The data of the study were all sentences and paragraphs containing errors
which were written by the students of Accounting Education on English Tutorial Program ETP at Muhammadiyah University of Surakarta in writing recount text.
The data source of the study was a composition of writing recount text by the students of Accounting Education on English Tutorial Program ETP at
Muhammadiyah University of Surakarta. They were consisting of 50 students’ sheet. The current study adopted document analysis in her data collecting.
The current study used Linguistic Category and Surface Strategy Taxonomy by James 2013 in Fauziati 2016 to analyze the data. The cut study divided
technique for analyzing data into six steps, namely: identification of errors, classifying into error types, describing the frequency of error, describing the
dominant type of error, and analysis of the sources of error. 3.
RESEARCH FINDING AND DISCUSSION
This chapter describes the errors of the sentences which are collected from the composition on recount text written by students of Accounting Education on
English Tutorial Program ETP at Muhammadiyah University of Surakarta.
7
3.1 Research Finding
