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Errors in learners’ output can of course occur at all levels of the language system. Some of the common types of error at each level are substance
mispronounciations, misspellings, punctuation, text lack of cohesion, grammatical morphology, word order, and discoursal topical coherence,
structural coherence, pragmatic aspects The researcher generalizes on the basic types of problem that can be found
at all of those levels above. They are missing item, over-inclusion, and wrong choice. The missing item is the type in which an obligatory item is omitted, for
example, a punctuation mark, a phoneme, a letter in a word, an auxiliary verb, or an element of text structure. Over-inclusion is an item redundant in the context, or
is the result of overgeneralization of rules, for example, repeat again, putted.
Wrong choice is the incorret item selected by the learner, for example, the wrong word is used, or the wrong auxiliary is used with a main verb.
2. Theories of Error Analysis
This study mainly employed the document analysis as the basic method. However, this study specifically belongs to error analysis. Therefore, the
researcher considers that it is essential to discuss a bit the theory of error analysis. According to Ellis 1997, error analysis can be regarded as the fact that
learners make errors and these errors can be identified, described, explained, and evaluated using systematic procedure and language principles. On the other hand,
Richards, et al. 1992 stated that error analysis is the study analysis of the errors made by second langage learners. Error analysis may be carried out in order to
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identify strategies which learners use in language learning and obtain information on difficulties in language learning as an aid to teaching.
Gass and Selinker 1994 explained that there are several steps in conducting an error analysis. First, data need to be collected and serve as a base.
Second, identifying what the errors are, for example, incorrect organization of textsideas and sentence structure. The third step is classifying errors or
categorizing errors into their types. The fourth one is quantifying errors or counting the number of existing errors made by learners. The fifth step is analysis
of error sources. The last step is remediation. Based on the kind and frequency of an error type, pedagogical intervention is carried out. In this study, however, the
researcher takes the first four steps only, whereas the fifth and six steps are unnecessary to do.
3. Theories of Writing
Concerning with the course of writing, this study need to have a number of references related to writing. Therefore, such theories of writing as the definitions
of writing, the nature of writing, the principles of teaching writing, elements of writing are discussed in this section.
a. Definitions of Writing
According to Nunan 2003, writing can be defined by a series of contrasts. The first definition is that writing is both a physical and mental act. Second, its
purpose is both express and impress. Lastly, it is both process and product. At the most basic level, writing is the physical act of conveying words or
ideas to some compositions and it requires practices. On the other hand, writing is
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a mental work of searching for ideas, thinking about how to expresss them, and even organizing them into statements and paragraphs in order that the readers can
grasp the ideas easily. In the idea that writing’s purpose is both express and impress, the writers
serve two roles: being writers and readers. As writers, they express ideas or feeling. On the other hand, being readers, they need to have ideas expressed
effectively in certain ways so that the readers can enjoy reading the compositions. Concerning that writing is both process and product, the writer do such a
step by step procedure as imagining, organizing, drafting, editing to serve a product an essay, letter, or story. It reveals that writing is not only an end result
but also a process that helps the writer to develop ideas. This process of writing is often cyclical.
b. The Nature of Writing
Having research on writing makes the researcher needs to review the approaches of teaching writing. It is discussed in one section, namely nature of
writing. The nature of writing is related to product versus process approaches; one of the most controversial aspects of teaching writing.
Some proponents shared views of a product approach. According to Nunan 1999, in writing that focuses on the finished product of writing, writing is seen
as the traditional approach in teaching writing. Nunan 1999 added that comparing to the means, a product approach concentrates on the end product
which is readable, grammatically correct, and obey discourse conventions related to main points, supporting details and so on. By focusing on the formal
