4.
The Instrument of the Study
The instrument was in the form of writing test. The teacher gave the assignment ab
out “My Best Ramadhan Moment” with the questions to guide the writing of the students.
The data to support the idea of the source of the study was taken through interview on the students.
5. The Technique of Data Collection
The data for the research was collected through three steps. a.
Writing Test During the process of learning English in the classroom, the writer gives
assignment about recount writing, and explains the direction of the writing assignment.
b. Interview.
The writer also used an interview to analyze the source of error more accurately.
6. The Technique of Data Analysis
The writer used the descriptive analysis technique to analyze the data. The formula being used is as follow:
P=
P = Percentage F = Frequency of error’s occurrence
N = Number of total errors
1
1
Anas Sudiyono, Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, 2005, p. 43.
28
CHAPTER IV RESEARCH FINDINGS
A. Data Description
The technique of data collecting has been clearly described in the design of the research on chapter III. Furthermore the result of the research is as the
following:
1. The Result of the Test
The test included 31 students of grade VIII SMP Mutiara Harapan Islamic Bi-Lingual School on 19
th
of August 2014. In the test the students were required to write a recount test about their best Ramadhan memory.
Included in the test were some questions to lead their writing, and some instructions. One of the instructions is to write at least 50 words. For the text that
are below 50 words than the text are not included as part of the sample. After the writing test was conducted, the writings were being examined.
The writer found that almost all the students’ writing met the requirement except
one. Then, she gave the writing back to the students to separate errors and mistakes. The data that had been gathered then being described using the error
classification from Betty Azar that includes: singular-plural, word form, word choice, verb tense, adding a word, omitting a word, word order, incomplete
sentence, spelling, punctuation, capitalization, article, meaning not clear, and run- on sentence. After classifying the errors, she counted them to find the frequency
of each type of error. Then, she analyzed the possible cause of each occurrence in the writing. After finding the most frequent error, she did an interview to
determine the cause of errors.
2. The Result of Interview
Interview was conducted as supporting data. After analyzing the errors, the writer interviewed five students who made most errors in their writing; this
interview was aimed to know the fact about the causes of error or why the students made many errors. She conducted it on Wednesday, 3
rd
of September 2014 at 10.30
– 11.00 a.m in grade 8 classroom. The questions of the interviewed were divided into three categories. The first category of questions was asking
about students ’ interest in English writing. The next category was about their
experience in learning recount writing, and the last category was about their difficulties in writing recount text.
From the interview, the writer found some causes influencing the students in making errors in their writing. First, in intralingual transfer, the students
assumed that writing in English is very difficult because they did not understand the rule, and lack of vocabularies. Second, in interlingual, the students said that
when they faced some difficulties in writing English, they would translate the words from Bahasa Indonesia into English directly, or looked up the dictionary,
or asked their friends.
B. Error Identification
In this section of the chapter, the writer identified the errors found in the recount text written by the students into fourteen categories based on Betty Azar
classification. The writer presented the identification of errors in the form of tables below:
Table 4.1 Recapitulation of the Students’ Recount Writing Error
No. Type of Errors
Student ’s error
Source total
1 Singular-Plural
Student 8:
there are many delicious food
Student 9:
we went to buy a clothes
Student 16:
I slept for about a hours.
Interlingual
Intralingual
Intralingual 10
