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students’Report text. The researcher then grouped the errors into categories and subcategorizations. Afterwards, the researcher analyzed the data by calculating
the total number of errors commited by all participants in the categories of content, organization, grammar, vocabulary, and mechanics. The researcher then
drew a chart to clarify the results. Next, the researcher drew conclusion of the common errors from the chart presentation. Some categories which had the
highest number of errors was regarded as the students’ common errors in composing report texts. Briefly, it served as the difficult areas of students’
learning of writing Report texts.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the research results of the study based on the research problem formulated in the first chapter. In this chapter the researcher
discusses the results of common errors in report texts written by the ninth year students of SMP N 2 Yogyakarta in terms of five categories of writing elements.
Those are content, organization, grammar, vocabulary, and mechanics.
A. Data Presentation Discussion of Common Errors on the Ninth Year
Students’ Report Texts of SMP N 2 Yogyakarta
As elaborated in chapter III, the researcher conducted the research in January 2012 and selected the ninth grade students of SMP N 2 Yogyakarta as the
research participants. The data was gathered from 42 copies of the ninth grade students’ documents of report text. It was analyzed in order to search for the
common errors produced by the the ninth grade students of SMP N 2 Yogyakarta in terms of content, organization, grammar, vocabulary, and mechanics.
In carrying out this study, the researcher employed categories of writing elements which were elaborated in checklist, proposed by Tribble 1996 as a
guidance for specifying the errors categorization. As stated previously, the categories of the errors were grouped into the following: content, organization,
grammar, vocabulary, and mechanics. Each category were then subcategorized into parts. Since each writing elements proposed by Tribble 1996 had its own
criteria, the researcher determined the subdivisions of errors by mostly looking at
