AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN RECOUNT TEXT WRITING AT THE FIRST GRADE OF SMA NEGERI 13 BANDAR LAMPUNG

AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN RECOUNT TEXT WRITING AT THE FIRST GRADE OF SMA NEGERI 13 BANDAR

LAMPUNG

By

Betty Tresya Maylianti N.

Writing is the most difficult skill for students even though they have learnt English for years. This can be caused by the differences between Indonesian and English grammar. In writing recount text which retells events or experiences in the past, the students often commit errors in using grammar, especially parts of speech and past tense because in writing recount text the text used parts of speech and simple past tense

In reference to that matter there is a need to analyze what are the frequencies of occurance of the SMA students’ grammatical errors based on surface strategy taxonomy, what are the frequencies of occurance of the SMA students’ grammatical errors based on developmental categoryand which type of errors are mostly done by the students. Therefore the objectives of this research are to identify the frequencies of occurance of the SMA students’ grammatical errors based onsurface strategy taxonomythat are found in their recount text writing, to identify the frequencies of occurance of the SMA students’ grammatical errors based on developmental category that are found in their recount text writing and to find out which types of errors are mostly done by the students. This research was conducted at the first grade of SMA N 13 Bandar Lampung, at the second semester, academic year of 2011/2012 school year.

This research applied descriptive qualitative method, where the researcher gathered the data from the students recount text writing and interview. The data gained were further analysed based on the surface strategy taxonomy and developmental category.

Having analyzed the data, it is found that the first grade students of second semester at SMA Negeri 13 Bandar Lampung, committed five types of errors based on surface strategy taxonomy and developmental category, the highest frequency of error types based on surface strategy taxonomy is misformation error with (36.64%) followed by ommision errors (23.59 %), addition errors (19.55%),

ii

As for result, it can be found that the highest number of errors occurred in misformation. This might show that students have more serious problems in using grammar especially tenses in simple past and parts of speech because in recount text the focused of the text is simple past and parts of speech. They might also be influenced by Indonesian grammar. And based on the developmental category the most frequent errors occurred in pre-systematic stage. This might due to the students’ lack of knowledge about grammar. The errors students produced were possibly caused by some factors, such as insufficient vocabulary and grammar mastery, lack of knowledge of tenses and parts of speech, and lack of awarness. In line with the result, it is suggested that the English teachers should not ignore the errors made by them. The teachers can give remedial teaching for the students and provide some tasks or exercises which enable them to practice using tenses.

Praise is always dedicated to Yesus Christ who has given His blessing to the writer in accomplishing this script entitled “_{An Analysis of} Students’ Grammatical Errors in Recount Text Writing at The First Grade of SMA Negeri 13 Bandar Lampung”. _{It is presented to fulfill one of the requirements in} accomplishing the S-1 Degree at the Department of Language and Arts of Teaching Training and Education Faculty in the University of Lampung.

The writer would like to express her gratitude to many people who have given their suggestions, and helps in writing this script. First, she delivers her gratitude and respect to Drs. Hery Yufrizal, M.A., Ph.D., her first advisor, and Dra. Rosita Simbolon, M.A, her second advisor, who have given their best criticisms,

suggestions, and revisions during the accomplishment of this script. Then, she wants to deliver her gratitude to her examiner, Drs. Sudirman, M.Pd, for his input and contribution.

Her thankfulness is also due to Triyatmo, S.Pd., the Headmaster of SMAN 13 Bandar Lampung, in which the writer did her research and Teaching Practice Program (PPL), and all beloved students of class X.1 for their participation in this research.

The writer also would like to thank all her beloved friends in English Department 2007 non-regular and also regular especially Doni, Harits, Hary, Elfina, Siti Maisaroh, Janah, Amah, Yuyun, Mesi, Desi, Dwi, Tika, Anisa, Winda, Irma, Sulis, Aziz, Nyoman Adi, Alvin, Cipul, Ani, Seftia, Leni, Liza, Dj, Vita, Karisma, Nopri, Arif, Rahma, Rima, Mbak Ketut, Linduani Putri, Frisca, Kiki, Nadia, Mbak Emi, Lilis, Deri, Rudy. They are the greatest family she has. And she also would like to thank her beloved friends, Dina and Degus who always

ix and for making her life so cheerful.

Her grateful love definitely goes to her lovely mother and father. She is deeply thankful for their prayers, support, patience, motivation and willingness to wait for her graduation. Her thankfulness is also due to her older brother, Deddy Leo S. Napitu and her younger brothers, Yogi Andreas S. Napitu, Yohan Evan S. Napitu and her beloved sister, Christin S. Napitu for their cheering and encouragement. For all her lovely uncles and aunts; tulang Arni (RIP), nantulang Arni, bou Ando, amang boru Ando, nanguda Tiur, bapak uda Tiur, tua Andi, mak tua Andi,

nanguda Raja, uda Raja, naguda Bakti, uda Bakti,and also all her lovely Cousins. And also for her beloved grandpa and grandma; amang Tuahman (RIP) and inang Tuahman.

Finally, the writer hopes that this script would give a positive contribution to the educational development or to those who want to carry out further research.

Bandar Lampung, April 30th2012

1. Examination Committe

Chairperson :Drs. Hery Yufrizal, M.A., Ph. D. ...

Examiner :Drs. Sudirman, M. Pd. ...

Secretary :Dra. Rosita Simbolon, M.A. ...

2. The Dean of Teacher Training and Education Faculty

Dr. Hi. Bujang Rahaman, M.Si. NIP 19600315 198503 1 003

Student’sName : Betty Tresya Maylianti N. Student’s Number : 0743042005

Departement : Language and Arts Education Study Program : English Education

Faculty : Teacher Training and Education Faculty

APPROVED BY Advisory committee

Advisor I Co-Advisor

Drs. Hery Yufrizal, M.A., Ph.D. Dra. Rosita Simbolon, M.A.

NIP 19600719 198511 1 001 NIP 19480920 197503 2 001

The Head of Language and Arts Education Department

Drs. Imam Rejana, M.Si. NIP 19480421 197803 1 004

AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN

RECOUNT TEXT WRITING AT THE FIRST GRADE OF SMA

NEGERI 13 BANDAR LAMPUNG

(A Script)

By

BETTY TRESYA MAYLIANTI N.

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

2012

AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN

RECOUNT TEXT WRITING AT THE FIRST GRADE OF SMA

NEGERI 13 BANDAR LAMPUNG

By

BETTY TRESYA MAYLIANTI N. 0743042005

A Script

Submitted in a Partial Fulfillment of The Requirments for S-1 Degree

In

The Language and Arts Department of Teacher Training and Education Faculty

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

2012

The writer’s name isBetty Tresya Maylianti Napitu. She was born in Medan (Simantin III), May 19th, 1988. She is the second child of five children of a beloved couple Roy Hotman Napitu and Yunita br Manik. She has an older brother, two younger brothers and a younger sister.

She began her study at TK Taruna Jaya Bandar Lampung. Having graduated from kindergarten in 1995, she continued her study to SD Negeri 2 Perumnas Way Halim and graduated in 2000. And then, she continued her study to SMP Negeri 19 Bandar Lampung in 2003. She finished her High School at SMA Negeri 9 Bandar Lampung in 2006.

In 2007, the writer entered University of Lampung and began to study at English Study Program of Teacher Training and Education Faculty. Then From July 16th to Sept 27th, 2011 she joined Teaching Practice Program (PPL) at SMA Negeri 13 Bandar Lampung. Now, she is an English teacher at ABC Private Course.

This script is proudly dedicated to:

My beloved grandpa/ amang Op. Tuahman Napitu (RIP) and my lovely grandma/ inang Op. Tuahman.

My beloved parents, Roy Hotman Napitu and Yunita br. Manik My older brother; Deddy Leo Sunario Napitu.

My younger brothers; Yogi Andreas S. Napitu and Yohan Napitu My lovely sister; Christin Tiara Pita Napitu

My lovely uncle/ tulang Arni. Manik (RIP), aunt, and All my big family

My relatives and good friends at English Department My lovely friend during PPL; Dina

Table Page Table 4.1Results of students’ errorsbased onsurface strategy taxonomy… 55 Table 4. 2 Frequency and percentageof students’ errors basedsurface

strategy taxonomy... Table 4.3 Frequency and percentageof students’ errors baseddevelopmental

category... 64

Page Appendix 1. Writing Test... 83 Appendix 2. Questions for the interview... 85 Appendix 3. Transcription after interviewing the students’ about the errors

identified from their recount text writing result ………... 86

Appendix 4. Students’ paragraph.………………... 94 Appendix 5. Correction Of Students’ Grammatical Errors in Recount Text

Writing based OnSurface Strategy Taxonomy………... Appendix 6. A. Frequency of Students’Grammatical Errors in Recount

Text Writing based onSurface Strategy Taxonomy... 99

109

Appendix 6. B. Frequency of Students’Grammatical Errors in Recount Text Writing based onDevelopmental Category...

110

Appendix 7. A. Percentage of Students’Grammatical Errors in Recount Text Writing based onSurface Strategy Taxonomy...

111

Appendix 7. B. Percentage of Students’Grammatical Errors in Recount Text Writing based onDevelopmental Category...

112

Appendix 8. Totalof students’ Grammatical Errors in Recount Text Writing based onSurface Strategy Taxonomy and Developmental Category...

The fear of the Lord is the beginning of knowledge, But the fools despise wisdom and instruction

Page

ABSTRACT... i

APPROVAL... iii

ADDMISSION... iv

CURRICULUM VITAE ... v

DEDICATION ... vi

MOTTO... ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS... x

LIST OF TABLES ... xii

LIST OF APPENDICES ... xiii

I . INTRODUCTION 1.1 Background of the Problem ... 1

1.2 Formulation of the Problems ... 5

1.3 Objectives of the Research... 6

1.4 Uses of the Research... 6

1.5 Scope of the Research ... 7

1.6 Definition of the Terms ... 7

II . FRAME OF THEORIES 2.1 Concept of Grammar... 2.1.1 Tenses in English... 2.1.2 Concept of Simple Past Tense...…...………….... 9 11 12 2.2 Concept of Error... 16

2.3 Concept of Error Analaysis... 2.3.1 Function of Error Analysis…...………... 18 20 2.3.1 Step in Error Analysis... 21

2.4 Classification of Errors... 2.4.1 Concept of Surface Strategy Taxonomy... 22 25 2.4.2 Concept of Developmental Category... 2.4.3 Sources of Errors... 2.5 Concept of Writing Skill... 2.5.1 Concept of Learning Writing in English ... 30 32 35 37 2.6 Concept of Text... 38

xi

3.1 Research design ... 46 3.2 Subject of the Research... 3.3 Data Collecting Technique... 3.4 Research Procedure... 3.4 Data Analysis...

47 47 49 50 IV. RESULT AND DISCUSSION

4.1 Results ... 54 4.2 Types of Errors... 4.3 Disscussion of Finding...

55 70 V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ... 75 5.2 Suggestions ... 77 REFFERENCES

1.1 Background of the Problem

English for senior high school applied in Indonesia aims at enabling students of senior high school to have a good competence at four language skills, those are listening, speaking, reading and writing. Besides that, the students are trained to master language components. They are grammar and vocabulary. Thus, English is taught intensively in order the students comprehend the four skills and the

components as integrated–skills. Grammar is one important aspect that should be mastered in order to make a well structured writing. But, writing in foreign language is not always as easy as writing in our own language since there are some different rules in the writing systems and these differences sometimes lead to errors.This study primarily deals with the students’ English grammar mastery, specifically in writing.

Writing is the top productive skill in language learning process; it comes after listening, speaking and reading. It is believed that writing is the most complicated activity. In this skill, the students must integrate their previous knowledge in order to create a good composition. Their previous existing knowledge which is

aqcuired through listening, speaking and reading should support their writing proces. They must master the vocabulary and structure firstly before composing as supported by Meyers (2005:2). He states that writing skill requires the skill of

organizing ideas, putting the right vocabularies and using grammar as the structure of the composition.

Writing is the most complex skill because expressing our ideas in a paragraph needs an accurate arrangement of vocabularies. We have to relate the words into sentences with complete components that show logical relationships. In other words, the sentences must be meaningful and grammatical. For some students writing skill is the most difficult skill (Hadfield, 1990 : Vii), because writing requires integrated mastery of comprehension of topic and mastery of sentence structure and grammar. So mistake and error cannot be avoided by the students when they learn writing, especially on grammatical categories. This statement is supported by previous research on errors based on surface taxonomy and

communicative effect taxonomy done by Devi Okta Andika Sari (2004) in SMA Negeri 2 Bandarlampung. Theresults of Sari’s research showed that the students made 31.38% errors in ommision, 11.34% in addition, 53.94% in misformation and 3.34% n misordering. This finding leads to the conclusion that the most frequent type of errors commiteted by the students was misformation.

Basically, grammar applies rules for standard use of words and how they combine to form sentences. A grammar is also a system for classifying and anlayzing the elements of language including inflections, functions, rules and relations in a sentence; and a guide to other important elements of English grammar including punctuation marks (comma, colon, question mark, etc.), parts of speech (verbs, nouns and prepositions, etc.). Apparently, grammar is one important aspects in a good writing. Students who have knowledge of what constitutes a grammatical

sentence will find it easier to build a paragraph. In the same way, Oshima and Hogue (1990:44) suggest that a paragraph is easy to read and understand because (1) the supporting sentences are in some kind of logical order, and (2) the use of appropriate transition signals connects the idea contained in the paragraph.

However, grammar is still something hard to cope for the students. An example Based on Field Practice Program (PPL) done by the researcher at the first grade of SMA N 13 Bandar Lampung,the students’ still got into difficulties in using grammar, such as in verbs changes from present participle into past participle, in application of correct verbbe, etc. They were not aware of tenses in composing an English paragraph. Needless to say, such errors are very likely to be made by many students in their writing. This phenomenon will steadly remain unless some efforts for minimizing their occurance are made. It is recomended that the teacher start analyzing students’ errors, particularly in writing, as the analysis will provide the teacher with valuable data, on which she may refer to for making a decision whether it is necessary to have any remedial treatments. It is consistent with what Corder (1981: 89) states, that the function of error anlysis is mainly to investigate the language learning process, and to judge whether it is necessary for the teacher to have remedial teaching. According to Chomsky (1980), errors are the result of a lack in the knowledge of language rules. Hence, when students’make errors, it can be described as an unconscious process, because they do not know the correct form of the errors they have made.

Making errors is a natural and unvoidable part of the process of learning English. Many kinds of errors arise when learners write because they do not master the

English structure well. Abbort (1981:216) states that learners often make mistakes and errors in learning English, especially when they try to arrange sentences or use tenses in their writing. As a result, they will write sentences ungrammatically. Actually, the ungrammatical sentence may have meaningful content. But since it is influenced by the first language which is different from the second language in written form, mistakes and errors are unvoidable. Therefore, the first langauge can interfere learners in the process of the second langauge.

Dulay et. al (1982 : 138) also support that making errors are inevitable part of learning and people cannot learn language without first systematically commiting errors in their learning process and by making errors, the students are expected to do some improvement in their learning in the future. It means that it is possible for the students to commit errors in their learning process. In this case the teacher can help them by conducting errors analysis. It is expected that the teachers will be able to know how far the students have mastered certain material.

Similarly, Pateda (1989:35) claims that error analysis can help the teacher to find out the type of students’ errors and the source of these errors. Indeed, teacher can improve his language teaching program through error analysis. To sum up, it is imperative for English teacher to analyze how the elements of the language work in written form. Before proceeding to teach advanced writing in the classroom, the teacher should be able to assist the students to handle grammatical errors they regularly make.

By analyzing the errors properly students can be expected to do some

So, it is one of teachers’ responsibilities to pay attention to the students’ errors to analyze and to give proper correction to them as they make errors, as Hendrikson (1975:5) says that students can not really learn in the class without knowing errors they make.

And to recognize the stage of students’ errors, Corder (1974) distinguishes steps of errors based on the Developmental Category, they are: Pre-systematic stage, Systematic stage, Post-systematic stage. The researcher wanted to know what happen in pre-systematic errors, sytematic errors, post-systematic errors. Then the researcher would classifydevelopmental categoryinto mistakes and errors. In other words, what will frequently be done by students in writing recount text, is it error or mistake. The researcher will clasify into three stages: pre-systematic errors, sytematic errors, post-systematic errors.

Based on the background above affected the researcher to conduct a research entitled: “ An Analysis of Students’ Grammatical Errors in Recount Text Writing at the First Grade of SMA 13 Bandar Lampung. In this research, the writer used Surface Strategy Taxonomy and Developmental Category to analyze the students’ errors.

1.2 Formulation of the Problems

Based on the background of the problem above, the research problem are formulated as follows:

1. What are the frequencies of occurance of the SMAstudents’ grammatical errors based on thesurface strategy taxonomyin their recount text writing?

2. What are the frequencies of occurance of the SMAstudents’ grammatical errors based on thedevelopmental categoryin their recount text writing? 3. Which types of errrors are mostly made by the students?

1.3 Objectives of the Research

Related to the problem stated previously,the objective of the research are formulated as follow:

1. To identifythe frequencies of occurances of the students’ grammatical errors based onsurface strategy taxonomythat are found in their recount text. 2. To identifythe frequencies of occurances of the students’ grammatical errors

based ondevelopmental categorythat are found in their recount text. 3. To know which types of errrors are mostly done by the students.

1.4 Uses of the Research

This result is expected that the result of this research can have the following uses: 1. Theoretically, the result of the research can be used as an information to fix

the previous a research.

2. Pracatically, the result of the research could be an input for English teachers to minimize students’errors and as a basic consideration for remedial treatment and teaching.

3. For the students, the errors in their recount text can be a feedback to improve their writing performance and to minimize their weaknesses in writing. Most

importantly, it gives information to the students: by analysing the errors made the students will learn not to make the same errors again.

1.5 Scope of the Research

This qualitative research focused on“an analysis of students’ grammatical errors in their recount text writing. The surface strategy taxonomy divided into four categories; namely omission, addition, misordering, and misformation. This research conducted at the first grade students of second semester at SMA N 13 Bandar Lampung, during 2011/2012 school year. This choice was due to the fact that sufficient amount of English grammar had already been taught in the previous grade. The grammar materials here covered tenses and parts of speech, so as to specify and narrow down what would be done in this research.

This research focused on analyzing and clasifying students’errors based on surface strategy taxonomyanddevelopmental category. The students are asked to make recount text based on the four topics that the researcher prepared; they will be asked to choose one of them. It is conducted to know the students’grammatical errors in writing recount text.Interater will be used to score students’ writing. The raters will be the researcher and the classroom English teacher.

1.6 Definition of the Terms

In the effort of avoiding misunderstanding, there are some terms used in this study which are defined here:

1. Writing is a process of expressing ideas, feelings and thought through written forms by arranging words, sentences and paragraph, and reinforcing the use of structure and vocabulary that have been learned.

2. Grammatical errors is any deviation from a selected norm of language performance, no matter what the causes or characteristics are, the deviation might be consideration as an error. As the writer’s purpose on this research is to anlayze students’ grammatical errors in recount text writing, the

grammatical errors defined as any errors appear in the students’ recount text writing.

3. Error analysis is a technique of analyzing, classifying and describing the noticeable errors made by the students in learning process. The analysis is undertaken by a) Identification of the errors, b) Classification the errors into categories based on surface strategy taxonomy and developmental errors, c) Calculation the frequency of each type of error.

4. Text is a unit of language use. A text is grammatical unit that is larger than sentences but it is related to sentences in the same way that a sentence related to clause, clause to group words and group words to letters.

5. Recount text is the text that shares a story of what happened in the past. With this text, a writer wants to tell the readers what (s) he or someone else

experienced. The text structure of a recount is orientation (tells the readers the main idea and setting of the story), series of events (story develops based on the sequence of the events) and re-orientation (summarizes the story and tells the writer impression).

This research is concerned with the analysis of grammatical erros in writing recount text, so there are some concepts of theories related to this research, such as concept of grammar, concept of error, concept of error analysis, classification of errors, concept of surface strategy taxonomy, concept of developmental

category, concept of writing skills, concept of learning writing in English, concept of text, recount text.

2.1 Concept of Grammar

Literally, grammar is defined as a part of language which deals with the forms and structure of words (morphology) with their customary arrangement in phrases and sentences (syntax), and now often with language sounds (phonology) and word meanings (semantics). It is also described as the department of the study of a language which deals with its inflectional forms or other means of indicating the relations of words in the sentence, and with the rules for employing these in the accordance with the established usage; usually including also the department which deals with the phonetic system of the language and the principles of its representation in writing. Furthermore, Trask (1999:110) has mentioned that grammar is the rules for constructing words and sentence in a particular language, or the branch of linguistics studying this. Then, Brown (2001: 362) illustrates

grammar as the system of rules governing the conventional arrangement and relationship of words in a sentence.

The cited definitions above basically have the same meaning that grammar is defined as a system of rules that covers morphology, syntax phonology, and semantic, for example shesleepat 10 every night. This sentence is ungrammatical because the verb must be sleeps. It should have morpheme –s because the sentence is in form of the simple present tense. So morphology is very important here.

Every language has a grammar; indeed, every language has a lot of grammatical rules. The function of the grammar of a language is to specify which word sequences are, and which are not, in the infinite set of its sentences. The ideal envisioned here is that grammar is the description of a language by means of a general definition of ‘sentence’ in that language (Burton-Robert, 1999: 295-296).

Grammar existence is very important because languages are described into two ways. The first is by general rules that the state the regularities or system of the language and are called its grammar, for example, English verb from their past tense by adding the ending_–ed.Then the second is by a list of irregularities that states idiosyncratic facts about the words of the language and is called its lexicon, for instance,looseandunlooseboth the mean ’to set free’.

In relation with students ‘grammatical errors, Hendrikson (1979 : 7-8) suggested that errors involving general grammatical rules are more deserving of attention

than errors involving lexical exceptions. It is because the errors in general grammatical rules more often create misperception than the second one.

Grammatical error means that something is wrong in the grammar. In addition, grammatical error is anything where a sentence is structured incorrectly. Therefore, the fist language can interfere learners in the process of the second language. In addition the writer just focused on surface strategy taxonomy, it is because the writer would like to see the errors with more highlight the ways surface structures are altered in systematic and specific ways.

Based on the concept above, it is clear that grammar is very essential to support the students to know the rules, word changes and to improve English skills. It can be assumed that every language has its own structure which is different so the sound system and how to combine words or phrases of any language will not be the same as other language in the world. It is clear that our aim in teaching

grammar should be to ensure that students are communicatively efficient with the grammar they have at their level. Since knowledge of grammar is essential for competent users of language, it is clearly necessary for the students.

Therefore, grammar which is taken into account in this research is concerned with the use of tenses, particularly with the changes of the verb forms.

2.1.1 Tenses in English

Morphological components, especially in inflection, deal with the verbs changes concerning with the time used in the sentence. The word tense stands for a verb or

a series of verbs forms used to express time relation. Tense may indicate whether an action activity, or state is in the past, present or future. Carino (1980:156) highlights that in addition showing actions or linking the subject and the

predicate, verbs heve different forms to show the time a sentence reffers to. These forms are called the tenses of the verb. The basic verbs tenses are the present, past and future, but there are other tenses to mark more complex relationship of action and time, among them is the present perfect tense.

As the focus of this study is to investigate students’ grammar errors in writing, the

students were expected to be able to use the English tenses correctly. The students who had learned how to write a recount text, would be asked to write one; yet, the focus of the assesment was not on how the text was composed, but on the

grammar they used, the researcher attempts to limit the types of tenses used which the verbs are thoroughly have the inflectional forms such as–ed ended, in past tense form. And further explanations are as follows:

2.1.2 Concept of Simple Past Tense

Simple Past indicates that an activity or situation began and ended at a particular time in the past (Azar, 1989).

The simple past describes an event that took place and was completed at a definite time in the past. Expressions of the time such as a week/ month/ year ago,

yesterday, indicate the simple past, e.g.:

b. Idid not cometo your wedding party because I was sicklast two days. Simple past tense performs the following functions:

a. Represent something that was recurrent, habitual or general truth in the past, e.g.:

- In the middle ages, people believed that the flat was flat. - They had breakfast at 07.00 in those days.

b. Represent an activity or occurrence on one particular occasion, but viewed retrospectively, e.g.:

- As he entered the room, he took his hat. - The trained arrived five minutes late.

c. Represent an activity which is tough progressive in nature viewed in is entirely, after its completion, e.g.:

- She climbed the stairs very slowly. - I slept for three hours.

d. Express activities that existed or occurred over a period of time in the past, e.g.:

- During the vacation, the students went on a camping trip. - I heard the doctors working all along the day.

e. Express activities that existed or occurred an interval in part time, e.g.: - He seldom felt lonesome while he was traveling.

- His uncle rode a horse to school everyday when he was a child.

Briefly, the arrangement of the positive sentences can be formulated as Subject + Verb form II + Complement. The complement could be as an adverb of place, an adverb of time, adjective or an object as a noun or could be also a combination between some of them, object as a noun + adjective, or object as a noun + adverb of time, and etc, e.g.:

a. I wrote a letter this morning. b. Betty came here yesterday.

The negativeform of this simple past tense is formed by ‘did not (didn’t)’ placed

after subject and followed by infinitive, e.g.: a. They did not go to Jakarta yesterday. b. She did not cut her hair this morning.

In other words, the arrangement of the sentences above can be formulated as Subject + Auxiliary of Did + not + Verb Form I + Complement. The complement could be as an adverb of place, adjective or an object as a noun or could be also a combination between some of them, object as a noun + adjective, or object as a noun + adverb of time, and etc.

Placing the auxiliary ‘did’ in the beginning of the sentence forms the interrogative

form of this simple past tense, e.g.:

a. Did they play volley Ball last play? b. Did she cut her hair this morning?

Clearly, the arrangement of the sentences above can be formulated as The

Auxiliary of Did + Subject + Verb Form I + Complement. The complement could be as an adverb of place, adjective or an object as a noun or could be also a combination between some of them, object as a noun + adjective, or object as a noun + adverb of time, and etc.

According to Haiyen, Pilgrim and Hagged (1956: 61), the past form all of all regular verbs are formed by adding ‘d’ and ‘ed’ to simple form of verb.

1.The ending ‘d’ is added when the simple form ends in ‘e’ or ‘ee’, e.g.:

- Betty liked durian very much.

The word liked is from like, it changes into liked the verb form needed in the sentence that show something happened in the past is the verb form of Verb II.

2. The ending ‘ed’ is added to all other verbs.the following are changes of spelling of regular verbs.

a. Final ‘y’, preceded by a constant, is changed to ‘i’ adding ‘ed’, e.g.:

- The wordtrychanges intotried - The wordstudychanges intostudied.

b. Final consonant letter (except h, w, x, y) preceded by a single vowel letter, is doubled in words of one syllable, e.g.:

- The wordstopchanges intostooped - The wordbegchanges intobegged

c. Final consonant letter (except h, w, x, y) preceded by a single letter, is doubled in words accented on the last syllable, e.g.:

- The wordpermitchanges intopermitted - The wordoccurchanges intooccurred

Based on the examples of regular verbs above, it can be definite that regular verbs are the verbs that are formed into past formed and pat participle form by adding

‘d’ or ‘ed’ after infinitive. By contrast, irregular verbs are formed into past and past participle form not by adding ‘d’ or ‘ed’ after infinitive, but they have certain form past participle. As in the word of ‘go’ changes into ‘went’ when it is a past

form and become ‘gone’ when it is a form of participle.

This simple past tense form is indeed simple to make. Simply adding ‘ed’

morpheme on its infinitive can easily form the past tense verb. However, it is impossible to do this on the irregular verbs. Therefore, the students may say, for

example: ‘I buyed a new dress yesterday’.

2.2 Concept of Error

The different system of language could make learners to make errors and

mistakes. In order to analyze learners’ errors in learning a foreign language, it is

too crucial to make a distinction between mistake and errors. We often use the

term “mistake and error” both in written and spoken forms. Lexically, error means

something done wrong or mistake. This statement means that an error includes mistake, or in other words, they can be used interchangeably. Theoritically, error

is caused by the lack of knowledge of the language rules, while mistake is the result of imperfection in producing speech due to fatigue, in attention and slip factors. Therefore, if one person produces a sentence incorrectly, and he or she does not know how to correct it, he or she made an error, not mistake. In other words the difference between error and mistake is that error is ungrammatical utterances which refer to the language competence while mistake is imperfectness of utterences which reffers to language performance (Dulay et. al 1982).

Like any human being, foreign language learning is inseparable from making errors. When learning a foreign language it is consedered quite natural for students to make errors in language translation where the two are incompatible that is unequal or uniqe from one to another in terms of grammar, vocabulary, and pronounciation. In this research, grammatically incorrect sentences will be the main focus to be analyzed.

Error analysis have played an important role in the study of language acquisition in general and in examaining second and foreign language in particular. Most researchers are interested in errors because they are believed to contain valuable information on the strategies that people use the acquire a language (Richards, 1974; Taylor, 1975; Dulay and Burt, 1974).

Tarigan (1988) explains that students make errors when they produce sentences or arranges sentences ungrammatically due to their lack of knowledge. They do not know the system of language but when students divide their construction, they make mistake. The distinction between performance or competence errors is extermly important, but it is often difficult to determine the nature of deviation

without careful analysis. In order to facilitate reference to deviations that have not yet been classified as performance or competence errors.

The learners often make errors in learning English, especially when they try to arrange sentences or use tenses in their writing. As result, they write sentences ungrammatically. Actually, ungrammatical errors have great influence when the learners write sentences. That can be influenced by the first language which is different from the second language in written form.

Furthermore, Hendrikson (1979:5) states that students cannot learn in the class without knowing an error is made, either by him or by somebody else. Therefore, it is crucial for all Englishteacher to know their students’ errors in order to

minimize those errors. In addition, Pateda (1989:35) says that error analysis can

help the teacher to find out the types of students’ errors, the sources and the causes.

2.3 Concept of Error Analaysis

Error, although it is insparable from the process of language learning, still important to be treated in order to help the learners to eliminate their errors production. To prepare the most appropriate treatment to be given, initially

teachers need to know specifically about the students’ error. In this case the

teacher should make a careful study on it. And the most common way used to

Ellis (1986:296) defines error analysis as a work procedure used by the researcher or language teacher, by describing, classifaying and evaluating errors. Brown (1980:166) support this idea by stating the fact that the learners do make errors and that these errors can be observed, analyzed and classified to reveal something of the system operating within the errors led to a surge of the learners’ errors called error analysis. Based on Brown’s statement, it can be concluded that error

analysis is procedure used to study the observable errors that the learners make by describing, classifyingand evaluating about students’ error. The procedure of error checking are: firstly, underlining the errors items. Secondly, signifying the

errors items. Try to assessthe students’ errors in number of omission, addition, misformation, substitution and misordering for the technique of describing.

According to Corder (1981:89) error analysis can serve the major function that is to investigate the language learning process and to judge whether it necessary or not for the teacher to have remedial teaching. The result of error analysis can be useful for the teacher to identify the progress of language learning that shows how

far the students’ can master the language they are learning. Moreover it can be used to guide the remedial action; it informs which language area should be emphasized in the remedial action.

In this research, the researcher analysized the errors produced by the first year

students’ of SMA Negeri 13 bandar Lampung, especially the students’

2.3.1 Function of Errors Analysis The error analysis has two functions: 1. As theoretical function

To describe the learners’ knowledge of the targetlanguage at any particular moment in his learning career in order to ralete this knowledge to the teaching he had already given.

2. As practical function

To guide the remedial action we must correct unsatisfactory state of affairs for learner or teacher. Corder (1981:45) states that the theoretical aspect of error analysis is part of the methodology of investigating the language learning process, whereas the practical aspect of error analyss is its function in guiding the remedial action that should be taken to correct unsatisfactory state of affairs for learners of teachers.

From the statement above, the researcher concludes that the theoretical function of error analysis can be used as the way to investigate whether or not the teacher should do remedial action in the teaching learning process. It is because error analysis will show which materials have already been mastered by the students and which of those have not been mastered yet.

2.3.2 Step in Error Analysis

According to Abbot (1981:218), “the process of error analysis is divided into 5 stages: (1) recognition, (2) interpretation, (3) reconstruction, (4) classification, (5) explanation”.

1. Recognition

In many cases what is regarded as an error depends on what standard of performance is considered to be acceptable. This will obviously vary according to circumstances, and will take into account factors such as the standard being aimed at; the stage in the course; the age, ability, motivation, etc. of the students ; the amount of time available; and a realistic assessment of the possibilities of improving performance in that time.

2. Interpretation

Interpretation is central to the whole process, because our interpretation of what we think the student meant may determine whether we recognize an error at all, and will certainly determine our reconstructing.

3. Reconstruction

(1) It is sometimes necessary to differentiate between (a) what a native speaker would have produced in the same context and (b) what the learner was trying to produce, i,e. the English forms he was aiming at what but getting wrong. (2) The most obvious reconstruction to the teacher, especially the native-English-speaker, is not necessarily the version at which the students were aiming.

4. Classification

There are great many ways in which errors can be assigned to classes and one should use whatever system or combination of system is the most useful and enlightening according to the purposes of the analysis.

5. Explanation

Explanation of the causes of errors has not been included in the section on the process of analysis. This is because it is not strictly speaking part of the analysis at all

2.4 Classification of Error

Dulay et. al (1982: 145-146) propose error taxonomies that classify errors

according to some observable surface feature of the error itself, without reference to underlie cause or source. The taxonomies are linguistic category, surface strategy, comparative, and communicative effect. Then, they are called as descriptive taxonomies.

1. Linguistic Category Taxonomy

The linguistic category taxonomy classifies errors according to either or both the language component or the particular linguistic constituent the error effect. Constituents include the elements that comprise each language component. For example, within syntax, one may ask whether the error is in the main or

subordinate clause; and within the clause, which constituent is affected, e.g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverbs, the adjectives, and so forth.

2. Surface Strategy Taxonomy

It highlights the way surface structures are altered: learners mayomitnecessary items oraddunnecessary ones; they maymisformitems ormisorderthem, e.g. omission of major constituents (I.e. nouns, verbs, adjectives, adverbs) and omission of grammatical morphemes (i.e. noun and verb inflection, articles, verb auxiliaries, and preposition), addition of morpheme - ed as in verbs readedandcutted, misformation of a regular marker is supplied in place of irregular verbdrinkbecomesdrinked,and misordering of sentenceWhat Aunty is doing?

3. Comparative Taxonomy

The classification of errors in comparative taxonomy is based on comparison between structures of second language errors and certain other types of constructions. For example, if one were to use a comparative taxonomy to classify the errors of Indonesian student learning English, one might compare the structure of the student’s errors to that of errors reported for children

acquiring English as first language.

4. Communicative Effect Taxonomy

While the surface strategy taxonomy and comparative taxonomies focus on aspects of the errors themselves, the communicative effect classification deals with errors from the prospective of their effect on the listener or reader. For instance, a sentence:English study the students. This sentence is wrong ordered and may cause incomprehensible to the listener or reader. It concerns on distinguishing between errors that seem to cause miscommunication and

those that do not. Then, this taxonomy classifies errors into global errors and local errors as classified by Burt and Kiparsky.

From the perspective of descriptive taxonomies, error analysis is an analytical tool, as is the specification of transitional constructions, the computation of acquisitions orders and the delineation of special utterance types. It was inspired by the generative linguistics movement of the sixties which focused on the creative aspects of language learning. This focused has helped to raise the status of errors from unwanted forms to the relatively important status of indicators of learning and guides to teaching (Dullay et. al,. 1982: 145, 197). The result of the analysis will aware to the teachers or syllabus designers on what should be improved.

Based on the statement above, the materials are suitable for the students have to be known by the teacher by having the input from those who involved in

education field, because in teaching- learning process not only involve both, teacher and students but also the materials itself. If the students have many problems in learning process, it is the teachers’ duty to help and guide them as

someone who has the most role in teaching–learning process.

In this research, the researcher usedsurface strategy taxonomyto analyze the students’ errors, regarding that the errors in using grammar are closely related to the students’ ability in composing recount writing text. In addition, in order to see

the stage on which the students commonly produced errors in the process of language learning, the researcher also clissified the errors based on the

developmental category. Therefore, surface strategy taxonomyand developmental categoryare described further below.

2.4.1 Concept of Surface Strategy Taxonomy

Dulay et.al (1982 : 150) states that surface strategy taxonomy highlight the ways surface structures are altered: learners mayomitnecessary items oradd

unnecessaary ones; they maymisformitems ormisorderthem. Analyzing errors from a surface srategy taxonomy prespective holds much promise for researchers concerened with identifying cognitive processes that underliethe learner’s reconstruction of the new language. It also makes us aware that learners’ errors

are based on some logic. They are not the result of laziness or sloppy thinking, but

of the learner’s use of interim principles to produce a new language. In addition,

Krashen identifies that (1982 138-139) most errors that are committed by language learners are omitting grammatical morphemes, double marking, using archiforms, misordering, and regularizing rules. Theses errors belong to the Surface Strategy Taxonomy, namely, omission , addition, misformation, substitution and misordering, defined as follow:

Types of Errors based on the Surface Strategy Taxonomy are as followed: 1. Omission

Dullay et.al (1982 : 154) states that Omission is characterized by the abscence of an item that must appear in a well-formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types of

For instance:

- (Erroneous) : I not angry with you. (Correct) : Iwasnot angry with you.

(Theitalicandboldword is omitted in which should appear in well-formed utterance. It is the verbamorwasthat should have come after the subject).

In recount text , most errors are found in the formation of simple past tense, e.g. - (Erroneous) : Bettycookin the kitchen yesterday.

(Correct) : Bettycookedin the kitchen yesterday.

(Theitalicandboldword is omitted in which should appear in well-formed utterance. There has omission of–edthat should have been the suffix forcook).

Furthermore, Dullay et.al (1982: 155) states that omissions are found in greater abundance and across a greater variety of morphemes during the early stages of second language acquisition.

As the examples above, language learners omit grammatical morphemes much more frequently than content words.

2. Addition

Addition errors are the opposite of omissions. This error is characterized by the presence of an item which must not appear in a well-formed utterance.

It usually occurs in the later stage of second language acquisition when the learner has already acquired some target language rules. There are three types of addition;

they are double marking, regularization, and simple addition. These are the explanations:

a. Double Marking

Double marking happens when two items rather than one are marked for the same feature.

For instance : (In Past Tense)

- (Erroneous) : Betty did not went there yesterday (Correct) : Betty did notgothere yesterday.

(There has double marking of Verb 2. In recount text, most errors are found in the formation of simple past tense).

b. Regularization

A rule typically applies to a class of linguistic items, such as the class of nouns. In addition, Errors in which a marker that is typically added to a linguistic item is erroneously added to exceptional items of the given class that do not take a marker are called Regularization errors. The example of this error can be seen in the term of regular, an irregular forms and construction in a language. The learner often applies the rules to produce the regular one to those that are irregular. For instanc, in the sentence:

- (Erroneous) : Meycamedto her mother house 2 months ago There has regularization of regular past.

c. Simple Addition

Simple addition is a term to express an error in which an addition is not a double marking nor regularization.

For instance, in the sentence:

- (Erroneous) : Ican playedthe game

There has simple addition of verb one after modal . (Correct) :Ican playthe game.

3. Misformation

Misformations errors are characterized by the use of the wrong form of the morpheme or structure. Dullay et. al ( 1982 :158) mentions that there are three types of misformations errors, they are:

a. Regularization Errors

Errors that belong to this category are those in which a regular marker is used in place of an irregular one, as inrunnedforrun,hisselfforhimselforgoosesfor geese.

For instance, in these following sentences: - (Erroneous) : heridedhis motorcycle.

There has wrong change of verbride, it should berode (Correct) :herodehis motorcycle.

b. Archi forms

Archi forms are the errors in which the learners select the member of class form to represents others in that class of certain function.

For instance, in this following sentence: - (Erroneous) : This pencils are mine

This is not appropriate for plural, the appropriate one is these (Correct) :Thesepencils are mine.

c. Alternating Form

Alternating forms are caused by the use of archi-forms that often gives way to the apperiantly fairly free alternation of various members of class with each other. For instance, look at these sentences below:

- (Erroneous) : Iwrittena letter yesterday

The form of the verbwrittenis wrong, the correct one iswrote. (Correct) :Iwrotea letter yesterday

4. Substitution

It is a sentence which one aspect or a word it is substituted by another. For instance, look at these sentences below:

- (Erroneous) : He isa highboy

The form of the verba highis wrong, whether noun is used for adjective, the correct one is tall.

5. Misordering

These errors are characterized by the incorrect placement of morpheme or group of morphemes in an utterance.

For instance, look at these sentences below:

- (Erroneous) : I did not know whywas she sad The placement tobewasis wrong.

(Correct) :I did not know whyshe was sad

2.4.2 Concept of Developmental Category

In second language performance, a learner often appears inconsistent in his production of errors. This is an indicator that he is going through the learning process. And to see the stage on which students commonly produce errors in their process of learning a new language, in this research is English, Corder (1974:25) distinguishes three steps of errors in learning as evidence by the nature of the systematicity of errors as follows:

a. Pre-Systematic Stage

At this stage, the learner is unware of the existence of a particular system or rule in the target language. These errors are quite random. They may even occasionally produce incorrect form. When asked to correct the sentence, they can not do so or given any account of why they choose a particular form they do. They are not able to correct their errors nor to explain it.

b. Systematic Stage

The learner’s errors in this stage are regular. They have discovered and are operating a rule of some kinds but the wrong one. When they are asked to correct their error, they can not to do so but they can give some coherent account of the rule they are following. At this stage the learners are not able to correct their error but they can explain the errors.

c. Post-Systematic Stage

The learners produces incorrect form but inconsistently. They have learnt the rule but fails through lack of attention or lapse of memory to apply it

consistently. This is the practice stage of learning a particular part of the language. When asked to correct their error, they can do so and give more or less correct account of the rule they are following. At this stage, the learners are able to correct their error and to explain it.

These stages can be summarised as follows (Corder 1973:272):

Error Type Correction Possible Explanation Possible

1. Pre-systematic No No

2. Systematic No Yes

3. Post-systematic Yes Yes

The developmental category was chosen to classify the students’ errors combining with surface strategy taxonomy because by classifying the students’ errors into

three stages of developmental categorywe will know the progress of the students’

2.4.3 Sources of Error

There are four sources of errors based on Brown (1980: 173): 1. Interlingual Transfer

It is also called interference. According to (Corder: 1981) “interference is experienced by the sudents in the process of learning a second or foreign language”. Rihard (1985) in supporting Brown’s statement, says that

“interference error is error caused by the interference of the student’s mother tongue”.

It is a phenomenon when the students acquire the target language. It is charecterized by the native languge, so the students make errors in the target language caused by the rules of the native language, they only know the native language system. It means that, because of the differences between native language rule and target langauge rule, problems in learning language and difficulty in performance will appear. So, the greater the differences the greater the difficulties will be. And the learners will make more errors in the process of learning a foreign language. It seems reasonable to suggest that the learners need to comprehend the target language system. For example:

a. There is a girl beautiful b. I have long hair

The sentences shown above should be written as: a. There is a beautiful girl

2. Interlingual Transfer

Intralingual Transfer is phenomenon inthe target langauge itself when the target langauge students use certain rules to other rules. Brown (1980: 73) explains that intralingual transfer is a negative transfer of items within the target language, or put in another way, the incorrect generalization of rule within the target langauge. So, in short the students make errors in the target language caused by the rules of the target langauge itself.

Here the errors are caused by the target langauge rules not caused by learners’

mother tongue. It occurs when the learners use one rule for other rules. The reasearcher assumes, this occurs because the learners are confused and do not comprehend about the target langauge system that is different from their mother tongue system.

For example:

a. Does Betty can sing? b. Are you understand? c. It is more easier.

d. They plays football in the field. e. Ardie drinked a glass of coffee.

The sentences shown above should be written as: a. Can Betty sing?

b. Do you understand? c. It is easier.

e. Ardie drank a glass of coffee.

3. Context of Learning

Context refers to the environment in which the students learn or acquire the langauge. A teacher and textbook are very important for the foreign learners to guide them in masteringthe target langauge. In classroom context, the learner’s

error can be caused by wrong instruction of teacher or faculty presentation of structre of words in a text book. In social context, untutored langauge

acquisition can give rise to certain dialect acquisition whch may itslef be a source of errors (Brown, 1980:170). In other word, the learners make errors caused by misleading explanaition in a textbook or misconception of the learner.

4. Communication Strategies

Communication strategies are systematic attempts to express both the form of language and the function of the langauge (Brown, 1980: 88). Brown (1980: 178) defines a communication strategy as the concsious emplyement of verbal or nonverbal mechanism for communication an idea when precise linguistics form are for some reasons not readily available to the learner at a point in communication. Here, the communication strategiesare source of errors in which the students make errors caused by two strategies: avoidance and prefabricated pattern. Avoidance is evidence in which the students try to avoid a word and chance with another word. While prefabricated pattern is to

memorize certain stock phrases or sentences without internalized knowledge of the component of the phrase.

2.5 Concept of Writing Skills

Writing is productive skill in the written form. Writing is a language skill that is used for indirect communication. The students can communicate their ideas and thought to others through a written form such as a letter, message or invitation for communication. Furthermore, Linderman (1982:11) said that writing is a process of communication using conventional graphic system such as letter, word, and sentences of a certain language being used in writing communication in order that the reader can understand the message or information. It means that

communication in form of written will deal with letters, words, sentences, and punctuation, so that the reader can receive the information intended.

Writing is a means of communication similar to speaking. Communication is not only achieved through speaking but it can also be through writing. In writing a writer can communicate with the reader. He or she will express his or her ideas in the written form. As Tarigan (1987:2) states that writing is a language skill that is used in indirect communication. It can be said that the students can communicate their ideas, thoughts and feeling to the other through written form by putting them on a paper.

Writing is a process of developing ideas in form of written text or utterance. It is a very effective form of written language to communicate ideas. One of the

advantages of written language is that the ideas can be archived because it is in a printed form. Jacobs (1981:90) states that there are five aspects of writing process that have to be considered to make the writers successful in their writing.

1. Content refers to the substance of writing, the experience of the main idea (unity). It is identified by seeing the topic sentence. The topic sentence should express main idea and reflect the entire of paragraph.

2. Organization refers to the logical organization of the content (coherence). It is related to the ideas that stick together so that the ideas run smoothly within the paragraph.

3. Vocabulary refers to the selection of words those are suitable with the content. It can be identified by seeing the words choice or diction in order to convey ideas to the reader.

4. Language use refers to the use of correct grammatical form and syntactic pattern. It is identified from the construction of well-formed sentence. 5. Mechanic refers to the use of graphic conventional of the language. It is

identified by seeing the usage of spelling, punctuation and capitalization within the paragraph.

Moreover, Raimes adds that (1983:76), writing is a skill in which we express the ideas, feelings and thought which are arranged in words, sentences and paragraph using eyes, brain and hand. Writing also reinforces use of the generic structure, idiom and vocabulary which the students have studied in the previous lesson. It means that writing in the process of expressing ideas, and thought of the writer using knowledege and vocabulary to combine the writers idea in writing. Writing covers a number of elements, such as content, grammar, vocabulary, unity and coherence. All of those items are essential in writing. Additionally,

Based on the writing concepts outlined above, the researcher concludes that writing is very important for interaction. To develop the students’ ability in

writing, it is necessary for them to do practice. Unfortunetaly, there are few opportunities, students often make errors, such as grammatically incorrect sentence, misspelling and unsuitable vocabulary when they compose paragraph. To put it more simply, writing in this research means a media of transferring information or messages through written forms by joining sentences by using the rule of basic grammar or structure.

2.5.1 Concept of Learning Writing in English

Writing process purposes to train learners to have a good written language. Writing is specially taught in senior high school in order the students are able to write a good paragraph.

In the teaching learning process, language consists of four skill, they are listening, speaking, reading, and writing (Tarigan, 1981:1). The position of writing skill is in the last skill. It means that writing is a part of the subject which is difficult because in writing we need special aspects of language, for instance: diction, structure, mechanics, and rhetoric.

In order to choose and use the suitable words that can be used in writing, the students should master many words and know how the words are used in writing. This statement means that by mastering how to use it, the result of writing made by students will be understandable to the readers.

Harmer (2001:79) says that the reasons for teaching writing to the students of English as a foreign language include reinforcement, language development, learning style and, most importantly, writing as a skill in its own right. Azies and Alwasilah (2000:128) stated that writing is a skill which is only a little used among the four skills, mainly to the target language. However, many students learn and internalize vocabulary and sentence structure by writing.

As in the speaking skill, writing is also a skill in which the communication in English developed. Without ability in writing , the learners will not be able to communicate their ideas in written form. Whereas, writing ability is very crucial in order the learners are able to do all writing activities such as doing a test , composing a story, writing a letter, etc. Besides that, writing is also a good way in language acquisition. By doing more practice writing in English, the learners will acquire English better.

2.6 Concept of Text

A text is a coherent set of symbol that transmits some kind of informative message. It is a unit of language, a grammatical unit that is larger than sentence but related to a sentence in the same way that a sentence is related to a clause, a clause to a group and a group to a letter (Halliday and Hasan, 1976:1). Text is not only a group of sentences, Hayland (2004:6) states that text is autonomous object which can be analyzed and described independently of particular context, writer or reader. Text has structure. It is orderly arrangement of words, clauses and

sentences by following the principles which guide the correct arrangement of element.

In the 2006 Curriculum, the teacher uses a text as a media in teaching learning process. According Derewianka (1992:17) a text is any meaningful stretch of language oral or written form. Not all the texts are same. One factor which accounts for differences in the texts, is purpose for which the text is being used. Texts are structured in different ways to achieve their purposes. For example, the purpose of recount text is to tell what happened in the past. The structure of this kind of the text would be typically move through the following stages:

• Orientation: leading the reader know who is involved, where, when, etc. • Events: retteling a series of events in chronological sequences.

There are two main categories of text namely literally and factual. Literally texts are texts constructed to appeal emotions and imagination. For example: stories, movies, scripts, fairly tales, plays, novels, song lyric, mimes and soap opera. There are three main text types in the category: narrative, poetic and dramatic. Factual texts present information or ideas and aim to show, tell or persuade the audience. The main text types in this category are recount, report, procedure, exposition explanation, and discussion.

Not all the texts are same. Each text has its function and generic structure. Each kind of text is structured in different ways to achieve its purposes. It is important to understand each type of text. Beside it is needed as an academic purposes, text is also required in students real social life.

Generally, there are some models of text (1) descriptive text reffering to passage intended to describe to the reader about something, (2) Narrative text reffering to passage intended to entertain the reader about the tale story which is in past form, (3) recount text reffering to passage intended to retell the reader about past event, past experience, etc. The focuss of the research is in analysis of recount text form, which is clarified bellow.

2.7 Recount Text

Recount is a text which retells events or experiences in the past. There is no complication among the participants and that differentiates from narrative. The purpose of recount text is to tell what happened in the past. To achieve the purpose, the text will move through a different set of stage.

• An orientation leading the reader know who is involved, where, when, etc. • Retelling of a series of events in chronological sequences.

Recount text has three main factors, there are: 1. Orientation.

This part tells the readers the main idea of the story being in the text. This part gives a setting of the story, (telling about people or thing which have done or have participated inside, with time, place, situation, etc) so that readers are aware of the story is about.

This part describes series of event that happened in the past. The story starts from the very early stages. That is to say, the story develops based on the sequence of the events.

3. Re-orientation

Not always needed, it is optional, summary of the events. In this part, the writer summarizes the story and tells his/her impression of the experience that what has been elaborated.

Recount is very similar to narrative. Recount explores the series of events which happened to participant/s. These events are the main element in composing recount text. However it just focuses on the events themselves. It does not include the conflict inside.

Besides generic structure, recount text also uses particular language features of recount text, namely:

a. Introducing personal participant is introduced by the use of pronoun I, my, etc. b. Using chronological connection used to connect each sentences;

‘then,after,finally, first, and, but’,etc.

c. Using linking verb is use to show the past verb; were, saw, heard. Etc d. Using action verb; look, go, change, etc.

e. Using simple past tense: I went to Bali

Bad Sunday

Orientation I would like to tell you what happened to Ken one day. Ken parked his car and went to get something to eat. Then he came back, he was surprised to see that his bag was gone from the trunk stolen. Event 1 It was terrible day for Ken. He lost everything, his passport, money,

and air plane tickets. He felt very sad and decided to do something. Therefore, he went to the American Embassy. Unfortunately it was closed because it was public holiday. Then, he found a policeman that was very attentive to know what happened to Ken .

Event 2 The policeman took him to the police station. He was very nice to help, but he couldn’t do much. Ken felt so stupid because he had no

money at all. The policeman felt so sorry and loaned him twenty pounds.

Event 3 Ken decided to give his mom and dad a call. Luckily, they were home and they promised to send him some money. As Ken needed the money right away for his hotel and to buy some food, he decided to sell his camera. He took it to the shop and got thirty five pounds for the camera and he decided to move into cheaper place and he found a youth hostel for only ten pounds a night

Reorientation It was both terrible and fun. The next day, the police called and he

got everything back and his parent’s money arrived. He was really

happy to get them all back and promise to do himself to be more careful.

The events will be arranged in chronological order based on time and place. Recount text with complete generic structure will be constructed by structuring orientation, events, and re-orientation. The absence of

complication/problem/conflict in the generic structure actually differentiates recount text from narrative.

According to Derewianka (1992), the focus of recount text is on the sequence of the events, all of which relate to a particular occasion. The recount text generally begins with orientation that gives the reader the background information of the text then unfolds with the series of events in the text chronologically. At various stages there may be some personal comments on the incident.

The function of recount text is to retell about an event or experience which happened in the past time. Derewianka (1992) suggests five types of recount text, they are:

1. Personal recount

Personal recount tell about the activities which the speaker or the writer was involved in or did by himself (for example someone write diary). This type of recount uses such as first person pronoun (I, we). Personal responses to the events can be included, particularly at the end.

2. Factual recount

Factual recount records the particular of an incident (e.g. report a science experiment, police report, news report, historical account). A factual recount is concerned with recalling events accurately. It can range from everyday tasks such as a school accident report to a formal, structured research tasks such as a

historical recount. The emphasis is on the use of language that is precise, factual and detailed, so that the reader gains a complete picture of the events, experiences or achievements.

This type uses the third person pronouns (he, she, it, their). Sometimes the ending describes the outcome of the activity (e.g. science experiment). Details of time, manner and place may need to be precisely stated (e.g. at 2.35 pm, betwen Johnson street and Soekarno-Hatta street, or the man drove at 90 km/h). The passive voice may be extensively used (e.g. The beaker was filled with water). It may appropriate to include explanation and justifications as well. 3. Imaginative recount

Imaginative or literary recounts entertain the reader by recreating the events of an imaginary world as though they were real. Emotive language, specific detail and first person usually wrote in the first person it may be appropriate personal reactions.

4. Procedural recount

Procedural recount records the steps taken in completing a task or procedure. The use of technical terms, an accurate time sequence and first person narration (I or We) give credibility to the information provided. Examples include a flow chart of the actions required for making bread, a story board of videotaped script or advertisement, and the steps taken to solve a mathematical problem. 5. Biographical recount

Biographical recount tells the story of person’s life using a third person

narrator (he, she, and they). In the case of an autobiography, first person narration (I, We) is used. It is usually factually

From five types of recount text above, the focus of this research is personal recount because it retells the activities which the writer involves or does by her or himself.

This chapter presents the research methodology that serves as the channel for arriving at the research objectives. This research include the description of subject of the research, the technique in data collection, research of the procedure and data analysis.

3.1 Research Design

In this research, the researcher used descriptive method. Descriptive research is concerned with providing descriptions of phenomena that occur naturally, without the intervention of an experiment or an artificially contrived treatment (Seliger and Shohamy, 1989:116). The method is intended to describe a phenomenon or problem in learning English.

In addition, Leedy (1974 : 79) states that descriptive method is a method of research that simply looks with intense accuracy at the phenomena of the moment and describes exactly what this research has observed. In this way, the data gathered from students’ writingwere analyzed in order to lead to the conclusion.

The researcher has identified and classifiedthe students’ errors based on the surface strategy taxonomy and developmental errors in order to conclude it. The

description in this research is about the students’grammatical errors in writing recount text. The analysis is based on the data taken from the students’ writing.

3.2 Subject of the Research

The subject of this research was the students of the second semester in the first year of learning year 2011/2012 of SMA N 13 Bandar Lampung. From the seven classes of class X the writer took only one class, Class X.1. The class consisted of 32 students, but only 31 of them were present at the time the data collection was being administred. The class was selected based on the English teacher’s

recomendation that the class had relatively low ability in English. The teacher had also said that the students frequently made numerous grammatical errors in their writing. Therefore the class was suitable for the purpose of this research.

3.3 Data Collecting Technique

In collecting the data, the researcher applied two instrumentsto elicit students’ grammatical errors. The first instrument is writing test. The reason why the researcher used writing test as the instrument was that through writing the

students create their sentences and really put their knowledge of structures in their writing. So it would be easier for the researcher to analyze and classify the data. The students assigned to write a recount text. And the second is interview to support the analytical process of the data.

1. Writing Test

The test is used to gather the data accurately on students’ writing. In this case the researcher gave a writing test to the students by giving four topics to be chosen, they are: (1) my unforgettable experience, (2) my last holiday, (3) my

unforgettable birthday and (4) writing an event (e.g. Eidul-Fitri, Christmast, and New Year). This instrument is attached on appendix 1 (page 80).

They had to make a composition in the form of recount text writing. The students were assigned to write a recount text that should contain approximately 150 words or around two paragraphs with at least five to seven sentences in each paragraph, in 90 minutes. Their writing would be analyzed for errors on the basis ofsurface strategy taxonomyanddevelopmental category,with focus on tenses and part of speech especially in past form, noun, verb, and adjective. It was because recount text is the text that happened in the past so the researcher focussed on past form.

The writing task chosen as the instruments of the research since it requires the students to organize their own idea, and then express it in their own words. It measures certain writing abilities effectively. Besides that, it would answer the developmental category stage.

2. Interview

To strengthen the data gathered, an interview was applied in this research. Interview is a kind of verbal communication intentionally to get certain

information. Here, the interview was used to know the reason why the students do errors. In relation to the first objective, that is to identify the frequencies of

occurances of the students’ grammatical errors based on surface strategy

taxonomy,to identify the frequencies of occurances of the students’ grammatical errors based on developmental category, and to know which types of errors are mostly done by the students, it will be better if we also know why they do errors even though it is not stated in research questions so it can make this research more useful since we do not only know about the percentage and the types of the

students’ errors but alsowhat make those errors happen. Besides that, the interview was also used to support the data gathered from students’ recount text writing. In this interview, the researcher asked the students one by one about the errors they produced–whether they could recognize, explain and correct their wrong sentence in paragraph or not. The interview is used to classify and explain the errors of the students into three stages of errors based ondevelopmental categoryand also to find the sources of the errors.

3.4 Research Procedure

This research was carried out based on the following prucedure: 1. Determining the subject of the research

The subject of this research was the first year students’ of SMA N 13 Bandar Lampung. From the seven classes of class X the writer took only one class, X.1 class. The class consisted of 32 students, with only 31 of them being present at the time the data collection was being administred.

2. Conducting the test

The test was conducted in order to getthe data of students’ grammatical errors that were further analyzed based on theSurface Strategy Taxonomy.

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- Errors in addition : 87 errors or 19.55% - Errors in substitution : 64 errors or 15.56% - Errors in misordering : 26 errors or 5.84%

The highest frequency of errors based on surface strategy taxonomy is misformation errors (36.64%). This is because the students have not mastered the verbs changes and they still do not understand the past tense pattern. And the students also committed 105 items of omissions errors (23.59%) in which most of the students omitted “be” (was/were) in their sentences and the failure of changing the regular and irregular verbs according to the tense they used. The errors occur in students’ witing because of the influence of the structure in Indonesian language that does not have this pattern. Most errors found in the students’ recount

paragraphs writing consisted of misformation, especially in verb forms concerning the tense used. The errors are commonly caused by the difference between their L1 (Bahasa Indonesia) and the target language, L2 (English). The L1 has caused interference in their use of L2 in various grammatical constructions.

3. The percentage and frequeny of the errors (ranked from the type of error that is mostly made by the students) resulted from the students’ interview are:

Based on developmental category

- Pre-systematic stage : 210 items (47.92%) - Systematic stage : 138 items (31.90%) - Post-systematic satage : 96 items (21.62%)

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So, it can be said that the highest errors based on developmental category is pre-systematic stage. The data shows that the type of developmental category which mostly made by the students of class X.1 SMA N 13 Bandar Lampung in grammatical errors is Pre-systematic stage.

4. The errors are mostly caused by main factors, they are: insufficient vocabulary and grammar mastery, interference, lack of knowledge of certain tenses and failure of changing the regular and irregular verbs according to the tense they used.

5.2 Suggestions

The research findings have led to the following suggestions provided to improve students’ ability in recount text writing:

1. English teachers may use the informationof the types of students’ errors as a guidance to evaluate the weakness or progress of students’ abilityin learning English, particularly in terms of writing a recount text. They should take the errors into account, analyze them and provide proper correction. The correction of errors should be explained to the students. For example, the teacher should makea list of students’ gramatical errors. After that, for instance, if the students make errors in using simple past tense, the teacher should explain again the use of simple past tense until the students really comprehend how to use the tense properly.

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2. English teachers should not ignore the errors committed by the students. The teacher can give remedial teaching for the students to improve students’ mastery in using past tenses, for example by giving them

exercise or homework until they understand the rule of past tenses and are able to apply it in their writing. It is suggested that the teachers ask the students to memorize the past verbs especially the irregular vebs because the regular verbs are easy to memorize and to construct.

3. In order to minimize students’ errors, the teacher should improve the students’ knowledge of English grammar by teaching them how to construct sentences that are grammatically and appropriately correct and by explaining the function of the language itself. Besides that, the teacher must set the first priority to the errors that mostly occur.

4. When teaching grammar or structure, the teacher should consider the different rules that English and Bahasa Indonesia have since based on the interview done, most students said that the rules of Bahasa Indonesia often influenced them in constructing English sentences.

5. The teacher should provide sufficient time for students to practice writing so that they can familiarize themselves with English, and be able to express their ideas or opinions, especially in composing paragraph.

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