AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING RECOUNT TEXT BASED ON SURFACE STRATEGY TAXONOMY AT THE FIRST YEAR OF SMA YP UNILA BANDAR LAMPUNG

ABSTRACT
AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING

RECOUNT TEXT BASED ON SURFACE STRATEGY
TAXONOMY AT THE FIRST YEAR OF SMA YP UNILA
BANDAR LAMPUNG
By
Bulqis Jolay Waway
In composing a good writing, we should notice some aspects. Grammar is
important aspect that should be mastered in order to make a well-structured
writing. In learning process, the students still made errors and mistakes, so it is
important to analyze their errors and diagnose the difficulty of the study in the
classroom.
In reference to that matter there seems to be need to analyze what are the
frequencies of the students’ grammatical errors that is the objective of this
research are to identify the frequencies of occurances of the students’ grammatical
errors based on surface strategy taxonomy that is found in their recount text.
This research applied descriptive qualitative method, where the researcher
gathered the data from the students recount text writing. The data gained were
further based on the surface strategy taxonomy in order to draw the conclusion.
Having analyzed the data, it was found that the first grade students of first

semester at SMA YP UNILA Bandar Lampung, committed four types of errors
based on surface strategy taxonomy. The highest frequency of errors based on
surface strategy taxonomy is misformation 81 items of errors or 46.7%. The
highest students’ errors frequency of each error type is misformation of verb
which is 43 errors or 53%, the second is omission of verb which is 14 errors or
20.6%, then the third is addition of preposition which is 10 errors or 59%, and the
last is misordering of phrase which is 9 errors or 100%.
Most of the students’ of class X.2 of SMA YP UNILA Bandar Lampung
committed all types errors of surface strategy taxonomy. It means that although
the students have been taught English 4 hours a week, they still have problem
with English grammar. In other words, they still commit many errors in terms of
English grammar. Therefore, English teacher should not ignore the errors
committed by the students. The teacher can give remedial teaching for the
students to improve students’ mastery in writing skill

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, the students often commit errors in
using tenses, especially past tense and also part of speech.
In reference to that matter there seems to be need to analyze what are the

frequencies of the students’ grammatical errors and what are the main resources
that may cause the errors that is the objectives of this research are to identify the
frequencies of occurances of the students’ grammatical errors based on surface
strategy taxonomy and developmental category that are found in their recount text
and to find out the possible sources of the errors. This research was conducted at
the first grade of SMA N 13 Bandar Lampung, at second semester, during
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 based on the surface strategy taxonomy and developmental
category in order to draw the conclusion.
Having analyzed the data, it is found that the first grade students of second
semester at SMA Negeri 13 Bandar Lampung, committed four 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 45.65% followed by ommision errors (26.23 %), addition errors (22.31%)
and misordering errors (5.79%). While based on the developmental category are:
pre-systematic stage (49.74%), systematic stage (28.62%) and post-systematic
stage (21.63%).
As for result, it can be found that the highest number of errors occurred in

misformation errors. This might show that students have more serious problems in
using tenses and part of speech and they have not comprehended the linguistic
system used in the sentences. 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 attention. In line with the
result, it is suggested that the English teachers should not ignore the errors made
by the students. The teachers can give remedial teaching for the students and
provide some tasks or exercises which enable the students to practice using tenses
and part of speech.

ACKNOWLEDGEMENTS

Prise merely for be ALLAH SWT for giving the writer strength, bless and capacity to
complete this work entitles “An Analysis of Grammatical Errors in Writing Recount
Text based on Surface Strategy Taxonomy at The First Year of SMA YP UNILA
Bandar Lampung”. This script is submitted to the Language and Arts Department of
Teacher Training and Education Faculty, Lampung University as a partial fulfillment

of the requirements for S-1 degree.

It is necessary to know that this script would never have come into existence without
help, support, and encouragement by several institutions. Her gratitude should be
expressed to all of them for their contribution. First af all the writer would like to
express her sincere gratitude to her first advisor Drs. Huzairin, M.Pd who has been
willing to spend his time in giving his unaccountable guidance including ideas and
suggestion during the process of writing this script, support, help and patience. The
writer would like also to express her open-hearted gratitude and respect to her second
advisor Budi Kadaryanto, S.Pd.,M.A for guidance and precious advice too. The best
regard ought to be sent to Prof. Dr. Cucu Sutarsyah, M.Pd who accepted to examine

the writer’s research work and for his warm welcome and innovative ideas in
completion of this script as well as his forthcoming suggestion.
The writer also like to give special thanks to Mr. Berchah Pitoewas as the head of
SMA YP UNILA Bandar Lampung, Mrs. Irma as the teacher of X 2 who had given
the writer her permission to get the data in her class and all the students of class X 2,
for their willingness to cooperate during the research. The writer also wishes to thank
Nadya, Desti, and Inggar for supporting this research.


The writer would also like to thank all of her colleagues for the time that we spent
together helping each other in helping the research project.
Appreciations go also to all who helped her in one way or another to realize this
work.

Bandar Lampung, March 2013
The writer,

BULQIS JOLAY WAWAY

Appendix 1

WRITING TEST

Subject

: English

Class


: I (first year)

Skill

: Writing

Text Genre

: Recount Text

Time allocation

: 2X45 minutes

Directions
1.

Write down your name and your class on the piece of paper provided.

2.


Choose one of these topics:
a. My Unforgettable Experience
b. My Last Holiday
c. My Unforgettable Birthday
d. Writing an Event; (e.g. Eid al-Fitri and New Year).

3.

Compose a recount text consistsing of 100 to 200 words based on the topic you
have chosen. You may use the questions given on each topic as a guideline of
your writing. But later on, you can expand your writing.

4.

Do make sure that you have written the title, the orientation, the series of events
and the re-orientation in your writing.Then, Pay attention to your grammar. Write
in appropriate grammar. Check them carefully before you submit it.

5.


Use the connectives / transactional signal (for example: First, then, third, after
that, before that, at last, finally etc). And don’t forget to use simple past tense.

** The Guide Questions
a. My unforgettable Experience
- Who were involved in the story?
- When did it happen?
- Where did it happen?
- What did you do?
- How did you feel?
b. My Last Holiday
- What is your name?
- Who were involved in the story?
- Where did you go on your last holiday?
- What did you do on your last holiday?
- How was your feeling?
- Was your holiday fun?
- Please tell one of the most memorable stories in your last holiday.
c. My unforgettable Birthday

- Where were you born? When were you born?
- How old were you at that time?
- Who were invited ? when and where did it happen?
- What was the best gift you got on that day?
- How was your feeling?
d. Writing an Event; (e.g. Idul Fitri and New Year)
- What was the event?
- When was it happen?
- Where was it?
- What happened?
- What did you do?
- How did you feel?

*Good Luck*

Appendix 3
Correction of Students’ Grammatical Errors in Recount Text Writing based on
Surface Strategy Taxonomy.

NO. DATA

THE ERRORS
CODE
1.
A1
For have fun in weekend

2

For having fun in weekend

A1

We could looked shellfish

We could see shellfish

A1

When arrive at home,
we took a bath


When we arrived at home,
we took a bath

A1

In there we were so happy

There we were so happy

A1

In there we could also
borrow banana boat

There we could also
borrow banana boat

A2

Such as fried rice, cake, and
juice orange
After arrived at hotel, we
break and sleep

Such as fried rice, cake, and
orange juice
After arriving at hotel, we
took a rest and slept

A2

3

RECONSTRUCTION

A2

I am very happy last holiday I was very happy last holiday

A3

There were many kinds of
foods and much soft drink

There were many kinds of
foods and many soft drinks

A3

After pray

After praying

A3

My family and I went to in
my home to schoocked hand
and ate together

My family and I went home to
shake hand and eat together

TYPE OF
ERRORS
Misformation of
verb
Misformation of
appropriate
word
Omission of
pronoun,
Misformation of
verb
Addition of
preposition
Addition of
Preposition
Misordering of phra
Misformation of
verb
Misformation of
appropriate word
Misformation of
verb
Misformation of
linking verb
Misformation of
appropriate word
Omission of
morpheme –s
Misformation of
appropriate word
Addition
preposition
Addition

4

A4
A4

5

D1

D1

6

D2

7

D3

8

D3
D4
D4

9

preposition
Addition of
possessive pronoun
Misformation of
verb
Misformation of
verb
Sekar can’t sang
Sekar couldn’t sing
Misformation of
modal
I replaced to sing
I replaced her to sing
Omission of
pronoun
We go to Gramedia buy
We went to Gramedia to buy
Misformation of
comics
Comics
verb,
Omission of to
infinitive
The car strike the truck in the The car collided the truck on the stree Misformation of
street
appropriate word
Misformation of
preposition
Our next Trans
Our next destination was Trans
Omission of noun
studio
studio
Omission of verb
We went to shopping
We went for shopping
Misformation of
preposition
We rest before back home
We took a rest before back home
Omission of verb
The view very beautiful
The view was very beautiful
Omission of
linking verb
I visit and me to my uncle
I visited my uncle’s
Misformation of
verb,
house
house
Omission of
morpheme –‘s

D4

I arrived in uncle house

I arrived at my uncle’s house

D4

My uncle was good

My uncle was kind

D5

We went in Yogyakarta

We went to Yogyakarta

D5

We went to shopping

We went for shopping

Misformation of
preposition,
Omission of
possessive
pronoun
Omission of
morpheme –s
Misformation of
appropriate word
Misformation of
preposition
Misformation of
preposition

10

D5

I and family shopping

I and my family shopped

D5

We went lunch

We went to have lunch

D5

After we take a bath
afternoon

After we took a bath in the
afternoon

D5

We packed up and back to
Bandar Lampung
I get information from my
friend about concert
L’are-en-Cid
We bought much souvenirs

We packed up and went back to
Bandar Lampung
I get information from my
friend about L’are-en-Cid concert

I with my family had a trip
to Bali
First day.., Second day..
We can saw many kinds of
animals

I and my family had a trip
to Bali
The first day.., The second day..
We could see many kinds of
Animals

H1

I swimm there

I swam there

H1

we saw some birds, tiger,
horse, etc

we saw some birds, tigers,
horses, etc

H1

We can saw many tourist

We could see many tourists

H1

We packed up and back to
Lampung
I saw many kinds of rabbits
was sold

We packed up and went back to
Lampung
I saw many kinds of rabbits
were sold

F1

F1
11

H1
H1
H1

12

H2

We bought many souvenirs

Omission of
possessive
pronoun
Misformation of
verb
Omission of to
infinitive
Omission of verb
Misformation of
verb
Omission of
preposition
Omission of
article
Omission of verb
Misordering of
phrase
Misformation of
appropriate word
Misformation of
preposition
Omission of article
Misformation of
modal
Misformation of
verb
Misformation of
verb
Omission of
morpheme –s
Omission of
morpheme –s
Misformation of
modal
Misformation of
verb
Omission of
morpheme –s
Omission of verb
Misformation of
linking verb

H2
H2
H2

H2
H2
13

K1

14

L1

15

M1
M1
M1

16

M2

M2

M2
M2

We stopped at the curb to
bought some rabbits
The male was big

We stopped at the curb to
buy some rabbits
The male one was big

Misformation of
verb
Omission of
pronoun
The female cute
The female one was cute
Omission of
pronoun
Omission of
linking verb
After lunch
After having lunch
Omission of verb
It has white fur
It had white fur
Misformation of
verb
We went to museum
We went to Vandeburg museum and Misordering of
Vandeburg and find
found historical stuff
phrase,
historical stuff
Misformation of
verb
The foods traditional in
The traditional foods in
Misordering of
Yogyakarta was very sweet Yogyakarta were very sweet
phrse,
Misformation of
linking verb
I went to saw it
I went to see it
Misformation of
verb
My aunt interested to buy
My aunt was interested to buy
Omission of
clothes
Clothes
linking verb
I was surprised when I knew I was shocked when I knew
Misformation of
there are no them
there were no them
appropriate word
Misformation of
linking verb
We saw how yokyakarta’s
We saw how yokyakarta
Addition of
view like on the top
view looked like from the top
morpheme –‘s,
Omission of verb,
Misformation of
preposition
We can saw some kinds of
We could see some kinds of
Misformation of
traditional music instrument traditional music instruments
modal
Misformation of
verb
Omission of
morpheme –s
We can follow our next
We could follow our next
Misformation of
destination well
destination well
modal
We went to Keraton
We went to Keraton
Omission of to
Yogyakarta saw the
Yogyakarta to see the equipment of infinitive
equipment of marriage
marriage ceremony
Misformation of
ceremony
verb

17

M3

We took a rest my daughters’ We took a rest in my cousins’
house there Bintaro Jaya
house there in Bintaro Jaya

18

M3
M4

Our next on Monday evening
I had a day bad in my junior
high school last year
It was a experience bad for
me
We decided to went Kuta
Beach

Our next day on Monday evening
I had a bad day in my junior
high school last year
It was a bad experience for
Me
We decided to went to Kuta
Beach

M5

We had five days in there

We had five days there

M5
M5

We could see many kinds of
animals in there
I swimming there

We could see many kinds of
animals there
I swam there

M5

Many tourist

Many tourists

M5

We picked up and back to
Lampung
My family breakfast
We leave the Summit

We picked up and went back to
Lampung
My family had breakfast
We left the Summit
We brought some foods for lunch

M6

We brought some foods for
we lunch
We looked beautiful view

M6

After arrived

After arriving

M6

Me wanted to return there

I wanted to go back there.

N1

I take a nap

I took a nap

N1

I take a bath

I took a bath

N1

I could played with my
Cousin
We stay at Dirgahayu Hotel
which is not far from
Malioboro

I could play with my
cousin
We stayed at Dirgahayu Hotel
which was not far from
Malioboro

M4
19

20

M5

M6
M6
M6

21

22

N2

We saw beautiful view

Misformation of
appropriate word
Omission of
preposition
Omission of noun
Misordering of
phrase
Misordering of
phrase
Omission of
preposition
Addition of
preposition
Addition
preposition
Misformation of
verb
Omission of
morpheme –s
Omission of verb
Omission of verb
Misformation of
verb
Addition of
pronoun
Misformation of
appropriate word
Misformation of
verb
Misformation of
Pronoun
Misformation of
appropriate word
Misformation of
verb
Misformation of
verb
Misformation of
verb
Misformation of
verb
Misformation of

23

24

25

26

linking verb
Misformation of
verb
Misformation of
verb
Omission of
morpheme –s
Omission
morpheme –s
Misformation of
verb
Misformation of
verb
Omission of verb
Misformation of
preposition
Omission of
preposition
Misformation of
appropriate word

N3

We go to Ancol to playing

We went to Ancol to play

N3

We went to Mall Kelapa
Gading to buy some long
dress, bag, shoes, and jeans

We went to Mall Kelapa
Gading to buy some long
dresses, bags, shoes, and jeans

N3

We playing, eating

We played, ate

N3
N3

We back to hotel to relax
We went to shopping
Mangga Dua

We went back to hotel to relax
We went for shopping in
Mangga Dua

R1

R1

We went to Bali zoo to see
amazing animals and
endanger animals
We had three days in there

We went to Bali zoo to see
amazing animals and
dangerous animals
We had three days there

R1

We go back to the hotel

We went back to the hotel

R2

We bought some food
traditional

We bought some traditional
foods

R2

We very happy

We were very happy

Omission of
linking verb

R3

We went to hotel for take a
Rest
The location Garuda Wisnu
Kncana was on top the
Mountain

We went to hotel for taking a
Rest
The location of Garuda Wisnu
Kncana was on top of the
mountain

R3

So we can see a beautiful
view
We saw many tourist

So we could see a beautiful
View
We saw many tourists

R3

We went back to hotel for

We went back to hotel for

Misformation of
verb
Omission of
preposition
Omission of
preposition
Misformation of
Modal
Omission of
morpheme –s
Misformation of

R3

R3

Addition of
preposition
Misformation of
verb
Misordering of
phrase
Omission of
morpheme –s

27

R4

prepared
Preparing
They were get away from me They got away from me

R4

I don’t know why

I didn’t know why

R4

I went to my friend’s house
to refreshing
They bought a beautiful cake
and a 15 candles
When I back to my house
When I persist to go home

I went to my friend’s house
for refreshing
They bought a beautiful cake
and 15 candles
When I went back to my house
When I persisted to go home

My friend want to come with
me
In Sunday I and my friends
played basketball
After played basketball

My friend wanted to come with
Me
On Sunday I and my friends
played basketball
After playing basketball

R4
R4
R4
R4
28

R5
R5

29

30

R5

The most memorable stories The most memorable story
in my last holiday when I
in my last holiday was when I
played basketball in villa’s played basketball on villa court
court

R5

It caused wrong shoes

It was caused by wrong shoes

R5

I didn’t use basketball shoes

I didn’t wear basketball shoes

S1
S1

I went to school and meet
my friend after school
We was scared

I went to school and met
my friend after school
We were scared

S2

I went with father

I went there with my father

verb
Addition of
linking verb
Misformation of
verb
Misformation of
linking verb
Misformation of
preposition
Addition of
article
Omission of verb
Misformation of
verb
Misformation of
verb
Misformation of
preposition
Misformation of
verb
Omission of
morpheme –s
Omission of
linking verb
Misformation of
linking verb
Misformation of
preposition
Omission of
linking verb
Omission of
preposition
Misformation of
appropriate word
Misformation of
verb
Misformation of
linking verb
Omission of
adverb
Omission
possessive
pronoun

S2

I visited to my grandma
house

I visited my grandma’s
house

S2

I visited to my uncle
house

I visited my uncle’s
house

S2

I visited to my uncle
house

I visited my uncle’s
house

S2

There uncle, aunt, and child

There were my uncle, aunt, and
cousin

S2

I could visited to my
grandmother and my uncle
house

I could visit to my
grandmother’s and my uncle’s
house

S2

I think I want to back to
grandmother house

I thought I wanted to go back to
Grandmother’s house

S2

So, this is the story about my
last holiday
We took a rest at my
cousins’ house in
Bintaro Jaya

My uncle’s house

31

S3

So, this is story about my
last holiday
We took a rest my
daughters’ house there
Bintaro Jaya

32

W1

My uncle house

Addition of
preposition
Omission of
morpheme –‘s
(possessive)
Addition of
preposition
Omission of
morpheme –‘s
(possessive)
Addition to
preposition
Omission of
morpheme –‘s
(possessive)
Omission of
linking verb
Misformation of
appropriate word
Misformation of
verb
Omission of
morpheme –‘s
(possessive)
Omission of
morpheme –‘s
(possessive)
Misformation of
verb
Misformation of
verb
Omission of verb
Omission of
morpheme –‘s
(possessive)
Omission of article
Omission of
preposition
Misformation of
appropriate word
Omission of
preposition
Omission of

33

W1

I was lost in highways

I lost on highways

W1

We took leave to
Lampung
We lived in a house small

We went back to
Lampung
We lived in a small house

It was located on the corner
of a dead-end alley
It is the biggest house

It was located in the corner
of a dead-end alley
It was the biggest house

I moved to Lampung
because my job father

I moved to Lampung
because of my father’s job

W2
W2
W2
W2

morpheme –‘s
(possessive)
Addition of
linking verb
Misformation of
preposition
Misformation of
appropriate word
Misordering of
phrase
Misformation of
preposition
Misformation of
linking verb
Omission of
preposition
Misordering of
phrase
Omission of
morpheme –‘s
(possessive)

Appendix 4
Frequency of Students’ Grammatical Errors in Recount Text Wrting based
on Surface Strategy Taxonomy

Type of Errors
NO.
1.
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32

Data
Code
A1
A2
A3
A4
D1
D2
D3
D4
D5
F1
H1
H2
K1
L1
M1
M2
M3
M4
M5
M6
N1
N2
N3
R1
R2
R3
R4
R5
S1
S2
S3
W1

Omission

Addition

Misformation Misordering

1
1
1
1
2
1
2
6
5
4
1
3
4
2
2
-

2
3
1
2
1
-

4
2
2
2
1
3
11
3
1

1
2
3
1
1

3
2
2
1
3
2
4
4
1
5
3
1
1
3
5
1
1
2
4
3
2
6
4
5
3
2
4
1
2

1
1
1
1
2
1
-

Total
Errors
6
3
6
2
4
2
3
6
10
2
10
7
2
2
4
9
5
3
6
7
3
2
10
3
3
6
8
6
2
18
5
4

33
W2
Total

2
68

Omission

= 68 items

Addition

= 17 items

Misformation = 81 items
Misordering = 9 items

17

2
81

2
9

6
175

Appendix 5
Frequency of Students’ Errors based on Surface Strategy Taxonomy
1. Misformation

NO.
1.
2
3

DATA
CODE
A1
A1
A1

4
5
6
7
8

A2
A2
A2
A2
A3

9
10

A3
A3

11
12
13
14
15
16
17

A3
A4
D1
D1
D1
D3
D4

18
19
20
21
22
23
24
25

D4
D4
D5
D5
D5
D5
F1
H1

26
27

H1
H1

THE ERRORS
For have fun in weekend
We could looked shellfish
When we arrive at home,
we took a bath
After arrived at hotel,
we break
and sleep
I am very happy last holiday
There were many kinds of
foods and much soft drinks
After pray
My family and I
home to schoocked hand
and ate together
Sekar can’t sang
We go to Gramedia to buy comics
The car strike
the truck in the street
We went to shopping
I visit and me to my uncle’s
house
I arrived in my uncle’s house
My uncle was good
We went in Yogyakarta
We went to shopping
I and my family shopping
After we take a bath
We bought much souvenirs
I with my family had a trip
to Bali
We can
saw many kinds of

28
29
30

H1
H1
H2

31

H2

32
33

H2
K1

34

L1

35
36

M1
M1

37

M1

38

M2

39

M2

40

M2

41

M2

42

M3

43
44
45
46
47
48
49
50
51

M5
M6
M6
M6
M6
M6
N1
N1
N1

52
53

N2
N2

54
55

N3
N3

animals
I swimm there
We can saw many tourist
I saw many kinds of rabbits
was sold
We stopped at the curb to
bought some rabbits
It has white fur
We went to Vandeburg
museum and find
historical stuff
The traditional foods in
Yogyakarta was very sweet
I went to saw it
I was surprised
when I knew
there are no them
We saw how yokyakarta
view looked like on the top
We can see
We saw some kinds of
traditional music instruments
We can follow our next
destination well
We took a rest my daughters’
house there in Bintaro Jaya
I swimming there
We leave the Summit
We looked beautiful view
After arrived
Me wanted to
return there
I take a nap
I take a bath
I could played with my
Cousin
We stay at Dirgahayu Hotel
which is not far from
Malioboro
We go to Ancol
to playing

57
58
59

N3

60
61

R1
R3

62
63
64

R4
R4
R4

65
66

R4
R4

67

R5

68
69

R5
R5

70
71

R5
S1

72
73
74

S1
S2
S2

75
76
77

S2
S2
S3

78
79

W1
W1

80

W2

81

W2

N3

We playing,
Eating
We went to shopping
Mangga Dua
We go back to the hotel
We went back to hotel for
prepared
They were get away from me
I don’t know why
I went to my friend’s house
to refreshing
When I persist to go home
My friend want to come with
me
In Sunday I and my friends
played basketball
After played basketball
The most memorable story
in my last holiday when I
played basketball in villa
court
I didn’t use basketball shoes
I went to school and meet
my friend after school
We was scared
There uncle, aunt, and child
I could visited to my
grandmother
I think
I want to back
We took a rest my
daughters’ house there
Bintaro Jaya
I lost in highways
We took leave to
Lampung
It was located on the corner
of a dead-end alley
It is the biggest house

2. Omission

NO.
1

DATA
CODE
A1

2

A3

3
4

A4
D1

5
6
7
8
9

D2
D2
D3
D4
D4

10
11
12
13
14
15

D4
D4
D5
D5
D5
D5

16
17

D5
D5

18
19
20
21
22

H1
H1
H1
H1
H1

23
24
25
26
27
28

H2

29

M2

H2
H2
M1

THE ERRORS
When we arrived at home,
we took a bath
There were many kinds of
foods and many soft drinks
I replaced her to sing
We went to Gramedia to buy
Comics
Our next destination
It was Trans studio
We took a rest before back home
The view was very beautiful
I visited my uncle’s
house
I arrived at my uncle’s house
uncle’s house
I and my family shopped
We went to have lunch
have lunch
After we took a bath in the
afternoon
in the afternoon
We packed up and went back to
Bandar Lampung
The first day.., The second day..
we saw some birds, tigers,
horses, etc
We could see many tourists
We packed up and went back to
Lampung
The male one
It was big
The female one
It was cute
After having lunch
My aunt was interested to buy
Clothes
We saw how yokyakarta

30

M2

31

M2

32

M3

33
34

M3
M5

35
36

M5
M5

37
38

M6
N3

39
40
41

N3
N3
N3

42

R2

43

R2

44
45

R3
R3

46
47
48

R3
R3
R4

49
50

R4
R4

51
52

R5
R5

53
54
55

R5
S2
S2

view looked like from the top
We could see some kinds of
traditional music instruments
We went to Keraton
Yogyakarta to see the equipment of
marriage ceremony
We took a rest in my cousins’
house there in Bintaro Jaya
Our next day on Monday evening
We decided to went to Kuta
Beach
Many tourists
We picked up and went back to
Lampung
My family had breakfast
We went to Mall Kelapa
Gading to buy some long
dresses,
bags, shoes, and jeans
We went back to hotel to relax
We went for shopping in
Mangga Dua
We bought some traditional
foods
We were very happy
The location of Garuda Wisnu
Kncana was on top of the
mountain
When I went back to my house
I arrived at my uncle’s house
We could see some kinds of
traditional music instruments
We went back to hotel to relax
I visited my uncle’s
house
I went there
The most memorable story
in my last holiday was when I
played basketball on villa court
It was caused by wrong shoes
I went there
with my father

56

S2

57

S2

58

S2

59

S2

60

S2

61
62

S2
S2

63
64

S2

65

S3

66
67
68

W1
W2

I visited my grandma’s
house
I visited my uncle’s
house
I visited my uncle’s
house
There were my uncle, aunt, and
cousin
I could visit to my
grandmother’s
and my uncle’s house
I thought I wanted to go back
to Grandmother’s house
So, this is the story about my
last holiday
We took a rest at my
cousins’ house
In Bintaro Jaya
My uncle’s house
I moved to Lampung
because of my father’s job

3. Addition

NO.
1
2

DATA
CODE
A1
A1

3

A3

4
5
6

A3
A3
M2

7
8

M5
M5

THE ERRORS
In there we were so happy
In there we could also
borrow banana boat
My family and I went to in
my home
in my home
my home
We saw how yokyakarta’s
view like
We had five days in there
We could see many kinds of

9

M6

10
11
12

R1
R4
R4

13

S2

14

S2

15

S2

16
17

S3
W1

animals in there
We brought some foods for
we lunch
We had three days in there
They were get away from me
They bought a beautiful cake
and a 15 candles
I visited to my grandma
house
I visited to my uncle
house
I visited to my uncle
house
We had three days in there
I was lost in highways

4. Misordering

NO.
1

DATA
CODE
A2

2

F1

3

K1

4

L1

5

M4

6

M4

7

R2

8
9

W2
W2

THE ERRORS
Such as fried rice, cake, and
juice orange
I get information from my
friend about concert
L’are-en-Cid
We went to museum
Vandeburg
The foods traditional in
Yogyakarta was very sweet
I had a day bad in my junior
high school last year
It was a experience bad for
me
We bought some food
traditional
We lived in a house small
I moved to Lampung
because my job father

Appendix 6
A. The Total Percentage of Students’ Grammatical Errors in Recount Text
Writing based on Surface Strategy Taxonomy (Nation (1981:58))

!

"
#

"

$

Note: - POM: Percentage of Omission
- PAD: Percentage of Addition
- PMF: percentage of Misformation
- PMO: Percentage of Misordering
The Percentage of Total Errors:

%

"

"

AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING
RECOUNT TEXT BASED ON SURFACE STRATEGY
TAXONOMY AT THE FIRST YEAR OF SMA YP UNILA
BANDAR LAMPUNG

BULQIS JOLAY WAWAY
0853042006

Advisors:
1. Drs. Huzairin, M.Pd.
2. Budi Kadaryanto, S.Pd.,M.A

LANGUAGE AND ARTS EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
2013

CURRICULUM VITAE
The writer’s name is Bulqis Jolay Waway. She was born in Yogyakarta on
September 4th 1989. She is the second child of a harmonious couple, Mr. Cholidi,
Sh.CN and Mrs.Devita Astra. She has two sisters, Helen Radiolen Waway and
Aida Elfira Waway.

She joined Cindrawasih kindergarten in 1995 when she was 6 years old. Then she
continued her school at state elementary school of Sawah Lama and graduated in
2002. She pursued her study at state junior high school number four Bandar
Lampung and graduated in 2005. Then she continued her school at state senior
high school number ten Bandar Lampung and graduated in 2008. In 2008, she was
accepted in Lampung University as a student of English Department at Teacher
Training and Education Faculty through Mandiri program. She accomplished her
teaching practice program (PPL) at SMAN 1 Tulang Bawang Tengah from July to
September 2011.

DEDICATION

This paper is dedicated to:
My great father Cholidi and my gorgeous mother Devita Astra.
My lovely sisters (Helen and Aida).
All my friends with whom I shared the university life with its lights and shadows (English
Dept 2008)
My beloved friends who always support me (Inggar, Desti, and Nadya)
My beloved lecturers who have given knowledge to me.
My beloved Almamater

LIST OF APPENDICES

Appendices 1…………………………………………………………………..53
Appendices 2……………………………………………………………..........55
Appendices 3…………………………………………………………………..57
Appendices 4…………………………………………………………………..66
Appendices 5…………………………………………………………………..68
Appendices 5…………………………………………………………………..75

LIST OF FIGURES

Table 4,1 Results of Students’ Errors …………...…....…………….………......34
Table 4. 2 Frequency and Percentage of Students’ Errors based on Surface
Strategy Taxonomy in Omission Type ……...………….………....…35
Table 4. Frequency and Percentage of Students’ Errors based on Surface
Strategy Taxonomy in Addition Type …...…………….………....…38
Table 4. 4 Frequency and Percentage of Students’ Errors based on Surface
Strategy Taxonomy in Misformation Type …...……….………....…40
Table 4. 5 Frequency and Percentage of Students’ Errors based on Surface
Strategy Taxonomy in Misordering Type …...……….……….....…42
Table 4. 6 Frequency and Percentage of Students’ Errors based on Surface
Strategy Taxonomy in Whole Types …...……….…………….....…43

51

REFFERENCES

Brown, J. D. 1980. Principles in Language Learning and Teaching. New Jersey:
Prentice Hall.
Brown, H Douglas.2001.Principles of Language Learning Teaching.Newyork:
Addison Wesley Longman Inc.
Burton-Robert, Noel. 1999. Analysing Sentences. London: Addison Wesely
Longman.
Candlin. 1997. Discourse as a topic and social practice: An introduction. Sarangi: S
&
Corder, S. P. (1981). Introducing applied linguistics. Middlesex: Penguin
Corder, S. P. 1981. Error Analysis and Interlanguage. London: Oxford University
Press.
Coulthard, M. 2000. Discourse and Social Life. Essex: Longman
Derewianka, Beverly. 1992. Exploring How Texts Work. New South Wales: Primary
English Teaching Association.
Dulay, Heidi; and Burt M. and Krashen S.D. 1982. Language Two. Oxford: Oxford
University Press. New York.
Harmer, Jeremy. 2004.How to Teach Writing.Edinburg Gate: Pearson Educational
Limited.

52

Hartley, J. and R. Male. 1962. Reading and writing. Alternate Edition. The United
States of America: Holt, Rinehart and Winston. Inc.
Hendrickson, James M. 1979. Error Analaysis and Error Correction In Language
Teaching. Singapore: Seamoe Regional Language centre.
Hornby, AS. 1995. Oxford Advanced Learner’s Dictionary of Current English.
London: Oxford University Press.
Hyland, Kent.2002.Teaching and Researching Writing.London: Pearson Education
James. 1998. Errors in Language Learning and Use. London: Pearson Education.
Lado, Robert. 1968. Language Teaching. A Scientific Approach. New York. Me
Grew Hill. Inc.
Linda F and John R. H, "A Cognitive Process Theory of Writing", CCC 32 (1981,
pp. 365-87, rpt. in Cross-Talk in Comp Theory, 2nd ed., ed. Victor
Villanueva, Urbana: NCTE, 2003.
Nation, P. 1981. Free Composition and Remedial Work. New Zealand: Victoria
University of Wellington.

Nunan, D. (1988). The learner-centered curriculum. Cambridge: University Press.
Richard, J. C. 1974. Error Analysis. England: Longman Group Ltd.
Sridhar, S. N. (1985). Contrastive analysis, error analysis, and interlangauge. In
Croft, K. (Ed.), Readings on English as a second language. Cambridge,
Mass: Winthrop.
Sujoko. 1989. Error Analysis. Surakarta: Sebelas Maret University Press.
Swarbrick, A. 1994. Teaching Modern Language. London: Longman.
Trask, R.L. 1999. Key Concepts in Language and Linguistics. New York: Routledge.

TABLE OF CONTENT

Page
Title................................................................................................................... i
Abstract............................................................................................................. ii
Curiculum Vitae................................................................................................ iii
Acknowledgements........................................................................................... iv
Motto................................................................................................................. vi
Dedication......................................................................................................... vii
Table of Content............................................................................................... viii
List of Figure..................................................................................................... x
List of Appendices............................................................................................ xi
I . INTRODUCTION
1.1 Background of the Problem..................................................................
1.2 Formulation of the Problems................................................................
1.3 Objectives of the Research.…………….............…….......……..........
1.4 Uses of the Research.……...................…………………………........
1.5 Scope of the Research..........................................................................
1.6 Definition of the Terms........................................................................

3
3
3
4
5

II . FRAME OF THEORIES
2.1 Concept of Writing...............................................................................
2.2 Concept of Writing Skill......................................................................
2.3 Concept of Grammar........……………….....………………………...
2.4 Concept of Error.…………..................................................................
2.5 Concept of Grammatical Errors.……………….….....……….............
2.6 Types of Errors.....................................................................................
2.7 Error Analysis.......................................................................................
2.8 Methodology of Error Analysis.………………………………...........
2.9 Concept of Recount Text……...………………………………...........

6
8
10
12
14
15
19
21
22

III . RESEARCH METHODS
3.1 Research design ...................................................................................

26

3.2 Case of Study of the Research..............................................................
3.3 Data Collecting Technique...................................................................
3.4 Research Procedure..............................................................................
3.5 Data Analysis.......................................................................................

27
27
28
28

IV. RESULT AND DISCUSSION
4.1 Results ................................................................................................
4.2 Types of Errors....................................................................................
4.3 Disscussion of Finding.........................................................................

33
34
44

V. CONCLUSION AND SUGGESTIONS
5.1 Conclusion .......................................................................................... 49
5.2 Suggestions .......................................................................................... 50
REFFERENCES
APPENDICES

1

I. INTRODUCTION

1.1 Background
There are four basic abilities that are learned in studying English, they are
listening, speaking, reading, and writing. Writing is one of the skills that must be
learned by the students. In writing, the learners must apply five general
components of the writing process; they are content, form, grammar, style and
mechanic. The writer thought that the composition was important for the learners
to develop their imagination in written English. Corder (1981:6) says that human
lives in imperfect world; consequently, errors will occur in spite of their best
effort. This wrong thing can also be met in learning a language. People often
produce utterances that are incorrect. Brown (1980: 15) names the learning
condition above as error. In learning English, it is common that students make
mistake or errors both in spoken or written form. According to Corder (1973),
error that students make when they learn a language is very common. It signals
the students are on stage of internalizing the rule of the language.
Lado (1981) states that the students who come into contact with a foreign
language will find some features of it quite easy and others extremely difficult.
The elements that are similar to his native language will be simple for the students
while those elements that are different will be difficult. Based on the statements
above, the students frequently got some difficulties. In other world, the students

2

sometimes made grammatical errors; in this case, they were very likely to make
errors probably because of the language habit in their mother tongue that was
sometimes slightly or absolutely different from English. 2
In composing a good writing, we should notice some aspects. Grammar is one of
important aspects that should be mastered in order to make a well-structured
writing. In learning process, the students still made errors and mistakes, so it is
important to analyze their errors and diagnose the difficulty of the study in the
classroom. Therefore, the writer used error analysis to detect the students’ errors.
It was needed because the result of the analysis would give some contributions in
attempting to decrease errors done by the students in learning English especially
in SMA YP UNILA. The title of this research is The Analysis of Grammatical
Errors in Students’ Writing Recount at SMA YP UNILA at The First Year
Students of SMA YP UNILA in year 2012/2013.
According to Sujoko (1989: 5), an error is a noticeable deviation from the adult
grammar of a native speaker, reflecting the interlanguage competence of the
learner. In order to analyze the students’ error, it is crucial to make an error
analysis. By errors analysis, the students would get the correction on grammar in
their writing, so they can master English well.
In this research, the writer analyzed the students’ errors on grammar by asking
them to make recount paragraph writing. The writer wanted to know what errors
were mostly made by the students on grammar. The writer observed An Analysis
of Grammatical Errors in the Students’ Writing Recount Text of the First Year
Students of SMA YP UNILA in year 2012/2013, because in that year they had
studied about writing in English especially writing a recount text in Junior High

3

School. So, it was very important to know how many kinds of errors in writing to
help them understand writing skill well.

1.2 Formulation of the Problem
Based on the background previously presented, the writer formulated the problem
in the following question:
What errors are mostly made by the second year students of SMA YP UNILA in
writing recount text on grammar based on surface strategy taxonomy?

1.3 Objective of the Research
According to the problem formulated above, the research was conducted to find
ou grammatical errors mostly made by the students of SMA YP UNILA in writing
recount text based on surface strategy taxonomy.

1.4 Uses of the Research
This result is expected that the result of this research can have the following uses:
1. Practical Uses
a. The writer hopes that the result can be a reference for the reader or teacher, so that the
errors can be minimized.
b. The result of this study can provide information and evaluation for the students,
so they will try to avoid the same errors next time.
c. It can be useful for the teacher to improve the students’ writing skill by
analyzing the mastery of recount text.

4

d. The finding of this research by the other research to conduct farther analyzing
dealing with errors in the second language learning.
2. Theoretical Uses
The theoretical benefits of this study is to inform the student’s errors in writing
the recount text in teaching learning process.

1.5 Scope of the Research
This qualitative research focused on “the analysis of students’ grammatical errors
in their recount text writing on surface strategy taxonomy. The surface strategy
taxonomy divids into four categories; namely omission, addition, misordering,
and misformation. This research conducted at the first grade students of first
semester at SMA YP UNILA Bandar Lampung, during 2012/2013 school year.
This choice was due to the fact that English grammar had already been taught in
the previous grade.
This research was focused on analyzing and clasifying students’ errors based on
surface strategy taxonomy. The students were asked to make recount text based
on the three topics that the writer prepared; they would be asked to choose one of
them. It was conducted to know the students’ grammatical errors in writing
recount text.

5

1.6 Definition of Terms

In the effort of avoiding misunderstanding, there were some terms used in this
research which were 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. The research purpose 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 of the errors
into categories based on surface strategy taxonomy c) Calculation of the
frequency of each type of error.

4.

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).

6

II.

LITERATURE REVIEW

2.1 Concept of Writing
Hartley (1962: 66) stated that “writing might, that is to say, be regarded as a form of artificial
memory, whose development should be accompanied by a deeper knowledge of the past and,
therefore, by a greater ability to organize the present and the future.”
In fact, there are some acts of writing which can be used as the basis for conceiving the meaning
of writing. Those acts of writing are in line with the development of learning to write through
which a student should pass.
According to Harmer (2004: 2), writing involves more than just producing words and sentences.
To be able to produce a piece of writing, we should be able to write a connected series of words
and sentences which are grammatically and logically linked, so that the purpose we have in our
mind suit the intended readers. In this way, it is meant that the style of language used in a piece
of writing designed for layman and people living in the village, for example should be different
from the one designed for educated people such as students, teachers, doctors, professors, etc.
Therefore, in presenting a piece of discourse we should consider the correctness of form, the
appropriateness of style, and the unity of topic.

7
Whereas discourse, as explained by Candlin (1997: viii) is a means of talking and writing about
and acting upon worlds, a means which both constructs and is constructed by asset of social
practices within these worlds, and in so doing both reproduces and constructs afresh particular
social-discursive practices, constrained or encouraged by more macro movements in the
overarching social formation. Whether style is feature of literary composition, which belongs to
form and expression rather than to the substance of the thought or matter expressed and also a
manner of discourse or tone of speaking, adopted in addressing others or in ordinary
conversation.
Writing should be done with the understanding from the past time in order to inform and express
what had happened. It should be well-organized in order to be understandable for the readers
(Harmer, 2004: 3). Just like speaking, writing is a way of communicating a message with an
intended audience. It is a means of expressing thoughts, ideas, and feelings. By writing, we may
flow out a burden occupying our mind offer our ideas and concepts to others, and share our
knowledge and experiences.
Writing is more than just public communication; it is also a way of thinking. Writing involves a
range of writer’s consciousness. When we sit down, holding a pen and facing a piece of paper
ready to write, apparently we are engaging in more than just one act of consciousness, such as
the contents of thoughts, the style of thoughts, the organization of thoughts, the purpose of
thought, and so on. These acts lead us to create a good and careful thinking, which is strongly
needed when we want to produce a good writing.

8
2.2 Concept of Writing Skill

Writing as one of the four language skills in real world contexts. It is not an activity in its own
right but one, which serves the other skills. Therefore, writing has a relation with grammar,
reading, listening, and speaking. Most students found foreign language writing are difficult; they
rarely needed to write in adult life, so they decreased the amount of writing. Swarbick (1994:
142) describes five stages of development that students need to go through in acquiring
competence in writing, i.e.: copying, reproduction, recombination, guided writing, and free
writing.
We should also consider the writing process. It is influenced by the content and the medium of
the writing. The processes are planning, drafting, editing, and final draft (Harmer, 2004: 4-6).
They are the steps if we want to compose a good writing. Before writing, we should plan what
we are going to write about and the purposes of the writing. After that, we can start to write. We
may produce a number of writing (draft) and editing in order to get the good writing – that is the
final draft.
Writing involves some activities before, when we write, and after writing. The activities before
we write include exploring ideas which could be building vocabulary, interviewing someone,
dis

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