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
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