clause. On the part B of the test, the students were asked to write an argumentative essay. Most of them did errors such as misformation errors, omission errors, addition
errors, misordering errors, dangling errors, and used double coordinator conjunction in a sentence. The last one was interview. Interview was done to get more data in-
depth. The writer did interview to students who did much errors. Most of them were lack of grammatical understanding and lack of independent clause and dependent
clause understanding. Then, the writer will analyze the test and the interview. As stated in technique
of data analysis on chapter III, the procedure that the writer used after collecting the data are identifying the errors, describing errors, classifying the errors and
calculating the percentage of every type of errors into the tables. All of these will be analyzed in the data analysis.
B. Data Analysis
After describing the data, the writer would like to analyze the data. The procedure that the writer used to analyze the data are identifying the errors,
describing errors, classifying the errors and calculating the percentage of every type of errors into the tables.
1. Identifying the Errors
After collecting the data by giving the test, the writer identified all errors in the st
udents‟ answer sheets. Before identifying the errors made by the students, the writer distinguished errors from mistakes on the students‟ answer
sheets. The writer used the term discussed by Erdogan as a framework to analyze the data.
1
The writer gave 60 minutes to the students to do the test, but she gave another 10 minutes to the students to check whether students‟ answers
were correct or incorrect before taking the studen ts‟ answer sheets. The result
showed that some students made errors. There were some students who were not able to correct their first answers. However, some students were able to
correct their first answer sheet, which means that they have made mistakes.
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Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin University Faculty of Education, Vol. 1, Issue 2, December 2005, p. 263.
On the part A of the test, most of the students were able to identify independent clause and dependent clause including the types of dependent
clause noun clause, adjective clause, and adverb clause but some of them were unable to identify it. Most of the errors lie in identifying the types of
dependent clause; they were unable to identify which one a noun clause, an adjective clause, or an adverb clause. Meanwhile, on the part B, according to
the types of error that have been explained on chapter II, there are four categories of errors those are linguistic category, surface category, comparative
taxonomy, and communicative effect taxonomy. However, as has been mentioned in Chapter II, the writer only used two categories: linguistic
category and surface category. The result of this research showed that most of the errors happen on surface category misformation errors and omission
errors.
2. Describing the Errors
