10 DP
√ √ √
√ √ √
√ √
11 DW
12 DN
√ √ √
√ √
13 DK
14 DG
√ √
√ √ √ √ √ √ √ √
√ √
15 HD
√ √
√ √
√ 16
IS √
√ √ √ √
√ √ √
17 KK
√ √ √
√ √ √ √ √
√ √
√ 18
LP √
√ √ √ √
√ 19
LN √
√ √ √ √ √ √
√ √
20 MI
√ √ √ √ √
√ √
√ 21
MA √ √ √
√ √ √ √ √ √
√ √ √
22 MM
√ √ √
√ 23
PH √
√ √
√ √
24 PP
√ √ √
√ 25
RI √ √
√ √ √ √ √
√ √ √
26 RA
√ √
27 RD
√ √ √ √
√ √ √ √ √ √
√ √
28 RO
√ √
√ √
29 SR
√ √ √ √
√ √
√ √
√ √ √
30 SM
√ √
√ √
√ 31
TR √
√ √ √ √
√ √
32 US
√ √
√ √
√ √ √
√ √
33 UV
√ √ √ √
√ √ √
√ √
34 VA
√ √
√ √ √
√ 35
WC √ √
√ √ √
√ √
√ √
Note: SP: Specific Participants
MP: Material Processes CTP: Circumstances of Time and Place
PT: Past Tense TS: Temporal Sequences
E1: Omission E2: Addition
E3: Misinformation E4: Misordering
Students who are absent Subject of Interview
4.6 Selection of Subject of Interview
The selection of the Subject of interview was based on the result of writing recount text task that the students did. After categorizing the errors made by the
students, the writer chose the Subject of interview. There are some considerations that the writer used in selecting the Subjects of interview. First, that the Subject
was them who made errors in their recount text, and came to the class when interview’s time. Other consideration was how many errors made by the students
on their recount text, the one who made more errors than others became priority. Besides, that the Subject selected was considered were capable and regarded as
the one who were able to provide the information needed Sugiyono, 2010: 300. The writer selected 16 Subjects of interview from 33 students who made
recount text like in the table below.
Table 4.5 List of Subject of interview
No. Initial
MaleFemale Students’
Number 1
AB M
1 2
AN M
2 3
AF M
3 4
BR F
9 5
DG M
14 6
HD M
15 7
IS M
16 8
KK F
17 9
LN F
19 10
MI M
20 11
MA M
21 12
RD F
27
13 SR
F 29
14 US
F 32
15 UV
F 33
16 WC
F 35
The selection of the Subjects of interview above was based on the result of errors categorization that the writer had done with consideration that every kind of
errors made by the students was important because every error could lead to the information needed. The Subjects of interview were divided into two groups. The
first group was a group of the Subjects of interview who made more than 9 kinds of errors and made different errors with others. Then, the second group was they
who made 6 – 9 kinds of errors. The Subjects of interview who belonged to the first group and second group were on the table 4.6 below:
Table 4.6 Group of Subject of interview
First Group Second Group
AF AB
RD WC
MA BR
SR LN
KK MI
DG US
IS UV
HD AN
For the sixteen Subjects of interview selected, they could represent of all kinds of errors which was divided into 20 kinds of errors in the errors
