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to be described is identified, while in description, the phenomenon is described by parts, qualities, and characteristics.
6. Curriculum 2006
Based on curriculum 2006, descriptive text belongs to one of the compulsory English materials for the tenth grade students of Senior High School.
It is evidently noted in the twelfth Standar Kompetensi, and Kompetensi Dasar number 12.2. The more detailed depiction of the curriculum related to descriptive
text is presented in table 2.1.1. Through the table 2.1.1, it is shown that Kompetensi Dasar number 12 is
dealing with writing descriptive text, news item, and narrative text. However, in this study the researcher will solely deal with the students’ descriptive text
writings. Table 2.1.1 Curriculum 2006 Containing Descriptive Text.
Kompetensi Inti Kompetensi Dasar
12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei
sederhana berbentuk
narrative, descriptive dan news item dalam
konteks kehidupan sehari hari .
12.2. Mengungkapkan
makna dan
langkah retorika dalam esei sederhana
secara akurat,
lancar, dan berterima dalam konteks kehidupan sehari-hari,
dalam teks berbentuk narrative, descriptive, dan news item.
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B. Theoretical Framework
In order to answer the research problem number one, the errors made by tenth grade students of SMA GAMA Yogyakarta in writing descriptive text, the
researcher conducts a document analysis. Students’ descriptive text writings are utilized as the document or the instrument of this study.
The data, the students’ descriptive text writings are collected in two different occasions since each class ten of SMA GAMA Yogyakarta has different
schedule in learning English. The data are collected after the English teacher of class ten of SMA GAMA Yogyakarta finishes teaching the class. Since there are
44 students of the tenth grade of SMA GAMA Yogyakarta, there will be 44 descriptive texts to analyze.
To conduct the research and analyze the data, the researcher employs the theory of errors proposed by Dulay et al. 1982. After gaining the data in the
form of the document of the students’ descriptive text writings, the researcher classifies the errors using the categorization of errors stated by Dulay et al.
1982. They are omission, addition, misordering, and misformation. Ellis 1997 claims that types of errors can help the researcher diagnose what errors the
learners produce p. 18. Thus, those types of errors from Dulay et al. help the researcher know what type of errors made by the tenth grade students of SMA
GAMA Yogyakarta. Having known the types of errors made by tenth grade students of SMA GAMA Yogyakarta in writing descriptive text, the researcher is
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