37 Regarding alternating forms and archi-forms, those categories can be
mixed up because according to Dulay et al. 1982, it occurs as the development of learner language p. 161. Besides, article 60 errors as one of linguistic
categories rose up between archi-forms and alternating forms because the students did not know how to differentiate indefinite article i.e. „a‟ and „an‟ and definite
article i.e. the and use the same patterns in their writing products. Additional case is the students usually used specific nouns such as Rapunzel for subject and
object without considering using any pronoun 15 errors in pronoun category i.e. „she‟ or „her‟, for example Appendix F:
D.24-36: A long time ago, step mother to instruct Rapunzel to cleaned a kingdom. After that, step mother to instruct Rapunzel to looked for some fruit. Step mother
to instruct the dragon to kidnap Rapunzel. From the sentence,
there are 3 „step mother‟ and 3 Rapunzel mentioned without any pronoun.
4. Misordering
Misordering occurred 21 times or 5. It happened because the students failed to arrange target-language words into a well-formed sentence.
Consequently, it might be misinterpret the sentences or waste some words. In this case, from top ten categories of linguistic level misordering only occurred in
conjuction and verb inflection once. Therefore, the researcher had categorized misordering into all linguistic categories. There was found that word order 7
errors, conjunction 1 error, noun derivation 3 errors, sentence construction 4 errors, phrasal verb 1 error, possessive structure 3 errors, indirect 2 errors
38 and direct speech 1 error were included in misordering. There are the examples
of misordering Appendix F: A.21: The monkey while ate the banana.
B.40: The mouse deer very hungry because he not yet ate.
b. Explanation of Errors
Explanation of errors is the essential step in an Error Analysis because it involves on how the subjects assess their language Ellis Barkhuizen, 2005, p.
62. In this part, errors are discussed and distinguished into two categories: interlingual and intralingual errors.
As requiring distinguishing errors and mistakes, based on pedagogic standpoint both of them are useful for teachers to find out what their
students‟ second language acquisition Ellis Barkhuizen, 2005, p. 62. Sometimes errors
which can be corrected by the students can occur and note as mistakes, but if those errors are produced consistently, it refers
to the students‟ sense of ignorance and interim principles on their new language and states to be errors.
Moreover, sample data involved in this discussion were the student s‟
writings as their products. It was used to evaluate their language acquisition. The students had been informed about the research setting, so they could prepare the
test previously and gave their efforts through the task. Therefore, all errors found were indicated as errors because their writing products were stated as a final
examination of narrative text as the learning material. There were found 457 errors in all seven short stories; interlingual errors
were 88 and intralingual errors were 368. As interlingual errors related to the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
