AN ERROR ANALYSIS OF CODING PAST EXPERIENCES IN LINGUISTIC EXPRESSION IN RECOUNT TEXT AT THE TWELFTH GRADE STUDENTS OF MAS DAAR AL MA’ARIF KOTA PINANG.
AN ERROR ANALYSIS OF CODING PAST EXPERIENCES IN
LINGUISTIC EXPRESSION IN RECOUNT TEXT AT THE TWELFTH
GRADE STUDENTS IN MAS DAAR AL MA’ARIF KOTA PINANG
2015-2016
ATHESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
RUMINAH RAMBE
Reg. Number: 2112121030
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Rambe, Ruminah. Register Number: 2112121030. An Error Analysis of Coding
Past Experiences in Linguistic Expression in Recount Text at the Twelfth Grade
Students of MAS Daar Al Ma’arif Kota Pinang. A Thesis. English Educational
Program, Satate University of Medan, 2015.
This research deals with an error analysis. The objectives of the study are (1) to
identify and classify the kinds of error in recount text made by the twelfth grade of
MAS Daar Al Ma’arif Kota Pinang, and (2) to investigate the causes of past tenses’
errors in recount text by the twelfth grade of MAS Daar Al Ma’arif Kota Pinang.
The research design that was used in this study is descriptive research. The source of
data were taken from the twelfth grade students of MAS Daar Al Ma’arif Kota
Pinang which consist of 30 students who were choosen by taking the XII-1 class as
the sample. In this research, the writing text was used as collecting data. The result of
the study showed that there are the highest and the lowest errors made by the
students. The highest common errors are capitalization with the number is 200 or
23.90% errors, word choice with the number is 110 or 13.14% errors and verb tense
with the number is 105 or 12.54% errors. The lowest-three errors are 3 or 0.36%
incomplete sentence errors, 13 or 1.55% meaning not clear errors and 21 or 2.51%
singular-plural errors. Based on the total result types of errors, the writer found that
the number of total causes of errors are communication strategy has 428 or 51.14%
source of errors, interlingual transfer has 295 or 35.24% source of errors, intralingual
transfer has 94 or 11.23% source of errors, and context of learning has 20 or 2.39%
source of errors.
Keywords
: Error Analysis, Coding Past Experiences in Linguistic Expression,
Recount Text
i
ACKNOWLEDGMENT
First of all, the writer would like to express the greatest gratitude to ALLAH
SWT for the blessings, guidance, guarding, and everything that has been given along
her life until the writer finally accomplishes her thesis.
Her thesis is aimed at fulfilling one of the requirements to obtain the S1 degree of
Sarjana Pendidikan at English Department in Faculty of Languages and Arts, State
University of Medan.
In completing her thesis, the writer realized that she faced some problems and she had
received the academic guidance, suggestions, and comments and got a lot of assistance
and moral support from many people. Therefore, the writer would like to express her
gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and also as her Thesis Consultant, Dra. Meisuri, M.A., the
Secretary of English and Literature Department, and Nora Ronita Dewi,
S.S., M.Hum., as the Head of English Education Study Program, Faculty
of Languages and Arts, State University of Medan.
Prof. Amrin Saragih, M.A, Ph.D as her Thesis Consultant, Dra. Tjut
Ernidawati, M.Pd., as her Academic Adviser and as the Examiner, and
also Dr. Rahmad Husein, M.Ed and Dra. Masitowarni Siregar, M.Ed.,
as her Thesis Examiners who have given their precious time, guidance,
suggestions, and comments.
All Lecturers of English Department who have taught, guided, and
advised him throughout the academic years that could not be mentioned
one by one.
Eis Sri Wahyuni, M.Pd, the administration staff of English Department,
for their attention, assistance, and information, and her patients in helping
her.
ii
Ust. Defri, S.Pd, as the Headmaster of MAS Daar Al Ma’arif Kota Pinang,
and whole the teachers of MAS Daar Al Ma’arif Kota Pinang.
Mr. Sulaiman Rambe, S.S as the English Teacher of MAS Daar Al
Ma’arif Kota Pinang, who helped her so much during doing the research.
Thank you so much.
Her special sincere gratitude goes to her beloved parents, her lovely father
Alm. Khalifah Sainal Rambe, her beloved mother Hj. Maryam
Hasibuan, her lovely brothers and sister Ahmad Rifa’i, S.Pd, Ahmad
Suhairi Rambe, Rizki Maulana Rambe and Mastika Rambe and all her
families for their endless love, pray, inspiration, motivation, and
everything that they have given to the writer during her whole life, love
them so much.
All her classmates in Reg A and B 2011 who cannot be mentioned one by
one that conquered the lectures and shared knowledge, ideas, and bittersweet of campus life together and have been cooperatively supporting the
writer in completing her thesis.
Her beloved friends 4 Hijabers, Annisa Nasution, Rafiqah Rahmah and
Widya Wulandari for their endless support, attention, pray and love and
beautiful day spent together.
The writer realizes that her thesis is still far from being perfect, she warmly
welcomes any constructive suggestions, comments, and advices that will improve the
quality of her thesis. She hopes that her thesis would be useful for those who are read
and interested in the field of her study.
Medan,
August 2015
The writer,
Ruminah Rambe
2112121030
iii
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................ i
ACKNOWLEDGEMENT ................................................................... ii
TABLE OF CONTENTS ..................................................................... iv
LIST OF TABLE ................................................................................... v
LIST OF APPENDICES ...................................................................... vi
CHAPTER I INTRODUCTION
A. The Background ofthe Study................................................................ 1
B. The Problems of the Study ................................................................... 3
C. The Scope of the Study ........................................................................ 4
D. The Objectives of the Study ................................................................. 4
E. The Significance of the Study .............................................................. 4
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ........................................................................... 6
1. Error Analysis ............................................................................... 6
2. Error and Mistake ......................................................................... 6
3. Causes of Error ............................................................................. 8
4. Kinds of Error ............................................................................... 8
5. The Procedures of Error ................................................................. 20
6. The Advantages of Error ................................................................ 21
B. Writing.................................................................................................... 22
1. Definition of Writing ................................................................... 23
2. Genre-Based Writing ................................................................... 23
3. Recount Text ................................................................................ 24
4. Past Tense ..................................................................................... 25
C. Relevant Studies...................................................................................... 28
D. Conceptual Framework ........................................................................... 29
CHAPTER III RESEARCH METHOD
A. Research Design...................................................................................... 30
B. The Source of Data ................................................................................. 30
C. The Procedure of Collecting Data............................................................ 30
D. The Technique of Analysing Data ........................................................... 31
CHAPTER IV THE DATA AND DATA ANALYSIS
A. The Data ................................................................................................ 32
B. The Data Analysis .................................................................................. 36
C. Research Findings .................................................................................. 41
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions .......................................................................................... 42
B. Suggestions ........................................................................................... 42
REFERENCES ........................................................................................... 45
APPENDICES ............................................................................................. 47
LIST OF TABLES
page
Table 1.1 The Percentage ofthe Twelfth Grade Student’s
Score in Writing .......................................................................... 2
Table 2.1 The Distinction between Error and Mistake ................................. 7
Table 2.2 The Example of Recount Text ..................................................... 24
Table 2.3 Be as an auxiliary verb ................................................................ 25
Table 4.1 Classification of Errors ................................................................ 32
LIST OF APPENDICES
page
Appendix A. ................................................................................................. 2
Appendix B .................................................................................................. 7
CHAPTER 1
INTRODUCTION
A. The Background of the Study
English as an international language has an important role to develop
science and technologies. Many countries in the world use English as a medium of
communication among people in different countries, and also of writing many
kinds of books which were spred in different countries. In Indonesia there were
many kinds of foreign books written in English, whether they were Medical,
Economical, Botanical, or other books. So Indonesian students were expected to
learn English in order they could understand the book they read so that the
development of science and technologies in Indonesia could be obtained.
English teaching in high schools covers four skills, namely listening,
speaking, reading, and writing. Among the basic skills, writing was considered to
be the most complicated skill because in writing the researcher should be able to
combine and express his/her opinions in good written forms. In writing, the
researcher should not neglect the language components (structure, vocabulary, and
spelling)because the content of writing could only be understood if those language
components were written in correct forms.When the writing skill was taught in the
classroom, the students were expected to be able to write in English using a
correct structure. Structure or grammar is one of the basic components of
language which must learn.
Based on the researcher’s observation of the twelfth grade students at
MAS Daar Al Ma’arif Kota Pinang on Mei 20th 2015, then the researcher asked
the teacher about the students’ score and the minimum criteria mastery (KKM or
Kritera Ketuntasan Minimum) in writing for first semester. It was applied 75,
meanwhile the students’ writing score were still low. Most of students could not
exceed the minimum criteria mastery (KKM) which applied by school for English
lesson. For more detail, the student’s accumulated score are shown below.
Table 1.1.The Percentage ofthe Twelfth Grade Student’s Score in Writing
1st Semester
75
≥ 75
75
XII-1
12 Students (30 %)
1 Student (10 %)
27 Students (67,5 %)
XII-2
15 Students (37,5 %)
5 Students (12,5 %) 20 Students (50 %)
XII-3
10 Students (25%)
3 Students (7,5%)
27 Students (67,5%)
Source: The Students accumulated score of twelfth grade at MAS Daar Al Ma’arif
Kota Pinang academic year 2015/2016
From the data above, it was concluded that the student’s ability in writing
is still low. It could be seen from the most of students’ score percentage were
under the KKM. Referring to the Educational Unit Oriented (Kurikulum Tingkat
Satuan: KTSP) 2006 and the syllabus of Senior High School, the students were
expected to be able to write various types of writing genres, such as descriptive,
narrative, report, recount, procedure, explanation, analytical exposition, hortatory
exposition, anecdote and news item. So the researcher uses recount text as the
writing genre in this study.
Recount text is one of kinds of the text in English writing. In recount text
there are some information about what happened, and when happened in
life.Recount text refers to text which retells chronological activities in the past
usually from researcher’s personal interpretation, Emilia (2010:106). It can be
concluded that recount is a text which retells events or experiences in the past. Its
purpose is either to inform or to entertain the audience.
Betty (2000: 27) stated that simple past indicates an activity or situation
began and ended at the particular time in the past. As the researcher interview of
the twelfth grade students at MAS Daar Al Maa’arif Kota Pinang the researcher
found some mistakes in student’s writing such as they wrote the past of “stop”
become “stoped” and “plan” became “planed” but the correct forms are “stopped”
and “planned”.
Dulay(2003: 56) stated that making error is an inevitable part of learning.
People can not learn language without first systematically committing errors.
Brown (2007) also stated that learning is fundamentally a process that involves
the making of mistakes.
It was concluded that error analysis as an usual made by someone in the
process of doing something, we could learn from the error or mistake that we have
made.
A. The Problems of the Study
Based on the background of the study on the previous, the problems were
formulated as follows.
1. What kinds of error in linguistic expression for coding past experiences did
the students make in recount text by twelfth grade of MAS Daar Al Maa’arif
Kota Pinang?
2. What were the causes of error in linguistic expression for coding past
experiences did the students makein recount text by twelfth grade of MAS
Daar Al Maa’arif Kota Pinang?
B. The Scope of the Study
The study deals with the errors analysis. The study focused on the
identification, classification the kind of errors and cause of the errors in coding
past experiences in linguistic expression in recount text by twelfth grade of MAS
Daar Al Maa’arif Kota Pinang.
C. The Objective of the Study
Based on the statement of the problems above the researcher has some
perposes.
1) to identify and classify the kinds of error in recount text made by the
twelfth grade of MAS Daar Al Ma’arif Kota Pinang.
2) toinvestigate the causes of past tenses’ errors in recount text by the
twelfth grade of MAS Daar Al Ma’arif Kota Pinang.
D. The Significance of the Study
The study was expected to have both theoretical and practical perspective.
1. Theoretical Perspectives
a) The finding of result of the research could be useful for teaching past
tensein recoun text.
b) The result of this research could be used as a reference for those who
want to conduct a research about using past tense in recount text.
2. Practical Perspectives
The researcher expected that this research would be useful for the teachers
and students.
a) To the Teachers
The result of this study intended to become an input for them for the
importance of giving more exercises and correction about simple past
tense and the teacher could rearrange the suitable curriculum for the
students based on their difficulties.
b) To the Students
The researcher hopped the students would be able to do simple past
tense items well and improved the students’ mastery of simple past
tense.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presented the conclusion of the result of the study that has
been discussed in previous chapters and suggestion for English teachers, students,
and another researcher.
A. Conclusion
Based on the data in the previous chapter, the researcher would like to
draw up a conclusion that were related to the statement of problem about coding
past experiences in linguistic expression that the twelfth grade students of MAS
Daar Al Ma’arif still made many errors in recount text writing, they are:
1.
The types of errors made by the students are punctuation with the number
of errors is 200 or 23.90%, word choice with the number of error is 110 or
13.14% and verb tense with the number of error is 105 or 12.54%.
2. The causes of errors identified in this study were communication strategy
with the number is 428 or 51.14% source of error, interlingual transfer
with the source of error is 295 or 35.24%, intralingual transfer with the
source of error is 94 or 11.23%, context of learning with the number
source of error is 20 or 2.39%.
B. Suggestions
After the researcher carried out the research, the researcher would like to
give some suggestions related to this result of research. Hopefully it could be
applied easily in teaching learning activity and decrease the errors both
theoretically and practically.
1. For the Teachers
a. The teacher should has brainstorming as warming-up before starting to
teaching learning in classroom in order to make the students happy and
relax. It also could help the students to switch their concentration from the
previous class-subject to focus on the material.
b. Writing has some rules and text types. Therefore the teacher should
simplify the explanation about the lesson, especially about coding past
experiences in linguistic expression in recount text without less the
substance of material given.
c. The teacher should give more exercises continuously to their students. So,
they would be able to know how to code their past experiences in
linguistic expression in recount text. By doing so, the students were
expected not t do the same errors.
2. For the Students
a. The students should be able to comprehend the form of coding past
experiences in linguistic expression in recount text, so they can write a
recount text well.
b. The students are expected to study or practice more about the use of past
tense, so their errors could be reduced and they could master the using of
past form.
c. The students should be aware of their errors and avoid repeating the same
errors in their further learning.
3. For Other Researcher
It finally suggested that other researchers should conduct a further study about
coding past experiences in linguistic expression in recount text which has a very
close to their need.
REFERENCES
Anderson, Mark and K, 1997. Text Types in English 1. Malaysia: Macmillan.
Azar, B. Schrampfer, 1989.Understanding and Using English Grammar. New
Jersey: Prentice-Hall.
Brown, Ann, 1993. Helping Children’s Write. New York: Paul Chapman
Publishing.
Brown, H. Douglas, 2007. Principles of Language Learning and Teaching. Fifth
Edition. New York: Pearson Education.
Celce-Murcia, Marianne and Elite O, 2000. Discourse and Context in Language
Teaching. Cambridge: Cambridge University Press.
Corder, S. P, 1981. Error Analysis and Interlanguage. New York: Oxford
University Press.
Diestch, Betty M, 2003. Reasoning and Writing Well. Third Edition. New York:
McGraw-Hill Companies.
Diestch, Betty M, 2006. Reasoning and Writing Well: A Rhetoric, Research
Guide, Reader, and Handbook. Forth Edition. New York: Mc Graw-Hill.
Dulay, Heidi, 1982. Language Two. New York: Oxford University Press.
Ellis, Rod, 2008. The Study of Second Language Acquisition. Second Edition.
New York: Oxford University Press.
Ellis, and Gary B, 2008. Analysing Learner Language. Oxford: Oxford University
Press.
Erdogan, Vecide, 2005. Contribution of Error Analysis to Foreign Language
Teaching. Mersin University Journal of the Faculty of Education.V (I).
Gass, Susan M, and Larry S, 2008. Second Language Acquisition: An
Introductory Course. Third Edition. New York: Routledge Taylor and
Francis Group.
Harmer, Jeremy, 2004. How to Teach Writing. Essex: Pearson Education Limited.
Langan, John, 2001. College Writing Skill with Readings. Fifth Edition. New
York: McGraw-Hill.
Norrish, John, 1993. Language Learners and Their Errors. London: MacMillan
Press.
Nurwahid,2013. “Grammatical Error Analysis of Students’ Writing Recount Text
(A Case Study at Second grade Students of SMP Nusantara Plus)”,
Skripsi in UIN Syarif Hidayatullah Jakarta: Tidak dipublikasikan.
Oshima, Alice and Ann H, 2007. Introduction to Academic Writing. Third
Edition. New York: Pearson Education.
Pradiyono, 2007. Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar
Writing Berbasis Genre Secara Efektif. Yogyakarta: C.V. Andi Offset.
Roghibah, 2013. “An Analysis of the Second Grade Students’ Grammatical
Errors in Writing”. Skripsiin UIN Syarif Hidayatullah Jakarta. Tidak
dipublikasikan.
Theo, Van Els, 1983.Applied Linguistics and the Learning Teaching of Foreign
Language. London: A Division of Hodder & Stoughton.
LINGUISTIC EXPRESSION IN RECOUNT TEXT AT THE TWELFTH
GRADE STUDENTS IN MAS DAAR AL MA’ARIF KOTA PINANG
2015-2016
ATHESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
RUMINAH RAMBE
Reg. Number: 2112121030
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Rambe, Ruminah. Register Number: 2112121030. An Error Analysis of Coding
Past Experiences in Linguistic Expression in Recount Text at the Twelfth Grade
Students of MAS Daar Al Ma’arif Kota Pinang. A Thesis. English Educational
Program, Satate University of Medan, 2015.
This research deals with an error analysis. The objectives of the study are (1) to
identify and classify the kinds of error in recount text made by the twelfth grade of
MAS Daar Al Ma’arif Kota Pinang, and (2) to investigate the causes of past tenses’
errors in recount text by the twelfth grade of MAS Daar Al Ma’arif Kota Pinang.
The research design that was used in this study is descriptive research. The source of
data were taken from the twelfth grade students of MAS Daar Al Ma’arif Kota
Pinang which consist of 30 students who were choosen by taking the XII-1 class as
the sample. In this research, the writing text was used as collecting data. The result of
the study showed that there are the highest and the lowest errors made by the
students. The highest common errors are capitalization with the number is 200 or
23.90% errors, word choice with the number is 110 or 13.14% errors and verb tense
with the number is 105 or 12.54% errors. The lowest-three errors are 3 or 0.36%
incomplete sentence errors, 13 or 1.55% meaning not clear errors and 21 or 2.51%
singular-plural errors. Based on the total result types of errors, the writer found that
the number of total causes of errors are communication strategy has 428 or 51.14%
source of errors, interlingual transfer has 295 or 35.24% source of errors, intralingual
transfer has 94 or 11.23% source of errors, and context of learning has 20 or 2.39%
source of errors.
Keywords
: Error Analysis, Coding Past Experiences in Linguistic Expression,
Recount Text
i
ACKNOWLEDGMENT
First of all, the writer would like to express the greatest gratitude to ALLAH
SWT for the blessings, guidance, guarding, and everything that has been given along
her life until the writer finally accomplishes her thesis.
Her thesis is aimed at fulfilling one of the requirements to obtain the S1 degree of
Sarjana Pendidikan at English Department in Faculty of Languages and Arts, State
University of Medan.
In completing her thesis, the writer realized that she faced some problems and she had
received the academic guidance, suggestions, and comments and got a lot of assistance
and moral support from many people. Therefore, the writer would like to express her
gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and also as her Thesis Consultant, Dra. Meisuri, M.A., the
Secretary of English and Literature Department, and Nora Ronita Dewi,
S.S., M.Hum., as the Head of English Education Study Program, Faculty
of Languages and Arts, State University of Medan.
Prof. Amrin Saragih, M.A, Ph.D as her Thesis Consultant, Dra. Tjut
Ernidawati, M.Pd., as her Academic Adviser and as the Examiner, and
also Dr. Rahmad Husein, M.Ed and Dra. Masitowarni Siregar, M.Ed.,
as her Thesis Examiners who have given their precious time, guidance,
suggestions, and comments.
All Lecturers of English Department who have taught, guided, and
advised him throughout the academic years that could not be mentioned
one by one.
Eis Sri Wahyuni, M.Pd, the administration staff of English Department,
for their attention, assistance, and information, and her patients in helping
her.
ii
Ust. Defri, S.Pd, as the Headmaster of MAS Daar Al Ma’arif Kota Pinang,
and whole the teachers of MAS Daar Al Ma’arif Kota Pinang.
Mr. Sulaiman Rambe, S.S as the English Teacher of MAS Daar Al
Ma’arif Kota Pinang, who helped her so much during doing the research.
Thank you so much.
Her special sincere gratitude goes to her beloved parents, her lovely father
Alm. Khalifah Sainal Rambe, her beloved mother Hj. Maryam
Hasibuan, her lovely brothers and sister Ahmad Rifa’i, S.Pd, Ahmad
Suhairi Rambe, Rizki Maulana Rambe and Mastika Rambe and all her
families for their endless love, pray, inspiration, motivation, and
everything that they have given to the writer during her whole life, love
them so much.
All her classmates in Reg A and B 2011 who cannot be mentioned one by
one that conquered the lectures and shared knowledge, ideas, and bittersweet of campus life together and have been cooperatively supporting the
writer in completing her thesis.
Her beloved friends 4 Hijabers, Annisa Nasution, Rafiqah Rahmah and
Widya Wulandari for their endless support, attention, pray and love and
beautiful day spent together.
The writer realizes that her thesis is still far from being perfect, she warmly
welcomes any constructive suggestions, comments, and advices that will improve the
quality of her thesis. She hopes that her thesis would be useful for those who are read
and interested in the field of her study.
Medan,
August 2015
The writer,
Ruminah Rambe
2112121030
iii
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................ i
ACKNOWLEDGEMENT ................................................................... ii
TABLE OF CONTENTS ..................................................................... iv
LIST OF TABLE ................................................................................... v
LIST OF APPENDICES ...................................................................... vi
CHAPTER I INTRODUCTION
A. The Background ofthe Study................................................................ 1
B. The Problems of the Study ................................................................... 3
C. The Scope of the Study ........................................................................ 4
D. The Objectives of the Study ................................................................. 4
E. The Significance of the Study .............................................................. 4
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ........................................................................... 6
1. Error Analysis ............................................................................... 6
2. Error and Mistake ......................................................................... 6
3. Causes of Error ............................................................................. 8
4. Kinds of Error ............................................................................... 8
5. The Procedures of Error ................................................................. 20
6. The Advantages of Error ................................................................ 21
B. Writing.................................................................................................... 22
1. Definition of Writing ................................................................... 23
2. Genre-Based Writing ................................................................... 23
3. Recount Text ................................................................................ 24
4. Past Tense ..................................................................................... 25
C. Relevant Studies...................................................................................... 28
D. Conceptual Framework ........................................................................... 29
CHAPTER III RESEARCH METHOD
A. Research Design...................................................................................... 30
B. The Source of Data ................................................................................. 30
C. The Procedure of Collecting Data............................................................ 30
D. The Technique of Analysing Data ........................................................... 31
CHAPTER IV THE DATA AND DATA ANALYSIS
A. The Data ................................................................................................ 32
B. The Data Analysis .................................................................................. 36
C. Research Findings .................................................................................. 41
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions .......................................................................................... 42
B. Suggestions ........................................................................................... 42
REFERENCES ........................................................................................... 45
APPENDICES ............................................................................................. 47
LIST OF TABLES
page
Table 1.1 The Percentage ofthe Twelfth Grade Student’s
Score in Writing .......................................................................... 2
Table 2.1 The Distinction between Error and Mistake ................................. 7
Table 2.2 The Example of Recount Text ..................................................... 24
Table 2.3 Be as an auxiliary verb ................................................................ 25
Table 4.1 Classification of Errors ................................................................ 32
LIST OF APPENDICES
page
Appendix A. ................................................................................................. 2
Appendix B .................................................................................................. 7
CHAPTER 1
INTRODUCTION
A. The Background of the Study
English as an international language has an important role to develop
science and technologies. Many countries in the world use English as a medium of
communication among people in different countries, and also of writing many
kinds of books which were spred in different countries. In Indonesia there were
many kinds of foreign books written in English, whether they were Medical,
Economical, Botanical, or other books. So Indonesian students were expected to
learn English in order they could understand the book they read so that the
development of science and technologies in Indonesia could be obtained.
English teaching in high schools covers four skills, namely listening,
speaking, reading, and writing. Among the basic skills, writing was considered to
be the most complicated skill because in writing the researcher should be able to
combine and express his/her opinions in good written forms. In writing, the
researcher should not neglect the language components (structure, vocabulary, and
spelling)because the content of writing could only be understood if those language
components were written in correct forms.When the writing skill was taught in the
classroom, the students were expected to be able to write in English using a
correct structure. Structure or grammar is one of the basic components of
language which must learn.
Based on the researcher’s observation of the twelfth grade students at
MAS Daar Al Ma’arif Kota Pinang on Mei 20th 2015, then the researcher asked
the teacher about the students’ score and the minimum criteria mastery (KKM or
Kritera Ketuntasan Minimum) in writing for first semester. It was applied 75,
meanwhile the students’ writing score were still low. Most of students could not
exceed the minimum criteria mastery (KKM) which applied by school for English
lesson. For more detail, the student’s accumulated score are shown below.
Table 1.1.The Percentage ofthe Twelfth Grade Student’s Score in Writing
1st Semester
75
≥ 75
75
XII-1
12 Students (30 %)
1 Student (10 %)
27 Students (67,5 %)
XII-2
15 Students (37,5 %)
5 Students (12,5 %) 20 Students (50 %)
XII-3
10 Students (25%)
3 Students (7,5%)
27 Students (67,5%)
Source: The Students accumulated score of twelfth grade at MAS Daar Al Ma’arif
Kota Pinang academic year 2015/2016
From the data above, it was concluded that the student’s ability in writing
is still low. It could be seen from the most of students’ score percentage were
under the KKM. Referring to the Educational Unit Oriented (Kurikulum Tingkat
Satuan: KTSP) 2006 and the syllabus of Senior High School, the students were
expected to be able to write various types of writing genres, such as descriptive,
narrative, report, recount, procedure, explanation, analytical exposition, hortatory
exposition, anecdote and news item. So the researcher uses recount text as the
writing genre in this study.
Recount text is one of kinds of the text in English writing. In recount text
there are some information about what happened, and when happened in
life.Recount text refers to text which retells chronological activities in the past
usually from researcher’s personal interpretation, Emilia (2010:106). It can be
concluded that recount is a text which retells events or experiences in the past. Its
purpose is either to inform or to entertain the audience.
Betty (2000: 27) stated that simple past indicates an activity or situation
began and ended at the particular time in the past. As the researcher interview of
the twelfth grade students at MAS Daar Al Maa’arif Kota Pinang the researcher
found some mistakes in student’s writing such as they wrote the past of “stop”
become “stoped” and “plan” became “planed” but the correct forms are “stopped”
and “planned”.
Dulay(2003: 56) stated that making error is an inevitable part of learning.
People can not learn language without first systematically committing errors.
Brown (2007) also stated that learning is fundamentally a process that involves
the making of mistakes.
It was concluded that error analysis as an usual made by someone in the
process of doing something, we could learn from the error or mistake that we have
made.
A. The Problems of the Study
Based on the background of the study on the previous, the problems were
formulated as follows.
1. What kinds of error in linguistic expression for coding past experiences did
the students make in recount text by twelfth grade of MAS Daar Al Maa’arif
Kota Pinang?
2. What were the causes of error in linguistic expression for coding past
experiences did the students makein recount text by twelfth grade of MAS
Daar Al Maa’arif Kota Pinang?
B. The Scope of the Study
The study deals with the errors analysis. The study focused on the
identification, classification the kind of errors and cause of the errors in coding
past experiences in linguistic expression in recount text by twelfth grade of MAS
Daar Al Maa’arif Kota Pinang.
C. The Objective of the Study
Based on the statement of the problems above the researcher has some
perposes.
1) to identify and classify the kinds of error in recount text made by the
twelfth grade of MAS Daar Al Ma’arif Kota Pinang.
2) toinvestigate the causes of past tenses’ errors in recount text by the
twelfth grade of MAS Daar Al Ma’arif Kota Pinang.
D. The Significance of the Study
The study was expected to have both theoretical and practical perspective.
1. Theoretical Perspectives
a) The finding of result of the research could be useful for teaching past
tensein recoun text.
b) The result of this research could be used as a reference for those who
want to conduct a research about using past tense in recount text.
2. Practical Perspectives
The researcher expected that this research would be useful for the teachers
and students.
a) To the Teachers
The result of this study intended to become an input for them for the
importance of giving more exercises and correction about simple past
tense and the teacher could rearrange the suitable curriculum for the
students based on their difficulties.
b) To the Students
The researcher hopped the students would be able to do simple past
tense items well and improved the students’ mastery of simple past
tense.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presented the conclusion of the result of the study that has
been discussed in previous chapters and suggestion for English teachers, students,
and another researcher.
A. Conclusion
Based on the data in the previous chapter, the researcher would like to
draw up a conclusion that were related to the statement of problem about coding
past experiences in linguistic expression that the twelfth grade students of MAS
Daar Al Ma’arif still made many errors in recount text writing, they are:
1.
The types of errors made by the students are punctuation with the number
of errors is 200 or 23.90%, word choice with the number of error is 110 or
13.14% and verb tense with the number of error is 105 or 12.54%.
2. The causes of errors identified in this study were communication strategy
with the number is 428 or 51.14% source of error, interlingual transfer
with the source of error is 295 or 35.24%, intralingual transfer with the
source of error is 94 or 11.23%, context of learning with the number
source of error is 20 or 2.39%.
B. Suggestions
After the researcher carried out the research, the researcher would like to
give some suggestions related to this result of research. Hopefully it could be
applied easily in teaching learning activity and decrease the errors both
theoretically and practically.
1. For the Teachers
a. The teacher should has brainstorming as warming-up before starting to
teaching learning in classroom in order to make the students happy and
relax. It also could help the students to switch their concentration from the
previous class-subject to focus on the material.
b. Writing has some rules and text types. Therefore the teacher should
simplify the explanation about the lesson, especially about coding past
experiences in linguistic expression in recount text without less the
substance of material given.
c. The teacher should give more exercises continuously to their students. So,
they would be able to know how to code their past experiences in
linguistic expression in recount text. By doing so, the students were
expected not t do the same errors.
2. For the Students
a. The students should be able to comprehend the form of coding past
experiences in linguistic expression in recount text, so they can write a
recount text well.
b. The students are expected to study or practice more about the use of past
tense, so their errors could be reduced and they could master the using of
past form.
c. The students should be aware of their errors and avoid repeating the same
errors in their further learning.
3. For Other Researcher
It finally suggested that other researchers should conduct a further study about
coding past experiences in linguistic expression in recount text which has a very
close to their need.
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