AN ERROR ANALYSIS OF THE ANALYTICAL EXPOSITION WRITING OF THE ELEVENTH GRADE STUDENTS OF SMAN 7 BEKASI IN THE 2013/2014 ACADEMIC YEAR

tri rizki astuti; drs. h. bahrul hasibuan, m. ed.; gigih anggana yuda, m. pd.;

KAROLINA NURAINIA. NIM: 1001065112. An Error Analysis of the Analytical Exposition Writing of the Eleventh Grade Students of SMAN 7 Bekasi in the 2013/2014 Academic Year. A Paper, Jakarta: The Study Programme of English Education. The School of Teacher Training and Education. The University of Muhammadiyah Prof. Dr. Hamka, 2014.
The objective of the study was to find the empirical evidence of the most frequent types and sources of the errors in analytical exposition writing of the eleventh grade students. Then, the writer analyzed the eleventh grade students‟ writing because they often made errors in their writing. The sample consists of 35 students of SMAN 7 Bekasi in the 2013/2014 Academic Year.
In this research, the writer used descriptive method by giving a writing task twice on different days for taking the data. First, the writer corrected the mistakes made by the students by marking the mistakes by the circles. Thus, the errors could be known from the students‟ mistakes which could be corrected by themselves. After that, the writer analyzed and classified the errors based on the grammatical aspects.
Based on the calculation, the writer concluded that the most types of errors made by students were in errors of capitalization with percentage 18,72%. The writer found that the students made this error type because misleading teacher‟s explanation. Then, the students‟ lack of knowledge in the rules of target language caused them often made errors in add a word with percentage 17,10%. Also, the misleading teacher‟s explanation and students‟ lack of vocabulary influenced them in using target language in their writing, so they made errors in word choice with percentage 10,91%. The mostly errors made by the students were caused by misleading teacher‟s explanation, so the students misunderstood the explanation. It means that context of learning is the most of errors‟ source with percentage 49,58%.