An Error Analysis of the Descriptive Writing of the Eleventh Grade Students of SMK Mitra Bintaro, Tangerang in the 2014/2015 Academic Year.

morgan, jamie; drs. sigit sumarsono, m.pd.; drs. zuhad ahmad, m.pd;

NURJANAH. Student Identify: 1001065158. An Error Analysis of the Descriptive Writing of the Eleventh Grade Students of SMK Mitra Bintaro, Tangerang in the 2014/2015 Academic Year. The Paper: Jakarta. The Study Programme of English Education, The Department of Language and Art Education, The School of Teacher Training and Education, The University of Muhammadiyah Prof. Dr. Hamka, Jakarta 2016.
The population of the study was the second grade students of SMK Mitra Bintaro in the 2014/2015 academic year. It consisted of 30 students. The objective of the study was to find out the students‟ typical of error in their writing, and its causes. The writer also would like to offer some ideas on how to cope with such errors. Hopefully, it could give information for teacher to do a proper remedial teaching for improving the students‟ writing skill. Related to this, the students were expected do not make the same errors or mistake continuously.
The method employed in this study was an erroe analysis. The writer administered a guided task on descriptive writing. To differentiate errors and mistakes, the writer assigned the students to do the same task on different day. Therefore, the students wrote 4 paragraphs based on the directions that were asked by the writer.
The result of the study showed that the most typical errors done by the students were closely related to the additional word around 17.22%, punctuation around 15.00%, capitalization around 13.53%, word choice around 12.93% and omitted word around 12.71%, verb tense around 8.50%, unclear meaning 4.95%, spelling around 4.07%. The smallest typical errors done by the students dealt in article around 3.92%, singular plural around 3.03%, word form around 1.70%, run on sentence around 1.11% and incomplete sentence around 0.96%, and word order around 0.37%.
Based on the above typical errors, the writer found out the source of the errors. The highest place was interlingual transfer with 536 errors (24.46%) and the lowest place was communication strategies with 100 errors (7.39%).