An Error Analysis on the Students' Descriptive Paragraph at the Tenth Grade Students of SMA Muhammadiyah 23 East Jakarta 2014/2015 Academic Year

ag. bambang setiyadi; dr. burhayani, m.pd;

ANINDIKA PRASTIWI 1001065019. An Error Analysis on the Students’ Descriptive Paragraph at the Tenth Grade Students of SMA Muhammadiyah 23 East Jakarta 2014/2015 Academic Year. The paper, Jakarta: The Study Programme of English Education, The school of Teacher Training and Education, The University of Muhammadiyah Prof. Dr. Hamka, Jakarta 2016.
This research was conducted at the tenth grade students of SMA Muhammadiyah 23 East Jakarta in the 2014/2015 academic year. The purpose of the research was to find out the most typical errors and the causes of errors which were made by the students of the tenth grade senior high school which consist of 32 sample of students. In the first meeting, the writer asked the students to make a descriptive writing. After that, the writer collected the students‘ writing and analyzed by underlining the mistake. Then, the writer gave back the students‘ writing and asked to re-correct their mistake that had been underlined by the writer. The last, the writer collected again the students‘ writing and analyzed the types of error by Azar‘s theory and the sources of error by Brown‘s theory in the students‘ writing. Based on the purpose of the research, the writer uses a descriptive qualitative method. In collecting the data, the writer administered a kind of writing task to students. Then, the writer analyzed the errors that were made by the students in their writing.
The result of the research shows that errors in singular-plural 27 (5.18%), word form 22 (4.22%), word choice 49 (9.4%), verb tense 123 (23.6%), add a word 27 (5.18%), omit a word 47 (9.02%), word order 24 (4.6%), incomplete sentence 14 (2.68%), spelling 37 (7.10%), punctuation 34 (6.52%), capitalization 48 (9.21%), article 40 (7.67%), meaning not clear 8 (1.53%), and run on sentence 21 (4.03%). Besides, the common errors on the sources of error were in the intralingual transfer 250 (47.98%), interlingual transfer 122 (23.41%), context of learning 83 (15.93%), and communication strategies 66 (12.66%). After seeing the result of the study, it indicated that some students need more treatment and remedial teaching from the teacher toward their errors in English writing.