An Error Analysis of Recount Text of the Tenth Grade Students of SMA Negeri 7 Bekasi in the 2014/2015 Academic Year

antonius setyadi; dra. roslaini, m.hum; nita kaniadewi, m.pd;

KHOIRUN NISYA. NIM: an Error Analysis of Recount Text of the Tenth Grade Students of SMS Negeri 7 Bekasi in The 2014/2015 Academic Year. a Paper; the Study Program of English Education, the School of Teacher Training and Education, the University of Muhammadiyah Prof. DR. Hamka (UHAMKA), Jakarta, 2015.
This study was held at SMAN 7 Bekasi. The objective of the study is to find empirical evidence of the most common errors and the sources of errors made by the tenth grade students of SMA Negeri 7 Bekasi.
The method of this study was qualitative method in a form of descriptive analysis (percentage). The samples of this study were 32 students at X IIS 2. The writer asked the students to compose a recount writing in the writing task that had been given. The writer also gave the title of the recount, namely “My Holiday”. To know whether or not it is an error, the writer gave the writing task two times. For the first meeting, the students were asked to make a recount writing based on the instruction that has been given in the writing task. For the second meeting, the students were asked to correct the words that had been underlined by the writer. Then, the writer analyzed the errors from the second data based on Azar‟ theory and the sources based on Brown‟s theory.
The result of this study showed the highest to the lowest errors made by students; Verb tense with 75 or 23.96%, errors in punctuation as many as 59 or 18.85%, errors in add a word as many as 38 or 12.14%, errors in word choice as many as 35 0r 11.18%, errors in capitalization as many as 35 or 11.18%, errors in spelling as many as 28 or 8.94%, errors in omit a word as many as 19 or 6.07%, errors in singular plural as many as 19 or 6.07%, errors in meaning not clear as many as 3 or 0.96%, errors in word order 2 or 0.96%. Furthermore, there are some types of error that have never been done by the students, namely meaning not clear, word order, and article.Based on the total result types of errors, it is found that the number of total sources of errors are Communication Strategy 35.90%, Interlingual Transfer 26.29%, Intralingual Transfer 17.94%, and Context of Learning 14.10%.