An Error Analysis on the Student's Writing Narrative Text at the Tenth Grade of SMKN 1 Cikarang Barat in 2016/2017 Academic Year

suharno pawirosumarto; dra. roslaini, m.hum; nurhandayani s, m.pd;

TINA YULIANTI 1201065244. An Error Analysis on The Students’ Writing Narrative Text at The Tenth Grade of SMKN 1 Cikarang Barat In 2016/2017 Academic Year. A paper, Jakarta: The English Study Program, The School of Teacher Training and Education, The University of Muhammadiyah Prof. Dr. Hamka, 2016. This research was conducted at the tenth grade students of SMKN 1 Cikarang Barat in 2016/2017 academic year. The objective of this study was to find the typical errors and the causes of errors which made by the students in writing. The respondents of this study were 32 students. In the first meeting, the writer asked the students to make narrative writing based on the instruction that had been given in the writing task. The topic is “My Horrible Experience”. After that, the writer collected the students’ writing to be analyzed by underlining the mistake. In the second meeting, the writer gave back the writing to the students. Next, the writer asked the students to re-correct their mistakes that had been underlined by the writer. Then, the writer analyzed the types of error by using Azar’s theory and the sources of error by Brown’s theory in the student’s writing. In this research, the writer used descriptive analytical method. In collecting the data, the writer administered a kind of writing task to students. Then, the writer analyzed the errors made by the students in their writing. The result of the research revealed that the common errors on the student’s writing were errors in the word choice (21.54%), capitalization (18.51%), verb tense (12.88%), omit a word (8.55%), punctuation (8.12%), add word (7.36%), meaning not clear (7.14%), word order (5.41%%), spelling (3.90%), incomplete sentence (2.38%), run-on sentence (1.73%), article 0.87%), singular-plural (0.87%), and word form (0.76%). Besides, the common errors on the sources of errors were in the communication strategies (87.50%), context of learning (68.33%), intralingual transfer (53.33%), and interlingual transfer (18.51%). 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.