An Error Analysis on Students’ Descriptive Writing at the Tenth Grade Students of Jasa Boga SMK SAHID JAKARTA in the 2015-2016 Academic Year

said kelana; drs. h. susilo wardoyo, m.pd; nurhandayani s., m.pd;

LITA MARLINA. 1201067005. An Error Analysis on Students’ Descriptive Writing at the Tenth Grade Students of Jasa Boga SMK SAHID JAKARTA in the 2015-2016 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, 2016.
The objectives of the research were to find out the typical of errors and the sources of error which were made by the students in descriptive writing. The research was held at the tenth grade students of Jasa Boga SMK SAHID JAKARTA. The method used in this research was a descriptive analytical method. The writer administered a guided task on descriptive writing. After getting the data, the writer analyzed and classified the types of error based on Betty Azar‟ formula and the sources of error based on Brown‟ formula. The result of the research showed that the typical errors made by students in the students‟ writing were the errors of capitalization in the first rank with 29. 20 % followed by the error punctuation with 19.33 %. The second add a word with 18. 49 %. The third word choice with 7. 35 %. Next, omit a word with 7. 35 % and spelling with 6. 09 %. After that word order with 4. 83 % and meaning not clear with 2. 31 %. Then, verb tense with 2. 31 %, incomplete sentence with 1. 26 %, singular plural with 0. 84 %, run-on sentence with 0. 42 %, word form with 0. 21 %, and the last article with 0.00% . The result of the research revealed that the sources of error that caused the students‟ error were context of learning in the first rank with 50. 00 % followed by intralingual transfer with 34. 03 %, then, interlingual transfer with 11. 97 %, and the last communication strategy with 3. 34 %. Based on the result, the writer concluded that the most type of error students‟ made is capitalization. The remedial teaching is the teacher should give the explanation about the use of capitalization. It makes the students know the use of capitalization in the correct usage. The most source of error students‟ made is context of learning. The remedial teaching is the teacher should give feedback about the material clearly to avoid the students make the same errors in the future. Finally, the writer hopes this paper would be useful, not only for the writer but also for all the readers who are learning the same subject, and also for English teacher.