An Error Analysis on the Tenth Grade Students’ Descriptive Writing At SMK Muhammadiyah 4 West Jakarta in 2015/2016 Academic Year

mohammad nurfatoni, [et.al]; fidaniar tiarsiwi, m. pd.;

NURUL ULFA. An Error Analysis on the Tenth Grade Students’ Descriptive
Writing At SMK Muhammadiyah 4 West Jakarta in 2015/2016 Academic Year.
Paper, Jakarta: The Study Program of English Education, the School of Teacher
Training and Education, the University of Muhammadiyah Prof. Dr. HAMKA,
2016.
The objective of this study was to find out the most typical and sources of errors
made by the students in descriptive writing. The respondent of the study was the tenth
graders of SMK Muhmmadiyah 4 West Jakarta consisted of 35 students. The method
was used by the writer in this study was descriptive qualitative method. In the first
meeting, the writer asked the students to make descriptive writing based on the
instruction in the writing task. After that, the writer collected the students’ writing to
be analyzed by marking the students’ fault. In the second meeting, the writer gave
back the writing to the students. Next, the writer asked to students to correct their
fault marked by the writer. The writer assigned the students to submit their correction.
After that, the writer analyzed the students’ writing. Then, the writer concluded the
result of the study.
From the data calculation, the writer figured out that the most typical error in
descriptive writing taken from the tenth graders of SMK Muhammadiyah 4 West
Jakarta was singular plural (25.33%). Meanwhile, the other typical errors were in
word choice (18.94%), capitalization (14.27%), add word (12.82%), omit word
(7.13%), verb tense (5.90%), punctuation (4.92%), word order (4.42%), spelling
(4.30%), word form (0.49%), meaning not clear (0.49%), incomplete sentence
(0.37%), article (0.37), and run on sentence (0.25%). Besides, the most source of
error was intralingual transfer (36.65%), and the other sources of errors were
communication strategies (24.11%), interlingual transfer (19.93%), and context of
learning (19.31%). It indicates that the students need remedial teaching from the
teacher, especially in using singular plural form to revise their errors in English
writing and to improve their writing skill.