An Error Analysis on the Descriptive Writings of the Tenth Grade Students of SMK Karya Wijaya Kusuma Jakarta 2015- 2016

roger schroeder; siswana, m.pd.; martriwati, m.pd.;

RINA BINAWATI. 1201067008. An Error Analysis on the Descriptive Writings of the Tenth Grade Students of SMK KARYA WIJAYA KUSUMA JAKARTA 2015-
2016. 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 types and the sources of error in descriptive writing which were made by the students. The research was held at the tenth grade students of SMK KARYA WIJAYA KUSUMA Jakarta. The respondents of this study were 25 students. The writer administered a guided task on descriptive writing. The topic is “My Mother” or “My Father”. After that, the writer collected the students‟ writing to be analyzed by underlining the students‟ faultiness. In the second meeting, the writer gave back the writing to the students. Next, the writer asked the students to re-correct their faultiness that had been underlined by the writer. After that, the writer analyzed and classified the students‟ faultiness into the mistake and error. Then, the writer analyzed the errors that were made by the students in their writing. To analyze the types of error the writer uses Azar‟s theory. To analyze the sources of error the writer uses Brown‟s 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
23.98 % followed by the error word choice with 16.97 %, the error of omit a word with 11.43 %, the error of add a word with 9.22 %, the error of verb tense with 8.11 %, the error of word order with 7.19 %, the error of spelling with 6.45
%, the error of incomplete sentence with 5.53%, the error of run-on sentence with 3.87%, the error of singular plural with 2.39 %, the error of meaning not clear with 2.21 %, the error of punctuation with 2.02 %, the error of article with
0.55%, and the error of word form with 0.00 %. The most type of error students‟ made that 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 result of the research revealed that the sources of error that caused the students‟ error were intralingual transfer in the first rank with 35.79 % followed by context of learning with 28.41%, interlingual transfer with 24.16 %, and communication strategy with 11.62 %. The most source of error students‟ made that is intralingual transfer. 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 for the English teacher can improve the students‟ understanding of the grammatical rules in their writing. In addition, the writer hopes that this paper would be useful, not only for the writer but also for all the readers who are learning the same subject.