An Error Analysis on the Students Writing Recount Text at the Eighth Grade on MTs Negeri 1 Bekasi in the First Semester of the 2016-2017 Academic Year

tupy setyowaty; dr. roslaini, m.hum; siswana, m.pd.;

NURZAKIYAH. An Error Analysis on the Students Writing Recount Text at the
Eighth Grade on MTs Negeri 1 Bekasi in the First Semester of the 2016-2017
Academic Year. A paper: The Study Program of English Education, The School of
Teachers’ Training and Education, The University of Muhammadiyah Prof. DR.
Hamka, 2017.
The objective of the study was to find out the common the types of errors
and the sources of errors made by students on their recount writing. The sample of
this study was 30 students. In the first meeting, the writer asked the
students to make recount writing based on the instruction given on the writing
task. The topic is “My experience”. After that, the writer collected the students’
writing to be analyzed by giving clues to the mistakes for the correction. In the
second meeting, the writer gave back the writing to the students. Next, the writer
asked the students to revise their mistakes based on the clues given before. Then,
the writer recollected the students’ writing. After that, the writer analyzed the
types of errors by using Betty Azar classification and the sources of errors by
using Brown’s version on the students’ writing. In this study, the writer used the
descriptive analytical method. In collecting the data, the writer administered a
kind of writing task to the studetns. Then, the writer analyzed the errors made by
the students on their writing.
The result of the study revealed the common errors on the students’
writing. The types of errors are: 141 capitalization errors (42.21%), 80 word order
errors (23.95%), 43 verb tense errors (12.87%), 22 omit a word errors (6.58%), 19
spelling errors (5.68%), 10 add a word errors (2.99%), 8 word choice errors
(2.39%), 5 word form errors (1.19%), 2 singular plural and punctuation errors
(0.59%), 0 article, meaning not clear, and run-on sentence errors (0%). Besides,
the common errors for the sources of errors are: 143 context of learning errors
(42.81%), 93 communication strategies errors (27.84%), 53 intralingual transfer
errors (15.86%), 45 interlingual transfer errors (13.47%).
Based on the result, the writer concluded that the most common type of error
made by the students is word choice and the most source of error made by the
students is context of learning. Hopefully, this paper will be usefull, for the writer
and the readers who are learning the same subject, and also for the English
teachers.