An error analysis of recount text writing at the tenth grade students of SMA PKP Jakarta in 2018/2019 academic year

dr. adityo ari wibowo, s.e., m.m. ; emaridial ulza, s.e., ma; drs. bahrul hasibuan, m.ed.; neti hertati, m.pd.;

ACHMAD NAUFAL FATHIN. NIM: 1401067016. An error analysis of recount text
writing at the tenth grade students of SMA PKP Jakarta in 2018/2019 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, 2018.
The objective of the research is to find out the types and sources of students’
grammatical errors in their recount writings. The research was held on SMA PKP
Jakarta at the tenth grade students in the 2018/2019 academic year. To accomplish the
objective of the research, the writer chose 29 students in X IIS 1 as the respondents of
the research.
The instrument of the research is recount writing task. The students were asked
to make a recount writing. Then, the writer analyzed the types and sources of errors
that students made by using Betty Azar’s (1992) classification of error and using John
Norrish’s (1983) explanation in scheme of sources of errors. After categorizing their
errors, the writer tabulated them to see the percentage of the errors. Finally, the writer
interpreted the data and drew the conclusion and suggestion.
The research shows that the highest proportion of the type of errors made by
the students is verb tense with 112 or 26% errors. It is because the students do not have
a good understanding of the pattern of verb tense. Therefore, the teacher should give
more detailed explanations about the patterns of verb tense. Moreover, the highest
proportion of the source of errors is the first language interference with 185 or 43%
errors which influence the error of grammatical pattern of tenses. It is because the
students’ English is interfered by their native language and the lack of students’
motivation because of their moods, and the students translation of their first language to the target language. Therefore, the teacher should give more explanation about the grammatical pattern of tenses, and teacher should use English in their teaching to motivate the students to use English in the classroom because it can be a good example for the students to speak and write in English.