An Error Analysis on Students’ Descriptive Writing at The Tenth Grade of SMAN 48 Jakarta 2018/2019 Academic Year

dr. adityo ari wibowo, s.e., m.m. ; dr. andi sessu., m.si; nita kaniadewi, m.pd.; nurhandayani s., m.pd.;

ANISA APRILIANA. NIM. 1401065010. An Error Analysis on Students’
Descriptive Writing at The Tenth Grade of SMAN 48 Jakarta 2018/2019
Academic Year. The paper, Jakarta: The Study Programme of English Education,
The School of Teacher Training and Education, The University of
Muhammadiyah Prof. DR. Hamka, Jakarta 2019.
This research was conducted at the tenth grade of SMAN 48 Jakarta in the
2019/2020 academic year. The purpose of this study was to find the most typical
and sources of errors made by the students in descriptive writing. The samples of
this study were 30 students. The writer used the descriptive quantitative and
qualitative analytical method.
In the first meeting, the writer asked the students to make descriptive
writing based on the instruction that had been given in the writing task. After that,
the writer collected the students‟ writing to be analyzed by underlining the
students foultness. On the second meeting, the writer gave back the students‟
writing, then the writer asked the students to correct their foultness that had been
underlined by the writer. The writer analyzed the types of error by using Azars‟
theory and the source of error by Brown‟s theory. The result of the research
revealed that the most up to the least common types of errors on the students‟
writing were spelling (24,30%), verb tense (22,79%), capitalization (21,11%),
punctuation (6,37%), singular-plural (5,57%), word choice (5,57%), omit a word
(5,17%), add a word (4,38%), word order (1,59%), meaning not clear (1,19%),
word form (0,79), article ( 0,79%), incomplete sentence (0,39%), and run on
sentence (0,00%). Moreover, the most typical sources of errors, from the most up
to the least, were intralingual transfer (54,58%), context of learning (33,06%),
interlingual transfer (11,15%), and communication strategies ( 1,19%).
The result of the research revealed that the most types of error was
spelling with 24,30% then the remedial teaching is the English teacher should
give more practice in teaching and learning process how to spell correctly the
words. Furthemore the most source of error was intralingual transfer with 54,58%
then the remedial teaching is , the teacher should give more explanation about the
rule of English grammar especially in grammartical aspect in order to reduce the
students‟ error. The benefit of the research result is to give information of the
typical errors and the sources of errors which are made by the students and to give
an appropriate remedial teaching to eliminate the students‟ error.