An Error Analysis On The Students’ Recount Text Writing at Eighth Grade Of The First Semester On SMPN 103 Jakarta In 2018/2019 Academic Year

rafida hanan; dr. roslaini, m.hum; siti ithriyah, m.hum;

RAFIDA HANAN. NIM : 1401065092. An Error Analysis On the Students’ Recount
Text Writing at Eighth Grade of the First Semester on SMPN 103 Jakarta in
2018/2019 Academic Year. Paper. Jakarta: Faculty of Teacher Training Education,
University of Muhammadiyah Prof. Dr. HAMKA (UHAMKA), 2019.
The purpose of the research to find empirical evidence of the most common
errors and the source of errors in recount text writing made by the second grade
students of SMPN 103 Jakarta made in their writing in the 2018/2019 academic year.
The writer used types of error of Azar and sources of error of Brown.The writer used
descriptive analysis method to describe students’ errors and analyze the data. The data
was taken from the test; it was written test.
From the findings showed that the most common type of error that students
made is meaning not clear error with the number 138 errors or 32.86%. Then,
punctuation has 45 errors or 10.71%. Capitalization has found as 40 errors or 9.52%.
Add a word is found as many as 36 errors or 8.57%. Omit a word is found as many
28 errors or 6.67%. Word choice has 26 errors or 6.19% each. 21 errors or 45.00%
are found in verb tense. Run on sentence is found with 20 errors or 4.76%. Then,
spelling has 17 error or 4.05%. Word form has 16 errors or 3.81% and then followed
by word order which has 12 errors or 2.86%. Next, incomplete sentence has 11 errors
or 2.62%. The last is Singular-plural has 10 errors or 2.44%. The last type or error
made in students’ recount writing is article error which is not found. Besides, the data
of the sources of error, it was also found that the most common error is context of
learning with total number is 162 errors or 38.66%. Intralingual transfer has 114 or
27.21%. Next, Communication strategies have 110 errors or 26.25%. The last is
interlingual transfer with 33 errors or 7.88%. In summary, most students with the
highest of types of error is meaning not clear and the lowest is singular-plural.
Meanwhile, the highest of sources of error is context of learning and the lowest is
interlingual transfer