An Error Analysis on Descriptive Writing Made By The Tenth Grade Students’ of SMAN 1 Tambelang Bekasi in the Second Semester of 2017/2018 Academic Year
dr. adityo ari wibowo, ; dr. yadi nurhayadi, m.si; drs. zuhad ahmad, m.pd; heni novitasari, m.pd;
Klasifikasi: NONE
FITRI PEBRIANI. NIM. 1301065069. An Error Analysis on Descriptive Writing Made By The Tenth Grade Students’ of SMAN 1 Tambelang Bekasi in the Second Semester of 2017/2018 Academic Year. A paper; The Study Programme of English Education, The School of Teacher Training and Education, The University of Muhammadiyah Prof. DR. Hamka (UHAMKA), Jakarta, 2018.
The research was held at SMAN 1 Tambelang Bekasi. The objectives of the study were: to know the types error on the students‟ descriptive writing, to know the sources of the error, and to design the remedial teaching that are appropriate in order to reduce the students‟ errors made by the tenth grade students of SMAN 1 Tambelang Bekasi in second semester of the 2017/ 2018 Academic Year in their descriptive writing. The samples respondent of this study were 30 students at X MIA 1. The writer asked the students to make the descriptive writing based on the instruction given on the writing task. The writer gave the topic, namely; “My School” and “Interesting Places”. Meanwhile, to differentiate the mistakes and errors, the writer did the data collection for two times. In the first meeting, the writer asked the students to make the descriptive writing based on the instruction that has been given in the writing task. After that, in the second meeting, the writer asked the students to revise their foulthes that already had been mark by the writer. The foulthes that can be corrected by themselves those are called mistakes, meanwhile those foulthes that cannot be corrected by themselves those are belong to error. Then, the writer used Azar‟s theory in analyzing the types of errors and Brown‟s theory for the sources of errors in analyzing the data. Based on the calculating the results, the most types of errors that students made were capitalization (16,78%), add a word (13,28%), word choice (13,05%), omit a word (11,65%), punctuation (10,25%), singular-plural (7,69%), spelling (7,69%), word form ( 6,75%), article (4,42%), word order (3,72%), verb tense (2,33%), incomplete sentence (0,93%), run on sentence (0,93%) and the last meaning not clear (0,46%). For the sources of errors, the first rank is intralingual transfer (41,96%). The second rank is interlingual transfer (31,24%). The third rank is contex of learning (10,26%). The last is communication strategies (16,55%). The result of the data analysis showed that the most types of error and sources of error ware capitalization and for the sources of error was on intralingual transfer. It indicates that most students need more explanation and more doing exercise to evaluate their writing errors in English.
