An Error Analysis of Students’ Recount Text Writing at the Tenth Grade Students of MAN 2 Jakarta in 2019/2020 Academic Year

ken safir; dr. burhayani, m. pd.; bita dwi rahmani, m.pd;

MUHAMMAD RIZKY ARDIANTO. 1301065109. An Error Analysis of
Students’ Recount Text Writing at the Tenth Grade Students of MAN 2 Jakarta
in 2019/2020 Academic Year. The Study Programme of English Education, the
School of Teacher Training and Education, the University of Muhammadiyah Prof.
DR. Hamka, Jakarta 2020.
This study was held at MAN 2 Jakarta. The objective of the study is to find
empirical evidence of the most common errors and the sources of errors made by
the tenth grade students of MAN 2 Jakarta.
The method of this study was qualitative method in a form of descriptive
analysis (percentage). The samples of this study were 32 students at X IPS 2. The
writer asked the students to compose a recount writing in the writing task that had
been given. The writer also gave the title of the recount, namely “My Holiday”. To
know whether or not it is an error, the writer gave the writing task two times. For
the first meeting, the students were asked to make a recount writing based on the
instruction that has been given in the writing task. For the second meeting, the
students were asked to correct the words that had been underlined by the writer.
Then, the writer analyzed the errors from the second data based on Azar’s theory
and the sources based on Brown’s theory.
The result of this study showed the highest to the lowest errors made by
students; the most typical errors made by students is “verb tense” in 75 times or
about 24.03% while punctuation plays on the second position with 59 cases or about
18.91%. The last top three is on “add a word category” by reaching 12.17% or about
38 cases. Meanwhile, errors in word choice got on the fourth position with 35 cases
or 11.21% and sitting on fifth position is “capitalization” by having a the frequency
of error in this item is 34 or about 10.89%. The sixth position in error is on
“spelling” which gain 28 cases or about 8.97% and errors in “omit a word” and
“singular-plural” are in the same frequency, that is 19 or about 6.08%. The two
lowest position of errors are “meaning not clear” as many as 3 or about 0.96% and
“word order” gains 3 cases or 0.96%. Another interesting finding that there are
some types of error that have never been done by the students, namely “meaning
not clear”, “word form”, and “article”. Furthermore, it is found also that the number of total sources of errors happened on Communication Strategy by 59 or 39.33%, Interlingual Transfer for 41 or 27.33%, Intralingual Transfer is 28 or 18.66%, and Context of Learning is 22 or 14.66%.