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THE ANALYSIS OF GRAMMATICAL ERROR INSTUDENTS’ RECOUNT TEXT MADE BY THE
EIGHTH GRADE STUDENTS OF SMP N 1GOMBONG IN THE ACADEMIC YEAR
OF 2016/2017
S1 THESIS
Submitted as a partial fulfillment of the requirement to obtainSarjana Pendidikan degree at English Education Program
of Purworejo Muhammadiyah University
SHAILA SUKMA WIJAYANTI132120101
ENGLISH EDUCATION PROGRAMTEACHER TRAINING AND EDUCATION FACULTY
PURWOREJO MUHAMMADIYAH UNIVERSITY2017
MOTTO
“If A is a success in life, then A equals X plus Y plus Z.
Work is X, Y is play, and Z is keeping your mouth shut.”
Albert Einstein
“As you start to walk out on the way, the way appears.”
Jalaluddin Rumi
“There’s always a rainbow even after the darkest storm.”
The writer
“Then which is it, of the favours of your Lord,
that you deny?”
~Q.S. Ar-Rahman: 13~
DEDICATION
This Thesis especially dedicated to: My beloved parents, Mr. Kusmartono and Mrs. Atmiasih, for giving
without taking and for their love and prayer.
My beloved parents in law, Mr. Kadim Wiryoatmojo and Mrs. Sanem, for
giving without taking and for their love and prayer.
My beloved husband, Marsongko adi Setiawan, the one who complete half
of my heart. Don’t be tired to lead me to His Jannah. Thanks for all your
precise support.
My little Angel, Kinara Saqueena Az Zahra. Grow up well.
My best friends, Shifty, Refi, DesiTris, Desi Yuliastuti. Thanks for all
craziness that make me smile and stay young. Good luck for your thesis
All my friends in class English C 2013 and all my friends, lectures, and
staffs in UM Purworejo. Thanks for any kind of help and joy.
All of my family, my housemates, and neighbours in boarding house.
Thanks for all your kindness and hospitality in my journey of life.
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful. Praise be to Allah for
the blessing given to the writer, so that she can finally complete this work. Peace
and blessing be upon the lovely prophet Muhammad.
The writer has finished this thesis entitled “The Analysis of Grammatical
Error in Students’ Recount Text Made by the Eighth Grade Students of SMP N 1
Gombong in the Academic Year of 2016/2017” to fulfil one of the requirement of
the final examination for accomplishing the writer’s study in English Department,
Muhammadiyah University of Purworejo.
On this opportunity, the writer is willing to thanks for all who have helped
in finishing this thesis, as follows:
1. Drs. H. Supriyono, M. Pd. the Rector of Muhammadiyah University of
Purworejo.
2. Yuli Widiyono, M.Pd, the Dean of FKIP of Muhammadiyah University of
Purworejo.
3. Sri Widodo, M.Pd, The Head of English Department of Muhammadiyah
University of Purworejo.
4. Sri Widodo, M.Pd, as the consultant I who has given me valuable advice
in the early process of this thesis and provided many useful references,
whose thoughtful and detailed comments were enormously helpful.
5. Puspa Dewi, M.Pd, as the consultantI I who has given me correction and
valuable advice for finishing this thesis.
6. All lecturers of English Education Program for their guidance during the
completion of this thesis, and also all the staffs.
7. Suwignyo, S.Pd.,M.Pd as the Headmaster of SMP N 1 Gombong who has
given permission to conduct the research.
8. The students of 8 D of SMP N 1 Gombong, for their good cooperation
9. My beloved family.
10. All my friends in class C, and all students of English Department of
Muhammadiyah University of Purworejo in the academic year 2013.
11. Everyone who has supported me
Finally, the researcher hopes that Allah SWT will bless and give His
mercy for all of people that have helped and supported her in completing the
thesis. Seeing that the thesis is far from being perfect, the researcher invites
criticisms and comments for this thesis. However, there is a little hope that this
thesis will be reference to fulfill library and used for the improvement of English
teaching and learning, especially in English Department of Muhammadiyah
University of Purworejo.
The writer
Shaila Sukma Wijayanti
ABSTRACT
Shaila Sukma Wijayanti. 2017. The Analysis of Grammatical Error inStudents’Recount Text Made by the Eighth Grade Students of SMP N 1 Gombongin the Academic Year of 2016/2017. S1 Thesis. English Education Program ofTeacher Training and Education Faculty of Purworejo MuhammadiyahUniversity.
This study is about analyzing students’ errors in writing recount text. Theclassification of errors is based in Keshavarz. The aim of this study is to find outtypes of errors and dominant errors in writing a recount text made by the eighthgrade students of SMP N 1 Gombong in the Academic Year of 2016/2017. Thisstudy uses descriptive qualitative as its research design because the researcherwould like to describes what errors made by the students in writing recount text.The researcher uses written test for students to make a recount text in collectingthe data. The result of this research shows that there are four types of errorsoccurred in this research. The most error is omission (89 or 47.8%), the secondplace goes to substitution (67 or 36%), the third is permutation (18 or 9.7%), andthe last is addition (12 or 6.5%). The researcher hopes that this thesis will beuseful for English teachers, students, and next researcher.
Keyword: Error Analysis, Writing, Grammatical, Recount, Text
TABLE OF CONTENTS
Title ................................................................................................................. i
Approval Sheet ................................................................................................ ii
Ratification Sheet ............................................................................................ iii
Clarification Sheet ........................................................................................... iv
Motto ............................................................................................................... v
Dedication ....................................................................................................... vi
Acknowledgement ........................................................................................... vii
Abstract ........................................................................................................... ix
Table of Content .............................................................................................. x
List of Table .................................................................................................... xii
CHAPTER I: INTRODUCTION ................................................................ 1
A. Background of the Study ..................................................................... 1
B. Identification of the Problem ............................................................... 4
C. Limitation of the Problems................................................................... 5
D. Statement of the Problem .................................................................... 5
E. Objectives of the Study ....................................................................... 6
F. Significance of the Study .................................................................... 6
CHAPTER II: REVIEW OF RELATED LITERATURE ........................ 7
A. Theoretical Review ............................................................................. 7
1.Error Analysis ................................................................................... 7
a. Definition of Error Analysis.......................................................... 7
b. Distinction beween Error and Mistake.......................................... 7
c. The Types of Error ........................................................................ 10
d. Procedure of Error Analysis.......................................................... 13
2. Writing ............................................................................................. 14
a. Definition of Writing..................................................................... 14
b. The Process of Writing.................................................................. 15
3. Grammar .......................................................................................... 17
4. Recount Text ................................................................................... 18
a. Definition of Recount Text............................................................ 18
b. Schematic Structure of Recount Text ........................................... 19
c. Linguistic Features ........................................................................ 19
d. The Example of Recount Text ..................................................... 20
B. Previous Study ..................................................................................... 20
CHAPTER III: RESEARCH METHODOLOGY .......................................... 23
A. Research Design .................................................................................. 23
B. Place and Time of the Research .......................................................... 24
C. Population and Sample ........................................................................ 25
D. Source of the Data ................................................................................ 28
E. Unit Analysis........................................................................................ 28
F. Instrument of the Research................................................................... 28
G. Techniques of Collecting the Data ...................................................... 30
H. Techniques of Analyzing Data ............................................................ 30
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS .................. 32
A. Findings ............................................................................................... 32
B. Discussions .......................................................................................... 36
1. Discussion about Students’ Error .................................................. 36
2. Discussion of Error Analysis ....................................................... 45
CHAPTER V: CONCLUSION AND SUGGESTION ................................... 47
A. Conclusion ........................................................................................... 47
B. Suggestion ........................................................................................... 47
BIBLIOGRAPHY
APPENDIXES
LIST OF TABLES
Table 3.1. Research Schedule ......................................................................... 25
Table 4.1 The Students’ Codes ....................................................................... 32
Table 4. 2 The Frequency of Students’ Errors ................................................. 34
Table 4. 3 The Percentage of Students’ Errors ............................................... 36
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a means of communication. By using a language
people can communicate with others. As an international language,
English plays an important role as a means of communication among
people in the world for business, science, economy, technology, etc.
Realizing the importance of English in international communication, the
Ministry Education of Indonesia includesEnglish as a compulsory subject
to learn in Junior High School up to University level. In learning English,
there are certain skills that students need to learn,namely: listening,
speaking, reading and writing. Listening and reading skills that involve
receiving messages are regarded as receptive skills. Speaking and writing
skills which involve language production are considered to be productive
skills.
As productive skill, writing is not like speaking skill other
receptive skills. Writing is often considered as the most difficult skill for it
needs not only a lot of vocabularies in composing paragraph, but also
grammatically correct sentences in order to be comprehensible besides
other writing’s rules. Therefore, composing paragraph in writing activity
takes a lot of time. When writing, students frequently have more time to
think than they do in oral activities. They can go through what they know
in their minds, and even consult dictionaries, grammar books or other
reference material to help them.
Using a language is not as simply as we thought because there is a
set of rules that must be followed, which is called Grammar. Actually
grammar is used to mean the structure of a language. It is an essential part
of the use of language process, both in spoken and written language. The
grammar of a language is a description of the ways in which the language
uses patterns of structure to convey the meaning. It would be impossible to
learn language effectively without knowing the grammar which serve to
enhance and sharpen the expression of meaning.
Having a good grammar system of a language, learners will be
helpful in delivering their ideas, messages, and feelings either to the
listeners or readers. Language without grammar would be disorganized
and causes some communicative problems, like grammatical errors in
writing. Hence, learners need to know the grammatical system of language
they can communicate with others in order to transfer the message
properly. In order to use a language well, learners should learn the rules of
a language or to know how they work. They cannot avoid errors because
errors mostly occur in learning process. It happens because they use
different forms to deliver their ideas, feelings, or messages so they need
considerable amount of time to be able to master the target language well.
Besides, by making errors, learners will build their new knowledge
to use the target language. Making errors during studying the second
language can be considered as a means of building learners’ abilities
because they can learn something from making errors.
In addition, students need to learn certain kinds of texts in
Secondary School now. It is based on KTSP (Kurikulum Tingkat
SatuanPendidikan) School-Based Curriculum that mentions in SK
(StandarKompetensi) Competence Standard and KD (KompetensiDasar)
Basic Competence that there are five kinds of writing texts to learn in
Secondary School, namely: narrative, recount, procedure, descriptive, and
report text. One of the texts that close to the student’s life is recount text
because it is a text that retells past events which the place and occurred
events flow smoothly based on the sequence of time, it differs from
narrative text which the climax and the resolution of problem must be
created in the story. Therefore, the students can explore their interesting or
unforgettable experiences they already had or people around them in
recount text. Due to the events they already went through smoothly, they
don’t need to struggle on how to make it happen, and it could have
motivated them in writing. In fact, most of them considered writing as a
burden because of some reasons related to use the proper lexical and
grammatical rules. Therefore, the writer decides to choose recount text as
students’ writing activity in this research.
The writer chooses the eighth grade of students as the subject of
the research because they are expected to make writing grammatically
correct. It is important to know whether the students make grammatical
errors or not and what kind of grammatical errors that students make. The
grammatical error that will be analyzed are subject and verb; verb
agreement, tense, and form. Therefore, she would like to conduct the
research entitled “The Analysis of Grammatical Error in Students’
Recount Text Made by the Eighth Grade Students of SMP N 1 Gombong in
the Academic Year of 2016 / 2017”.
B. Identification of the Problem
For learners, one of the difficulties in learning English is grammar.
It is caused by the fact that there many things should be learned, such as
nouns, verbs, and suffix. Sometimes learners are unable to use the word in
making a sentence correctly. They cannot determine between singular and
plural noun. It appears that all of plural nouns is added by suffix –s/-es
only. Thus they just need to put the suffix –s/-es in making plural nouns.
Further, learners cannot also substitute the simple form for the past
tense of verb properly. They are putting –ed in verb without any exception.
It is clear that this occurs because learners reorganize their existing
knowledge in order to accommodate new knowledge. This kind of verb
also influences the kind of errors learners make.
Errors are believed to be an indicator of the learners’ stage in their
target language development. One finding is that learners make errors of
different kinds. They failed to use some grammatical features at all and
used other incorrectly. A good achievement in learning English is
indicated by lessening errors made the learners. From the errors that
learners make, they can determine their mastery level of language system.
By describing errors, the researcher will know clearly the problem
faced by the students in writing recount text. The occurrence of errors
always becomes a problem for learners in learning English. This analysis
will explain error categories and the possible causes. Through error
analysis, the researcher hopes to be able find the students’ difficulties in
writing, and she also hopes it can reduce the students’ errors in next time.
C. Limitation of the Problem
Based on identification of problem, the researcher knowsthere are
many aspects that can be analyzed in students’ writing. It is the fact that
they are lack of vocabularies, grammar difficulties, and having low
motivation in English. Thus, students often make errors in their writing.
To reduce the students’errors, the researcher should know about the kinds
and the causes of error made by the students in writing.
However, in this study is limited and focused on analyzing
students’ grammatical errors in recount text writing and it is conducted at
the eighth grade students of SMP N 1 Gombong in the academic year of
2016/2017. This limitation is to focus the study.
D. Statement of the Problem
Based on the limitation of the study above, the problem statement
is formulated as “what is the types of grammatical error in recount
textmade by the eighth grade students of SMP N 1 Gombong in the
academic year of 2016/2017?”.
E. Objectives of the Study
Based on the statement of the problem above, the objectives of the
study is to know the types of grammatical errors in recount text made by
the eighth grade students of SMP N 1 Gombong in the academic year of
2016/2017.
F. Significance of the Study
It is really hoped that the result of this study will give a good
contribution to those who concern in English, as follows:
1. For English teachers
The researcher hopes that teachers know grammatical errors made by
their students; therefore, they can give alternative solution for their
students in order to give good feedback for their students.
2. For students
Hopefully, this study can help students to know grammatical errors
that they usually made. It is important for them to be more careful in
writing because students not only puts the ideas on paper but also have
to pay attention more in correct grammar, so that they are able to write
well.
3. For next researchers
It is hoped that this study can be used as a references to conduct a
similar research in deeper investigation.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Review
In scientific research, it is necessary to consult any theories in order to
support many statement used by the researcher. In this research, the
researcher will discuss the theories about Error Analysis, Writing,
Grammar, and Recount Text:
1. Error Analysis
a. Definition of Error Analysis
Error analysis is the process to analyze and investigate
students learning process to know the errors that students made. In
the learning process students often made the errors. The students
made the errors because they interfered by their mother tongue so
they used the rules in their target language.
According to Abushihab (2014), error analysis henceforth
is a branch of Applied Linguistic and has two function. The first
function is theoretical which has its place in methodology and
describes the learners’ knowledge of the target language. It also
helps the researcher to find out the relation between the knowledge
and teaching the learner has been receiving. The practical area of
error analysis is to overcome the mismatch between the knowledge
of the learner and demands of the situation.
Moreover, Brown (2007: 166) gives his definition about
error analysis. He defines that error analysis as the process to
observe,analyze, and classify the deviations of the rules of the
second language and then to reveal the systems operated by
learner.
While Keshavarz (2012: 58) asserts that error analysis
emerged as a reaction to the view of second-language learning
proposed by constrative analysis theory, which saw language
transfer as the central process involved in second and foreign
language learning. Error analysis tries to account for learner
performance in terms of the cognitive processes learners make use
of in reorganizing the input they receive from the target language.
From all statements above, the researcher can conclude that
error analysis is an activity to reveals errors found in writing and
speaking. Error analysis may be carried out in order to find out
how well someone knows a language, to find out how a person
learns a language, and obtain information in common difficulties in
language learning, as an aid in teaching or in the preparation of
teaching materials.
b. Distinction between Error and Mistake
Keshavarz (2012: 6) states a distinction has been made
between errors and mistakes. Errors are considered to be
systematic, governed by rule, and appear because a learners’
knowledge of the rules of target language is incomplete. Thus, they
are indicativeof the learners’ linguistic system at a given stage
language learning. They are likely occur repeatedly and not
recognized by the learner. In contrast to errors, mistake are random
deviations, unrelated to any system, and instead representing the
same types of performance mistakes that might occur in the speech
or writing of native speakers, such as slips of tongue or pen, false
starts, lack of subject-verb agreement in a long complicated
sentence, and the like.
In addition, Ellis (2008: 17) states a distinction has been
made between errors and mistakes. Errors are reflect gaps in a
learners’ knowledge; they occur because the learner does not what
is correct. In contrast to errors, mistakes are reflect occasional
lapses in performance; they occur because, in a particular instance,
the learner is unable to perform what she or he knows.
Furthermore, Mourtaga in Abushihab (2014) points out that
errors and mistakes are different from each other because an error
cannot be self-corrected and is caused by learners’ inadequate
knowledge of the target language whereas a mistake can be self-
corrected.
Based on the statements above, the researcher may state
that error and mistake are different. Error occurs as a result of lack
of knowledge and it cannot be corrected by learners. Whereas
mistake are the result of deficiency incompetence and it can be
corrected.
c. The Types of Error
Corder et al in Keshavarz (2012: 105)points out there are
four types of errors related to grammatical categories, those are as
follows:
1) Omission
Leaving out some required linguistic elements. Ellis
(2008:19) states that omission is an error that seems to be
universal, reflecting learners’ attempt to make the task of
learning and using the L2 simpler. For example, the
learners leave out the article ‘a’ and ‘the’ and leave the-s
off plural noun.
Examples : My father is doctor.
I bought three new book yesterday.
For : My father is a doctor.
I bought three new books yesterday.
2) Addition
Addition is redundant use of certain elements in a
sentence.
Examples : He entered into the classroom.
They always discuss about different matters.
Please answer to my answer.
Good writing is depents on several factors.
For : He entered the classroom.
They always discuss different matters.
Please answer my answer.
Good writing depents on several factors.
3) Substitution
Substitution is replacement of incorrect elements for
correct ones.
Examples :I am not afraid from dogs.
He was angry from his bad marks.
His bigger brother is a teacher.
I always do many mistakes in spelling.
For : I am not afraid of dogs.
He was angry at his bad marks.
His elder brother is a teacher.
I always make many mistakes in spelling.
4) Permutation
Permutation is incorrect word order.
Examples : We last night went to the cinema.
My brother is a driver careful.
He comes always late to school.
I don’t know why is he late.
For : We went to the cinema last night.
My brother is a careful driver.
He always comes late to school.
I don’t know why he is late.
At this point, error analysis is a method used to document
the errors. There are four types of error, omission, addition,
substitution, and permutation.
d. Source of Errors
It is necessary to know the source of errors in order to
identify the troubles faced by the students in language learning
process. It is also to take another step toward understanding how
the learners’ cognitive and affective processes relate to the
linguistic system and to formulate an integrated of the process of
second language acquisition.
Brown (2007: 263-266) points out there are four categories
as sources of error, they are as follows:
1. Inter lingual transfer
Interlingual transfer is the negative influence of first
language the beginning stages of learning of second language
are especially vulnerable to interlingual transfer from native
language, or interference. In these early stages, before the
system of second language is similar, the native language is the
only previous linguistic system upon which the learner can
draw.
2. Intra lingual transfer
Intralingual is negative transfer within the target language
itself. In other word, it is the correct generalization of rule
within the target language.
3. Context of learning
Students often make errors because of misleading
explanation from the teacher, faulty presentation of a structure
of word in a textbook, or even because of pattern that was
rarely memorized in a drill but improperly contextualized.
4. Communication Strategy
Communication strategy is related to learning style.
Learners obviously use production strategies in order to
enhance getting their message across, but at times these
techniques can themselves become a source of error.
e. Procedure of Error Analysis
It needs some steps of stages of procedural conducting error
analysis. Ellis (2008:15) states that there are some procedures in
error analysis, namely:
1. Identifying Errors
The first step in analyzing learner’s errors is to identify
them. This is in fact easier said than done. To identify error we
have to compare the sentence learner produce with that seem
tobe normal or ‘correct’ sentence s in the target language
which correspond with them.
2. Describing Errors
Once all the errors have been identified, they can be
described and classified into types. There are several ways of
doing this. One way is to classify errors in grammatical
categories.
3. Explaining Errors
The identification and description of errors are
preliminaries to the much more interesting task of trying to
explaining why they occur.
4. Error Evaluation
Where the purpose of the error analysis is to help learners
learn L2, there is a need to evaluate errors. Some errors can be
considered more serious than others because they more likely
to interfere with the intelligibility of what someone says.
Teachers will want to focus their attention on these.
2. Writing
a. Definition of Writing
Writing has a significant function as a medium of
communication to express our ideas, to share knowledge and to
exchange information.
According to Raymond (1980: 2), writing is more than a
medium of communication. It is a way of remembering and a way
of thinking as well. Write makes words permanent, and thus
expands the collective memory of human beings from the relatively
small store that we can remember and pass on orally to the infinite
capacity of a modern library.
Furthermore, Knapp and Watkins (2005: 15) state that
writing is an inscription, takes language out of the constraints and
immediacy of time and arranges it hierarchically.
In addition, Richards&Renandya (2002) in Fauziati (2010:
45) states that this is due not only to the need to generate and
organize ideas using an appropriate choice of vocabulary, sentence,
and paragraph organization but also to turn such ideas into a
readable text.
From all of statements above, the writer can conclude that
writing involves more than just producing words and sentences. To
be able to produce a piece of writing, we must be able to write
connected series of words and sentences which are grammatically
and logically linked, so that the purpose we have in our mind will
suit intended readers. Writing should be done with the
understanding from the past time in order to inform and express
what had happened. It should be well-organized in order to be
understandable for readers.
b. The Process of Writing
Learning to write is like learning to read. Both follow
sequential process. Writing requires and combines of more basic
skill than any other subject area. The writing process begins in the
early grades by exposing students to a variety of quality books read
aloud.
This process entails several stages, such as “planning,
drafting, and revising” (Caudery, 1995) in Fauziati (2010: 50),
these stages interact together and repeatedly in order to discover
meaning. Writing viewed from this perspective is the process of
exploring one’s thoughts and learning from the act of writing itself
what these thoughts are.
The writing process approach recognizes that there are
many stages to writing. Brown in Fauziati (2010: 50) states that
there are four stages in the process of writing, they are follows:
1. Prewriting
Prewriting is the phase of idea gathering. In gathering
ideas, Brown in Fauziati (2010: 51) ascribes several activities
which can be done include: reading (extensively) a passage,
skimming a passage conducting some outside research,
brainstorming, listing, discussing a topic or question,
instructor-initiated question or probes, and free-writing.
2. Drafting
Drafting is the process of writing a rough outline of what
will be addressed. The drafting stage is where we really begin
to writing. The most important thing here is to get words into
paper. In drafting, students produce a rough draft, they read it
again and share it with peers or teacher to receive comments.
Then they make modifications to their writing based on the
feedback from their peers or teacher.
3. Revising
Revising or elaborating on the first draft, take places at this
point. Brown in Fauziati (2010: 51) ascribes several strategies
and skill apply to the revising process in writing which include:
getting started (adapting the free writing techniques), optimal
monitoring of one’s writing, peer editing, using the instructor’s
feedback, reading aloud technique in small groups or pairs,
read final draft to each other for a final check on errors, flow or
ideas, and proof reading.
4. Editing
Editing is the last stage in the process of writing. Editing is the
process of correcting mechanical errors like spelling or
punctuation.
3. Grammar
According to Swan in Fauziati (2010: 79), grammar is “the rules
that show how words are combined, arranged or changed to show
certain kinds of meaning”.
Furthermore, Fauziati (2008: 80) states that “grammar is central
to the teaching and learning of languages”. Without a good knowledge
of grammar, learners’ language development will be severely
constrained.
Additionally, Knapp and Watkins (2005: 33) state that grammar
is how to describe and analyze the way that words are put together
within the sentences, used different types terminologies depending on
whether a word is being classified as type or word it is described by its
function or what is doing.
From all statements above, the researcher may state that
grammar has been concerned almost exclusively with analysis at the
level of the sentence formed rules that govern how a language,
sentences are formed. In other word, grammar is a structure in
linguistics that has functions to organize the sentence well.
4. Recount Text
a. Definition of Recount Text
Often, we will want to tell to other people about something
that has happened in our life. We might want to tell about what
wedid at the weekend or holiday. It might be exciting things that
happened when we were on holidays last year.
Recount text is the simplest type text in teaching writing.
Based on Knapp and Watkins (2005: 223), recount text is
sequential text that do little more than sequence a series of events.
It can be stated that recount text means the form of the text
telling aboutsomeone experience in past, it usually tells about the
experience of the reader themselves, such as their adventure and
their last day activities.
b. Schematic Structure of Recount Text
Generic structure is the body of paragraph of the text. Each
genre of the text must have generic structure. According to Hartono
(2005: 7), the generic structure of recount text as follows:
1. Orientation
In thisparagraph, the writer introducing about place,
participants, and the time that happened.
2. Event
It contain about sequence of event that happened in the past.
3. Re-orientation
It is the conclusion or personal comment about her/his
experience.
c. Linguistic Features
According to Hartono (2005: 8), the linguistic features of
recount text as follows:
1. Focus on Individual Participants
For example: I (the writer)
2. Use of Past Tense
For example: I went there with my family.
3. Focus on a Temporal Sequences of Events
For example: On Saturday, On holiday
4. Use of Conjunction
For example: then, before, after.
d. Example of Recount Text
The example of recount text as follows:
17/8/2005Dear Dewi,On Saturday I went to Mount Bromo. I stayed at Nisa andAchmad’s house at CemaraLawang, Probolinggo. It has abig garden with lots of colourful flowers and a fishpond.
On Sunday Nisa and I saw GunungBatok and went on thescenic ride on horseback. It was scary. Then we went to geta closer look at the mountain. We took picture of thebeautiful sceneries there.
On Monday we went to the Zoo at Wonokromo, we sawcockatoos having a shower. In the afternoon I went home.
It was fun.Love,
Dini.
(Hartono, 2005: 10)
Reorientatio
Event
Event
Orientation
B. Previous Study
In this research, the researcher takes two previous studies as
inspiration and consideration. The discussion of those previous studies in
the detail will be explored on the following paragraph.
The first previous study is a thesis conducted by Cholipah (2014)
entitled ‘An Analysis of Students’ Error in Writing Recount Text a Case
Study in the Second Grade Student of SMP Trimulia Jakarta’.The method
used in this study is a case study included as qualitative research. The data
are presented in descriptively and the procedure of error analysis used is
based on Ellis and Barkhuizen’s theory.The result of the study shows that
there are the highest-three and the lowest-three errors made by the
students. The highest-three common errors are capitalization with the
number is 200 (23.90%) errors, word choice with the number is 110
(13.14%)errors and verb tense with the number is 105 (12.54%) errors.
The lowest-three errors are 3 (0.36%) incomplete sentence errors, 13
(1.55%) meaning not clear errors, and 21 (2.51%) singular-plural errors.
The second previous study is also a thesis conducted by Ramadani
(2015) entitled ‘ The Error Analysis of Students’ Grammar in Descriptive
Texts at the Eighth Grade of MTS Ma’arif Kepil in the Academic Year of
2015/2016’. It is descriptive qualitative research. the sample of this
research is 24 students. The result shows that there are 59 (30%) omission,
42 (21%) addition, 89 (45%) missformation, and 9 (5%) misordering.
Comparing between the first previous study and this study, there
are similarities and differences between them. Both are qualitative
research and focuses on students’ errors. The differences is on the types of
errors; this study classifies errors based on Keshavarz’s grammatical errors
classification, while the first previous study classifies errors based on
Betty SchramperAzar’s grammatical errors classification.
Also, there are similarities and differences between this study and
the second previous study. The similarities are on the research design,
descriptive qualitative research and about error analysis, while the
difference is on the place of the research; this research uses SMP N 1
Gombong, whereas the second previous study uses MTS Ma’arif Kepil.
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses research methodology applied in this study. It deals
with research design, place and time of the research, population and sample,
source of the data, unit analysis, instrument of the research, technique of
collecting data, and technique of analyzing data.
A. Research Design
According to Creswell (2012:3), research is a process of steps used
to collect and analyze information to increase our understanding of a topic
or issue. There are two ways to approach the research, a quantitative study
or a qualitative study-depending on the type of problem the researcher
need to research.
Moreover, according to Sugiyono (2015: 1), qualitative research is a
research which is conducted to investigate a condition or other
phenomenon, in which the researcher is as main instrument, and the data
of this research is collected in the form of words.
In addition, Cresswell (2012: 16) states that the characteristics of
qualitative research are as follows:
1. Qualitative researches are exploringa problem and developing a
detailed understanding of a central phenomenon.
2. Qualitative researches are having the literature review play a minor
role but justify the problem.
3. Qualitative researches are stating the purpose and research questions in
general and broad way so as to the participants’ experiences.
4. Qualitative researches are collecting data based on words from a small
number of individuals so that the participants’ view are obtained.
5. Qualitative researches are analyzing data for description and themes
using text analysis and interpreting the larger meaning of the findings.
6. Qualitative researches are writing the report using flexible, emerging
structures, and evaluative criteria, and including the researchers’
reflexivity and bias.
Whereas, according to Adetia (2014), descriptive qualitative
methods is a research method that simply looks with intense accuracy at
the phenomena of the moment and describes precisely what has been
observed. It is selected as the most suitable one for describing the
phenomenon under investigation.
Based on the statements above, this research is qualitative research
which uses descriptive method. The researcher uses this method to
analyze errors that made by the eighth grade students of SMP N 1
Gombong in the academic year of 2016/2017 in writing recount text.
B. Place and Time of the Research
1. Place of Research
This research is conducted at SMP N1 Gombong. It is located at Jalan
Veteran No. 2 Gombong, Kebumen. The researcher conducted the
research on the eighth grade of SMP N 1 Gombong in the academic
year of 2016/2017.
2. Time
This researcher startedthis research on March, and it finished on
July 2017. The researcher collected the data on Thursday, 27th April
2017.In collecting the data, the researcher spent 40 minutes for giving
the test. The details of the research activities as follows:
Table 3.1Research Schedules
No Activities Jan Mar Apr May Jun Jul
1 Title of Research
2 Making Research Proposal
3 Research Proposal Presentation
4 Research Permit Application
5 Preparation Instrument
6 Validation of Instrument
7 Collecting the Data
8 Analyzing the Data
9 Writing Results of Research
C. Population and Sample
Sugiyono (2011: 215) states that population is generalization area
which consist of subject that has quality and specific characteristic stated
by the researcher to be studied and then to find out of the conclusion of it.
In this research the population is the eighth grade students of SMPN 1
Gombong in academic year of 2016/2017.
Whereas, according to Sugiyono (2011: 215), sample is a part of total
and characteristic which has by the population. In addition, Arikunto
(2013: 177-185) explain that to draw a sample accurately requires many
sampling techniques, which can be chosen in the research such as:
a. Random Sampling
Random sampling is a sampling technique in which the researcher
shuffles the subject of population, so all subjects have chance to be
chosen.
b. Stratified Sampling
Stratified sampling is a sampling technique in which the researcher
assumed that the population is divided into stratification.
c. Area sampling
Area probability sampling is a sampling technique in which the
sample is drawn from every area, so the sample will represent the
different area in the population.
d. Purposive Sampling
Purposive Sampling is a sampling technique in which drawing of
sampling is based on specific purpose by considering the time, effort,
and other factors.
e. Prepositional sampling
Prepositional sampling is a sampling technique which used to
complete the use of probability sampling, because sometimes each
area has different number of subject. Therefore, to get the
representative sampling, the subject which taken of each area must be
equal to the number of subject of each area.
f. Quota Sampling
Quota Sampling is a sampling technique which is based on the
quota and criteria that the researcher needs. The sample has drawn
randomly at area and stratification.
g. Cluster Sampling
Cluster Sampling is a sampling technique which is based on the
cluster.
h. Double Sampling
Double sampling is a sample that is taken at the same time. The
number of first sample is bigger than the second sample. The second
sample is to check the completeness the number of the first sample.
From the explanation above, in this research, the researcher uses
purposive sampling to gain the data of the research because the researcher
takes the sample of one class, VIII D to be observed. It consist of 32
students. The reason of the researcher chose thistechnique is because the
situation is not sustaining. All students of class 8 are going to do Final
Examination after this research. Therefore, the researcher uses purposive
sampling technique in taking the sample because of the limitation of time,
so she cannot take a bigger sample.
D. Source of the Data
Arikunto (2010: 172) states that data source is a subject where data
can be obtained. In this research, the source of the data is writing test. The
test is taken from the eighth grade students of SMP N 1 Gombong in the
academic year of 2016/2017 in writing recount text.
E. Unit Analysis
Arikunto (2013: 187) states that unit analysis is a certain unit that is
measured as the subject of the research. In this research, In this research,
the researcher analyzes the students’ errors in writing recount text. The
unit analysis in this research includes what are the grammatical errors that
students made in writing recount text. The researcher finds them by
analyzing the sentences made by the students.
F. Instrument of the Research
Arikunto (2013: 203) states that research instrument is a tool or
facility used by the researcher when collecting the data in order to be
easier in doing her or his work to get a good result. There are some
instruments of collecting the data according to Arikunto (2013: 266) as
follows:
1. Test
Test is a series of question or the other tolls which is used to measures
of ability, intellegency of knowledge, skill owned by individual or
group.
2. Questionnaires
Questionnaire is a number of written questions used to get
information from the respondent. Sugiyono (2011: 142) also states that
questionnaires are a technique of collecting the data that is doing by
giving some questions to the respondents to be answered.
3. Interview
Interview is a dialogue conducted by interviewer to get
information from interview. It used to analyze condition of someone.
4. Rating scale
Rating scale is a subjective measurement which is made with a
scale.
5. Documentation
The researcher conduct a research based on the written form, such
as books, magazine, documents, notes, etc.
In addition, according to Sugiyono (2015: 59), instrument in
qualitative research is the researcher. In this research, the researcher is the
instrument.
Qualitative research is a human instrument. It means that the
researcher is as the main instrument is deciding the research, taking the
sample of the research, gathering the data, and interpreting the data to be
included.
In order to get the data, in this research, the researcher uses an
essay writing test about “unforgetable moment”. The students are to make
recount texts based on the instruction given.
G. Technique of Collecting the Data
According to Arikunto (2013:192), in research activity, how to
obtain this data is known as data collection methods test, questioner,
interview, and observation.
Test was a method or means to conduct investigations that use
problems, questions, or other tasks. According to Arikunto (2013: 193),
test is questions or exercises used to measure the knowledge and ability to
understand individual or group.
Based on the theory above, the researcher uses test as the technique
of collecting data. Test is used to know the types student’s grammatical
errors in writing recount text. .
In collecting the data, there are several steps carried by the research
as follows:
1. Asking permission to the teacher to collect the data.
2. Preparing the instrument
a. Making the instrument of the research
b. Consulting the instrument to the expert
3. Giving test for the students
H. Technique of Analyzing Data
According Creswell (2012: 236:237), analyzing qualitative data
requires understanding how to make sense of text and image so that the
researcher can from answers to their research question. There are six steps
in analyzing and interpreting qualitative data. They are preparing and
organizing the data, exploring and coding the database, describing finding
and forming themes, representing and reporting findings, interpreting the
meaning of the finding, and validating the accuracy of the finding. Those
steps are not always taken in sequence, but they represent preparing and
organizing the data for analysis.
In analyzing data, the researcher applies descriptive method. In
doing the analysis, the researcher goes through the following steps:
1. Coding the data
2. Identifying the data
3. Classifying the errors based on the types of error used
4. Drawing the conclusion and suggestion based on the data
analysis.
In analyzing the data, the researcher collects the student’s grammatical
errors in writing recount text. The researcher also computes the percentage
the students’ errors that students make in writing recount text. In order to
compute the percentage of each error type, the researcher uses this formula
as follows:
= 100%Which is:
P : Percentage of error
F : Total of each category
N : Number of total errors occur.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
In this chapter the researcher discusses about the result of this research.
This chapter will be divided into two parts of presentations: the first part is
findings, and the second part is discussion.
A. Findings
In this research, the researcher give assignment to write recount
text and taken from students’ writing document. The unit analysis of the
research is the sentence made by the VIII D students in SMP N 1
Gombong at classroom. The researcher only focused on analyzing the
errors occurred in the recount text by eighth grade SMP N 1 Gombong.
To make the research easy, the researcher code the names of the
students.
Table 4.1
The Students’ Codes
No Student’s Names Codes
1 Agung Ari s S1
2 Aisyah Nuri Zaskia S2
3 Andri Irawan S3
4 Arthur R S4
5 Ayu Rahma O S5
6 Bagas Setya Aji S6
7 Dimas Prayogo S7
8 Dzaky Alfadiaz S8
9 Elia D A S9
10 Evita Wahyu H S10
11 Fathonia Rizki S11
12 Fahri Arief R S12
13 Ilmi Fauziyyah Zahra S13
14 Izzatur Rosida S14
15 Juvento Kelly N S15
16 Kansa Maulana S16
17 Mesy Dwi Syaputri S17
18 Muhammad Fauzi V S18
19 Nabila Alya P S19
20 Nabila Shofiya AzZahro S20
21 Nizar Azali Siona S21
22 Nurul Ma’rufi S22
23 Rahma Aprilia Putri S23
24 Ramanda Dhany S24
25 Rizki Maulana S25
26 Syakila Diah S S26
27 Tia Pangesti S27
28 Uswatun Khasanah S28
29 Vikeswara W S29
30 Widya Restuningsih S30
31 Zalfa Nur Awali S31
32 Ziva Aqillah Pramono S32
Note :
S1 : Student number 1
Based on the table above, there are 32 students in this research. By
using the codes name, for example S1 is Agung Ari S.
The researcher has identified the students’ error and calculated
thenumber of each error. This table below is the recapitulation of the
students’ recount text writing error.
Table 4.2
The Frequency of Students’ Errors
No Students’ Code Type of Errors
O A S P
1 S1 3 - 1 1
2 S2 1 - 4 1
3 S3 2 - 2 -
4 S4 4 - 2 -
5 S5 2 1 4 -
6 S6 2 1 4 -
7 S7 6 - 2 -
8 S8 3 1 1 -
9 S9 3 1 3 3
10 S10 2 - - 1
11 S11 2 2 1 -
12 S12 4 - - 1
13 S13 - - 4 2
14 S14 4 - 4 -
15 S15 2 - 1 1
16 S16 4 - 5 -
17 S17 6 1 - 1
18 S18 2 - 2 -
19 S19 - 1 3 2
20 S20 5 - - -
21 S21 3 - 1 -
22 S22 3 4 2 -
Note:
O : Omission
A : Addition
S : Substituion
P : Permutation
Based on the table above, there are four types of students’ errors:
omission, addition, substitution, and permutation. There are 89 omission,
12 addition, 67 substitution, and 18 permutation. The percentage of errors
made by students furthermore describes on the table below.
23 S23 - - -
24 S24 3 - - -
25 S25 - - 2 3
26 S26 7 - - 1
27 S27 3 - 4 1
28 S28 - - - -
29 S29 4 - 2 -
30 S30 3 - 5 -
31 S31 4 - 3 -
32 S32 2 - 5 -
Total 89 12 67 18
Total Errors 186
Table 4.3
The Percentage of Students’ Errors
Types of Errors Number Percentage
Omission 89 47.8%
Addition 12 6.5%
Substitution 67 36%
Permutation 18 9.7%
Total 186 100%
The calculation of percentage of type of errors is based on the
following formula:
FP= X 100%
NWhich is:
P : Percentage of error
F : Total of error
N : Number of total errors occur
Based on the table above, the researcher can describe that the
percentage of errors made by the students. The total number of students’
errors is 87. The percentage of omission is 47.8%, the percentage of
addition is 6.5%, the percentage of substitution is 36%, and the percentage
of permutation is 9.7%.
B. Discussions
1. Discussion about Students’ Errors
The researcher has identified the students’ errors and classified into
four (4) types of errors based on Keshavarz’s grammatical errors
classification. They are omission, addition, substitution, and
permutation. The discussion about students’ errors as follows:
a. Omission
As seen on chapter II, omission is leaving out some required
linguistic elements.. There are the examples of students’ omission
errors as follows:
1) I went to Lampon Beach with big family. (S5, L1)
The sentence above is taken from S5 in line 1. The purpose of
the sentence is to tell with whom the writer went. The sentence
above omits word my before word big family as possesive
adjective. Therefore, the correct one is “I went to the Lampon
Beach with my big family”.
2) Lampon beach was located in the south Gombong city. (S5.
L2)
The writer omits ofwhich indicates positions of place before
word Gombong. Therefore, the correct one is “Lampon beach
was located in the south of Gombong city”.
3) The competition very good.(S27, L6)
It should be added by aux be “was ”. To be, an important word
in the English language that is a verb that should exist in every
sentence. Function to be the subject of the sentence is to
connect the predicate or object sentence consisting of
adjectives, noun, the time information and a description of the
place. Therefore, the correct one is “The competition was very
good”.
4) Last holiday I and all students went to Jakarta – Bandung. (S2,
L1)
The writer omits comma (,) after word last holiday in this
sentence. Last is subordinating conjunction and should be
followed by comma. Therefore, the correct one is “Last
holiday, all students and I went to Jakarta – Bandung”.
5) At 11 a.m in to cinemas room. (S14, L5)
In this sentence, the student forgets to put the subject. The
subject is a word or phrase that serves as subject, subject or
causes of action. The position of the subject is generally
preceded sentences but there is also a subject that is not the
beginning of a sentence. In the second sentence of the text, the
researcher know that the writer go with her friend. Therefore,
the correct one is “At 11.00 a.mwe into cinemas room”.
6) I played many game there. (S23, L5)
The sentence above shows omission error. The sentence omits
article s in the word game. Many shows plural noun.
Therefore, the correct one is “I played many games there”.
7) After eating I and big family went home. (S5, L8)
The sentence above omits preposition to that shows a
destination of the subject before the word home. Therefore, the
correct one is “After ate, my big family and I went to home”.
8) Any student in there. (S27. L6)
The sentence above should be added by aux be were. To be, an
important word in the English language that is a verb that
should exist in every sentence. Function to be the subject of the
sentence is to connect the predicate or object sentence
consisting of adjectives, noun, the time information and a
description of the place. Therefore, the correct one is “Some
students were in there”.
9) Last holiday, I went to MAN Gombong for follow competition.
(S27, L2)
The sentence above omits articlea. Therefore, the correct one
is “Last holiday, I went to MAN Gombong to follow a
competition”.
10) My best friend is Ziva, Alya, Widya, Kansa, and Zal. (S14, L2)
The sentence above omits suffix–s. The writer’s friend is more
than one person. Therefore, the correct one is “My best friends
were Ziva, Alya, Widya, Kansa, and Zal”.
11) But, competition start at 13.50 p.m. (S27. L3)
The sentence above omits articlethe.Therefore, the correct one
is “But, the competition started at 13.50 p.m.”
12) I wait in the library school. (S27, L4)
The sentence above omits suffix–ed. Therefore, the correct one
is “I waited in the school library”.
b. Addition
As seen on chapter II, addition is redundant use of certain elements
in a sentence.There are examples of students’ addition error as
follows:
1) I and big family very very happy holiday to Lampon Beach.
(S5, L9)
The sentence above is taken from S5. In this sentence is wrong
“very very” it should be “very” because student too excessive
in writing "very very". Adverb of degree is an adverb used to
express the extent to which (comparative degrees) of an
activity or event. Very an adverb of degree, which means
"very", is used to intensify the meaning of the statement based
on facts, very placed before an adjective or adverb. Therefore,
the correct one is“My big family and I were very happy having
holiday to the Lampon Beach”.
c. Substitution
As seen on the chapter II, substitution is replacement of
incorrect elements for correct ones.. There arethe example of
students’ substitution errors as follows:
1) My best friend isZiva, Alya, Widya, Kansa, and Zal. (S14, L2)
The sentence should be use to be past were that shows plural
noun. Therefore, the correct one is “My best friendswere Ziva,
Alya, Widya, Kansa, and Zal”.
2) I’m very happy follow competition. (S27, L9)
In this sentence, the writer use to be “am”. However, it used in
present continuous tense pattern. To be “am” should be
changed with “was”. Therefore, the correct one is “I was very
happy in following the competition”.
3) We go to Gombong. (S2, L8)
The writer should use V2 in simple past tense. The verb go will
be better changed with went. Therefore, the correct one is “We
went to Gombong”.
4) I meet my friend. (S27, L6)
The writer should use V2 in simple past. The verb meet will be
better met. Therefore, the correct one is “I met my friend”.
5) We stayed in Asrama Haji PondokGedeBekasiin 3 days. (S2,
L3)
In this sentence, the writer want to tell how long she stays. The
preposition in will be better changed with for. Therefore, the
correct one is “We had stayed in Asrama Haji
PondokGedeBekasifor 3 days”.
6) Last holiday, I went to MAN Gombongfor follow
competition.(S27, L1)
In this sentence preposition for will be better changed with to.
Therefore the correct one is “Last holiday, I went to MAN
Gombongto follow a competition”.
7) The Danur movie is very dreadfull. (S14, L5)
In this sentence, to beis should be was. Therefore, the correct
one is “The Danur movie was very dreadfull”.
8) After watched Danur movie, we go to Gramedia, and we ate in
Bruto Chicken. (S14, L6)
In writing a recount text the writer should be use V2.
Therefore, the correct one is “After watched Danur movie, we
went to Gramedia, and we ate in Bruto Chicken”.
9) Any student in there. (S27, L6)
The demonstrative adjective any should be use in negative
sentence and question sentence. The word any should be
somethat show positive sentence.Therefore, the correct one is
“Some students were in there”.
10) After that, we go to Alun – alunPurwokerto and wetaken photo
there. (S14, L8)
The sentence should be use V2. Therefore, the correct one is
“After that, we went to Alun- alunPurwokerto and we took
photo there”.
11) Jembanganis destination. (S23, L8)
The sentence should be use to bewas. Therefore, the correct
one is “Jembanganwas my destination”.
12) When 13.00 p.m, me and my teacher went to MAN Gombong.
(S27, L5)
The relative adverb when usually puts in the middle of
sentence to connect two sentences. Word when should be
changed with preopsistionat. Therefore, the correct one is “At
13.00 p.m, my teacher and I went to MAN Gombong”.
13) When 13.00 p.m, me and my teacher went to MAN Gombong.
(S27, L5)
The complement pronoun me should be puts after to be, verb ,
or preosistion. The word me should be changed with subject I.
Therefore, the correct one is “At 13.00 p.m, my teacher and I
went to MAN Gombong”.
14) He gradenine. (S27, L7)
In this sentence, the writer should be use ordinal number
ninth.Therefore, the correct one is “He was ninth grade”.
d. Permutation
As seen on chapter II, Permutation is incorrect word order. There
are examples of students’ permutation errors as follows:
1) Last holiday, I and all students went to Jakarta – Bandung.
(S2, L1)
The sentence above shows its incorrect placement. The use of
personal pronoun must be put after the use of possessive
adjective normally. Therefore, the correct one is “Last holiday,
all students and I went to Jakarta – Bandung”.
2) When 13.00 p.m, me and my teacher went to MAN Gombong.
(S27, L5)
The sentence above also shows its incorrect placement. The
use of personal pronoun must be put after the use of possessive
adjective normally. Therefore, the correct one is “At 13.00
p.m, my teacher and I went to MAN Gombong”.
3) He grade nine. (S27, L7)
The error in sentence above is incorrect placement of the word
grade and nine. In order to be good sentence, the correct on is
“He was ninth grade” .
2. Discussion of Error Analysis
In this part, the researcher discusses about the findings of the
research and students’ grammatical errors in writing a recount text. In
this research, the researcher uses written test as instrument of the
research to get data about students’ grammatical errors.
The researcher collected data in SMP N 1 Gombong at the eighth
grade students. The researcher asked students to write a recount text. It
is help the researcher to analyze the data. In SMP syllabus, eighth grade
students asked to write a recount text. In writing a recount text, the
writer need about punctuations, grammar, vocabulary, and all of aspect
that commit students’ error. However, in this research, the researcher
only focuses on students’ grammatical errors in writing a recount text.
Recount text can help to improve students’ writing skill. Many
students assumed that recount text is a easier simple text. It caused in
recount text, the students write their experience. It will help students to
fill their ideas. The students will try to arrange sentences to be a text. It
means the students should use their knowledge about grammar and
vocabulary. Therefore, the researcher may states that writing a recount
text can help students to improve their writing skill.
From the finding data, the data shows the highest is omission error.
It means that students leaving out some required linguistic elements.
Because of the reason, the students should be more careful in writing.
From the data, the researcher can analyze students’ errors. Therefore,
the researcher knows what the most error that students make. The
percentage of students’ error can be seen at table 4. 3, while the
classification of errors made by each student can be seen at table 4.2.
To analyze the data, the researcher uses Keshavarz’s grammatical
errors classification. There are four types namely: omission, addition,
substitution, and permutation. Based on the table 4.3, the highest errors
percentage is omission, the second is substitution, the third is
permutation, and the last is addition.
CHAPTER V
CONCLUSION AND SUGGESTION
In this part, the researcher will present about the conclusion and
suggestion based on the result of this research.
A. Conclusion
The objectives of this research is to know what is types of errors
made by the eighth grade students of SMPN 1 Gombong. The researcher
can conclude based on the findings on this research described as follows:
Based on the findings and discussion on the previous chapter, it
can be stated that there are 4 (four) types of errors that the students make.
There are 89 omissions (47.8%), 12 additions (6.5%), 67 substitutions
(36%), and 18 permutations (9.7%). The most dominant errors that the
students make is omission.
B. Suggestion
Having conducted the research, the researcher would like to give
some suggestion related to this result of research.
1. For English teachers
a. After knowing the students’ errors, the English teacher should find
out the solution to minimize them.
b. The teachers should simplify the explanation without lessening the
substance of material given
2. For students
a. Writing skill needs process and practice. Therefore, the students
should practice writing started from the simplest one such as
writing their daily activities or writing their past experiences
through a recount text.
b. The students are expected to improve their structure and grammar
since it is a basic knowledge in learning English.
3. For next researcher
Other, the result of the research can be used as a reference to conduct
further study about the error analysis in certain text. This research may
contain shortages, especially in detail error analysis, it is hoped that
next researcher will conduct any other research with similar type
deeply in order to contribute better improvement in teaching learning
process.
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