1
GRAMMATICAL ERROR IN WRITING DESCRIPTIVE TEXT AT
EIGHT GRADE STUDENTS OF MTSN 5 KOTA JAMBI
THESIS
CELSY APRIDINA
TE.151550
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAININNG
STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA
SAIFUDDIN JAMBI
2019
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GRAMMATICAL ERROR IN WRITING DESCRIPTIVE TEXT AT
EIGHT GRADE STUDENTS OF MTSN 5 KOTA JAMBI
THESIS
Submitted as A Partial Requirements
For Degree of Undergraduate in English Education Department
Islamic Education and Teacher Training Faculty
CELSY APRIDINA
TE.151550
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAININNG
STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA
SAIFUDDIN JAMBI
2019
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DEDICATION
In the name of Allah SWT the most gracious and the most merciful, the
Prophet Muhammad SAW is he inspiration of Moeslem’s life. The researcher
dedicate this thesis my beloved father Kusnadi, my beloved mother Ermayati for
their prays and supports. My sister Hakya Amanda Putri and my brother Andre
Kurniawan for the helps, suggestions and motivation. Thank you very much for
everything.
For Muhamam Fikry Ari Prasetyo I would like to say thank you very
much for your care, suggestion and motivation that you are given to me in
finishing this thesis. The last, for the all people who have helped me in giving the
suggestion in writing this thesis. I would like to say thank you very much.
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ABSTRAK
Nama : Celsy Apridina
Jurusan : Tadris Bahasa Inggris
Judul : Kesalahan Grammatical Dalam Penulisan Teks Deskriptif Siswa
Kelas
Delapan di MTsN 5 Kota Jambi
Penelitian ini bertujuan untuk menemukan jenis kesalahan tata bahasa siswa
dalam penulisan deskriptif. Penelitian ini merupakan penelitian deskriptif
kualitatif dengan teknik pengumpulan data dilakukan dengan teknik dokumentasi.
Penelitian ini menemukan bahwa ada empat jenis kesalahan siswa dalam
penulisan teks deskriptif dengan jumlah 40 kesalahan dimana terdiri dari
kesalahan dalam jenis omission yang terdiri dari empat kategori kesalahan, yaitu
kesalahan dalam omission plural marker, past marker, omission article, omission
verb dengan jumlah kesalahan 10, kesalahan dalam addition yang terdiri dari
kesalahan singular, semantic feauture of present tense dengan jumlah kesalahan 2,
kesalahan dalam misformation yang terdiri dari kesalahan misformation singular
dan plural dengan jumlah kesalahan 3, kesalahan simple present tense yang terdiri
dari dua kategori kesalahan be error dan verb error dengan jumlah 25.
Kata kunci : Eror Analisis, Eror Tata Bahasa, Penulisan Bahasa
Inggris
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ABSTRAK
Nama : Celsy Apridina
Jurusan : Tadris Bahasa Inggris
Judul : Grammatical Error In Writing Descriptive Text At Eight Grade
Students
Of MTsN 5 Kota Jambi
The objective of this research to find out the types of grammatical errors made by
students of MTsN 5 Kota Jambi in writing descriptive text. This research os
descriptive qualitative research while, the data were collected by documentation
and analyzed by theory of Surface Strategy Taxanomy. This research revealed that
there four types of errors with the total number 40 errors made by students in
writing descriptive text. Omission error which consists of four categories i.e
omission of plural marker, omission of past marker, omission in articles, omission
in verb with the total number of errors are 10, addition error includes two
categories i.e person singulars, addition in semantic feature of present tense with
the total number of errors were 2, misformation error which consist of
misformation error singular and plural with the total number of errors are 3,
simple present tense includes two categories of be error, verb error with the total
number 25.
Kata kunci : Eror Analisis, Eror Tata Bahasa, Penulisan Bahasa
Inggris
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TABLE OF CONTENT
PAGE OF TITTLE .................................................................................. i
OFFICIAL NOTE .................................................................................... ii
ORIGINAL THESIS STATEMENT ..................................................... iii
DEDICATION .......................................................................................... iv
MOTTO .................................................................................................... v
ACKNOWLEDGEMENT ....................................................................... vi
ABSTRAK ................................................................................................ vii
ABSTRACT .............................................................................................. viii
TABLE OF CONTENT ........................................................................... x
LIST OF APPENDIX .............................................................................. xii
CHAPTER I INTRODUCTION
1.1Background........................................................................................1
1.2 Research Question.............................................................................4
1.3 Objective of The Research................................................................4
1.4 Limitation of The Research...............................................................4
1.5 Significant of The Research..............................................................4
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 General Concept of Writing..............................................................5
2.1.1 The Definition of Writing............................................................5
2.1.2 The Process of Writing................................................................6
2.1.3 The Components of Writing........................................................8
2.2 General Concept of Descriptive Text In Writing..............................9
2.2.1 The Definition of Descriptive Text.............................................9
2.2.2 The Features of Descriptive Text................................................10
2.2.3 The Language Used In Descriptive Text....................................10
2.3 Error and Mistake..............................................................................11
2.4 Error Analysis...................................................................................12
2.4.1 Surface Taxonomy Strategy.......................................................13
2.4.2 Simple Present Tense.................................................................18
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2.5 Previous Research.............................................................................19
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design................................................................................21
3.2 Subject of The Study.........................................................................21
3.3 Research Setting................................................................................22
3.4 The Source of Data............................................................................22
3.5 The Technique of Data Collection....................................................23
3.6 The Technique of Analyzing Data....................................................23
3.7 Data Collecting Technique................................................................23
REFERENCE
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding ....................................................................................23
B. Discussions .............................................................................................32
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................................35
B. Suggestion ..............................................................................................35
REFERENCES ..........................................................................................37
APPENDIXS
CONSULTATION CARD
CURRICULLUM VITAE
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LIST OF APPENDIX
1. Instrument
2. Students writing descriptive text
3. Consultation card
4. Curricullum vitae
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CHAPTER I
INTRODUCTION
1.1 Background
Writing as one of the language skills, has given an important contribution
to human daily life. The important of writing can be seen in people’s daily
activities and in our social lifelike personal letters, office activities, and business
activities. According to Tan in Afifudin (2016:131), writing is very difficult, and
need to have a comprehensive understanding, cognitive analysis and linguistics
synthesis to pattern the language in order to be able to deliver ideas, messages,
feels, opinions, to the listeners or readers through writings. Writing is the most
difficult and complicated language skill to be learned in the English teaching and
learning process. According to Hylan in Limengka and Kunjtara (2013:230),
writing competence, indeed includes a good ability concerning grammar,
arrangement and punctuate on. Writing needs well knowledge, practice and hard
thinking when students produce words, phrases, sentences, paragraphs at the same
time with the good English grammatical
Writing is the process of using symbols (letter of the alphabet, puncuation
and spaces) to communicate thoughts and ideas in a readable form. To write
clearly it is essential to understand the basic / system of a language.
According to Lyons in O’Mallyes (1996:136), writing is a personal act in
which writer take ideas or prompts and transform them into “self-initiated” topics.
In addition, Oshima and Hogue (1999:3) states that writing is process, not a
product. This means that piece of writing, whether it is a composition for English
class is never complete that is always possible to review and revise, review and
revise again. In learning English, writing skill is more complex and difficult skill
to be taught because it is not only requiring mastery on grammatical and rhetorical
wdevices but also on conceptual and judgment devices. In writing process, the
students are expected to write grammatical, express their idea, and make the
conclusion as the steps to rhetorical devices in written form.
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Teaching writing at junior high school is not as easy as teaching other
language skills. By its nature, writing is one of the skills which must be learn as
other language skills which are mastered, and it demands very much of the
learner, either the basic language proficiencies to control his/her language
performance, or their effort to have writing practice continuously. In writing,
students’ in MTsN 5 Kota Jambi have to consider about the grammar. This is
mostly because the students are influenced by their mother tongue on the
acquisition of the new structure.
Students find difficulties in dealing with the grammar especially to use of
tenses, particularly simple present tense in writing descriptive. Making sentences
using simple present tense is not so easy for the students of junior high school
level. The students often write “She go to the beach” instead of writing “She goes
to the beach.” If the descriptive writer makes an error in simple present tense , it
means that he/she is not careful enough in making his/her text vivid and detailed.
Consequently, the readers cannot exactly catch what he/she means. The example
above indicates that some Indonesian students often find difficulty in using verbs
in simple present tense.
Based on the students scores, they did not reach expected minimum score
like the exercises, homework, middle semester test and final semester test, after
the writer tried to find out this case actually this problem have started from
advance grade or the first grade. Based on the teacher’s interview, the students
often get confused when the teacher explained about the grammar in descriptive
text and when the students are writing descriptive text, the students also feel luck
about how good write descriptive text. Based on the writer’s observation, the
teacher’s just use 1 method in teaching grammar in the descriptive text and also
some of students often did not pay serious attention when the teacher explain the
materials.
In producing sentences, surely the students will produce errors since they
are in the process of learning. Brown in Obbe (2010) stated that “when we say or
write something quickly, our minds are so focused on the content of our message
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that we might pay less attention to our language and inadvertently make a
grammatical error” (p. 33). There are many kinds of errors that are made by
learners such as vocabulary incorrectness, grammatical errors, etc. in this case,
writer used descriptive text to finding out students error in writing. The researcher
wants to find out the students error in writing. The researcher choose descriptive
text as a types of text, because descriptive text is one of text-types students learn
in writing.
There are some researchers which the topics are about Error analysis, and
they have been done by several researcher. First research, by Obbe dwiyanto with
the tittle simple present tense error produced by the high and low proficiency level
first year students at English department of Jambi university. The objective of this
research are to find out the frequent kinds error and to compare the
differences/similarities error made of high and low proficiency level first year
students at English department of Jambi University.
Second, research done by Ngatno Utomo. He design this research in
quantitative to analyze the data. The objective of his research are to find out
various kind of error in simple present tense in descriptive made by 8th students
junior high school N 2 Unggaran Semarang. In his research he analyze error made
by students and then he calculate where are the dominant error.
Based on the explanation above, the researcher is interested in conducting
research entitled Error in Writing Descriptive Text of Second Grade Students
MTsN 5 Kota Jambi. Many junior high school students have little enthusiasm in
English writing class. By writing description about object, people, or place,
hopefully the students will be enthusiastic in the writing class. In addition, by
identifying the students’ errors in descriptive writing skill, and researcher believes
that the teachers will be able to improve the students’ writing skill. And also the
teachers can improve their teaching about descriptive writing.
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1.2 Research Question
What are the focus error in writing descriptive text of 8th grade students’
at MTsN 5 Kota Jambi?
1.3 Objective of the Research
To find out the focus error in writing descriptive text of 8th grade
students’ at junior high school and to discover the focus error in writing
descriptive text of 8th grade students’ at MTsN 5 Kota Jambi?
1.4 Limitation of The Research
This research only focus to finding out the dominant error in writing
descriptive text of 8th grade students’ MTsN 5 Kota Jambi. The subject of this
research are 8th grade students MTsN 5 Kota Jambi. The writer limits the object of
study only on simple present tense errors produced by the students writing. Then,
the writer will discuss only on simple present tense error based on Dulay, Burt,
and Krashen (1982)’s Surface Strategy Taxonomy.
1.5 Significant of The Research
From this research, the researcher hopes students can realize and
minimize their error in writing descriptive text. Then, the researcher hopes the
teachers know what are students’ problems and error writing descriptive text also
to solve the teaching learning problems. Finally, the researcher also wishes this
research can help English teachers and students to have possible solution to
reduce the frequency of making errors in writing descriptive text.
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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 General Concept of Writing
General concept of writing included the definition of writing, the process
of writing, and the components of writing.
2.1.1 The Definition of Writing
Writing skills are more complex and difficult to teach requiring mastery
not only grammatical and rhetorical devices but also conceptual and judgment. In
writing process, the students are expected to write their written product
grammatically. Express their idea, and make the conclusion as the steps to
develop rhetorical devices in the written form.
Harmer (2004:86) states that writing is a process and that we write is often
heavily influenced by constrains of genres. Then these elements have to be
present in learning activities, analyzing a certain written genre in order to be able
to write within that genre is an integral part of the planning stage in a process
approach.
Meyers (2005:2) states that writing is a way to produce language you do
naturally when you speak. Writing is speaking to other on paper or on a computer
screen. Writing is also an action, a process of discovering and organizing your
ideas, putting them on paper and reshaping and revising them. In other words,
Palmer in Obbe (1994:5) states that writing is recursive. It goes back and forth we
plan a little, put words on paper, stop to plan when we want to say next, go back
and change a sentence, or change our minds altogether.
According to Lyons in O’Malley (1996:136), writing is a personal act in
which writers take ideas or prompts and transform them into “self-initiated”
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topics. Writing is one of the complex skills, it covers almost all of English skill
such as vocabulary and grammar mastery, building ideas and self-expression.
Other aspect of writing are students’ competence. In many skills background,
such as spelling, punctuation and capitalization. In addition, Oshima and Hogue
(1999:3) states that writing is a process, not a product. This means that a piece of
writing, whether it is a composition for English class is never complete that is
always possible to review and revise, and review and revise again.
In conclusion, writing is one of complex skills and difficult to teach.
Writing is a way to express your idea, to produce language in a form of text. It is
often heavily influenced by constrain of genres, then these elements have to be
presented in learning activities.
2.1.2 The Process of Writing
Writing is a complex intellectual task involving many component skills,
some of which students may lack completely, some of which they may have only
partially mastered. These skills involve, among other things:
Reading comprehension
Analytical skills
Writing skills, including:
o Writing mechanics: grammar, sentence structure, spelling, etc.
o Planning a writing strategy
o Communicating ideas clearly and concisely
o Constructing a reasoned, demonstrable argument
o Effectively marshaling evidence and using sources appropriately
o Organizing ideas effectively
When students lack skills in these areas, their writing may be unsatisfactory in
multiple ways – from poor grammar and syntax to unclear organization to weak
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reasoning and arguments. Complicating matters is the fact that many students’
reading skills are also poor.
For example, if they cannot recognize the main point of an argument in their
reading, they obviously cannot respond to this point in their writing.
Good writing is essential for success in school. Writing is a complex
combination of skill which is best taught by breaking down the process. The
writing process involves a series of steps to follow in producing a finished piece
of writing. Educators have found that by focusing on the process of writing,
almost everyone learn to write successfully. By breaking down writing step by
step, the mystery is removed and writers block is reduced. Most importantly,
students discover the benefits of constructive feedback on their writing, and they
progressively master, and even enjoy, writing.
According to Oshima and Hogue (2007:15), there are four main stages in
the writing process : prewriting, planning, writing and revising draft, and writing
the final copy to hand in. furthermore according to Oshima and Hogue (200:15),
the process of writing has roughly four steps. In the first steps, create ideas. In the
second step, organize the ideas. In the third step, write a rough draft. In the final
step, polish rough draft by editing and making revisions.
Oshima and Hogue (2007:16) states that the process of writing as follow:
1). Prewriting
The first step is called prewriting. Prewriting is a way to get ideas. In this
step, students choose a topic and collect ideas to explain the topic. There are
several techniques to get ideas. One of the techniques is called listing. Listing is a
prewriting technique in which the students write the topic at the top of a piece of
paper and then quickly make a list of the words or phrases that come in to the
mind.
2). Organizing.
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The next step in the writing process is to organize the ideas into a simple
outline.
3). Writing.
The next step is to write a rough draft, using the outline as a guide, write
the rough draft as quickly without stopping to think about grammar, spelling, or
punctuation. Just get the idea down on paper. Here, probably see many errors in
rough draft. This is perfectly usual and acceptable after all, this is just a rough
draft and fix the errors later.
4). Polishing: revising and editing.
This step is also called revising and editing. Polishing is most successful if
do it in two steps, first, attack the biggest issues of content and organization
(revising). Then work on the smaller issues of grammar, punctuation, and
mechanics (editing).
2.1.3 The Components of Writing
In writing, there are form of communication using language or words,
sentence, punctuation, and good structure. With this way, the readers can
understand the informant easily. According to Heaton (1998:146), there are five
general components in writing, they are content, organization, vocabulary,
language use and mechanic.
Content is ideas information in the form of logical sentence. Organization
is about a basic structure or a pattern that include topic and supporting sentence.
Vocabulary is the selection of word that is suitable with the content.
Language use are simple, complex or compound sentences. It also refers
to agreement in the sentence and some other word such as noun, adjective and
time signal. The last Mechanic spelling, punctuation, capitalization in the
sentence.
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2.2 General Concept of Descriptive Text in Writing
General concept of descriptive text included the definition of descriptive
text, the features of descriptive text, and the language use in descriptive text.
2.2.1 The Definition of Descriptive Text
According to Kistono and Ismukoco in (2006:9), descriptive text is used to
describe a particular person, place, or thing. The purposes of descriptive text are
to describe a particular place/ thing/ person, describe a special place and explain
why it is special, describe the most important person in your life, describe the
animal's habitat in report.
According to Hartono in Yanora (2005:9), the generic structures of
descriptive texts are identification and description which identifies the person,
place, or thing to be described and description which describe parts, qualities and
characteristics . For example:
My Family
My family has four members: those are I, my sister, and parents of course.
My mother is 47 years old. Her name's Anisa. She's thin-faced and she's got long,
blond hair and beautiful green eyes. She is still slim because she always tries to
stay in shape. She is very good-looking, always well-dressed and elegant.
My father, Lukman, is 5 years older than my mother. He is 52. In spite of
his age he's still black-haired, with several grey hairs. He has bright blue eyes. He
is quite tall, but a bit shorter than me.
He's very hard-working. Besides that he is working in a travel company.
He can even make a dinner when my mother is outside. His cooking and his meals
are always very tasty as well as my mothers'.
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Finally, my sister Nadina. She is 22. She is also red-haired and green-eyed.
She has long wavy hair and freckles. She is definitely shorter than me. She is
rather introverted. But she is very sensible, smart and co-operative. Right now she
is studying English and also knows Arabic and Mandarin. I want to be so smart as
she is.
They all, except me, speak Sundanese very well, because we were living
in Bandung for 5 years. My sister have been going to primary school there.
Unfortunately I was only 3 when we were leaving to Jakarta, so I can't speak
Sundanese. Now we are happily living in Jakarta.
2.2.2 The Features of Descriptive Text
According to Hartono in Yanora (2005:9) , the features of descriptive text
are focus on specific participants, use of attributive and identifying processes,
frequent use of ephitets and classifiers in nominal groups, use of simple present
tense. Furthermore, according to Djiwandono in Pitria (2011:17), descriptive
writing also consists of generic structure in range as identification, description,
closing.
2.2.3 The Language Used in Descriptive Text
According to Kistono and Ismukoco (2006:9), the language features in
descriptive text are:
1. use proper nouns
2. use simple present tense
3. use adjectives ( example; small village, short legs)
4. thinking verbs and feeling verbs ( example; think, believe)
5. action verbs ( example dance, go)
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So, if the students want to make descriptive text, the students should
consider about the language features in descriptive text.
2.3 Error and Mistake
Error is an act or condition of ignorant or imprudent deviation from a
code of behavior. In learning language, students cannot avoid making error
because students still in learning progress.
According to Ellis in Obbe, errors reflect gaps in a learners’ knowledge;
they occur because the learner does not know what is correct. While, mistakes
reflect occasional lapses in performance; they occur because, in particular
instance, the learner is unable to perform what he or she knows (Ellis, 1997; 17).
The definition above shows that mistake is a fault which is made by the
learner and he or she can make correction. Meanwhile, error is a fault which is
made by the learner, and he or she is unable to make correction. Brown in Obbe
(1980: 163) stated that ‘a mistake refers to a performance error that is either a
random guess or a slip in that it is a failure to utilize a known system correctly.
Meanwhile, error is a noticeable deviation from the adult grammar of a native
speaker, reflecting the interlanguage competence of the learner’.
The study of errors is carried out by means of Error Analysis (EA). An
error takes place when the deviation arises as a result of knowledge. A mistake
occurs when learners fail to perform their competence. That is, it is the result of
processing problems that prevent learners from accessing their knowledge of a
target language rule and cause them to fall back on some alternative, non –
standard rule that they find easier to access. Mistakes, then, are performance
phenomena and are, of course, regular features of native – speaker speech,
reflecting processing failures that arise as a result of competing plans, memory
limitations, and lack of automaticity.
From the definitions above, we know that error is a systematic and
noticeable deviation in learner language from the grammar of a native speaker
which results from lack of knowledge of the correct rule. It reflects the
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interlanguage competence of a learner and consistently made by a learner who is
unable to make correction. And mistake is a deviation in learner language which
results from the failure to perform learners’ competence and to utilize a known
system correctly but they are able to correct their fault.
2.4 Error Analysis
Error analysis is a methodology for dealing with which can be observed,
analyzed, and classified to uncover and reveal the incidence, nature, causes, and
consequences of unsuccessful language learning for the learners. As stated by
James (1987: 7) that error analysis is a methodology for dealing with data rather
than a theory of acquisition. The data can be obtained by conducting a test with
the students as the respondents.
Meanwhile Brown in Obbe (1980: 166) says that error analysis is a fact
that learners do make errors and that these errors can be observed, analyzed, and
classified something of the system operating within the learners. The purpose is to
uncover some problem faced by the students.
The study of errors is carried out by means of Error Analysis (EA). An
error takes place when the deviation arises as a result of knowledge. A mistake
occurs when learners fail to perform their competence. That is, it is the result of
processing problems that prevent learners from accessing their knowledge of a
target language rule and cause them to fall back on some alternative, non –
standard rule that they find easier to access.
There are two steps in analyzing the errors that are given by Ellis in Obbe
(1997), “The first step is identifying the errors” (p. 15). Identifying the errors can
be done by comparing between the learners’ sentences with the correct ones so
that the learners’ errors can be recognized. After that, the second step is
classifying the errors. Ellis in Obbe (1997) also states that “there are several ways
in classifying the errors” (p. 8). The first one is by classifying the learners’ errors
based on grammatical categories. Another way is classifying the errors based on
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the ways the learners’ errors are different from the correct ones. Hence,
classifying the error based on this way can be done by using Dulay, Burt, and
Krashen’s in Obbe (1982) Surface Strategy Taxonomy (p. 150).
According to Dulay, Burt, and Krashen in Obbe (1982), the error
classification of this taxonomy is based on “the ways surface structures are
altered” (p.150). In the same line with theories above, the writer did his analysis
by using Surface Strategy Taxonomy.
2.4.1 Surface Strategy Taxonomy
Concerning this analysis, the writer uses a theory of linguistic category
taxonomies to classify simple present tense errors. in specifically, this studey
applies a linguistic category taxonomies which is developed by Dulay, Burt, and
Krashen (1982) called Surface Strategy Taxonomy. There are four mains of error
category such as omission error, addition error, misformation error, and
misordering error.
a. Omission Error
This error happens when there is an element or an item missing in the
sentences. In other word, it is characterized by the missing of an item that must
appear in the correct sentence. Those elements consist of gramatical morpheme
such as, noun verb inflection, articles, verb, and preposition etc. Here are
examples of omission error that usually happen.
Omission in noun and verb inflection.
It is characterized by the missing of,
Plural marker (‘s’) : I have two car (I have two cars)
Past marker (‘-ed) : he play football yesterday (he
played football yesterday)
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Third person singular (‘s/es’) : He play futsal with me (he plays
futsal with me)
Present participles (‘-ing’) : he likes swim (he likes swimming)
Omission in articles
It is characterized by the missing of articles, such as ‘a’, ‘an’, ‘the’. For example:
He gives me apple (he gives me an aple)
My mother gives me book (my mother gives me a book).
Omission in verb
It characterized by the missing in simple predicate (to be, am, is, are do, does,
will, can) and the main verb.
They in the class (they are in the class)
Omission in preposition
It is characterized by the missing in kinds of preposition such as: in, on, at, under,
by.
He stays home (he stays at home)
B. Addition Error
Addition error is the opposite of omission error. It happens when the
learner adds an element that should not be added into the sentence. The are two
kinds of additional error which explained below.
Double Marking
It is an error that happens in a sentence where an auxiliary is required then
the learner still acquired the tense form in auxiliary and verb. Double marking
error happens in past tense, present tense, negation, and object.
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Addition in semantic feature of past tense.
It means that past tense is marked in the auxiliary and the verb.
He didn’t played yesterday (he didn’t play yesterday)
Addition in semantic feature of present tense.
It means that present tense is marked in the auxiliary and the verb.
He doesn’t plays that ball (he doesn’t play that ball)
Addition in semantic feature of negation.
It means that negation is marked in the auxiliary and the quantifier.
My mother doesn’t give me none (my mother doesn’t give me).
Addition in semantic feature of object.
It means that the object is both topicalized and expressed in the object
pronoun.
That’s the man who I saw him (that’s the man who I saw).
Regularization
Regularization in additional error happens when the learner applies the
rules used to produce the regular form to those are irregular form. This type
incude addition in third person singular, additio in past tense, addition in article,
and addition in preposition.
Addition in third person singular (-s).
It means that the learner adds the third person singular to the subject that
should not be added.
o The cats doesn’t like the food (the cat doesn’t like the food).
Addition in past tense (irregular).
It means that learner adds ‘-ed’ for the irregular past form.
o She eated banana yesterday (she ate banana yesterday).
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Addition in article
It means the learner adds article that should be added in a sentence.
o A this book is good for me (this book is good for me).
Addition in preposition
It means that the learner adds a preposition such as; in, out, at,of, under.
That should not be added in a sentence.
o She keeps the book in over here (she keeps the book over here).
Simple addition
It means that an addition error that is not a double marking nor a
regularization. It is characterized by the use of an item which should not
appear in a right form sentence.
o They wears blue jeans in my class (they wear blue jeans in my
class)
C. Misformation Error
Misformation error happens when the learner uses the wrong form of a
structure or a morpheme. The examples of misformation error are explained
below:
Misformation in reflexive pronoun.
It means that the learner uses the wrong form in applying the reflexive pronoun.
He eats by hisself (he eats by himself).
Misformation in perfect and progressive aspect.
It means that the learner uses the wrong form in the structure of ‘have’ and -‘ing’
in a sentence.
We are waited here already three weeks (we have waited here three
weeks)
31
Misformation in passive setence.
It means when the learner misuses the pattern of passive in sentences.
Each book given by our lecturer (our teacher gives each book).
Misformation of singular and plural.
It means that the learner may uses both singular and plural in one sentence.
She is a famous singers (she is a famous singer).
Misformation in preposition.
It happens when the learner uses wrong form in applying the preposition.
In Monday, he usually goes to football yard
(On Monday, he usually goues to football yard)
Misformation in part of speech
It happens when the learner misuses in applying part of speech like noun, verb,
adjective, adverb, and pronoun.
Misuse noun as verb
She carried pizza and delivery to them
(she carried pizza and delivered to them)
Misuse adjective as adverb
she looks very good (she looks beautiful).
Misuse possesive pronoun as object pronoun
I asked the woman what happened to him
(I asked the woman what happened to her)
Misuse among pronoun
My father and me are go to dinner (my father and I go to dinner)
Misuse noun as adjectve
She is a honesty friend (she is a honest friend).
32
Misformation in gerund
It happens when the learner uses the wrong form in applying the gerund.
My father likes singing by uses his guitar
(my father likes singing by using his piano).
Misformation in using verb
It happens when the learner uses the wrong form in applying verb (to be and main
verb) that related with the number.
The perform is amazing (The performance is amazing).
Misformation in article
It means that the learner uses the wrong form in applying article.
She cooks an cake (she cooks a cake).
D. Misordering Error
Misordering error happens when the learner misplaces an item of
morpheme or group of morpheme in a sentence.
My father saw here his frend (my fathe saw his friend here)
2.4.2 Simple Present Tense
Azar’s in Obbe (1992) description on simple present tense as in her book
Fundamentals of English Grammar Second Edition in order to know the rules of
simple present tense. There are several rules that to be followed in simple present
tense:
1. Adding ‘s/es’ ending into the verb if the subject is third person singular
a. Final ‘-s’ is added to most verbs and verbs end in ‘-e’.
Example: visit -> visits, hope -> hopes.
b. Final ‘es’ is added if the verb ends in ‘-ch’,’-sh’,’-s’,’-x’, or ‘-z’.
Example: catch -> catches, wash -> washes
c. Final ‘-es’ is added to ‘do’ and ‘go’.
33
Example: do -> does, go -> goes
d. If a verb ends in a consonant + -y, change the ‘-y’ to ‘-i’ and add ‘-es’.
Example: study -> studies, worry -> worries
e. If a verb ends in a vowel + -y, simply add ‘-s’.
Example: pay -> pays, destroy -> destroys
2. Adding auxiliary ‘do/does’ into the sentence if the sentence is negative or
interrogative.
Example: You do not have to go to school everyday.
3. In negative and interrogative sentence, there is no need to add ‘s/es’ into the
verb if the sentence already uses auxiliary ‘does’.
Example: the sun does not rise from the west.
By conducting error analysis, hopefully the students’ error can be
eliminated. So, the students’ capability in English is improved significantly and
the teachers’ teaching is improving as well.
2.5 Previous Research
There are some research entitle Error analysis has been done by several
researcher. Obbe dwiyanto simple present tense error produced by the high and
low proficiency level first year students at English department of jambi university.
The objective of his research are to find out the frequent kinds error and to
compare the differences/similarities error made of high and low proficiency level
first year students at English department of jambi university.
In his research, before doing analysis the data, he give written test to know
the high and low proficiency level. From this test, he found high and low level
from students score.
34
After that, he give the students test again with same topic and then he
compare the students written. The design of his research is descriptive quantitative
research.
Another research by Ngatno Utomo. He design his research in quantitative
to analyze the data. The objective of his research are to find out various kind of
error in simple present tense in descriptive made by 8th students junior high school
N 2 Unggaran Semarang. In his research he analyze error made by students and
then he calculate where are the dominant error.
The similarity between research by Obbe and Ngatno with this research
they was analyze the error in writing made by students’ and they are find out the
dominant kind of error made by students’. But in Obbe and Ngatno they used
quantitative method to analyze the data. Finally, their hope this research can be
usefull for the reader and the teacher also every students’ can minimize their error
in writing text. Also, they can find out the good way to solve their problem.
21
CHAPTER III
RESEARCH METHOD
3.1 Research Design
This research was find out error in writing descriptive text of second grade
students’ at MTsN 5 Kota Jambi. The design of this research is descriptive
qualitative research. Descriptive qualitative as method to analyze error in writing
descriptive text of 8th grade students.
The design of this research is descriptive qualitative research. Descriptive
qualitative method means a research method which is used to study the status of a
community, an object, or a set of condition, a system of thinking or an event on
present nazir in risky( 2008: 23) .
Qualitative researchers seek to understand a phenomenon by focusing on
the total pictures rather than breaking it down into variables. The goal is a holistic
picture and depth of understanding rather that numeric of data Donald Ary (p.29)
3.2 Subject of The Study
This research wants to find the errors in writing descriptive text of second
grade students’ at MTsN 5 Kota Jambi. The sampling techniques applied is
purposive sampling in which based on the specific purpose of the research, the
researcher uses personal judgment to select the sample. According Sugiyono
(2017, p.53), purposive sampling is a technique to get the sample of the data in a
certain consideration, for example those that are considerate to be the most
knowledgeable about what the reseacher need.
36
3.3 Research Setting
This research was conducted at second grade students’ of MTsN 5 Kota
Jambi. It is located in Jl. Lingkar Barat II Kelurahan Bagan Pete Kota Baru Jambi.
In MTsN 5 Kota Jambi 8th grade consist of 5 classes: VIIIA, VIIIB, VIIIC, VIIID.
In every class consist of 40 – 43 students and researchers choose classes VIIIC
Based on the students scores, they did not reach expected minimum score like the
exercises, homework, middle semester test and final semester test, after the writer
tried to find out this case actually this problem have started from advance grade or
the first grade. Based on the teacher’s interview, the students often get confused
when the teacher explained about the grammar in descriptive text and when the
students are writing descriptive text. The reserchers use 40 sample in the class
VIIIC.
3.4 The Source of Data
The data of this research is analyzed by using descriptive qualitative
research.
a. Primary data
In this research, primary data to get information about the types
grammatical errors of students writing descriptive text at 8th grade MTsN 5 Kota
Jambi. The data wiil be collected by documentation. According to Sutopo (2002:
54) documents is written material which related with certain event or activities.
The documents in this research continue the resullts of assignment given by the
teacher. the researcher analyze students to find out the error made by the students
and the researcher can find the dominant error made by 8th grade students.
b. Secondary data
Secondary data is the data which supporting of this research. The
secondary data will be collected by students writing descriptive text by giving the
test to the students at 8th grade MTsN 5 Kota Jambi.
37
3.5 The Techinque of Data Collection
The researcher use documentation in collecting data. According to
creswell (2016:225). Document consists of public ( newspaper, paper, meeting)
and private record that include personal journals, letters, e-mail, diary.
In this research the researcher take documentation i.e student’s writing
descriptive text. Then student’s writing is collected and anlyzed based on the
surface strategy taxanomy. From this, the researcher knows that types of student’s
errors.
3.6 The Techniques of Analyzing Data
According to Moelong (2001: 103), analyzing the data is called as process
of organizing and arranging the data into pattern, category and a set of basic
classification to find the theme and to formulate the research hypothesis as what
the data adviced.
In qualitative research, techniques of analyzing the data were used in order
to synthesize the data collecting from various sources into a coherent description
of what the researcher had been observed and discovered. Regarding with this
research, the researcher used data analysis based on Miles and Huberman Model
(1984:20).
In analyzing the data, first the writer tried to find out the simple present
tense sentences which are incorrect and underline them. Then the writer classified
the errors based on classification of errors given by Dulay, Burt, and Krashen
(1982) and Ellis (1997).
After the writer put the errors of students, Then the instruction of second
test was same as first test and the writer made same the topic.
3.7 Data Collecting Technique
Data needed in this research were the grammatical errors made by students
at eight grade student in their writing text (test). The reseacher collected the
students writing test to be documented and read carefully. After that, data
38
classified and analyzed. The steps for classifying and analyzing grammatical
errors in writing are as follows :
a) Identifying the errors which is found on very words, pharases or
sentences.
b) Classifying the data into the sub-category of surface strategy
taxanomy.
c) Interpreting and describe data which have been classified
systematically.
d) Analyzing data to infer the errors.
25
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
4.1. Research Finding
After analyzing the data, the researcher found some errors which were
made by students. The writer described the errors based on the types of errors.
The researcher presents and analyzes the data which have been collected
during the research. The data were taken from the students writing descriptive
text. The research continue the resullts of assignment by the teacher for students.
And the topic were public figure, favorite animal and favorite object. But many
students have choose public figure and favorite animal.
There were 220 students in VIII. The writer used purposive sampling to
got the subject of the research. purposive sampling in which based on the specific
purpose of the research. The research took VIII C as the sample of this research.
The researcher took the sample based on the full of descriptive text material that
have been learned by students. Therefore, the sources of the data were 40
descriptive text which written by VIII C students at MTsN 5 Kota Jambi.
Because students in the class are slow to understand in the lesson.
1. Omission error.
Omission error takes place when the writer omitted the necessary
utterance. Most of students committed error by omitting an item in their
writing. The researcher found that there are some categories of inflectional
errors in students writing descriptive text.
a) omission in noun and verb inflection.
Plural marker (‘s’)
*Has eleven friend (student 2)
The correct sentence is : * Has eleven friends.
The reason is the sentence has not suffix –s at the friend
word. Because this is a plural object not singular object.
40
*She eat carrot (student 17)
The correct sentence is : *She eats carrot.
The reason is the sentence has not suffix –s at the verb.
Because the subject is pronoun (she).
*She have two ears (student 17)
The correct sentence is : *She has two ears.
The reason is the sentence doesnt right the verb. Because
have in this sentence can be verb, but this sentence the put
wrong verb. The should be has not have bacause the subject
is she.
*She hape two eye (student 4)
The correct sentence is : *She have two eyes.
The reason is the sentence is have mistakes in verb and
object. The verb is should be have and the object is should
be suffix –s to be eyes.
*Have four leg (sudent 31)
The correct sentence is : *Have four legs
The reason is the sentence the object should be legs not leg.
Because this is a plural.
Past marker (‘-ed)
*She play bowling yesterday (student 25)
The correct sentence is : *She played bowling yesterday.
The reason is the verb should be verb 2 not verb 1 and the
verb should be played because based on the context their is
yesterday word. (adverb of time)
b) Omission in articles
It is characterized by the missing of articles, such as ‘a’, ‘an’, ‘the’.
*Iqbal ramadhan is artis (student 23)
41
The correct sentence is : *Iqbal ramadhan is an artist.
The reason is the article is wrong because the object is begining the
vocal voice than the article should be and not a.
c) Omission in verb
It characterized by the missing in simple predicate (to be, am, is,
are do, does, will, can) and the main verb.
*cow feet four (student 24)
The correct sentence is : * Cow feet are four.
The reason is the to be is nothing a this sentence has no to be. So
the to be is plural because the subject plural.
*They is very easy get angry (student 15)
The correct sentence is :* They are very easy to get
angry.
The reason is the to be is wrong because the subject is they to be
should be plural no singular.
*She is like eat fish (student 4)
The correct sentence is : *She likes to eat fish.
The reason is the sentence have double verb (like and eat) it should
be in the sentence must have one verb. Beside the subject is she the right
verb is likes and the eat verb should be the object.
2. Addition error
It is an error that happens in a sentence where an auxiliary is required
then the learner still acquired the tense form in auxiliary and verb.
Addition errors are characterized by the presence of an item which must
not appear in a well-formed utterance (Dulay et all 1982:156).
Double marking
It is an error that happens in a sentence where an auxiliary is required
then the learner still acquired the tense form in auxiliary and verb.
a) Addition in semantic feature of present tense.
42
It means that present tense is marked in the auxiliary and the verb.
* She didn’t played yesterday (student 27)
The correct sentence is : * She didn’t play yesterday.
The reason is the sentence has to verb ( did and played). The
played word should be play because their is add word ( past tense).
Regularization
Regularization in additional error happens when the learner applies the
rules used to produce the regular form to those are irregular form.
a) Addition in third person singular (-s).
It means that the learner adds the third person singular to the
subject that should not be added.
*The monkeys doesn’t like the food
The correct sentence is: * the monkey doesn’t like the food.
The reason is the subject is universal not specifix so the sentence
doesnt put suffix –s the monkey word.
3. Misformation Error
Misformation error happens when the learner uses the wrong form of a
structure or a morpheme.
a) Misformation of singular and plural.
It means that the learner may uses both singular and plural in one
sentence.
*Has eleven friend
The correct sentence is: *Has eleven friends
*He has milion subcriber
The correct sentence is: *He has milion subcribers.
*She is a famous singers
The correct sentence is: *she is a famous singer
The sentences have many wrong objects: The first, friend should
be friends. The second, subcriber should be subcribers. The last
sentence must be singular object not plural object.
43
Simple present tense
Azar’s in Obbe (1992) description on simple present tense as in her book
Fundamentals of English GrammarSecond Edition in order to know the rules of
simple present tense.
Almost all students use be as the verb in their sentences. However, many
of them still made errors in using this kind of verb. In this case, there were 2 types
of be errors made by the students. They were:
Be Error
a) Omission of be
Many students still found difficulty in using be in the sentences. Many of
which still omit the use of be. For example:
1. *Atta Halilintar one offo famous youtubers (student 2)
The correct sentence is : * Atta Halilintar is one of famous youtubers.
2. *This one good (student 6)
The correct sentence is : * This one is good.
3. *Who dangerous (student 9)
The correct sentence is : * Who is dangerous.
4. *Iqbal Ramadhan fery inspiration (student 23)
The correct sentence is : * Iqbal Ramadhan is very inspiration.
5. *She very cute (student 26)
The correct sentence is : * She is very cute.
6. *He from Indonesia (student 29)
The correct sentence is : * He is from Indonesia
7. *He very good (student 29)
The correct sentence is : * He is very good.
8. *Who polite (student 29)
The correct sentence is : * Who is polite.
9. *Prabowo so very famous (student 33)
The correct sentence is : * Prabowo is so famous.
44
10. *Si very funny (student 17)
The correct sentence is : * It is very funny.
In sentences (1), (2), (3), (4), (5), (6), (7), (8), (9) and (10), the subjects are
third singular person so that is should be written after the subjects. The sentence
have many no to bes. The to be should be is “is” but the sentences doesnt put to
be. These types of errors occur because such rules do not exist in the students’
mother tongue, so that the errors can be classified as incomplete application of
rules. (Richards: 1974:177)
b) Wrong form of be
In this type of error, the students failed to identify what kind of be should
be used in the sentence. For example:
1. *They is very easy get angry (student 15)
The correct sentence is : * They are very easy to get angry
The use of be depends on the subject. In sentences (15), the students
should use are instead of is because the subject are plural form. The reason is the
sentence has wrong to be because the to be is “are” not is.
Verb Errors
As the writer explained before, there were 3 types of verb errors.
a) The use of auxiliary be (be before verb)
It was quite difficult for some students to write the form of verb used in
simple present tense. Some students wrote be before the verb in simple
present sentences. For example:
1) *Nisa is singing is solawat (student 1)
The correct sentence is : * Nisa is singing solawat.
The reason is because there are two to bes. It should be the
sentence must have one to be.
2) *She is like eat fish (student 4)
45
The correct sentence is: * She like to eat fish.
The reason is the sentence have double verb. So the verb ( eat)
must add the gerund (to).
3) *She is like flay (student 4)
The correct sentence is: * She likes to fly.
The reason is the sentence Have double verb. So the to be is
must nothing from the sentence. So the verb should be likes.
4) *Iqbal Ramadhan is artis (student 23)
The correct sentence is: * Iqbal Ramadhan is an artist.
The reason is the sentence has no the article. The article should
be an.
Even though all sentences above are simple present tense, but all of
them contain be before the verbs. In sentence (1), (2), (3) and (4),
students use to be is before the verb. The sentences need infinitive as
the verbs. Students should eliminate is in their sentences. According to
Richards (1974:174), such kinds of errors occur because the learner
creates the deviant of the structure on the basis of his experience of
other structure in the target language.
b) Error of using has/have
Many students were difficult to differentiate the using of have and has
for some subjects. For examples:
1) *Taiger is animal that have big bodi (student 15)
The correct sentence is: * Tiger is animal that has big body.
2) *She have two ear which long and board (student 17)
The correct sentence is: * She has two ears which long and
board.
3) *Hi have two eye ( student 19)
The correct sentence is: * He has two eyes
4) *Cat have four feet (student 28)
46
The correct sentence is: * Cat has four feets.
In the sentences (1), (2), (3), and (4), students should use has
because the subjects of the sentences are third person singular.
Sentence have errors modal and object, for example the modal have
paired with the plural object ( have two ears) and than the modal has
paired with the singular object (has big body).
c) –s form
Most of students made this type of error. Some students omitted –s/-es
from the verb even if the subject is third person singular. For example:
1) *Has eleven friend (student 2)
The correct sentence is: *Has eleven friends
2) *He has milion subcriber ( student 2)
The correct sentence is: *He has milion subcribers.
3) *She has two ear (student 17)
The correct sentence is: *She has two ears.
4) *Have four leg (student 31)
The correct sentence is: *Have four legs
In sentences (1), (2),(3) and (4), the students omitted –s/-es from the
verb. Because the subjects of sentences are third singular person, so
they must use verb-s as the predicators. Doesnt omitted because the
sentences have no suffix –s add the object word because the subject is
plural.
4.2 Discussion
The result of the error analysis research showed that the students ommit
error into three type based on surface strategy taxonomy and simple present tense.
These are omission with the total numbers of error are 10, addition with the total
numbers of error are 2, misformation with the total numbers of error are 3 and
simple present tense with the total numbers of error are 25.
47
The errors performed by the students were also caused by several factors
which happened in their learning process as the causes of their errors; one of the
factors is interlingual transfer. The different systems of both of target language
(English) and source language (mother tongue) were the main fator of the
existence of errors in their construction the descriptive text.
According to Hourani (2008:42) causes of error in English writing is
language transfer because we need process between source language and target
language. Since the learners are beginner, he tends to rely on a great deal of
transfer from their mother language
Omission error occurs because the student does not put or forget to omit the
omission in their sentences. From the analysis, students are categorized because
they omit subject, plural marker, past marker, articles and verb.
Addition error occur because the students omit an item or some items that
must appear in the sentence. According to Meilia as double marking. It is also
supported by Sulistyawati (2011) classified the types of addition error and
researcher finds doule marking and regularization error in the analysis. The
regularization error happens because the students apply the rules use to produce
the regular one to those are irregular. The regularization error categorized addition
third person singular’s. And Doube marking It is an error that happens in a
sentence where an auxiliary is required then the learner still acquired the tense
form in auxiliary and verb. doube marking categorized addition in semantic
feature of present tense.
Misformation error happens when the learner uses the wrong form of a
structure or a morpheme, Misformation categorized of singular and plural. Simple
present tense most of the students use be as the verb in their sentences. However,
many of them still made errors in using this kind of verb. In this case, there were 2
types of be errors made by the students. They were Be errors and Verb errors.
Some students didn’t put be between subject and adjective or noun. These
types of errors occur because such rules do not exist in the students’ mother
48
tongue, so that the errors can be classified as incomplete application of rules.
(Richards: 1974:177)
The second type of error was the wrong type of be. Some students used ‘are’
while they should use is and they used be is while they should used are. In this
case, the students may be confused to use what kind of be must be used in the
sentences, because in their mother tongue’s rule there is no difference in meaning
between both of them.
There were 3 types of error in term of verb-error. The first was the use of
auxiliary be before verb. In present tense, students should not put a be in verbal
sentences. However, some students put it in some sentences.
The second error in verb-error was in using have or has. Some students were
confused to differentiate which subject should have and which subject should use
has. The error happened because the students may be confused to use what kind of
be must be used in the sentences, because in their mother tongue’s rule there is no
difference in meaning between both of them.
The last type of error was in term of using s-form. This was the most error
made the students. Most students were hard to understand that they should use s-
form of verb (verb1+s/es) if the subject of sentences were third person singular.
As Allen (1973:67) says that the only inflexion in the simple present tense is
the-s of the third person singular, but the students of English seem to have great
difficulty in remembering it.
35
CHAPTER V
CONCLUSIONS
5.1 Conclusion
After conducting the research, some conclusions about error in writing
descriptive text by 8th grade students’ at MTsN 5 Kota Jambi were presented.
These are omision error, addition error, misformation error, and simple present
tense. Omission with the total numbers of error are 10, addition with the total
numbers of error are 2, misformation with the total numbers of error are 3 and
simple present tense with the total numbers of error are 25. So, the total value of
all errors are 40.
The researcher also found some of students’ didn’t know what the
descriptive text. Some students didn’t know about the generic structure of
descriptive text. Generally, the students made such kinds of errors because they
only transferred rules from their mother tongue. It happened since they didn’t
really comprehend the target language.
5.2 Suggestion
Based on conclusion above, it is suggested for English teacher at junior
high school, especially English teachers of MTsN 5 Kota Jambi to consider about
method or strategy in teaching descriptive text for students’ at junior high school.
The teacher should give more explanation of grammatical rules in English,
particularly in simple present tense, so that the students will understand more
about good writing. Also the teachers should drill the students with more
exercises dealing with grammar in writing text. By giving a lot of practice in
writing, the students are trained to transfer their ideas into the English. It will help
them in applying the grammar rules in their sentences.
For the students, they should be aware and more pay attention, checked
and rechecked what they write even it is subject, verb, object, gerund, plural,
50
singular, possessive, pronoun, etc. Also, the students should be more practice and
learn about structure of tense, grammar and how to apply it in writing.
For the further researcher, the researher suggest to extend the larger of
error analysis. In this research, the researcher only find the types of error of
surface strategy taxonomy strategy, but there are other types of errors. the
researcher hopes that the next researcher to examine not only based on the surface
strategy taxonomy, but also the other types.
51
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54
Write the descriptive text in English at least 45 words. Here are the topics. You
may choose one of the topics below!
1. One of public figure that you know
2. One of your favorite animal
3. One of your favorite object
102
CURRICULLUM VITAE
(Daftar Riwayat Hidup)
Nama : Celsy Apridina
Gender : Female
Place and Date of Birth : Muara Bulian, 23th 1997
Address : Jl. Pemuda Komplek Air Panas. Muara Bulian
Email Address : [email protected]
Educational Background :
No. Education Graduated Year Place
1. TK Pembina 2003 Muara Bulian
2. SD N 111/1 Komplek Air
Panas
2009 Muara Bulian
3. SMP N 3 Batang Hari 2012 Muara Bulian
4. SMA N 1 Batang Hari 2015 Muara Bulian
5. UIN STS Jambi 2019 Jambi