Grammatical Error on Students’ Writing of Recount Text

(A Case Study at the Twelfth Year Students of MA Nurul Falah Serpong

in the Academic Year of 2012/2013)

By:

Syamsul Ma’arif

106014000440

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2013

i

ii

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SURAT PERNYATAAN KARYA SENDIRI

Dengan ini saya menyatakan bahwa:

1. Skripsi ini merupakan hasil karya asli saya yang diajukan untuk memenuhi

salah satu persyaratan memperoleh gelar strata 1 di UIN Syarif Hidayatullah

Jakarta.

2. Semua sumber yang saya gunakan dalam penulisan ini telah saya cantumkan

sesuai dengan ketentuan yang berlaku di UIN Syarif Hidayatulla Jakarta.

3. Jika di kemudian hari terbukti bukan hasil karya asli saya atau merupakan hasil

jiplakan dari karya orang lain, maka saya bersedia menerima sanksi yang

berlaku di UIN Syarif Hidayatullah Jakarta.

Ciputat, 7 April 2013

Syamsul Ma’arif

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ABSTRACT

Maarif, Syamsul, 2013. “Grammatical Error on Students’ Writing of Recount Text” (A Case Study at the Twelfth Year Students of MA Nurul Falah Serpong in the Academic Year of 2012/2013) Skripsi of English Education Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Key words: Students’ Recount text, Grammatical Errors

English as an International language has an important role to develop science and technologies. So, we must know that language especially by writing to change the world. This research has demand to the writer to find the student problem in writing especially in writing recount text. The states of the problems are: (1) What analysis is to be described on the use recount text among students of the twelfth year MA Nurul Falah Serpong? (2) What analysis is to be described on the frequency occurrence of the errors made among the students of the twelfth year students of MA Nurul Falah Serpong on the use of recount text? In trying to analyze the students’ language, the research will be focused on the aspect of Grammatical Error on Students’ Writing of Recount Text among them.

The objectives of this study are (1) to identify and classify the errors of the twelfth year students of MA Nurul Falah Serpong in using writing recount text, (2) to describe the frequency occurrence of the errors. The instrument used was a test on English Recount text for Senoir High school level.

The population of the study was the twelfth year students of MA Nurul Falah Serpong, which consisted of one class. So, the samples used by researcher were only class XII. The samples consisted of 21 students.

Students errors identified in this study were categorized into fourteen types, namely, there are errors in producing singular plural, word form, word choice, verb tense, add a word, omit a word, word order, spelling, article, capitalization, run on sentence, punctuation, meaning not clear and incomplete sentence. The result of the analysis shows that there were in all, 442 errors among 21 students.

The types of errors among the students in constructing and using English recount text consisted of singular plural with 55 errors or 12.4%, word form with 10 errors or 2.26%,word choice with 75 errors or 16.9%, verb tense with 97errors or 21.9 %, add a word with 23 errors or 5.2 %, omit a word with 24 errors or 5.4 %, word order with 21 errors or 4.7 %, spelling with 16 errors or 3.6 %, article with 3 errors or 0.6 %, capitalization with 2 errors or 0.4 %, run on sentence with 30 errors or 6.7 %, punctuation with 58 errors or 13.1%. Meaning not clear with 21 errors or 4.7% and Incomplete sentence with 4 errors or 0.9 %. The highest level error is verb tense (21.9 %) and the lowest level is Article (0.6 %).

The result of farther analysis shows that the students maybe have problems in each category of verb tense, word choice and punctuation. From the percentage, it can be conclude that the students’ mastery in using English recount text was poor.

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ABSTRAK

Maarif, Syamsul, 2013. “Grammatical Error on Students’ Writing of Recount Text” (A Case Study at the Twelfth Year Students of MA Nurul Falah Serpong in the Academic Year of 2012/2013) Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Syarif Hidayatullah Universitas Islam Negeri Jakarta. Kata kunci: Teks Recount Siswa, Kesalahan gramatikal

Bahasa Inggris sebagai bahasa Internasional memiliki peran penting dalam rangka mengembangkan ilmu pengetahuan dan teknologi. Jadi, kita harus tahu bahasa khususnya dengan menulis untuk merubah dunia. Penelitian ini menuntut peneliti untuk menemukan masalah dalam menulis siswa khususnya penulisan teks recount. Rumusan masalahnya adalah. (1) analisis apakah yang akan dijelaskan pada penggunaan teks recount siswa-siswi MA Nurul Falah Serpong tahun ajaran 2012/2013? (2) analisis apakah yang dijelaskan dalam frekuensi kesalahan yang dibuat siswa-siswi MA Nurul Falah Serpong pada penulisan teks recount? Didalam percobaan untuk menganalisisa bahasa siswa, peneliti akan fokus pada aspek Kesalahan Gramatikal Siswa didalam Penulisan Teks Recount.

Tujuan dari penelitian ini adalah (1) untuk mengidentifikasi dan mengklasifikasikan kesalahan siswa MA Nurul Falah Serpong kelas XII dalam penulisan Teks Recount, (2) untuk menggambarkan terjadinya frekuensi kesalahan. Instrumen yang digunakan adalah tes tentang Teks Recount Bahasa Inggris untuk setingkat SMA.

Populasi dalam penelitian ini adalah siswa kelas XII MA Nurul Falah Serpong, yang terdiri dari satu kelas. Jadi, sampel yang digunakan oleh peneliti kelas XII. Sampel terdiri dari 21 siswa.

Kesalahan siswa diidentifikasi dalam penelitian ini terbagi menjadi empat belas kategori, yaitu Singular plural, Word Form, Word choice, Verb tense, Add a word, Omit a Word, Word order, Spelling, Article, Capitalization, Run on sentence, Punctuation, Meaning not clear and Incomplete sentence. Hasil analisa menunjukkan bahwa ada 442 kesalahan diantara 21 siswa.

Jenis kesalahan-kesalahan yang telah dilakukan siswa dalam menggunakan teks recount bahasa Inggris terdiri dari Singular plural adalah 55 kesalahan atau 12.4%, Word Form adalah 10 kesalahan atau 2.26%,Word choice adalah 75 kesalahan atau 16.9%, Verb tense adalah 97 kesalahan atau 21.9 %, Add a word adalah 23 kesalahan atau 5.2 %, Omit a Word adalah 24 kesalahan atau 5.4 %, Word order adalah 21 kesalahan atau 4.7 %, Spelling adalah 16 kesalahan atau 3.6 %, Article adalah 3 kesalahan atau 0.6 %, Capitalization adalah 2 kesalahan atau 0.4 %, Run on sentence adalah 30 kesalahan atau 6.7 %, Punctuation adalah 58 kesalahan atau 13.1%. Meaning not clear adalah 21 kesalahan atau 4.7% dan incomplete sentence adalah 4 kesalahan atau 0.9 %. Tingkat kesalahan tertinggi adalah verb tense (21,9%) dan tingkat terendah adalah article (0,6%).

Hasil analisis lebih jauh menunjukkan bahwa siswa tampaknya memiliki masalah dalam setiap kategori Verb tense, Word choice, dan Punctuation. Dari persentase tersebut, itu dapat disimpulkan bahwa penguasaan siswa dalam menggunakan teks recount Bahasa Inggris masih lemah.

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ACKNOWLEDGMENT

In the name of Allah, the Beneficent the Merciful

All praises be to Allah who gives the writer guidance and strength in

completing this “skripsi. Peace and blessing be upon the Prophet Muhammad

shalallahu ‘alaihi wassalam, his families, his relatives, and his followers.

First, the writer would like to express the greatest gratitude to his beloved

parents, Tjaman and Surati, and to his brother and sisters whose names cannot

be mentioned one by one. He thanks for love, support, and contributions both

moral and material.

The writer is deeply grateful to his advisor, Drs. A.M. Zainuri, M.pd,

who has guided the writer in writing this “skripsi” for the great contributions,

guidance, advices, corrections, and suggestions.

Furthermore, the writer would like to thank and appreciate to:

1. Nurlena Rifa’I, Ph.D, the Dean of Faculty of Tarbiyah and Teachers

Training, Syarif Hidayatullah State Islamic University, Jakarta.

2. Drs. Syauki, M.Pd., the Head of English Department, Mrs. Neneng

Sunengsih, M.Pd., the secretary of English Department, Mrs. Aida

Ainul Wardah and all staffs who helped the writer.

3. All lecturers who have taught and given knowledge to the writer.

4. The headmaster, the English teacher, and the administration staffs of

MA Nurul Falah, Serpong, for giving the writer opportunity to do the

research in the school. Special thanks are for the third grade students

MA Nurul Falah Serpong for their cooperation as the respondents of

this research.

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5. His friends, for kindness to share ideas, give support and help for him

to accompany the writer in finishing “skripsi” especially for C-Class

’06 community.

May Allah Subhanallahu wa Ta’ala bless all. Finally, the writer realizes

that this “skripsi” is still far from being perfect. Therefore, he hopes some

suggestions or criticism to make it better. Then he wishes that this “skripsi” be

some valuable writing. Amin.

Jakarta, 07 April 2013

The Writer

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TABLE OF CONTENTS

APPROVEMENT SHEET…………………………………………………….........i

ENDORSEMENT SHEET……………………………………………………........ii

SURAT PERNYATAAN KARYA SENDIRI……………………………….……iii

ABSTRACT……………………………………………………………………......iv

ABSTRAK……………………………………………………………………..…...v

ACKNOWLEDGEMENT……………………………………………………........vi

TABLE OF CONTENTS…………………………………………………….......viii

LIST OF TABLES………………………………………………………………….x

CHAPTER I INTRODUCTION

A. Background of the Study…………………………………. 1

B. Limitation of the study…………………………………… .2

C. Formulation of the problem………………………………..3

D. Objective of the Study…………………………………….. 3

E. Significance of the Study……………………………….... 3

CHAPTER II THEORETICAL FRAMEWORK

A. Writing……………………………………………………. 4

1. Concept of Writing……………………………………. 6

2. Writing Process……………………………………….. 6

3. Purposes of Writing………………………………….... 8

4. Types of Writing Taught in SMU………………......... 8

B. Recount text………………………………………….... . .. 10

1. Definition of Recount text…………………………… 10

2. Purpose of Recount text……………………………. ..10

3. Linguistic Features of Recount text…………………. 11

4. Schematic Structures of Recount text……………….. 11

C. Error Analysis………………………………………….….13

1. Definition of Error Analysis………………………… 13

2. Definition of Errors and Mistakes………………… 14

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3. Differences between Errors and Mistakes…………… 15

4. The causes of Error…………………………………...18

5. Kinds of Error and Mistakes………………………… 21

D. Grammatical Error on Students’ Writing of Recount Text.25

CHAPTER III RESEARCH METHODOLOGY

A. Time and Location……………………………………… .27

B. Method of Study…………………………………… ……27

C. Data and Data Sources…………………………………. ..27

D. Technique of Data Collecting…………………………… 27

E. Instrument of Research………………………………….. 28

F. Technique of Data Analysis……………………………... 28

CHAPTER IV RESEARCH FINDINGS

A. Data Description……………………………………………29

B. Analysis of Data……………………………………………34

C. Interpretation of Data………………………………………37

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion………………………………………………....41

B. Suggestion…………………………………………………41

BIBLIOGRAPHY

APPENDICES

x

LIST OF TABLE Table 2.1…………………………………………………………………………..12

Table 2.2…………………………………………………………………………..17

Table 2.3…………………………………………………………………………..24

Table 4.1…………………………………………………………………………..30

Table 4.2…………………………………………………………………………..35

Table 4.3…………………………………………………………………………..37

Table 4.4…………………………………………………………………………..38

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Today, English is the world most widely studied foreign language.

Responding to this fact, the government of Indonesia includes it into the

curriculum of education with different level at different major. First, as a local

content subject in kindergarten to elementary school, so as compulsory subject in

the junior and senior high school, and also at college level, is taught as

complementary subject.

When students learn English, they are expected to be able to be high

command of the fourth skill: they are speaking, reading, listening and writing.

Many students think that they have a lot of trouble with writing, because they

have false expectations about the writing process. For instance, how easy it should

be and how long it should take.

According ( Hamp-Lyons and kroll, 1997:8), Writing is an act that takes

place within a context, that accomplishes a particular purpose, and that is

appropriately shaped for its intended audience1.

It might not be easy for most students to share their ideas through writing

since they find it involves transforming or reworking and also consuming not a

little time. They also often find it is harder to write sentences in English language

rather than to do it in Indonesian language since English language differs a lot

from their mother tongue from its structure, grammar, lexical meaning,

phonology, and many more.

From that situation, in the process of composing a sentence and writing in

English, student may do some errors and mistakes. While errors and mistakes are

1 Sara Cushing Weigle, Assessing Writing , (Cambridge: Cambridge University Press,

2002), p. 19

2

two different things as defined by some experts, Errors cannot be self-corrected

by the student while mistake can be2.

From there on, an error analysis takes an important role to identify what

kinds of error that the students do the most in writing, the source of it and also

how those errors and mistakes give them feedback in their processes of language

learning.

Growing up in this digital era that demands people to be creative, innovative

and critical has constantly change students today became open minded and more

critical than their previous generations. People or even student in Indonesia has

used to live with democratize surrounding since 4 years ago which lets them to be

free to share their ideas to public as much as they want to.

The demand of being critical thinking make the school of Madrasah

Aliyah Nurul falah serpong set up an argumentative essay task in almost every

test like mid test and term test to the students of first grade to the third grade.

So this fact enhances not only the need to fulfill the writer’s curiously of

what happen in the school that relate to this to subject, but also the need to know

how- well the students whom called critical in their thoughts are pouring their

critical minds into paragraph writing, and these exactly drive the writer to do the

field research at the place.

Those are the reasons why the writer is interested in analyzing students’ paragraph

writing especially in Recount Text writing, the writer would to like to carry out a

researcher under title “Grammatical Errors on Students’ writing of Recount

text at MA Nurul Falah Serpong”

B. Limitation of Study

In order to prevent misunderstanding and to clarify the problem, it is

important to limit and to make the scope of it. In this study, the writer focused on

2 H. Douglas Brown, Principles of Language Learning and Teaching, ( New York:

Addison Wesley Longman, Inc.,2000), Fourth edition, p. 217

3

analyzing the student’s grammatical errors on recount text of Twelfth grade of

Madrasah Aliyah Nurul Falah Serpong. To make it easier and more focus, the

problem is limited on analyzing the students’ grammatical errors on recount

paragraph writing that based on Betty Azar’s grammatical errors classification.

Here are the classification: singular plural, word form, word choice, verb tense,

add word, omit word, word order, incomplete sentence, spelling, punctuation,

capitalization, article, meaning not clear, and run on sentence.

C. Formulation of the Problem

In this study, the writer analyzes the students’ writing in understanding

recount text at MA Nurul Falah Serpong. The main problem of this study is

“What kind of grammatical errors are faced by the twelfth year students of MA

Nurul Falah Serpong in writing recount?” In addition, “What are the possible

causes of those errors?”.

D. Objectives of the Study

In line with the statement above, the objectives of this study are to identify

the grammatical errors which students made commonly in writing English recount

text and to archive an empirical evidence of students’ most errors at Twelfth

Grade of Madrasah Aliyah Nurul Falah Serpong.

E. Significance of the Study

This study uses descriptive analysis research that needs a teaching and

learning language’s process observation taken by the writer so then he collected

the students’ recount test that the writer gave and analyzed them through

classifying their error on using the Standard English in recount text. Lastly, he

interpreted the data about what kind of error that mostly made when writing

recount text.

4

CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

There is no particular definition about writing stated by an author or a

linguist. Shaughnessy, (1977:234) stated writing is “the record of an idea

developing”. It is a process whereby an initial idea gets extended and refined”1.

Writing is a visual/motoric process which, although it is produced through the

dimension of time (as all human actions are), has the inherent potential to persist

through time, and for different sections to be revisited in the same form2. Writing

is different from Speaking, described by Halliday as a process (speech) and the

other as a product (writing) leads to further divergence between the two3. Halliday

(1989) has suggested that there is a greater density of content words in writing

than in speech4.

Writing involves more than just producing words and sentences. To be

able to produce a piece of writing, we must be able to write a connected series

of words and sentences which are grammatically and logically linked, so that the

purpose we have in our mind will suit the intended readers. In this way, it is mean

that the style of language used in a piece of writing designed for layman and

people living in the village, for example should be different from the one designed

for educated people such as students, teachers, doctors, professors, etc. There fore,

in presenting a piece of discourse we should consider the correctness of form, the

appropriateness of style, and the unity of topic. Writing should be done with the

understanding from the past time in order to inform and express what had

1 Vivian Zamel, Writing: The process of Discovering Meaning, TESOL Quarterly, Vol.

16, No.2 (Jun., 1982), pp.195-209. 2 Rebecca Hughes, English in Speech and Writing, (London: Routledge, 1996), p. 6 3 Ibid., p. 138

4 Ibid

5

happened. It should be well-organized in order to be understandable for the

readers.

Writing that both of them are different from speaking; the relationship

between writing and speaking is productive skill. A useful summary of some the

differences between speaking and writing can be found in Brown (1994)5. Brown

provides the following list of the characteristic that ordinary differences written

language from spoken language:

a. Permanence : Oral language is transitory and must be processed in real

time, while written language is permanent and can be read and reread

as often as one likes

b. Production time: writer generally have more time to plan, review, and

revise their words before they are finalized, while speakers must plan,

formulate, and deliver their utterances within a few moments if they

are to maintain a conversation

c. Distance between the writer and the reader in both time and space,

which eliminates much of the shared context that is present between

speaker and listener in ordinary face-to-face contact and thus

necessitates greater explicitness on the part of the writer

d. Orthography, which carries a limited amount of information compared

to the richness of devices available to speakers to enhance a message

(e.g. stress, intonation, pitch, volume, pausing, etc)

e. Complexity, written language tends to be characterized by longer

clauses and more subordinators, while spoken language tends to have

shorter clauses connected by coordinators, as well as more redundancy

(e.g. repetition of nouns and verbs)

f. Formality, because of the social and cultural uses to which writing is

ordinary put, writing tends to be more formal than speaking

5 Sara Cushing Weigle, Assessing Writing , (Cambridge: Cambridge University Press,

2002), p. 15

6

g. Vocabulary, written texts tend to contain a wider variety of words, and

more lower-frequency words, than oral texts.

1. Concept of Writing

The most important invention in human is writing. Writing allows us to

share our communication with other people. It permits people from the near and

far distant past to speak us. It begins a significantly by concept of writing.

Conceptual writing doesn't really have much to do with mathematics,

philosophy, or any other mental discipline. The mathematics used by most writers

is simple arithmetic or simple number systems. The philosophy of the work is

implicit in the work and it is not an illustration of any system of philosophy. A

Conceptual writing is good only when the idea is good.

In conceptual writing the idea or concept is the most important aspect of

the work. When an author uses a conceptual form of writing, it means that all of

the planning and decisions are made beforehand and the execution is a

perfunctory affair. Conceptual writing is not necessarily logical. The logic of a

piece or series of pieces is a device that is used at times, only to be ruined.

Conceptual writing is planning of writing; Planning activities occur throughout

the entire writing process, Flower and Hayes (1981) identify three planning

activities that we address in our research: generating ideas, organizing, and goal

setting6. Idea generation is based on those ideas that can be retrieved or generated

from stored knowledge in long-term memory, or from accessing external,

provided or selected sources, and even from the social environment.

2. Writing Process

Learning to write is like learning to read. Both follow a sequential

process. Writing requires and combines of more basic skills than any other subject

6 Ely Kozminsky, et. al, Concept Mapping and Writing, Proc. of the Fifth Int.

Conference on Concept Mapping , ( Malta: n. p., 2012), p. 1

7

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 “rehearsing, drafting, and

revising” (Murray 1980:4-5)7, 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, there are three kinds of writing process8:

a. Preparing to write

Most writing requires some preparation, how long we spend on this

preparation, and what we do, largely depends on reader, purposes, the contents

and the writing situation.

b. Drafting

The drafting stage is where we really begin writing. The most important thing

here is to get words into paper. It is not the time to worry about spelling,

grammar, punctuation or the best wording.

c. Revising

The revising is most important stage in the writing process. Revising might

take place while we are drafting or after we have finished a draft. It involves

checking that our content and purpose are clear and appropriate for the reader, in

the particular writing situation.

7 Zamel. loc. cit

8 Kristine Brown, Susan Hood, Writing Matters: Writing skills and strategies for students

of English, (New York: Cambridge University Press, 1989),Fourth printing, p. 6

8

3. Purpose of Writing

When we write a book or an article we will have to know the purpose of

writing. The purpose of writing is to express one's thoughts (feelings, ideas,

arguments, etc...) on a piece of paper. This type of expression comes in many

forms such as essays, research papers, poems, and in some cases drawings. And

the purposes of writing as assessment; as an aid to critical thinking, understanding

and memory; to extend students’ learning beyond lectures and other formal

meetings; to improve students’ communication skills; and to train students as

future professionals in particular disciplines9.

The whole process of writing even a paper, from the beginning to the end, can

be complicated, and sometimes, even discouraging. A paper begins with ideas and

planning, and then is drafted into a structural form (i.e. paragraphs, poems, etc...);

the whole is revised and edited until it is clear.

The point of writing is to have something to say and to make a difference in

saying it. Rarely, however, is impact the focus in writing instruction in English

class. 10

The task demands in the writing make a further point about authentic

writing. It should have great empathy for the reader and pay close attention to

context.

4. Types of Writing taught in SMU

In the teaching of writing there are types of literature that should be known by

teacher mostly who will teach at Senior High School. In applying School Based

Curriculum, when teaching, a teacher can use any method as long as it suits

the students needs, characteristics, and facilities the school has, so that the

results of learning will be the most effective. The role of model texts,

9 Caroline Coffin, et. al, Teaching Academic Writing, (London: Routledge, 2003), p.20

10 Grant Wiggins Hopewell, Real-World Writing: Making Purpose and Audience Matter,

New Jersey, n. p., n. d.

9

particularly Writing ones can be clearly seen through the scope of English

subject, as stated in the school based curriculum (2007), which covers11

:

a. Discourse competence, that is the competence to understand and/or

produce texts, both speaking and written, which is realized in the four

language skills: listening, speaking, reading, and writing to achieve the

informational literacy.

b. Interpreting and producing various short functional texts and monologue

of various genres: procedure, descriptive, recount, narrative, report, news-

item, analytical exposition, hortatory exposition, spoof, explanation,

discussion, review, public speaking. The gradation of material can be seen

through lexico-grammar used and the text development.

c. Supporting competencies: linguistic competence (using grammar, lexical

items, pronunciation, punctuation appropriately), socio-cultural competence

(using appropriate expressions in various context of situations), strategic

competence (overcoming problems when CB (Communication breakdown)

occurs so that communication does not stop, and actional competence

(conveying and understanding communicative intent by performing and

interpreting speech and speech act sets) (School Based Curriculum, 2007: 308).

From curriculum above explains that discourse competence is the competence

to understand how to produce the texts both speaking and written. The students

are expected to know the four competencies such as writing, reading, speaking

and listening. The second is interpreting and producing short functional text, the

students are asked to produce short functional text with different gender. It makes

students has competent in mastering the English language especially in writing

knowledge. For writing knowledge, Students are asked to make a short text with

different genre such as procedure, descriptive, recount, narrative, report, news-

items, analytical exposition, hortatory exposition, spoof, explanation, discussion,

review, public speaking. The last is supporting competencies, after the student

11

Dwi Rukmini, Speaking Model Texts in Texbooks for Senior High School, BAHASA

DAN SENI, Tahun 37, Nomor 1, Februari 2009, p. 47

10

understand about four competencies and produce various short functional texts.

The student must pay attention all about linguistic competence (grammar, lexical

items, punctuation appropriately), socio-cultural competence (appropriate

expression in various context of situation), strategic competence (communication

doesn’t stop before overcoming problems), and actional competence, when we

will communicate to other people we must understand what we will show to our

interlocutors by performing, interpreting and speech act sets.

Three elements above can support the learning activities of students in

learning the English language and it can support the students in their

competencies.

B. Recount Text

1. Definition of Recount text

Often we will want to tell other people about something that has happened

in our life. We might want to tell about what we did at the weekend. It might be

about exciting things that happened when we were on holidays last year.

According to Anderson (1997: 48) a recount is a piece of text that retells

past events, usually in the order they occurred. Its purpose is to provide the

audience with a descriptive occurred and when it’s occurred12

. Recount text

means the form of the text telling about someone experience in the past used in

curriculum 2004, it usually tells about the experience of the readers themselves,

such as their adventure and their last day’s activities.

2. Purpose of Recount text

In writing we have a purpose before making writing, especially in recount

writing, what we want our writing to do and to describe accurately retell an

incident in the past moment. It means that, all activities and incident in the past

moment will be described in the text. A recount has social function. Recount “tell

12

Mark Anderson and Kathy Anderson, Text Types in English, (Chapel street: Macmillan,

1997), p.48

11

what happened”. The purpose of a social recount is to document a series of events

and evaluate their significance in some way. It is also to give the audience a

descriptions of what occurred and when it occurred

The purpose of recount text is either to inform or to entertain the audience.

There is no complication among the participants and that differentiates from

narrative13

. The story of recount has expressions of attitude and feeling, usually

made by narrator about the event.

3. Linguistic Features of Recount text

A recount text usually has three main sections. The first paragraph gives

background information about who, what, where and when (called orientation).

This is followed by a series of paragraph that retells the event of order in which

they happened. Some recounts have a concluding paragraph ever this is not

always necessary. The language features usually found in a recount text are14

:

a. Proper nouns to identify those involved in the text (in orientation)

b. Descriptive words to give details who, what, when, where and how.

c. The use of the past tense to retell the events

d. Words that show the order of events (for example, first, next, then)

4. Schematic Structures of Recount text

Every text has a schematic structure. The schematic structure of recount is15

:

a. Orientation: introductory paragraph that tells about who, where, and when

b. Series of events in the order in which they occurred

c. A conclusion

13

Zulkifli Pelana, Recount Text , 2012, (http://zonapelajar.blogspot.com/2011/03/recount-

text.html) 14

Anderson, op. cit., p. 50 15Anderson, op. cit., p. 25

12

Table 2.1

Example of Recount Text

Title Lateness

Orientation: It consists of background

Information about who, where, and when.

Last morning, Dinar, my roommate

woke up late and she had to go to

campus.

.

Sequence of events – series of events

typically ordered in chronological order.

When she wanted to take her

motorcycle, in fact she couldn’t

move it because there were some

motorcycles that blocked up her

motorcycle.

She tried to move all of the

motorcycles, so that her motorcycle

could move from the garage. But

she couldn’t do it.

A conclusion Then, she called Adel who had that

motorcycle which blocked it up.

After that, her friend who had that

motorcycle helped her. Finally, she

could move her motorcycle and

rode it to go to campus.

13

Taken from http://www.englishindo.com/2012/01/9-contoh-recount-text

pilihan.html.16

C. ERROR ANALYSIS

1. Definition of Error Analysis

Error analysis is an activity to reveal errors found writing and speaking.

Richards et.al (1985:96) state that error analysis is the study of errors made by the

second and foreign language learners17

. 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 on common difficulties in language learning, as

an aid in teaching or in the preparation of teaching materials.

Another concept of Error Analysis is given by Brown (1980: 166)18

. He

defined error analysis as the process, analyze, and classify the deviations of the

rules of the second language and then to reveal the systems operated by learner. It

seems this concept is the same as the one proposed by Crystal (1987:112)19

i.e.

error analysis is a technique for indentifying, classifying, and systematically

interpreting the unacceptable forms produced by someone learning a foreign

language, using any of the principles and procedures provided by linguistics.

2. Definition of Errors and Mistakes

Corder (1971:152) stated that errors are ‘the result of some failure of

performance’. Norrish (1983:7), like Corder, defined ‘an error’ as a systematic

deviation that happens when a learner has not learnt something and consistently

‘get(s) it wrong’20

. James (1998:1) also identified a language error as an

unsuccessful bit of language. Moreover, he pointed out that error is likewise

16

Era Meiswarawati , 9 Contoh Recount Text Pilihan, 2013,

(http://www.englishindo.com/2012/01/9-contoh-recount-text-pilihan.html,) 17

Sunardi hasyim, Error analysis in the Teaching of English, volume 4, number 1, June

2002, p.43 18

Ibid. 19

Ibid. 20

Anchalee Sattayatham and Pongrat Ratanapinyowong, Analysis of Errors in Paragraph

Writing in English, Silpakorn University International Journal, Vol.8 : 17-38, 2008, p.22

14

unique to humans, and error analysis is the process of determining the incidence,

nature, causes and consequences of unsuccessful language. Errors are significant

in three different ways. First to the teacher, errors tell him how far the learner has

progressed and consequently, what remains for him to learn. Second, errors

provide researchers with evidence on how language is learnt or acquired, what

strategies or procedures the learner are employing in his discovery of the

language. Thirdly, errors are indispensable to the learner himself, because errors

can be regarded as a device the learner uses in order to learn21

.

And then what is Mistakes, Miller stated (1996) puts it22

, it would be

meaningless to state rule for making mistakes’. It will be useful therefore

hereafter to refer to errors of performance as mistakes, reserving the term error to

refer to the systematic errors of the language to date. Mistakes are of no

significance to the process of language learning. However the problem of

determining what a learner’s mistake is and what a learner’s error is one of some

difficulty and involves a much more sophisticated study and analysis of errors

than is usually accorded them.

Conclusion of above, there are various linguistic expert understanding of the

error are in fixing in mistake or not. If error the students does not know how to fix

their mistake in their performance. So, it must helped by other people or teacher

but mistake the student know how to fix their error in their performance. James

said that Errors are in three different ways, first teachers can know the student's

learning progress and they only adds the knowledge that the students do not know.

Second, the teacher can find the student’s errors and the student can change the

errors himself. Third, an error is necessary for the teachers to support the extent in

which students learn serious or not and it very useful to the teacher in his

evaluation materials for teaching and learning activities.

21

Ibid. 22

Jack C. Richards and Gloria P. Sampson, Error Analysis Perspectives on Second

Language Acquisition, (London: Longman, 1973), p. 25

15

3. Differences between Errors and Mistakes

We need to distinguish errors and mistakes. Error and Mistakes are

synonyms but two or more different words that bear the same or similar meaning.

However, there are appropriate ways to use the words, and this will often depend

on the context. Ellis (1997) raises the need to distinguish between errors and

mistakes and makes an important distinction between the two. He says that errors

reflect gaps in the learner’s knowledge; they occur because the learner does not

know what is correct. Mistakes reflect occasional lapses in performance; they

occur because, in a particular instance, the learner is unable to perform what he or

she knows23

. According to Ancker (2000), a mistake is a performance error that is

either a random guess or a slip, it is a failure to utilize a word correctly, and an

error is a noticeable deviation from the language of a native speaker24

. J. Edge

(1989) suggests dividing mistakes into three types: slips, errors and attempts.

“Slips” are mistakes that students can correct themselves; “errors” are mistakes

which students cannot correct themselves; “attempts” are student’s intentions of

using the language without knowing the right way. In this article, either the most

common linguistic term “error” or the students’ preferred term “mistake” will be

used interchangeably25

.

For example of mistakes, a student was answering a question raised by the

researchers to describe her daily routine, and her answer which was recorded is as

follow26

:

a. My mum wake me up at six o'clock then I goes to the bathroom to washes my

face and brushes my teeth. As usual my mum prepare my breakfast and give

me a sandwich for college.

23 Baljit Bhela, Native language interference in learning a second language: Exploratory

case studies of native language interference with target language usage, International Education

Journal. Vol 1, No 1, 1999 24

Galina Kavaliauskienė, Case Study: Learner Attitudes Toward The Correction Of

Mistakes , Socialinės Technologijos Social Technologies 2012, 2(1), p. 88–101 25

Ibid. 26

Rula Tahsin Tarawneh and Islam Mousa Almomani, The Spoken Errors and Mistakes

Committed bySenior English Students at Princess Alia University College, Theory and practice in

Language Studies, Vol.3, No.3, pp.497-502, March 2013

16

As can be seen in the above mentioned example in (1) as a mistake

because the student is insisting on adding the –s form to the first person singular;

whereas the –s form is omitted where needed. Also the student is not realizing the

rule of to-infinitive. Thus, this is a real example from our English class which

proves the student's unawareness of the grammatical rules and patterns of subject-

verb agreement and the infinitive form.

b. They goes to school and stays in a big hotel in Irbid.

This statement in (2) is also ungrammatical and considered as an error

because the learner thinks that the pronoun is plural and accordingly the–s form

which is added to the verb is a must. This indicates that learner here cannot

distinguish between the plural morpheme and the present tense morpheme (-s). It

shows that the learner has over-generalized the rule in the example above

c. He have wrote her homework and have did it.

The above utterance is an error because the learner could not correct herself in

the subject verb-agreement as of repeating the same error which is "have". The

learner is not realizing the ungrammatical utterance because she lacks competence

(her knowledge of the internal structure of the language).

The distinction between a mistake and an error has serious implications for

teaching and learning processes. Many of our students are unaware of the

differences between the two or if they are aware, they are unable to apply the

grammatical rule(s) to their spoken utterances. This is a conclusion in the work of

Krashen (e.g . 1976; 1981), they are27

:

27

Nancy Lee, Notions Of'error' And Appropriate Corrective Treatment, Hongkong

Papers In Linguisticsand Language Teaching, 13 (1990), p. 57

17

Table 2.2

Notions of Error in Linguistics

Error

Linguistics Applied Linguistics

'Mistake'

belonging

performance

'Error'

belonging

Competence

'Mistake'

belonging

performance

Characteristics:

- slips of the tongue

- lapses of memory

- speech condition from

physical/mental state

- made by NS only

- speaker knowledge of

language system

- can be self-monitored/

self corrected

- rarely corrected by others

Characteristics:

- speaker knowledge

of language in

question

- monitored/corrected

by others

Characteristics:

- slips of the tongue

- lapses of memory

- speech condition

from physical /

mental state

- assumed to have

speaker knowledge

of language system

- self-corrected/

Self-monitored

- monitored by others

Krashen himself sees the role of the monitor as being confined to conscious

'learning', a process which he sees as having no effect upon language 'acquisition',

several other researchers have rejected his claims on these points: summaries

recent discussion and references28

. Teaching experience also suggests that

28 Ibid.

18

conscious attention to errors and mistakes could raise learner awareness of form

and function and that this will eventually affect acquisition as well as performance

and competence.

So, the conclusion of various linguistic experts likes Elis (1997). Errors and

mistakes are similar but difference in meaning. Errors are mistake that reflect the

students and the students could not fix their mistakes. Being according Ancker

(2000), mistakes is student error in slip their performance. So, differences in error

and mistake were only in knowledge their self. Error centered on student

ignorance and mistake in fixing mistakes, fixing errors based on the previous

knowledge.

Krashen himself sees the differences between error and mistake in his research

has serious implications for teaching and learning processes. Errors are divided

into two linguistic and applied linguistic. In linguistic, belonging mistake have

performance characteristics such as slips of the tongue, lapses of memory, speech

condition, can be self-monitored / self corrected. And errors in applied linguistics,

belonging error competence has different characteristics from mistake such as the

speaker knowledge of language in question, monitored by other and corrected by

others. So, the obvious conclusions both of them are the error based on

competency and performance-based mistakes.

4. The Causes of Errors

There are some opinions relate to the causes of errors. H. Douglas Brown

claims that there are four major causes of errors; they are inter-lingual transfer,

intra-lingual transfer, context of learning and communication strategies29

.

a. Interlingual Transfer

Inter-lingual transfer is a significant source of error for all learners. It

happened because the native language or mother language interference. In these

29

H. Douglas Brown, Principles of Language Learning and Teaching, ( New York:

Addison Wesley Longman, Inc.,2000), Fourth edition, pp. 223-227

19

early stages, before the system of the second language is familiar, the native

language is only the previous linguistic system upon which the learner can draw.

b. Intralingual Transfer

Intra-lingual transfer (the transfer within the target language itself) is a

major factor in second language learning. Researcher have found that the early

stages of language learning are characterized by a predominance of interference

(inter-lingual), but once learners have begun to acquire parts of the new system,

more and more intra-lingual transfer-generalization within the target language-is

manifested. Negative intra-lingual transfer, or overgeneralization, has already

been illustrated in such utterances as “Does John can sing?” other example like

“He good” and “I don’t know what time is it?”

c. Context of Learning

“Context” refers, for example, to the classroom with its teacher and its

materials in the case of school or the social situation in the case of untutored

second language learning. In a classroom context the teacher or the textbook can

lead the learner to make faulty hypotheses about the language. Students often

make errors because of a misleading from the teacher or word in a textbook, or

even because of a pattern that was rote memorized in a drill but improperly

contextualized.

d. Communication strategies

It is defined and related to learning style. It is also regarded as elements of

strategic competence in which learners bring to bear all the possible facets of their

growing competence in order to deliver clear messages in the second language.

Learners often use production strategies in order to get their message across, but

at times these techniques can cause errors.

Error may derive from both two transfer; Interlingual and Intralingual,

Context of learning, and also from communication strategies. Afterwards, those

20

sources will be obviously used in the next chapter as a final step of the procedure

of error analysis.

The similar opinion came from Peter Hubbard. He explained the causes

of error. The sources or error are essentially the same as the causes of error. He

distinguished the cause of error into three parts30

:

a. Mother Tongue Interference

Although the young children appear to able to learn the foreign language

quite easily and to produce the new sound very effectively, older learner

experience considerable difficulty. The sound system (phonology) and the

grammar of the first language impose themselves on the new language and this

leads to a ‘foreign’ pronunciation, faulty grammatical pattern and, occasionally,

the wrong choice of vocabulary.

b. Overgeneralization

The mentalist theory claims that errors are inevitable because they reflect

various stages in the language development of the learners; it claims that the

learner process new language data in his mind and produce rules for its

production, based on the evidence.

c. Teaching Material of Method

The teaching Material or Method also can contribute to the students’ error.

According to those who support behaviorism theory, error is evidence of failure,

of ineffective teaching or lack of control. If materials well chosen, graded and

presented with meticulous care, there should never be any error.

Jack C. Richards in his book; Error Analysis: Perspective on Second

Language Acquisition also distinguished the causes of errors into four parts, they

are31

:

30

Hubbard, Peter, et.al. A Training Course for TEFL, ( Oxford: Oxford University Press,

1993), pp. 140-142.

21

a. Over-generalization

Overgeneralization is the use of the previously learned rule in new

situations. Over-generalization includes instances where the learner makes a rule

based on his/ her experience of other rules in target language.

b. Ignorance of Rule Restriction

This cause is the result of the failure to observe the restriction of existing

structures that is the application of rules to context where they do not apply.

c. Incomplete Applicant of the Rules

This cause of error arises as the result of the learner’s high motivation to

achieve communicative ability. In achieving it, the learner may produce

grammatically incorrect sentence.

d. False Concept Hypothesized

It arises as the result of faulty comprehension of the distinction in the

foreign language. Sometimes it is also because of the poor gradation of the

materials of teaching.

5. Kinds of Errors and Mistakes

Learning a foreign language is different from learning one’s mother

tongue. Learning foreign language is not easy because mostly the student is still

making an error or mistakes. Error is usually caused by lack of knowledge about

the target language or incorrect hypothesis about it and mistakes caused by

temporary lapses of memory, confusion, slips of the tongue and so on32

. But

mistakes can be corrected the wrong form by the learner. In other words, mistakes

are a performance problem rather than a competence problem. Edge stated (1989)

31

Jack C. Richards, Error Analysis: Perspective on Second Language Acquisition

(London: Longman Group Limited, 1974), pp. 174-178 32 Hubbard, op. cit., p. 134

22

rejects this error-mistake classification and calls all deviations from the norm

mistakes. These mistakes include33

:

1) Slips, which are a result of processing problems or carelessness’ Edge,

(1989:11);

2) Errors, which are comprehensible but which the learner is unable to correct,

although the form has been taught; and

3) Attempts, which are fairly incomprehensible and uncorrectable by the learner.

An Error which the learner does not recognize as errors the learner

recognizes as errors but which he or she cannot correct. Most linguists stated like

as James (1998) studied Error and classified errors into two types34

:

a. Linguistic category classification

This type of taxonomy specifies errors in terms of linguistic categories and in

terms of where the error is located in the overall system of the target language.

First, it indicates at what level of language the error is located: in phonology,

grammar, lexis, text or discourse and if it is at grammar level, what particular

grammatical construction does it involve? Some possibilities they list are: the

auxiliary system and passive sentence complements. Having established the level

of the error, one next asks about its class. Given that it is a grammar error, does it

involve the class of a noun, verb, adjective, adverb, preposition, conjunction, or

determiner? which leads to the assignment of a rank to the error, in terms of where

it lies on the hierarchy of units that constitute its level.

b. The surface structure taxonomy

This is the second type of descriptive taxonomy proposed by Dulay, Burt and

Krashen (1982) who describe this taxonomy as being based on “the way surface

33

Muzi V. Nzama, Error Analysis: A Study Of Errors commited by Isizulu Speaking

Learners of English in Selected Schools , thesis The Department of General Linguistics at the

University of Zululand, (Empangeni: University of Zululand, n. d. ), p. 43 34

J. Sutomo, Error Analysis on Learner’ Passive Sentences, Dinamika Bahasa dan Ilmu

Budaya, Vol.4 , No.2, Juli 2010

23

structures are altered.” Errors can occur because of change in surface structure in

specific and systematic ways. There are four ways in which learners “modify”

target forms in specific and systematic ways.

1). Omission

Learners in the early stages of learning tend to omit function words rather

than content words. More advanced learners tend to be aware of their ignorance of

content words and rather than omit one, they resort to compensatory strategies to

express their idea (Kasper and Kellerman, 1997).

2). Addition

This manifestation of error, according to Dulay, Burt and Krashen, is the

‘result of all-too-faithful use of certain rules’ (1982, p.156) and they suggest there

are subtypes. First is regularization, which involves overlooking exceptions and

spreading rules to domains where they do not apply, for example producing the

incorrect “buyed” for “bought.” Second, is double marking, defined as ‘failure to

delete certain items which are required in some linguistic constructions but not in

others’. Here is an example: He doesn’t knows me.

3). Misformation

Dulay, Burt and Krashen define misinformation as use of the wrong form

of a structure or morpheme, and give examples like: (a). I* seen her yesterday.

(b).He hurt* himself.

4). Misordering

This category is relatively uncontroversial. The learners can select the

right forms to use in the right context, but they arrange them in the wrong order,

for instance, adverbials, interrogatives and adjectives, yielding errors as in: (a).

*He every time come late home. (b). *Tell me where did you go. (c). *The words

little.

24

Other categories of grammatical Error classification are from Betty

Schrampfer Azar . She classifies the grammatical error in 13 categories, they

are35

:

Table 2.3

Category of Error

No. Category Example Correction

1. Singular - Plural He have been here for

six month

He has been for six

months

2. Word Form I saw a beauty picture I saw a beautiful

picture

3. Word Choice She got on the taxi She got into the taxi

4. Verb Tense He is here since June He has been here

since June

5+. Add a Word I want go to the zoo I want to go to the

zoo

5-. Omit a Word She entered to the

university

She entered the

university

6. Word Order I saw five times that

movie.

I saw that movie five

times

7. Incomplete Sentence I went to bed. Because I

was tired

I went to bed

because I was tired

8. Spelling An accident occurred

9. Punctuation What did he say What did he say?

10. Capitalization I am studying English I am studying

English

11. Article I had a accident I had an accident

35

Betty Schrampfer Azar, English Grammar: Understanding And Using, (Eaglewood

Prentice Hall, 1989), 2nd Edition, p. A29

25

12. Meaning Not Clear He Borrowed some

13. Run-On Sentence My roommate was

sleeping, we didn’t want

to wake her up.

My roommate was

sleeping, We didn’t

want to wake her up.

Taken from the book Betty Schrampfer Azar, English Grammar: Understanding and

Using, (Eaglewood Prentice Hall, 1989), 2nd

Edition.

This grammatical Errors Classification of Betty Schrampfer Azar will be

used in this study.

D. Grammatical Error on Students’ Writing Recount Text

Writing is an activity that can usefully be prepared for by work in the other

skills of listening, speaking and reading36

. Writing plays an important role for

students who are required to be able to write different types of text according to

curriculum, such as descriptive, narrative, and recount texts. According to the

2006 Competence Based Curriculum, a recount text is taught in senior high

school. Writing a recount text has three parts in text organization: orientation,

sequence of events and reorientation ; and language features: use proper nouns,

use of the past tense, use descriptive words, and words showing the order of

events ( Mark Anderson & Kathy Anderson 1997: 51)37

. Most of student had

problems in writing a recount text when they had to concern with the text

organization and the language features because of their limited mastery. The

students were confused of how to write a recount text correctly. In the end, when

the students wrote the text, the errors occurred in the text organization and the

language features, such as use of past tense.

In this final project, the researcher discusses an Error Analysis in Students’

Writing Recount Text. Writing a recount text must be clear, vivid, and concrete.

36

I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (UK: Routledge, 2009), p.

113 37

Anderson, op. cit., p.51

26

The readers can be confused and also they may find difficulties understanding the

content of the text which he/she has written. Therefore, through recount text, the

researcher would like to find out the students’ learning problems, the causes and

to know the students’ achievement and difficulties in making recount text writing.

27

CHAPTER III

RESEARCH METHODOLOGY

A. Time and Location

The writer did the research on Thursday October 9th

, 2012. The writer was

conducted at MA Nurul Falah Serpong which is located on Jalan H.Saran no. 27

Serpong, South Tangerang.

B. Method of Study

The writer used the descriptive analysis method and used the procedures

of error analysis itself. The Research tries to describe the errors made by students

when they write a subject. The writer tries to calculate the errors, make the

reconstruction and classify causes of error.

C. Data and Data Sources

The data of the research were the students’ errors in the use of Recount

Text Writing; the data sources were taken from the test, and it was used to know

kinds of errors made by the students of MA Nurul Falah Serpong.

D. Technique of Data Collecting

In collecting the data, the writer gave the test to find out the students’ errors in

the use of Recount Text Writing. This test was used to know kinds of errors made

by the Twelfth Grade students of MA Nurul Falah Serpong in using the Recount

Text. The Writer came to the field, and the writer asks them to make three

paragraphs about their last holiday. After that, collected their works, and analyzed

them. In this way, I tried to get the data as objective as possible

28

E. Instrument of the Research

The instrument of this research was a writing test. The type of writing is

guided writing, which the topic is given by student’s activity in their last holiday.

The text was recount text. The text is divided into three parts, orientation, series of

events and reorientation or conclusion. The test made by the writer. The material

was taken from the book.

F. Technique of Data Analysis

To find out the effectiveness of analysis on students’ error in using

Recount Text, the researcher used distribution frequency relative or descriptive

analysis technique (percentage formula). This is adapted from Sudjono and

described in the table of percentage1. In the table of percentage, the writer uses the

formula:

P = percentage

F = frequency of error occurred

N = number of sample which is observed

1 Prof. Drs. Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo

Persada, 2007), p. 43.

P = �

� x 100%

29

CHAPTER IV

RESEARCH FINDINGS

A. Data Description

The research discussed the errors that done by the twelfth grade students of

MA Nurul Falah Serpong, Tangerang Selatan in writing recounts text. To get the

data, the writer give the guided writing test with the topic about what did you do

on your last holiday.

The text is divided into 3 parts. First is orientation about who, what, when,

and where. The second part is sequence of event what happened, and the third is

reorientation or conclusion. The writer found many errors in student recount text

and then the writer makes the classifying of the student’s errors on grammatical

aspects. According that category of grammatical Error classification by Betty

Schrampfer Azar there are 14 categories of error. So, the writer only focuses 14

categories on grammatical errors which made by students, they are:

1. Singular plural

2. Word Form

3. Word choice

4. Verb tense

5. Add a word

6. Omit a Word

7. Word order

8. Spelling

9. Article

10. Capitalization

11. Run on sentence

12. Punctuation

30

13. Meaning not clear

14. Incomplete sentence

The following table is the analysis of the student error in English recount

text, they are:

Table 4.1

The analysis of the student error in English recount text

Students’ number Types of error Total of error

1 Capitalization

Omit a word

Singular-Plural

Spelling

Verb tense

Word choice

Word form

Word order

Punctuation

Meaning not clear

Incomplete sentence

1

1

6

1

11

4

1

1

7

2

2

2 Add word

Capitalization

Spelling

Verb tense

Word choice

Word form

Word order

Punctuation

Meaning not clear

1

1

1

1

3

1

1

7

2

3 Run on sentence

Singular plural

Verb tense

Word choice

Word order

Punctuation

Meaning not clear

3

4

3

5

1

3

1

4 Run on sentence 1

31

Singular plural

Verb tense

Word choice

Word order

Punctuation

Meaning not clear

1

4

3

2

1

1

5 Add word

Run on sentence

Singular plural

Spelling

Verb tense

Word choice

Word order

Punctuation

Meaning not clear

Incomplete sentence

1

3

2

1

5

5

1

5

1

1

6 Omit a word

Run on sentence

Singular plural

Spelling

Verb tense

Word choice

Word order

Punctuation

2

2

3

2

6

5

3

2

7 Omit a word

Run on sentence

Singular plural

Spelling

Verb tense

Word choice

Punctuation

Meaning not clear

1

1

1

2

1

2

2

1

8 Singular plural

Punctuation

1

1

9 Article

Singular plural

Word order

1

3

1

10 Add a word

Omit a word

Run on sentence

Singular plural

1

3

2

3

32

Spelling

Verb tense

Word choice

Word form

Punctuation

1

4

5

1

1

11 Add a word

Article

Omit a word

Run on sentence

Singular plural

Spelling

Verb tense

Word choice

Word order

Punctuation

Meaning not clear

3

1

3

3

3

2

6

7

5

2

1

12 Add a word

Run on sentence

Singular plural

Verb tense

Word choice

Word order

Punctuation

Meaning not clear

1

2

2

8

10

1

2

2

13 Add a word

Omit a word

Run on sentence

Singular plural

Verb tense

Word choice

Word order

Punctuation

1

3

1

1

4

2

2

2

14 Omit a word

Run on sentence

Singular plural

Spelling

Verb tense

Word choice

Word form

Punctuation

Meaning not clear

4

1

1

3

5

4

3

2

1

33

15 Add a word

Run on sentence

Singular plural

Verb tense

Word choice

Punctuation

2

1

2

5

3

2

16 Add a word

Omit a word

Run on sentence

Singular plural

Spelling

Verb tense

Word choice

Punctuation

Meaning not clear

2

1

4

1

1

9

1

4

1

17 Add a word

Omit a word

Run on sentence

Singular plural

Spelling

Verb tense

Word choice

Punctuation

Meaning not clear

Incomplete sentence

2

2

2

6

1

6

6

3

5

1

18 Add a word

Omit a word

Run on sentence

Singular plural

Verb tense

Word choice

Punctuation

Meaning not clear

2

1

3

8

8

1

4

2

19 Add a word

Omit a word

Run on sentence

Singular plural

Verb tense

Word choice

Word form

Word order

Punctuation

Meaning not clear

4

1

2

3

5

4

1

1

2

2

34

20 Add a word

Omit a word

Run on sentence

Singular plural

Spelling

Verb tense

Word choice

Word form

Word order

Punctuation

Meaning not clear

1

2

1

3

2

2

2

2

1

1

1

21

Add a word

Article

Run on sentence

Singular plural

Verb tense

Word choice

Word form

Word order

Spelling

Punctuation

2

1

1

2

4

3

1

1

4

1

Total of error 442

B. Analysis of data

On preceding explanation, the data are taken from the students answer

sheet. The writer classifies the students’ error in writing recount texts and the

writer found fourteen aspects of error of the use in the writing recount texts. It

marked the sentences containing errors by Singular plural, Word Form, Word

choice, Verb tense, Add a word, Omit a Word, Word order, Spelling, Article,

Capitalization, Run on sentence, Punctuation, Meaning not clear and Incomplete

sentence. The identified could be seen from the table based on below:

35

Table 4.2

Total of Error S

tud

ent

Error

Sin

gu

lar

plu

ral

Wo

rd F

orm

Wo

rd c

ho

ice

Ver

b t

ense

Ad

d a

wo

rd

Om

it a

Wo

rd

Wo

rd o

rder

Sp

elli

ng

Art

icle

Ca

pit

ali

zati

on

Ru

n o

n s

ente

nce

Pu

nct

ua

tio

n

Mea

nin

g n

ot

clea

r

Inco

mp

lete

Sen

ten

ce

To

tal

Per

cen

tag

e

1 6 1 4 11 - 1 1 1 - 1 - 7 2 2 37 8.3%

2 - 1 3 1 1 - 1 1 - 1 - 7 2 - 18 4 %

3 4 - 5 3 - - 1 - - -

-

3 1 - 17 3.8%

4 1 - 3 4 - - 2 - - -

1

1 1 - 13 2.9 %

5 1 - 5 5 1 - 1 1 - -

3

5 1 1 24 5.4%

6 3 - 5 6 - 2 3 2 - -

2

2 - - 25 5.6 %

7 1 - 2 1 - 1 - 2 - -

1

2 1 - 11 2.4%

8 1 - - - - - - - - -

-

1 - - 2 0.4 %

9 3 - - - - - 1 - 1 -

-

- - - 5 1.1%

10 3 1 5 4 1 3 - 1 - -

2

2 - - 22 4.9%

11 3 - 7 6 3 3 5 2 1 -

3

2 1 - 36 8.1%

12 2 - 10 8 1 - 1 - - -

2

2 2 - 28

6.3%

13 1 - 2 4 1 3 2 - - - 1 2 - - 16 3.6%

36

From the table above, it could be described that the minimum errors made

by students number 8 with 2 error or 0.4 % while the maximum errors made the

students number 1 with 37 errors or 8.3%. In addition, based on the description of

the errors above, the writer found that there are 442 errors made by the Twelfth

Grade of MA Nurul Falah Serpong in writing recount texts.

To make it clearer, the writer did not only mention the errors made by the

students, but she also included the cause of error that may become the factor of

students’ error. Here is the explanation of the causes of errors described in the

table below:

14 1 3 4 5 - 4 - 3 - -

1

2 1 - 24 5.4%

15 2 - 3 5 2 - - - -

1

2 - - 15 3.3%

16

1 - 1 9 2 1 - 1 - - 4 4 1 - 24 5.4%

17 6 - 6 6 2 2 - 1 - -

2

3 5 1 34 7.6%

18 8

- 1 8 2 1 - - - - 3 4 2 - 29 6.5%

19 3 1 4 5 4 1 1 - - -

2

2 2 - 25 5.6%

20 3 2 2 2 1 2 1 2 - -

1

1 1 - 18 4 %

21 2

1 3 4 2 - 1 1 1 - 1 4 - - 19 4.3%

T

ota

l

55 10 75 97 23 24 21 19 3 2 30 58 21 4 442 100%

37

Table 4.3

Table of Number of Causes of Errors Explanation

No. Causes of Errors Number of The Causes Percentage of Errors

1. Intra-lingual

Transfer 112 53.58 %

2. Inter-lingual

Transfer 81 38.75 %

3. Communication

Strategies 6 2.87 %

4. Context of Learning 10 4.78 %

Total 209 100 %

Due to the table 3.4, Intralingual transfer 112 times behind the student’s

errors or 53.58 %. The students might attempt to derive the rules before the data

to which has been concerned by the students gradually and it may lead to the false

hypothesis related to neither their native language nor the target language. Then,

Interlingual transfer may become a cause of error as 81 times or 38.75 %. This is

when the student might be influenced by their mother tongue in terms of pattern,

systems of rules. And then, context of learning found in their writing as 10 times

or 4.78 % because the teacher and the text in the test given may lead them either

to build faulty hypotheses about the language or to write an inappropriate word or

sentence. The last, Communication strategies found cause of error as 6 times or

2.87 % because the student often use production strategies in order to get their

messages across, but they still make error in these techniques.

C. Interpretation of Data

The final step is to explain the findings to analyze data. After categorized

the errors based on the types of error. The writer distributes the types of error. In

this part, the writer will interpret the errors that students made as follows:

38

Table 4.4

Percentages of Types of Error

No. Category Frequency of

errors

Percentage of

errors

1. Singular plural 55 12.4%

2. Word Form 10 2.26%

3. Word choice 75 16.9%

4. Verb tense 97 21.9 %

5. Add a word 23 5.2 %

6. Omit a Word 24 5.4 %

7. Word order 21 4.7 %

8. Spelling 16 3.6 %

9. Article 3 0.6 %

10. Capitalization 2 0.4 %

11. Run on sentence 30 6.7 %

12. Punctuation 58 13.1 %

13. Meaning not clear 21 4.7%

14. Incomplete sentence 4 0.9 %

Total N = 442 100 %

In the table 4.3 showed that from the tables above, the first most of

students make error in the item of verb tense 21.9 %, with those frequencies:

The frequency of the students’ error in Singular plural is 55 errors or 12.4%

The frequency of the students’ error in Word Form is 10 errors or 2.26%

The frequency of the students’ error in Word choice is 75 errors or 16.9%

The frequency of the students’ error in Verb tense is 97errors or 21.9 %

The frequency of the students’ error in Add a word is 23 errors or 5.2 %

39

The frequency of the students’ error in Omit a Word is 24 errors or 5.4 %

The frequency of the students’ error in Word order is 21 errors or 4.7 %

The frequency of the students’ error in Spelling is 16 errors or 3.6 %

The frequency of the students’ error in Article is 3 errors or 0.6 %

The frequency of the students’ error in Capitalization is 2 errors or 0.4 %

The frequency of the students’ error in Run on sentence is 30 errors or 6.7 %

The frequency of the students’ error in Punctuation is 58 errors or 13.1 %

The frequency of the students’ error in Meaning not clear is 21errors or 4.7%

The frequency of the students’ error in Incomplete sentence is 4 errors or 0.9 %

After analyzing the data, the writer will interpret the errors that student

made. Based on the data, the highest frequency of error 27.2 % is Verb tense. The

table and the statement above show of each type of error. Then the common errors

of grammatical aspects that the twelfth students of MA Nurul Falah Serpong make

in recount paragraph are Verb tense with the total errors is as much as 97errors or

21.9 %. The second rate is Word choice with 75 errors or 16.9%. The third rate

Punctuation with 58 errors or 13.1%. And the minimum error is Article with 3

errors or 0.6%. The students make such errors because of the influence or

linguistic mother tongue and their Indonesian logical thinking. They thought in

Indonesian way when they wrote in English. However, when they produced the

new language data in their mind, it also produces a new rules, so they often over

generalize about their second language rules. It means the teacher should aware

that intra-lingual transfer is one the sources of error that must be recognized in the

second language learning.

Besides, the causes of error that the writer includes in are 4 types:

Intralingual transfer (112 times or 53.58 %) when the students acquired the new

language, they have already saved the data about their first language which are

different in terms, pattern or system with the new language. Thus, their minds

might create a new rule at that time so they often over generalize about the new or

second language, and this is what is commonly called as Intralingual transfer.

40

Interlingual transfer is actually when the students might translate directly the

target language into the first language, and this kind of cause occurred 81 time or

38.75 % in this recount text. And then, context of learning (10 error or 4.78 %),

the misleading explanation from the teacher or maybe the textbook perhaps cause

students to do errors in writing. The last is Communication strategies (6 error or

2.87 %), the student often use production strategies in order to get their messages

across, but they make error in that techniques related learning style.

41

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

According to the description in the previous chapter, the writer concluded

that the Twelfth Grade students of MA Nurul Falah still made errors when they

make the recount texts and based on the data the writer found that there were 442

errors. It could be described that errors in verb tense were the most frequent or the

highest errors in which the students committed 97errors or 21.9 % errors. It was

followed by Word choice consists of 75 errors or 16.9 % errors. Then, errors in

Punctuation consist of 58 errors or 13.1 % errors. And the last or the lowest errors

is Article consist 3 errors or 0.6 % errors. Based on the high percentage of errors,

it means that the students’ mastery in writing recount text needs to be improved to

avoid the students making the same errors.

Furthermore, 53.58 % errors caused by Intralingual transfer, 38.75 % by

Interlingual transfer, 4.78 % by context of learning and the last 2.87 % by

communication strategies. This data drive the writer to conclude that the teaching

of verb tense was not successfully delivered to the students and the teacher has to

concern more about this. So, the main cause was Intralingual transfer in which the

students were inferred by their mother tongue. It can occur when they receive the

new language data in their mind, they create a new rule, so they often do the

overgeneralization toward the new language or target language.

B. Suggestion

After get the result of students’ mostly common errors types in writing

recount text, the writer would like to give some suggestions:

1. English teachers are suggested to teach how to make the recount text both oral

and written clearly.

2. Students are suggested to use past tense form as much as possible and give

more attention to the change of the verbs.

42

3. It is needed for students to read many texts, in order to know a lot of

vocabulary and their use in a sentence.

4. It is good for teachers to ask the difficult materials that students have not

understood yet and help the students to solve it.

5. It is not harmful for teachers to give the example as mush as possible, because

in writing activity, the result of reading skill, memory of vocabulary, their

grammatical comprehension is needed and getting perfect with their logical

thinking.

43

BIBLIOGRAPHY

Anderson, Mark, and Kathy Anderson. Text Types in English, Chapel Street:

Macmillan, 1997.

Azar, Betty Schrampfer. “English Grammar: Understanding and Using”,

Eaglewood: Prentice Hall, 2nd

Edition, 1989.

Bhela, Baljit. Native language interference in learning a second language:

Exploratory case studies of native language interference with target

language usage, International Education Journal. Vol 1, No 1, 1999.

Brown, Douglas. Principles of Language Learning and Teaching, New York:

Addison Wesley Longman, Inc., Fourth edition., 2000.

Brown, Kristine, and Susan Hood. Writing Matters: Writing skills and strategies

for students of English, New York: Cambridge University Press, 1989,

fourth printing, p. 6.

Coffin, Caroline, et. al. Teaching Academic Writing, London: Routledge, 2003.

Cushing, Sara Weigle. Assessing Writing, UK: Cambridge University Press, 2002.

Hasyim, Sunardi. Error Analysis in the Teaching of English, Volume 4, Number

1, June 2002.

Hubbard, Peter, et.al. A Training Course for TEFL, Oxford: Oxford University

Press, 1993.

Hughes, Rebecca. English in Speech and Writing, London: Routledge, 1996.

I. S. P. Nation. Teaching ESL/EFL Reading and Writing, UK: Routledge, 2009.

Kavaliauskienė, Galina. Case Study: Learner Attitudes Toward The Correction Of

Mistakes, Socialinės Technologijos Social Technologies, 2 (1), 2012.

Kozminsky, Ely, et. al. Concept Mapping and Writing, Proc. of the Fifth Int.

Conference on Concept Mapping , Malta: n. p, 2012.

Lee, Nancy. Notions Of'error' and Appropriate Corrective Treatment, Hongkong

Papers In Linguistics and Language Teaching 13, 1990.

Meiswarawati, Era. 9 Contoh Recount Text pilihan,

http://www.englishindo.com/2012/01/9-contoh-recount-text-pilihan.html,

January 12th

2013.

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Nzama, Muzi V. Error Analysis: A Study of Errors committed by Isizulu

Speaking Learners of English in Selected Schools, thesis The Department of

General Linguistics at the University of Zululand, Empangeni: University of

Zululand, n. d.

Pelana, Zulkifli. Recount Text, http://zona-pelajar.blogspot.com/2011/03/recount-

text.html, December 3rd

2012.

Richards, Jack C, and Gloria P. Sampson. Error Analysis Perspectives on Second

Language Acquisition, London: Longman, 1973.

Rukmini, Dwi. Speaking Model Texts in Texbooks for Senior High School,

BAHASA DAN SENI, Tahun 37, Nomor 1, February 2009.

Sudjono, Anas, Prof. Drs. Pengantar Statistik Pendidikan, Jakarta: Raja

Grafindo Persada, 2007.

Sutomo, J. Error Analysis on Learner’ Passive Sentences, Dinamika Bahasa dan

Ilmu Budaya, Vol.4, No.2, July, 2010.

Tarawneh, Rula Tahsin. and Islam Mousa Almomani., The Spoken Errors and

Mistakes Committed by Senior English Students at Princess Alia University

College, Theory and practice in Language Studies, Vol.3, No.3, March

2013.

Wiggins, Grant Hopewell. Real-World Writing: Making Purpose and Audience

Matter, New Jersey, n. p., n. d.

Zamel,Vivian. Writing: The process of Discoverig Meaning, TESOL Quarterly,

Vol. 16, No.2, Jun., 1982.

APPENDIX

The Procedure of Error Analysis

No. Student’s Writing Identification of

Error Category of Error Reconstruction Causes of Errors

1

Mahyudin:

Happy holiday

In the last holiday me and

may friend goes to anyer

beach in banten, and I feel

very happy because I can

forgeted all my problem and

enjoy in the beach with my

friend.

First, I swim in the sea and I

feel scary because my friend

invite me to the deep Area

but my friend just smile for

me and that make me Angry

and stop to swimm. after

that, me and my friend

playing football on the beach

, although me little angry but

I feel is very, very, very hapy

in that holiday

And then, after swim,

playing football and more in

the beach, me and my friend

back to home, and we are

me and may friend

goes to anyer beach

in banten

Singular-Plural (1)

Verb tense (1)

Capitalization (1)

Punctuation (1)

my friend and I went to anyer

beach in banten

Intralingual transfer

Interlingual transfer

In the last holiday Punctuation (1) In the last holiday, Intralingual transfer

I feel very happy

because I can

forgeted all my

problem and enjoy in

the beach

Verb tense (3)

Omit a word (1)

Punctuation (1)

I felt very happy because I

didn’t forget all my problems.

I enjoyed in the beach

Intralingual transfer

Interlingual transfer

I feel scary because

my friend invite me

to the deep Area

Verb tense (2)

Word choice (1)

Word order (1)

I felt scary because my friends

invited me to swim in the

deep sea

Intralingual transfer

Interlingual transfer

my friend just smile

for me and that make

me Angry and stop to

swimm

Word choice (1)

Verb tense (2)

Subject (2)

Spelling (1)

My friend just smile to me.

And it made me angry and I

stopped to swim

Intralingual transfer

Interlingual transfer

On the beach, Punctuation (1) On the beach. Intralingual transfer

Altought Punctuation (1) Altought, Intralingual transfer

me and my friend

playing football on

the beach

Subject (1)

Verb tense (1)

Word choice (1)

we played football in the

beach

Intralingual transfer

Interlingual transfer

Me little angry Meaning not clear

(1)

It made me angry Interlingual transfer

me little angry but I Subject (1)

Verb tense (1)

I was on title angry but I felt

very happy in that holiday.

Intralingual transfer

Interlingual transfer

feel vey, very, happy. feel is very, very, very

hapy in that holiday

Word choice (1)

Incomplete sentence

(2)

Meaning not clear

(1)

Punctuation (1)

Context of learning

after swim, playing

football

Word form (1)

Verb tense (1)

Subject (1)

after swimming I was playing

football

Intralingual transfer

Interlingual transfer

More in the beach, Punctuation (1) More in the beach. Intralingual transfer

2 Halimatussa’diyah :

My harrible experience

Let me remind you my

experience during an earth

quake last week. When the

earth quake happened, I was

on my car, I was driving

home from my vocation to

bali.

Suddenly my car wheled to

one side, to the left. I

thought I so flat tire. I did

not know that it was an

earth quake I knew it was an

earth quake when I saw

same telephone and

electricity poles failing down

to the ground, like

mathematics.

Then I saw a lot of rocks

Suddenly my car

wheled to one side

Word order (1)

Spelling (1)

Word choice (1)

Suddenly, my car wheeled

from one right to left

Intralingual transfer

Context of learning

electricity poles

failing down to the

ground, like

Verb tense (1)

Word choice (1)

Capitalization (1)

Electricity was falling down to

the ground, like Mathematics.

Intralingual transfer

Interlingual transfer

tumbling accros the road. I

was happed by the rock

even I could not move my

car at all. There were rocks

every where, there was

nothing I could do but left

the car and walked along

way to my house in the

town.

You know what? When I

reached my town, I was so

surprised that there was

almost nothing left the earth

quake made a lot of damage

to my town, although

nothing was left, I thanked

god that no body was

seriously injured.

mathematics

Then I saw a lot of

rocks tumbling accros

the road

Add word (1)

Then I saw a lot of rocks

tumbling down across to the

road

Intralingual transfer

I was happed by the

rock

Word choice (1) I was left by the rocks Intralingual transfer

I was so surprised

that there was

almost nothing left

the earth quake

Word form (1)

I was so surprise that there

was almost nothing left

earthquake

Intralingual transfer

Suddenly

To side, to left

I thought I so flat tire

it was an earth quake

Then

There were rocks

every where,

but left the car and

walked along way to

my house

my town,

although nothing was

left,

Punctuation (1)

Punctuation (1)

Meaning not clear

(1)

Punctuation (1)

Punctuation (1)

Punctuation (1)

Singular plural (2)

Punctuation (1)

Meaning not clear

(1)

Punctuation (1)

Suddenly,

To side and to left

I felt the tire so flat

it was an earth quake .

Then,

There were rocks every

where.

but I left from the car and I

walked along way to my

house

my town.

although nothing people was

injured.

Intralingual transfer

Interlingual transfer

Context of learning

Communication

strategies

3 Robiatul adawaiyah :

On the last holiday

my lived, in the

pesantren

Run on sentence (2)

Word choice (1)

Punctuation (2)

On the last holiday, I lived at

pesantren

Intralingual transfer

My holiday

On the last holiday my lived,

in the pesantren because I

no to go home. My

pesantren in ciater west

I did many activities in

pesantren. On the last

holiday we executerace in

pesantren. In race for

educate and value as much

spirit in studying.

My holiday in pesantren very

happy because I and my

friend happy.

I no to go home. My

pesantren in ciater

west

Verb tense (1)

Word order (1)

I was not going to home. My

pesantren at west ciater

Intralingual transfer

Interlingual transfer

we executerace in

pesantren. In race for

educate and value as

much spirit in

studying

on the last holiday

Singular plural (2)

Word choice (3)

Meaning not clear

(1)

Punctuation (1)

I followed a competition at

pesantren. It was for

education and value as spirit

in studying.

on the last holiday

Intralingual transfer

Context of learning

My holiday in

pesantren very happy

because I and my

friend happy

Verb tense (2)

Singular plural (2)

Word choice (1)

Run on sentence (1)

My holiday was at pesantren.

it was very happy because my

friend and I were happy

Intralingual transfer

Interlingual transfer

4 M. Khaerul Ramdani :

Go to puncak

One day, holiday

school. I go on

vacation to puncak

Word order (1)

Verb tense (1)

Word choice (1)

One day, on holiday school. I

went to puncak for vacation

Intralingual transfer

Interlingual transfer

One day, holiday school. I go

on vacation to puncak.

Puncak spot very beautiful

and air cool something make

opinion increase fresh.

The first day I very happy

Puncak spot very

beautiful and air cool

something make

opinion increase

fresh.

Verb tense (2)

Word order (1)

Word choice (2)

Singular plural (1)

Run on sentence (1)

Meaning not clear

(1)

My opinon, puncak spot was

very beautiful and something

cool air made me more fresh.

Intralingual transfer

Interlingual transfer

The first day I very

happy.

Verb tense (1)

Punctuation (1)

First day, I was very hapy.

Intralingual transfer

Interlingual transfer

5 Lay .Farida :

My holiday

My holiday, I went to

pandeglang went to home

cousin, pandeglang has

many beautiful, many, rural

district, wet rice field,

hortikulture and all sort of

vegetables.

I did many activities in

pandeglang, I make cake

with my mother and aunt.

Beside that, we also played

to home my grandmother

with my family, there is

event family.

Today, we were so we must

come back to Tangerang

tomorrow. It’s my holiday

I went to pandeglang

went to home cousin,

Word choice (1)

Punctuation (1)

I went to pandeglang, going

to cousin’s home

Intralingual transfer

pandeglang has many

beautiful, many, rural

district, wet rice field,

hortikulture and all

sort of vegetables.

Verb tense (2)

Word choice (2)

Singular plural (1)

Run on sentence (2)

Spelling (1)

Punctuation (1)

Pandeglang was very

beautiful. It has many rural

district, wet rice field,

horticultures, and some

vegetables.

Intralingual transfer

Interlingual transfer

I make cake with my

mother and aunt

Verb tense (1)

Singular plural (1)

I made a cake with my mother

and my aunt

Intralingual transfer

Interlingual transfer

I did many activities

in pandeglang,

Punctuation (1)

I did many activities in

pandeglang,

Intralingual transfer

Beside that, we also

played to home my

grandmother with

my family

Word oder (1)

Punctuation (1)

We also played to

grandmother’s home with my

family

Intralingual transfer

there is event family Meaning not clear

(1)

There was interesting family.

Communication

strategies

Today, we were so

we must come back

Word choice (1)

Add word (1)

Then, we were so happy. We

must come back to Tangerang

Intralingual transfer

Interlingual transfer

that interesting. We were

enjoyed.

to Tangerang

tomorrow

Run on sentence (1)

Incomplete sentence

(1)

Punctuation (1)

tomorrow

It’s my holiday that

interesting

Verb tense (2)

Word choice (1)

It was My holiday which was

interesting

Intralingual transfer

Interlingual transfer

6 Ismaya angrraeni :

My holiday

My holiday yesterday only in

home. I help mother as wash

clothes, wash plate and wipe

off. After that me help

grandmother pluck corn in

wet rice field.

I no forget goes to home

grandmother together with

father, mother and sister.

There us assemble together

with my big family my

mother.

I’m very happy, can meet

with granfather and grand

mother.

My holiday yesterday

only in home

Word order (1)

Word choice (2)

Run on sentence (1)

Last holiday, I only at home

yesterday

Intralingual transfer

I help mother as

wash clothes, wash

plate and wipe off

Verb tense (1)

Word order (1)

I helped my mother such as

wash her clothes, wash

plates, and wipe off

Intralingual transfer

Interlingual transfer

After that me help

grandmother pluck

corn in wet rice field.

Verb tense (1)

Singular plural (1)

Run on sentence (1)

Word choice (1)

Punctuation (1)

After that, I helped my

grandmother weighing a corn

in wet rice field

Intralingual transfer

Interlingual transfer

I no forget goes to

home grandmother

together with father,

mother and sister

Verb tense (1)

Word order (1)

Word choice (1)

I didn’t forget to go to

grandfather’s home with my

father, mother and sister.

Intralingual transfer

Interlingual transfer

There us assemble

together with my big

family my mother.

Verb tense (1)

Word choice (1)

Singular plural (1)

Omit a word (1)

We were making assembly

together with my big family.

Intralingual transfer

Interlingual transfer

I’m very happy, can

meet with granfather

and grand mother.

Verb tense (2)

Singular plural (1)

Omit a word (1)

Spelling (2)

Punctuation (1)

I was very happy. I met

grandfather and

grandmother.

Intralingual transfer

Interlingual transfer

7 Dani firdaus:

Go to Carita Beach

A certain I and family ion to

beach

I enjoy miliev very beautiful

A certain I and family

ion to beach

Word choice (2)

Omit a word (1)

Singular plural (1)

Spelling (1)

Run on sentence (1)

Punctuation (2)

Certainly, My family and I

went to the beach

Intralingual transfer

I enjoy miliev very

beautiful

Verb tense (1)

Meaning not clear

(1)

I enjoyed the view of beach

because that was very

beautiful

Interlingual transfer

Communication

strategies

8 Jerry adam :

My holiday

On the last holiday, I went to

Jogjakarta, Jogjakarta has

many beautiful tourism

object. One of them is candi

Borobudur.

Jogjakarta has many

beautiful tourism

object

I went to Jogjakarta,

Singular plural(1)

Punctuation (1)

Jogjakarta has many beautiful

tourism objects

I went to Jogjakarta.

Intralingual transfer

9 Ari :

Happy Holiday

On the last holiday, I went to

Beach. Beach has many

beautiful tourism object.

I saw the large of

white sand, the blue sea,

sunset and foreign tourist

from the several of

countries.

I planned the white

sand with my friends. Made

Beach has many

beautiful tourism

object.

Singular plural (1) Beach has many beautiful

tourism objects.

Intralingual transfer

Made the sand from

sand like castle.

Singular plural (2)

Article (1)

Word order (1)

I made a castle from the

sands.

Intralingual transfer

the sand from sand like

castle.

10 Muhammad Nashrudin:

My holiday

On the last holiday, I went to

house teacher. House my

teacher in bogor, I going to

bogor pile up motorcelly.

Covered family.

Be loved we play to garden

and many sleepless ask. In

garden we also Harvest

Jackfruit cash bogor, and

consume covered.

Im very happy.

I went to house

teacher.

House my teacher in

bogor

Word form (1)

Run on sentence (1)

Punctuation (1)

I went to my teacher’s house

in bogor

Intralingual transfer

I going to bogor pile

up motorcelly

Covered family

Verb tense(1)

Omit a word (2)

Spelling (1)

Word choice (1)

Meaning not clear

(1)

I was going to bogor by

borrowing my family’s

motorcycle

Intralingual transfer

Interlingual transfer

Be loved we play to

garden and many

sleepless ask

Verb tense (1)

Word choice (2)

Singular plural (2)

Add a word (1)

I played in the garden lovely

and I asked my family not to

sleep

Intralingual transfer

Interlingual transfer

In garden we also

Harvest Jackfruit cash

bogor, and consume

covered.

Run on sentence (1)

Verb tense (2)

Singular plural (1)

Word choice (2)

Omit a word (1)

Punctuation (1)

In garden, we also asked him

to take Jackfruit from bogor

and consumed it.

Intralingual transfer

Interlingual transfer

Im very happy. Verb tense (1)

I was very happy Interlingual transfer

11 Siti rohimah :

I went to market

serang

Word order (1)

Add a word (1)

I went to serang market at

serang

Interlingual transfer

Came to market serang

On the last holiday, I went to

market serang. Market

serang a market a very good.

He is much in visit peoples

and much accession. Next to

market serang place in city

serang.

I went to white sand my

mother. We come to market

serang can buy costum and

expense much. Then we

palying in market serang

white my mother.

The we can back to house

now, we very enjoyed.

Market serang a

market a very good.

Word order (1)

Verb tense (1)

Omit a word (1)

serang market was very good Intralingual transfer

Interlingual transfer

He is much in visit

peoples and much

accession

Singular plural (1)

Verb tense (1)

Word choice (3)

Add a word (1)

I visited many people and

many access to reach it

Intralingual transfer

Interlingual transfer

Next to market

serang place in city

serang

Run on sentence (1)

Singular plural (1)

Word choice (1)

Word order (1)

Punctuation (1)

Next, I was on serang market

place in serang city.

Intralingual transfer

Context of learning

I went to white sand

my mother.

Omit a word (1)

Word choice (1)

Add a word (1)

Meaning not clear

(1)

I went to serang market with

my mother

Intralingual transfer

strategies

We come to market

serang can buy

costum and expense

much

Verb tense (2)

Word order (1)

Singular plural (1)

Article (1)

Word choice (1)

We came to serang market

and we bought a costume by

expensive price

Intralingual transfer

Interlingual transfer

Then we palying in

market serang white

my mother

Run on sentence (1)

Spelling (2)

Word order (1)

Then, We were playing in

traditional market serang with

my mother.

Intralingual transfer

Interlingual transfer

The we can back to

house now, we very

enjoyed.

Run on sentence (1)

Verb tense (2)

Omit a word (1)

Then, we were back to home.

We were enjoyed.

Intralingual transfer

Interlingual transfer

Word choice (1)

Punctuation (1)

12 Silviana Eka Putri:

My holiday

On the last holiday, my lived

in pesantren. Because I no

go home. My pesantren in

ciater west, serpong.

I execute activities in

pesantren. On the last

holiday we execute race in

pesantren. Race for educate

and value as much spirit in

studying.

We execute race with very

happy , because in my

pesantren educate we with

fine. I am and my friends

very happy my holiday.

my lived in pesantren

Verb tense (1)

Word choice (1)

I lived at pesantren Intralingual transfer

Interlingual transfer

Because I no go

home.

Verb tense (1)

Add a word (1)

because I was not going to

home.

Intralingual transfer

Interlingual transfer

My pesantren in

ciater west, serpong.

Verb tense (1)

Word order (1)

Run on sentence (1)

My pesantren was in ciater,

west ciater serpong.

Intralingual transfer

Interlingual transfer

I execute activities in

pesantren.

Verb tense (1)

Word choice (1)

I was following many activities

in pesantren

Intralingual transfer

Interlingual transfer

On the last holiday

we execute race in

pesantren

Run on sentence (1)

Word choice (2)

Verb tense (1)

Punctuation (1)

On last holiday, we were

following a competition at

Pesantren

Intralingual transfer

Interlingual transfer

Race for educate and

value as much spirit

in studying.

Word choice (2)

Singular plural (1)

Meaning not clear

(1)

For education and values to

increase our spirit in studying.

Intralingual transfer

Context of learning

We execute race with

very happy

Verb tense (1)

Word choice (2)

Punctuation (1)

We were following a

competition with happiness

Intralingual transfer

Interlingual transfer

in my pesantren

educate we with fine

Verb tense (1)

Word choice (1)

Meaning not clear

(1)

in my pesantren taught

goodness

Intralingual transfer

Interlingual transfer

I am and my friends Singular plural (1) My friend and I were very Intralingual transfer

very happy my

holiday

Verb tense (1)

Word choice (1)

happy on my holiday.

Interlingual transfer

13 Nilawati dewi:

My holiday

On the last holiday, I’m

going to fishing together

family. I’m can many fish,

weekend tomorrow I want

to fishing.

Next day I’m and family go

to return accidentall fishing

to found many fish get.

I’m going to fishing

together family

Verb tense (1)

Add a word (1)

Word choice (1)

I was going to fishing with my

family

Intralingual transfer

Interlingual transfer

I’m can many fish,

weekend tomorrow I

want to fishing.

Verb tense (1)

Omit a word (1)

Run on sentence (1)

Word order (1)

I got many fish and I want to

fishing on next weekend.

Intralingual transfer

Interlingual transfer

Next day Punctuation (1) Next day, Intralingual transfer

I’m and family go to

return accidentall

fishing to found

many fish get

Singular plural (1)

Verb tense (2)

Omit a word (2)

Word choice (1)

Word order (1)

Punctuation (1)

My family and I went to

fishing and We returned

fishing to get many fish.

Intralingual transfer

Interlingual transfer

14 Novi yanti :

My holiday

On the last holiday, I went to

house grenfather. I and

frend happy poinsn to

house grenfather. Next I

assign clean up house to

clean.

Next I eat covered

grenfather and grenmother

with happy. Afterwards I

play covered be friends and I

I went to house

grenfather

Word choice (1)

Word form (1)

I went to grandfather’s home Intralingual transfer

I and frend happy

poinsn to house

grenfather

Singular plural (1)

Verb tense (1)

Omit a word (1)

Word form (1)

Meaning not clear

(1)

My friend and I were happy to

the grandfather‘s home

Intralingual transfer

Interlingual transfer

Next I assign clean up

house to clean.

Run on sentence (1)

Verb tense (1)

Omit a word (1)

Word choice (1)

Punctuation (1)

Next, I was clean up his home.

Intralingual transfer

Interlingual transfer

Next I eat covered Verb tense (1) Next, I ate with my Intralingual transfer

pick plower fruit.

grenfather and

grenmother with

happy

Spelling (2)

Omit a word (1)

Word choice (1)

Punctuation (1)

grandfather and grandmother

with happiness

Interlingual transfer

I play covered be

friends and I pick

plower fruit.

Verb tense (2)

Omit a word (1)

Word choice (1)

Spelling (1)

Word form (1)

I played with my friend and I

was pick up the fruit flowers.

Intralingual transfer

Interlingual transfer

15 Indah yulianti :

My holiday

On the last holiday, I went to

kahuripan. Kahuripan is

place a tour which beautiful.

In kahuripan there is lake

which vast, green tree and

grass. And all very beautiful.

I did many activities in

kahuripan. I am played with

my friends. I am and my

friends very happy see lake

kahuripan. Then we ate

somay and drink green tea.

After that, we come back

with very happy.

Kahuripan is place a

tour which beautiful.

Verb tense (1)

Word choice (1)

Add a word (1)

Kahuripan was a tour places

which beautiful places

Intralingual transfer

Interlingual transfer

In kahuripan there is

lake which vast,

green tree and grass.

And all very

beautiful.

Verb tense (2)

Run on sentence (1)

Word choice (1)

Singular plural (1)

Word choice (1)

Punctuation (1)

In Kahuripan, There was a

lake where was wide green

trees and grass. And all were

very beautiful.

Intralingual transfer

Interlingual transfer

I am played with my

friends

Verb tense (1)

I played with my friends Interlingual transfer

I am and my friends

very happy see lake

kahuripan

Singular plural (1)

Add a word (1)

Word choice (1)

My friend and I were very

happy to see a lake in

kahuripan

Intralingual transfer

we come back with

very happy.

Then we ate somay

Verb tense (1)

Punctuation (1)

we came back with very

happy

Then, we ate somay

Interlingual transfer

16 Ita sagita : I with my friends

went to GB (Gunung

Singular plural (1)

my friend and I went to GB

(gunung bunder) in west java

Intralingual transfer

My holiday with my friends

marawis

On the last holiday, I with

my friends went to GB

(Gunung Bunder) in west

java. We was going to GB at

06.30 am. And we arrived in

GB at 10.30 am. The view of

GB is very beautiful and first,

we take a picture In the big

tree.

Next, we enterd to waterfall

area, in there we played

water and its very cold. And

then we launch and prayer

dzuhur, after that we must

come back.

On the way, I hope in my

heart that I missed this

holiday. Because it’s very

happy and I retell my holiday

to my friends in school.

Bunder) in west java

We was going to GB

at 06.30 am

Verb tense (1)

We were going to GB at 06.30

am

Interlingual transfer

The view of GB is

very beautiful and

first, we take a

picture In the big tree

Verb tense (2)

Run on sentence (2)

Omit a word (1)

Punctuation (1)

The view of GB was very

beautiful. First, we took a

picture in the big tree

Intralingual transfer

Interlingual transfer

we enterd to

waterfall area

Spelling (1)

Punctuation (1)

we entered to water fall area. Intralingual transfer

in there we played

water and its very

cold

Run on sentence (1)

Verb tense (1)

Add a word (1)

Punctuation (1)

In there, we played some

water and it was very cold

Intralingual transfer

Interlingual transfer

And then we launch

and prayer dzuhur

Run on sentence (1)

Verb tense (2)

And then, we were launch

and pray dzuhur

Intralingual transfer

Interlingual transfer

After that we must

come back.

Punctuation (1) After that, we must come

back.

Intralingual transfer

I hope in my heart

that I missed this

holiday

Verb tense (1)

Add a word (1)

Meaning not clear

(1)

I hoped in my heart that I

never missed this holiday.

Intralingual transfer

Interlingual transfer

Communication

strategies

Because it’s very

happy

Verb tense (1)

Because it was very happy Interlingual transfer

I retell my holiday to

my friends in school.

Verb tense (1)

Word choice (1)

I retold my holiday to my

friends at school.

Intralingual transfer

Interlingual transfer

17 Nurul Andini Nabila :

Holiday semester II

no back home

Run on sentence (1)

Singular plural (1)

Add a word (1)

On holiday semester two, I

didn’t back to home

Intralingual transfer

Interlingual transfer

Holiday in rooming

Holiday semester II no back

home. Because I ujian

pondok. And I menoupouse I

one libretto kris in pondok.

Aktivit this in follow

traditional muslim

ainurrohmah, I very happy

when time that arrive,

because very reviem liver.

After this we school return.

They very happy because

they many find creative-

creative new from step

forward strict of islam.

Verb tense (1)

Punctuation (1)

Because I ujian

pondok

Word choice (1)

Meaning not clear

(1)

I was an examination at

pesantren

Intralingual transfer

Communication

strategies

I menoupouse I one

libretto kris in

pondok

Word choice (1)

Meaning not clear

(1)

I was on pesantren. Intralingual transfer

Communication

strategies

Aktivit this in follow

traditional muslim

ainurrohmah,

Word choice (1)

Verb tense (1)

Meaning not clear

(1)

Punctuation (1)

I followed the rules at

pesantren ainurrohmah

Context of learning

Communication

strategies

I very happy when

time that arrive,

because very reviem

liver

Verb tense (1)

Singular plural (2)

Omit a word (1)

Run on sentence (1)

Spelling (1)

Word choice (1)

Punctuation (1)

Meaning not clear

(1)

I was very happy when its

time arrived because I revived

my spirit

Intralingual transfer

Interlingual transfer

After this we school

return

Singular plural (1)

Add a word (1)

Verb tense (1)

Omit a word (1)

Incomplete sentence

(1)

After we returned from the

school.

Intralingual transfer

Interlingual transfer

They very happy

because they many

find creative-creative

Singular plural (2)

Verb tense (2)

Word choice (2)

We were very happy because

we found much of new

creative from islam culture

Intralingual transfer

Interlingual transfer

Context of learning

new from step

forward strict of

islam.

Meaning not clear

(1)

18 Jamaludin :

School holiday

In the last school holiday, me

and my friend to mountain. I

very happy, because can

holiday to mountain has

many beautiful.

I and my friend looked green

tree and waterfall. On the

mountain I feel hungry, and I

eating the noodle with my

friend. After that me and my

friend walk around the

mountain.

And then me and my friend

back to home and feel so

very happy.

me and my friend to

mountain.

Singular plural (1)

Verb tense (1)

Meaning not clear

(1)

My friend and I went to

mountain

Intralingual transfer

Interlingual transfer

I very happy, because

can holiday to

mountain has many

beautiful.

Verb tense (1)

Omit a word (1)

Word choice (1)

Singular plural (1)

Meaning not clear

(1)

I was very happy because

going to mountain has many

beautiful objects

Intralingual transfer

Interlingual transfer

I and my friend

looked green tree

and waterfall

Singular plural (2)

Verb tense (1)

We saw green trees and

waterfall

Intralingual transfer

Interlingual transfer

On the mountain I

feel hungry,

Punctuation (2)

On the mountain, I feel

hungry.

Intralingual transfer

I feel hungry, and I

eating the noodle

with my friend

Run on sentence (1)

Verb tense (2)

Singular plural (1)

I felt hungry and I ate a

noodle with my friends

Intralingual transfer

Interlingual transfer

After that me and my

friend walk around

the mountain.

Singular plural (1)

Verb tense (1)

Run on sentence (1)

Add a word (1)

Punctuation (1)

After that, we walked around

to the mountain

Intralingual transfer

Interlingual transfer

And then me and my

friend back to home

and feel so very

happy

Run on sentence (1)

Singular plural (2)

Verb tense (2)

Add a word (1)

Punctuation (1)

And then we were back to the

home and we felt very happy.

Intralingual transfer

Interlingual transfer

19. R. Sofyan Hs :

My days

My holiday, I stay in home

with my parents and help

my parent. Everyday we

went to plays with my friend

to the garden.

My mom always wake

every morning. After that,

I’m and my mom for the

breakfast in the dining room.

The first day school, I went

with my friends. Next I saw

obeying school activities.

After that obeying school

activities complete. I’m and

friend went to cantin for the

gorge.

I stay in home with

my parents and help

my parent.

Verb tense (2)

Word choice (1)

Singular plural (1)

Add a word (1)

I stayed at home with my

parents and I helped them

Intralingual transfer

Interlingual transfer

Everyday we went to

plays with my friend

to the garden

Verb tense (1)

Word choice (1)

Word form (1)

We went to play in the garden

with my friends every day.

Intralingual transfer

Interlingual transfer

My mom always

wake every morning

Verb tense (1)

Add a word (1)

My moms always woke me

every morning

Intralingual transfer

Interlingual transfer

After that, I’m and

my mom for the

breakfast in the

dining room.

Singular plural (1)

Verb tense (1)

Omit a word (1)

Meaning not clear

(1)

After that, my mom and I

were breakfast in the dinning

room

Intralingual transfer

Interlingual transfer

The first day school, I

went with my friends

Word order (1)

Add a word (1)

First school day, I went to

school with my friends.

Intralingual transfer

Next I saw obeying

school activities

Run on sentence (1)

Word choice (1)

Punctuation (1)

Next, I saw the rules of school Intralingual transfer

After that obeying

school activities

complete

Run on sentence (1)

Add a word (1)

Word choice (1)

Punctuation (1)

After that, obeying rules of

school. Break time was

coming

Intralingual transfer

Context of learning

I’m and friend went

to cantin for the

gorge.

Singular plural (1)

Meaning not clear

(1)

We went to the canteen for

the gorge.

Intralingual transfer

20. Nurjanah :

My holiday

On the last holiday, I went to

Anyer. Anyer has many

beatiful tourism objects. My

go to Anyer with boy and my

friends.

I did many activitas in Beach

Anyer. I played with my

friends. We after to eat

with boy friends. We after to

eat with boy friend and my

My go to Anyer with

boy and my friends

Singular plural (1)

Verb tense (1)

Word choice (1)

Meaning not clear

(1)

I went to Anyer with my

friends

Intralingual transfer

Interlingual transfer

I did many activitas in

Beach Anyer

Spelling (1)

Singular plural (1)

Word order (1)

I did many activities in Anyer

Beach

Intralingual transfer

We after to eat with

boy friends

Singular plural (1)

Word form (1)

Run on sentence (1)

Punctuation (1)

After that, I ate with my

boyfriends

Intralingual transfer

Interlingual transfer

While evening new

year in Beach

Word form (1)

Add a word (1)

while New Year’s evening in

the Beach

Intralingual transfer

friends. While evening new

year in Beach.

Today, we must come back

to Tangerang selatan

tomorrow. We were

enjoyed.

Today, we must

come back to

Tangerang selatan

tomorrow

Anyer has many

beatiful tourism

objects.

Word choice (1)

Verb tense (1)

Omit a word (2)

Spelling (1)

Finally, we came back to

Tangerang Selatan

Anyer has many beautiful

tourism objects.

Intralingual transfer

Interlingual transfer

21. Devi Rieka Wati :

I like jogja

On the last holiday, I went to

jogja with my family. Jogja

has many beautiful torism

objects. One of them is

prambanan. In Jogja, I saw

large of temple and also

foreign tourists from several

of countries.

I did many activities in jogja

shopping with my uncle.

Then we took the photos

with foreign tourists from

rusia. After spent time in

Jogja has many

beautiful torism

objects.

Singular plural (1)

Spelling (1)

Jogja has many beautiful

tourism objects.

Intralingual transfer

I saw large of temple

and also foreign

tourists from several

of countries

Article (1)

I saw a large of temple and

also foreign tourists from

several of countries

Intralingual transfer

I did many activities

in jogja shopping

with my uncle.

Add a word (1)

I did many activities in jogja

such as Shopping with my

uncle

Intralingual transfer

After spent time in

jogja, we unforgotten

to bring something to

my grandfather at

klaten

Singular plural (1)

Add a word (1)

Word choice (2)

Punctuation (2)

After we spent our time in

jogja. we didn’t forget to

bring something for my

grandfather in klaten

Intralingual transfer

Interlingual transfer

jogja, we unforgotten to

bring something to my

grandfather at klaten. We to

market and we buys

traditional food such as

wedang jahe, nasi kucing,

mendoan, getuk fried and

tiwul.

Today , we were so tired. We

must come back to

tangerang selatan. It’s my

holiday that was interesting.

We were enjoyed. I very like

jogja. I certain come back to

jogja. Wait me jogja, I hope,

next I can to gembira loka

zoo

We to market and we

buys traditional food

Verb tense (2)

Meaning not clear

(1)

We visited the market and we

bought traditional food

Intralingual transfer

Interlingual transfer

It’s my holiday that

was interesting

Verb tense (1)

I was my holiday that was

interesting

Interlingual transfer

I very like jogja. I

certain come back to

jogja

Verb tense (1)

Word order (1)

I was very like jogja, I will

came back to jogja certainly

Interlingual transfer

Wait me jogja, I

hope, next I can to

gembira loka zoo

Word form (1)

Run on sentence (1)

Word choice (1)

Punctuation (2)

Wait me jogja. Next, I hope I

will go to gembira loka zoo

tommorow.

Intralingual transfer

Interlingual transfer