Bahasa Ingrris

CHAPTER I
INTRODUCTION
1.1 Background of the Study
Now a days, everyone must have skills in English, particulary in writing
skills. Writing skills is the most important part in English (Muflikhati, 2013,
Indahsari, 2010) because writing skill is useful in daily life such as to find the best
job, to get scholarship and also it makes someone is esier to reach a good positio
in society. So, it can be concluded that in this era, mastery in writing skill is an
important element to be successful in reaching success in the future. In addition,
Wright (2011) argues that through live in an era where print media is faltering,
writing skill is important part in English Based on OECD (2015), people with
poor skills face a much greater risk of experiencing economic disadvantage, and
are more likely to be unemployed and dependent on social benefits. Conversely,
the higher their skills are the better their learning, their changes of being
employed, and of being angaged in society. In short, in this era without it
someone may be left behind.
In this world of industrialization and globalization, writing is totally
important as a part of human life that cannot be separated. Monaghan (2007)
debates writing is principal form of communication, necessary in everyday life, in
business, in creativity, in scholarly pursuits: in short, it is not a just tool of living,
it is a tool of survival Particularly, in education the ability of writing skill is
imperatively needed by the students. In relation to Muslim (2014) students who
1
2
are skilled in writing can get better grades than those who are unskilled.
Moreover, in education writing is a way to communicate (Trianingsih; 2010,
Afendi; 2010) and it has a role in education ( Richard, 1997) cited in (Supatmi,
2013); that is to facilitate students in learning process (Lia, 2015). it can be
concluded that writing is needed by students in learning process because it can
help them to facilitate the way to communicate each other.
Learning to write well is difficult and lengthy process because it indices
anxiety and frustration in many students. There are many problems that students
faced in writing skill such as grammar rules (Tang, 2012), organized and
intelligible thought (Sugiharto, 2006), spelling (Megaiab, 2014), and lack
vocabulary (Hiew, 2010). to develope writing skill student should learn writing
process. While in writing process need the control of content, format, sentence,
vocabulary, punctuation, and spelling.
Recount text is a text retells some experience in previous time, its
purposes are to entertain, inform, and reflect the audience (Indahsari, 2010; &
Karani, 2008). In addition, Ramli (2013) asserts that the purpose of recount text is
to tell past experiencess by retelling events in the order in which they happened.
Also in the context of communication recount text can be used by the student to
tell other about something or activity that they had done in the past (LPMP
Sumsel, 2007).
In writing recount text student must know about generic structure and
language features (Haris, Ansyar, & Radjab, 2014) and social function of the text
(Sari, Refinaldi, & Rosa, 2013). In process to learn recount text sometimes or
3
usually students make some errors in grammatical such as learning tenses,
pronoun, preposition, and verb. As supported by Uniyatun (2010) it is difficult for
students to write recount text especially in matters such as vocabulary, spelling,
grammar, and punctuation. Errors in grammatical that student faced to learn in
recount text are unavoidable (Ista’in, 2015). But by making error in recount text
student can identify what kind of error in grammatical that they produced. Tense
used in recount text is simple past tense and verb in recount text is past form.
Verb is one kind part of speech to make goog sentence and good
paragraph (Ista’in, 2005). According to form of verb, there are several kinds of
verb used in recount text, which are linking verb, auxiliary verb, action verb and
helping verb. In this study, I will focus on analyzing some errors that student
produced of the use action verbs in recount text. Action verb indicates an action
done by subject (Risdiyanto, 2010) and it expresses something that a person,
animal, object or process in nature can do. According to (Warriner, 1982), action
verb is the action expressed by a verb may be physical action or mental action.
Physical action: jump, shout, search, carry, run. Mental action: worry, think,
believe, imagine. In other word, action verb is a verb that shows an action and it
expresses something that the subject had done.
Action verb is one kind of verb used in writing recount text. Action verb is
part of language features that student should learnd and understand how to use it
in writing recount text. In line with (Boardman, 2008) usually in recount text,
particularly part of language features found the use of action verbs to refer to the
event. Based on explanation above, it can be concluded that the use of action
4
verbs in writing recount text is significance. Therefore, the emphasis on action
verb enables instructors to document the skill sets students are expected to achieve
as the result of completing the course (Jeffrey S. Navid & Nate McClelland,
2013). In brief, action verb is important part in recount text because it can help to
measure students’ ability in recount text.
In process to learn writing recount text sometime or usually students make
some errors in the use of action verbs. There are some examples of errors that
students produced of the use action verb in recount tex. First, students get
confused how to use verb in recount text, for example : in a sentence “I was hope”
it is incorrect sentence, the correct sentence is “I hoped” or “I was hoping” in this
case of errors student did not know which one the sentence that should use verb
“be” or action verb or both of them (Richard, 1974). Another example is students
get errors of the use action verb in the form of regular and irregular. For example :
in the sentences “I spended my holidays in the village”, “I getted new friends” and
“I walk on the mountain last year”. They are wrong sentences because the correct
sentences are “I spent my holidays in the village”, “I got new friends’ and “I
walked on the mountain last year”. In this case of errors students cannot
differentiate how to use regular and irregular verbs. Commonly students know
they regular of action verbs in past tense only add –d/ed while for irregular of
action verbs, there are no specific ways to change the action verb to past form
because the students have to memorize all of unpredictable change. Meanwhile,
the students also face some difficulties in composing in writing recount text
especially in terms of tense, grammatical features, and vocabulary.

5
Based on preliminary study through informal interview with the teacher
and students at the eleventh grade of SMA N 15 Semarang, I found some
difficulties related to this study, they are; English teacher at the Eleventh grade of
SMA N 15 Semarang said that recount text is one kind of text that is difficult to
understand when she teaches it to the students. And then many students did not
know what action verb is and also they can not understand how to use verb when
they create some sentences or paragraphs in recount text and the last they have
lack in vocabulary.
1.2 Reason for Choosing the Topic
1. Students still make a grammatical errors in writing recount text. Students
do not understand to apply the correct grammar in their writing.
2. Students still find difficulties in understanding and interpreting the
meaning of sentence in recount text.
3. Students still do not know action verb and can not understand how to use
verb to create some sentences in recount text.
1.3 Research Questions
Based on the background of the study, the problem of study is formulated as
follows:
1. What types of grammatical errors are made by the students in writing
recount text on the surface strategy taxonomy?

6
2. What are the dominant errors on the use of surface strategy taxonomy on
recount text writing made by the students?
3. What are the factors which cause grammatical errors in writing recount
text made by the students?
1.4 Objectives of the Study
1. To analyze the types of grammatical errors in students’ writing recount
text using the surface strategy taxonomy.
2. To find out what dominant errors on the use of surface strategy taxonomy
on recount text writing are made by the students.
3. To find out the factors which cause grammatical errors in writing recount
text made by the students.
1.5 Significances of The Research
The result of this research is going to be very useful for several parts of
education which are included in:
1. For other Researchers
The result of the research could help the other writers to conduct a depth
research to find the acceptable and compatible way to improve the ability
of the student in writing recount text after knowing the main error that
faced by the students in general.

7
2. For Teachers
The finding of the research will be very useful for the teacher because it
can be one of references for the teacher about what technique and strategy
they can apply in improving the student’s ability in writing.
3. For Students
The result of research will help the students to solve their main problem in
writing recount text by giving them the core problem that faced in writing
recount text. The student will know the difficulty that they faced in
general.
1.6 The Scope of the Study
I limits this analysis about grammatical errors using the surface strategy
taxonomy on students’ writing recount text made by eleventh grade students of
MAN 2 Kota Semarang in the Academic Year 2019/2020. In this study, I focus on
recount text. The population are 6 classes that consist of 35 students on eleventh
grade in MAN 2 Semarang. I focus on 2 classes consist of 20 students as the
sample. I try to investigate grammatical error by applying errors analysis based on
surface strategy taxonomy because this category related to students’ writing skill
on recount text. As Corder (1981: 36) cited in Alfiyani (2013: 56) states surface
strategy taxonomy is a superficial of error classification used as a starting point
for systematic analysis. Thus, I will use surface strategy taxonomy as a starting
point in the description of errors.

8
The errors will classify according to surface strategy taxonomy proposed
by Dulay, Burt, and Krashen (1982: 150-163). It comprises four subcategories,
they are omission, addition, misformation, and misordering errors. The students’
grammatical errors will be analyzed and classified into those taxonomies.

CHAPTER II
LITERATURE REVIEW
2.1 Grammar
2.1.1 Definition of Grammar
There are two components that should be mastered in teaching
learning process of language, that are grammar and vocabulary. The word
grammar has several meaning and many people attempt to define about
grammar. There are definitions of grammar. Grammar is stated as the set
of rules that combine words into larger units (Nelson, 2001). It is also
defined by (Ur 2006) as the way language manipulates and combines
words (or bits of words) in order to form sentence of meaning class and
Harmer (2001) defines grammar as the description of the ways in which
words can change their forms and can be combined into sentences in the
language. Burns (2009) also adds that grammar is essentially about the
system and patterns in selecting and combining word.
Having some definitions of grammar above, it can be conclude that
grammar is the rule that says how word change to show different meaning
and how they are combined into sentence. Grammar is also study and
practice of the rule by which word change, how word change and how
they are put together into sentence.
Learning grammar means the study how words are constructed in
sentence well, when the pattern of grammar is used appropiately, and how
9
10
the sentence will be interpreted correctly. It is assumed that it is not only
the way that contains a set of rules to make good sentence but also it tells
about the system and pattern in selecting and combining word. It also tells
about construction of sentence.
2.1.2 The Importance of Grammar
Grammar is an important language aspect that should be taught
since it affects students’ performance in all four skills such as: listening,
writing, reading, and speaking. When students read a text, they have to
master grammar more and more. Students can not comprehend the
sentences without grammar acquisition. Baehaqi (2005) states that if
students do not study grammar, it is impossible for them to know and
comprehend the words that have different meanings. Actually, students
can use a dictionary to help them in finding the pronunciation, spelling, or
meaning of words (Greenbaum & Nelson; 2006). However, it will be
difficult to be used when students want to find the meaning of the whole
sentences. In this case, a good grammar acquisition will help them in it.
Mastering grammar helps students to understand every word when they
are reading as well as speaking, listening, and writing. Greenbaum &
Nelson (2006) also say that grammar is a central component of language
that mediates the system of sounds or of written symbel and the system of
meaning. Thus, learning grammar is important because it can help students
in understanding and comprehending the essence of a text.

11
2.2 Writing
2.2.1 Definition of Writing
Writing is one of language skills besides listening, speaking, and
reading. There are many definition of writing according to many experts.
Writing is a communication tool with other people in written form. It is a
language skill that used to indirect communication, not face to face with
other people but it is in the form of written or printed symbols (Tarigan,
1994). Writing is the ability to put pen and paper express idea through
symbols. Representations on the paper will have meaning and content that
could be communicated to other people by the writer (Klein in Tan, 2009).
Nunan (2004) defines that writing is the process of thinking to invent
ideas, thinking about how to express them into good writing, and
arranging the ideas into statement and paragraph that are able to
understood by the readers.
From the definitions above, it can be conclude that writing is the
way or the process to express or represent writer’s idea as indirectly
communication.
2.2.2 The Problem in Writing
When the students write they often confuse what they want to
write, the students not confidence about their write is correct or any
mistake, and also pour in the thought into written form is not easy. There
are many problems in writing (Nurgiyantoro, 2001):

12
a. Lack of Vocabulary
Vocabulary is an important factor to master the language especially
in writing. We release if we are not mastering the vocablaries well, of
course we will get difficult in writing. Most of students face this problem,
because they are not mastering the vocabularies, so they often writen
sentence which is not communicative. When they want to write something,
they usually choose incorrect words in their composition.
1. Grammatical Mistake
When students try to make composition, they always confuse whether
their sentences are grammatically correct or not. Generally most of
beginner students do not master English grammar well. They just start
to learn English so their competence is still weel especially in
grammar. It becomes problem when they have to make composition
which consist of sentences.
a. Organizing Idea
The problem usually faced by students in writing composition
is about how to organize the idea into sentence. In writing
composition, students usually write the content which not suitable
with the theme.it happens because students get difficulties in
developing their idea and sometimes they do not know what they
will write. We can write composition well if we know the rule in
writing paragraph. Before we write composition, we start by
choosing the theme. Then, make an outline which can help us in

13
arranging the sentence or paragraph. By those way, we can avoid
some mistake in writing composition. Of course the content of the
composition will suitable with the theme.
Based on the explanation above, it can be concluded that in
writing always pays attention at the problem in writing to get a
good writing result and make the readers understand what the
students write.
2.3 Recount Text
2.3.1 Definition of Recount Text
People often want to tell about something that has happened in
their lives. They might want to tell about what they did at the weekend.
Recount is a piece of text that tell about past events, usually in the order in
which they happened. The purpose of a recount text is to give the audience
a description of what happened and when it happened. Recount text begin
by telling the reader who was involved, what happened, where the even
took place and when it happened (Anderson, 1997).
Based on definition above, it can be concluded that recount text
means a text which tell about the events or experience in the past. It is
purposed to inform or entertain the audience.
2.3.2 The Generic Structure of Recount Text
Based on Curriculum 2013 the goals of teaching writing at Senior
high school is student be able to create short functional text and monolog
14
text (Sari at al, 2013) for the eleventh grade student senior high school
recount text is one of kind text that should student learn. Recount text that
retell event in the previous time and it purpose to entertain reader or
audience, and also give them some information. Goatly (2000) cited in
Andayani et al (2013) states that Recount text is to construct past
experience by retelling event and incidents in the order in which they
occurred. To tell the story in recount text student use past tense and based
on their experience in daily life.
Recount text has some generic structure such as:
1. Orientation
The setting or orientation is the background information answering
who, when, and why. It is also where you give an outline of what you
are writing about.
2. Events
Events are where the students write about the things that happened
and are identified and described in chronological order (retell events
in sequence).
3. Re-orientation
It is a personal opinion regarding the events described. In other words
this is where you bring your writing to a close by: saying how things
went, saying what you felt about the things that happened and/or
mentioning something which will or may happen later.
(Effendi et al, 2008)

15
2.3.3 Language Features of Recount Text
1. The Language Features of Recount Text
The language features used in recount text are:
a. Using personal pronoun (I, my group, we), and
b. Using Simple Past Tense
Pattern :
S + V2
Ex: I bought a magazine yesterday.
She typed a report in one hour.
c. Using Chronological Connection (first, second, then, next,
finally, etc).
d. Using Conjunction of Time, such as next, later, when, then,
after, first, at the same time, as soon as, in the afternoon, etc.
(Hartono, 2005)
2.4 Errors Analysis
2.4.1 Definition of Error Analysis
Error analysis is defined as the study of linguistics ignorance, the
investigation of what people do not know and how they attemp to cope
with their ignorance. Error analysis was first introduced by Fries (1945)
and Lado (1957) who have claimed that foreign or second language
learners’ errors can be predicted on the basis of the differences between
the learners’ native and second languages. They have also suggested that
where the aspects of the target language are similar to those of the
16
learner’s native language, learning will be easy, otherwise, it will be
difficult and second language learners are expected to make errors.
Longman dictionary of Linguistic (1985) defines errors analysis as
“the study and analysis errors made by the second and foreign language”.
Ellis (1985) defines it as “working procedure used by researchers and
language teacher to collect, identify, explain, classify, and evaluate
errors”.
Brown (2001) states that researchers and teacher of second
language come to realize that the mistakes a person made in this process of
constructing a new system of language needed to be analyzed carefully,
for the possibly held in some of the keys to the understanding of the
process of second language acquisition.
From the statements above, it can be summarized that error is the
most natural thing in the world moreover for the learner and it is should
not be viewed as problems to be overcome, it is normal and inevitable
features indicating the strategies that learners use. By describing and
classifying learners’ errors, the teacher can know how far the learners have
learned or understood the lesson and what items remain for them.
Therefore, an errors analysis is needed in the process of language learning.
2.4.2 Differences Between Error and Mistake
Error is different from mistake. According to Ellis (2003) error
reflect gaps in learner knowledge, they occur because the learner does not
know what is correct. Mistakes reflect occasional lapses in performance,

17
they occur because, in particular instance, the learner is unable to perform
what he/she knows. Tarigan (1995) says that mistake are usually caused by
the factor of performance. Usually students have already known the
systematic rule of the language being used, but because of something they
forget about that system. Error is caused by the factor of competence. It
means that the students have not know the linguistic system of the
language being used. Error usually occurs consistently and systematically.
As distinguished by Tarigan (1995), as follow:
Table 2.1 List Of Error and Mistakes
Category Error Mistakes
Point of View
1. Source Competence Performance
2. Characteristic
3. Duration Systematic Not systematic
4. Linguistic system
5. Result Rather long Temprary
6. Correction
Has not been Has been mastered
mastered
Deviation Deviation
Helped by the Student them-self:

teacher: exercise, recollectin.
remedial teaching.
From the explanation, it can be illustrated by example of sentence.
If the students write “my uncle was came last night”, it has been known
that the correct one is “came” not “was came”. When the student said
“he came at 07.00 p.m”, in the next sentence, it can be assumed that it is a
18
kind of mistakes. It is because the student has already known that came
means “datang” and the students revise the mistakes in the next sentence.
If the student said “he is came at 07.00 p.m”, and he/she repeat it
consistently, it indicates that it is a kind of error.
From this definition of differences between error and mistake, the
study uses error as the aspect to analyze the data. The reason why errors as
the aspect to analyzing the data is because the errors tend to be the crucial
problem that should be known and solved. Error could be such dangerous
problem because they are related to misunderstanding of a concept of
material.
After conducting tests, it is necessary to analyze and classify the
error made by students in their writing. In this research, the errors will be
classified according to Dulay, Burt and Krashen’s (1998, as quoted by
Mardijono Josefa, 2003). It is surface strategy taxonomy for discribing
learner’s errors, which breaks them down into the following categories:
omission, addition, misformation, and misordering. Ellis (1997, as quoted
in Ratnah, 2013) maintains that “classifying errors in these way can help
us to diagnose learners’ learning problem at any stage of their
development and to plot how changes in error patterns occur over time.
2.4.3 Types of Grammatical Errors
The label of grammatical errors varies with the classification
scheme or taxonomy adopted. Some useful and common taxonomies used
as the base for descriptive classification of errors are: (1) linguistic

19
category, (2) surface strategy taxonomy, (3) comparative analysis, and (4)
communicative effect (Suwartono & Priyantini, 2006).
The theory used in this research about types grammatical errors is
surface strategy taxonomy. . this taxonomy has been chosen because it is
considered most useful and practical of all (Suwartono & Priyantini,
2006). Classifying errors in this way can help us to diagnose learners’
learning problem at any stage of their development and to plot how
changes in error patterns occur over time (Ellis (1997, as quoted in Ratnah,
2013). This strategy is used to show how the surface structure change and
to know the structural errors, like the learners may omit necessary items or
add unnecessary ones. Classifying errors using surface strategy taxonomy
can give a clear description about cognitive processes that underlie the
learner’s reconstruction of the new language or language being learned.
Below is the detailed description of each category used in surface strategy
taxonomy: omission, addition, misformation, and misordering. (Tarigan,
1995)
a. Omission
Omission occurs when the learners omit one of items that must appear
in a well-formed utterance (Dulay, Burt, and Kreshen, 1981 as quoted
in Ratnah, 2013)
20
Table 2.2 Omission
Example It should be
1. He cooking 1. He is cooking
2. Rita’s father bought car 2. Rita’s father bought a
yesterday car yesterday
3. Mr. Rahmat poor last 3. Mr. Rahmat were
year poor last year
b. Addition
Addition errors are the opposite of omission errors. They are
characterized by the presence of an item which must not be presented
in a well-formed utterance. (Dulay, Burt, and Krashen, 1982: 156 cited
in Alfiyani, 2013: 26).
Additional errors comprise three types, they are as follows:
Addition occurs when the learners use an items that must not appear in
well-form utterances. Ther are three types of addition errors follow:
1) Double Marking
Many addition errors are more accurately described as the
failure to delete certain items which are required in some
linguistics construction, but not in others. (Dulay, Burt, and
Krashen, 1982: 156 cited in Alfiyani, 2013: 26).
This error is marked by the failure of deleting or avoiding
certain items in utterance.

21
Table 2.3 Addition
Example It should be
My nephew doesn’t eats My nephew doesn’t eat candy.
candy.
I didn’t bought a new book. I didn’t buy a new book.
2) Regulation
Regularization error refers to regular marker are used in place
of irregular ones. (Dulay, Burt, and Krashen, 1982: 156 cited in
Alfiyani, 2013: 26).
It is typically added to linguistic items, such as the class of
main verbs or the class of noun. There are both regular and
irregular forms and constructions in language.
Example:
a. The verb “eat” does not become “eated” but “ate”.
b. The verb “come” does not become “comed” but
“came”.
c. The noun “child” does not become “childs” but
“children”.
d. The noun “foots” does not become “foots” but “feet”.
The examples above are regulation errors, in which the
regular plural noun and tense markers respectively have
been added to items which do not take marker.

22
3) Simple Addition
Errors of simple addition refer to the addition of one element to
the correct utterance (Dulay, Burt, and Krashen, 1982: 158
cited in Evayani, 2013: 17).
Example:
I am is a student. I stay in here for you.
(I am a student). (I stay here for you).
c. Misformation
Misformation is the use of the wrong or unacceptable form of the
morpheme or structure. While in omission errors the item is not
supplied at all, in misformation errors the learner supplies something,
although it is incorrect (Dulay, Burt, and Krashen, 1982: 158 cited in
Alfiyani, 2013: 27). There are type of misformation below:
1. Regulation
Regulation errors that fail under the misformation category are
those in which a regular marker is used in place of an irregular one.
Here, the learners fail to choose or to select a proper word form
(Dulay, Burt, and Krashen, 1982: 157 cited in Alfiyani, 2013: 28).
Example:
My family and I go to Jakarta last week.
(My family and I went to Jakarta last week).

23
2. Archie-form
It is defined as the selection of one member of a class of forms to
represents others in the class, such as: this, that, those, and these
(Dulay, Burt, and Krashen, 1982: 160 cited in Alfiyani, 2013: 28).
Example:
These book. That cats
(These books/this book). (That cat/those cats).
Those table. This students.
(Those tables/that table). (These students/this student).
This type of misformation errors has been called archi-
form. “That” should be followed by singular forms, while
“these” should be followed by the plural forms.
3. Alternative Form
It happens when students do not know or are confused of the use of
verbs (infinitive and past participle).
(Dulay, Burt, and Krashen, 1982: 161 cited in Alfiyani, 2013: 28)
Example:
I seen my brother yesterday.
(I saw my brother yesterday).
The utternace above have incorrect verbs seen and saw
instead of saw and seen respectively.

24
d. Misordering
Misordering errors are characterized by the incorrect placement of a
morpheme or group of morphemes in an utterance. The sentence can
be right in presented elements, but wrongly sequenced (Dulay, Burt,
and Krashen, 1982: 162 cited in Alfiyani, 2013: 28).
Example:
What you are thinking about? I don’t know who is he.
(What are you thinking about?) (I don’t know who he is).
Taking a look at both sentences above have incorrect placement of
is and are. In addition to these creative misordering errors, the students
have made written misordering errors that are word-for-word
translation of native language surface structure.
2.5 The Causes of Error
Norrish (1983) classifies causes of error into three types that is
carelessness, first language interference, and translation. The three types of causes
of error will be discussed briefly below.
1) Carelessness. It is often closely related to lack of motivation. Many
teachers will admit that it is not always the student’s fault if he loses
interest, perhaps the materials and/or style of presentation do not suit him.
2) First language. Norrish states that learning a language (a mother tongue or
a foreign language) is a matter of habit formation. When someone tries to

25
learn new habits the old ones will interfere the new ones. This cause of
error is called first language interference”.
3) Translation. It is one of the causes of error. This happens because a
student translates his first language sentence or idiomatic expression in to
the target language word by word. This is probably the most common
cause of error.
Another expert who discusses the sources of error is Richards in
Schummann and Stenson (1973: 32) in his article “Error Analysis and Second
language Strategies”. He classifies sources of errors into six points :
1) Interference, that is an error resulting from the transfer of grammatical
and/or stylistic elements from the source language to the target language.
2) Overgeneralization, that is an error caused by extension of target language
rules to areas where they do not apply.
3) Performance error, that is unsystematic error that occurs as the result of
such thing as memory lapses, fatigue, confusion, or strong emotion.
4) Markers of transitional competence, that is an error that results from a
natural and perhaps inevitable development sequence in the second
language learning process (by analogy with first language acquisition).
5) Strategy of communication and assimilation, that is an error resulting from
the attempt to communicate in the target language without having
completely acquired the grammatical form necessary to do so.
6) Teacher-induced error, that is an error resulting from pedagogical
procedures contained in the text or employed by the teacher.

26
Hubbard (1983) mentions that causes of error are mother tongue
interference, overgeneralization and errors encouraged by teaching material and
method.
a. Mother Tongue Interference
Although young children appear to be able to learn a foreign
language quite easily and to reproduce new sounds very effectively, older
learners 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
patterns and occasionally, to the wrong choice of vocabulary.
b. Overgeneralization
Errors are inevitable because they reflect various stages in the
language development of the learner. It claims that the learner processes
new language data in his mind and produces rules for its production, based
the evidence.
c. Encouraged by Teaching Material or Method
The Errors will appear in teaching process it self that it has any
positive contribution to make the learning of any skill. The Error is
evidence of failure, ineffective of teaching or lack of control. If material is
well chosen, graded and teaching presented with meticulous care. There
should never by any error. It is too easy to accept this in early stages of
language learning when the controls are applied in the shape of
substitution tables, conversion exercises of a mechanical nature and guided

27
sentence patterns, but it‟s more difficult at later the next. However, it
might be salutary for us to bear in mind the possibility of some of our
students‟ error being due to our own teaching. Unfortunately, these errors
are more difficult to classify. According to Rod Ellis (1997: 19) the
sources of error are:
a. Omission
For example, they leave out the article a and the and leave the –s off
plural nouns.
b. Overgeneralization The example, the use of eated in place of ate.
c. Transfer Transfer is reflecting learners‟ attempt to make use of
knowledge.
From the cause of error above, in fact writing is more difficult,
because it is not only vocabulary and grammatical patterns but also the
capability to express the students desire on the paper and able use their
own language. In addition, the students should do more practices and
needs to read a lot of book using English writing to become good writer.
CHAPTER III
RESEARCH METHODOLOGY
3.1 Method of Research
The method of this study is descriptive qualitative method. The purpose in this
method is to analyze some errors on grammatical errors that students produced in
recount text. Descriptive research method is related to qualitative research design.
According to Lambert (2012), there are a number of researchers who believe and
support the fact that “qualitative descriptive” is a viable and acceptable label for a
qualitative research design. While phenomenology, grounded theory, and
ethnography also are descriptive qualitative approaches, by nature, they are not
exclusively in the descriptive domain because they also tend to explain
phenomena. Qualitative research concerned with description.
According to Hornby (1995) method means way of doing something.
Meanwhile, research is investigation undertaken to discover new fact, get
additional information, etc. Based on the definition above, the meaning of
research method in this study is the way to discover new fact, get additional
information. Every research has its own method which depends on the aim of the
research and the nature of the topic. I classifies and identifies the students’ errors
based on the Surface Strategy Taxonomy proposed by Dullay, Burt & Krashen
(1982). The description in this research is about the students’ errors in writing
recount text and student’s factor doing the errors. The analysis is based on the
data taken from the students’ test in recount text paragraph.
28
29
3.1.1 The Subject and Setting
The study was conducted in MAN 2 Kota Semarang by focusing on Writing
Recount Text of eleventh grade students as the research respondents. The research
was taken from 2 classes consist of 20 students. They were taken for writing
recount text to represent the whole students. The grammatical errors they
committed will assist them to greater learning and understanding of the English
language.
3.1.2 The Research Instrument
The instruments was used in this research by researcher herself and writing
test result. Bogdan and Biklen (1982:27) say that ‘the key instrument in
qualitative research is the researcher him/herself’. This research had been
conducted by processing data collection till data analysis and interpreting in active
and accurate. The instrument that has been used in this study as follows:
1. Library Research
In collecting the data, library research method was used. Library facility
had been used to collect the data. I used this method to get the resources,
materials, and data from books provided in the library. I obtained most of
the data from the library by reading books and other references related to
the study discussed. Besides some books, I also looked for the data from
some journals and articles from the internet site. The information or data
surely has correlation with subject matter from the beginning until the end
of this final project.

30
2. Documentation
Arikunto (2006: 158) says that documentation study may refer to
technique of collecting data I did through analyzing written forms such as
book, magazine, document, notulen, etc. Burns (1999:140) cited in
Alfiyani (2013: 61) states that documents are any kind of readable and
accessible sources of data which help researchers to complete the
observations. In this research, I collected the data of students’ writing. The
students are given 60 minutes for writing recount text about students’
unforgettable experience in their live. The text should be composed at least
in 15 sentences. It would be done to know how well students were doing
the writing test. From the explanation, I had used documentation study to
get many information for the analysis. The data was taken from
documentation study from elevent grade student of MAN 2 Kota
Semarang.
Meanwhile the instruments used to collect the data in this analysis are:
3. Questionnaire
Questionnaire is technique of data collection which is done by giving a set
of written questions or statements to be answered by the respondents
(Sugiyono, 2013: 199). This instrument is used to have measurement with
the purpose to gain quantitative data accurately which has a scale. I used
Likert Scale to know what possible factors which cause errors on writing.
According to Sugiyono (2013: 134), Likert Scale is a scale to measure
people’s attitude, opinion, and perception about social phenomena.

31
Indicators of the questionnaire will fill with numbers from 1 to 5 as a
scale.
The questionnaires gave to the students who participate in the writing
process. It is consisted of ten statements which will represent factors
which cause errors in writing based on the problem of the research. I
arranged the questionnaire based on indicators measured to be described
into statements. In determining the indicators needed deep knowledge and
supporting theories (Sugiyono, 2013: 149), therefore I determined
categories of each indicator based on J.C. Richards’ Theory (1973) who
states three factors causing errors, then those categories will describe into
statements. The statements in the questionnaire have answered giving
checklist (√) on a column or a suitable place.
Tabel 3.1 Statement Categories of the Questionnaire Based on J.C.
Richards’ Theory (1973)
No. Statements Category

1. I translate Indonesian sentences into Interference
English sentences word by word.
2. I am not aware of grammar in English.
Statements Category
3. I can use tensess as needed in the recount Overgeneralization
text.
4. I consider all tenses to be used in writing
recount text.
Statements Category
5. My limitations in understanding grammar Performance Error
32
confined me to writing recount text.

6. I am not affected by the feelings I feel
when writing recount text.
Statements Category
7. I learn grammar structure of recount text Markers of Transitional
by translating English sentences into Competence
Indonesian sentences.
8. I write the recount text always fixated on
the structure of the Indonesian language.
Statements Category
9. I write the recount text according to the Strategy of
grammar I understand. Communication and
10. I understand the tenses that must be used
Assimilation
in writing recount text.
Statements Category
11. I always fixated on the explanation of the Teacher Induced Error
grammar rules of the teacher.
12. I do not understand the application of
grammar in writing recount text.
4. Interview
According to Sugiyono (2013: 194) interview is technique of data
collection to gain the deeper information from the respondents about a
particular topic. I gathered information by asking some questions to the
research’s subject. In this study I used face-to-face interview for collecting
the data. This type of interview gave chance the researcher in asking open
questions. So, the respondents did not have to write their answers in a
sheet. In this research, I asked about students’ background knowledge and
how far their understanding about grammar.
3.2 Data Analysis

33
3.2.1 Analyzing the Data
I used analysis as the method of collecting data. Spradley (1980) in
Sugiyono (2013: 335) states that analysis of any kind involve a way of thinking to
determine its parts, relation among parts, and the relationship to the whole. I used
the analysis to see further about grammatical errors and the factors causing errors.
In this research, the data was collected from the analysis. I analyzed the data
using the descriptive qualitative and also provide the quantitative data. The data
was obtained from writing test result of second semester students and then I did
investigation of grammatical errors on students’ writing. In analyzing the data
which taken from writing test, I did some steps below:
1. Identifying the errors
In starting the process of data analysis, I did identification the errors which
find on every phrase or sentences.
2. Classifying the errors
After identifying the errors, I classified the errors which find in clauses and
sentences of students’ writing. A sentence may contain one error or more, and
then I analyzed separately. The error had been classified into four
subcategories of surface strategy taxonomy namely omission, addition,
misformation, and misordering. I provided kind of table to see all results of
the process of identification and classification.
Table 3.2 Errors on Surface Strategy Taxonomy
by Dulay, Burt, and Krashen (1982: 150-163)

34
Surface Strategy
No. Component Frequency Percentage
Taxonomy
1. Omission
2. Addition Double marking
Regularization
Simple addition
Total
3 Misformation Regularization
Archi-form
Alternating
Total
4 Misordering
Total
3. Describing the errors
The data which classified then it was interpreted and described
systematically. The next step explained the errors the based on surface
strategy taxonomy.
35
4. Counting the errors
The last step is counting the errors. It was done to get the percentage of
each subcategory. I used the descriptive analysis technique by using the
formula by Sugiyono (2010: 95) as follow:
Frequency of errors each category
Percentage (s) = x 100%
Total number of errors
The procedure was expected to show the problem of students’ writing in
constructing clauses and sentences in English grammar. The higher count
indicates the major difficulty which faced from the students in composing
clauses and sentences. Finally, I drew conclusion based on the research
findings by describing the results of this research.
3.2.2 Analyzing the Questionnaire
I found out the factors which inferred students in making errors. Therefore, I
reviewed the data collect from the questionnaire to gain further information.
Since the questionnaire using Likert scale which was in a form of checklist, I
had determined score of each questioner indicator by using the guideline as
proposed by Sugiyono (2010: 94) in the following steps:
s = score of each indicator
n = number of students who choose the certain score

36
= maximum score of indicator
The maximum score was gained by multiplying the maximum score with the
total of the respondent, in this case, the maximum score is 5 and total of the
respondents is 20. Therefore, the maximum score among the indicators is 100.
After the score was determined, I would like to present the score in a form of
percentage by this formula:
The result of the score of each indicator is also concluded based on the
categories provide into numeric data in form of percentage and interpret with
the general measurement as follow:
Table 3.3. Score categories of each indicator
No. Score Categories

1 0 – 20% Poor
2 21 – 40% Marginal
3 41 – 60% Acceptable
4 61 – 80% High
5 81 – 100% Very high
(Sugiyono, 2010: 94)
3.2.3 Analyzing the Interview
The data from the result of interview was described to provide additional
information about the factors which cause errors. The data had been analyzed
descriptively in nature to support data gathered from questionnaire. Therefore,
by adding the result of the analysis, I drew conclusion regarding to the
research questions.
37
3.3 Research Procedure
In this part, the research procedure was conducted by the researcher which
divided into three steps as follows:
1.3.1 Preparation
The first procedure of this research is choosing the topic. I chose the topic, in
this case grammatical errors after finding a problem which crucial to be discuss.
Then, I need to find the related literature to support the research. After reviewing
the literature, I have the knowledge to develop her research based on existing
theory about the topic. The next step was determined methodology which used to
conduct the best result such as research design, subject of the research, and
research instruments.
3.3.2 Collecting the data
The next step is collecting the data using instruments. I used writing test
result to investigate the grammatical errors in students’ writing.
1. Library Research
In collecting the data, I used the method with library research. In this
method I use library facility to collect the data. This method I dominantly
the research. I used use this method to get the resources, materials, and
data from books provided in the library. In this way, I got most of the data
from the library by reading books and other references related to the study
discussed. Besides some books, I also looked for the data from some
journals and articles from the internet site. The information or data surely
38
has correlation with subject matter from the beginning until the end of this
final project.
2. Documentation
Arikunto (2006: 158) says that documentation study may refer to
technique of collecting data I did through analyzing written forms such as
book, magazine, document, notulen, etc. Burns (1999:140) cited in
Alfiyani (2013: 61) states that documents are any kind of readable and
accessible sources of data which help researchers to complete the
observations. In this research, I collected the data of students’ writing. The
students are given 60 minutes for writing recount text about students’
unforgettable experience in their live. The text should be composed at least
in 15 sentences. It was done to know how well students were doing the
writing test. From the explanation, I used documentation study to get
many information for the analysis. The data was taken from
documentation study from elevent grade student of MAN 2 Kota
Semarang.
3. Questionnaire
Questionnaire is technique of data collection which was done by giving a
set of written questions or statements to be answered by the respondents
(Sugiyono, 2013: 199). This instrument was used to have measurement
with the purpose to gain quantitative data accurately which has a scale. I
will use Likert Scale to know what possible factors which cause errors on
writing. According to Sugiyono (2013: 134), Likert Scale is a scale to

39
measure people’s attitude, opinion, and perception about social
phenomena. Indicators of the questionnaire will fill with numbers from 1
to 5 as a scale.
The questionnaires are given to the students who participate in the
writing process. It is consist of ten statements which will represent factors
which cause errors in writing based on the problem of the research. I
arranged the questionnaire based on indicators measured to be described
into statements. In determining the indicators needs deep knowledge and
supporting theories (Sugiyono, 2013: 149), therefore I determined
categories of each indicator based on J.C. Richards’ Theory (1973) who
states three factors causing errors, then those categories described into
statements. The statements in the questionnaire have answered giving
checklist (√) on a column or a suitable place.
3.3.3 Analyzing the data
After having the data required, the last step done by analyzing all of
the data. I used the following four steps for analysis: 1) identifying the
errors, 2) classifying the errors, 3) describing the errors, 4) counting the
errors.
1) Identifying the errors
In starting the process of data analysis, I did identification the errors
which found on every phrase or sentences.

40
2) Classifying the errors
After identifying the errors, I classified the errors which found in
clauses and sentences of students’ writing. A sentence may contain
one error or more, and then I analyzed separately. The error was
classified into four subcategories of surface strategy taxonomy
namely omission, addition, misformation, and misordering. I
provided kind of table to see all results of the process of identification
and classification.
3) Describing the errors
The data which classified then it was interpreted and described
systematically. The next step explained the errors the based on
surface strategy taxonomy.
4) Counting the errors
The last step is counting the errors. It was done to get the percentage
of each subcategory. I used the descriptive analysis technique by
using the formula by Sugiyono (2010: 95) as follow:
Frequency of errors each category
Percentage (s) = x 100%
Total number of errors
The procedure was expected to show the problem of students’ writing
in constructing clauses and sentences in English grammar. The higher
count indicates the major difficulty which faced from the students in
41
composing clauses and sentences. Finally, I drew conclusion based
on the research findings by describing the results of this research.

CHAPTER IV
RESEARCH FINDING AND DISCUSSIONS
4.1 Description of the Data
The data are collected form the result of 20 writing of recount text made by
the eleventh grade students of MAN 2 Semarang. The research is carried out on
14th May 2019. The data are collected by means of essay test.
The researcher chooses the eleventh grade students to be populations because
recount text is firstly taught at the grade of eleventh grade students of MAN 2
Semarang. The study attgemped to find out the type of error and the sources of
error mada by students in their essa recount text.
From 20 essays gathered from the students, the researcher analyzes the errors
then clasifies them based on surfance structure taxonomy and finds out the those
errors.
4.2. Research Finding
4.2.1 Analysis of Grammatical Errors
The researcher analyzes 220 setences obtained form 20 students writing. The
are 226 errorneous sentences wichh are clasiified as errors (226 errors) and on
mistake found from the students writing.
Errors in students who found the study can be seen in table 4.3 below.
42
43
1. The Frecuency of Errors and Mistakes
Table 4.1 The Frecuency pf Errors and Mistakes

Nr. Text by Mistake Error
1. Student 1 0 8
2. Student 2 0 8
3. Student 3 0 9
4. Student 4 0 9
5. Student 5 0 17
6. Student 6 0 7
7. Student 7 0 23
8. Student 8 0 14
9. Student 9 0 8
10. Student 10 1 11
11. Student 11 0 9
12. Student 12 0 7
13. Student 13 0 13
14. Student 14 0 5
15. Student 15 0 15
16. Student 16 0 7
17. Student 17 0 9
18. Student 18 0 14
19. Student 19 0 25
20. Student 20 0 8
Total 1 225
Source: Data Analysis, 2019
2. The Frecuency of Type of Errors
Table 4.2 The Frecuency of Type of Errors

Types of Errors Number Procentage (%)
Additions Errors 38 16,81
Omission Errors 79 34,96
Misinformations Errors 107 47,35
Misordering Errors 2 0,88
Total 225
44
3. The Frecuency of Source of Errors
Table 4.3 The Frecuency of Source of Errors

Source of Errors Number Procentage (%)
Interlingual 116 51,33
Intralingual 110 48,67
a. Overgeneralization 9
b. Ignorance of rule restriction 38
c. Incomplete aplication of rules 33
d. False concept hypothesized 32
Total 226
4.2.2. Analysis Questionnaire Results
The results of the questionnaire given to 20 MAN 2 Semarang students who
were respondents in this study gave the following results:
Table 4.4 Questionnaire Results

Score
Nr Statement SD D Do A SA
∑ % ∑ % ∑ % ∑ % ∑ %
1. I translate Indonesian sentences into
2 8,00 7 28,00 1 4,00 3 12,00 7 28,00
English sentences word by word
2. I am not aware of grammar in
3 12,00 3 12,00 3 12,00 10 40,00 1 4,00
English
3. I can use tensess as needed in the
0 0,00 2 8,00 5 20,00 9 36,00 4 16,00
recount text.
4. I consider all tenses to be used in
1 4,00 3 12,00 5 20,00 11 44,00 0 0,00
writing recount text
5. My limitations in understanding
grammar confined me to writing 0 0,00 0 0,00 1 4,00 13 52,00 6 24,00
recount text.
6. I am not affected by the feelings I
2 8,00 3 12,00 1 4,00 11 44,00 3 12,00
feel when writing recount text
7. I learn grammar structure of recount
text by translating English 2 8,00 1 4,00 3 12,00 13 52,00 1 4,00
sentences into Indonesian sentences
8. I write the recount text always
fixated on the structure of the 1 4,00 2 8,00 5 20,00 10 40,00 2 8,00
Indonesian language.
9. I write the recount text according to
0 0,00 1 4,00 3 12,00 15 60,00 1 4,00
the grammar I understand
10. I understand the tenses that must be
1 4,00 1 4,00 4 16,00 12 48,00 2 8,00
used in writing recount text.
45
Score
Nr Statement SD D Do A SA
∑ % ∑ % ∑ % ∑ % ∑ %
11. I always fixated on the explanation
1 4,00 3 12,00 1 4,00 13 52,00 2 8,00
of the grammar rules of the teacher.
12. I do not understand the application
1 4,00 1 4,00 2 8,00 15 60,00 1 4,00
of grammar in writing recount text.
Source: Data Analysis, 2019.
Keterangan:
SD : Strongly Disagree
D : Disagree
Do : Doubtful
A : Agree
SA : Strongly Agree
From the results shown in table 4.1 above of the 20 students who became
respondents, on average there were 4.67% of students who answered strongly
disagree to the statement given, 9.00% disagreed with the statement given. For
doubtful answers to the questions given there were 11.33% of students and
students who answered agreed to the questions contained on the questionnaire
sheet amounted to 45.00%, and the remaining 10.00% answered strongly agreed
to the statement.
The total scores for each indicator on the questionnaire are as follows:
Table 4.5The Total Score of Each Indicator

Nr Statement Score Note
1. I translate Indonesian sentences into English sentences
66,00% High
word by word
2. I am not aware of grammar in English 63,00% High
3. I can use tensess as needed in the recount text. 75,00% High
4. I consider all tenses to be used in writing recount text 66,00% High
5. My limitations in understanding grammar confined me
85,00% High
to writing recount text.
6. I am not affected by the feelings I feel when writing
70,00% High
recount text
46
Nr Statement Score Note

7. I learn grammar structure of recount text by translating
70,00% High
English sentences into Indonesian sentences
8. I write the recount text always fixated on the structure of
70,00% High
the Indonesian language.
9. I write the recount text according to the grammar I
76,00% High
understand
10. I understand the tenses that must be used in writing
73,00% High
recount text.
11. I always fixated on the explanation of the grammar rules
72,00% High
of the teacher.
12. I do not understand the application of grammar in
74,00% High
writing recount text.
Source: Data Analysis, 2019.
The results of each indicator score as shown in table 4.2 show that all
indicator questions on the questionnaire are high meaning that all questions in the
questionnaire are considered positive or in accordance with what the respondent
feels.
4.3. DISCUSSIONS
4.3.1 Grammatical Errors on Errors on Surface Strategy Taxonomy
1. Type of Error
1) Additions Error
There are 38 errors made by students in their writing. The percentage of
addition errors is 14,34%. In this type of errors, there are five categories. Here
they are:
47
Table 4.7. Category of Additions Error

Additions Errors of to be 15 65,22
Additions Errors of preposition 13 56,52
Additions Errors of Verb 3 13,04
Additions Errors of conjuction 5 21,74
Additions Errors of adverb 2 8,70
Total 38 100
a) Addtions Errors of to be (Capula Verb)
There are some studentswho add unnnecessary items in their
sentence. Therefore, their sentences contain errors. Here are some of the
sentences:
I were help my parents in the morning
I’m and my friends go to Solo City
There I am live in
The presence of to be (capula verb) in those sentences is not
needed. The verbs of the sentences are main verb, so the several
numbers of to be in that sentences are not needed. The example of the
this errors is “.. I m and my friends...” The verb of this sentences is
“go”, but the studfents adds the to be “am”. The presence of to be “am”
makes the sentences incorrect.
b) Addtions Errors of Preposition
Some proposition appearing in the students sentences should not be
include. The presence of these preposition create errornous sentences.
This type of errors occours 13 erronous sentences. Here some og the
sentences:
48
About 16.00 I and my family weunt to home
In there my cousin get married
In there, I saw many animal
This sentences “In there, I Swa many Animal” apparently contains
an erro as the student adds preposition “in”. The student is trying to say
“disana” in Indonesia, but the words “there” itself is alred equal meaning
of the advern “disana” in Indoensia. Another example is tje presence of
preposition “to” in this sentence “About 16.00 I and my family went to
home”. The preposition “to” is not needed because when the verb “went”
is follewed by noun “home”, there is no preposition needed.
c) Additon Error of Verb
This sentens “Last holiday, my family and I wnet go to Bandung”
obviously contains errors as there are two verbs in the sentence. The
student inserts an unnecessary item which is the verb “go”. The right
verb is the first one which is “went” while the verb “go” should not
apperas. The additions of verb “go” should not appear. The addition of
verb “go” has to be ommited to make it grammatically correct.
d) Addition Error of Possesive Pronoun
This sentence “On the way to my home I met...” has more thgan one
error, but the writer is focusing on the addition error of possesive
pronoun “m”. The preposition phrase “On the way to my home” should
be wrtten as “On my way home”. The presence “my” in the sentence is

49
wrong because itu shoul replace the aricle “the”. The word “home” is
better left alone without possessive pronoun “my”.
e) Additiom Error of Counjuction
A conjuction is a little word used to join together two or more
clauses, phareses or single words. In thus sentence “M grandmother cook
my favrite food and that is Sate”, the student provides a conjuction
which is “and”. The presence of conjuction “and” here is not needed sice
there is a pronoun “that” which connects the clause.
f) Addtions Errors of to be (Capula Verb)
There are some studentswho add unnnecessary items in their
sentence. Therefore, their sentences contain errors. Here are some of the
sentences:
I were help my parents in the morning
I’m and my friends go to Solo City
There I am live in
The presence of to be (capula verb) in those sentences is not
needed. The verbs of the sentences are main verb, so the several
numbers of to be in that sentences are not needed. The example of the
this errors is “.. I m and my friends...” The verb of this sentences is
“go”, but the studfents adds the to be “am”. The presence of to be “am”
makes the sentences incorrect.

50
g) Addition Error of Adverb
An adverb is a word which describes or gives more information
about a verb, adjective, or phrase. It often answers the question “How”.
In thus sentence “We so happy and very very happ, the adverb “very” is
fuctioning as adverb of degress of felling “happy”, yet the student
provides it more that what is needed. There are two adverbs provided in
the sentence which looks overwhekmingly. The adverbs neede should be
only one adverb to make grammaticval corect.
2) Omission Error
The student writings contain 79 omission erorr or 34,96% of total errors. The
data below are the categoris of omision error found in the students writing.
Table 4.8. Category of Omision Error

Omission Error of preposition 11 13,92
Omission Error of subjet 4 10,53
Omission Error of inflection “-s”
as possessive marker 12 31,58
Omission Error of inflection “-
s/es” as plural amrker 6 7,60
Omission Error of determiner 6 7,60
Omission Error ofverb 9 11,40
Omission Error ofto be 11 13,92
Omission Error of pronoun 1 1,27
Omission Error of article 15 18,99
Omission Error of noun head 1 1,27
Omission Error of modal verb 1 1,27
Omission Error of conjuciton 2 2,53
Total 79 100
a) Omision Error of Preposition
The occurrence of this type of erros is quite frequent. To make the
grammacticaly correct, the sentences bellow need a preposition. The first

51
sentence “... May 8 2019, I were help.....” needs preposition of time “on”
to make it well formed sentence. The second sentence “ There, Panser
sang together ... . support PSIS Semarang” need preposition “to” as it is
followed by an infinitive.
2) Omission Error of Subject
The presence of a su bjet in a sentence is vital. An English sentence
should contain at least subject and verb. When a sentence dosen’t have a
subject, the sentence can’t be understood well. Some stundents omit the
presence of a subject in the sentence. For example, in this sentence “And
at the night... . study and watched television”, the student doesn’t rpovide
a subjcet. The subject for that sentence is “I” as the writer describes
himsleh as I.
3) Omissiin Error of Inflectional morpheme “-s” as possessiver marker.
The fuction of inflection morpheme “-s” is a marker of possesiom.
When a noun possess something, the adding “-s” is needed. But, some
students don’t realize this rule. Therefore, they frequently omit the
adding “-s”. Below are some example.
“Last night, I and friend went to Risa... .house”. that sentence tells
that the student went to a house which belongs to Risa. It should be
added an apostrophe “-s” exactly beside tho noun “Rina”. The apstrophe
“-s” denotes the possesion of the house.

52
4) Omission Error of inflectional morphemes “s/es” as plural maker
In english, nouns are devided into two tyoes which are countable and
non-countable noun. Countable nouns are marekd with final –s/.es which
are attached to that countable noun. For ecample; books, tables, etc.
While non-countables nouns are not marked with final –s/es but they are
ussualy followed by certain determiner such as a lot of, some, less, etc.
This datum “in there, I saw many animal... .” is not attached with
suffix –s/es beside the word “animal”. The student puts the determiner
“many” which symbolize plural form but students doesn’t realize that the
word animal should be also attached with suffix –s as “animal”. Putting
the determiner “many” to show plural nouns has to be accompained by
adding the suffif –s/es.
5) Omission Error of Determiner
The determiner function is realized by close-class words like the, a,
some, any, etc, or by the expresion of more complex structure such as
how much, a few, my uncle’s, an so on. Another definition taken from
Cambridge dictionary, a determiner is a word which is used before a
noun to show which particular axample of the noun are refferin to.
Some students some times forget to put deteminers before nouns so
that the nouns to which is being referred are considered un clear by the
reader. The example of this case is “I am swimming with ... . family”.
Before the noun “family” the student has to put a determiner to narrow
the reader’s assumption of the noun “family”. The student needs to

53
provide determiner “my” before the noun “family” since the students was
swimming with his family.
6) Omisson Error of Verb.
The most typical verbs are word expressing actions or states. The
simplest sentence in English consits of a subject and a verbs, except
imperative sentences. It will be hardly understood if a sentence doesn’t
contain either a subject or a verb. This sentence “In afternoon I and my
sister back to car and eat food”, doesn’t have a verb. It means that the
sentence doesn’t contain an action. Teh students provides the word
“back” in the sentencer, but “back” is not the verb of the sentence. The
sentence will be well understood if it is provide by vern “went” as the
action committed by the subjcet in the sentence.
7) Ommision Error of to be (Capula Verb)
A copula verb is a type of verbs, of weich the most common is “be”,
wihich joins the subject of the verb with a complement or it is a word that
describers the subject. Some student sometimes do not provide verbs in
their sentence. The example of this case is “We... . so comfortabel in... .”.
in that sentence, there should be a capula verb (to be). The appropriate
copula verb for the sentence is “were”.

54
8) Ommisisn Error of pronoun
Pronoun is leterall defined as words standing for nouns. This
sentence “... I met ustadz Ridwan ... . taught Islamic lesson” need a
promoun to replace the position of noun “Ustadz Ridwan”. The sentence
can be understood well if students doesnt provide pronoun “who” in the
sentence.
9) Ommisisn Error of Article
One of the functions articles is used to determine wheteh the nouns
are singular, plural or countable. Here, the sentence “then it has ... . large
yard” need an article “a” to make the noun “yard”, which is modifed by
an adjective “large”, looks as a singular countable noun”.
10) Omission Error of Noun Head
This sentence “The last holidayy I went to a fishing ...” needs a noun
head. Nouns can join together to make a noun compound. A noun
compound gives us more spesific information about something. The
students is telling us that they are going to a place for fishing. The noun
“fishing” does not refer to a place. Therefore the correct revision is “The
las holiday I went to a fishing spot”. The word “spot” here is the head of
the nounb sompoun “fishing spot”
11) Omission Error of Modal Verb
In this sentence “... . ... . Take public transportation or your own
vechicle to get ... .the beach the student has to add a subject and a modal
verb. The modal verb here should be indicating possibilityy. The

55
appropriate modal verb to the sentence is can. The overall revision of the
sentence is “ou can take public transportasion or you own vichicle to get
to the beach”
12) Omission Error of Conjuction
Conjuction function chiefly as nonmovable structure words that join
such units as part of speech, phrases, or clauses. On the other words,
conjuctions are words like “and”, “but”, etc which connect words,
phrases, and clauses ins entences. Error of this type occurs in the
sentence “Then ... . the programs was over I go to Solo with plane”. The
student doesn’t provide the conjuction needed which is” after”. The
conjuctin “after” connect the first clause “the after the program was over”
to the second clause “I go to Solo with plane”
3) Misformation Error
Missformation error is the most frequent types of error. Its percentage is
47,35% or 107 errors of total errors. Here are the data of misformation error:
Table 4.9 Category of Misformations Error

Category Frequency Procentage (%)
Misformation Error of
Ordinal Number 1 0,96
Past Tense 73 70,19
Preposition 13 12,50
Present Tense 8 7,69
Present Perfect Tense
Verb 1 0,96
Past Modal Verb 2 1,92
56
Subjet 2 1,92
Present Participle Tense
Verb 2 1,92
Adverb 2 1,92
Total 226 100
a) Misformation Error of Ordinal Number
Ordinal numbers are a subclass of the numeral, the other numerals
being the cardinals. Ordinals are words and longer expressions used to
express the order in which an item stands in a given sequence. In writing
dates, the number used is ordinal number. In the sentence “May 8 2014, I
were help my parent” the student uses cardinal number “8” instead of
ordinal number “8th”
b) Misformation Error of Past Tense
Recount text tell about some activities happening in the past tense,
therefore the verbs in recount text should be in the form of past tense.
Some students fail to realize this rule, so that they make erors in their
writing by selecting the wrong verbs. This errors occurs 72 times.
This sentence “After that we countinue the touring to Talang Ria
Beacg” have the verb in the form of present tense. The student doesn’t
understand the rule that verbs in English have a function which is as time
signal. It gives the reader an idea of when anm action takes place.
Moreover, here the student is given assigmnet to make a composition
about theris past experience, and thet the verb has to be in the form of past
57
tense. Therfore, the revision of the sentence is “After that we Continued
the touring to Talang Ria Beach”.
c) Misformation Error of Preposition
A preposition is a (typically) word that occurs before a noun phrase,
makin another phrase (a prepositional phrase) with it. It reflects the
grammatical place of preposition, “positioned before” noun phrases.
Prepositions typically ezpress relationship in time or space between things
and events. Some examples of prepositions are: to, in, at, by, for, with,
under, below, etc.
The students must be aware of the use each prepositions because
they often make mistake in selecting the approprioate preposition in theri
sentences. Here are the examples of the students’ error in selecting
preposition:
(1) It was at Pati
The student selects the proposition “at” instead of “in “ for
preposition of place “Pati”. Preposition “at” is used to talk about a
place we think of a point rather than an area, whereas we use “in” to
talk about a position within large area or whitin a large space. The
correct sentence will be “It was in Pati”
(2) At the evening we went to City Park
To show the adverb of time which is used a part of the day ios
the use or preposition “in”. While “at” is used a part of the day
considered as a point. The student fails to recognoze the difference

58
of the uses of eachy preposition. The revision of that sentence should
be “In the evening we went to City Park.
4) Misformation Error of Present Tense
English tenses have their own uses and froms. Dealing with recount
text, the verbs has to be in the form of past tense. This idea leads the
student to yield errors as there are some verbs from the students’ sentence
which should not be in the form of past tense due to their uses.
“It was located at Plegunngan”. To be “was” is not right because it
should be in form of simple present tense. This is because the location of
Banu Urip, Plegungan, is a statment of fact. To say something that was
true in the past, is true in the present, and will be true in the future is one
of the uses of simple present tense. Therefore, the right sentence is “It is
located at Plegungan”.
5) Misformation Error of Present Perfect Tense Verb
This sentence “My Aunt was smile when she meet me because we
were never meet about 3 years” has an error since the sentence a verb in
the form of presenmt participle. The student has to change the verb “were
never meet” top present perfect tense form which is “have never met”. The
use of present perfect tense here is to express the idea that something
happende (or never happened) before, now, at an unspecified time in the
past.
59
6) Misformation Error of past Modal Verb
Modal in English generallyy espress a speaker’s attitudes, or moods.
The presence of modal verb in recount text has to be in the form of simple
past tense. The students are not aware of this rule. Sincem recount text
features simple past tense verbs is “I was very happy and sad because I’ll
be go home”. The student writes the modal verbs as “will” instead of
“would”.
7) Misformation Error Of Subject
In this sentence “Last week, me and my friends visiting Dita’s
house” the student mis-select the appropriate subject in the sentence. The
subject that the student uses “me” is wrong. The word “me” is not
fuctioning as a subject, yet is in object pronouns. Tje right subject for the
sentence is “I”
8) Misformation Error of present Particple Verb
In english, present participle is a form of a verb used primarily with
the auxiliary “be” to form progressive, and also adjective and averbial
ways. In this sentence “My aunt wa smile when sje meet me because we
were never meey about 3 years” the verb “smile” is supposed to be written
as “smiling”
9) Misformation Error of Adverb
Aadverbs describe verbs, there are words that answer the question
“how?” Some students make error in the use adverbs. For example in this
sentence “ At 08.30 I’m and my friends go to home with happy”. The

60
words “with happy” are considered to describe the verb “go”, but here the
words “with happyy” are not adverbs.to descbre the verb “go” in the
sentence, the student can use the adverb “happily”.
4.3.2. Questionnaire Results
The results of the questionnaire seen in Table 4.2 The Total Score of Each
Indicator, explain that the level of errors committed by students is still quite high,
both seen in the way students translate from English into English and the students'
attempts to recite sentences in English (66.00 %). Furthermore, based on the
results of questionnaires, the level of student errors in writing also shows that
students still understand little and not understand the correct use of tense, students
are still confused in applying suitable verbs in writing sentences, especially past
sentences (63.00%). This inability makes students have the opinion that in writing
text using English, all verbs can be used for whole sentences (75.00%).
text using English, all verbs can be used for whole sentences (75.00%). The
results of the questionnaire seen in Table 4.2 The Total Score of Each Indicator,
61
explain that the level of errors committed by students is still quite high, both seen
in the way students translate from English into English and the students' attempts
to recite sentences in English (66.00 %). Furthermore, based on the results of
questionnaires, the level of student errors in writing also shows that students still
understand little and not understand the correct use of tense, students are still
confused in applying suitable verbs in writing sentences, especially past sentences
(63.00%). This inability makes students have the opinion that in writing text using
English, all verbs can be used for whole sentences (75.00%).
text using English, all verbs can be used for whole sentences (75.00%).
Furthermore, according to the analysis based on the results of the
questionnaire given by students, students felt that the limitations in understanding
about grammar were one of the reasons for the lack of students' ability to do the
requested recount text (66.00%), discomfort, disability perceived by students
affect the mood of students in writing and it is recognized by students that
changing moods affect the writing that is being done (85.00%).

62
The effect of using Indonesian as a daily language is very influential when
students do writing in English. It is recognized by students that when writing
students are still fixated on the sentence patterns commonly used in Indonesian
(70.00%), besides that the way students learn English also influences the
recognition and understanding of grammar they have, 70.00 % of students
claimed to learn grammar by translating English into Indonesian. As a result, by
learning inappropriate grammar, students then write an understanding of the
incorrect grammar when asked to write articles in English (70.00%).
From the results of the questionnaire that has been filled out by students, it
also explains why grammar understanding is still low. Only 73.00% of students
thought the importance of tense in writing an article. Furthermore, students'
initiative to deepen grammar lessons is still low and only based on the explanation
from the teacher (72.00%) so that the lack of initiative is 74.00% of students feel
they do not understand how to apply grammar in writing good texts.
From this description the authors can see that the inability of students to
understand tense, the lack of grammar, and the way to learn English incorrectly
makes students who become respondents in this study classified as high in English
inability.
CHAPTER V
CONSLUSION AND SUGESTION
5.1. Conslusion
The researcher conducts a research which is to analuze the stuudents error on
the their writing of recount text. This research is carried out in MAN 2 Kota
Semarang. The population used in this research is the eleventh grade students. The
research chooses eleventh grade wich consits of 20 students as the sample of this
research. An eassay tests is used by the researcher as the data of this research. The
students have to make an eassay of recount text. The result of the analysis shows a
fact that the students make both error and mistake. Tbased on the researc findings
inj chapte four, the research draws the conclusion as follows:
1. According to surface structure taxonomy, there are four types of errors found
from the students’ writing. They are additions error with the percentage of
16,81% or 38 errors of totals 225 errors, omission error with the percentage
of 34,96% or 79 errors of totals 225 errors, misinformation erros with the
percentage of 47,35% or 107 errors of totals 225 errors, and misordering
errors with the percentage of 0,88% or 2 errors of totals 225 errors.
2. The highest frequece type of error comes from misformation error with the
percentage of 47,35% or 107 errors of total 226 errors. There are 11
categories if misformation error which names misformation error as the
highest category of misformation error with the percatge of 50% or 73 errors
of 139 total misformation erros
63
64
5.2. Sugesstion
Based on the research finding, the reseacher give some suggestion as follows:
1. To the teacher
After finding ou the errors made b the students, the teacher could make
learning strategies to avoid the students from making the same mistakes. In
additions, the teacher has to more focus on the most frequent errror in the
students’ writing so that the teacher know which part of the students’ errors
that need tratment. Furthermore, the teacher should explain English grtammar
clearly because many students still find it difficult to understand as can be
seen that many students ignore the rule of grammar in their writing. Besides,
the teacher can also make remidial teaching in order to respond the high error
frequency made by the students.
2. To the students
From the errors made by them, the students have to seriousl learn English
grammar. Besides, they have to be aware of the influence of theri mother
tongue structure to English structure that sometimes use their mother tongue
structure to replace the English structure that they do not understand. Hence,
the students must learn English grammar and practice it in writing.
3. To the researcher
The researcher realizes that result of this research is far from perfection.
She wishes that there will be futher discussion explaining about the types of
error and there will be futher discussion explaining about the types of erros
65
and the source of errors in writing recount text at the level of senior high
school of eleventh grade. Moreover, the researcher hopes that this research
can be a reference to other researcher who are interested in analyzing errors.

REFERENCES
Abushihab, Ibrahim. 2014. An Analysis of Grammatical Errors in Writing Made

by Turkish Learners of English as a Foreign Language. International Journal
of Linguistics. Vol. 6 No. 4, pp. 213-223.
Alfiyani, Lulu. 2013. An Analysis of Grammatical Errors in Writing among the
Second Semester Students of English Department of Yogyakarta State
University in the Academic Year Of 2011/2012. A Thesis. Yogyakarta:
Yogyakarta State University.
Alufohai, Peace Joan. 2016. Grammatical Errors in Written Composition of Junior
Secondary School Students in Owan West Local Government Area of EDO
State. International Journal of Academic Research in Progressive Education
and Development. Vol. 5, pp. 61-66.
Al-Yaari, Al Hammadi, and Alyami. 2013. Written Grammatical Errors of Arabic
as Second Language (ASL) Learners: An Evaluative Study. International
Journal of English Language Education. Vol. 1 No. 2, pp. 143-166.
Amelia. 2013. An Analysis of Grammatical Errors in Academic Writing Essays of
English Department Students at Diponegoro University. A Thesis
Journal.Semarang: Diponegoro University.
Arikunto, Suharsimi. 2007. Manajemen Penelitian. Jakarta: Rineka Cipta.
, . 2016. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:
Rineka Cipta.
Bayinah, Siti. 2013. The Grammatical Error Analysis on Using the Simple Past
Tense in Writing Recount Text. A Skripsi. Jakarta: Syarif Hidayatullah State
Islamic University.
Brown, Doughlas. 2007. Principles of Language Learning and Teaching (5th ed.).
New York: Addison Wesley Longman.
Brown, H. Douglas. (1994). Principles of Language Learning and Teaching. 3rd
edition. Englewood Cliffs, New Jersey: Prentice Hall Inc
Brown, H. D. (2001) Teaching by Principles: An interactive approach to language
pedagogy (second edition) New York: Longman.
Celce-Murcia, M. (Ed.). 2001. Teaching English as a second or foreign language
(3rd ed.). Boston, MA: Heinle & Heinle.
Davies, P. and Pearse, E. (2002). Success in English Teaching. Shanghai:
Shanghai Foreign Language Education Press.
66
67
Dulay, H., Burt, M., Krashen S. (1982). Language Two. Oxford: Oxford
University, Inc.
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.
Ferris, D.R. (2002). Treatment of Error in Second Language Student Writing. Ann
Arbor: University of Michigan Press.
Erdogan, Vacide. (2005) Contribution of error analysis to foreign language
teaching. Mersin University Journal of the Faculty of Education, 1(2), 261-
270.
Evayani. 2013. An Analysis on Grammatical Errors in Students’ Recount Text
Writing. A Skripsi. Jakarta: Syarif Hidayatullah State Islamic University.
Fengjie, Jia, and Hongyi. 2016. Grammatical Mistakes in College English
Writing: Problem Analysis, Reasons and Solutions. International Journal of
Applied Linguistics and Translation. Vol. 2, No. 3, pp. 20-28.
Galasso, Joseph. (2002). Analyzing English Grammar: An Introduction to Feature
Theory. California State University, Northridge.
Graham, Steve., & Perin, Dolores. (2007). Writing next: Effective strategies to
improve writing of adolescents in middle and high school – A report to
Carnegie Corporation of New York. Washington DC: Alliance for Excellent
Education.
Haryanto, Toni. 2007. Grammatical Error Analysis in Students’ Recount Texts. A
Final Project. Semarang: Semarang State University.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. Harlow:
Pearson Education Limited.
Hubbard, Peter, a Training Course for TEFL, (New York: oxford university Press,
1983)
, . 2007. How to Teach English. Longman: Pearson Education Limited.
Jabeen, Aqsa. 2015. The Role of Error Analysis in Teaching and Learning of
Second and Foreign Language. Education and Linguistics Research.Vol. 1,
pp. 52 -61.
Jayasundara and Premarathna. 2011. A Linguistics Analysis on Errors Committed
in English by Undergraduates. International Journal of Scientific and
Research Publications. Vol. 1, pp. 1-6.
Krishnasamy, Jothimalar. 2015. Grammatical Error Analysis in Writing of ESL
Diploma Students. Asian Journal of Education and e-Learning. Vol. 03, pp.
51 – 60.
68
Maros, Hua, and Salehuddin. 2007. Interference in Learning English:

Grammatical Errors in English Essay Writing among Rural Malay Secondary
School Students in Malaysia. Jurnal e-Bangi. Vol. 2 No. 2, pp. 1-15.
Muhsin, Arief. 2016. Analysing the Students Errors in Using Simple Present (A
Case Study at Junior High School in Makassar). Pacific Science Review B:
Humanities and Social Sciences 2. pp. 81-87.
Norish, J. Language Learning and their Errors. London: Macmillan Publisher
Ltd, 1987.
Peterson, Patricia. 2003. Developing Writing. Washington DC: English Language
Programs United States Department of State.
Puspitasari, Dewi. 2013. Grammatical Errors Made by the Second Semester
Students in Writing II Subject in the English Education Department of
Yogyakarta State University in the Academic Year Of 2012/ 2013. A Thesis.
Yogyakarta: Yogyakarta State University.
Quibol-Catabay, Marites. 2016. Error Analysis on Students’ Writing.
International Journal of Advanced Research in Management and Social
Sciences. Vol. 5, pp.131-148.
Sugiyono. 2010. Metode Penelitian Pendidikan Pendekatan Kuantitatif,
Kualitatif, dan R&d. Bandung: Alfabeta.
. 2013. Metode Penelitian Pendidikan Pendekatan Kuantitatif,
Kualitatif, dan R&d. Bandung: Alfabeta.
Tse, Andrew Yau Hau. 2014. A Case Study of Grammatical Errors Made by
Malaysian Students. International Journal of Science Commerce and
Humanities. Vol. 2 No 5, pp. 154-160.
69
Appendix 1
Lembar Kuesioner
(Questionnaire Sheet)
Nama :
No. Absen :
Berilah jawaban pernyataan berikut sesuai dengan pendapat Anda dengan cara
memberi tanda checklist (√) pada kolom yang tersedia! Skor 5 untuk Sangat
Setuju (SS), skor 4 untuk Setuju (S), skor 3 untuk ragu-ragu (R), skor 2 untuk
Tidak Setuju (TS), dan skor 1 untuk Sangat Tidak Setuju (STS).
(Please answer the following statements which are suitable with your opinion by giving
checklist (√) in the columns provided. Score 5 is for Strongly Agree (SA), score 4 is for
Agree (A), score 3 is for Lightly Disagree (LD), score 2 is for Disagree (D), and score 1 is
for Strongly Disagree (SD))
No Pernyataan Skor
1 2 3 4 5
(STS) (TS) (R) (S) (SS)
1. Saya menerjemahkan kalimat dalam
Bahasa Indonesia ke dalam Bahasa
Inggris perkata.
(I translate Indonesian sentences into
English sentences word by word.)
2. Saya tidak memperhatikan
penggunaan tenses dalam Bahasa
Inggris.
(I am not aware of grammar in
English.)
3. Saya dapat menggunakan tenses
70
sesuai kebutuhan dalam recount text.

(I can use tensess as needed in the
recount text.)
4. Saya menganggap semua tenses dapat
digunakan dalam menulis recount
text.
(I consider all tenses to be used in
writing recount text.)
5. Keterbatasan saya dalam pemahaman
grammar membuat saya terbatas
dalam menulis recount text.
(My limitations in understanding
grammar confined me to writing
recount text.)
6. Saya tidak terpengaruh dengan
perasaan yang sedang saya rasakan
ketika menulis recount text.
(I am not affected by the feelings I feel
when writing recount text.)
7. Saya belajar struktur grammar dengan
menerjemahkan kalimat dalam Bahasa
Inggris ke dalam Bahasa Indonesia.
(I learn grammar structure of recount
text by translating English sentences
into Indonesian sentences.)
8. Saya menulis recount text selalu
terpaku dengan struktur bahasa
Indonesia.
(I write the recount text always fixated
on the structure of the Indonesian
language.)
9. Saya menulis recount text sesuai
grammar yang saya pahami.
(I write the recount text according to
the grammar I understand.)
10. Saya paham tenses yang harus
digunakan dalam menulis recount
text.
(I understand the tenses that must be
used in writing recount text.)
11. Saya selalu terpaku terhadap
penjelasan aturan grammar dari guru.
(I always fixated on the explanation of
the grammar rules of the teacher.)
12. Saya tidak paham penerapan grammar
dalam menulis recount text.
71
(I do not understand the application of

grammar in writing recount text.)
Appendix 2
Panduan Wawancara
(Guide of Interview)
1. Apakah kamu mengalami kesulitan dalam memahami tenses yang
digunakan dalam recount text?
(Do you have difficulty understanding the tenses used in recount text?)
2. Bagaimana cara guru kamu mengajarkan bahasa Inggris, terutama dalam
mengajarkan grammar?
(How does your teacher teach English, especially in teaching grammar?)
3. Apakah kamu dapat memahami grammar tanpa harus mempelajari dari
bahasa Indonesia?
(Can you understand grammar without having to learn from Indonesian?)
4. Apakah kamu mengalami kesulitan menulis ketika perasaanmu sedang
tidak stabil?
(Are you having trouble writing when your feelings are unstable?)
5. Apakah kamu akan bertanya pada guru apabila mengalami kesulitan dalam
memahami apa yang telah diajarkan?
(Will you ask the teacher if you have difficulty understanding what has
been taught?)
72
Appendix 3
Result of Errors on Surface Strategy Taxonomy
No. Name Errors on Surface Strategy Taxonomy

Omission Addition Misformation Misordering
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Total
Percentage
Appendix 4
Result of Questionnaire
No. Student Questonnaire Number

1 2 3 4 5 6 7 8 9 10
1.
2.
73
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Bahasa Ingrris

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Bahasa Ingrris

Uploaded by

Copyright:

Available Formats

CHAPTER I

1.1 Background of the Study

Now a days, everyone must have skills in English, particulary in writing

important element to be successful in reaching success in the future. In addition,

are more likely to be unemployed and dependent on social benefits. Conversely,

employed, and of being angaged in society. In short, in this era without it

someone may be left behind.

In this world of industrialization and globalization, writing is totally

important as a part of human life that cannot be separated. Monaghan (2007)

debates writing is principal form of communication, necessary in everyday life, in

business, in creativity, in scholarly pursuits: in short, it is not a just tool of living,

it is a tool of survival Particularly, in education the ability of writing skill is

imperatively needed by the students. In relation to Muslim (2014) students who

Moreover, in education writing is a way to communicate (Trianingsih; 2010,

2013); that is to facilitate students in learning process (Lia, 2015). it can be

concluded that writing is needed by students in learning process because it can

help them to facilitate the way to communicate each other.

Learning to write well is difficult and lengthy process because it indices

intelligible thought (Sugiharto, 2006), spelling (Megaiab, 2014), and lack

vocabulary, punctuation, and spelling.

Recount text is a text retells some experience in previous time, its

usually students make some errors in grammatical such as learning tenses,

pronoun, preposition, and verb. As supported by Uniyatun (2010) it is difficult for

students to write recount text especially in matters such as vocabulary, spelling,

grammar, and punctuation. Errors in grammatical that student faced to learn in

done by subject (Risdiyanto, 2010) and it expresses something that a person,

expresses something that the subject had done.

verbs in writing recount text is significance. Therefore, the emphasis on action

measure students’ ability in recount text.

In process to learn writing recount text sometime or usually students make

it is incorrect sentence, the correct sentence is “I hoped” or “I was hoping” in this

because the students have to memorize all of unpredictable change. Meanwhile,

especially in terms of tense, grammatical features, and vocabulary.

Based on preliminary study through informal interview with the teacher

and students at the eleventh grade of SMA N 15 Semarang, I found some

1.2 Reason for Choosing the Topic

1. Students still make a grammatical errors in writing recount text. Students

do not understand to apply the correct grammar in their writing.

2. Students still find difficulties in understanding and interpreting the

meaning of sentence in recount text.

verb to create some sentences in recount text.

1.3 Research Questions

Based on the background of the study, the problem of study is formulated as

1. What types of grammatical errors are made by the students in writing

recount text on the surface strategy taxonomy?

recount text writing made by the students?

text made by the students?

1.4 Objectives of the Study

1. To analyze the types of grammatical errors in students’ writing recount

text using the surface strategy taxonomy.

on recount text writing are made by the students.

text made by the students.

1.5 Significances of The Research

education which are included in:

1. For other Researchers

faced by the students in general.

they can apply in improving the student’s ability in writing.

1.6 The Scope of the Study

taxonomy on students’ writing recount text made by eleventh grade students of

grade in MAN 2 Semarang. I focus on 2 classes consist of 20 students as the

sample. I try to investigate grammatical error by applying errors analysis based on

strategy taxonomy is a superficial of error classification used as a starting point

point in the description of errors.

The errors will classify according to surface strategy taxonomy proposed