Name : Emi Ratu Sholeha

NIM : 502181010006
Subject : Seminar on ELT

Title: An Error Analysis in Writing Analytical Exposition Text at the Eleventh Grade Students of Senior High School

Author// Research Research

Levels Participants Instrument Data Analysis Findings
Year Question Design
Dodi Mulyadi, Error Analysis on Senior High 20 students Descriptive Observation The writing products of Based on data analysis
2018 EFL Learners’ School (SMA N Qualitative analytical expositions were as using Ellis's theory of
Analytical 15 Semarang) Method the data which were collected analytical errors there are
Exposition from students of class XI SMA three types of errors made
Writing 15 Semarang. There are two by students. First, omission
classes involved in this research, is leaving out an item that is
namely class XI IPA 1 and XI required for an utterance to
IPS 2. Students from both be considered
classes are given the task of grammatically. Second,
writing an analytical exposition misinformation is using one
text then the researchers take 10 grammatical form in place
samples of student writing in of another grammatical
each class as research material. form. Lastly, misordering is
Students write analytical putting the words in an
exposition text that is done utterance in the wrong
within a week and then collected order.
after they finish. The data that
has been collected is identified,
classified, and analyzed
descriptively using Ellis's (2010)
 theory of error analysis.
Rini Fitriani, Knows whether Senior High 26 students Descriptive Observation The types of errors in this study The findings showed that
2016 the students make School (SMAN 4 Qualitative is divided into four categories; there are some errors made
errors, to find the Tanjungpinang) Method omission, addition, misformation by the students. After
types of errors the and misordering.In this study, recapitulating the data, the
students made, anlyzed the data by using researcher found the
and to explain the formula which was done by students made errors of
most frequent Keshavarz (2013).The data addition (11 errors or 40%),
errors made by which was taken from writing misformation (9 errors or
students in using test focused on simple present 30%), errors of omission (6
simple present tense students’ analytical errors or 16%), errors of
tense of their exposition texts. misordering (5 errors or
analytical 14%).The conclusions of
exposition text this study are the eleventh
writings grade students of SMAN 4
Tanjungpinang still make
all of types of errors in
using simple present;
addition, omission,
misformation, and
misordering. The most
frequent error that students
made is the errors of
addition (11 errors or 40%),
then it is followed by the
errors of misformation (9
errors or 30%), the next is
the errors of omission (6
errors of 16%), and errors of
misordering (5 errors or
14%).
Pebrita Finding the Senior High 5 students Mix Method The Test, The average of their ability in The causes of the students
Sitompul, description of the School (SMA (quantitative Interview and writing analytical exposition text errors in used modal
Asriani Students’ errors in Negeri 1 Angkola and Documentation can be categorized in low auxiliaries in writing
Hasibuan, writing analytical Timur) qualitative category. The average all of the analytical exposition text is
Melwan Ady exposition text. research) participants just get 47 score low interest, low disipline,
Rezki And to find the lazy, lack vocabulary, low
Harahap, 2018 causes of students motivation, attitude and bad
Errors in using habbits. Furthermore,
modal auxiliaries students interest was found
in writing as well in this research. The
analytical how they writing modal
exposition text. auxiliaries in students
writing analytical exposition
text from analized text
students analytical
exposition text, the writer
found that many students
are less comprehension
about used of modal
auxiliaries.
Rifa’Atul Describes the Senior High 25 students Descriptive Observation The population of this research The findings showed that
Mahmudah, generic structure School (MAN 2 Qualitative (Test) are 100 texts (100%) of an almost all of the students
2016 of analytical Padang) Method analytical exposition text written have a good score in writing
exposition text by 100 second grade students of a thesis in the analytical
MAN 2 Padang, and 25 pieces exposition text. There are 2
(25%) of texts were taken students categorized into
randomly as a sample which very good category, 14
taken by giving writing test as students for good category,
the instrument. 6 students for adequate
category, and 3 students
categorized into poor
category. Generally, from
the percentage it can be
seen that the quality of
students’ thesis in writing
 analytical exposition text
belong to the “good”
category.
Umar Fauzan, Writing Error Senior High 15 eleventh- Descriptive Documentation The subject was chosen by using The result showed that there
Sapna Farah Analysis in School (SMA grade students Qualitative a purposive sampling. The data are 16 categories of errors
Aulya, Widya Exposition Text Negeri 4 Method was collected from participants’ found in the data. They
Noviana Noor, of the EFL Samarinda) written exposition text. It was were punctuation, missing
2020 formed as sentences and word, capitalization,
analyzed according to the data subject-verb agreement,
analysis technique. The data pronoun agreement,
collected was analyzed based on spelling, singular or plural,
Miles & Huberman (1994) unnecessary word, wrong
model. word form, wrong word,
wrong order, fragment,
preposition, conjunction,
article, and need-further
support error. The error
factors were intralingua
transfer, interlingua transfer,
and students’ lack of
knowledge about writing.
Annisha Dyuli The students’ Senior High 120 students Descriptive Observation The data of this research were The findings of this research
Adha, grammatical School Qualitative (Test) and types of grammatical errors on showed that the students’
2018 errors in writing Method Interview the students’ writing of grammatical errors in using
analytical analytical exposition essay, and simple present tense were in
exposition essay the causes of errors. The sources the use of subject, verb/
of data was the students of predicate, object,
English department in the fourth complement, and
semester of UNP. The students prepositional phrase.
were from different classes, Besides, there were also the
namely K1, K2, K3, and K4. causes of the students’
Each class consists of 30 errors, namely
students, so total of the students overgeneralization,
 was 120. However, only 30 ignorance of rule restriction,
students were chosen randomly incomplete application of
from those classes as the sample the rules, dan false concept
of the research to take writing hypothesized. From the data
tests. gotten, it could be
concluded that the students
made errors in six elements
of grammar in analytical
exposition essay.
Iim Imlakiyah, The common Junior High 10 students Qualitative Observation To analyze the data, the Based on the findings, the
2016 errors which School (MTs. Research (Test) and researcher used the techniques common errors are found in
students made in Annidhomiyah Interview according to Carl James in his students‟ personal writing
their personal Cirebon) book (1998: 91-114)―Error in recount text is omission,
writing recount Language Learning and Use: addition, misinformation,
text based on Exploring Error Analysis. The and misordering.
surface sstrategy percentage of the errors Meanwhile the cause errors
taxonomy and the presented based on the terms of of students‟ are divided into
causes errors of an analysis technique. To four categories which are
their personal calculate the percentage of interlingual transfer,
writing recount students‟ errors intralingual transfer, context
text of learning and the last is
communication strategy.
Novi Santika The types of Senior High 45 students Descriptive Observation In analyzing the students errors, The result of this research
Dewi, errors and the School (SMA Qualitative (Test) and the researcher used descriptive showed that there were four
2018 percentages of Muhammadiyah Method Documentation qualitative method. This method types of error that occur :
errors that occurs Plus Salatiga) used to describe students skill in they were error of omission,
in English write English narrative text error of addition, error of
narrative text produced by schema based misformation, and error of
translating model. According to misordering. From the data
Dula, Burt and Krashen (1982: analysis the researcher
154-162), errors can be found that the most
classified into four types. They dominant error that occurs
are errors of omission, errors of with the percentage 43. 82%
 addition, errors of misformation, was error of misformation
and errors of misordering. To with total 39 from 89 errors.
analyze how many percent of Error of omission relates to
errors made by the students, the the absence of an item that
researcher uses percentage must appear in well-formed
formula as Sudijono (1997: 4) utterances. Error of addition
relates to the presence of an
item that must not appear in
well-formed utterances.
Error of misformation
relates to the use of the
wrong form of the
morpheme or structure.
Error of misordering relates
to the incorrect placement
of a morpheme or group of
words in an utterance.
Dea Rezky The kinds of Senior High 36 students Descriptive Observation In this researcher, the population From the result, there are
Amelia, errors in the use School (SMA Quantitative (Test) consists of second grade of SMA some kinds of errors
2018 of punctuation in Negeri 1 Research Negeri 1 Makassar. There were students made, they are
narrative text Makassar) 36 students from 4 classes, it Misordering, omission, and
used random sampling addition of punctuation.
technique. The instrument of this Omission of full stop was
research was narrative text dominant error made by
which has no punctuation. The students that is 19.22%. In
procedure of the error analysis writing, punctuation is very
includes data collection, important because it can
identification of errors, make reader understand the
classification of errors, and a meaning of writing.
statement of error frequency. In
a statement of error frequency,
the researcher used formula by
Gay
P. Wima The types of Senior High 24 students Descriptive Observation Content Analysis was used to The result of the students’
Arinda errors, the sources School (SMA Qualitative (Test) and analyze all the data. The writings showed the
Saputra, D. K. of errors and the Negeri 1 Research Interview analyses of the students’ writings occurrence of errors in title,
Tantra, N. M. effectiveness of Abiansema) were based on Brown’s theory topic sentences, developing
Ratminingsih, PLEASE strategy (2007), while the sources of sentences, coherences,
2014 as a management errors were based on Brown’s diction, grammar,
strategy to reduce theory (2007) and supported by mechanics, addition,
the errors Group Interview according to omission, substitution, and
Thomas (2011) and Zinsser ordering. It was also found
(2013). the sources of errors:
interlingual transfer; and
intralingual transfer. The
interview showed that the
errors were caused by
absence of knowledge, less
practice, and forgetting. The
implementation of PLEASE
strategy showed some
reductions of errors on the
students’ writings. But,
topic sentences and
grammar showed increasing
of errors. It was influenced
by increasing of the
sentences made by the
students after the
implementation of PLEASE
strategy.