AN ERROR ANALYSIS OF STUDENTS’ AT GRADE X SMA NEGERI 1

SEI BALAI IN WRITING DESCRIPTIVE TEXT

PROPOSAL

By:

RAHMA AL SYAFIRA
Students’ Reg. No: 18052006

ENGLISH EDUCATION STUDY PROGRAM

TEACHER’S TRAINING AND EDUCATION FACULTY
ASAHAN UNIVERSITY
2020/2021
 TABLE OF CONTENT

Table of Content..................................................................................................i

Chapter I Introduction
1.1 The Background of The Study........................................................................1
1.2 Identification of The Study..............................................................................2
1.3 The Scopes of the Study..................................................................................2
1.4 Formulation of The Study...............................................................................3
1.5 The Objectives of the Study............................................................................3
1.6 The Significances of the study........................................................................3

Chapter II Review of Literature

2.1 Theoretical Framework...................................................................................4
2.1.1 Error.........................................................................................................5
2.1.1.1 Definition of Error.........................................................................5
2.1.1.2 The Distinction between Errors and Mistakes...............................6
2.1.1.3 Types of Error................................................................................9
2.1.1.4 Cause of Errors..............................................................................11
2.1.2 Error Analysis..........................................................................................15
2.1.2.1 Definition of Analysis...................................................................15
2.1.2.2 Definition of error Analysis...........................................................16
2.1.2.3 Steps of Error Analysis..................................................................18
2.1.3 Writing.....................................................................................................18
2.1.3.1 Definition of Writing.....................................................................18
2.1.3.2 Kinds of Writing............................................................................20
2.1.3.3 Aspect of Writing..........................................................................21
2.1.3.4 The Purpose of Writing.................................................................21
2.1.3.5 The Process of Writing..................................................................22
2.1.3.6 The Importance of Writing...........................................................23
2.1.4 Genre........................................................................................................24
2.1.4.1 Definition of Genre........................................................................24
2.1.4.2 Kinds of Genre..............................................................................25
2.1.4.3 Descriptive Text............................................................................26
2.1.4.4 The Definition of Descriptive Text...............................................26
2.2 Conceptual Framework...................................................................................28

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Chapter III Methodology of Research
3.1 Location and Time of Research ......................................................................29
3.2 Subject of The Research..................................................................................29
3.3 Research Design..............................................................................................29
3.4 Instrument of Data Collection.........................................................................29
3.5 Technique of Collecting Data..........................................................................30
3.6 Technique of Data Validity Test.....................................................................30
3.7 Technique of Data Analysis............................................................................31

Reference

Appendix

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 CHAPTER I
INTRODUCTION

1.1 The Background of the Study

English is the language most widely used in international communication.
At least it happened this time. At least it happened this time. English is the
'default' language in many aspects of our life. Even now, in terms of education,
there are already many classes or schools that use English as the language of
instruction and everyday language at school. so that this language becomes an
important language in all aspects.
Language is a communication tool that produces meaning. According to
Keraf in Smarapradhipa (2005: 1), provides two meanings of language. The first
sense states language as a means of communication between community members
in the form of sound symbols produced by means of human speech. Second,
language is a communication system that uses symbols vowel symbol (sound of
speech) which is arbitrary.
In learning a language, there are 4 aspects that must be mastered, namely:
reading, writing, speaking and listening. These four aspects have mutually
exclusive characteristics obeying to produce meaning. In this research only the
writing aspect will be discussed.
Writing is one of the important skills that should be mastered by the
students. In writing, they need to express their ideas and feelings in a good way
They need to express their ideas and emotion creatively, so the reader can
understand their writing. Based on Competency Standard in 2013 curriculum, the
students are expected to be able to analyze the social function, generic structure,
and language features of descriptive text.
Error analysis is an activity to identify, classify and interpret or describe
the errors made by students in writing and is done to obtain information about
common difficulties faced by them in writing English sentences. Furthermore,
Error analysis has an important role in teaching foreign language. It helps the

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teacher in understanding new ways of teaching by giving feedback about errors

made by students. The Students will also have a better understanding of what they
are learning and will be able to write correctly and be given with their previous
error.
Based on the results of my observations, that students are not able to put
their ideas in they are more dominant do not understand the use of the simple
present tense and make English sentences from word by word, so this is what
causes their failure in the descriptive text arrangement. An example that often
happens is "She buy clothes at the boutique". The correct sentence should be "She
buys clothes at the boutique." Students often did a mistake to used the first verb
for a third person singular to add "s, es". They tend to ignored the grammatical
errors even to put vocabulary.
Based on to the problem above, this research conducted ""An Error
Analysis of Students' at Grade X SMA Negeri 1 Sei Balai in Writing Descriptive
Text ".

1.2 Identification of the Study

Based on the background of the research above, identification of the study
are :
1. The students are still confused about making simple present tense sentences
in the text.
2. Students dominant make mistakes in the grammatical rules of writing
descriptive text.
1.3 The Scope of the Study
The scope and limitation of the study focused on analyzing students’ erorr
Students' at Grade X SMA Negeri 1 Sei Balai in writing descriptive text in
2020/2021.
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1.4 Formulation of the Study

Based on the background, formulation of the research can be formulated as
follows: What are the students’ errors in writing descriptive text made by the
grade of X SMA Negeri 1 Sei Balai in 2020/2021.

1.5 Objective the Study

Based on the problem statement above, this research aim to: To analyze
and describe the students' errors made by the grade of X IPA SMA Negeri 1 Sei
Balai in 2020/2021 academic year.

1.6 The Significance of the Study

a. For the teacher
The writers hopes this research can improve the teacher's ability help
students in teaching writing in the class and teacher can found new method to
teach grammar so that teacher can guide the students to make descritive text with
correct tenses.
b. For the students
Shows them about some errors that they have made and improve their
ability to write descritive text better and also to motivate student's to learn again
specially in writing descritive text.
c. For the writer
Hopefully this research is able to benefit the writer as a novice researcher
especially in learning how to conduct a research, and this research is expected to
show the errors that occur in writing descriptive text, and in the future research
can Find a good method or strategy to improve student writing results.
 CHAPTER II
THE THEORETICAL FRAMEWORK

2.1 Theoretical Framework

The theoretical framework is a structure that can support the theory of
research studies. The theoretical framework introduces and explains the theory of
why there are problems in the research under study. Sekaran (2009) in (Afrida,
2020) defines the theoretical framework as a conceptual model of how a
researcher theorizes the relationship between the factors that have been identified
as important to the problem.When writing theoretical framework, include an
outline of existing theories closely related to the research topic. Therefore, in this
research will be focused on the discussion about theories of error, error analysis,
and descriptive text. Then, to support this research there are two relevant studies
as follow :
The first previous study was written by (2017 & Sari, 2017) Putri Lidiana
Permata Sari “ An Analysis Of Grammatical Errors In Descriptive Text In Class
X Students SMA 8 Muhammadiyah Kisaran. In this case, Based on the data
previously described, this research can be concluded that many mistakes students
have made in the use of grammatical forms (misinformation) with an error of 139
errors (6.95%). Then several students did the error omits part of the grammar
(omission) with a total of 33 errors (6.95%). Finally, mistakes in placing words in
sentences (misordering) with a total of 10 errors (0.5%). This error occurs
because students are still do not understand the use of proper grammar so that the
language that has been written is still very much influenced by the pattern of use
of Indonesian and everyday language them.
The second previuous study was written by Eka Sasmiasih “ Error Analysis
On The Students Writing Of Descriptive Text A Case Study Second Grade
Student Of SMP PGRI 2 Ciputat ”. In this case, The types of error made by the
second grade students of SMP PGRI 2 Ciputat are mis-formation error (32 errors
or 53.33%), amission error (14 errors or 23.33%), addition error (10 errors or

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16.67%), and the lowest frequency of error is mis-ordering error (4 errors or

6.67%). Which the types of errors that they made are because:

First, the students might face difficulties selecting and forming adjective and
noun into correct sentence. First, the students tended to use inappropriate adjective
to modify a noun. Moreover, the students tended to select the wrong word. With
those frequencies, the teacher should pay more attention to this type of error.
Second, most of them have made errors on the test regarding the amission with
miss some required element. They omitted the items that should appear in the
sentence. First, the omission of noun, the students omitted the necessary noun in a
sentence. Moreover, the student also committed error in omission of spelling for
instance. Third, the students add some unnecessary or incomect element.
Nevertheless, it does not mean the students have not known the vocabularies and
spelling before. However, both of vocabularies have.
The source of the reason why the students' make error, consists of First
Language (31 or 52.54%), Carelessness (24 or 40.68%), and Translation (4 or
6.78%). Which the source of the reason why the students make error in using
adjective in descriptive text writing, they are: First, the students were still
influenced by their mother tongue in writing descriptive text using an adjective.
Second, carelessness that doing by the student in writing a word to be make a
sentence. Where students made errors in writing a few words that were needed to
make a sentence. Third, the students translate their first language sentence to the
English language word by word.

2.1.1 Error
2.1.1.1 Definition of Error
Handayani's 2011 definition in Meisa 2014: 14 errors are deviations that
are systematic in nature, deviations that occur repeatedly and the learner does not
realize that what he is doing is a deviation. Meanwhile, according to Ellis 1994: 5
states "An error is lack of competence and mistake is performance deviant", which
means that an error is an error caused by a lack of knowledge. James 1998: 78
 6

states "error as being an instance of language that is unintentionally deviant and is

not self-corrigible by is author", and "mistake is either intentionally or
unintentionally deviant and self-corrigible", which means that an error occurs
when a an error occurs outside of knowledge or does not have a knowledge,
while a mistake is an error that occurs because of deviations from the
pronunciation.
Based on the definitions and statements that have been presented by the
experts, the researcher concludes that an error is an error that occurs repeatedly
due to a lack of understanding of the rules of the language being studied and the
learner does not realize what is being done is an error. So that in this study, it
only focuses on the error analysis category on errors. After processing the data,
the researcher found errors in writing several sentences occurred repeatedly, both
in the descriptive text. Daulay said "Errors are the flawed side or leamer speech or
writing. They are those parts of conversation or composition that deviate from
some selected nom of mature language performance. Teacher and mothers who
have weged long and patient battles against their students or children's language
errors have come to realize that making errors is an inevitable part of leaming.
People cannot leam language without first systematically committing errors".
In the other, Various definitions of error have been presented by experts.
Basically those definitions contain the same meaning while the difference lies
only on the ways they formulate them These definitions are adequate to reveal the
errors showing up in the written texts. According to Nonish, he said that Error is a
systematic deviation when a leamer has not leamt something and consistently get
it wrong. He said the child his own language sometimes make the same error. In
the same way, when a leamer of English make an error systematically. So, he has
not leant the correct form.
From the explanations above, it can be concluded that errors are
competence factors which learner have. An error takes place when the deviations
arise as the result of lack knowledge, and the learners can not correct by
themselves.
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2.1.1.2 The Distinction between Errors and Mistakes

Some of people consider that the definition between error and mistake are
the same Actually, they are quite different, but to differentiate them is rather
difficult. In order to be able to properly analyze the student's error, it is important
enough for the teacher or researcher to distinguish between error and mistake.
a. Error
Error is systematic, consistent deviancies, which are characteristics of the
learner's linguistics system at a given stage of learning. Corder in Fauziati
(2002:76) says that learners who do not yet fully command some institutionalized
language system typically produce errors. In other word, errors arise due to the
imperfect competence in the target language or the language the learners are
learning Error is an important part of learning English. Error will appear when the
students do not know the languages system and error is failure dealing with the
student's competence. Based on Brown (2000:170) an error is a noticeable.
Meanwhile, Corder (1973:167) explains that learner's errors are significant
in that they provide to the researcher evidence of how language is learned or
acquired, what strategies or procedures the learner is employing in the discover of
language. Corder also says that errors provide feedback; they tell the teacher
something about the effectiveness of teaching techniques, and show him what
parts of the syllabuses he has been following have been inadequately learned and
taught and need further attention.
Errors are usually mistakes made because of a lack of knowledge about
them. In other words, an action is considered wrong because it is different from
existing rules or traditions. This vocabulary is much more formal than mistake
and is rarely used in everyday speech. However, if you're writing a report that
should tell you what mistakes have been made, it's a good idea to use an error
vocabulary.As an example and a clearer illustration, here are some examples of
using the error vocabulary in a sentence.
b. Mistake
According to Ellis (1997:17), "Mistake reflects occasional lapses in
performance; they occur because, in a particular instance, the learner is unable to
 8

perform what he or she knows". Mistakes are deviations due to performance

factors such as memory limitation (eg mistakes in the sequence of tenses and
agreement in long sentences, spelling, and pronunciation). They are typically
random and readily corrected by the learner himself when his attention is drawn to
them. Corder in Fauziati (2002:76) states that "mistakes or lapses are ill formed
utterances which are resulted from the failure to utilize a known correctly".
The native speaker, therefore, is normally capable of recognizing and
correcting such mistakes or lapses. These mistakes seem to increase in frequency
under conditions of stress, indecision, and fatigue. According to Brown
(2007:257) a mistake refers to a performance error that is either a random guess or
a "slip", in that is a failure to utilize a known system correctly. From these
definitions of mistakes and errors it is clear that mistakes are different from errors.
Mistake is performance errors caused by factors such as fatigue, nervousness, and
other uncertain psychological conditions. Mistakes do not reflect someone
language competence but errors do. Students themselves can correct mistake if
teacher points it out, on the contrary the students themselves cannot correct error.
Mistakes usually refer to choices that turn out to be wrong. This particular
vocabulary context is usually for unintentional mistakes and you know very well
that the action was wrong. In other words, this vocabulary is based on actions that
have been taken, and can be justified. Mistakes are also usually less formal than
errors, therefore in everyday life, this vocabulary will be heard and used more
often. For example, here are some sentences that use the vocabulary for mistake.
From the explanations above, it can be concluded that errors are
competence factors which learner have. An error takes place when the deviations
arise as the result of lack knowledge, and the learners I cannot correct by
themselves. While mistakes refer to performance errors, that is failure to utilize a
known system correctly. This means that learners have known the language rules,
but they correctly fail in applying those rules. Furthermore, a learner's errors
provide evidence of how language is learned or acquired, what strategies or
procedures the learner is employing in the discovery of language. On the other
 9

hand, mistakes are of no significance to the process of language learning and it

would be meaningless to state the rule for making mistakes.

2.1.1.3 Types of Error

Dulay (1982:146) says that there are four taxonomies to analyze errors,
namely:
a. Linguistic Category Taxonomy
Linguistic category taxonomy classifies errors according to either the language
component or the particular linguistic constituent that is affected by an error.
Language components may include phonology (e.g. pronunciation), syntax,
morphology (grammar), semantics, lexicon (meaning and vocabulary), and discou
rse (style). Constituents include the elements that comprise each language compon
ent, such as the noun phrase, auxiliary, verb phrase, preposition, adverb and
adjective and so forth.
b. Surface Strategy Taxonomy
Surface strategy taxonomy proposed by Dulay, Burt and Krashen (1982:15 2)
is a taxonomy developed in analyzing error made by the learners which consist of
several alternatives for error classification as a result of comparative categorizat
ion and communicative effect taxonomy. By classifying errors using the surface st
rategy taxonomy is very practical since it can physically highlight the cognitive
process that underline the learner's reconstruction of the new language orlanguage
being learned. Surface strategy taxonomy includes errors ofomission, addition,
misformation, and misordering.
1. Omission
Error of omission is where some element is omitted which should be present.
In other word, omission errors occur when learners omitnecessary items from
anutterance. The grammatical morphemes much more dominant omitted than
content morphemes. That statement can be implied that omission error happened
in missing particular morpheme or word in well form of the sentence. Omission is
a type of errors which are "characterized by the absence of an item that must
appear in a well-formed utterance" According to Dulay, 1982:154.
 10

They include noun and verb inflections (-s, -ed, -ing), for example: There are
many car. (The correct sentence is There are many cars) the article (a, an, and
the), for example My mother is teacher (The correct sentence is My mother is a
teacher) the verb auxiliaries (is, am, are, will, can, may) and preposition (in, on,
at, under). For example: He lecturer new college. (The correct sentence is She is
the lecturer of the new college.
c. Addition
An addition is a type of error which is characterized by the presence of an item
which must not appear in well-formed utterance, Dulay, Burt and Krashen (1982:
156). There are three types of this error, they are double marking, regularization,
and simple addition. These errors are good indicators that some basic rules have
been acquired.
1. Double Marking is two items are used as the marker of the same feature. For
example: I did not read or I do not read. both auxiliary verb and main verb
often place the marker on.
2. Regularization is a rule, which typically applies to a class of linguistic features,
exceptions that can be found in English. For example: the verb sing cannot be
changed into singed but sang. The noun "woman" cannot be pluralized into
womans but women.
3. Simple Addition, If an addition error is not a regularization and not a double
marking, it is called a simple addition. There is no significance chracteristic of
this error. The example of this error are: That a cat is mine, it is the simple
addition error in using artical a. Than, My computer do not work properly, this
is example of simple addition error in using auxiliary do for does.
d. Misformation
Misformation error is a type of error that is characterized by using of the
wrong from of the morpheme or structure. For example: The tiger catch a goat.
and The boys is sad. Those two sentences are not correct. The first sentence
should be, (The tiger catches a goat). The second sentence should be, (The boys
are sad). In English when the subject is singular, the verb should be verb for
singular, whereas when the subject is plural, the verb should be plural subject too.
 11

e. Misordering
These types of errors are characterized by the incorrect placement of
morpheme or group of morphemes in an utterance, Dulay, Burt, and Krashen
(1982: 162), for example; He every time comes late home. Misordering of noun
phrase word order.

2.1.1.4 Cause of Errors

The next step is amlyzing what causes of error. The answer from "what
causes of errors?" probably will be the same answers. Some persons will answer,
it is because of carelessness, and others will answer because of first language
interference or translation from mother language. According to Nomish "he
classifies three 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.
a. Carelessness
Carelessness is often dosely 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 the style of presentation do not suit him.

b. First language
Norish states that leaming a language (a mother tongue or a foreign language)
is a matter of habit formation. When someone tries to leam new habits the old
ones will interfere the new ones. This cause of error is called first language
interference"
Translatitranslates 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's article, "Error
Analysis and Second language Strategies" in Schummann and Stenson. In his
article, he classifies sources of errors into. According to Richards, "he classifies
causes of error into six types that is Interferences, Overgeneralization,
Performance error, Markers of transitional competence, Strategy of
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communication and assimilation, Teacher-induced error. The six types of causes

of error will be discussed briefly below.
a. Interference that is an error resulting from the transfer of grammatical and/or
stylistic elements from the source language to the target language.
b. Overgeneralization that is an error caused by extension of target language
rules to areas where they do not apply.
c. Performance error, that is unsystematic error that occurs as the result of such
thing as memory lapses, fatigue, confusion, or strong emotion.
d. 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).
e. 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.
Brown said "causes of error as sources of error and he classifies into 4
categories is Interlingual Transfer, Intralingual Transfer, Context of Leaming,
Communication Strategies. The four types of causes of error will be discussed
briefly below.
a. Interlingual Transfer
The beginning stages of leaming a second language are characterized by a
good deal of interlingual transfer from the native language, or, interference. In
these early stages, before the system of the second language is familiar, the native
language is the only linguistic system in previous experience upon which the
leamer can draw. We have all heard English learners say "sheep" for "ship", or
book of Jack instead of "Jack's book" All these errors are attributable to negative
interlingual transfer. While it is not always clear that an error is the result of
transfer from the native language, many such errors are detectable in leamer
speech.
b. Intralingual Transfer
The second cause of errors is Interlingual transfer. It is the transfer within the
target language itself. Researchers have found that the early stages of language
 13

leaming are characterized by a predominance of interference (interlingual

transfer), but once leamer have begun to acquire parts of the new system, more
and more intralingual transfer generalization within the target language-is
manifested. This of course follows logically from the tenets of leaming theory. As
learners' progress in the second language, their previous experience and their
existing subsumes begin to include structures within the target language itself.
Negative intralingual transfer, or overgeneralization, has already. been
illustrated in such utterences as "Does John can siing ?" other example like "He
goed," and "I don't know what time is it?". Once again, the teacher or researcher
cannot always be certain of the source of an apparent intralingual error, but
repeated systematic observations of a learner's speech data will often remove the
ambiguity of a single observation of an error.
c. Context of Leaming
The third cause of errors is context of learning. "Context" refers, for example,
to the classroom with its teacher and its material in the case of the school leaming
or the social situation in case of untutored second language leaming. In the
classroom context the teacher can lead the leamer to make faulty hypotheses about
the language. Students often make errors because of a misleading explanation
from the teacher, faulty presentation of a structure or word in a textbook or even,
because of a pattem that was rotely memorized in a drill but improperly
contextualized.
d. Communication Strategies
Communication strategies were defined and related to leaming styles.
Leamers obviously use production strategies in order to enhance getting their
messages across, but at times these techniques can themselves become a source of
error. Once an ESL leamer said "Let us work for the well-done of our country".
While it exhibited a nice little twist of humor, the sentence had an incorrect
approximation of the word "welfare". Likewise, word coinage, circumlocution,
false cognates, and prefabricated patters can all be sources of error. Richards in
another article "A Non-Contrastive Approach to Error Analysis", "dassifies causes
of error into overgeneralization, incomplete application of rules, false concepts
 14

hypothesized, and ignorance of rule restriction". To make it clear, the four

classifications above are explained briefly below.
a. Overgeneralization
Overgeneralization generally involves the creation of one deviant structure in
place of two regular structures, for example, "He can sings", "We are hope". "It is
occurs".
b. Incomplete Application of rules
An example of incomplete application of rules can be seen in the question
forms. Very often they are used, not to find out something, as they should, but as a
means of eliciting questions through a transform exercise.
c. False concepts hypothesized
False concepts hypothesized are something due to poor gradation of teaching
items. The form was' for example, may be interpreted as the marker of the past
tense, as in "one day it was happened".
d. Ignorance of rule restriction
Closely related to the generalization of deviant structures is failure to observe
the restriction of existing structures, is, the application of rules to context where
they do not apply. They man" for "ship", or book of Jack instead of "Jack's book"
All these errors are attributable to negative interlingual transfer. While it is not
always clear that an error is the result of transfer from the native language, many
such errors are detectable in leamer speech .
From Cause of Error above, the writer concludes if the Cause of Error is
derived from the four theories; first, the theory of Nomish Cause of Error which
was composed of Carelessness, First language, Translation Second, the theory of
Richards, which was comprised of Error Cause of Interference
Overgeneralization, Performance Error, Markers of Transitional Competence,
Strategy of Communication and Assimilation Teacher-Induced Error. Third,
another theory of Richards, Cause of Error which was composed of
Overgeneralization, Incomplete Application of Rules, False Concepts
Hypothesized, Ignorance of Rule Restriction And the last theory of Brown, Cause
of Emor which was composed of Interlingual transfer, Intralingual transfer,
 15

Context of leaming, and Communication Strategies. In making a descriptive

paragraph, not the student may not make an emur. Certainly the student made an
error in making the descriptive paragraphs.
The errors occur because students do it like the following factors: first, the
student carelessness in make and writing the descriptive paragraph sentence,
Second, students are still influenced by their native language (Indonesian), so that
in making a sentence, word order is like upside dowy Third, students add a few
words that do not need to be place in the sentence, Fourth, students eliminate
words that should exist or that needed in the sentence, so the meaning of the
sentence is being obscured. And of course there are many more factors that cause
students to make errors in writing and make sentences in descriptive paragraph, as
has been explained above that of the factors causing the above error, so that the
teacher can correct emos made by students in creating descriptive sentences in a
paragraph And teachers also know how to justify the errors made by the students.

2.1.2. Error Analysis

2.1.2.1 Definition of Analysis
The process of evaluating data using analytical and logical reasoning to
examine each component of the data provided. This form of analysis is just one of
the many steps that must be completed when conducting a research experiment.
According to the Oxford Dictionary of Philosophy, 1996, by Simon Blackburn,
analysis is The process of breaking a concept down into more simple parts, so that
its logical structure is displayed. According to Anne Gregory, Analysis is the first
step or step that must be taken in the planning process . This certainly shows that
analysis is always needed in planning activities. Analysis is an activity to examine
a particular object systematically, in Order to obtain information about the object.
In the Contemporary Indonesian Dictionary written by Peter Salim and Yenni
Salim (2002: 4) describes the analysis notions as follows: Analysis is an
investigation of an event (action, essay and so on) to get the right facts (origin,
cause, real cause, etc.).
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Analysis is the elaboration of the subject matter of the parts, the study of
the parts and the relationship between the parts to get the right understanding with
the overall understanding. Analysis is the elaboration (expansion) of something,
and so on after being examined carefully. Analysis is the process of solving
problems that begin with hypotheses (conjecture, etc.) until proven truth through
some certainty (observations, experiments, etc.).
Analysis is the process of solving problems (through reason) into its parts
based on a consistent method to achieve an understanding of its basic principles.
Whereas according to (http://plato.stanford.edu) said that Analysis is an isolation
process (limiting problems) and working on something that is basic (fundamental)
to find information about the object being analyzed.
According to the Cambridge Dictionary of Philosophy, 2nd ed., 1999, ed.
Robert Audi, analysis is the process of breaking up a concept, proposition,
linguistic complex, or fact into its simple or ultimate constituents. Based on the
opinions above, the author concludes that analysis is an activity that aims to find
fundamental information about one or more objects systematically using a
particular methodology.

2.1.2.2. Definition of error Analysis

The fact that "leamers do make errors and that these errors can be
observed, analyzed, and classified to reveal something of the system operating
within the learner, led to a surge of study of learners' errors, called error analysis".
Moreover, Brown said "that error analysis as the process to observe, analyze, and
classify the deviations of the rules of the second language and then to reveal the
systems operated by leamer seems this concept is the same by Crystal, "he defined
error analysis is a technique for identifying, classifying and systematically
interpreting the unacceptable forms produced by someone leaming a foreign
language, using any of the principles and procedures provided by linguistics".
Another concept of error analysis is given by Richards. He states that error
analysis is the study of errors made by the second and foreign language leamers".
Error analysis may be carried out in order to find out how well someone knows a
 17

language, find out how a person leams a language, and obtain information on
common difficulties in language learning as an aid in teaching or in the
preparation of teaching materials.
To solve this problem, one of the strategies widely used by linguist are
error analysis. Error analysis is a crucial source of information to teachers
(Hourani, 2008:16). It will show teachers some problems lead to the students.
Such information is important for the planning of course and the constructing of
the teaching materials.
Error analysis may be carried out in order to:
a. Find out how someone learns a language.
b. Find out how someone knows language.
c. Obtain information on common difficulties in language learning.
Thus, error analysis is made by language learners which function as to
show the information in how they learn a language, how well they know the
language and what difficulties faced by them in achieving the objective. For the
beginners, learning English grammar may be tough because the grammar is a
second rule to them. They might produce many errors since the grammar they
learn is a second language grammar. There are many studies on this because it
helps to improve the teaching learning process. It will also improve the process of
second language learning and develop more information to the second language
acquisition (James 1998:172).
From the definitions above, the writer concludes "that error analysis is the
study of learners' error to obtain information on common difficulties faced by
someone in speaking or writing English sentences". Another thing, which should
be noticed, is the procedure of error analysis. Also error analysis is one of ways to
get information from inacceptable performance by students which can be a crucial
source to help teachers whether the learning process is successful or not. It can be
a technique for identifying and describing error made by students. In other words,
error is believed as an indicator of the learners' stages in their target language
development.
 18

2.1.2.3 Steps of Error Analysis

According to Corder as quoted by Ellis (1997:48) the steps in error
analysis are follows:
1. Collection of a sample of learners language
The starting point in error analysis is deciding what example of learners
language to use for analysis and how to collect these samples.
2. Identification of errors
A corpus of learners has been collected, these errors in the corpus have to be
identified. Therefore, it is necessary to decide what constitutes an error and
establish a following procedure for recognizing one.
3. Description of errors
The description of learners' errors involves a comparison between learners'
idiosyncratic utterances and reconstruction of those utterances in the target
language.
4. Classification into error types
Assuming that it is possible to identify and describe errors, the next step is to
try to give an explanation concerned with establishing the source of error. This
stage also involves an attempt to establish the processes responsible for second
language acquisition.
5. Evaluation of errors
Whereas, all the preceding stages of errors analysis have involved an
examination of errors from the point of view of learners who make theme. Errors
evaluation involves a consideration of the effect that errors have on the person
addressed.

2.1.3 Writing
2.1.3.1 Definition of writing
Writing is very important as part of man's culture, and speech sounds.
Someone can produce the sequences of speech sound produced by original
speaker. There are two main types of writing: first, writing which each character is
 19

picture of an object or idea, called picture writing or ideographic writing such as

the hieroglyphs of the ancient Egyptians; second, writing in which each character
represents speech sounds called alphabetic writing. Most language, including
English and Indonesian, use alphabetic writing to represent their speech sounds,
which is used by public in books, paper, magazines, and writing letters.
According Klein (1985), writing is the ability to put pen and paper to
express ideas through symbols, this way, representations on the paper will have
meaning and content that could be communicated to other people by the writer.
Writing skills are specific abilities which help writers put their thoughts into
words in a meaningful form and to mentally interact with the message. Writing is
not just about conveying content but also about the representation of self. Who we
are effect how we write, what ever we write ( Ivanic, 1998,p181).
Writing is a form of thinking, it is thing king for particular audience, and
for particular occasion. Consider that writing is also the important expression
language activity, pretty and jensen have an opinion that writing is process of
expression thought, of thing king and feeling and of shaping experiences, and it is
an important medium for self expression, for communication, and for the
discovery of meaning (Pretty and Jensen, 1980:369).
Harmer (2004) states that writing is a process that what we write is often heavily
influenced by the constraints of genres then these elements have to be present in
learning activities. It means that writing cannot be separated with gentes
especially in teaching learning activities of writing. In this case, writing activities
can be present in a classroom.
Furthermore, Sudaryanto (2001: 64) says that writing skill is a person's
ability to express his/her mind and feeling which is expressed in a written
language, in graphic symbols so that the readers are able to understand the
message inside. From the statement, it can be said that writing is a skill where the
writer can set his idea down in the form of words, sentences, and paragraphs
which are easy to understand for the readers. From all the statements above, it can
be concluded that writing is an activity to express ideas, problems, events, and
feelings to other people's through written form. By writing, people can convey
 20

whatever they want. Hopefully the readers can understand what the writer
conveys in her writing.

2.1.3.2 Kinds of Writing

There are three kinds of writing: those are free writing, controlled writing
and guided writing
1. Free Writing
Free Writing is writing about a subject without restrictions, writing whatever
comes into your head, without concern for grammar, spelling, or organization.
Robinson (1987) argued that in free writing, you first think in English and then
you write what you think. It is not prepared writing, it is not intended for a reader.
It means that in free writing, you write on paper whatever comes to mind,
thoughts, and feelings without worrying about whether the ideas are good or
grammar is correct. The technique of free writing is very simple Students just pick
up a pen and pieces of paper, Then, start to write something and do not stop
writing for ten full minutes. They do not develop their ideas or get stuck just
repeat what they have just written
2. Controlled Writing
Controlled writing is all the writing for which a great deal of the content and
of form is suplied. In using this kinds of writing, the students are focused
ongetting words down on paper and concentrated on one or two problems at time
they are spared from teaching the full range of complexity. Controlled writing
focused the students' attention on specific features of the written language. It is
good method of reinforcing grammar, vocabulary and syntax in context.
3. Guided Writing
Guided of writing is an extension of controlled writing. It is less controlled
than controlled writing In using this kind of writing to teach writing. students
aregiven a first sentence, a last sentence, and outline to fill out series question
torespond or information to include in their piece of writing. Students should
beable to discuss, make notes, share findings and plan strategies together before
they begin to write.
 21

2.1.3.3 Aspect of Writing

According to Harris (1979:68) there are five aspect of writing. Thoscare
1. Grammar
Grammar is employment of grammatical form and syntactic pattern. It means
that sentence is another aspect that should be considered.
2. Form (organization)
Form means the organization of the content. We should clarify our idea and
make it clear. So, the reader can deduce some organization well organization
means there is a communication between the reader and the writer
3. Vocabulary
Vocabulary is the important aspect in teaching a language. Vocabulary refers to
the selection of words which are suitable with the content. It begins with the
assumption that writer wants to express the ideas as clearly and directly as he/she
can. As a general rule, clarity should be his/her prime objective.
4. Mechanic
Mechanic refers to the use conventional graphic of the language, i.e., the step
of arranging letters, words, paragraphs, by using knowledege of structure and
some others related to one another. We have to pay attention the use of the
puctuation and applying of the word of sentence.
5. Style
Style means the choice of stucture and lexical items to give a particular one to
the writing. It should be noted that the choice of lexical item to be used in writing
must be accordance with the readers.

2.1.3.4 The Purpose of Writing

In writing, the writer has purposes to convey messages to the reader. No
matter what kind of writing the writer does, he/she should has a specific and clear
purpose. It can be done by selecting right words and suitable sentences structure
to convey the intended meaning. The purpose of a piece of writing will determine
the rhetorical form chosen for it.
 22

According to Grenville (2001: 1), there are three purposes of writing to

entertain, to inform and to persuade. According to Grenville (2001: 1), there are
three purposes of writing to entertain, to inform and to persuade.
1. To entertain Writing to entertain generally takes the form of imaginary or
creative writing. It means that the writer needs to use his/her creativity. It
must not make the readers laugh, but engage their feeling in some ways
2. To inform Writing to inform has purpose to tell the reader about something.
This kind of informative writing can focus on objects, places, procedures, and
events. It can be seen in newspaper and articles, scientific or business reports,
instructions or procedures, and essays for school and university
3. To persuade The writer tries to convince the reader of something that a point
of view is valid bypresenting the fact/data so that readers follow writer's
opinions and act upon it. In conclusion, the purpose of writing is not only to
express the ideas, feeling or thought in written symbol but it has also specific
purposes such as to entertain, to inform and to persuade thereaders

2.1.3.5 The Process of Writing

All activities need the process to create the good result, just like writing.
There are many concepts dealing with the writing process. According to Brown
(2001:348) there are three main stages in writing process, there are pre-writing.
drafting, and revising. The process of writing should be the main focus to the end
product, part of the process of writing is created lack of understanding. The
process of writing has roughly four steps. In the first step, you create ideas. In the
second step, you organize the ideas. In the third step, you write a rough draft. In
the final step, you polish your rough draft by editing it and making revisions.
The other opinion about process of writing, according to Michael H. Long
and Jack C. Richards in book entitled Methodology in TESOL (1987: 268) they
said that The process involves not only the act of writing itself, but prewriting and
rewriting, all of which are interdependent". I mean that, in the writing, parts of
importance all of which are interdependent, such as prewriting, darfting. writing,
 23

evaluating, revising, and product. Not only the act of writing itself, but also can
provide useful information about students achievements.
The process of writing as a classroom activity incorporates in four basic
writing stages, they are planning as prewriting, drafting, revising and editing.
Three other stages extremely imposed on the students by the teachers namely
responding, evaluating and post-writing (Richards and Renandya, 2002:316). The
four bsic stages in writing may be described as follows:
1. Pre-writing
Pre-writing is generating ideas, and information for given writing task. Pre-
writing activities take place before starting on the first draft.
2. Drafting
In this cas the students begin to write down their ideas based on composition
the main ideas in pre-writing stage.
3. Revising
At this stage, students rewrite their draft after getting feedback from the
teacher. Revising is not merely checking for language errors the students
writing but it is done to improve global content and the organization of ideas
so that students intent is made clearer.
4. Editing
This stage conducts the students to correct again their own writing after the
teacher gives some comments for them (connection between sentences,
grammar, diction, etc) before it is given to the teacher for final evaluation.

2.1.3.6 The Importance of Writing

Writing is very important for students Students can get many chances to
explore what is in their mind from writing. It also hepls them to describe, narrate,
and show their ideas in the form of written text. According to Hamer (2004:31)
stated that writing can encourges students to focus on accurate language use,
because what they think as they write will provoke the students language
development as they resolve the problem. Writing also develops students willing
 24

to create meaningful sentence is how teachers can stimulate students what they
should write first
Most of students who have formal education system will learn to write, at
least basic a level. Writing is useful for students because it helps students on their
future task such as making report, thesis, proposal, abstract, and creating novel. If
one does not have good mastery in writing, she or he will not able to crate good
report, thesis proposal, abstract or etc. It is also important in job environment
because most of the tast and activities should be done by writing Students will be
able to express their ideas and give information to other people. By writing, they
can also suggest someone to do something, for example asking the reader not to
smoke That is why students should have good mastery in writting. It can be
concluded that writing should be mastered by students because it is used by
students to increase their language mastery.
2.1.4 Genre
2.1.4.1 Definition of Genre
Paradiyono (2007: 2) argued that genre is a text types that function as a
frame reference that a text can construct effectively, effective purpose and
construction of text element also diction Genre is needed by the students in
communication because it gives linguistic implication the students should notice.
By learning the genre, students not only can use English sentences, but also can
organize the text that is commonly used by native speakers.
Meanwhile, Hyland (2004: 46) stated that genre is abstract, socially
recognizes ways of using language. Genre is based on two central assumptions:
that the features of a similar group of texts depend on the social context of their
creation and use. Those features can be described in a way that relates a text to
others. Genre is used to refer to particular text-types, not to traditional varieties of
literature. It is a type of text, defined in terms of its social purposes also the level
of context dealing with social purpose. Most event result in the text (that is, pieces
of oral or written communication). These are all different text types, which have
different communicative function. Each has its own distinctive linguistic
characteristics and its own generic structure (that is, own internal structure).
 25

Based on the explanation above, it can be concluded that genre is a text

type that consist of different purpose, generic structure and message. And there
are two categories that are assigned a genre, internal and external category.
Internal category shapes the text type basis and external category refers to a
conventional and a culture of texts.

2.1.4.2 Kinds of Genre

According to Pardiyono (2007) there are fifteen types of genre text. They
are :
1. Narrative is a kind of genre used to amuse, to entertain and to deal with
actual or various experiences in different ways
2. Recount is a kind of genre to retell something that happened in the past
and to tell a series of past event.
3. Descriptive is a kind of genre to describe a particular person, place or
thing in detail.
4. Report is a kind of genre to describe the way things are, withreference to
arrange or natural, manmade and social phenomena inour environment
5. Explanation is a kind of genre to explain the processes involved in the
formation or working of natural or socio-cultural phenomena
6. Analytical Exposition is a kind of genre to reveal the readers that
something is the important case.
7. Hortatory Exposition is a kind of genre to persuade the readers that
something should or should not be the case or be done.
8. Procedure is a kind of genre to help readers how to do or make something
completely.
9. Discussion is a kind of genre to present information and opinions about
issues in more one side of an issue.
10. Review is a kind of genre to critique or evaluate an art work or event for a
public audience.
11. Anecdote is a kind of genre to share with others an account of an unusual
or amusing incident.
 26

12. Spoof is a kind of genre to tell an event with a humorous twist and
entertain the readers.
13. News Item is a kind of genre to inform readers about events of the day
which are conidered newsworthy or important.

2.1.4.3 Descriptive Text

2.1.4.4 The Definition of Descriptive Text
Description is "the part of the paragraph that describes the character". Or
we could say "a descriptive text is a text that describes the features of someone,
something, or a certain place":" Description is describes something, someone, or a
place. Or we could say description is describes the parts and characteristics, such
as describes the parts of classroom, which consist describes doors, windows,
tables, chairs, and wall. And describes the characteristics of classroom, which
consist size (big), color (brown, blue), and quality (clean).
Description isolates one person object, place, event, from every other and
shows what the selected topic is like". Description is "found in contexts that
solicit detail. Police reports, order letters, lab reports, leases, all require
description to be effective"," Description recreates sense impression by translating
into words, the feel, sound, taste, smell, and look of things Emotion may be
describing too, "feelings such as happiness, fear, loneliness, gloom, and joy.
Description helps the reader, through his or her imagination, to visualize a scene
or a person, or to understand a sensation or an emotion."
Meanwhile, Hammond (1992:78) stated by (Sasmiasih, 2014) Descriptive
text is a text which describes a particular thing, person, or thing. Description also
describes the parts and characteristics, such as describes the parts of classroom,
which consists of describing doors, windows, tables, chairs, and wall. Italso
describes the characteristic of classroom, which consists size (big), color (brown,
blue), and quality (clean). Meanwhile, Pardiyono (2006: 163) said that a
descriptive text is about the description of something or someone that consists of
characteristics, something special, quality and quantity. When describing someone
or someting, the writer should give the readers a picture in words. To make
 27

writing as real, the writer must write a specific details to appeal the reader's
senses.
To write descriptive text, the students are expected to understand the
generic structures and language features of descriptive text which help them
differentiate this type of text to another. A descriptive text has generic structures
and language features are as follows:
1. Identification: Thing, person or something that will be described.
2. Description: Describing the features of that thing, for instance: the original,
size, color etc.
Language Features of Descriptive text are:
1. Specific participant, for example: teacher, house, my cat etc.
2. Verbs in present tense in descriptive text, the writer should use simple present
tense verbs. The verbs, be (is, am and are), have, linking verbs (seems, looks,
sounds, like). Some adjectives (describing, numbering classifying),for
example: two strong legs, sharp white fang etc.
3. Relating verb to give information about subject, for example: My mum really
cool, it has very thick fur etc.
4. Action verb – V1, for example: work, study,walk, etc.
5. Figurative language style, for example, simile, metaphor (John is white as a
chalk).
6. Adjective, for example : cute, smart, beautiful, etc.
Types of Descriptive text are:
As we know that descriptive text is a text to describe something, such as persons,
places, or things. Here are the brief explanations:
a. Description of Person
Every person is unique, and therefore they are also different. Indescribing
someone, sometimes you may ask "how or what's look like". Or description
to a small place (a room) a house insted of somenthing as large a city or a
country.
b. Description of Place
 28

There is no pattern for arranging sentences in descriptive paragraph in

describing place. It is not necessary to begin with one area and then process to
another one. The description must be organized so that the reader can imagine
the scene described.
c. Description of things
In a descriptive of thing, you might need to describe about colors, forms, and
characteristic from that thing which you will be describe.

2.2 Conceptual Framework

The theoretical framework of this research can be described as in the
coloumn :

An Error Analysis Of Student’s In Writing Descriptive Text

This Study
Uses

Types of Errors in Writing Theory

Dulay(1982)

Omission Addition Misformation Misordering

 CHAPTER III
METHODOLOGY OF RESEARCH

c.1 Location and Time of Research

The location of this research is conduct to the grade X students at SMA
NEGERI 1 SEI BALAI in academic year of 2020/2021. The address of this school
is in JL. Kwala Sikasim Sei Balai, Batu Bara. This research will be conducted (on
13th of September 2021).

c.2 Subject of Research

The subject of this research taken in class X SMA NEGERI 1 SEI BALAI
in 2020/2021 academic year. This research chose the class X to know about the
problem in the field that related with the problem.

c.3 Research Design

This research use a descriptive qualitative method in conducting this study.
Descriptive qualitative method is a method that describes the student's point from
the tables to sentences. Descriptive qualitative data is not talking about number, it
talks about sentence, statement, word, symbol or picture. Made Winartha (2006:
155), the method of qualitative descriptive analysis is to analyze, describe, and
summarize various conditions, situations from various data collected in the form
of interviews or observations regarding the problems under study that occur in the
field.

c.4 Instrument of Collecting Data

Instrument is tools that are required to get information Gay and Airasian
(2000:145) stated that instrument is a tool that is used in collecting data. In
qualitative research, collecting the data mostly is done in participant observation,
depth interview and documentation. Sugiyono (2008: 225) stated that the
fundamental method relied on by qualitative researchers for gathering information
is participation in the setting, direct observation, in-depth interviewing, and
documentation review. Than,Made Winartha (2006: 155), the method of
qualitative descriptive analysis is to analyze, describe, and summarize various

29
 30

conditions, situations from various data collected in the form of interviews or

observations regarding the problems under study that occur in the field. In this
research, using the data collection stages according to the procedure from the
definition of the experts above, writers does an interview with the teacher of SMA
NEGERI 1 SEI BALAI to find out teaching problem and students’ problem
learning English.

c.5 Technique of Data Collection

The technique of data collecting is writing test. The data collection
technique in this research is giving test an questionnaires to students. This test is
used to find out students’ mistakes in learning descriptive text. The writer gives
students 60 minutes to make a descriptive text based on the given topic. Then,
students are ask to write a grammatical correct sentences and the result are collect
to find out what are errors students make in writing sentences.

c.6 Technique of Data Validity Test

A validity test is a tool that determines how precise and accurate an
instrument is when performing a measuring function.
Valid instruments were utilized to collect data (measurements) and were
accurate. Reasonable refers to the instrument's ability to measure what needs to be
measured (Sugiyono, 2012). The researcher looked at the test from content and
construct validity standpoint to see if it had excellent validity.
a. Content Validity
Content validity is the process of establishing the representativeness of items
concerning the domain of skills, task, knowledge and so forth of whatever is being
measured. Content validity refers to whether or not the content of the manifest
variables. To obtain content validity, the test was suited to the material taught to
the students. Also, this research made the test based on the material in the syllabus
used in SMA N 1 SEI BALAI.
b. Construct Validity
Construct validity is the capacity for measuring certain specific characteristics
by the theory of language behaviour and learning. Construct validity focuses on
 31

the kind of test used to measure the error. A writing test is used to analyze
students' narrative text in this research. To ensure the concept validity of the test
in this research, the investigation will be held to the instrument of the English
teacher of SMA NEGERI 1 SEI BALAI.

3.7 Technique of Data Analysis

The data analysis technique used in this research is qualitative analysis
According to Moleong (2007: 3), qualitative analysis is a research procedure that
produces descriptive data in the form of written and spoken words from people
and observed behavior. The data analysis technique in this study is to analyze the
data collected by students to find out the types of errors made by students
according to Dulay by labeling sentences that contain errors. After finding the
most dominant mistakes made by students, the next step is to make temporary
conclusions. Then, students get an explanation of the common mistakes they
make in writing simple sentences. Furthermore, students conduct interviews and
record keeping to find out the causes of errors made by students. Finally, the final
conclusion is reached.