Eka Sasmiasih-Fitk

ERROR ANALYSIS ON THE STUDENTS
WRITING OF DESCRIPTIVE TEXT

( A Case Study at Second Grade Students of SMP PGRI 2 Ciputat)
Proposed By:
EKA SASMIASIH
208014000028
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ABSTRACT
Sasmiasih, Eka, 208014000028, ERROR ANALYSIS ON THE STUDENTS

WRITING OF DESCRIPTIVE TEXT ( A Case Study at Second Grade
Students of SMP PGRI 2 Ciputat). Skripsi of English Education Department
at Faculty of Tarbiyah and Teachers’ Training of State Islamic University
Syarif Hidayatullah Jakarta, 2014.
Advisors : 1. Drs. Syauki, M.Pd.

Keywords : Error Analysis, Descriptive Text Writing, Adjective
This research was carried out to find out what types of error made by
students of second grade of SMP PGRI 2 Ciputat in using adjective in descriptive
text writing and what causes of the students error in using adjective in descriptive
text writing.
This research is categorized as a case study done to 25 students of SMP
PGRI 2 Ciputat. The method used in this study was Descriptive Qualitative
Method. This study was conducted following procedures of the error analysis:
data collection, identification, description, explanation and diagnosis, evaluation,
and prevention and feedback. The data were gathered through writing test and
interview.
The finding of this study showed the highest frequency of error is mis-
formation error (53.33%). The lowest frequency of error is mis-ordering error
(6.67%). On the other hand, the highest cause of error is First Language
(52.54%), while the lowest cause of error is Translation (6.78%).
v
ABSTRAK
Sasmiasih, Eka, 208014000028, ERROR ANALYSIS ON THE STUDENTS

WRITING OF DESCRIPTIVE TEXT ( A Case Study at Second Grade
Students of SMP PGRI 2 Ciputat). Skripsi Jurusan Pendidikan Bahasa
Inggris di Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2014.
Pembimbing : 1. Drs. Syauki, M.Pd.

Kata Kunci : Analisis Kesalahan, Menulis Teks Deskriptif, Adjective
Penelitian ini dilakukan untuk mengetahui apa jenis kesalahan yang dibuat
oleh siswa kelas dua SMP PGRI 2 Ciputat dalam menggunakan kata sifat dalam
menulis teks deskriptif dan apa penyebab kesalahan siswa dalam menggunakan
kata sifat dalam menulis teks deskriptif.
Penelitian ini dikategorikan sebagai studi kasus dilakukan untuk 25 siswa
dari SMP PGRI 2 Ciputat. Metode yang digunakan dalam penelitian ini adalah
Deskriptif Metode Kualitatif. Penelitian ini dilakukan prosedur berikut analisis
kesalahan: pengumpulan data, identifikasi, deskripsi, penjelasan dan diagnosis,
evaluasi, dan pencegahan dan umpan balik. Data dikumpulkan melalui tes tertulis
dan wawancara.
Temuan penelitian ini menunjukkan frekuensi tertinggi dari kesalahan mis-
formation (53.33%). Frekuensi terendah dari kesalahan adalah kesalahan mis-
ordering (6.67%). Di sisi lain, penyebab tertinggi kesalahan First Language
(52.54%), sedangkan penyebab terendah dari kesalahan adalah Translation
(6.78%).
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, the
Lord of the world who has blessed the writer in completing this ”skripsi” entitled
“ERROR ANALYSIS ON THE STUDENTS WRITING OF DESCRIPTIVE
TEXT ( A Case Study at Second Grade Students of SMP PGRI 2 Ciputat)”.
Peace and Blessing be upon the Prophet Muhammad S.A.W, his family, his
companion, and his followers.
In this opportunity, the writer would like to express her greates gratitude to
her beloved families, especially her parents – Casmo and Kursiyah – and her
sisters, Dwi Liana Afanti, who have given the greates love, prayer, and moral
encouragement. It also will be expressed to the whole of her families for their
biggest love and kindness to support her in finishing this “skripsi”. Also, she
would like to address her greatest thanks to her advisors Drs. Syauki, M.Pd. for
his time, valuable guidance, helps, corrections, and suggestions during completing
this “skripsi”.
The writer realized that without support, help, and motivation from people
around her, she could not finish this “skripsi”. Therefore, she would like to give
her deepest appeciation for:
1. All lecturers in English Education Department who always give their

motivation and valuable knowledge and also unforgettable experience
during her study at Faculty of Tarbiyah and Teachers’ Training of State
Islamic University Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd. the chairman of English Education Department and
Zaharil Anasy, M.Hum. the secretary of English Education Department.
3. Dra. Nurlena, MA, Ph.D. the Dean of Faculty of Tarbiyah and Teachers’
Training of State Islamic University Syarif Hidayatullah Jakarta.
vii
4. Members of Drs. Syauki, M.Pd., advisors who support and help her in
finishing this research paper.
5. Ika Hartika, S.Pd., The Headmaster of SMP PGRI 2 Ciputat, who has
allowed the writer to observers there. Also, Margawati Natalina, S.Pd., the
English teacher of the second grade of SMP PGRI 2 Ciputat, who has
given her time to conduct the writer in doing the research. Also the eighth
grade students of SMP PGRI 2 Ciputat, who helped the writer by doing the
test given. Without their help this “Skripsi” will not be finished.
6. Her beloved family, especially her mother – Ramini – and her deceased
father –Sadi-, and her grandfather –H. Muhammad Usman- and her
deceased grandmother –Hj.Siti Khodijah-, her auntie –Jamilah and -
Jamaroh-, who have given the greates love, prayer, and moral
encouragement.
7. All her beloved friend at Syarif Hidayatullah State Islamic University,
especially Didit Dharmawan , Anna Agus Selviana, Syarifatunnisa, Eni
Nuraeni , Ari Puji Lestari , Rifadah , Yana Ida Subekti, Rinda Rizaldi
Syarif, Ira Ihsanudin, Immawan Moh. Alamiri and all friends who have
always been great friends and always given their support especially
classmates in English Education Department Class A for academic 2008.
Hopefully, this “skripsi” can be useful to the readers, particularly to the

researcher. Furthermore, the writer realized that this “skripsi” is far from being
perfect. It is pleasure for her to recieve constructive critics and suggestions from
anyone who read her “skripsi" for valuable improvement.
Jakarta, 30 September 2014
The writer
Eka Sasmiasih
208014000028
viii
TABLE OF CONTENTS
ABSTRACT …………………………………………….………………………..v
ABSTRAK ………………………………………………………………...…….vi
ACKNOWLEDGEMENT ………………………………………….…..……..vii
TABLE OF CONTENTS ……………………………………...…………...…..ix
LIST OF TABLES ………………………………………….………………….xi
LIST OF APPENDICES ………………………………….......……………….xii
CHAPTER I. INTRODUCTION
A. The Background of The Study ……..……….……...…1
B. Identification of The Problem …………..…….………2
C. Limitation of The Problem …………..………………..3
D. Formulation of The Problem ………….....……………3
E. Objective of The Study………………………………..4
F. The Significance of the Study …………….…………..4
CHAPTER II. THEORETICAL FRAMEWORK

A. Error
1. Definition of Error…………………….…………...5
2. Types of Error ……………………...……………..6
3. Causes of Error …………………………................9
B. Error Analysis
1. Definition of Error Analysis ……………...…….15
2. The Procedure of Error Analysis …………...…..16
C. Adjective
1. The Definition of Adjective ………….…………19
2. Types of Adjective …………...………………....20
3. Position of Adjectives in Relation to Noun ….…23
4. Sequences of Adjectives in a Noun Phrase……...25
5. Commas with Adjectives ……………………….26
ix
D. Descriptive Text
1. The Definition of Descriptive Text ……………...27
2. Purposes of Descriptive Text ……………………28
3. Kinds of Descriptive Text …………………….…29
4. The Structure of Descriptive Text ……………….31
5. The Strategies of Descriptive Text ………….…...33
CHAPTER III. RESEARCH METHODOLOGY

A. Place and Time …………………………..…………..35
B. Method and Design of The Study …………..……….35
C. Data and Data Source …………………………..……36
D. The Instrument of The Research……………………..36
E. Technique of Data Analysis …………………………36
CHAPTER IV. FINDINGS AND INTERPRETATIONS

A. Findings……………………………………………....38
1. Data Description ……………………...………….38
2. Data Analysis ………………………..………..…61
3. Cause of Errors………............……….……..……62
B. Interpretation………….………………………….…..66
CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusions …………...…………………………..…75
B. Suggestions ……………………………..……………79
BIBLIOGRAPHY …………………………………………………..………….84
APPENDICES ……………………………………………….…………………85
x
LIST OF TABLES
Table 2.1 Purposes for Description…...…………………………………………28

Table 4.1 Identification of the Errors of Student………………………………..38
Table 4.26 Recapitulation of the Students Types of Error ……………………...57
Table 4.27 Recapitulation of the Students Cause of Errors……………………...59
Table 4.28 Students who made Types of Errors…………………………...…….61
Table 4.29 Sequence of Types of Errors………………………………………...66
Table 4.30 Sequence of Cause of Errors………………………………………...67
xi
LIST OF APPEDICES
Appendix 1. English writing test ……………………………………………...…86
Appendix 2. Students’ Test Result…………………………………………...…..90
Appendix 3. Interview Guideline for Students…………………………….…….94
Appendix 4. Students’ Interview Result…………………………….…………...94
Appendix 5. Surat Keterangan Izin Peneletian dari Sekolah ………..………....117
Appendix 6. Surat Pengesahan Proposal Skripsi ………………………………118
Appendix 7. Surat Bimbingan Skripsi ………………………………………….119
xii
CHAPTER I
INTRODUCTION
A. The Background of The Study
In learning English, the learners are expected to be able to master four

language skills; they are listening, speaking, reading, and writing. As one of
the language skills, writing has important role for its significance in learner’s
actual life. In real life (as opposed to school) they will be able to send a letter
to anywhere, and it makes them easier to express or share their ideas to
anyone. Moreover , in their school, writing skill will help them to express their
ideas in answering the essay and accomplishing their assignment from their
teacher. Therefore, the ability to write in any form will give many advantages
in students’ life as gaining success in their study at school.
From these objectives, it is clear that the students of the second year of
SMP are expected to be able to write in any form, especially descriptive
paragraph. The problem is that writing is the most difficult skill to be learnt.
Writing is complicated because the writer needs to do everything at once. The
writer must produces words, sentences, paragraphs, and extended
compositions all the same time.
Due to the fact that writing English for Indonesian learner is difficult since
English is different from Indonesian structure. Therefore, learning English is
different from learning Indonesian language. Thus, the students who learn
English may produce many errors in their writing. Some of them are confused
in using it in their writing; for example, “Jacket black” it should be “Black
jacket”. This error happens because the students translate Indonesian language
to English directly. In other words, the students is influenced by Indonesian
students thinking. Another error example produced by students is in spelling.
For example, most of them write “Cheks“ the right one is “Cheeks”. These are
1
some example of students’ writing errors in learning a foreign language,
English. That is why most of students prefer to learn speaking to writing. The
ability to write is more difficult than the ability to speak, to read, or to
understand the language.
Some problems that happen in students’ English writing are caused by

differences in English and Indonesian structure and also they do not
understand how to make a good writing.
Referring to the examples above, the writer thinks that an error analysis
plays an important role to know what kinds of error that the students mostly
do in writing paragraphs and the causes of the error they make. So, the teacher
knows about their problem in writing paragraph and tries to overcome their
problem. Those are the reason why the writer is interested in analyzing
students’ writing error. Therefore, the writer would like to conduct the
research under the title “Error Analysis on the Students Writing of
Descriptive Text (A Case Study at Second Year Students of SMP PGRI 2
Ciputat).
B. Identification of the Problem

Some problems that happen in students’ English writing are caused
by differences in English and Indonesian structure and also they do not
understand how to make a good writing. and error made by the students
because errors grammatically aspect made by them as follow singular-
plural, word form, word choice , verb tense, add a word, omission ,
meaning not clear and run on sentences , and one of them is the adjective.
Which, the students have limited knowledge about adjectives’ rules
because of teachers’ lack of explanation about it. Also the teacher did not
tell the differences between English adjective and Indonesian. The teacher
only explains about adjective generally. The last is students have limited
2
chance to expose their idea in English writing or speaking, they only
practice based on their textbook.
In other words, the students have not mastered the knowledge or
they do not understand those rules of the language, while the error are
caused by factors such as tired, doubt, nervous, or unfocused.
Based on the description above, the writer chooses that topic
because she found many students made errors in usage adjective when
they described something well in their writing. Most of them do not know
how about the rules usage adjective in writing descriptive text.
C. Limitation of Problem
This research on second year students of SMP PGRI 2 CIPUTAT, the
problem will be focused on analyzing the error in using adjective in
descriptive text writing, which will be in search of errors and in the analysis of
error by the writer is about the type of error that students made and the source
of the reason why the students made error in using adjective in descriptive text
writing.
D. Formulation of the Problem
Based on the background presented above, the writer will gave test to the
students, and took the interview to do an error analysis on the students writing
of descriptive text at second year students of SMP PGRI 2 Ciputat. The
formulation of the problem stated as follows:
1. What are types of error are made by the students in using adjective in
in descriptive text writing?
2. What are source of the reason why the students made error in using
adjective in descriptive text writing?
3
E. Objective of the Study
In line with the statement above, the objectives of study are:
1. To find types of error are made by the students in using adjective in

descriptive text writing.
2. To find source of the reason why the students made error in using
adjective in descriptive text writing.
F. The Significance of the study
The findings (results) of this study are expected to give useful information
on students’ errors which in turn, it can help teachers to correct the students’
errors and also to improve methods or ways of their teaching.
The writer hopes that this study will give significant input to the students,
to know and understand the differences English structure and Indonesian for
writing their ideas in English.
4
5
CHAPTER II
THE THEORETICAL FRAMEWORK
This chapter will be focused on the discussion about the concept of error, error
analysis, and descriptive text.
A. Error
1. Definition of Error
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 Norrish, he said
that Error is a systematic deviation, when a learner has not learnt
something and consistently get it wrong. He said the child his own
language sometimes make the same error. In the same way, when a learner
of English make an error systematically. So, he has not learnt the correct
form.1
In the other, Dulay said “Errors are the flawed side or learner speech or
writing. They are those parts of conversation or composition that deviate
from some selected norm of mature language performance. Teacher and
mothers who have waged long and patient battles against their students or
children‟s language errors have come to realize that making errors is an
inevitable part of learning. People cannot learn language without first
systematically committing errors”.2
1
J. Norrish, Language Learning and Their Errors, (London: Macmillan Publisher Ltd,
1987), p. 7
2
Heidi Dulay, et al, Language Two, (New York: Oxford University Press, 1982), p. 138.
6
Another concept of error by Brown, he defined “error as the process to

observe, analyze, and classify the deviation of the rules of the second
language and then to reveal the systems operated by learner”.3 It seems
this concept is the same by Crystal, he defined “error is a technique for
identifying, classifying and systematically interpreting the unacceptable
forms produced by someone learning a foreign language, using any of the
principles and procedures provides by linguistics”.4
On the other hand, Richards states that “error is the study of errors
made by the second and foreign language learners. Error may be carried
out in order to find out how well someone knows a language, find out how
a person learns a language, and obtain information on common difficulties
in language learning, as an aid in teaching or in the preparation of teaching
materials”.5
The definitions above clarify that error is an activity to identify,

classify and interpreted or describe the errors made by someone in writing
and it is carried out to obtain information on common difficulties faced by
someone in writing English sentence.
2. Types of Errors
Error fall into four categories: “omission of some required element;

addition of some unnecessary or incorrect element; selection of an
incorrect element, and misordering of the elements. Nevertheless, Corder
in Erdogan‟s journal adds that this classification is not enough to describe
3
H. D Brown, Principles of Language Learning and Teaching, (New jersey: Prentice-
Hall, 1994), p. 206
4
D.Crystal, A.Dictionary of Linguistics and Phonetics, second edition, ( New York: Basil
Blackwel Inc, 1987), p.43
5
Jack C. Richards, Error Analysis, (London:Longman, 1973), p.172
7
errors. That is why he includes the linguistics level of errors under the sub-
areas of morphology, syntax, and lexicon”.6
On other hand, in Erdogan‟s journal, Ellis maintains that “classifying

errors in these ways can help us to diagnose learners‟ learning problems at
any stage of their development and to plot how changes in error patterns
occur over time. This categorization can be exemplified as follows:
omission, addition, selection, ordering”.7
Omission:
Morphological omission * A strange thing happen to me

yesterday
Syntactical omission * Must say also the names?
Addition:
In morphology * The books is here
In syntax * The London
In lexicon * I stayed there during five years ago
Selection:
In morphology * My friend is oldest than me
In syntax * I want that he comes here
Ordering:
In pronunciation * Fignisicant for „significant‟;

*prulal for „plural‟
6
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Journal
of the Faculty of Education Mersin University, 2005, p. 264
7
Ibid.
8
In morphology * Get upping for „getting up‟
In syntax * He is a dear to me friend.
In lexicon * Key car for „car key‟
An error may vary in magnitude. “It can include a phoneme, a

morpheme, a word, a sentence or even a paragraph. Due to this fact, errors
may also be viewed as being either global or local. Global errors hinder
communication. They prevent the message from being comprehended as in
the example “I like bus but my mother said so not that we must be late for
school”. In whatever context, may be difficult or impossible to interpret.8
On the other hand, “local errors do not prevent the message from being
understood because there is usually a minor violation of one segment of a
sentence that allows the hearer to guess the intended meaning as follows
“If I hear from her, I would let you know”.9
The final group is “the two related dimensions of error, domain and
extent. Domain is the rank of linguistic unit from phoneme to discourse
that must be taken as context in order for the error to be understood, and
extent is the rank of linguistic unit that would have to be deleted, replaced,
suplaced, supplied or reordered in order to repair the sentence”.10 “This
suggestion by Lennon is parallel with Corder‟s other categorization of
overtly and covertly”.11 By acceptable, of course, the writer mean here, as
elsewhere, “a sentence such as the native speaker would accept as being
superficially well-formed, and might himself utter on the appropriate
occasion. That is precisely the difficulty. A sentence must not only be
acceptable, it must also be appropriate, that is, relevant and intelligible in
the specific context (Overt errors are unquestionably categorization
ungrammatical at the sentence level), And the covertly erroneous
8
Ibid.
9
Ibid.
10
Ibid.
11
S. P. Corder, Introducing Applied Linguistics, (Meiddlesex: penguin, 1973), p. 272
9
sentences are those which are not appropriate in the context in which they
occur (covert errors are grammatically well-formed at the sentence level
but are not interpretable within the context of communication). For
example “I want to know the English” wrote a perfectly acceptable
sentence which, interpreted independently of its context, expressed
unexceptionable sentiments. The context of the utterance showed,
however, that his interest lay not in the people but in their language”.12
To find out what types of error in this study, the writer uses types of
error from Corder that has four types of error; omission of some
requirement element, addition of some unnecessary element, selection of
an incorrect element, and mis-ordering of the element.
3. Cause of Error
The next step is analyzing 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 Norrish, “he classifies three causes of error into three types
that is carelessness, first language interference, and translation”.13 The
three types of causes of error will be discussed briefly below.
a. Carelessness
Carelessness 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 the style of presentation do not
suit him”.14
12
Corder, … p. 273
13
J.Norrish, Language Learning and their Errors, (London:Macmillan Publisher
Ltd.,1987), p.47
14
Ibid.
10
b. 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 learn new habits the old ones will interfere the new ones.
This cause of error is called first language interference”.15
c. Translation
Translation 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”.16
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 communication and assimilation,
Teacher-induced error”.17 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.
15
Ibid.
16
Ibid.
17
Ibid.
11
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.
Richards in another article “A Non-Contrastive Approach to Error

Analysis”, “classifies causes of error into overgeneralization, incomplete
application of rules, false concepts hypothesized, and ignorance of rule
restriction”.18 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, that is, the
application of rules to context where they do not apply. They man
18
Jack C. Richards, Error Analysis, (London:Longman, 1973), p.173-178
12
who I saw him violates the limitation on subjects in structure with

who. This is again a type of generalization of transfer, since the
learners is making use of previously acquired rule in a new
situation.
Brown said “causes of error as sources of error and he classifies into 4

categories is Interlingual Transfer, Intralingual Transfer, Context of
Learning, Communication Strategies”.19 The four types of causes of error
will be discussed briefly below.
a. Interlingual Transfer
The beginning stages of learning 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 learner can draw. We
have all heard English learners say “sheep” for “ship”, or “the 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 learner speech.20
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 learning are characterized by a predominance of
interference (interlingual transfer), but once learner have begun to
acquire parts of the new system, more and more intralingual transfer-
generalization within the target language-is manifested. This of course
19
H.D. Brown, Principle of Language Learning and Teaching, (New Jersey, Prentice-
Hall, 1993, p. 213-217
20
Ibid, p. 213-214
13
follows logically from the tenets of learning theory. As learners‟

progress in the second language, their previous experience and their
existing subsumes begin to include structures within the target language
itself.21
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.22
c. Context of Learning
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 learning or the social situation in case of untutored second
language learning. In the classroom context the teacher can lead the
learner 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 pattern that was rotely memorized in a drill but improperly
contextualized.23
d. Communication Strategies
Communication strategies were defined and related to learning

styles. Learners 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 learner said “Let us
21
Ibid. p. 214
22
Ibid. p. 214
23
Ibid. p. 215
14
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 patterns can all be sources of error.24
From Cause of Error above, the writer concludes if the Cause of

Error is derived from the four theories; first, the theory of the Norrish,
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 Error which was
composed of Interlingual transfer, Intralingual transfer, Context of
learning, and Communication Strategies. In making a descriptive
paragraph, not the student may not make an error. 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
down; 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 errors made by students in
24
Ibid. p. 217
15
creating descriptive sentences in a paragraph. And teachers also know

how to justify the errors made by the students.
B. Error Analysis
1. Definition of Error Analysis
The fact that “learners 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”.25
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 learners”. Error analysis may be carried out in order to find out
how well someone knows a language, find out how a person learns a
language, and obtain information on common difficulties in language
learning, as an aid in teaching or in the preparation of teaching
materials”.26
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 learner”.27 It 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 learning a foreign language, using any of the
principles and procedures provided by linguistics”.28
25
Brown, op cit, p. 206
26
Jack C. Richards, Error Analysis, (London:Longman, 1973), p.172
27
Ibid.
28
Ibid.
16
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.
2. The Procedure of Error Analysis

Procedure of error analysis is very necessary and important. Without
procedures, analyze error will not be correct and clear. Therefore, a learner
needs to know about the procedure of error analysis. So that they know
how to write correct. There are some procedures of error analysis which
come from some linguistics experts. One of them came from the
linguistics experts, he is Ellis. In his book, “Second Language
Acquisition”, mentions the procedures of error analysis such as identifying
errors, describing errors, explaining errors, and evaluating errors.29 Where
four procedures that was very important and needed in the error analysis.
Without of one of the procedure, the analysis will be doing less truth.
Because these procedures related to each other, which in the error analysis,
usually step that should be done by the writer after identifying error is the
writer should be done describe the overall error and should detail, this
purposes that the writer know clearly the frequency errors that the students
made in using adjective in descriptive text writing, and also know the
development of the students in target language. After describing the error,
the next step is the writer should explaining and evaluating the error, that‟s
all meant that the writer know the types of errors the students make and
the source of the reason why the students make error in using adjective in
descriptive text writing. And the final step is Evaluating the error, this
purposes that the writer can specify what should be emphasized or repaired
to test result of the students in using adjective in descriptive text writing.
What is clear, the four procedures are very important and needed in error
analysis, so the data is valid of truth in the analysis that.
29
Rod Ellis, Second Language Acquisition, (Oxford: Oxford University Press, 1997), p.
15-20.
17
Procedure of error analysis in Ellis book, he classifies into fourth step

is identifying the errors, describing errors, explaining or interpreting, and
evaluating error.30 The fourth step procedure of error analysis in Ellis book
will be discussed briefly below.
The first step in analyzing learners‟ errors is identifying the errors;

which the researcher should compare the sentence that learner produces
with what would be the correct sentence in the target language. If the
sentence is assumed wrong in the target language or inappropriate for a
particular context, it shows the error.
The next step is describing errors; the identified errors are described
and classified into the table description of errors in order to know the
frequency of error types. Classifying errors in such ways can help the
teacher analyze learners‟ problems in their target language development.
The third step is explaining or interpreting. It discusses the error types

described in the table description and It is going to be more difficult when
identifying the causes of error since the errors have a varied causes such as
mother tongue interference, overgeneralization, error encouraged by
teaching materials or methods.
The last step is evaluating error, which is also necessary. The teacher
can determine what should be more emphasized or treated and what should
be not to their students.
The fourth step in the above procedure proposed by Ellis is very

necessary and important to the teachers in analyzing the errors made by
learners in their writing. Because of the absence of the procedures of error
analysis, then certainly there will be many errors in the writing of the
learners and the teacher does not know. So that, this procedures very
30
Ibid.
18
necessary and important for the teachers to can know the error made by
learners in their writing.
Corder in Brown provides a good model for identifying erroneous or

idiosyncratic utterances in second language. The first step is the
identification and description of error. According to Corder‟s model, any
sentence uttered by the learners and subsequently transcribed can be
analyzed for idiosyncrasies. A major distinction is made at the outset
between “overt” and “covert” errors. The model indicates that in both
cases if a plausible interpretation can be made of the sentence then one
should form reconstruction of the sentence in the target language, compare
the reconstruction with the original idiosyncratic sentence, and then
describe the differences. If the native language of the learners is known,
the model indicates using translation as a possible indicator of native
language interference as the source of error. In some cases, of course, no
plausible interpretation is possible at all, and the researcher is left with no
analysis of the error.31
However, once an error is identified, the next step is to describe it

adequately, something the above procedure has only begun to accomplish.
A number of different categories for description of errors have been
identified in research on learner language32:
a. The most generalized breakdown can be made by identifying errors

of addition, omission, substitution, and ordering.
b. Within each category, levels of language can be considered:
phonology or orthography, lexicon, grammar, and discourse.
c. Errors may also be viewed as either global or local (Burt and
Kiparsky 1974).
31
H.D. Brown, Principle of Language Learning and Teaching, (New Jersey, Prentice-Hall,
1993, p. 208
32
Ibid, p. 210
19
d. Finally, Lennon (1991) suggests that two related dimensions of

error, domain and extent should be considered in any error
analysis.
To support this study, the researcher used Ellis‟s theory of error

analysis viewing the error analysis as an activity to identify, describe,
explain and interpret, and evaluate the errors.
C. Adjective
1. The definition of Adjective

For definition of adjective, the writer choses two definitions from two
different linguists. According Marcella Frank, in her book Modern
English: A Practical Reference Guide, states that adjective is a modifier
that has the grammatical property of comparison. It is often identified by
special derivational endings or by special adverbial modifiers that precede
it. Its most usual position is before the noun it modifies, but it fills other
positions as well.33
On the other hand, in Arnold book Media Writer‟s Handbook: A Guide
to Common Writing and Editing Problems, states that adjectives is rarely
difficult to find because the nouns and pronouns they modify are usually
prominent is sentences. However, in addition to being helped by the
positions adjectives occupy in relation to the words they modify, the
student may ask several questions to help locate them: which, what, what
kind of and how many.34
33
Marcella Frank, Modern English: A Practical Reference Guide, (New York: New York
University, 1972), p. 109
34
George T. Arnold, Ph. D. Media Writer’s handbook: A Guide To Common Writing And
Editing Problems, (McGraw-Hill: New York), 2009, p. 131.
20
2. Types of Adjectives
According to Marcella Frank, she divided adjectives into two types;
determiners and descriptive adjective.35
a. Determiners
Determiners consist of a small group of structure words without
characteristic form.
1) Article
The article included as adjective category also. It is classified
into definite article (the), and indefinite article (a/an). Look at
the examples:
a. I ate a apple.
b. The glass is on the table.
2) Demonstrative Adjectives
Demonstrative adjective is also called as demonstrative
pronoun. They are that, those (for plural), this, and these (for
plural). They also can used to modify noun or pronoun. Look at
the examples:
a. This clothes is belonging to Neema.
b. That market just opened weekend.
3) Possessive Adjective
Possessive adjective can be used as adjective, they are my,
your, her, his, its, our, and their. Look at the examples:
a. Your bag is over there.
b. Butterfly uses its wings to fly.
4) Numeral Adjective
Numeral adjective shows amount of a noun. There are two
kinds of numeral adjectives; cardinal numeral such as one, two,
three, etc., and ordinal numeral such as first, second, third, etc.
Look at the examples:
35
Frank. loc. cit.
21
a. I have one sister.

b. I am the first daughter in my family.
5) Adjective of Indefinite Quantity
Adjective of indefinite quantity indicate amount of noun, but
they do not show their numeral such as some, few, all, more,
etc. look at the examples:
a. I save some chocolate this day.
The examples above does not show the number of money I
save, it just explained that I save some money this month.
6) Relative and Interrogative Adjectives
Relative and interrogative adjectives are like interrogative
pronouns except them modify a noun or a noun phrase rather
than standing on its own to ask a noun such which, whose,
what, etc. look at the examples:
a. Whose candy is made sugar?
b. What course are you cooking?
c. Which house is yours?
b. Descriptive Adjectives
Descriptive adjective usually indicate an inherent quality (such as

handsome, beautiful, smart), or physical state such as age, size, color,
etc. inflectional and derivational endings can be added only to this
types of adjectives.36
Some descriptive adjective take the form of:
1) Proper Adjectives
Proper adjectives formed from a proper name such as French,
Japanese, etc. look at the examples:
36
22
 Fried rice is one of the most Indonesian food.

 My sister likes west singers.
2) Participial Adjectives
This kind of adjectives is divided into two, they are:
a) Present Participle
It is formed by adding suffix “-ing”. Look at the examples:
 This building has a lot of meeting room.
 11th of September is a celebrating day of my sister.
b) Past Participle
It is formed by the third form of verb. Here are the
examples:
 A bored teacher
 A spoiled daughter
 A tired baby sitter
c) Adjective Compounds
Adjective compounds consist of two or more adjectives,
and it divided into two:
(1) With participles

(a) Present participle, such as a good looking girl, a heart-
breaking story, an English-speaking student, etc.
(b) Past participle, such as a turned-up nose, new-born kittens,
ready-made clothes, etc.
(2) With –ed added to nouns functioning as the second element of a

compound. The first element is usually a short adjective, such as ill-
tempered, far-sighted, blue-eyed, etc.
These compounds are usually written with hyphens, but sometimes

they are not. Reflecting the general tendency to use fewer hyphens, some
23
dictionaries give as single words a number of the compounds we have just

listed such as heartbreaking, absentminded, and newborn.37
Other adjective compounds include various syntactic combinations.
(1) A prepositional phrase, such as a wall-to-wall carpet, etc.

(2) An infinitive, such as a never-to-be-forgotten plot, etc.
(3) Coordinate elements (joined by and), such as a life-and-death
struggle, etc.
Some set phrases or specially coined phrases may also function as

adjective compounds, such as a get-rich-quick scheme, a catch-as-catch-
can policy, a publicity-shy actor.
3. Position of Adjectives in Relation to Noun

Adjectives also appear in several other positions, not only in relation to
nouns and verbs, but also in relation to pronouns. All the possible
positions of adjectives will therefore be described here.
a. In Relation to Nouns (Attributive Position)
A noun head may have adjective modifier that appear before and
after it in what is called a noun phrase. There are three position of
adjective in relation to noun. There are three positions where an
adjective can be placed:38
1) Adjectives preceding a noun head (Pre-Position)

Determiners and descriptive adjectives appear in this position
before a noun it modifies. For example:
The tall women sat down quickly.
37
38
Ibid, p. 112-113
24
2) Adjectives following a noun head (Post-Position)

This type of adjective comes after the noun it modifies. Post-
Position adjectives are found in a number of fixed expressions.
They are also to post-modify indefinite pronouns because
pronouns cannot be pre-modified. For example:
a) In set phrases coming from old French. For example:
 The body politic
 Postmaster general
b) With units of space or time. For example:
 Five months ago
 A ruler eleven inches long
c) Place or time words that usually function as adverbs. For
example:
 The house above
 The week after
d) Cardinal numbers used for identifying or naming. For
example:
 Chapter four
 Paragraph six
e) The adjective enough. For example:
 I have enough food.
b. In Relation to Verbs
1) After the linking verbs be, seem, appear, look (as subjective
complements in predicate position), such as “The boy is tall”.
Such inversions usually occur with the linking verb be, for
example:
 Fair was she as the roses in May.
 Great was his consternation to learn the news.
25
2) After certain verbs and their objects, as objective complements,

for example:
 The storm has made me uneasy.
 All this friends considered him intelligent.
3) In the special verb-adjective combinations that express a state, such
as hold-tight, stand still, break loose. For example:
 She held the child tight.
 The ship broke loose from its moorings.
c. In Relation to Pronouns
1) After the pronoun, for example:
 He is looking for something new and exciting to do.
2) Before the pronoun (only with one), for example:
 Did you buy the green dress or the blue one?
4. Sequences of Adjectives in a Noun Phrase

When more than one adjective precedes a noun in a noun phrase, the
adjectives follow a set order. This order is determined by the degree of
generality of each type of adjectives. Adjectives that can be used with
greatest number of nouns, the determiners, always come first. Then come,
descriptive adjectives, those with more general application preceding those
that are more specific.39
The first word in the noun phrase is the determiner. Then after the
determiner, come descriptive adjectives. The first descriptive adjective is
general description that describes noun qualities. General description also
called the opinion-expresser, such as beautiful, nice, excellent, etc.
Then, the third order is physical state. It consists of size, shape, age,
and color of the noun that described. After it, come proper adjectives that
consist of nationality or origin, and material of the noun. Also in this
39
Ibid, p. 114
26
position are some adjectives ending in –ic (al), -al, -ing, etc. the fourth
order is noun adjunct or qualifier. The function of noun adjuncts is giving
the additional information about the noun and it come closest to the noun
head. The last order is noun that modifier with the entire adjective before.
Adjectives of size and length (big / small / tall / short / long etc.)
usually go before adjectives shape and width (round / fat / thin / slim /
wide etc). It would be folly, of course, to run more than two or three (at the
most) adjectives together.
Furthermore, when adjectives belong to the same class, they become
what we call coordinated adjectives, and we can put a comma between
them (e.g. the inexpensive, comfortable shoes) the rule for inserting
comma works this way: if we could have inserted a conjunction – and or
but –between two adjectives, use a comma. We could say these are
“inexpensive but comfortable shoes,” so we would use a comma between
them (when the “but” isn‟t there).
When we have three coordinated adjectives, we can separate them all
with commas, but don‟t insert a comma between the last adjective and the
noun, for example: a popular, respected, and good looking student.
5. Commas with Adjectives

According to Frank, The different types of adjectives cannot be
separated by a comma- beautiful, small, red bag-and there is no comma
before noun itself-beautiful, small, red, bag.40
For general description adjectives can be connected by “and” or “but”,
and also can be separated by commas. For example in the phrase beautiful,
expensive blue dress, comma can be replace before the word „expensive‟
with and, but we cannot put comma before „beautiful‟ or „blue‟.
40
27
If in one phrase there is three or more general description then using

comma before „and‟ it is optional. For example many intelligent,
charming (,) and well-dressed French ladies; this is optional to use or not
a comma before „and‟.
D. Descriptive Text
1. 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”.41
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).42
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”.43
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”.
41
Artono Wardiman, et.al. English in Focus: for Grade VII Junior High School
(SMP/MTS), (Jakarta:Pusat Perbukuan, DEPDIKNAS, 2008), p.115
42
Dr. Mukarto, M.Sc, Sujatmiko B.S., S.Pd., Josephine Sri Murwani, S.Pd., and Widya
Kiswara, S.Pd., English On Sky SMP Book VII, (Jakarta: Penerbit Erlangga, 2007), p.140
43
Helen Rothschild Ewald, Writing As Process: Invention And Convention, (Ohio: A Bell &
Howell Company, 1983), p. 199
28
Description helps the reader, through his or her imagination, to visualize a

scene or a person, or to understand a sensation or an emotion.44
2. Purposes of Descriptive Text
The purpose of descriptive text is to create a vivid impression of a

person, place, object, or event. The writers use description to persuade
others to think or act in particular ways. As the examples in the following
chart show, description enables us to entertain, express feelings, relate
experience, inform, and persuade.
Table 2.1
Purposes for Description45
Purpose Description
To entertain An amusing description of a teenager‟s
bedroom
To express feeling A description of your favorite outdoor
retreat so your reader understand why
you enjoy it so much
To relate experience A description of your childhood home to
convey a sense of poverty you grew up
in
To inform (for a reader A description of a newborn calf for a
unfamiliar with the subject) reader who has never seen one
To inform (to create a fresh A description of an apple to help the
appreciation for the familiar) reader rediscover the joys of this simple
fruit
To persuade (to convince the A description of a degrading music
reader that some music video
44
George E. Wishon and Julia M. Burks, Let’s Write English, (New York: Litton
Educational Publishing, 1980), p.128
45
Barbara Fine Clouse, patterns For A Purpose, (New York: McGraw-Hill Companies,
Inc., 2003), p.102-103
29
videos degrade woman)
Although it can serve a variety of purposes, description is most often

expressive, so it most often helps writers share their perceptions. As
human beings, we have a compelling desire to connect with other people
by sharing our experience with them.
3. Kinds of Descriptive Text
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. In

describing someone, sometimes you may ask “how or what’s look
like”. There three different ways to describing someone depend on
the situation: identification, impression, and character sketch.
1) Identification
Identification only consist certain statistical information

(height, weight, age), visible characteristics (color of hair, skin,
and eyes), and recognizable marks (scars, birthmark).46
2) Impression
Unlike the identification, the impression may not identify a

person, but it does convey an overall idea of him or her. Many
details may be missing. Although impression is usually less
46
Michael E. Adelstein and Jean G. Pival, The Writing Commitment, (Harcourt Brace
Jovanovich, Inc., 1976) p. 149
30
complete and informative than identification, it may be more

effective in capturing an individual‟s striking or distinctive trait.47
3) Character sketch
More complete descriptions of people are usually called

character sketch; they may be referred to as profiles, literary
portraits, and biographical sketches. As its name indicates, a
character sketch delineates the character of a person, or at least his
or her main personality traits. In the process, it may include
identification and an impression.
b. Description of a place
There is no pattern for arranging sentences in descriptive

paragraph in describing place. It is not necessary to begin with one
area and then proceeds to another one. The description must be
organized so that the reader can imagine the scene described.
Smalley and Ruetten said that to make the paragraph more

interesting, you can add a controlling idea that states an attitude or
impression about the places being described, and the arrangement of
the details in your description depends on your subject and purpose.
c. Description of a things
To describe a thing the writer must have a good imagination.

Besides, to make our subjects interesting to our readers, the proper
nouns and effective verbs can be used:
1) Using proper noun
To fill our descriptive writing with concrete details, we may

also want to include a number of proper nouns, such as names of
47
Ibid, p. 150
31
particular persons, places, and things that familiar with the readers
and they can recognize easily; for example; Arizona, University of
Tennessee.
2) Using effective verb
We know how important verbs are to narration, but effective

verbs can also add much to a piece of description. Writers use to
make descriptions more specific, accurate, and interesting. For
instance, “the wind had chiseled deep grooves into the sides of the
cliffs” is more specific than “the wind had made deep grooves”.
The verb chiseled also gives the reader a more accurate picture of
the winds‟ action than made does.
4. The Structure of Descriptive Text
Every text has its own structure. One to another text has its own rules,
and it is different. Here the explanation about descriptive text structure.
a. The generic structures of a description are:

1) Identification
This stage contains identification that identifies the phenomenon
to be described.
2) Description of features
This stage contains important features description, such as
physical appearance, qualities, and other characteristic from
thing that the writer describes.48
48
Artono Wardiman, et al. English in Focus: for Grade VII Junior High School
(SMP/MTs), (Jakarta: Pusat Perbukuan, DEPDIKNAS, 2008), p. 122
32
b. The generic features of description are:

1) Verb in present tense
In descriptive text, the writer should use present tense as verb.
2) Adjectives
Adjective is also important in descriptive text, because it used to
describe the features of the subject.
3) Topic sentence
It used to begin paragraph and organize the various aspect of the
description.
c. The factual description scaffold

1) A general opening statement in the first paragraph
This statement introduces the subject of the description to the
audience. It can give the audience brief details about the when,
where, who, or what of the subject.
2) A series of paragraph about the subject
Each paragraph usually begins with a topic sentence. The topic
sentence previews the details that will be contained in the
remainder of the paragraph. Each paragraph should describe one
feature of the subject. These paragraphs build the description of
the subject.
3) A concluding paragraph (optional)
The concluding paragraph signals the end of the text. This
paragraph is optional. Sometimes the writer use it, and
sometimes not.
33
5. The Strategies of Descriptive Text
Strategies in writing descriptive text is very necessary and important.

Without strategies in writing descriptive text, writing itself will not be
correct and clear. Therefore , a learner needs to know about the strategies
of writing descriptive text.
Here the explanation about descriptive text strategies by Barbara Fine

Clouse in her book.
a. Topic selection
A topic in a sentence is very important. Because of the topics, a
sentence would look weird and unusual. Selection of topics here is
to choose a topic with caution before writing descriptive text.
Where students have to concentrate to find a topic that and
memorable, in order to produce descriptive text that is good and
more interesting. The obvious choice of topics to help students
achieve specific goal in writing descriptive text.
b. Dominant Impression
In writing descriptive text, students must choose a dominant
impression, the impression or reaction that is interesting and
surprising to be written in descriptive text. Thus, produced
descriptive text that best.
c. Drafting
Drafting in writing descriptive text is also very important and
necessary. Because of the presence of this drafting, will good
determine whether or not the results of the descriptive text.
d. Revising
Revising in the descriptive text is very important and necessary.
The purposes for writing clearer and correctly. Without revising, a
34
sentence in descriptive text would be too long. So, revising here is

very important that the text produced clearer.49
Above is a strategy in writing descriptive text, which was all very

necessary and important to be produce the right writing of descriptive
text and clear. Because of the absence of a strategy in writing
descriptive text, which may occur of course there will be more errors
made by students in their writing.
Here is the example of descriptive text.
Mr. Kartolo, the farmer
Mr. Kartolo is very happy. The rainy season of this year makes the
farm beautiful. It is planting time! Rice fields become fresh and green
during this season and by the end of this season Mr. Kartolo is ready to
harvest his corps.
Mr. Kartolo ploughs the land at the beginning of the rainy season.
Then, he usually works early and finishes at noon. Milking the cows,
feeding the livestock, and cleaning the barns are among Mr. kartolo‟s
duties before breakfast. He does most of the hard outdoor work by
himself.50
49
Barbara Fine Clouse, patterns For A Purpose, (New York: McGraw-Hill Companies, Inc.,
2003), p. 109-110
50
Artono wardiman, et. Al., English in Focus : for grade VII Junior High School (
SMP/MTS), ( Jakarta: Pusat Perbukuan, DEPDIKNAS, 2008), p.113
35
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodology and data analysis. It

covers place and time of the research, method and design of the research, data and
data source, technique of data collection, the instrument of the research, and
technique of data analysis, and also the research finding from the data.
A. Place and Time

The writer did her research at SMP PGRI 2 Ciputat, which is located on Jl.
Cendrawasih Km. 4, Jurang Mangu Ciputat, Tangerang Selatan. She held this
research from June, 3 - 10 2014.
B. Method and Design of the Study

In doing this research, the writer used Descriptive Analysis Research and
uses the procedures of error analysis itself. The method is purposed to analyze
the problem or case happened at research. It involves Identifying , Describing ,
Explaining , and Evaluating. The final step , the writer has to conclude the
result of research. Through post-test, the writer will find and know the types
of errors are made by the students and know source of the reason why the
students made error in using adjective in descriptive text writing. The writer
gave test to the second year students of SMP PGRI 2 Ciputat by doing the test
used test booklets as instrument of the research to get some data is from the
students, and the writer also took the interview at 25 students by doing in
focus group interviews, where there are 5 groups in the interview. The test
purposes to find the types of errors are made by the students in using adjective
in descriptive text writing, and the interview purposes to find source of the
reason why the students made error in using adjective in descriptive text
writing. Then she interpreted the data is about the types of errors are made by
the students and know source of the reason why the students made error in
using adjective in descriptive text writing.
36
C. Data and Data Source

In this research, the writer took the second grade students of SMP PGRI 2
Ciputat, which consists of four classes, VIII-1, VIII-2, VIII-3 and VIII-4.
There are 33 students for VIII-1 and VIII-2, and 34 students for VIII-3 and
VIII-4, so the total is 134 pupils. The writer took the data source from VIII-4
that consist 34 students. But when the data collecting is done in the class, there
were 9 students who did not come to the school, four students were sick and
five of them were absent. And then the sample that the writer used is 25
students.
D. The Instrument of the Research
1. To get the data, the writer used the test and test booklet as instrument
of the research. They type of the test is guided by 13 question that
cover descriptive text as describing the zoo. The test purposes to find
what types of error that students make, which is categorized into four;
omission, addition, formation, ordering. The question made is to help
the students to organize their ideas. This test was used to find the
source of errors that students made and to know the reason why the
students made error in using adjective in descriptive text writing.
2. To get data, the writer also took the interview at 25 students by doing
took the interview in focus group interview, where there are 5 groups
in the interview, and each group consisted of 5 students. There are 9
questions for students. The interview purposes to find what source of
the reason why the students made error in using adjective in
descriptive text writing. The test is made by the writer. The material of
the test was taken from the books and relate to the describing the zoo.
.
37
E. Technique of Data Analysis

In doing study, it needs to analyze data after the data were collected. The
writer made analyzing of the error of the students from the test which is given
into tables. Each table contains one type of errors made by the student. After
the tables is completed, the writer described what errors made by the students.
The writer also used the data from interview to analyze causes of students’
error in using adjectives in writing descriptive text. Then the writer made
conclusion based on the data that are already being analyzed. The writer used
the descriptive analysis technique (percentage) to analyze the data. She used
formula as follows:
P=
P: Percentage
F: Frequency of error made
N: Number of sample which is observed/cases45
45
Prof. Drs. Anas Sujiono, Pengantar Ilmu Statistik Pendidikan, (Jakarta: PT Raja
Grafindo Persada, 2008), p. 43
38
CHAPTER IV
FINDINGS AND INTERPRETATIONS
A. Findings
1. Data Description
After collecting the data from the test which have been done by the
second grade students of SMP PGRI 2 Ciputat, the writer found some
errors that made by the students who encountered errors in using
adjectives in their writing descriptive paragraph. Here are the data of
students’ errors which are using in writing descriptive paragraph.
Table 4.1
The Identification of the Errors of students 1
Descriptio
Paragra
Identification n Error Explanati Correction Cause
ph of
of Error Classifica on of Error
test
tion
The condition Omission ‘Gromed’ The Careless
of the zoo is should be condition ness
also gromed replaced of the zoo
1 and fairly ^. by is also
‘Groomed groomed
’ and fairly
clean.
The condition Omission ‘Fairly ^’ The Careless
of the zoo is should be condition ness
also gromed replaced of the zoo
1 and fairly ^. by ‘Fairly is also
clean’ groomed
and fairly
clean.
The geese are Omission ‘Beuutiful The geese Careless
beuutiful ’ should are ness
2 animals. be beautiful
replaced animals.
by
‘Beautiful’
39
Table 4.2
Descriptio
Paragra
ph of
test
tion
‘Cleanline Where the Careless
condition ness
s’ should
Where the of the zoo
be still less
condition of cleanliness
1 Omission replaced
the zoo still
by
less cleanlines
‘Cleanline
ss’
‘A very Ragunan Careless
that ness
Large’
Ragunan that includes
should be very big
1 includes a very Addition zoo
replaced
large zoo
by ‘Very
Big’
‘Low The First
entrance Languag
The entrance relatively’ e
fee to
fee to Ragunan Mis- should be Ragunan
1 was cheap
was low formation replaced
enough
relatively by ‘Cheap
enough’
See the ‘Funy’ See the Careless

attraction ness
attraction and should be and
2 activities of the Omission replaced activities
of the
Orangutans, I by Orangutan
think it’s very ‘Funny’ s, I think
it’s very
40
funy funny
Table 4.3
Descriptio
Paragra
ph of
test
tion
In my opinion, ‘Spacious’ In my First
opinion, Languag
Ragunan zoo Mis- should be e
1 Ragunan
was not too formation replaced zoo was
not too
spacious by ‘Large’
Large
‘Low’ Very First
Very low cost cheap cost Languag
should be e
of entry into Mis- of entry
1 replaced into the
the Ragunan formation Ragunan
by
zoo zoo
‘Cheap’
Table 4.4
Descriptio
Paragra
ph of
test
tion
- - - - - -
41
Table 4.5
Descriptio
Paragra
ph of
test
tion
‘Quite The zoo is First
too large Languag
large and e
The zoo is spacious’
Mis-
1 quite large and should be
formation
spacious replaced
by ‘Too
large’
‘Very For First
admission Languag
For admission low’ e
fee to the
fee to the zoo Mis- should be zoo is too
1 cheap
is arguably formation replaced
very low by ‘Too
cheap’
With the low With the First
‘Low’ cheap of Languag
of admission e
should be admission
fee, so Mis- fee, so
1 replaced condition
condition of formation
by of the zoo
the zoo less less
‘Cheap’ maintaine
maintained
d
Because quite ‘Quite Because First
too large Languag
large and quite large and of the zoo, e
Mis-
2 spacious of the quite so I use
formation trains to
zoo, so I use spacious’ more
trains to more should be easily to
around the
42
easily to replaced zoo

around the zoo by ‘Too
large’
Table 4.6
Descriptio
Paragra
ph of
test
tion
‘Not too The zoo is First
not too Languag
wide’ large e
The zoo is not
Mis- should be
1 too wide and
formation replaced
big
by ‘Not
too large’
‘Not the zoo is First
poorly Languag
overly
the zoo is not maintaine e
manicured d, there
overly are still
’ should
manicured, Mis- many
1 be places that
there are still formation dirty
replaced
many places
by ‘Poorly
that dirty
maintaine
d’
Animals that I Animals Careless

‘A cool’ that I often ness
often see in the see in the
should be
2 zoo is lions Addition zoo is
replaced lions and
and tigers, tigers,
by ‘Cool’
because it’s a because
it’s cool
43
cool animals animals
Table 4.7
Descriptio
Paragra
ph of
test
tion
Ragunan zoo is Ragunan First
‘Quite zoo is too Languag
quite e
extensive’ large,
extensive, because
Mis- should be when
1 because when
formation replaced walking
walking around it,
by ‘Too we will
around it, we
large’ feel tired
will feel tired
Unfortunately, Unfortunat First
‘Not clean ely, the Languag
the zoo less e
and very zoo less
attention from attention
dirty’ from the
the manager of
Mis- should be manager
1 the zoo, so that of the zoo,
formation replaced so that the
the condition
by ‘Not condition
of the zoo not of the zoo
maintaine not
clean and very
d’ maintaine
dirty d
44
Table 4.8
Descriptio
Paragra
ph of
test
tion
The zoo has a ‘Broad’ The zoo First
has a wide Languag
wide 140 ha, Mis- should be e
1 140 ha,
arguably very formation replaced arguably
very large
broad by ‘large’
‘A wide’ The zoo Careless
has wide ness
The zoo has a should be
1 Addition 140 ha
wide 140 ha replaced
by ‘Wide’
The zoo has ‘Large’ The zoo First
has many Languag
large Mis- should be e
1 collection
collection of formation replaced of animals
animals by ‘many’
Table 4.9
Descriptio
Paragra
ph of
test
tion
‘Spacious’ This zoo is First
This zoo is not large Languag
Mis- should be e
1 spacious, but
formation replaced
not big
by ‘Large’
45
Table 4.10
Descriptio
Paragra
ph of
test
tion
The condition ‘Gromed’ The Careless
condition ness
of the zoo is should be
of the zoo
not gromed replaced is not
1 Omission groomed
and plenty of by
and plenty
animals ‘Groomed of animals
damaged
damaged ’
‘Great’ Ragunan First
is a large Languag
Ragunan is a Mis- should be e
1 zoo
great zoo formation replaced
by ‘Large’
Table 4.11
Descriptio
Paragra
ph of
test
tion
Conditions are Conditions Careless

are pretty ness
prety well well
‘Prety’
maintained maintaine
should be d zoo, but
1 zoo, but there Omission there are
replaced
are some some
by ‘Pretty’ damaged
damaged facilities
facilities and and
infrastruct
46
infrastructure ure
‘Wide’ Ragunan First
Ragunan zoo zoo has an Languag
Mis- should be e
1 has a area very area very
formation replaced large
wide
by ‘Large’
‘A area Ragunan Careless
zoo has an ness
very wide’
area very
Ragunan zoo should be large
1 has a area very Omission replaced
wide by ‘An
area very
large’
‘Damaged Conditions Translati
are pretty on
facilities
well
and maintaine
Conditions are d zoo, but
infrastruct
pretty well there are
ure’ some
maintained facilities
should be
zoo, but there Mis- and
1 replaced infrastruct
are some ordering ure
by
damaged damaged
‘Facilities
facilities and
and
infrastructure
infrastruct
ure
damaged’
47
Table 4.12
Descriptio
Paragra
Identification n Error Explanati Cause
ph of
of Error Classifica on Correction of Error
test
tion
‘Quite Ragunan First
is large Languag
extensive’ e
enough
Ragunan is Mis- should be
1
quite extensive formation replaced
by ‘Large
enough’
‘Wide’ I don’t First
I don’t know know the Languag
Mis- should be
1 the exact wide exact large e
formation replaced of the zoo
of the zoo
by ‘Large’
‘Low The First
entrance Languag
The entrance relatively’ e
fee to
fee to Ragunan Mis- should be Ragunan
1 was cheap
was low formation replaced
enough
relatively by ‘Cheap
enough’
Table 4.13
Descriptio
Paragra
ph of
test
tion
- - - - - -
48
Table 4.14
Descriptio
Paragra
ph of
test
tion
‘Have the In the Translati
Ragunan, I on
In the unique
most liked
Ragunan, I color of zebras,
because
most liked his skin’
the color
zebras, Mis- should be of his skin
2 unique
because zebra ordering replaced
have the by ‘The
unique color of color of
his skin his skin
unique’
Table 4.15
Descriptio
Paragra
ph of
test
tion
‘Spacious’ Very large First
Very spacious that the Languag
Mis- should be e
1 that the Ragunan
formation replaced zoo
Ragunan zoo
by ‘Large’
The admission ‘A The Careless

admission ness
1 fee to the zoo Addition expensive’ fee to the
is a expensive should be zoo is
expensive
49
for some replaced for some

people
people by
‘Expensiv
e’
The conditions The Careless
‘A strewn’ conditions ness
is also very
should be is also
maintained, very
1 Addition replaced maintaine
where a lot of
by d, where a
rubbish a lot of
‘Strewn’ rubbish
strewn
strewn
Table 4.16
Descriptio
Paragra
ph of
of Error Classifica on of
test Error
tion
‘Low’ Very First
cheap cost Langua
Very low cost should be ge
Mis- of entry to
1 of entry to the replaced the zoo
formation
zoo by
‘Cheap’
‘Large and The First
Ragunan Langua
The Ragunan Spacious’ ge
Mis- zoo was
1 zoo was large should be large
formation
and spacious replaced
by ‘Large’
Of the many ‘The Of the Transla

Mis- many tion
2 animals that giraffes animals
ordering
are in have the that are in
Ragunan, I
50
Ragunan, I unique most liked

giraffes,
most liked neck’
because
giraffes, should be the neck
of giraffes
because the replaced
unique
giraffes have by ‘The
the unique neck of
neck giraffes
unique’
Table 4.17
Descriptio
Paragra
ph of
test Error
tion
‘Affordabl The First
The entrance entrance Langu
e’ should age
fee to the fee to the
Mis- be Ragunan
1 Ragunan very very cheap
formation replaced
affordable for for
by everyone
everyone
‘Cheap’
The conditions The First
‘Very conditions Langu
of the Ragunan age
minimal’ of the
still very Ragunan
should be still poorly
minimal, Mis-
1 replaced maintaine
which many formation d, which
by ‘Poorly many
animal
maintaine animal
enclousures enclousure
d’ s damaged
damaged
2 We more often Omission ‘Hendsam We more Carele

often to ssness
51
to see Tigers, ’ should see Tigers,

because
because we be
we think
think it’s a replaced it’s
handsome
animals by
animals
hendsam ‘Handsom
e’
‘A We more Transl
often to ation
We more often animals
see Tigers,
to see Tigers, Hendsam’ because
we think
because we Mis- should be
2 it’s
think it’s a ordering replaced handsome
animals
animals by
hendsam ‘Handsom
e animals’
‘A We more Carele
often to ssness
We more often animals
see Tigers,
to see Tigers, Hendsam’ because
we think
because we should be
2 Addition it’s
think it’s a replaced handsome
animals
animals by
hendsam ‘Handsom
e animals’
52
Table 4.18
Descriptio
Paragra
ph of
test Error
tion
Ragunan is a ‘Greet’ Ragunan First
is a large Langu
greet the zoo Mis- should be age
1 the zoo
and have a vast formation replaced and have a
vast land
land by ‘Large’
‘Quite Cheap First
enough of Langu
Quite low of low’ age
admission
admission fee Mis- should be fee into
1 the
into the formation replaced
Ragunan
Ragunan by ‘Cheap
enough’
Ragunan is a ‘A vast’ Ragunan Carele
is a large ssness
great the zoo should be
1 Addition the zoo
and have a vast replaced and have
vast land
land by ‘Vast’
Table 4.19
Descriptio
Paragra
ph of
test
tion
‘Quite The zoo is First
The zoo is Mis- large Langua
1 great’ enough ge
quite great formation
should be
53
replaced
by ‘Large
enough’
‘Inexpensi For First
For entrance entrance Langua
ve’ and
fee to the zoo fee to the ge
‘Affordabl zoo is very
is very cheap by
Mis- e’ should
1 inexpensive, the
formation be general
affordable by public
replaced
the general
by
public
‘Cheap’
Where a lot of Where a Careles
‘A strewn’ lot of sness
rubbish a
should be rubbish
strewn and strewn and
1 Addition replaced many
many animal
by animal
enclosures that enclosures
‘Strewn’ that
damaged
damaged
Table 4.20
Descriptio
Paragra
ph of
test Error
tion
The condition ‘Litle’ The Careles
condition sness
of Ragunan should be
1 Omission of
apprehensive replaced Ragunan
apprehensi
litle by ‘Little’
ve little
Ragunan First
Ragunan it’s Mis- ‘Great’
1 it’s Langua
arguably the formation should be arguably ge
the zoo
54
zoo has a great replaced has a large

area
area by ‘large’
Ragunan it’s ‘A great’ Ragunan Careles
it’s sness
arguably the should be
1 Addition arguably
zoo has a great replaced the zoo
has large
area by ‘Large’
area
Table 4.21
Descriptio
Paragra
ph of
test Error
tion
- - - - - -
Table 4.22
Descriptio
Paragra
ph of
test Error
tion
‘Spacious’ The zoo First
was very Langu
The zoo was Mis- should be age
1 large
very spacious formation replaced
by ‘Large’
55
Table 4.23
Descriptio
Paragra
ph of
test Error
tion
- - - - - -
Table 4.24
Descriptio
Paragra
ph of
test Error
tion
‘Large and The zoo Carele
was very ssness
The zoo was crowded’ large
1 very large and Addition should be
crowded replaced
by ‘Large’
Table 4.25
Descriptio
Paragra
ph of
test Error
tion
Ragunan ‘Fairly ^’ Ragunan Carele
condition ssness
condition itself Omission should be
1 itself can
can be fairly ^ replaced be fairly
clean and
and gromed by ‘Fairly
groomed
56
clean’
‘Gromed’ Ragunan Carele
condition ssness
Ragunan should be
itself can
condition itself replaced be fairly
1 Omission clean and
can be fairly ^ by
groomed
and gromed ‘Groomed
’
‘Spacious’ Where First
Where Ragunan Langu
Mis- should be age
1 Ragunan zoo zoo that is
formation replaced large
that is spacious
by ‘Large’
‘Funy’ I think it’s Carele
funny and ssness
I think it’s should be
unique
2 funy and uniqu Omission replaced animal
animal by
‘Funny’
‘Uniqu’ I think it’s Carele
funny and ssness
I think it’s should be
unique
2 funy and uniqu Omission replaced animal
animal by
‘Unique’
57
Table 4.26
Table of Recapitulation of the Students’ Types of Errors
ERRORS CLASSIFICATION
Mis-
Addition
STUDENTS Omission formation Mis-ordering (9 Student)
(7 Student) (18 (4 Student)
Student)
Student 1 3 - - -
Student 2 2 1 - -
Student 3 - 2 - -
Student 4 - - - -
Student 5 - 4 - -
Student 6 - 2 - 1
Student 7 - 2 - -
Student 8 - 2 - 1
Student 9 - 1 - -
Student 10 1 1 - -
Student 11 2 1 1 -
Student 12 - 3 - -
Student 13 - - - -
Student 14 - - 1 -
Student 15 - 1 - 2
Student 16 - 3 1 -
Student 17 1 2 1 1
Student 18 - 2 - 1
Student 19 - 2 - 1
Student 20 1 1 - 1
Student 21 - - - -
58
Student 22 - 1 - -
Student 23 - - - -
Student 24 - - - 1
Student 25 4 1 - -
Total 14 Errors 32 Errors 4 Errors 10 Errors
Total of 60 Errors
Errors
Percentage of students’ errors:
A. Omission
P= 23.33%
B. Mis-formation
P= × 100% = 53.33%
C. Mis-ordering
P= 6.67%
D. Addition
P= 16.67%
Based on the table of students’ errors, it can be stated that:
1. Total errors of Omission are 14 errors on percentage 23.33%

2. Total errors of Mis-formation are 32 errors on percentage 53.33%
3. Total errors of Mis-ordering are 4 errors on percentage 6.67%
4. Total errors of Addition are 10 errors on percentage 16.67%
59
Table 4.27
Table of Recapitulation of the Students’ Cause of Errors
CAUSE OF ERRORS
STUDENTS Carelessness First Language Translation (4
(13 Students) (18 Students) Students)
Student 1 3 - -
Student 2 3 1 -
Student 3 - 2 -
Student 4 - - -
Student 5 - 4 -
Student 6 1 2 -
Student 7 - 2 -
Student 8 1 2 -
Student 9 - 1 -
Student 10 1 1 -
Student 11 2 1 1
Student 12 - 3 -
Student 13 - - -
Student 14 - - 1
Student 15 2 1 -
Student 16 - 2 1
Student 17 2 2 1
Student 18 1 2 -
Student 19 1 2 -
Student 20 2 1 -
Student 21 - - -
Student 22 - 1 -
60
Student 23 - - -
Student 24 1 - -
Student 25 4 1 -
Total 24 Errors 31 Errors 4 Errors
Total of 59 Errors
Errors
Percentage of students’ cause of errors:
A. Carelessness
P= 40.68%
B. First language
P= 52.54%
C. Translation
P= 6.78%
Based on the table of students’ cause of errors, it can be stated that:
1. Total errors of Carelessness are 24 errors on percentage 40.68%

2. Total errors of First Language are 31 errors on percentage 52.54%
3. Total errors of Translation are 4 errors on percentage 6.78%
61
2. Data Analysis
The next step is to analyze the result of data. Here are the data analysis
about students’ errors in using adjectives in writing descriptive text on the
test, which have been done by the students in eight (4) class.
Table 4.28
Table of students’ who made Types of Errors
Frequency of
No. Types of Errors Number of students
Errors
1 Omission 7 14 (23.33%)
2 Mis-formation 18 32 (53.33%)
3 Mis-ordering 4 4 (6.67%)
4 Addition 9 10 (16.67%)
Based on the research above, the researcher found 7 students made

error in Omission with the total error is 14 error or 23.33%. In this case, students
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 such as Ragunan condition itself can be
fairly ^ and gromed. It should be put the noun that modified by adjective,
and in word gromed, that omitted the consonant /o/. That sentence should
be like “Ragunan condition itself can be fairly clean and groomed”.
Moreover, the student also commited error in omission of spelling for
instance, The geese are beutiful animals. In this case, they omitted the
consonant /a/ for word beautiful. Those sentences should be like The
geese are beautiful animals.
There are 18 students made error in Mis-formation with the total error
is 32 error or 53.33%. It happened because 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.
For example Very low cost of entry into the Ragunan zoo. The word low is
not proper to use in modifying as admission fee in the sentence . It should
62
be Very cheap cost of entry into the Ragunan zoo. Moreover, the students
tended to select the wrong word such as The zoo is quite great. It should
be The zoo is big enough.
There are 4 students made error in Mis-ordering with the total error
is 4 error or 6.67%. It happened because of students put some element /
word in wrong place. The students committed errors when they use
adjective to describe a noun such as There are some damaged facilities
and infrastructure. They put adjective after noun, not before noun that it
modified. It should be written There are some facilities and infrastructure
damaged. Most of students also misorder word order of two or more
adjectives to describe a noun. The giraffes have unique neck. the
adjectives are in wrong order. The correct orders are and The neck of
giraffes unique.
There are 9 students made error in Addition with the total error is
10 error or 16.67%. In this kind of error, students add some unnecessary or
incorrect element. Nevertheless, it does not mean the students have not
known the vocabularies and spelling before. However, both of
vocabularies have their own spelling, and it may cause students’
confusion, which then result some errors. For example The admission fee
to the zoo is a expensive for some people. Those sentences would be
correct in the order such The admission fee to the zoo is expensive for
some people.
3. Cause of Errors
From the test result, there are 13 students made cause of error in
Carelessness with the total error is 24 error or 40.68%. It happened
because 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. The students eliminated the words that
63
should be in a sentence, which is the word should have been there in the
sentence, but the students that eliminated the word. Because in a sentence,
if there is a missing word, so that the word will be lost the consonant, it is
wrong. In this error, it is usually very influenced on the spelling errors.
Where usually, if students are wrong in writing a word, the spelling also
become wrong. This error was the caused by the carelessness of the
student, or can be said the student was not careful in writing a word in a
sentence. On the other hand, factors which became the source of the
reason why the students make error in using the adjective in writing
descriptive text is the style of presentation they teacher in teaching, which
according the students, the teachers in teaching in the classroom is too
stressful and too rigid, boring, unattractive way of teaching, and a little
fierce, so they feel fear when the teacher has begun to enter the classroom
to begin the lesson. The other thing they say, they teachers in teaching is
too boring, which only focused on textbooks, no a kind of game that
motivates student learning related to the themes discussed, so many
students do not attention when they teacher explaining the lesson, they feel
the way teachers teach less interesting and less stressful. So they feel
bored, and they do not like the English lesson. Students want their teachers
how to teach at class in change, as not too stressful when explaining a
lesson, not fierce, not just focus on textbooks, but also in teaching must be
games related the lessons and themes that will be discussed, in order to
students more spirit and motivated to learn in the classroom, and pay
attention when their teacher was explaining a lesson. In other things, so the
students feel comfortable when the lesson is in progress, and the students
can be like learning English, and also students do not feel bored when their
teacher was being explained in the classroom. In addition, there are other
factors which became the source of the reason why the students make error
in using the adjective in writing descriptive text, which is where their
teachers sometimes give and explain the material it is less clear to the
students, so they are less familiar and confused with what explained that
64
their teacher, which their teachers sometimes wrong in writing a word.

Where sometimes when the teacher writes a word, there is less of that
words or even sometimes there are additional words that should not be
done by their teacher it, and when to teach how to spelling is different.
This cause, students feel confused about what their teacher that explain
and teach, so they made error when writing descriptive text. They just
think, what their teacher explain and teach it are correct, so they imitate
and remember what their teacher was described and teach in the
classroom. Whereas, not always the teacher's right to teach in the
classroom, because when the teacher feels tired and confused, the teacher
can also make errors when teaching and explained in class. So, students
also have to pay attention when their teachers teach in the classroom. So, if
their teacher at any time carelessness when teaching, students can also
reminiscent to the teacher.
There are 18 students made cause of error in First Language with
the total error is 31 error or 52.54%. It happened because the students were
still influenced by their mother tongue in writing descriptive text using an
adjective. Where they think the words that they write to be made in that
sentence is correct. They are still influenced by their habits when making
sentences using their native language (Indonesian), where they assume that
the formation of words that they write to be made in that sentence is
correct. Whereas the formation and structure of the word adjective in
English and Indonesian was very different. Where the students were still
influenced by their mother language in writing descriptive text using an
adjective. Some of them still made errors in using English adjective; they
used English adjective in Indonesian rule. As we know, English and
Indonesian adjective has some differences; one of them is in Indonesian,
adjective come after a noun that it modifies, but it is different in English,
which adjective come before a noun that it modifies. And students are still
influenced by their ideas, where they assume that the words they choose is
right and appropriate to be made in sentence descriptive text. Where
65
students put the adjective are less right to be modified into a sentence.
Where in making sentence in descriptive text, must in search appropriate
word/ appropriate vocabulary in accordance with the specified theme.
Even though the meanings of the words are the same, the student should
be able to choose a right adjective for modification in the sentence, so that
the meaning of the sentence is clear. Systematic errors vocabulary
selection is usually the caused by memory lapses, fatigue, and confusion.
There are 4 students made cause of error in Translation with the
total error is 4 error or 6.78%. It happened because the students translate
their first language sentence to the English language word by word. The
students were still influenced by their mother language in writing
descriptive text using an adjective. Some of them still made errors in using
English adjective; they used English adjective in Indonesian rule. So they
still like to be confused or inverted in placing an adjective and a noun in
making sentences. They think in making a sentence in English and
Indonesian, its formation and sentence structure is the same, but it is very
different. As we know, English and Indonesian adjective has some
differences; one of them is in Indonesian, adjective come after a noun that
it modifies, but it is different from English, in which an adjective come
before a noun that it modifies. Or it could be said they translate the
Indonesian language into English Directly.
66
B.Interpretation
After classifying the items into area tested and analyzing the
frequency of error in each item, the writer formulated the sequence of
types of errors on its high frequency to lowest frequency of error.
Table 4.29
The Sequence of Types of Errors
Frequency of
No. Types of Errors Percentage
Errors
1 Mis-formation 32 53.33%
2 Omission 14 23.33%
3 Addition 10 16.67%
4 Mis-ordering 4 6.67%
In the Table 4.29, most of the students made errors on Mis-

formation with the frequency of errors 53.33%. It is a very high frequency
of errors because 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.
The second level of errors is in Omission with frequency 23.33%.

It is high frequency because most of them have made errors on the test
regarding the omission with 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.
The third level of errors is in Addition with frequency 16.67%. It is

high frequency because the students add some unnecessary or incorrect
67
element. Nevertheless, it does not mean the students have not known the
vocabularies and spelling before. However, both of vocabularies have their
own spelling, and it may cause students’ confusion, which then result
some errors.
The last level of errors is in Mis-ordering with frequency 6.67%.

The students have made errors on the test regarding the Mis-ordering, it
happened because of students put some element / word in wrong place.
The students committed errors when they use adjective to describe a noun.
Most of students also Mis-order word order of two or more adjectives to
describe a noun.
And after classifying the items into area tested and analyzing the
frequency of error in each item, the writer formulated the sequence of
cause of errors on its high frequency to lowest frequency of errors.
Table 4.30
The Sequence of Cause of Errors
Frequency of
No. Cause of Errors Percentage
Errors
1 First Language 31 52.54%
2 Carelessness 24 40.68%
3 Translation 4 6.78%
The Table 4.30, most of the students made Error in First Language
with the total 31 errors or frequency 52.54%. It is a high frequency of
errors because the students were still influenced by their mother tongue in
writing descriptive text using an adjective. Where they think the words
that they write to be made in that sentence is correct. They are still
influenced by their habits when making sentences using their native
language (Indonesian), where they assume that the formation of words that
they write to be made in that sentence is correct. Whereas the formation
68
and structure of the word adjective in English and Indonesian was very
different. Where the students were still influenced by their mother
language in writing descriptive text using an adjective. Some of them still
made errors in using English adjective; they used English adjective in
Indonesian rule. As we know, English and Indonesian adjective has some
it modifies, but it is different in English, which adjective come before a
noun that it modifies. And students are still influenced by their ideas,
where they assume that the words they choose is right and appropriate to
be made in sentence descriptive text. Where students put the adjective are
less right to be modified into a sentence. Where in making sentence in
descriptive text, must in search appropriate word/ appropriate vocabulary
in accordance with the specified theme. Even though the meanings of the
words are the same, the student should be able to choose a right adjective
for modification in the sentence, so that the meaning of the sentence is
clear. Systematic errors vocabulary selection is usually the caused by
memory lapses, fatigue, and confusion.
The second level of errors is in Carelessness with the total 24

errors or frequency 40.68%. It is a high frequency of errors because
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. The students eliminated the words that should
be in a sentence, which is the word should have been there in the sentence,
but the students that eliminated the word. Because in a sentence, if there is
a missing word, so that the word will be lost the consonant, it is wrong. In
this error, it is usually very influenced on the spelling errors. Where
usually, if students are wrong in writing a word, the spelling also become
wrong. This error was the caused by the carelessness of the student, or can
be said the student was not careful in writing a word in a sentence. On the
other hand, factors which became the source of the reason why the
69
students make error in using the adjective in writing descriptive text is the
style of presentation they teacher in teaching, which according the
students, the teachers in teaching in the classroom is too stressful and too
rigid, boring, unattractive way of teaching, and a little fierce, so they feel
fear when the teacher has begun to enter the classroom to begin the lesson.
The other thing they say, they teachers in teaching is too boring, which
only focused on textbooks, no a kind of game that motivates student
learning related to the themes discussed, so many students do not attention
when they teacher explaining the lesson, they feel the way teachers teach
less interesting and less stressful. So they feel bored, and they do not like
the English lesson. Students want their teachers how to teach at class in
change, as not too stressful when explaining a lesson, not fierce, not just
focus on textbooks, but also in teaching must be games related the lessons
and themes that will be discussed, in order to students more spirit and
motivated to learn in the classroom, and pay attention when their teacher
was explaining a lesson. In other things, so the students feel comfortable
when the lesson is in progress, and the students can be like learning
English, and also students do not feel bored when their teacher was being
explained in the classroom. In addition, there are other factors which
became the source of the reason why the students make error in using the
adjective in writing descriptive text, which is where their teachers
sometimes give and explain the material it is less clear to the students, so
they are less familiar and confused with what explained that their teacher,
which their teachers sometimes wrong in writing a word. Where
sometimes when the teacher writes a word, there is less of that words or
even sometimes there are additional words that should not be done by their
teacher it, and when to teach how to spelling is different. This cause,
students feel confused about what their teacher that explain and teach, so
they made error when writing descriptive text. They just think, what their
teacher explain and teach it are correct, so they imitate and remember what
their teacher was described and teach in the classroom. Whereas, not
70
always the teacher's right to teach in the classroom, because when the
teacher feels tired and confused, the teacher can also make errors when
teaching and explained in class. So, students also have to pay attention
when their teachers teach in the classroom. So, if their teacher at any time
carelessness when teaching, students can also reminiscent to the teacher.
The last level of errors is in Translation with the total 4 errors or

frequency 6.78%. It is low frequency of because the students translate their
first language sentence to the English language word by word. The
students were still influenced by their mother language in writing
descriptive text using an adjective. Some of them still made errors in using
English adjective; they used English adjective in Indonesian rule. So they
still like to be confused or inverted in placing an adjective and a noun in
making sentences. They think in making a sentence in English and
The purposes writer doing interview to the students is to find the
source of the reason why the students make error in using adjective in
descriptive text writing. After the writer gave the post test and doing
interview to the students, the writer found types of errors that the students
made and the source of the reason why the students make errors in using
adjective in descriptive writing. Factor that becomes the source of the
reason why the students make errors in using adjective in descriptive
writing, such as first, 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. The students eliminated the
words that should be in a sentence, which is the word should have been
71
there in the sentence, but the students that eliminated the word. Because in
a sentence, if there is a missing word, so that the word will be lost the
consonant, it is wrong. In this error, it is usually very influenced on the
spelling errors. Where usually, if students are wrong in writing a word, the
spelling also become wrong. This error was the caused by the carelessness
of the student, or can be said the student was not careful in writing a word
in a sentence. On the other hand, factors which became the source of the
reason why the students make error in using the adjective in writing
descriptive text is the style of presentation they teacher in teaching, which
according the students, the teachers in teaching in the classroom is too
stressful and too rigid, boring, unattractive way of teaching, and a little
fierce, so they feel fear when the teacher has begun to enter the classroom
to begin the lesson. The other thing they say, they teachers in teaching is
too boring, which only focused on textbooks, no a kind of game that
motivates student learning related to the themes discussed, so many
students do not attention when they teacher explaining the lesson, they feel
the way teachers teach less interesting and less stressful. So they feel
bored, and they do not like the English lesson. Students want their teachers
how to teach at class in change, as not too stressful when explaining a
lesson, not fierce, not just focus on textbooks, but also in teaching must be
games related the lessons and themes that will be discussed, in order to
students more spirit and motivated to learn in the classroom, and pay
attention when their teacher was explaining a lesson. In other things, so the
students feel comfortable when the lesson is in progress, and the students
can be like learning English, and also students do not feel bored when their
teacher was being explained in the classroom. In addition, there are other
factors which became the source of the reason why the students make error
in using the adjective in writing descriptive text, which is where their
teachers sometimes give and explain the material it is less clear to the
students, so they are less familiar and confused with what explained that
their teacher, which their teachers sometimes wrong in writing a word.
72
Where sometimes when the teacher writes a word, there is less of that
words or even sometimes there are additional words that should not be
done by their teacher it, and when to teach how to spelling is different.
This cause, students feel confused about what their teacher that explain
and teach, so they made error when writing descriptive text. They just
think, what their teacher explain and teach it are correct, so they imitate
and remember what their teacher was described and teach in the
classroom, because when the teacher feels tired and confused, the teacher
can also make errors when teaching and explained in class. So, students
also have to pay attention when their teachers teach in the classroom. So, if
their teacher at any time carelessness when teaching, students can also
reminiscent to the teacher. Second, First Language because the students
were still influenced by their mother tongue in writing descriptive text
using an adjective. Where they think the words that they write to be made
in that sentence is correct. They are still influenced by their habits when
making sentences using their native language (Indonesian), where they
assume that the formation of words that they write to be made in that
sentence is correct. Whereas the formation and structure of the word
adjective in English and Indonesian was very different. Where the students
were still influenced by their mother language in writing descriptive text
using an adjective. Some of them still made errors in using English
adjective; they used English adjective in Indonesian rule. As we know,
English and Indonesian adjective has some differences; one of them is in
Indonesian, adjective come after a noun that it modifies, but it is different
in English, which adjective come before a noun that it modifies. And
students are still influenced by their ideas, where they assume that the
words they choose is right and appropriate to be made in sentence
descriptive text. Where students put the adjective are less right to be
modified into a sentence. Where in making sentence in descriptive text,
must in search appropriate word/ appropriate vocabulary in accordance
73
with the specified theme. Even though the meanings of the words are the
same, the student should be able to choose a right adjective for
modification in the sentence, so that the meaning of the sentence is clear.
Systematic errors vocabulary selection is usually the caused by memory
lapses, fatigue, and confusion. Third, Translation because the students
translate their first language sentence to the English language word by
word. The students were still influenced by their mother language in
writing descriptive text using an adjective. Some of them still made errors
in using English adjective; they used English adjective in Indonesian rule.
So they still like to be confused or inverted in placing an adjective and a
noun in making sentences. They think in making a sentence in English and
In analyzing the error in using adjective in descriptive text writing,

the last step that writer doing is Evaluating. Where in this evaluating, the
writer can specify what should be emphasized or repaired to test result of
the students. Where in using adjective in descriptive text writing itself,
many students still make errors, and that’s all there must be a way of the
improvement, so the students does not make a lot of error again. And the
writer also became know what types of errors that the students make and
the source of the reason why the students make errors in using adjective in
descriptive text writing. In analyzing the errors, the last step that writer
doing are evaluating, because evaluating these are essential and very
important in the error analysis, especially in using adjective in descriptive
text writing. Here, the writer evaluate the test result of the students after
the writer doing identify, describe, classify, and explain the error of the
74
students test results. The purposes from the writer doing is known types of
errors that the students make and the source of the reason why the students
make error in using adjective in descriptive text writing. With this
evaluating, the writer can know what should be emphasized or repaired on
the students test results. Where in evaluating this, the writer confirmed that
the student answers incorrectly, so that students know the types of errors
that they make it, and find the source of the reason why the students make
error in using adjective in descriptive text writing. The writer suggest to
the students to pay more attention again when the teacher was explaining
and teaching in class, especially about using adjective in descriptive text
writing. More memorizing vocabulary, so that mastery of vocabulary that
they have better. And the students also have to learn more about the
differences in the structure of the adjective in English and Indonesian, in
order the students can be make the sentence correctly in using adjective in
descriptive text writing.
75
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the students from the writing test and interview, the
writer’s research found that the commonest errors made by students of second
grade in Junior high school PGRI 2 Ciputat, which consists from types of error
committed by the students are Mis-formation, Addition, Mis-ordering,
Omission. And then the source of the reason why the students make error in
using adjective in descriptive text writing, consists are Carelessness, First
Language, and Translation.
1. The types of error made by the second grade students of SMP PGRI 2
Ciputat are mis-formation error (32 errors or 53.33%), omission error (14
errors or 23.33%), addition error (10 errors or 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
omission 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 incorrect element.
Nevertheless, it does not mean the students have not known the
vocabularies and spelling before. However, both of vocabularies have
76
their own spelling, and it may cause students’ confusion, which then
result some errors.
 Fourth, of students put some element / word in wrong place. The
students committed errors when they use adjective to describe a noun.
Most of students also mis-order word order of two or more adjectives
to describe a noun.
2. 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. Where they think the
words that they write to be made in that sentence is correct. They are
still influenced by their habits when making sentences using their
native language (Indonesian), where they assume that the formation
of words that they write to be made in that sentence is correct.
Whereas the formation and structure of the word adjective in English
and Indonesian was very different. Where the students were still
influenced by their mother language in writing descriptive text using
an adjective. Some of them still made errors in using English
adjective; they used English adjective in Indonesian rule. As we
know, English and Indonesian adjective has some differences; one of
them is in Indonesian, adjective come after a noun that it modifies,
but it is different in English, which adjective come before a noun that
it modifies. And students are still influenced by their ideas, where
they assume that the words they choose is right and appropriate to be
made in sentence descriptive text. Where students put the adjective
are less right to be modified into a sentence. Where in making
sentence in descriptive text, must in search appropriate word/
77
appropriate vocabulary in accordance with the specified theme. Even

though the meanings of the words are the same, the student should
be able to choose a right adjective for modification in the sentence,
so that the meaning of the sentence is clear. Systematic errors
vocabulary selection is usually the caused by memory lapses,
fatigue, and confusion.
 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. The students eliminated
the words that should be in a sentence, which is the word should
have been there in the sentence, but the students that eliminated the
word. Because in a sentence, if there is a missing word, so that the
word will be lost the consonant, it is wrong. In this error, it is usually
very influenced on the spelling errors. Where usually, if students are
wrong in writing a word, the spelling also become wrong. This error
was the caused by the carelessness of the student, or can be said the
student was not careful in writing a word in a sentence. On the other
hand, factors which became the source of the reason why the
students make error in using the adjective in writing descriptive text
is the style of presentation they teacher in teaching, which according
the students, the teachers in teaching in the classroom is too stressful
and too rigid, boring, unattractive way of teaching, and a little fierce,
so they feel fear when the teacher has begun to enter the classroom
to begin the lesson. The other thing they say, they teachers in
teaching is too boring, which only focused on textbooks, no a kind of
game that motivates student learning related to the themes discussed,
so many students do not attention when they teacher explaining the
lesson, they feel the way teachers teach less interesting and less
stressful. So they feel bored, and they do not like the English lesson.
Students want their teachers how to teach at class in change, as not
too stressful when explaining a lesson, not fierce, not just focus on
78
textbooks, but also in teaching must be games related the lessons and
themes that will be discussed, in order to students more spirit and
motivated to learn in the classroom, and pay attention when their
teacher was explaining a lesson. In other things, so the students feel
comfortable when the lesson is in progress, and the students can be
like learning English, and also students do not feel bored when their
teacher was being explained in the classroom. In addition, there are
other factors which became the source of the reason why the students
make error in using the adjective in writing descriptive text, which is
where their teachers sometimes give and explain the material it is
less clear to the students, so they are less familiar and confused with
what explained that their teacher, which their teachers sometimes
wrong in writing a word. Where sometimes when the teacher writes
a word, there is less of that words or even sometimes there are
additional words that should not be done by their teacher it, and
when to teach how to spelling is different. This cause, students feel
confused about what their teacher that explain and teach, so they
made error when writing descriptive text. They just think, what their
teacher explain and teach it are correct, so they imitate and
remember what their teacher was described and teach in the
classroom, because when the teacher feels tired and confused, the
teacher can also make errors when teaching and explained in class.
So, students also have to pay attention when their teachers teach in
the classroom. So, if their teacher at any time carelessness when
teaching, students can also reminiscent to the teacher.
 Third, the students translate their first language sentence to the
English language word by word. The students were still influenced
by their mother language in writing descriptive text using an
adjective. Some of them still made errors in using English adjective;
they used English adjective in Indonesian rule. So they still like to be
79
confused or inverted in placing an adjective and a noun in making

sentences. They think in making a sentence in English and
Indonesian, its formation and sentence structure is the same, but it is
very different. As we know, English and Indonesian adjective has
some differences; one of them is in Indonesian, adjective come after
a noun that it modifies, but it is different from English, in which an
adjective come before a noun that it modifies. Or it could be said
they translate the Indonesian language into English Directly.
B. Suggestion
From conclusion above, it found that the highest frequency of error is mis-
formation error and the highest frequency cause of error is First Language.
For avoiding the error and it cause, the writer would like to give some
suggestion for both the teachers and students.
The suggestions for the teachers are:
1. The writer hopes the teachers can choose the appropriate method for the
students, approach, technique, model, and strategy in teaching, especially
teaching descriptive writing and teaching writing as general.
2. The teachers should give feedback to the students’ assignment in order to
that the students know about the errors and mistakes they have made.
3. The writer hopes teacher gives more explanation about the use of
adjective, especially in using two or more adjective to modify a noun in a
sentence properly. Then, teacher should give more practice to students
about it, because from the result of interview, students have limited
knowledge about using adjective.
4. The writer also hopes the teacher can gives sufficient explanation and
practice about grammar and did not only focus on teaching reading in the
class.
80
The suggestions for the students are:

1. The students should pay more attention on these errors (omission,
addition, mis-formation, mis-ordering) of their descriptive writing.
2. The students should utilize the time as much as possible. The students
should do all the assignments given by their teachers a school.
3. The students must have a lot of practice outside the classroom. The highest
frequency of errors made by students showed that students have limited
knowledge about the use of adjective, especially in using two or more
adjective to modify a noun. In other word, students make errors in writing
descriptive text because they have little knowledge in using adjective.
 The source of the reason why the students make error in using adjective in
descriptive text writing:
Their teacher's way of teaching is one factor that makes them do
error in using in descriptive text writing. Which according the students,
their teachers in teaching in the classroom is too stressful and too stiff,
dull, unattractive way of teaching, and a little grumpy, so they fear when
the teacher has begun to enter the classroom to begin the lesson. When the
lesson has already begun, they feel tense and uncomfortable when learning
English. The other thing they say, their teachers how to teach it too boring,
which only focused on textbooks, no a kind of game that motivates student
learning related to the themes that will be discussed, so many students do
not pay attention when their teacher explaining the lesson, they feel the
way teachers teach the less interesting and less stressful. So they quickly
get bored and do not like the English lesson. students want their teachers
how to teach in the class at the change, as not too stressful if explaining
lesson, not violent, not just focus on textbooks, but also in their teacher
teach should be a kind of game that motivates student learning related to
the themes that will be discussed, so that students have more spirit and
motivated to learn English in the classroom, and pay attention when their
teacher was explaining about the lesson. In other things, so that students
81
feel comfortable when the lesson is in progress and can be like learning
English, and students do not feel bored when their teacher was being
explained and teach in the classroom. In addition, there are other factors
also which is the source of the reason why the students make error in using
adjective in descriptive text writing, which is their teachers sometimes
give and explain material it is less clear to the students, so that they do not
understand what their teacher explain that, where their teachers sometimes
wrong in writing a vocabulary. Where sometimes when the teacher wrote a
vocabulary, there is less of words or even sometimes there are additional
words that should not be written by their teacher, and when their teacher
teach how to spelling is different. This causes them to feel confused about
what their teacher that teach and explain, so they made errors when writing
descriptive text using the adjective. They just think, what their teacher
explain and teach it is correct, so that they imitate and remember what
their teacher that teach and explain these in class. Though, not always the
teacher's right to teach in the classroom, because when the teacher feels
tired and confused, the teacher can also make errors when teaching and
explained in class. So that students also have to pay attention when their
teachers teach in the classroom, so if at any time their teacher make wrong
when teaching, students can also reminiscent to the teacher.
 The way should be in a change by the teachers and students, so the

students can make a sentence using the adjective descriptive text correctly:
The way teachers teach in the classroom should be in a change, as
not too stressful if explaining a lesson, do not too rigid, not violent, not
boring, not just focus on textbooks, as much as possible try to be creative
and innovative teachers, can make their interested in learning English, as a
sort of games in teacher teach, as long as the games relate to lesson and
themes that will be discussed, so that students have more spirit and
motivated to learn in the classroom, and the students pay attention when
the teacher is explaining lesson. In other things, so that students feel
82
comfortable when the lesson is in progress and can be like learning

English, and students do not feel bored when the teacher is explaining and
teaching in the classroom. If the teacher is fun in teaching, the students can
be like learning English, and certainly the students will always pay
attention when the teacher is explaining and teaching the lesson. If
students are comfortable with the way the teacher in teaching, certainly the
students can be easy to catch and remember what their teacher was
explained. If students are familiar with what their teachers teach, certainly
the students will be able to make sentences correctly; do not make errors in
the sentence again, especially in making sentences using the adjective in
descriptive text. So, as much as possible the teacher should be creative to
create a classroom that is conducive and fun, so what teachers explain and
teach to the students will be entered in the mind and brain of the student.
And the students also have to pay attention when their teacher was
explaining and teaching the lesson. Like or not on their way teachers
teach, students must still respect the teachers, where students have to pay
attention when their teacher was being teaching in the classroom, and
students must follow their teacher what was ordered. On the other hand,
students should also learn more getter again, so that the student can make a
sentence correctly, especially in making sentences using the adjective in
descriptive text.
After the writer doing error analysis in research focus on the using
adjective text in descriptive text writing, the writer found many types of
errors that the students made, and the source of the reason why the
students make error in using adjective in descriptive text writing. The error
made by the students, such as caused by the style of presentation they
teacher in teaching, which according the students, the teachers in teaching
in the classroom is too stressful and too rigid, boring, unattractive way of
teaching, and a little fierce, so they feel fear when the teacher has begun to
enter the classroom to begin the lesson. The way teacher teach like this
83
should really be in the change to the improvement of students learning

progress, especially in English, so the students are not afraid more when
their teacher has begun to enter the classroom to begin the lesson, so the
students feel comfortable and interested in joining the English lesson.
Clearly, the way teacher teach in the classroom should not be stressful and
boring, as much as possible the teacher should be creative and able to
make students spirit and interested to follow the English lesson. And the
teacher should not only focus on textbooks, but also the teachers have to
be creative to make games that make students more interested and excited
again to follow the lessons, as long as the games is still related with the
lessons and themes that will be discussed, it is intended the students are
not feel bored when learning English. And from the students themself
should be more diligent and harder to learn English, especially learn using
adjective in descriptive text writing. However, way the teacher teach in the
classroom, students must still pay attention when the teacher explains and
teach the lesson. On the other hand, students also need more memorize
vocabulary, so that mastery of vocabulary that students have become
increased and better. students also have to learn more about the use of the
structure adjective in English and Indonesian, so the students can make
sentence of descriptive text correctly.
BIBLIOGRPHY
Adelstein, Michael E., and Pival, Jean G. The Writing Commitment. Harcourt
Brace Jovanovich, Inc., 1976.
Arnold, George T. Media Writer’s Handbook: A Guide To Common Writing And
Editing Problems, McGraw-Hill: New York, 2009.
Brown, H. D. Principles of Language Learning and Teaching. New Jersey:
Prentice-Hall Inc, 1994.
Clouse, Barbara Fine. Patterns for a Purposes. McGraw-Hill Companies, Inc.,
2003.
Corder, S. P. Introducing Applied Linguistics. Middlesex: Penguin, 1973.
Crystal, D. A.Dictionary of Linguistics and Phonetics, Second Edition. New York:
Basil Blackwel Inc, 1987.
Dulay, Heidi. Language Two. New York: Oxford University Press, 1982.
Ellis, Rod. Second Language Acquisition. Oxford: Oxford University Press, 1997.
Erdogan, Vecide. Contribution of Error Analysis to Foreign Language Teaching.
Mersin University Journal of the Faculty of Education. 2005.
Ewald, Helen Rothschild. Writing As Process: Invention and Convention, Ohio: A
Bell & Howell Company, 1983.
Frank, Marcella. Modern English: A Practical Reference Guide. New York: New
York University. 1972.
Mukarto, Sujatmiko and friends, English On Sky SMP Book VII, (Jakarta: Penerbit
Erlangga, 2007)
Norrish, J. Language Learning and Their Errors. London: Macmillan Publisher
Ltd, 1987.
Richards, J.C. Error Analysis. London:Longman, 1973.
Sujiono, Prof. Drs. Anas. Pengantar Ilmu Statistika Pendidikan. Jakarta: PT Raja
Grafindo, 2008.
Wardiman, Artono. English Focus: For Grade VII Junior High School. Jakarta:
Pusat Perbukuan, DEPDIKNAS, 2008.
Wishon, George E., and Burks, Julia M. Let’s Write English. New York: Litton
Educational Publishing, 1980.
APPENDICES
Instrument
Make two paragraphs about the image above. Follow the questions and key word below to
build your story. ( Buat dua paragraph tentang gambar diatas. Ikuti pertanyaan dan kata kunci
dibawah ini untuk membangun ceritamu ) .
Paragraphs one
1. What the name of the zoo in the picture above?

( Apa nama kebun binatang pada gambar diatas? )
2. Where is the zoo located?
( Dimana kebun binatang itu terletak? )
3. Is it a large the zoo?
( Apakah kebun binatang itu besar? )
4. How many types of animals do you found in the zoo? Mentioned?
( Berapa banyak jenis hewan yang kamu temukan dikebun binatang itu? Sebutkan? )
5. What facilities are available in the zoo?
( Fasilitas apa saja yang tersedia dikebun binatang itu? )
6. How is the admission fee to enter the zoo? Cheap or expensive?
( Bagaimana dengan biaya masuk dikebun binatang itu? Murah atau mahal? )
7. How is the condition of the zoo? Maintained or not?
( Bagaimana kondisi kebun binatang itu? Terawat atau tidak? )
8. When the zoo is usually very crowded by visitors?
( Kapan biasanya kebun binatang itu sangat ramai oleh pengunjung? )
Paragraphs two
9. When do you usually visit the zoo?

( Kapan biasanya kamu mengunjungi kebun binatang itu? )
10. Who do you take when you visit the zoo?
( Siapa yang kamu ajak ketika kamu mengunjungi kebun binatang itu? )
11. What facilities do you use in order to quickly get the zoo?
( Fasilitas apa yang kamu gunakan agar cepat untuk sampai dikebun binatang itu? )
12. What facilities do you use to make it easier to go around the zoo?
( Fasilitas apa yang kamu gunakan agar lebih mudah untuk mengelilingi kebun binatang
itu? )
13. What animals do you like or often you see in the zoo?
( Binatang apa yang paling kamu suka atau sering kamu lihat dikebun binatang itu? )
 Use the vocabulary below to combine or build your story. And can be added to the
vocabulary etc, if in need and if you have different opinion about in the image
above, you can add vocabulary in accordance with your story. ( Gunakan kosakata
dibawah ini untuk menggabungkan atau membangun ceritamu. Dan dapat
ditambahkan dengan kosakata yang lain, jika diperlukan dan jika kamu
mempunyai perbedaan pendapat tentang gambar diatas, kamu dapat
menambahkan kosakata yang lain sesuai dengan ceritamu.
- Jl. Harsono R.M Ragunan Pasar minggu, South Jakarta

- Lakes (Danau)
- Motors (Motor)
- Poorly-maintained (Kurang terawat)
- Bike (Sepeda)
- Busway (Busway)
- Giraffes (Jerapah)
- Tigers (Harimau)
- Trains (Kereta)
- After Eid (Setelah Lebaran)
- Cheap (Murah)
- Expensive (Mahal)
- Family (Keluarga)
- Snakes (Ular)
- Elephants (Gajah)
- Friends (Teman)
- Captive orangutans
- Holidays (Liburan)
,./
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INSTRUMENT OF INTERVIEW
Interviewee : The Students

Date/Day : December, 18, 2014
Place : SMP PGRI 2 Ciputat
1. Kenapa anda melakukan jenis kesalahan tersebut dan apa penyebab dan
sumber alasannya sampai anda melakukan jenis kesalahan tersebut di dalam
menulis teks deskriptif menggunakan adjective ?
The answer first group : Kami melakukan kesalahan tersebut karena
kecerobohan yang di lakukan oleh kami dalam menulis sebuah kata /
vocabulary yang akan kami tulis untuk di jadikan kalimat tersebut . kami
menghilangkan item/kata yang seharusnya ada di dalam kalimat tersebut.
Dimana kami menghilangkan sebuah noun yang di perlukan dalam kalimat
itu. Padahal seharusnya di dalam kalimat itu harus ada noun yang di
jelaskan/diterangkan oleh sebuah adjective , tetapi kami menghilangkannya (
ada kata/item yang hilang dalam kalimat tersebut ), sehingga kalimat tersebut
menjadi tidak jelas maksudnya/artinya. Kesalahan ini dikarenakan
kelalaian/kecerobohan kami, kami tidak hati-hati dalam menulis sebuah
kata/vocabulary dalam suatu kalimat. Di lain hal, faktor yang menjadi
penyebab dan alasan kenapa kami membuat kesalahan dalam menulis teks
deskriptif menggunakan adjective adalah cara mengajar guru di kelas terlalu
menegangkan dan terlalu kaku, membosankan, kurang menarik cara
mengajarnya, dan sedikit galak, sehingga kami merasa takut ketika guru
tersebut sudah mulai masuk kelas untuk memulai pelajaran. Ketika pelajaran
sudah di mulai pun kami merasa tegang dan kurang nyaman ketika belajar
bahasa Inggris . Sehingga itu berpengaruh terhadap cara belajar dan daya
tangkap kami, apa yang guru ajarkan tersebut . Dan dampaknya kami pun
menjadi tidak suka dengan pelajaran bahasa Inggris.
The answer second group : kami melakukan kesalahan tersebut di karenakan
kami masih terpengaruh dengan bahasa ibu/bahasa asli kami yaitu bahasa
Indonesia dalam menulis teks deskriptif. Dimana kami beranggapan dan
berpikir bahwa kata / vocabulary yang kami tulis untuk dijadikan kalimat itu
sudah benar. Tetapi ternyata apa yang kami pikirkan itu salah. Dimana
seharusnya dalam memilih sebuah kata/vocabulary itu harus benar-benar di
cari vocabulary yang tepat dan sesuai dengan tema yang dimaksud , agar
arti/maksud dari kalimat yang kami buat itu menjadi jelas. tetapi yang kami
lakukan salah , kami sembarangan dalam memilih suatu vocabulary yang
akan kami jadikan kalimat itu , sehingga kami pun masih melakukan banyak
kesalahan dalam membuat kalimat, khususnya dalam membuat kalimat
deskriptif teks menggunakan adjective. kami masih terpengaruh dengan
kebiasaan kami ketika membuat kalimat menggunakan bahasa asli kami (
bahasa Indonesia), dimana kami beranggapan bahwa formasi kata /
vocabulary yang kami tulis untuk di jadikan kalimat itu sudah benar . padahal
formasi kata dan struktur adjective dalam bahasa inggris dan bahasa Indonesia
itu sangat berbeda. dimana kami masih terpengaruh dengan bahasa ibu/bahasa
asli kami dalam menulis teks deskriptif menggunakan adjective. Kami masih
membuat kesalahan dalam menggunakan adjective, dimana kami
menggunakan adjective bahasa inggris dalam aturan bahasa indonesia.
Padahal adjective dalam bahasa inggris dan bahasa Indonesia jelas berbeda.
Dimana dalam bahasa Indonesia, adjective itu di tempatkan setelah noun,
tetapi itu berbeda di bahasa inggris , yang mana adjective itu di tempatkan
sebelum noun.
The answer third group : Kami melakukan kesalahan tersebut karena

menurut kami cara mengajar guru itu terlalu membosankan , dimana hanya
terpaku pada buku cetak saja, disini menurut kami guru kurang kreatif dan
inovatif dalam mengajar . tidak adanya sejenis permainan/games yang
memotivasi dan memberikan semangat terhadap belajar kami, padahal suatu
games tidak masalah di adakan dalam suatu pelajaran, asalkan selama games
itu masih berhubungan dengan tema yang akan di bahas atau dengan pelajaran
tersebut, menurut kami guru kurang kreatif dalam mengajar, sehingga kami
merasa bosan dengan cara mengajar guru kami tersebut, dan dampaknya pun
kami jadi malas untuk mendengarkan dan memperhatikan ketika guru
mengajar, dimana kami sering tidak memperhatikan ketika guru menjelaskan
tentang pelajaran tersebut. Sehingga mengakibatkan kami pun menjadi tidak
paham dengan apa yang guru ajarkan tersebut, contohnya seperti
menggunakan adjective dalam membuat kalimat deskriptif teks , dimana
disini kami masih banyak membuat kesalahan, karena kami bingung dann
tidak paham apa yang pernah guru ajarkan tersebut. karena kami merasa cara
guru mengajar kurang menarik dan terlalu menegangkan. sehingga kami cepat
merasa bosan dan tidak menyukai pelajaran bahasa inggris. kami ingin cara
guru mengajar dalam kelas di rubah , seperti tidak terlalu menegangkan jika
menjelaskan pelajaran, tidak galak , tidak hanya berfokus pada buku cetak
dan LKS saja , akan tetapi di adakan nya games yang berhubungan dengan
pelajaran dan tema yang akan dibahas , agar kami lebih semangat dan
termotivasi lagi dalam belajar di dalam kelas, dan memperhatikan ketika guru
itu sedang menjelaskan pelajaran. di lain hal juga , agar kami merasa nyaman
ketika pelajaran sedang berlangsung dan bisa menyukai pelajaran bahasa
inggris , dan kami tidak merasa bosan ketika guru itu sedang menjelaskan dan
mengajar di dalam kelas. Dan di samping itu ada factor lain juga yang
menjadi alasan atau penyebab kami melakukan kesalahan dalam menulis teks
deskriptif menggunakan adjective yaitu dimana terkadang materi yang guru
berikan dan jelaskan itu kurang jelas menurut kami, sehingga kami kurang
paham dengan apa yang guru jelaskan dan ajarkan tersebut , dimana
terkadang guru pun salah dalam menulis suatu kata / vocabulary. Dimana
terkadang ketika guru tersebut menulis suatu kata / vocabulary , ada yang
kurang kata nya atau bahkan terkadang ada penambahan kata yang seharusnya
tidak di lakukan oleh guru itu , dan ketika mengajarkan cara pengejaan nya
dan pengucapan nya berbeda . ini menyebabkan kami merasa bingung
terhadap apa yang guru itu jelaskan dan ajarkan tersebut, sehingga kami
membuat kesalahan ketika menulis teks deskriptif menggunakan adjective .
kami hanya berpikir , apa yang guru jelaskan dan ajarkan itu sudah benar ,
sehingga kami menirukan dan mengingat apa yang guru itu jelaskan dan
ajarkan di kelas.
The answer fourth group : kami melakukan kesalahan tersebut di karenakan

kami masih terpengaruh dengan pemikiran kami, dimana kami beranggapan
bahwa kata / vocabulary yang kami pilih sudah tepat dan sesuai untuk di
jadikan kalimat descriptive text . harusnya kami lebih teliti dan selektif lagi
dalam memilih suatu kata/vocabulary yang akan kami jadikan kalimat
tersebut . disini kami sadar , kami sangat teledor dan tidak berhati-hati dalam
memilih dan menentukan suatu kata/vocabulary yang akan kami jadikan
kalimat itu , sehingga kami masih membuat banyak kesalahan , dimana kami
memang masih terpengaruh dengan kebiasaan kami ketika membuat kalimat
menggunakan bahasa asli kami ( bahasa Indonesia ), dimana kami
beranggapan bahwa formasi kata yang kami tulis untuk di jadikan kalimat itu
sudah benar . padahal formasi kata dan struktur adjective dalam bahasa
inggris dan bahasa Indonesia itu sangat berbeda . dimana kami masih
terpengaruh dengan bahasa ibu/bahasa asli kami dalam menulis teks deskriptif
menggunakan adjective. kami masih membuat kesalahan dalam menggunakan
adjective , dimana kami menggunakan adjective bahasa inggris dalam aturan
bahasa indonesia. Padahal adjective dalam bahasa inggris dan bahasa
Indonesia jelas berbeda. Dimana dalam bahasa Indonesia, adjective itu di
tempatkan setelah noun , tetapi itu berbeda di bahasa inggris, yang mana
adjective itu di tempatkan sebelum noun. Dan factor lain yang menyebabkan
kami membuat kesalahan dalam menulis teks deskriftif menggunakan
adjective adalah menurut kami cara mengajar guru itu terlalu membosankan ,
dimana hanya terpaku pada buku cetak yang ada saja , tidak ada nya sejenis
permainan yang memotivasi belajar kami yang berhubungan dengan tema
yang di bahas , sehingga terkadang kami tidak memperhatikan ketika guru
menjelaskan tentang pelajaran tersebut , kami merasa cara guru mengajar
kurang menarik dan terlalu menegangkan . sehingga kami cepat merasa bosan
dan tidak menyukai pelajaran bahasa inggris .
The answer fifth group : kami melakukan kesalahan tersebut di karenakan

kami mentranslate/menterjemahkan kalimat dari bahasa pertama kami (bahasa
Indonesia) ke bahasa inggris kata demi kata . kami masih terpengaruh dengan
bahasa asli kami yaitu bahasa Indonesia dalam menulis teks deskriptif
menggunakan adjective .kami masih sering membuat kesalahan dalam
menggunakan adjective di bahasa inggris, dimana kami menggunakan
adjective bahasa inggris dalam aturan bahasa Indonesia . ini jelas salah ,
karena struktur adjective dalam bahasa inggris dan bahasa Indonesia itu jelas
berbeda . Sehingga kami masih suka tertukar / terbalik dalam menempatkan
sebuah adjective dan noun dalam membuat kalimat. kami beranggapan dan
berpikir jika membuat kalimat dalam bahasa inggris dan bahasa Indonesia ,
formasi dan struktur kalimat nya itu sama saja, padahal itu sangat berbeda .
Dimana dalam bahasa Indonesia, adjective itu di tempatkan setelah noun ,
sebelum noun. Atau bisa di bilang kami mentranslate/ menterjemahkan dari
bahasa Indonesia ke bahasa inggris secara langsung.
2. Kenapa anda melakukan kesalahan jenis Omission di dalam menulis teks

deskriptif menggunakan adjective ?
The answer first group : Kami melakukan kesalahan jenis Omission di
dalam menulis teks deskriptif menggunakan adjective karena kami
menghilangkan item/ kata yang seharusnya ada di dalam suatu kalimat . kami
menghilangkan sebuah noun yang di perlukan dalam kalimat itu. Padahal
seharusnya di dalam kalimat itu harus ada noun yang di jelaskan/ di terangkan
oleh sebuah adjective , tetapi kami menghilangkannya ( ada kata/item yang
hilang dalam kalimat tersebut ), sehingga kalimat tersebut menjadi tidak jelas
maksudnya/artinya. Kesalahan ini di karenakan kami bingung dan tidak
paham ketika guru menjelaskan tentang penggunaan adjective dalam menulis
teks deskriptif , dan kami pun tidak bertanya kepada guru tentang hal tersebut,
sehingga kami tidak paham dan membuat kesalahan di dalam menulis teks
deskriptif menggunakan adjective.
The answer second group : Kami melakukan kesalahan jenis Omission di

menghilangkan item yang seharusnya muncul di kalimat itu. pertama,
pengurangan sebuah noun , dimana kami menghilangkan sebuah noun yang di
perlukan dalam kalimat yang kami buat itu . kesalahan ini di karenakan kami
bingung tentang penggunaan adjective dalam menulis teks deskriptif, dimana
menurut kami guru kurang jelas dalam menerangkan dan menjelaskan tentang
penggunaan adjective dalam menulis teks deskriptif, dan cara mengajar guru
terlalu membosankan, sehingga kami kurang semangat untuk belajar bahasa
inggris , dan kami pun tidak paham tentang penggunaan adjective dalam
menulis teks deskriptif, sehingga kami pun merasa sulit ketika membuat
kalimat deskriptif menggunakan adjective , dan kami pun membuat kesalahan
di omission.
The answer third group : Kami melakukan kesalahan jenis Omission di

menghilangkan kata yang seharusnya ada untuk memeperjelas kalimat yang
kami buat itu . sehingga kalimat yang kami buat itu menjadi tidak jelas
maksudnya/artinya. Kesalahan ini di karenakan kami terburu-buru dalam
menulis sebuah kata/vocabulary yang akan kami jadikan kalimat itu. Padahal
jika kami tidak terburu-buru, pasti kami tidak akan membuat kesalahan di
dalam menulis teks deskriptif menggunakan adjective . karena jika sudah
salah penulisan katanya, biasanya akan berpengaruh pada spellingnya juga ,
maka spellingnya pun akan salah . maka harus hati-hati dalam menulis sebuah
kata/vocabulary yang akan di jadikan kalimat itu .
The answer fourth group : Kami melakukan kesalahan jenis Omission di
menghilangkan item yang seharusnya ada untuk di tempatkan ke dalam suatu
kalimat , agar maksud/arti dari kalimat itu jelas . penulisan yang benar sangat
berpengaruh terhadap jelasnya arti/ maksud dari kalimat itu . kesalahan yang
kami buat itu di karenakan kami tidak teliti dalam menulis suatu kata/
vocabulary yang akan di jadikan kalimat itu . kami sering membuat kesalahan
dalam menulis suatu vocabulary/kata dan guru juga tidak mengingatkan,
sehingga kami pun berkelanjutan dan tetap membuat kesalahan dalam
menulis.
The answer fifth group : Kami melakukan kesalahan di Omission di dalam

menulis teks deskriptif menggunakan adjective karena kami menghilangkan
kata yang seharusnya ada untuk di tempatkan dalam kalimat yang kami buat
itu . kami menghilangkan sebuah noun , yang seharusnya ada untuk di
jelaskan/ di terangkan oleh sebuah adjective dalam kalimat yang kami buat
itu, agar kalimat yang kami buat itu menjadi jelas maksudnya/artinya .
kesalahan yang kami buat itu di karenakan kami sering tidak memperhatikan
ketika guru menjelaskan dan menerangkan tentang penggunaan adjective
dalam menulis teks deskriptif. sehingga kami pun tidak paham tentang
penggunaan adjective tersebut , dan kami pun tidak bisa membuat kalimat
yang benar dalam teks deskriptif, sehingga kami pun banyak melakukan
kesalahan .
3. Kenapa anda melakukan kesalahan jenis Addition di dalam menulis teks

The answer first group : Kami melakukan kesalahan jenis Addition di
menambahkan beberapa kata/element yang tidak di perlukan dalam kalimat
itu ( ada kata/element yang tidak benar dalam kalimat itu , sehingga kalimat
itu pun menjadi tidak jelas maksud/artinya. kesalahan yang kami buat itu di
karenakan kami tidak teliti dalam menulis suatu kata/ vocabulary yang akan
di jadikan kalimat itu . kami sering membuat kesalahan dalam menulis suatu
vocabulary/kata dan guru juga tidak mengingatkan, sehingga kami pun
berkelanjutan dan tetap membuat kesalahan dalam menulis.
The answer second group : Kami melakukan kesalahan jenis Addition di

itu, sehingga kalimat itu pun menjadi tidak jelas maksud/artinya. kesalahan
yang kami buat itu di karenakan kami sering tidak memperhatikan ketika guru
menjelaskan dan menerangkan tentang penggunaan adjective dalam menulis
teks deskriptif. Sehingga kami pun tidak paham tentang penggunaan adjective
tersebut , dan kami pun tidak bisa membuat kalimat yang benar dalam teks
deskriptif , sehingga kami pun banyak melakukan kesalahan .
The answer third group : Kami melakukan kesalahan jenis Addition di

itu, sehingga kalimat itu pun menjadi tidak jelas maksud/artinya. Kesalahan
ini di karenakan kami terburu-buru dalam menulis sebuah kata/vocabulary
yang akan kami jadikan kalimat itu. Padahal jika kami tidak terburu-buru,
pasti kami tidak akan membuat kesalahan di dalam menulis teks deskriptif
menggunakan adjective . karena jika sudah salah penulisan katanya, biasanya
akan berpengaruh pada spellingnya juga , maka spellingnya pun akan salah .
maka harus hati-hati dalam menulis sebuah kata/vocabulary yang akan di
jadikan kalimat itu .
The answer fourth group : Kami melakukan kesalahan jenis Addition di

itu pun menjadi tidak jelas maksud/artinya. kesalahan ini di karenakan kami
di addition ini dalam membuat kalimat deskriptif menggunakan adjective.
The answer fifth group : Kami melakukan kesalahan jenis Addition di

itu pun menjadi tidak jelas maksud/artinya. Kesalahan ini di karenakan kami
bingung dan tidak paham ketika guru menjelaskan tentang penggunaan
adjective dalam menulis teks deskriptif , dan kami pun tidak bertanya kepada
guru tentang hal tersebut , sehingga kami tidak paham dan membuat
kesalahan di dalam menulis teks deskriptif menggunakan adjective.
4. Kenapa anda melakukan kesalahan jenis Misformation di dalam menulis teks

The answer first group : Kami melakukan kesalahan jenis Misformation di
dalam menulis teks deskriptif menggunakan adjective karena kami merasa
bingung dan sulit dalam memilih dan membentuk sebuah adjective dan noun
untuk di tempatkan ke dalam suatu kalimat , agar menjadi kalimat yang benar
. kami terkadang menggunakan adjective yang tidak sesuai atau tidak tepat
untuk di modifikasi dengan sebuah noun . meskipun sebuah vocabulary
artinya sama , kami harusnya bisa memilih sebuah vocabulary yang
sesuai/tepat untuk di jadikan sebuah kalimat . yang jelas harus sesuai dan
tepat dengan noun yang akan di jelaskan , agar arti/maksud dari kalimat itu
jelas , dan kalimat itu menjadi kalimat yang benar . Kesalahan ini di
karenakan kami bingung dan tidak paham ketika guru menjelaskan tentang
penggunaan adjective dalam menulis teks deskriptif , dan kami pun tidak
bertanya kepada guru tentang hal tersebut , sehingga kami tidak paham dan
membuat kesalahan di dalam menulis teks deskriptif menggunakan adjective.
The answer second group : Kami melakukan kesalahan jenis Misformation di

dalam menulis teks deskriptif menggunakan adjective karena kami kami
merasa bingung dan sulit dalam memilih dan membentuk sebuah adjective
untuk di modifikasi dengan sebuah noun . kesalahan ini di karenakan kami
di misformation.
The answer third group : kami Kami melakukan kesalahan jenis

Misformation di dalam menulis teks deskriptif menggunakan adjective karena
kami kami merasa bingung dan sulit dalam memilih dan membentuk sebuah
adjective untuk di tempatkan ke dalam suatu kalimat , agar menjadi kalimat
yang benar . kami terkadang menggunakan adjective yang tidak sesuai atau
tidak tepat untuk di modifikasi dengan sebuah noun .
The answer fourth group : Kami melakukan kesalahan jenis Misformation di

dalam menulis teks deskriptif menggunakan adjective karena kami merasa
bingung dan sulit dalam memilih dan membentuk sebuah adjective dan noun
untuk di modifikasi dengan sebuah noun . meskipun sebuah vocabulary
artinya sama , kami harusnya bisa memilih sebuah vocabulary yang
sesuai/tepat untuk di jadikan sebuah kalimat . yang jelas harus sesuai dan
tepat dengan noun yang akan di jelaskan , agar arti/maksud dari kalimat itu
jelas , dan kalimat itu menjadi kalimat yang benar . Kesalahan ini di
karenakan kami terburu-buru dalam menulis sebuah kata/vocabulary yang
akan kami jadikan kalimat itu. Padahal jika kami tidak terburu-buru, pasti
kami tidak akan membuat kesalahan di dalam menulis teks deskriptif
menggunakan adjective . karena jika sudah salah penulisan katanya, biasanya
akan berpengaruh pada spellingnya juga , maka spellingnya pun akan salah .
maka harus hati-hati dalam menulis sebuah kata/vocabulary yang akan di
jadikan kalimat itu . Kesalahan ini di karenakan kami bingung dan tidak
paham ketika guru menjelaskan tentang penggunaan adjective dalam menulis
teks deskriptif , dan kami pun tidak bertanya kepada guru tentang hal tersebut
, sehingga kami tidak paham dan membuat kesalahan di dalam menulis teks
deskriptif menggunakan adjective.
The answer fifth group : Kami melakukan kesalahan jenis Misformation di

dalam menulis teks deskriptif menggunakan adjective karena kami kami
Kami melakukan kesalahan di Misformation di dalam menulis teks deskriptif
menggunakan adjective karena kami kami merasa bingung dan sulit dalam
memilih dan membentuk sebuah adjective untuk di tempatkan ke dalam suatu
kalimat , agar menjadi kalimat yang benar . kami terkadang menggunakan
adjective yang tidak sesuai atau tidak tepat untuk di modifikasi dengan sebuah
noun . Kesalahan ini di karenakan kami terburu-buru dalam menulis sebuah
kata/vocabulary yang akan kami jadikan kalimat itu. Padahal jika kami tidak
terburu-buru, pasti kami tidak akan membuat kesalahan di dalam menulis teks
deskriptif menggunakan adjective . karena jika sudah salah penulisan katanya,
biasanya akan berpengaruh pada spellingnya juga , maka spellingnya pun
akan salah . maka harus hati-hati dalam menulis sebuah kata/vocabulary yang
akan di jadikan kalimat itu .
5. Kenapa anda melakukan kesalahan jenis Misordering di dalam menulis teks

The answer first group : Kami melakukan kesalahan jenis Misordering di
menempatkan sebuah kata/ vocabulary di tempat yang salah/ yang tidak
seharusnya ada di situ . dimana kami menempatkan sebuah adjective setelah
noun , itu jelas salah . harusnya yang benar adalah sebuah noun itu di
tempatkan setelah adjective. Karena dalam struktur bahasa inggris , adjective
itu di gunakan untuk menjelaskan sebuah noun , agar maksud/arti dari kalimat
itu jelas . tetapi pada kenyataannya kami masih melakukan kesalahan dalam
menempatkan adjective untuk menjelaskan sebuah noun dalam membuat
kalimat . Kesalahan ini di karenakan kami bingung dan tidak paham ketika
guru menjelaskan tentang penggunaan adjective dalam menulis teks deskriptif
, dan kami pun tidak bertanya kepada guru tentang hal tersebut , sehingga
kami tidak paham dan membuat kesalahan di dalam menulis teks deskriptif
menggunakan adjective.
The answer second group : Kami melakukan kesalahan jenis Misordering di

menempatkan sebuah kata di tempat yang salah/ yang tidak seharusnya ada di
situ . dimana kami menempatkan sebuah adjective setelah noun , itu jelas
salah . harusnya yang benar adalah sebuah noun itu di tempatkan setelah
adjective. kesalahan ini di karenakan kami bingung tentang penggunaan
adjective dalam menulis teks deskriptif, dimana menurut kami guru kurang
jelas dalam menerangkan dan menjelaskan tentang penggunaan adjective
dalam menulis teks deskriptif, dan cara mengajar guru terlalu membosankan,
sehingga kami kurang semangat untuk belajar bahasa inggris , dan kami pun
tidak paham tentang penggunaan adjective dalam menulis teks deskriptif,
sehingga kami pun merasa sulit ketika membuat kalimat deskriptif
menggunakan adjective , dan kami pun membuat kesalahan di misordering.
The answer third group : Kami melakukan kesalahan jenis Misordering di

itu di gunakan unuk menjelaskan sebuah noun , agar maksud/arti dari kalimat
kalimat . Kesalahan ini di karenakan kami terburu-buru dalam menulis sebuah
kata/vocabulary yang akan kami jadikan kalimat itu. Padahal jika kami tidak
terburu-buru, pasti kami tidak akan membuat kesalahan di dalam menulis teks
deskriptif menggunakan adjective . karena jika sudah salah penulisan katanya,
biasanya akan berpengaruh pada spellingnya juga , maka spellingnya pun
akan salah . maka harus hati-hati dalam menulis sebuah kata/vocabulary yang
akan di jadikan kalimat itu .
The answer fourth group : Kami melakukan kesalahan jenis Misordering di

menempatkan sebuah kata di tempat yang salah/ yang tidak seharusnya ada di
situ . dimana kami menempatkan sebuah adjective setelah noun , itu jelas
salah . harusnya yang benar adalah sebuah noun itu di tempatkan setelah
adjective. kesalahan yang kami buat itu di karenakan kami tidak teliti dalam
menulis suatu kata/ vocabulary yang akan di jadikan kalimat itu . kami sering
membuat kesalahan dalam menulis suatu vocabulary/kata dan guru juga tidak
mengingatkan, sehingga kami pun berkelanjutan dan tetap membuat
kesalahan dalam menulis.
The answer fifth group : Kami melakukan kesalahan jenis Misordering di
itu di gunakan unuk menjelaskan sebuah noun , agar maksud/arti dari kalimat
kalimat . kesalahan yang kami buat itu dikarenakan kami sering tidak
memperhatikan ketika guru menjelaskan dan menerangkan tentang
penggunaan adjective dalam menulis teks deskriptif . sehingga kami pun tidak
paham tentang penggunaan adjective tersebut , dan kami pun tidak bisa
membuat kalimat yang benar dalam teks deskriptif , sehingga kami pun
banyak melakukan kesalahan .
6. Kenapa Carelessness menjadi penyebab kesalahan anda di dalam menulis teks

The answer first group : Carelessness menjadi penyebab kesalahan kami di
dalam menulis teks deskriptif menggunakan adjective karena kami lali dan
ceroboh dalam menulis sebuah kata / vocabulary yang akan kami tulis untuk
di jadikan kalimat tersebut . kami menghilangkan item/ kata yang seharusnya
ada di dalam suatu kalimat . kami menghilangkan sebuah noun yang di
perlukan dalam kalimat itu. Padahal seharusnya di dalam kalimat itu harus
ada noun yang di jelaskan/ di terangkan oleh sebuah adjective , tetapi kami
menghilangkannya ( ada kata/item yang hilang dalam kalimat tersebut ),
sehingga kalimat tersebut menjadi tidak jelas maksudnya/artinya. Kesalahan
ini di karenakan kelalaian/kecerobohan kami , kami tidak hati-hati dalam
menulis sebuah vocabulary dalam suatu kalimat.
The answer second group : Carelessness menjadi penyebab kesalahan kami di
dalam menulis teks deskriptif menggunakan adjective karena menurut kami
cara mengajar guru itu terlalu membosankan , dimana hanya terpaku pada
buku cetak dan LKS yang ada saja , tidak ada nya sejenis permainan yang
memotivasi belajar kami yang berhubungan dengan tema yang di bahas ,
sehingga terkadang kami tidak memperhatikan ketika guru menjelaskan
tentang pelajaran tersebut , kami merasa cara guru mengajar kurang menarik
dan terlalu menegangkan . sehingga kami cepat merasa bosan dan tidak
menyukai pelajaran bahasa inggris . itu di sebabkan karena factor-faktor di
atas . kami ingin cara guru mengajar dalam kelas di rubah , seperti tidak
terlalu menegangkan jika menjelaskan pelajaran , tidak galak , tidak hanya
berfokus pada buku cetak dan LKS saja , akan tetapi di adakan nya games
yang berhubungan dengan pelajaran dan tema yang akan di bahas , agar kami
lebih semangat dan termotivasi lagi dalam belajar di dalam kelas , dan
memperhatikan ketika guru itu sedang menjelaskan pelajaran .
The answer third group : Carelessness menjadi penyebab kesalahan kami di

cara mengajar guru di kelas terlalu menegangkan dan terlalu kaku ,
membosankan , kurang menarik cara mengajarnya, dan sedikit galak ,
sehingga kami merasa takut ketika guru tersebut sudah mulai masuk kelas
untuk memulai pelajaran . dan ketika pelajaran sudah di mulai pun kami
merasa tegang dan kurang nyaman ketika belajar bahasa inggris .
The answer fourth group : Carelessness menjadi penyebab kesalahan kami di

dalam menulis teks deskriptif menggunakan adjective karena kami masih
terpengaruh dengan pemikiran kami , dimana kami beranggapan bahwa kata /
vocabulary yang kami pilih sudah tepat dan sesuai untuk di jadikan kalimat
descriptive text . dan kami masih terpengaruh dengan kebiasaan kami ketika
membuat kalimat menggunakan bahasa asli kami ( bahasa Indonesia ) ,
dimana kami beranggapan bahwa formasi kata / vocabulary yang kami tulis
untuk di jadikan kalimat itu sudah benar . padahal formasi kata dan struktur
adjective dalam bahasa inggris dan bahasa Indonesia itu sangat berbeda .
dimana kami masih terpengaruh dengan bahasa ibu/bahasa asli kami dalam
menulis teks deskriptif menggunakan adjective . kami masih membuat
kesalahan dalam menggunakan adjective , dimana kami menggunakan
adjective bahasa inggris dalam aturan bahasa indonesia. Padahal adjective
dalam bahasa inggris dan bahasa Indonesia jelas berbeda. Dimana dalam
bahasa Indonesia, adjective itu di tempatkan setelah noun , tetapi itu berbeda
di bahasa inggris , yang mana adjective itu di tempatkan sebelum noun. Dan
factor lain yang menyebabkan kami membuat kesalahan dalam menulis teks
deskriftif menggunakan adjective adalah menurut kami cara mengajar guru
itu terlalu membosankan , dimana hanya terpaku pada buku cetak dan LKS
yang ada saja , tidak ada nya sejenis permainan yang memotivasi belajar kami
yang berhubungan dengan tema yang di bahas , sehingga terkadang kami
tidak memperhatikan ketika guru menjelaskan tentang pelajaran tersebut ,
kami merasa cara guru mengajar kurang menarik dan terlalu menegangkan .
sehingga kami cepat merasa bosan dan tidak menyukai pelajaran bahasa
inggris .
The answer fifth group : Carelessness menjadi penyebab kesalahan kami di

terkadang materi yang guru berikan dan jelaskan itu kurang jelas menurut
kami , sehingga kami kurang paham dengan apa yang guru jelaskan dan
ajarkan tersebut , dimana terkadang guru pun salah dalam menulis suatu kata /
vocabulary. Dimana terkadang ketika guru tersebut menulis suatu kata /
vocabulary , ada yang kurang kata nya atau bahkan terkadang ada
penambahan kata yang seharusnya tidak di lakukan oleh guru itu , dan ketika
mengajarkan cara pengejaan nya dan pengucapan nya berbeda . ini
menyebabkan kami merasa bingung terhadap apa yang guru itu jelaskan dan
ajarkan tersebut , sehingga kami membuat kesalahan ketika menulis teks
deskriptif menggunakan adjective . kami hanya berpikir , apa yang guru
jelaskan dan ajarkan itu sudah benar , sehingga kami menirukan dan
mengingat apa yang guru itu jelaskan dan ajarkan di kelas. Padahal tidak
selalu guru itu benar dalam mengajar di kelas , karena ketika guru tersebut
merasa lelah dan bingung , guru tersebut juga bisa melakukan kesalahan
ketika mengajar dan menjelaskan dikelas . sehingga kami juga harus
memperhatikan ketika guru mengajar di kelas , jadi jika sewaktu-waktu guru
lalai dan salah ketika mengajar , kami juga bisa mengingatkan ke guru .
7. Kenapa First language menjadi penyebab kesalahan anda di dalam menulis

teks deskriptif menggunakan adjective ?
The answer first group : First Language menjadi penyebab kesalahan kami
di dalam menulis teks deskriptif menggunakan adjective karena kami masih
terpengaruh dengan bahasa ibu/bahasa asli kami yaitu bahasa Indonesia dalam
menulis teks deskriptif . dimana kami beranggapan dan berpikir bahwa kata /
vocabulary yang kami tulis untuk di jadikan kalimat itu sudah benar . kami
masih terpengaruh dengan kebiasaan kami ketika membuat kalimat
menggunakan bahasa asli kami ( bahasa Indonesia ) , dimana kami
beranggapan bahwa formasi kata / vocabulary yang kami tulis untuk di
jadikan kalimat itu sudah benar . padahal formasi kata dan struktur adjective
dalam bahasa inggris dan bahasa Indonesia itu sangat berbeda . dimana kami
masih terpengaruh dengan bahasa ibu/bahasa asli kami dalam menulis teks
deskriptif menggunakan adjective . kami masih membuat kesalahan dalam
menggunakan adjective , dimana kami menggunakan adjective bahasa inggris
dalam aturan bahasa indonesia. Padahal adjective dalam bahasa inggris dan
bahasa Indonesia jelas berbeda. Dimana dalam bahasa Indonesia, adjective itu
di tempatkan setelah noun , tetapi itu berbeda di bahasa inggris , yang mana
adjective itu di tempatkan sebelum noun.
The answer second group : First Language menjadi penyebab kesalahan kami
di dalam menulis teks deskriptif menggunakan adjective karena kami
mentranslate/menterjemahkan kalimat dari bahasa pertama kami (bahasa
menggunakan adjective di bahasa inggris , dimana kami menggunakan
sebuah adjective dan noun dalam membuat kalimat . kami beranggapan dan
formasi dan struktur kalimat nya itu sama saja , padahal itu sangat berbeda .
bahasa Indonesia ke bahasa inggris secara langsung .
The answer third group : First Language menjadi penyebab kesalahan kami
dalam bahasa inggris dan bahasa Indonesia jelas berbeda.
The answer fourth group : First Language menjadi penyebab kesalahan kami
di bahasa inggris , yang mana adjective itu di tempatkan sebelum noun.
The answer fifth group : First Language menjadi penyebab kesalahan kami
di dalam menulis teks deskriptif menggunakan adjective karena kami
bahasa Indonesia ke bahasa inggris secara langsung .
8. Kenapa Translation menjadi penyebab kesalahan anda di dalam menulis teks

The answer first group : Translation menjadi penyebab kesalahan kami di
dalam bahasa inggris dan bahasa Indonesia jelas berbeda.
The answer second group : Translation menjadi penyebab kesalahan kami di

terpengaruh dengan bahasa ibu/bahasa asli kami yaitu bahasa Indonesia dalam
menulis teks deskriptif . dimana kami beranggapan dan berpikir bahwa kata /
vocabulary yang kami tulis untuk di jadikan kalimat itu sudah benar . kami
masih terpengaruh dengan kebiasaan kami ketika membuat kalimat
menggunakan bahasa asli kami ( bahasa Indonesia ) , dimana kami
beranggapan bahwa formasi kata / vocabulary yang kami tulis untuk di
jadikan kalimat itu sudah benar . padahal formasi kata dan struktur adjective
dalam bahasa inggris dan bahasa Indonesia itu sangat berbeda . dimana kami
masih terpengaruh dengan bahasa ibu/bahasa asli kami dalam menulis teks
deskriptif menggunakan adjective . kami masih membuat kesalahan dalam
menggunakan adjective , dimana kami menggunakan adjective bahasa inggris
dalam aturan bahasa indonesia. Padahal adjective dalam bahasa inggris dan
bahasa Indonesia jelas berbeda. Dimana dalam bahasa Indonesia, adjective itu
di tempatkan setelah noun , tetapi itu berbeda di bahasa inggris , yang mana
adjective itu di tempatkan sebelum noun.
The answer third group : Translation menjadi penyebab kesalahan kami di

di bahasa inggris , yang mana adjective itu di tempatkan sebelum noun.
The answer fourth group : Translation menjadi penyebab kesalahan kami di

terkadang materi yang guru berikan dan jelaskan itu kurang jelas menurut
kami , sehingga kami kurang paham dengan apa yang guru jelaskan dan
ajarkan tersebut , dimana terkadang guru pun salah dalam menulis suatu kata /
vocabulary. Dimana terkadang ketika guru tersebut menulis suatu kata /
vocabulary , ada yang kurang kata nya atau bahkan terkadang ada
penambahan kata yang seharusnya tidak di lakukan oleh guru itu , dan ketika
mengajarkan cara pengejaan nya dan pengucapan nya berbeda . ini
menyebabkan kami merasa bingung terhadap apa yang guru itu jelaskan dan
ajarkan tersebut , sehingga kami membuat kesalahan ketika menulis teks
deskriptif menggunakan adjective . kami hanya berpikir , apa yang guru
jelaskan dan ajarkan itu sudah benar , sehingga kami menirukan dan
mengingat apa yang guru itu jelaskan dan ajarkan di kelas. Padahal tidak
selalu guru itu benar dalam mengajar di kelas , karena ketika guru tersebut
merasa lelah dan bingung , guru tersebut juga bisa melakukan kesalahan
ketika mengajar dan menjelaskan dikelas . sehingga kami juga harus
memperhatikan ketika guru mengajar di kelas , jadi jika sewaktu-waktu guru
lalai dan salah ketika mengajar , kami juga bisa mengingatkan ke guru .
The answer fifth group : Translation menjadi penyebab kesalahan kami di

bahasa Indonesia ke bahasa inggris secara langsung.
9. Menurut anda apa yang seharusnya anda atau guru anda lakukan , agar anda
paham dan bisa membuat kalimat yang benar di dalam menulis teks deskriptif
menggunakan adjective ?
The answer first group : kami ingin cara guru mengajar dalam kelas di
rubah , seperti tidak terlalu menegangkan jika menjelaskan pelajaran , tidak
galak , tidak hanya berfokus pada buku cetak dan LKS saja , akan tetapi di
adakan nya games yang berhubungan dengan pelajaran dan tema yang akan di
bahas , agar kami lebih semangat dan termotivasi lagi dalam belajar di dalam
kelas , dan memperhatikan ketika guru itu sedang menjelaskan pelajaran . di
lain hal juga , agar kami merasa nyaman ketika pelajaran sedang berlangsung
dan bisa menyukai pelajaran bahasa inggris , dan kami tidak merasa bosan
ketika guru itu sedang menjelaskan dan mengajar di dalam kelas.
The answer second group : kami ingin cara guru mengajar di kelas dirubah ,
jangan terlalu menegangkan , dan jangan terlalu kaku , dan jangan
membosankan , di usahakan sebisa mungkin harus bisa membuat kami
tertarik untuk belajar bahasa inggris dan termotivasi untuk belajar dan
memperhatikan ketika guru sedang menjelaskan dan mengajarkan dikelas.
The answer third group : guru harus lebih kreatif lagi agar kami tertarik
untuk mengikuti pelajaran bahasa inggris , dan lebih semangat lagi belajar .
sehingga kami pun selalu memperhatikan ketika guru sedang menjelaskan
dikelas . dan dari kami pun pasti nya agar belajar lebih giat dan rajin lagi
kalau cara mengajar guru lebih menarik dan tidak menegangkan.
The answer fourth group : kami ingin cara guru mengajar dalam kelas di
rubah , seperti tidak terlalu menegangkan jika menjelaskan pelajaran , tidak
galak , tidak hanya berfokus pada buku cetak dan LKS saja , akan tetapi di
adakan nya games yang berhubungan dengan pelajaran dan tema yang akan di
bahas , agar kami lebih semangat dan termotivasi lagi dalam belajar di dalam
kelas , dan memperhatikan ketika guru itu sedang menjelaskan pelajaran .
The answer fifth group : guru harus kreatif untuk membuat suasana kelas
menjadi kondusif dan menyenangkan , sehingga apa yang guru ajarkan dan
jelaskan kepada kami akan masuk di pikiran dan otak kami , sebisa mungkin
guru harus bisa membuat kami tertarik untuk mengikuti pelajaran bahasa
inggris , jangan hanya berfokus pada buku cetak dan LKS yang ada saja ,
tetapi coba untuk di adakannya games agar kami tidak merasa bosan ketika
mengikutipelajaran bahasa inggris .

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ERROR ANALYSIS ON THE STUDENTS

WRITING OF DESCRIPTIVE TEXT

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

Sasmiasih, Eka, 208014000028, ERROR ANALYSIS ON THE STUDENTS

Advisors : 1. Drs. Syauki, M.Pd.

Sasmiasih, Eka, 208014000028, ERROR ANALYSIS ON THE STUDENTS

Pembimbing : 1. Drs. Syauki, M.Pd.

1. All lecturers in English Education Department who always give their

Hopefully, this “skripsi” can be useful to the readers, particularly to the

Jakarta, 30 September 2014

CHAPTER II. THEORETICAL FRAMEWORK

CHAPTER III. RESEARCH METHODOLOGY

CHAPTER IV. FINDINGS AND INTERPRETATIONS

CHAPTER V. CONCLUSION AND SUGGESTION

Table 2.1 Purposes for Description…...…………………………………………28

Appendix 2. Students’ Test Result…………………………………………...…..90

Appendix 3. Interview Guideline for Students…………………………….…….94

Appendix 4. Students’ Interview Result…………………………….…………...94

Appendix 5. Surat Keterangan Izin Peneletian dari Sekolah ………..………....117

Appendix 6. Surat Pengesahan Proposal Skripsi ………………………………118

Appendix 7. Surat Bimbingan Skripsi ………………………………………….119

A. The Background of The Study

In learning English, the learners are expected to be able to master four

Some problems that happen in students’ English writing are caused by

B. Identification of the Problem

D. Formulation of the Problem

In line with the statement above, the objectives of study are:

1. To find types of error are made by the students in using adjective in

F. The Significance of the study

Various definitions of error have been presented by experts. Basically

Another concept of error by Brown, he defined “error as the process to

The definitions above clarify that error is an activity to identify,

Error fall into four categories: “omission of some required element;

On other hand, in Erdogan‟s journal, Ellis maintains that “classifying

Morphological omission * A strange thing happen to me

Syntactical omission * Must say also the names?

In morphology * The books is here

In syntax * The London

In lexicon * I stayed there during five years ago

In morphology * My friend is oldest than me

In syntax * I want that he comes here

In pronunciation * Fignisicant for „significant‟;

In morphology * Get upping for „getting up‟

In syntax * He is a dear to me friend.

In lexicon * Key car for „car key‟

An error may vary in magnitude. “It can include a phoneme, a

Another expert who discusses the sources of error is Richards‟s

a. Interference that is an error resulting from the transfer of

b. Overgeneralization, that is an error caused by extension of target

c. Performance error, that is unsystematic error that occurs as the

d. Markers of transitional competence, that is an error that results

e. Strategy of communication and assimilation that is an error

Richards in another article “A Non-Contrastive Approach to Error

who I saw him violates the limitation on subjects in structure with

Brown said “causes of error as sources of error and he classifies into 4

The second cause of errors is Interlingual transfer. It is the transfer

follows logically from the tenets of learning theory. As learners‟

Negative intralingual transfer, or overgeneralization, has already

The third cause of errors is context of learning. “Context” refers, for

Communication strategies were defined and related to learning

From Cause of Error above, the writer concludes if the Cause of