Interlanguage Errors In Writing Descriptive Text Made By Eight Grade Students Of SMP N 2 Gatak Sukoharjo In 2014/2015 Academic Year
Daftar Isi:
- This study aims at describing the interlanguage errors in decriptive text made by eight grade students of SMP N 2 Gatak Sukoharjo, identify the types of mhorpological errors, syntactical errors and discourse errors, describing the freqwency of each type of errors, explain the dominant type of error, and identify the source of error. The type of this reseach is descriptive qualitative reseach. In collecting the data, the writer uses elicitation technique and documentation. The data are analyzed using error analysis theory based on surface taxonomy strategy and linguistic category taxonomy by James (1998) there are steps to collect data, namely: the writer gets the data by asks the students to produce descriptive text, the writer identify the errors sentence production, the writer classifies all of the errors sentences of the student‟s composition based on the type of errors, the writer writes all the errors sentences into a list and used them as the data. The collected data are analyzed by using Selinker interlanguage theory, Carl James, Brown, and Corder the notion of errors, Dulay, Burt and Kharasen classification of errors theory, Eberton, Norrish describing the freqwency of error, Brown, Norrish, and Richard source of errors theory. The results of the reseach show that the eight grade students of SMP N 2 Gatak still make 406 errors in their composition. The writer finds the errors from 47 texts production made by the students, there are three classifications of error based on the combination of linguistic category and surface strategy taxonomy, there are: Morphological Errors 39,90% which cover: Omission of („s) as Possessive Marker 16,00%, Misspelling 15,51%, Omission of (-s) as Plural Marker 3,94%, False Friends 2,70%, and Code Switching (The Use of Indonesian Word) 1,72%., Syntactical Errors 55,42% covering: omission of BE as Full Verb 19,95%, addition of BE 8,37%, Miselection of Pronoun as Subject 7,63%, Omission of Pronoun as Subject 1,47%, Omission (-s) of Verb for third person in singular 4,18%, Miselection of Verb form 3,94%, Addition of Article 2,95%, Omission of Preposition 2,46%, and Misordering 1,97%., Discourse Errors are cohesion error from reference 4,68%, and text structure errors which covers 27 texts production. The dominant errors found is omission of Be as full verb in syntactical errors with total number of errors are 81 errors or 19,95% of errors. The reseacher also finds 2 dominant source error, namely: Interlingual transfer and intralingual transfer. The result of this study is that most of the students still make errors in expressing their ideas. Therefore, there is necessity of remedial teaching.