AN ANALYSIS OF STUDENTSÂ’ ERRORS IN WRITING RECOUNT TEXT AT THE SECOND GRADE OF SMP PGRI 04 KALIPARE
| Main Author: | ANGGRAENI, LENA |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/21893/1/jiptummpp-gdl-lenaanggra-42640-2-chapter-i.pdf http://eprints.umm.ac.id/21893/2/jiptummpp-gdl-lenaanggra-42640-1-1-pend-n.pdf http://eprints.umm.ac.id/21893/ |
Daftar Isi:
- Recount text is one of the types of writing. It recalls and reconstructs events, experiences and achievements from the past in logical sequences. Some recounts will be purely informative, while others will aim to both inform and entertain. Students demanded to know how to write sentence and paragraph correctly with good vocabulary and grammar. In SMP PGRI 04 Kalipare, recount text is taught at second grade. Unfortunately, the students made errors in writing recount text and their score still lower than the KKM. Error may occur as students learn English as second language. Error in writing skill is the most potential one to occur since writing is known as the most complex skill in English. The purpose of this study is to analyze the error that the students made and to find out the dominant error that the students at second grade of SMP PGRI 04 Kalipare usually make in writing recount text in academic year 2014-2015. This study used qualitative research design because the data was collected in the form of words (text) from participant, and the writer makes interpretation of the meaning of the data. The data were retrieved from studentsÂ’ writing at second grade of SMP PGRI 04 Kalipare. Based on the result, the writer found that the students still made all of error types under the heading of surface strategy taxonomy; addition error, omission error, misformation error, and misordering error. The error types that were indentified in the studentsÂ’ writing were ranked for the surface strategy taxonomy, errors in addition amount to 69 errors, omission 158 errors, misformation 191 errors, and misordering 60 error. The dominant error was misformation. Teachers should take necessary instructional steps as a follow-up to improve studentsÂ’ grammar competence, without leaving the importance of spontaneity and overall meaning in writing.