AN ANALYSIS OF STUDENTS’ ERRORS IN WRITING RECOUNT TEXT (A Case Study at the Second Grade of SMP Negeri 2 Sumberrejo Bojonegoro)

ALFRIDA, RIYANI NURUR (2019) AN ANALYSIS OF STUDENTS’ ERRORS IN WRITING RECOUNT TEXT (A Case Study at the Second Grade of SMP Negeri 2 Sumberrejo Bojonegoro). Other thesis, IKIP PGRI BOJONEGORO.

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Abstract

ABSTRACT Firda, Riyani Nurur Al. 2019. An Analysis of Students’ Errors in Writing Recount Text (A Case Study at the Second Grade of SMP Negeri 2 Sumberrejo), Skripsi, English Education Department, Faculty of Languages and Arts Education, IKIP PGRI Bojonegoro. Advisor I Chyntia Heru Woro Prastiwi, M.Pd., Advisor II Fitri Nurdianingsih, M.Pd. Keywords : Errors analysis, students’ errors, writing, recount text. The objectives of the study were to know the most common errors made by the second grade students of SMP Negeri 2 Sumberrejo in recount text writing, and to know the sources of errors. The method which used in this research was a case study included as qualitative research. The instrument of collecting data used by the researcher was writing test. The subject of study was students’ personal writing recount texts about their life experience. The students’ recount texts were analyzed by referring to Azar classification and Brown theory on sources of errors. The result showed that the total number of error is 420 errors. The threemost common errors were “verb tense” which was shown through 87 errors or 20.71%, followed by “spelling” which appeared in 77 times or 18.33% and then “capitalization” with the number of error is 71 or 16.7%. Regarding the sources of errors, the major sources of errors was “interlingual transfer” with the number is 174 or 41.43% source of error, “intralingual transfer” with the source of error is 119 or 28.33%, and “context of learning” with the source of error is 112 or 26.67%. Furthermore, the results suggested that the errors were suspected because they were still internalizing the difference tenses, verb changing, and their logical thinking. It means that the most common errors made by the students derived from intralingual transfer.

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