Vera Maulida S

AN ERROR ANALYSIS ON THE STUDENTS NARRATIVE WRITING A CASE STUDY OF THE SECOND YEAR STUDENTS OF

SMK LA TANSA THE 2008- 2009 ACADEMIC YEAR

A PAPER

Submitted as Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

by

VERA MAULIDA SAGITA 0501065163

THE STUDY PROGRAME OF ENGLISH EDUCATION THE DEPARTMENT OF LANGUAGE AND ART EDUCATION THE SCHOOL OF TEACHER TRAINING AND EDUCATION

THE UNIVERSITY OF MUHAMMADIYAH PROF. DR. HAMKA JAKARTA

2010

ABSTRACT

VERA MAULIDA SAGITA. Student Identity: 0501065163. An Error Analysis On Students Narrative Writing A Case Study At Second Year Students Of SMK La Tansa Banten The 2008- 2009 Academic Year. Paper, The Study Program of English Education, The Department of Language and Arts Education, The School of Teacher Training and Education. The University of Muhammadiyah Prof. DR. HAMKA, Jakarta, 2010.

The purpose of this study is knowing the most typical errors done by the second year students of SMK La Tansa Banten. The writer used writing test in guiding this study. To differentiate between errors and mistake, the writer used the students narrative writing in this study. The students did the same test on the different day. The writer collected, corrected, and underlined the mistake of students narrative writing. After getting the data, then the writer analyze the errors based on the grammatical aspects.

Based on the study, the most typical error done by the second year students of SMK La Tansa Banten is in verb tense on percentage 17.9 % because most students forgot using the simple past when they wrote narrative writing. The second and the third typical errors done by the students are word choice and capitalization on percentage 16.5 % and 14.2 %. The errors are mostly made because of their lack of grammar rules and lack of knowledge in foreign language learning. It means intralingual transfer and interlingual transfer are the most typical source of errors.

ACKNOWLEDGMENTS

Alhamdulillahirobbilalamin, the writer would like to say thank to our

God Allah SWT, the most Gracious and the most Merciful, who has given us

much mercy until the writer can finish this paper. Lets greetings and shalawat to

our prophet Muhammad SAW the perfect man and the best leader in the world,

who had brought us from the darkness to the lightness.

In this moment, the writer also would like to say thank the following

people who have supported, motivated, and prayed the writer in finishing this

paper by the title An Error Analysis on Students Narrative Writing a Case Study

at Second Year Students of SMK La Tansa the 2008- 2009 Academic Year.

Those people are:

1. Suharno and Marsiyah, the writers parents who have supported

spiritually. H. Sofwani Rosad and Hj. Siti Saadah, the writers parents in

law. Thanks for the pray that given to the writer.

2. Pipin Zaenal Arifin S.Pd.I, the writers husband who has supported

materially and spiritually. Aira Arifatunnisa El- Syifa, the writers child

thank for motivation. Faizal and Fachry, the writers brothers who have

helped and spent the time.

3. Martriwati, M. Pd., the writers advisor who has given a lot of time,

advice, and guidance to the writer in her writing process.

4. Martriwati, M. Pd., Head of Faculty Language Education Department of

Language and Art Program, University of Muhammadiyah

Prof. DR. HAMKA, Jakarta.

5. Drs. Siswana, M.Pd. Secretary of Faculty Language Education Department

of Language and Art Program, University of Muhammadiyah Prof. DR.

HAMKA, Jakarta.

6. Epi, Nina, Novi, Hendri, Iswahyudi, Teti, the writers sister and brother in

law. Then, for all my friends that I havent mention one by one. Thanks for

you all.

The writer is sure that the paper is far from perfect and hopes it would be

useful for herself and all of the readers.

Jakarta, February 2010

The writer

TABLE OF CONTENTS

ABSTRACT i

ACKNOWLEDGMENT ....... ii

TABLE OF CONTENTS .. iv

CHAPTER I INTRODUCTION

A. The Backgroound of the Study ........ 1

B. The Limitation and Formulation of the Study . 4

C. The Objective of the Study . 4

D. The Method of the Study 5

E. The Organization of the Study ....... 5

CHAPTER II THEORETICAL FRAMEWORK

A. Error Analysis 6

1. The understanding of error .. 7

2. The differences between error and mistake.. 9

3. The types of error.... 10

4. The sources of error .... 11

5. The procedure of error .... 13

B. Writing 14

1. The understanding of writing .......... 14

2. The kinds of writing 16

3. The process of writing ... . 19

CHAPTER III RESEARCH METHODOLOGY

A. Purpose of the Research 20

B. Place and Time of the Research 20

C. Population and Sample of the Research 20

D. Instrument of the Research 20

E. The Method of the Research . 21

F. The Technique of Data Analysis .. 21

G. Research Procedures 22

CHAPTER IV RESEARCH FINDINGS

A. Data Analysis.. 23

1. The Errors in the Grammar Aspects .. . 23

2. The Resources in the Grammar Aspects . 23

B. Data Interpretation .... 55

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ....... 58

B. Suggestion ... 59

REFERENCES .. 60

APPENDICES ... 62

A lightening life is for succes in the lifeA lightening life is for succes in the lifeA lightening life is for succes in the lifeA lightening life is for succes in the life

Who can use the time effectivelyWho can use the time effectivelyWho can use the time effectivelyWho can use the time effectively

Spread your ambition in your handSpread your ambition in your handSpread your ambition in your handSpread your ambition in your hand

Resign the word with your idResign the word with your idResign the word with your idResign the word with your idea in your brain..ea in your brain..ea in your brain..ea in your brain..

Where there is a will,,,Where there is a will,,,Where there is a will,,,Where there is a will,,,

There is a way!! There is a way!! There is a way!! There is a way!!

CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is the most sophisticated and remarkable communication

device. It is imposible to communicate without language. Lock states,

Language is the method of human communication, consisting of words either

spoken or written.1 Through the language people can easily share their

feelings, ideas and emotions, either spoken or written expression. In other

word, language helps people to socialize to others.

In this era, English is one of the international languages that is used by

many people in the world and in many areas of everyday life. As an

international language, English is very important and has interrelationship

with various aspect of life owned by human being in Indonesia. English

considered as the first foreign language and taught formally from elementary

school up to university level. Therefore, using English is the easiest way to

communicate with people from other countries about many aspects in human

life such as technology, economy, social, politics and also the relation

establishment with other nations.

In the English language teaching, objective of instruction is commonly

divided into four language skills that must be mastered by students, namely:

listening, speaking, reading and writing. People use it to understand their

1 Graham Lock. Fungtional English Grammar: An Introduction for Second Language Teacher

(Cambridge: Cambridge University Press, 1997), p. 219

world through listening and reading and to communicate their feeling, need,

and desires through speaking and writing. By having more knowledge about

language skill they have much better chance of understanding and being

understood and getting what they want and need from these around us.

Writing is important skill for students because writing is a process of

discovering and organizing new ideas and in order to find out what they think

about, as Reynolds states, Writing is a way to discover new thoughts and new

ideas.2

Based on the writers experiences, there are some problems found in the

field when giving writing materials to the students. The first problem is that

the students writing is not comprehensible, because the content of the

composition is not relevant to the topic, the ideas are not clearly stated, the

ideas and sentences are not well organized. The second problem is that there

are many errors in vocabulary, grammar, and spelling. Another problem is the

students have low motivation and are not interested in doing the task since the

writing activities are difficult to do. Usually, the students are asked to write

sentences and paragraphs without being given some clue so that it is difficult

for them to express their ideas on a piece of paper.

Beside that, the students have difficulty at telling their experience. This

is because writing is difficult for them since they have to master enough

vocabulary, spelling, and grammar. In connection to writing is a difficult,

2 Audrey L. Reynolds. Exploring Written English A Guide for Basic Writers (Canada: United

States of America, 1983), p. 4

Nunan states,

It has been argued that learning to write fluency and expressively is the most difficult to the macro skills for all languages users regardless of whether the language is question is a first, second or foreign language.3

Considering the statements above, there are several factors which make

the students get difficulty in learning writing skill. Most of the students think

writing is difficult skill to perform, since there are differences in spelling and

pronouncing the grammatical system and the use of vocabulary. Because of

those problems, students sometimes make errors when they write English.

This errors could affect the content of their writing as a result. The reader

would be confused or might not understand students writing, so their message

would not be conveyed well to the reader.

Based on previous background above, the writer is eager to analyze the

English writing errors. Those problems also made by SMK La Tansa students

through error analysis. The writer has limited the focus only on the second

year students witing errors.

Making errors during learning English language is a natural process. It

is normal because learning the second language is a process which involves

the making of mistake, even errors. However, it cant be neglected. The

teachers should be aware of this issue and do something to avoid their students

make the same errors. One of the strategies to prevent the students from

making the same error is by analyzing the learners error it self.

3 David Nunan. Designing Task for the Communication Classroom (Cambridge: University Press,

1989),p. 36

Based on the problems above, the writer is eager to analyze the writing

errors made by the students. By doing errors analysis that students make, the

writer can identify the students error. Beside that the teacher could do the

remedial for his students. Hopefully by doing so, students will not make the

same errors anymore in the future.

B. Limitation and Formulation of the Study

To make this research easy to understand, the writer limits the

discussion on the errors made by the second year students of SMK La Tansa

Banten on English narrative writing. The students acquisition in English

narrative writing will be obtained from the result of test given by the writer.

Based on the background of study above, this study tries to answer the

following question What kind of typical error is generally done by the second

year students of SMK La Tansa Banten in their writing?

C. The Objective of the Study

The objective of this study is the writer wants to find out the typical

errors made by the second grade students of SMK La Tansa Banten on

English narrartive writing. This study is also to find out the kinds of resources

that the students have made on their English narrative writing.

D. The Method of the Study

To support the discussion, the writer takes field research by visiting the

school to give test about English narrative writing to the second grade students

of SMK La Tansa Banten. Then the writer analyzed the errors made by

students.

E. The Organization of the Study

This paper is divided into five chapters. The first chapter is introduction,

which includes background of the study, limitation and formulation of the

study, the objective of the study, the research method, and the organization of

the study.

The second chapter is theoretical framework. This chapter is divided

into eight sub chapter. The first sub is talking about error analysis, which

includes understanding of errors, differences between error and mistake,

sources of error, procedures of error analysis, types of errors, understanding of

writing, the kinds of writing and the process of writing.

The third chapter is the research methodology, it is divided into five

parts. Part one are purpose of the study. Part two place and time of the study,

part three population and sample of the study, part fourth instrument of

research and the last part the technique of data analysis.

The fourth chapter is research finding, including data description and

interpretation.

The fifth is the last chapter, consisting of conclusions and suggestion.

CHAPTER II THEORETICAL FRAMEWORK

A. Error Analysis

The study of learners error is called error analysis. It is a way of

looking at error made by the learners of the target language. Error analysis is

an invaluable source of information to teacher. It provides information on

students error,which in turn helps teachers to correct the students error, and

also improves the effectiveness of their teaching. In other words, errors give

signs to teachers and researchers whether the learning process is success or

not. Accoding to Brown, A learners errorare significant in (that) they

provide to the researcher evidence of how language is learned or acquired,

what strategies or procedures the learner is employing in the discovery of the

language.4

Therefore, teachers must find out the typical errors made by the

students. The process to find out those errors is error analysis. According to

Ellis cited by Tarigan,

Analisa kesalahan berbahasa adalah suatu prosedur kerja, yang biasa digunakan oleh para peneliti dan guru bahasa, yang meliputi pengumpulan sampel, pengidentifikasian kesalahan yang terdapat dalam sampel, penjelasan kesalahan tersebut berdasarkan penyebabnya, serta pengevaluasian atau penilaian taraf keseriusan kesalahan itu.5

4 H. Douglas Brown. Principle of Language and Teaching. 4th Ed. (New York: A Person

Education Company, 2000). P.217. 5 Henry Guntur Tarigan dan Djago Tarigan. Pengajaran Analisa Kesalahan Berbahasa.

( Bandung: Angkasa, 1990) p.68.

As the writer knows, the error analysis is an activity to analyze at once

to know the types of errors that students made in language teaching.

According to Corder, Error analysis is not applicable only to the

language of second language learners.6 Error analysis is not only for second

language learners, but also applicable to first language learners.

Ellis also stated, Error analysis (EA) was one of the first methods used

to investigate learner language.7 As the first methods, error analysis was

effective methods in learning the second language. Error analysis constituted

the first serious attempt to investigate learner language in order to discover

how learners acquire an second language.

From all the statements above, the writer can say that error analysis is a

tool to help researches to analyze the error made by the students in order to

know the students mastery in this case about their language ability. The goals

of error analysis are to know the causes of errors made by the students and to

correct the errors that learners made. So it can prevent or even avoid the

students to do the same error in the future. Error analysis also involves some

procedures such as collecting samples of learner language, identifying the

errors, classifying the errors, explaining the errors, and evaluating the errors.

1. The understanding of error

According to Tarigan in his book, Kesalahan tidak hanya sebagai

sesuatu yang tidak dapat dielakkan tetapi juga sebagai bagian yang

6 S.P. Corder. Error Analysis and Inter Language. (Walton Street: Oxford University Press,1981),

p. 16 7 Rod Ellis.The Study of Second Language Acquisition. (New York: Oxford University Press,

1994),p.68.

penting dari suatu proses belajar bahasa.8 In language learning process,

error is one of the good methods to know the students competence. Error

happens because of competence error. Usually error happens consistently.

According to Dullay, Errors are the flawed side of learner speech

or writing. They are those parts of conversation or composition that

deviate from some selected norm of mature language performance.9

Furthermore, the learners often made errors and mistake in their

tasks. There is something wrong in norms of language performance,

making of errors is so unavoidable in learning process. Besides, making of

errors is one part of learning and no one can learn without making errors.

Brown stated, An error, a noticeable deviation from the adult

grammar of a native speaker, reflects the competence of the learner.10 It

means an error comes because the differences of grammar between the

native speaker and learner. An error also reflects the learners competence.

Based on the statements above, the writer concludes that error is

one part of learning process. Error also reflects the learner competence

and can help the teacher to know the most typical that student made. This

method important for learner evaluation in learning process.

8 Henry Guntur Tarigan dan Djago Tarigan. op.cit. p.75.

9 Heidi Dullay. Language Two (New York: Oxford University Press,1982) p.138.

10 H. Douglas Brown. Loc cit.

2. Differences between error and mistake

When talking about error, may also think about mistake. Error and

mistake are not the same, it is crucial to make distinction between error

and mistake. Technically, error and mistake are different, but most people

still misunderstand about the definition of both. To clarify it, Hubbard

stated, Error caused by lack of knowledge about the target language

(English) or by incorrect hypothesis about it, while mistakes caused by

temporary lapses or memory, confusion, slips of the tongue and so on.11

Another way to differentiate between error and mistake is if the learners

can correct themselves it is probably mistake, but if they cant it is an

error.

The mistake refers to a performance error which characteristically

be unsystematic. Moreover, something it happens because of the learners

unawareness, fatigue, and excitement. It is also caused by the limited time

given to the learner in finishing the task. Furthermore, the learners who

made mistakes are able to recognize it and correct it by his self. Tarigan

stated, Mistake (kekeliruan) biasanya dapat diperbaiki oleh para siswa

sendiri bila yang bersangkutan lebih mawas diri, lebih sadar atau

memusatkan perhatiannya.12

11 Peter Hubbard. et al..A Training Course for TEFL (New York: Oxford University Press, 1993),

p.134 12

Henry Guntur Tarigan. Pengajaran Analisis Kesalahan Berbahasa. (Bandung: Angkasa,1988), p.75

In contrast, error is systematic. It is occurred consistently. The

errrors cannot be self- corrected, because it reflects the learners weak

competence in the target language.

3. Types of Error

Error can be classified into many types, for example it is classified

based on linguistic or nonlinguistic category, taxonomies aspect or

descriptive classification. However, in this case, the writer classifies the

error based on grammatical aspect on Betty Schrampher Azar. Points of

view they are;

1 SINGULAR- PLURAL He have been here for six month.

He has been here for six months 2 WORD FORM I saw a beauty picture. I saw a beautiful picture. 3 WORD CHOICE She got on the taxi.

She got into the taxi. 4 VERB TENSE

He is here since June. He has been here since June

5 ADD A WORD I want _ go to the zoo. I want to go to the zoo.

6 OMIT A WORD She entered to the university. She entered the university.

7 WORD ORDER I saw five times that movie. I saw that movie five times.

8 INCOMPLETE SENTENCE I went to bed. Because I was tired. I went to bed because I was tired.

9 SPELLING An accident occured. An accident occurred.

10 PUNCTUATION What did he say.

What did he say ? 11 CAPITALIZATION

I am studying english. I am studying English.

12 ARTICLE I had a accident . I had an accident .

13 MEANING NOT CLEAR He borrowed some smoke. (?????)

14 RUN-ON SENTENCE My roommate was sleeping, we didnt want to wake her up. My roommate was sleeping. We didnt want to wake her up.13

4. Sources of error

Basically, errors occur for many sources. In this case, Brown

determines the sources of error into four types. They are interlingual

transfer, intralingual transfer, context of learning and communication

strategies.14

a. Interlingual transfer

Interlingual transfer is error that caused by transference of a

mother toungue to a target language. Many students often use a word,

speling, the form of phrasal pattern on their mother tounge in writing a

target language. Sometime they use DM (Diterangkan-Menerangkan/

Modified-Modifying) instead of the MD ( Menerangkan- Diterangkan/

Modifying-Modified ) for example :

13 Betty Schrampfer Azar. Understanding and Using English Grammar. (Binarupa Aksara:

Prentice Hall, 1993),pp.29-30 14

H. Douglas Brown. Op.cit. pp.223-227

He got on the bus to He got in to the bus

I bought a jeans blue new to I bought a new blue jeans

Finaly I go there to Finally I go there

b. Intralingual transfer

Intralingual transfer is error which caused by differences of

structure rules of target language. On other words, the error because of the

students minimum of knowledge in their target language. For example :

He is writes a letter instead of He writes a letter

They are think instead of They think

He ^ from instead of He is from

c. Context of learning

Context that refers to the classroom materials. With its caused by

differences between the teacher or the textbook material in second

language learning. So, because of that the students often make error, they

confused from the teacher explanation and presentation of structure in a

textbook. Two vocabularies presented contigously. For example :

When and Went

Jocking and Jogging

I like english lesson and I like English lesson

d. Communication strategies

Communication strategies are related to learning style. There are

different style of commucation strategis in second language learning.

Usually learners use their mother tounge in target language

communication.

For example :

I dont go to school. Because of the rain instead of

I dont go to school because of the rain

I and my friends instead of My friends and I

5. Procedure of error

According to Corder in Ellis book, there are five procedures in

doing error analysis, they are:15

a. Collection of a sample of a learner language: collecting the data

and sample that has been done by the students.

b. Identification of errors: after the data has been collected, then

identify the errors that made by the students.

c. Description of errors: make a brief definition of errors that usually

done by the students.

d. Explanation of errors: explain and show the errors that had been

made and try to explain them.

e. Evaluation of errors: evaluate or correct the errors in students

production.

In the other hands, Tarigan mentions six procedures of error

analysis, they are:

a. Mengumpulkan data. b. Mengidentifikasi dan mengklarifikasi kesalahan. c. Memperingkat kesalahan.

15 Rod Ellis. The Study of Second Language Acquisition. (China: Oxfod University Press, 1994), p.

48

d. Menjelaskan kesalahan. e. Memprakirakan atau memprediksi daerah atau butir kebahasaan

yang rawan. f. Mengoreksi kesalahan.16

Between two theories above, there was different steps between

them. Tarigan mention memperingkat kesalahan in third step, but in

Corders theory not mention it. Then, between two theories the writer

chooses Corders steps of error analysis as the procedures.

B. Writing

In learning language, there are four skills: listening, speaking,

reading, and writing. No body seems to like writing. Many learners say it

is boring, or that they make too many mistake, or simply dont know what

to write. Writing is partly a talent, but mostly a skill, and like any skill, it

improves with practice. Writing is also an action- a process of discovering

and organizing ideas, putting them together, reshaping and revising them.

Most students thinks that writing is the most difficult subject. In

learning writing subject and need hard work to learned it. McCLELLAN

said, Writing is the most difficult; it is hard work.17

1. The understanding of writing

McCLELLAN also stated, Writing is a method of expressing

ideas about any subject content; it appears in classrooms everywhere and

therefore, must be the concern of every teacher.18 Writing is one of

16 Henry Guntur Tarigan. Op. cit. p. 71

17 IRIS McCLELLAN TIEDT. Writing From Topic to Evaluation. (London: Northern Kentucky

University, 1989), p.6 18

Ibid. p.1

English skill and one method that express ideas. Teachers and students

must be familiar with many types of writing it appears in the classroom or

everywhere.

According to Wardhany, Writing is basically a process of

communicating something (content) on paper to an audience. It the writer

has nothing to say, writing will not occur.19 Basically writing can use for

the speaker performance who nothing to say before he speak to an

audience.

Mc CLELLAN said, Writing is one way of expressing what we

think.20 Writing can use to lead an idea or something in our brain. For

example when we have a problem, we can share by writing.

Mc CLELLAN also said, Writing is a way of learning in all

classroom.21 Teachers need to see writing as a way of communicating

thought in any subject area. Teachers also need to develop realistic

expectations for writing as a way of learning and to discover how to

create criteria for each writing activity with their students.

From the statements above, the writer perceived that writing as a

way of expressing thinking also a performance process. By writing also

can communicate something or content on paper. Writing skill should

grow along with learning and thinking in every classroom.

19 E. Nilla Tramo Wardhany, M.A. Developing Writing Skill. (Jakarta: Departemen Pendidikan

Nasional Direktorat Pendidikan Menengah Umum, 2003), p.1 20

IRIS McCLELLAN TIEDT. Op. cit., p.2 21

Ibid., p. 7

2. The Kinds of Writing

To arrange writing, there are some kinds of writing. According to

Edward, the kinds of writing can be divided into:22

a. Narration

Narration is that form of discourse which tells a story or gives an

account of an event.23 Then, the narration means tell something happen

based on the sequence of time. On the other word, narration is writing

something that like tells a story. For example:

One day, I was at a party when somebody dared me to go into the bedroom in the basement, turn off the lights, and close the door. I had stayed there for five minutes. After about a minute, the lights started flicker on and off. I was sure it was one of my friends playing a trick on me. About the thirdtime the lights flickered, I noticed a beautiful girl in the mirror and her hand was reaching toward me. I heard a voice but I had a hard time to understand. I finally realized that the girl was uttering, Beware, hes coming. I felt a tap on my back and all of a sudden, she was gone. I ran out screaming and my friends made fun of me. The next night when my family was asleep, it rained so heavily and my cat, Rosie, was dead.24

b. Description

Description is that form of discourse which presents a verbal

picture of person, a place, a thing, or a scene- an image in the mind of the

listener or reader.25 It is used to create a visual image of people, place,

22 Edward P. J. Corbitt. The Little Rhetoric and Handbook with Readings. (Glenview: Scott,

Foresman and Company, 1983), pp. 173- 211 23

Ibid., p. 173 24

Th. M. Sudarwati and Eudia Grace. Look Ahead An English Course. ( Ciracas, Jakarta, Erlangga 2007), p. 67 25

Edward P. J. Corbitt. Op. cit. p. 185

even of units of time-days, or seasons. It may tell about their traits of

character or personality. Examples of descriptive writing commonly

appear in mail- order catalogues, in reports of various kinds, and in

advertisements. Descriptive passages are very common in novels and short

stories too.

However, the purpose of written description is the reader can see

what the writer sees, hear what the writers hears, smell what the writer

smells. For example:

A tornado is a powerful, twisting wind storm. It is one of the most destructive storms on earth. A tornado is also called a waterspout. A tornado is a long cloud which comes down from the sky. It is shaped like a funnel and consists of wind which whirls around and around extremely fast. In fact, the wind can reach a speed of more than 900km per hour.26

c. Exposition

Exposition is used in giving information, making explanations, and

interpreting meanings. It includes editorial, essays, informative and

instructional material.27

Then, exposition means just only explains about something or

giving information. Edward states exposition is that form of discourse

which informs, explains, or instructs.28 To explain a process well and

clearly. Fo example:

26 Ibid. p.27

27 George E. Wishon and Julia M. Burks.Lets Write English. (Litton Educational Publishing:

1980) Inc.h.,p.382 28

Edward P. J. Corbitt. Op. cit. p. 195

And every night, about midnight I turned the latch of his door and opened it oh, so gently! And then, when I made an opening sufficient for my head, I put in a dark lantern, all closed, closed, so that no light shone out, and then I thrust inmy head. Oh, you would have laughed to see how cunningly I thrust it in! Imoved it slowly, very, very slowly, so that I might not disturb the old manssleep. It took me an hour to place my whole head within the opening so far that Icould see him as he lay on his bed.and then, when my head was well in theroom, I undid the lantern cautiously- oh, so cautiously (for the hinges creaked)- Iundid it just so much that a single thin ray fell on the vulture eye.29

d. Argumentation

Argumentation is used in persuading and convincing. It is closel

related to exposition and is often found combined with it. Argumentation

is used to make a case or to prove or disprove a statement or

preposition.30

Thus, argumentation is made to convince the reader by giving

some argument and sometimes supported by some evidence which agree

or disagree about one case. For example:

Moon tracking is a new science-sport. Great scientists are already in the game, and thousands of a mateurs are entering it. When the first manufactured moon was launched, the game got under way in earnest. Then radio amateurs, photographers, and observers in large numbers began to record the orbiting of artificial satellites.31

29 Ibid., p.382

30 Ibid.,p.383

31 George E. Wishon and Julia M. Burks. Loc cit.

3. The Process of Writing

Writing is not a simple process, it is a hard work. Sometimes,

students can not communicate their ideas systematically to others in a

written language. They think that their writing is bad and ineffective.

Actually, a witer requires time and some process to make an effective

good writing.

To make effective writing, the students should know some steps to

make a good writing. In his book, Langan proposed some steps to make

an effective writing which can be seen below:

a. A writer should decide first what the general idea of his writing is.

b. Supporting his general idea with some specific details.

c. Organizing and connecting each specific detail in his witing.

d. Checking the draft from sentence- skill mistake.32

32 John Langan. English Skills. (New York: Mc Graw- Hill, Inc., 1977), pp.5-25

CHAPTER III RESEARCH METHODOLOGY

1. Purpose of the Research

The purpose of study in this research is to know the errors made by

the second grade students of SMK La Tansa Banten in their writing test.

The writer wants to know the most typical errors and the most sources of

error that students made.

2. Place and Time of the Research

This research took place at SMK La Tansa Banten which is located

on Parakan Santri Lebak Gedong, Lebak Banten. The test was given to

the students on Sunday, August 23rd, 2009 and on Thursday, August 27th,

2009.

3. Population and Sample of the Research

The populations of the research is all students of the second grade.

There are two classes in the second grade. The population in these classes

are 40 students. Because the population is homogeneous, the sample taken

is only one class. It consists of 20 students. The writer uses a random

sampling to get a representative data.

4. Instrument of the Research

To obtain the data in this research, the writer gave a narrative

writing test to the second grade students of SMK La Tansa Banten. The

text is about their last holiday activities.

5. The Method of the Research

The method in this research is qualitative and quantitative method

where qualitative describe about the most typical error and sources of

error, then quantitative making the percentage of it. The writer will

analyze the errors by collecting the data through a narrative writing task to

the students. The students errrors in the writing narrative task will be

analyzed by the writer as the data. The writer also will find the sources of

the errors that have been made by the students.

6. The Technique of Data Analysis

The technique of data analysis that the writer used in this research

is the data tabulation of sample to have the research findings. The result

of the total errors would be percentage which the writer used formula as

follow :

P = F/N x 100%

Note:

P = Percentage

F = Frequency of error the occurred

N = Number of sample.33

33 Prof.DR.Sudjana MA.,M.Sc. Metoda Statistika.(Bandung: Tarsito, 2001),p. 47

7. Research Procedures

By doing the research, the writer used some steps for collecting the

data. The following steps:

a. The first, the writer had a meeting with the headmaster talking about

the porpuse;

b. Second, getting some information from the English teacher such as the

abilitty of students writing skill, the material have been given and the

schedule;

c. Preparing the writing task;

d. Doing the task in the classroom, students wrote about their last holiday

activities;

e. Collecting the data. The writer asks the students to write their narrative

writing in a piece of paper given;

f. Recognizing the mistake. The writer identifying the students mistakes

which have been done by the students;

g. Giving back to the students. Then, the writer asks the students to do

the remedial writing;

h. Collecting the remedial writings;

i. Making classification into students errors types;

j. Describing errors in percentage start from the most difficult with the

high percentage; and the last

k. Writing a report for the paper.

CHAPTER IV

THE RESEARCH FINDINGS

A. Data Analysis

As the writer stated in the preceding chapter, this skripsi discussed the

errors made by the second grade students of SMK La Tansa Banten on

narrative writing. To get the data, the writer gave writing test which focused

on narrative writing.

After collecting the data, the writer describes the identification,

classification, sources of error and reconstruction as follows:

Respondent 1(I)

No. Error Data Error Classification

Source of Error Reconstruction

1. When the last

holiday Word choice Interlingual transfer On the last holiday

2. So we going to

that place

Verb tense Omit a word

Intralingual transfer


We went to that

place

3. For looking some panorama

they are from

the sea, sunset

and teather

Spelling Omit a word

Interlingual transfer


For looking some

panorama from the

sea, sunset and the other

4. So we coming to the beach




We came to the

beach

5. After that we ^ rest for a view

minutes in the

cage

Add a word Spelling Word choice




After that we took

a rest for a few

minutes in the

cottage

6. After ^ rest directly we preparing our

self

Add a word Verb tense Singular plural



Context of learning

After we took a

rest directly we prepared our selves

7. We preparing

our self ^ eat

with some

seafood

Add a word Verb tense Omit a word




We prepared our selves to eat

seafood

8. So we have fill

that seafood is very delicious and spicy because there some chili at the

seafood

Omit a word Word choice



So we felt hat

seafood is very delicious and spicy.

9. We pray together in the

cage

Verb tense Word choice



We prayed together in the

cottage

10. And after pray Word choice Interlingual transfer And then

11. Directly we ^

rest because we have very tired

Add a word Verb tense



Directly we took a

rest because we were very tired

12. In the morning

after wake up

from our sleep

Word choice Interlingual transfer In the morning after waking up

13. We going to the beside of the beach for have fill fresh blow

Verb tense Article

Word choice




We went to beside the beach to make our selves fresh

14. So directly we Word choice Interlingual transfer After that we

preparing our

self

Verb tense Intralingual transfer prepared our self

15. Because at the night my father

must to attend the meeting at

his office

Article

Word order Word choice


Communication strategies Interlingual transfer

Because my father

had to attend the meeting at night

16. And we cant come back

Omit a word Verb tense Word choice




We could not return home

17. Because at my

family just my father which can

drive the car




Because only my

father who could drive the car

18. I just sleep till come back to the home




I slept a long the

way to my house

Respondent 2 (R)



1. In my last

holiday I went to the Jakarta

Article

Omit a word Intralingual transfer


On my last holiday I went to Jakarta

2. At the 06.00 oclock and I until at the 13.00

in the noon

Omit a word Add a word



At 06.00 am until I arrived there at 13.00 pm

3. the next time I

am swimming

Capitalization

Omit a word Context of learning


The next time I

swam

Verb tense Intralingual transfer

4. So I feel that the

beach Verb tense



So I felt that the

beach

5. The beach is very cool and the next time.

Run on sentence

Word choice


The beach were very cool. The next

time

6. I am worked to Ancol




I walked to Ancol

7. I enter to it Verb tense Omit a word



I entered it

8. I feel it very

happy so after

this




I felt it very happy.

9. I went to taman mini

Capitalization Context of learning I went to Taman Mini

10. I feel it very sun Verb tense Omit a word Spelling



Interlingual ttransfer

I felt very fun

11. I feel old working is very

happy and very sun




I felt old working is very happy

Respondent 3 (E)



1. I do my time in last holiday well

Verb tense Article



I did my time on last holiday well

2. With my family

and my friend Run on sentence Communication

strategies With my family

and my friend. Im

Im so happy so happy

3. I and with my parents taked picture

Word order Word choice Article

Communication strategies Intralingual transfer


My parents and I took a picture

4. I studid to comunicaton

Spelling

Word form Interlingual transfer


I studied to communicate

5. By using language how I

used in college

Word choice Interlingual transfer By Engllish as I used to speak in the boarding school

6. We went to beach for taking freshing

Word choice Interlingual transfer We went to beach for refreshing

7. We ^ around beside ^ beach

Add a word Word choice Article




We went around the beach

8. we spoke about Capitalization Word choice

Context of learning Interlingual transfer

We talked about

9. We around beside beach we looked area in beach wonderful

Word choice Omit a word Word order Run on sentence

Article



Communication strategies Communication strategies Intralingual transfer

We around the beach, we looked a wonderful beach.

10. In the evening I was looked ^ sunset and You ^ know?? ^ is

the first time for

me ^

Word choice Article

Punctuation

Add a word Add a word



Context of learning Intralingual transfer


In the afternoon I

was looked at sunset and you had to know? It is the

first time for me to

looked it

11. And the last time. ^ weekend I met with my

friends when in Junior High

School

Punctuation

Add a word Word choice Verb tense Article

Context of learning





And the last weekend I met with my old friends when I was the Junior High

School

12. we spoke about our school now

Capitalization

Word choice Word choice

Context of learning



We talked about our recent school

13. So ^ funny^ Word choice Punctuation

Add a word Article


Context of learning



It was a funny

event

14. And we always keep our

friendship

Word choice Interlingual transfer And we wanted to keep our friendship

15. Because friendship is never die

Omit a word Word form



Because friendship never dies

16. I think so Verb tense Intralingual transfer I though so

17. My friends always ^ support

me

Add a word Intralingual transfer My friends always used to support me

Respondent 4 (Y)



1. I went to bali for holiday with my family

Capitalization

Word order Add a word

Context of learning Communication strategies Intralingual transfer

My family and I went to Bali last

holiday

2. I felt so happy ^

thats time

because I can meet with tourist

Verb tense Article

Verb tense




I felt so happy at

that time because I could meet with tourist.

3. I can spoke ^

english

Capitalization

Verb tense Word choice Add a word

Context of learning




I could practice my English

4. Asked to me Omit a word Intralingual transfer

Asked me

5. Think about Indonesian is heart of world

Word form Article



Think about Indonesia is the heart of the world

6. I think Indonesian is ^ beautiful land

Word form Article


Intralingual ttransfer

I think Indonesia is a beautiful land

7. May be Indonesian is better than other land

Word form Singular plural


Context of learning May be Indonesia is better than other lands

8. I say again Verb tense Omit a word



I said

9. Every things in this world is wonderful

Singular plural Context of learning Every thing in this world is wonderful

10. After

introduction about panorama in Indonesian and he said

Word form Word choice Omit a word Add a word





After introduce about panorama in Indonesia the tourist said good bye

again good bye

11. So happy thats time

Word form Interlingual transfer So happy that time

12. Im and family make the

farrewell party

Word order Verb tense Article

Communication strategies Intralingual transfer Intralingual transfer

Family and I made a farrewell party

13. and in the morning

Omit a word Intralingual transfer In the morning

14. I went to

Lombok for traveling and for picnic want to

know

Omit a word Verb tense



I went to Lombok for picnic

Wanted to know

15. and I ^ not forget gift

something to my

neighbour

Omit a word Word choice Verb tense Spelling





And I did not forget give

something to my

neighbor

16. All my friend come to my

house

Singular plural

Verb tense Context of learning


All my friends came to my house

17. I story with

other about my Experience

Capitalization

Word choice Context of learning


I talked them my experience

Respondent 5 (D)



1. My Holiday Capitalization Context of learning My holiday

2. Going to jogja same my family

I my Holiday

Verb tense Word choice Capitalization Omit a word Capitalization Word order Add a word





My family and I went to Jogja last holiday

3. In jogja Capitalization Context of learning In Jogja 4. My and Family Word order

Capitalization

Communication strategies Context of learning

Family and I

5. Very- very Omit a word Intralingual transfer

Very

6. Happy Because Capitalization Context of learning happy because

7. In jogja is Best city

Capitalization Context of learning In Jogja is best city

8. There is Borobudur ect in jogja my and family ^

Run on sentence

Capitalization

Word order Add a word

Communication strategies Context of learning Communication strategies Intralingual transfer

There is

Borobudur etc. In Jogja my family and I

9. Going to jogja By car But if

you study in the overthere city

Verb tense Capitalization Run on sentence

Word choice


Context of learning Communication strategies Interlingual transfer

Went to Jogja by car. Jogja also the best city for study

10. In jogja Best Capitalization Context of learning In Jogja best 11. Study in the

overthere city

Word choice Interlingual transfer Study in that city

12. your Family

going to jogja Capitalization



Your family went

to Jogja

13. Very- very Happy Best yes

that is pray to

Allah

Omit a word Capitalization

Meaning not clear

Run on sentense


Context of learning Communication strategies Communication strategies

Very happy. It

best for us pray to Allah

14. My Holiday I going to jogja

Capitalization Verb tense


My holiday I went to Jogja

15. I love jogja city Capitalization Context of learning I love Jogja city

Respondent 6 (W)



1. I was going to

the recreation ^

Add a word Intralingual transfer I was going to the recreation place

2. jakarta near at- tin mosque

Capitalization Context of learning Jakarta near At-

tin mosque

3. Learning aBout

our country and its content

Capitalization



Learning about our country

I came to TMII

in the morning

at 10.00 oclock with my family

Word order Omit a word Word choice

Communication startegies Intralingual transfer Interlingual transfer

My family and I came to TMII at

10.00 am

4. With my family

it was my first

time for coming

to there

Run on sentence Communication strategies

With my family.

It was my first

time for coming

to there.

5. All part of Indonesian country

Word form Interlingual transfer All part of Indonesia country

6. You do not need for erounding

Spelling Verb tense Word choice




You did not need to go arround

A day was evening

Word choice Interlingual transfer It was evening

7. So it was my time for went ^

name ^ this

place

Run on sentence

Add a word Communication strategies Intralingual transfer

So it was my time for went home.

Name of this

place

8. Relaxing in my

holiday and beside relaxing the holiday


Relaxing in my

holiday. Beside relaxing, the

holiday

9. I was learning about Indonesian country

Word form Interlingual transfer I was learning about Indonesia country

10. I was very glad to visited this place again, but if there is the

time in the next

Word choice Interlingual transfer I was very glad to visited this place again, I was

proud of this place

Respondent 7 (S)



1. May last holiday Spelling Interlingual transfer My last holiday

2.

To My

grandmother And grandFather

Capitalization Word choice Add a word



To my

grandparents house

3. I looked much animals theris

Word choice Singular- plural


Context of learning

I watched a lot of animals there are

4. Lion, bird, elephent,

crocodile, duck, cow, ect.

Spelling

Singular plural Spelling

Interlingual trasfer


Lions, birds, Elephants,

crocodiles, ducks, cows,etc

5. Very good!! the animals

Punctuation

Run on sentence

Context of learning Communication strategies

Very good. The animals

6. Very cleaver ^ so smart all

animals

understand when its turn up

in the steac and when its not turn

up in the steac

Add a word Word order Run on sentence

Word choice

Omit a word


Communication strategies Communication strategies Interlingual transfer


All animals very

cleaver. They

understood the trainers

instruction

7. And all audience so happy look

this exhibition

Spelling Word choice Omit a word




All audience were interested in watching them

8. This exhibition so after


This exhibition. So after

9. I took the ficture Article Intralingual transfer I took a picture

with the tourist,

and he from Arab

Spelling

Word choice Add a word




with an Arabic tourist

10. And so after that I went to home

Word choice Omit a word



And then I return home

Respondent 8 (N)



1. when last

holiday I go to much

places

I go with my

friend I am traveling

With my famaly

Capitalization Verb tense Word choice Verb tense Verb tense Spelling

Word choice Punctuation







Context of learning

My family, my

friends, and I went to a lot of

places when last

holiday

2. I go to much

places there are

mekarsari ^

when I going to

over there

Verb tense Omit a word Capitalization Verb tense Omit a word Run on sentence





Communication strategies

I went to

Mekarsari. When

I went to there

3. There is many

agenda Singular- plural Context of learning There are many

agenda

4. But I am and my friend ^ not follow ^

competation

Word order Verb tense Article

Communication strategies Intralingual transfer Intralingual transfer

But my friend and I did not follow the compeptation

5. There is much places for play

and so much the games

Singular- plural

Word choice Add a word Singular plural

Context of learning



Context of learning

there were some

interesting places

to play games

there

6. And ^ am too Add a word Intralingual transfer And I am too

7. I am playing

with my sister

and my friend, from morning

until after noun

and to night and am so happy

play with my

friend

Word choice Omit a word Spelling




We played happily a long

day

8. And ^ am very happy

Add a word Intralingual transfer And I am very happy

9. But I ^ not very happy because the last holiday not long time




But I was not

very happy

because the holiday lasted

10. In my last

holiday Article Intralingual transfer On my last

holiday

11. When last

holiday so nice if long time

Word choice Verb tense



My holiday would be different if was much more days

12. There is no my

Brother

Capitalization Context of learning There is no my

brother

Respondent 9 (A)



1. Like PRJ or

usually we call

Jakarta Fair

Verb tense Intralingual transfer

Like PRJ or

usually we called Jakarta Fair

2. I went to

Kwitang for buy a some book

Word form Article

Singular plural



Context of learning

I went to Kwitang

for buying some books

3. My last holiday is very

interesting,

because many time I used it with my family

and my friend




My last holiday was very

interesting,

because I used to be my familly and my friend

4. Many skedjule Spelling Singular- plural


Context of learning Many schedules

5. Many planing for make my

holiday comfortable

Singular- plural Word form


Many plans for

making my

holiday comfortable

6. Like many places at Jakarta

included in my planed

Word choice Interlingual transfer Like visiting my places in Jakarta

7. Many activity Singular- plural Context of learning Many activities

8. I also did my hobby, like




I also did my hobby such as

played computer playing computer

9. Everyday I always turn on

my laptop

Verb tense Intralingual transfer Everyday I always turned on my laptop

10. I like log in my

account in FB




I like logging my

account in FB

11. I also like made a blog and browsing internet

Verb tense Intralingual transfer I also liked making a blog and browsing internet

12. My last hliday is valuable, because many activity can I did than last holiday in last years




My last holiday was valuable, because I could did my last holiday before

13. I hope next holiday can more interesting

than ^ last

holiday

Verb tense Word choice Add a word




I hoped next holiday would be more interesting

than my last

holiday

14. I wanna make

many skedjule Word choice Spelling



I would make many schedules

Respondent 10 (M)



1. My nama Spelling Interlingual transfer My name

2. I come from in

Tangerang

Omit a word Intralingual transfer I come from Tangerang

3. My last holiday I have gone to

kelapa gading lake

Word order Ver tense

Capitalization


Context of learning

I went to Kelapa

Gading lake last holiday

4. when to kelapa

gading lake Capitalization

Add a word Context of learning


When I went to

Kelapa Gading lake

5. I think that ^ place is very

good for refreshing,

why..?!

Punctuation

Verb tense Article



I though that the

place is very good for refreshing,

why?

6. Because Capitalization Context of learning because

7. Happy together

and swimming together and eating together




I could jock swim and eat together

8. When we jocking together dzuhur time is coming and all jobs is stoped. And after dzuhur time we to continue for

takking fish at

lake

Word order Omit a word Run on sentence

Word choice

Communication strategies Intralingual transfer Communication strategies Interlingual transfer

We stop jocking when dzuhur time came to pray,

after that we

continue fishing

on lake.

9. After finishing take fish, I fried it by using

Word choice Omit a word

Interlingual transfer Intralingual transfer

After fishing, I

fried fish and we ate fish together.

fouder and chili after that we eat

all fish we have

been taked.

10. And afternoon is coming and we look a sunset

Word order Omit a word


We look a sunset

in the afternoon

11. And we go to our home

Word choice Add a word



Then we return

home in the

afternoon

Respondent 11 (A)



1.

At my last

holiday I went to The

Salak

Mountain

Article

Omit a word Punctuation

Word order




I went to Salak Mountain last

holiday

2. ^ I saw The

beatiful panorama and so in salak

mountain I ate

With famili after

eating

My stomach is

full

Capitalization

Verb tense Spelling

Word choice Run on sentence

Add a word Omit a word Punctuation

Context of learning






Context of learning

After I arrived there I saw the

beautiful panorama. In

Salak Mountain

we enjoyed, after that we ate

together.

3. I went to The Salak Mountain

Article

Word choice Intralingual transfer


We left for it at

07.00 am

In 07.00 a clock

at the morning

4.

So afeter eating

I and my mamily

Was prepareing

our self went

to the Home

Spelling

Add a word Spelling

Spelling Capitalization

Wor choice





Context of learning


After looking

around we returned hom ein the afternoon

5. I went from Word choice Interlingual transfer I went to

6.

In my treveling I

slept and so I woke up fom

my slept,

Suddnly

Run on sentence

Word choice Spelling

Communication strategies Interlingual transfer Interlngual transfer

I slept on the way

to my home. Then

I woke up when

we arrived home

Respondent 12 (H)



1.

My last Holiday in Bali, when I

went to Bali

Theres some

trouble I got it. I got trouble Like The tire of

my car was

broke.

Capitalization

Capitalization Word choice Verb tense

Context of learning



My last holiday in Bali, on the way

to Bali I got some

troouble. I got trouble like the tire of my

car was broken.

2. But I can

finishing my

trouble.




But I could handle it

3. I went to Bali

Hotel for got

some room. For

I Sleept Moment

Word form Capitalization Run on sentence

Verb tense Singular plural


Context of learning Communication strategies Intralingual transfer Context of learning

I went to Bali

Hotel for getting

a room, for I slept

moment.

4. Tomorrow I

Arround Capitalization Context of learning Tomorrow I

arround

5. For got The best Capitalization Context of learning For got the best

6. Im add My friend is Hunggry

Verb tense Capitalization Spelling Word order




My friend and I were hungry

7.

We went to food cour for buying some food For fill our body

Spelling Omit a word



We went to

foodcourt for buying some food

8. For Hearing The DJ Players, and drunk the Beverages.

Capitalization Article

Capitalization Omit a word

Context of learning Intrallingual transfer

Context of learning Intralingualtransfer

For listening to

DJ and drinking

9. And The last day

Capitalization Context of learning And the last day

10. Buy The Ticket Verb tense Capitalization


Context of learning Bought the ticket

11.

I got Some

Experience from

Bali Island Is The best Holiday. And I seen The

Capitalization

Word choice Capitalization

Verb tense Capitalization

Context of learning


Context of learning


Context of learning

I got some

experience from

Bali Island. It was the best holiday for me

Panorama,

And The Price Experience

Capitalization



And the price experience

Respondent 13 (D)



1.

At my holiday last month, I

have many

experiencies and activities that I

done it well. There are many

activities which

I did it with my family, my

friends, and my My old Friends

Article

Capitalization




My family, my

friends, my old friends, and I did many experiences

and activities on my holiday last month.

2. The Activity of

my holiday that I do with my family is I went

to my

grandmothers house for

visiting her and knowing about her condition

Capitalization Word order Verb tense Omit a word Add a word




My family and I went to visited my

grandmothers house to know

her condition last holiday

3. The activity of my holiday that

Capitalization Omit a word


My friend and I went to lake for

I do with my Friend is we went to the Lake

for Looking the

Panorama so

Beautiful

Add a word Word order Capitalization

Article


Communication strategies Context of learning Intralingual transfer

looking at

beautiful panorama last

holiday

4. We Never Look

it at other time

Capitalization


Context of learning



We had never seen before

5. My holiday with my old friend is we came back to our school when

we school at the

primary school.

Word order Word choice Add a word Omit a word

Communication strategies Interlingal transfer



The following

day, my old friend and I went to our formers

primary school

we went arround it

6. Which there ^ at Add a word Word choice



Which there is in

7. Thats all my

experience and activity

Singular- plural Context of learning Thats all my experiences and activities

Respondent 14 (D)



1. My Last holiday at Beach

Capitalization

Article

Capitalization

Context of learning


Context of learning

My last holiday on the beach

2. When I go ^

beach with our Verb tense Add a word



When I went to

beach

3. Family

At 07.00 A.m oclock

Capitalization


Context of learning


Context of learning

at 07.00 am

4. So I register in hotel after that

Omit a word Verb tense Word order Capitalization



Communication strategies Context of learning

After that I

registered in Hotel

5.

I walking with

our Family for

look sunrise I

think sunrise is

Very beautyfuly From oTher


Word form Capitalization

Add a word Run on sentence


Context of learning


Context of learning



After that we

walked for looking sunrise. I

though the sunrise

was more

beautiful event than others.

6. Wake up From sleept

Capitalization

Spelling

Context of learning


Wake up from

slept

7. I go for magrib praying




When magrib came we prayed

8. We are playing flying fox

Verb tense Intralingual transfer We played flying fox

9. So ^ come to him

Add a word Verb tense Word choice




So I came to them

10. When wake up

From sleept

Add a word Word choice



The next day I woke up

11. I fell very fresh Verb tense Intralingual transfer I felt very fresh

12. I go outside room

Verb tense Add a word



I went outside my room

13. Happy in ^ last holiday

Article

Add a word Intralingual transfer


Happy on my last

holiday

14. I look ^ animal

at beach Word choice Singlar plural Article



I found some animals on beach

15. My father and my mother

calling me. And so come to him

for back to house

Word choice Verb tense Omit a word Word choice





My parents called me to returned home

16. I fell very happy Spelling Interlingual transfer I felt very happy

17. I think This

holiday Capitalization Context of learning I think this

holiday

18. This holiday is my experience

In my LiFe

Verb tense Capitalization Omit a word

Intralingual tranfer


This holiday was experience in my

life

Respondent 15 (M)



1. When my last

Holiday Capitalization Context of learning When my last

holiday

2. I when to peak Word choice Interlingual transfer I went to peak

And when we came every

body brought the bag

Omit a word Word choice Singular plural



Context of learning

When we came,

all of us broughts the bag

3. Elementary school

Capitalization Context of learning Elementary School

4. We gone to peak

with the big Bus Verb tense Omit a word Capitalization



Context of learning

We went there by bus

5. Before that will be meeting In My Home


Omit a word


Context of learning


Before going to

Cibodas we met in my home

6. We did the Praying Dzuhur

Capitalization

Omit a word Word order

Context of learning



We did dzuhur praying

7. And the Agenda Capitalization Context of learning And the agenda

8. We playing any Games

Verb tense Wod choice Capitalization



Context of learning

We played many games

9. chatting with the other

Capitalization Context of learning Chatting with the other

10. We dont forget this Holiday

Capitalization



We never forgot

our holiday

11. Peak Cibodas Raya

Word order Communication strategies

Cibodas Raya peak

Respondent 16 (A)


Sorce of Error Reconstruction

1. At my holiday Article Intralingual transfer On my holiday

2. I gone to the any

place




I went to any

place

3. I go to over there

Verb tense Intralingual transfer I went to over there

4. We are going to Verb tense Intralingual transfer We went to

5. We go after shubuh

Verb tense Intralingual transfer We went after shubuh

6. When I come to Verb tense Article



When I came in

7. Very beutyful Spelling Interlingul transfer Very beautiful

8. I preparing Verb tense Intralingual transfer I prepared

9. I feel very fresh Word form Interlingual transfer I felt very fresh

10. I take ^ rest Verb tense Article



I took a rest

11. After I played at over there. We

preparing

Incomplete sentence

Verb tense


After I played at over there we

prepared

12. For go to the

home. Because

we are feel so

fresh

Verb tense Incomplete sentence

Omit a word



For went home

because we felt so fresh

13. We come to the

home

Verb tense Intralingual transfer We came to the home

14. I go to my

mattres

Verb tense Spelling



I went to my

mattress

15. For sleep because I feel tired

Verb tense Intralingual transfer For slept because I felt tired

Respondent 17 (H)



1. At my last

holiday, I went to my grand father house,

and my grand father house

located at the mountain, and it is very far from

the town.

Article

Word choice Word order Run on sentence


Iterlingual transfer

Communication strategies Communication strategies

On my last

holiday, I went to my grandparents house. Its located at the mountain

far from the town.

2. The air and the water is so pure

in my

grandfather house


In my grandfather house the air and the water is so

pure

3. I love this place so much!

Punctuation Context of learning I love this place so much.

4. What a beautiful place that I ever

seen!

Punctuation Context of learning What a beautiful place that I ever

seen.

5. I must went to my home back


I must went back home

6. I will miss that place so much!

Punctuation Context of learning I will miss that place so much.

Respondent 18 (A)



1. At my last

holiday I went to water park

with our friend and my family

Article




My family, my

friend, and I went to water park last

holiday.

2. I went to them at Word order Communication strategies

I went with them

3. Useding a car ^ I came

Spelling

Add a word Interlingual transfer


Using a car and I came

4. After I came I

ate with our

friend and my family

Word choice Omit a word Add a word Word order





My family, my

friend, and I ate together

5. I around in Spelling Interlingual transfer I arround in

6. I see panorama so beutyful

Word order Spelling

Omit a word



I saw beautiful panorama

7. I play the

swiming with

our friend

Omit a word Verb tense Word choice




I swam with my

friend

8. I Bought the

stect

Capitalization

Word choice Context of learning


I bought the steak

9. I came to my Home

Capitalization Context of learning I came to my home

10. I flet happy Spelling Interlingual transfer I felt happy

11. This holiday I have the good experience with

our friend and my family

Word order Add a word Word choice Omit a word




We have good experience this

holiday

Respondent 19 (M)



1. In the last

holiday ago Article

Omit a word Intralingual transfer


On the last

holiday

2. I have some

plain for doing it, I want to do it with my friend or my brother and my sister and special with my family.

Spelling

Omit a word Word order




My family and I have some plan

for doing it.

3. Good for feel it Verb tense Intralingual transfer Good for felt it

4. Before

swimming to

swimming pool

Omit a word Intralingual transfer Before swam to swimming pool

Respondent 20 (F)



1. Playing Foot

ball Capitalization Context of learning Playing foot ball

2. I when to Villa Word choice Interlingual transfer I went to Villa

3. I when to with my friend to the Puncak

Word choice Word order



My friend and I went to Puncak

4. When holiday I when to Puncak

bogor with family in the

puncak bogor I with young

brother swimming in the

Villa

Word choice Capitalization Word order Verb tense Run on sentence


Context of learning Communication strategies Communication strategies

My family and I went to Puncak

Bogor when

holiday. My young brother and I swam in the

Villa.

5. I when with my friend in my home

Word choice Interlingual transfer I went with my friend from my home

6. We come to Villa our Puncak

bogor

Verb tense Add a word Capitalization



Context of learning

We came to our

Villa in Puncak

Bogor

7. We are take ^

rest

Verb tense Article



We took a rest

8. We are taking

ablution Verb tense Intralingual transfer We took ablution

9. We are playing foot ball

Verb tense Intralingual transfer We played foot ball

10. In front of Villa

we are over

there


In front of Villa.

We are over there

11. We are come

back go to jakarta before come back we buy snack

Word choice Capitalization

Run on sentence

Word order Verb tense



Communication startegies


Before return

home to Jakarta,

we bought snack.

12. We buy snack Verb tense Intralingual transfer We bought snack

13. We are in

Puncak bogor we are happy

Word order




Context of learning

We are happy in

Puncak Bogor

14. In front of villa

we are overthere


In front of villa.

We are overthere.

Based on the data above, it can be seen that:

1. Total errors of singular- plural are 16 errors on percentage 3.00 %

2. Total errors of word form are 13 errors on percentage 2.44 %

3. Total errors of word choice are 85 errors on percentage 15.9 %

4. Total errors of verb tense are 92 errors on percentage 17.2 %

5. Total error

Vera Maulida S

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