2013/2014 Academic Year)
“A SKRIPSI”
By Rusmaniar 109014000076
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
(A Case Grade X of Dharma Karya Senior High School, Pondok Cabe
2013/2014 Academic Year)
“ A Skripsi ”
Presented to the Faculty Educational Sciences in Partial
Fulfillment of the Requirement for the Degree of S.Pd (S-1) in
English Language Education
By
Rusmaniar 109014000076
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
Untuk Bapak
Idris
i
Academic Year 2013/2014. Skripsi. Department of English Education, Faculty Educational
Sciences, Syaruf Hidayatullah State Islamic University Jakarta.
Keyword : Error Analysis, Paragraph Development, Writing Recount Text
The purpose of this study is to find error analysis on students’ paragraph development of writing recount text, error mostly made on students’ paragraph development of writing
recount text and source of error mostly appear from the students written test. This research
was held in the first grade of Dharma Karya UT Senior High School. The research design
used in this study was Error Analysis Research. The respondent of this study are 63 pupils.
The writer chose 21 pupils. The result of this study showed error mostly made about 20% and
ii
Academic Year 2013/2014. Skripsi. Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah
dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Tujuan diadakan penelitian ini untuk mencari kesalahan yang siswa lakukan dalam
pembuatan paragraph recount text. Kesalahan apakah yang sering dibuat dalam pembangunan
sebuah paragrap recount text, sumber kesalahan yang sering muncul dalam pembangunan
sebuah paragrap recount text. Penelitian ini diselenggrakan pada tahun ajar 2013/2014 pada
murid tingkat 10 di SMA Dharma Karya UT di Pondok Cabe. Rancangan penelitian
digunakan untuk meneliti menganalisa kesalahan. Responden yang mengikuti penelitian
adalah sebanyak 63 siswa. Penulis memilih 21 responden untuk penelitiannya. Hasil dari
penelitian ini menunjukan sekitar 20% terdapat kesalahan yang sering dilakukan oleh siswa
terhadap orientasi paragrap dan 76% sumber kesalahan yang telah di lakukan.
Kesimpulannya, penulis menemukan kesalahan-kesalahan dalam membangun dan menulis
paragrap recount text.
iii
All praises be to Allah Lord of the world, who gives affection to people all over the
world. Peace and blessing be upon the lovely prophet, his families and his followers.
Alhamdulillah, the writer has finished her “Skripsi” entitled: “An Error Analysis on Students’ Paragraph Development of Writing Recount text.” The primary aim of writing this “Skripsi” is to complete a partial fulfillment for Sarjana Degree in the Faculty Educational Sciencies.
On this great moment, the writer would like to dedicate her thanks to her advisor, Alm.
Drs. Zaenuri. Dr. Alek, M.Pd. And Dadan Nugraha, M.Pd for their guidance to complete this “Skripsi”
The writer would like to give her gratitude and appreciate to
1.All lectures and the Staff of English Department who always give motivation, precious
knowledges, and guidance during her study at the State Islamic University Syarif
Hidayatullah Jakarta
2.Dr. Alek, M.Pd as the Head of Department of English, and also Zahril Annasy, M.Hum,
the secretary of Department of English Education.
3.Prof. Dr. Ahmad Thib Raya, M.A as Dean of Faculty Educational Sciences.
4.Dede, S.Pd as the English Teacher of Dharma Karya UT Senior High School, Pondok
Cabe.
5.Drs. Wahid as the Headmaster of Dharma Karya UT Senior High School, Pondok
Cabe.
6.Her best friend: Bayu Rafsanjani for the togetherness and sorrow during her study at
the State Islamic University Syarif Hidayatullah Jakarta.
7.All Kidea teachers: Tyas Anastasia Kustari, Osi Silka Rainingroom, Rini Sukmawati,
Ms.Saidah Ummah, Ella El Buraidah, Sri, and Maria for the support and togetherness,
you are awesome partner.
8.All Royal Wells School of Mutiara Indonesia International teachers, especially Brilliant
iv we are special teacher for brilliant student.
May Allah bless them All, Aamiin
Finally, the writer realizes that the “Skripsi” is not perfect yet, therefore she would to
welcome and accept any constructive suggestion and criticism. However, she hope this “Skripsi” can give a valuable contribution for English Teaching in Indonesia.
Jakarta, January 2016
v
TABLE OF CONTENTS
LETTER OF APPROVAL
LETTER OF AUTHENTICITY
ABSTRACT……… i
ABSTRACT……… ii
ACKNOWLEDGEMENT ………...….. iii
TABLE OF CONTENTS……….... v
LIST OF TABLES ………. vii
LIST OF CHART……… viii
CHAPTER 1: INTRODUCTION……….. 1
A. The Background of The Study……….. 1
B. The Limitation of the Problems and Formulation of the Problems 5 C. The Objectives of the Study………... 5
D. The Significance of the Study……… 6
CHAPTER II: THEORETICAL FRAMEWORK……… 7
A. Error………. 7
B. Error Analysis……….. 11
C. Writing………. 13
D. Paragraph………...….. 14
vi
C. Object of the Research………..…. 25
D. Technique of sample taking………..…... 25
E. Instrumental of Research………..….. 26
F. Procedures of the Research……….. 30
G. Data Analysis Technique………. 31
CHAPTER IV: FINDING AND INTERPRETATION………...………. 32
A. Findings……….………. 32
B. Interpretation... .. 71
CHAPTER V: CONCLUSION AND SUGGESTION……… 71
A. Conclusion………. 71
B. Suggestion………. 71
REFERENCES………. 73
vii
1. Table 4.1 students’ score of written test……… 32
2. Table 4.2 the percentage error mostly made………... 34
3. Table 4.3 the data analysis paragraph………... 37
4. Table 4.4 the data based on Betty Azzar………... 64
viii
1. Chart 4.1 the percentage error mostly made………... 37
2. Chart 4.2 the data analysis based on Betty Azzar……….. .... 66
1
CHAPTER 1 INTRODUCTION
A. The Background of Study
English language as a target language is something good at school. One of the
reasons is to make students familiar in English environment. The ability of using
it can obtain from learning process and acquisition. In education context, the
function of language are to communicate each other, and for accessing
information in daily life.
In daily life language has function to build interpersonal relationship, switch
information to other, and enjoying the language itself, but the problem is, is it
possible to apply it in English environment? The opportunity for students to
communicate is very few, because they are just using it in English classroom. That
is the factor why few students unable or not mastering in English, and improve
their language skill.
Talking about skills, we are talk about four skills in the learning language,
such as listening, speaking, reading, and writing. Those are basic learning
languages, which students or people should master in language learning. Each
skill has its purpose. A listening skill makes the students understand the spoken
language, while speaking makes students able to communicate and share their
feeling orally. A reading skill makes the student understand the passages, while
writing makes students express their idea in written form. To support their ability
in learning language, we also learn language components itself such as;
vocabulary, grammar, and pronoun. Those skills will help them for mastering the
language itself.
By having the ability those four skills, and the language component,
hopefully one can use the language appropriately. As we can see in the
curriculum, there are four skills that should teacher teach, which are listening,
covering about; 1) Developing the ability to communicate language itself such as
listening, speaking, reading, and writing. 2) Developing self-awareness on the
nature of language and the important thing about English language as a foreign
language to become a prime major for learning. 3) Developing and understanding
that linkages between language and culture, and expand the culture. Therefore, the
students will have more background knowledge and involve various cultures
about English.1
The teacher had already thought a basic skills and component language in
every lesson, but the students only face reading and listening, and other
component language on National Exam. We are asking why writing cannot be
test?. It caused by writing needs time to complete it, and it’s a difficult skill to
perform. As we can by Maria Pillar’s book:
Writing is not practice as an end in itself but as a service activity through which learners can solidify their knowledge of vocabulary and other grammatical structures. Conversely, teachers can use writing exercises to evaluate students’ progress in language acquisition. Therefore, the goal of writing is twofold: firstly, it practices the vocabulary and grammar of the lesson, and secondly, it helps develop writing ability that serves communicative purposes.2
From that condition, we know that writing is learning activity, which is
needed background knowledge, vocabulary, and other grammatical structure. And
the goal of writing are improve vocabulary, structure, and communicative
language. That is why writing becomes the difficult skill, because they should
master four skills, language component, and more background knowledge to
write.
Based on writer experience during PPKT there are many students making an
errors or mistakes during writing. It caused by they were not ready to write or lack
of knowledge the writing itself such as; What is the component of writing?,
vocabulary itself, and they should think about structure also. According to
Dictionary of Language Teaching and Applied Linguistics (1992):
1
KTSP English Subject, 2014
2
A learner makes a mistake when writing or speaking because of lack of attention, fatigue, carelessness, or some other aspects of performance. Mistakes can be self-corrected when attention is call. Whereas, an error is the use of linguistic item in a way that a fluent or native speaker of the language regards it as showing faulty or incomplete learning. In other words, it occurs because the learner does not know what is correct, and thus it cannot be self-corrected.3
From that statement above, making error and mistake is acceptable, because it
is a part of language learning, from their error or mistake the teacher could
evaluate the students, and the students could improve their skills. Errors provide
feedback; they tell the teacher something about the effectiveness of his teaching
materials and his teaching techniques.
There are three reasons why students get the difficulty in writing. First,
writing needs integrated abilities that involve grammatical structure. Second,
writing involves many aspects that should be master by the students; students
have a chance to be advantageous with the language. Third, students become
involved with the new language, they will effort to express ideas.4
Moreover, before students are ready to write, they should master on structure
and culture aspect about target language, because that knowledge will help them
to organize their written form. We should understand that writing is the most
regarded difficult and complicated skill, no matter its adult or native speaker.
Writing is in four levels in language, before they step to writing, people should
master on three skills.
Nowadays, there are so many ways to express idea in written form. Talking
about write, we cannot separate from paragraph, because paragraph is the element
of writing. A good paragraph makes a reader understand what the author means.
The problems are, they cannot organize paragraph correctly; they have problems
in grammatical structure, the rules of write, and choice the right words.
Sometimes people express all they want and communicate in written form, they
write letters, short message, and other written. National Council of teachers of
3
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Volume 1, Issues 2, December: 2005, p. 3
4
English Commision stated that writing is “an important medium for self -expression, for communication, and for the discovery of meaning…5
. When
people want to write, they cannot separate from a paragraph, because paragraph is
the element of writing.
When the students have to write sometimes in process of learning students
makes an error mistake. Based on Heidi Dullay, “errors are resulted from the lack
of the language, while mistake are caused by factors such as fatigue and
inattention.6 While James Hendrickson said “errors give feedback, they tell the
teacher something about the effectiveness of his teaching techniques and show
him what parts of syllabus he has been following have been inadequately learnt or taught and need further attention”7
. Error and mistake are important as teacher
parameter in teaching because with know the error and mistake, teacher will do
right treatment for students, and for students they get more feedback how they
comprehend they written. Error caused from the lack of knowledge of the rules of
language when students did not know much about that language and mistake
caused by factors of inattention students with their studied, before students have
to write, they should comprehend about write itself.
As we know in a foreign language learning, error correction has become one
of the important teaching processes, because teacher get feedback from students
when they made an error, also the teacher will predict where the students made an
error and the teacher will minimalize that error, few teachers know a lot about
error analysis and some related theories.
Based on the explanation above, the writer is interested in doing error analysis by students’ writing. Through error analysis, the writer can be identified the most common writing error and the source error can be found. The writer has chose analyzing error in students’ writing because as her experiment during taught the students from Integrated Practice Teaching Profession (PPKT), most of them
5
National Council of Teachers of English Commision on Composition. February 1975.
“Composition: A Position Statement”. Elementary English 52. P 194 by Walter T Petty and Jullie
M Jansen in Develipong Children’s Language
6
Heidi Dullay, Language Two, (New York: Oxford University Press, 1981) p. 139
7
James Hendrickson, Error Analysis and Error Correction in Language Teaching,
get the difficulty in organizing the idea, how to write in target language, and do
not ready to write. When the students ready to write, the writer got some error from students’ written form, which is the reason of writer’s interested in writing.
Based on those facts above. The writer interested in students error in
paragraph writing. To make it possible, the writer choose An Error Analysis on Students’ Paragraph Development topic as the title of her Skripsi, so the writer is able to know more about a paragraph development and find other Error that can
faced by students in writing a paragraph development.
B. The Limitation of the Problems and Formulation of the Problems
In this paper, it is impossible for the writer to discuss all of the language
objects, so it is necessary to limit the topic in order the problems that will study
are not very broad. Based on the background of study, the writer will be analysis
on the error of students in a recount text paragraph developmen classification
covering; paragraph evaluation and composition evaluation. This research will
hold 2nd Year students of X class Dharma Karya Senior High School in Pondok
Cabe.
In this paper, the writer wants to identify the problem as follows by asking the
question:
1. What kind errors mostly made by the in students’ of writing recount text
paragraph?
2. What kind source errors mostly appear in students’ recount text
paragraph?
C. The Objectives of the Study
Based on the problem statement mentioned above, the writer has the
following objectives:
1. To find out what kinds error mostly made by the students in write a
2. To find out what kind source errors mostly appear in students’ recount
text paragraph.
D. The Significance of the Study
The writer hopes the result of this study will give some advantageous impact
for the students and the reader and who read this paper. The writer’s hope this
paper will give motivate the students to make a good narrative paragraph, they
will be anticipate making error in their writing, also they will have new
information about narrative paragraph concepts. For the reader, the writer hope
the result of this study will give more detail and selective to teach a narrative
paragraph, and for the writer, she can identifies which part that made students
7 A. Error
When talking about language learning process there are errors made by
students from their task, and it is natural because it is a part of learning process
even it is important for understanding of the language. For the first, the writer will
talk about the understanding of error, error analysis, the cause of error, and the
source of error.
1. The Understanding of Error
When talking about error, people also talk about mistake, because they
always connect. People commonly cannot distinguish between both of them.
Based on Longman Dictionary of Language Teaching and Applied Linguistics a
differentiates the term error from mistake as follow: A Distinction is sometimes
made between errors which result from incomplete knowledge and mistake made
by learner when writing or speaking and which is caused by lack of attention,
fatigue, carelessness, or some other aspect performance.1
Carl James distinguishes between error and mistake, “if the learner is inclined
and able to correct a fault in his/her output, it is assumed that the form he/she
selected was not the one intended, and we shall say that the fault is a mistake. On
the other hand, the learner is unable or disinclined to make the correction, we
assumed that the form the learner used was one intended and that is an error.2
Based on definition from linguists above, the writer adopt the definition of
error as a result from incomplete knowledge which reveals a portion of learner’s
competence in target language. While a mistake results from performance error
that is either a random guess or a “slip”
1
JC Richard. John Platt. and Heidi Platt, Longman Dictionary of Language Teaching and
Applied Linguistics. (London: Longman, 1992) P. 127
2
2. The Types of Error
Mohammad S Haded in his book “The Merits of Exploiting Error Analysis in
Foreign Language Teaching and Learning” write types of error are devided into
five, which is the writer explain ”3
a. The Omission of Auxiliary
The omission of auxiliary is caused by mother tongue interference. The error
that figured prominently in the students’ answer, either in the progressive or
perfect structures.
b. Incorrect verbs forms
Includes the wrong formation of past tense of infinitive verbs and verb.
Phrases that have participle past auxiliary. The error that appeared to be a
systematic is the over-generalization of past tense forms. The students sometimes
have problem with past participle formation. This fault could be attributed to
intra-lingual confusion since in some cases the subjects applied the past tense marked “-ed” of regular forms to irregulars ones.
c. Unmarked third person singular verb
The students sometimes fail to mark the third person singular verb in the
simple present tense. Haded thinks that error is not a case of mother tongue
interference, but it can be attributing to intra-lingual difficulty. Haded also say it
might be a consequence of the influence of teaching technique in the sense that
classroom drills of the form do not make sufficient distinction between marked
and unmarked forms.
d. Wrong tense sequence
Many students often make wrong tense application. This type of error is not
mother tongue interference but mostly due to ignorance of target language
restriction on tense sequence.
3
Moh S. Haded, The Merts of Exploitibf Error Analysis in Foreign Language Teaching and
Learning, (RELC Journal, vol 29, Singapore: SEAMEO Regional Language Centre, 1998),
e. Miscellaneous
Another type of error gathered from the study demonstrate a systematic use, for example the use of “be + infinitive”. Betty Schrampfer Azar in her book Understanding and Using English Grammar gives guidance for correcting writing
error. In the book, the types of error are explained more details. The error are classified as” singular-plural, word form, word choice, verb tense, add a word, omit the word, word order, spelling, punctuation, capitalization, article, and
meaning not clear, incomplete sentence, and run on sentence.4
f. Error of performance
Performance is what actually occurs in practice. Error of performance are errors that occur in speaker’s performance. This type of error is the result of the mistake in language use and manifest themselves as:
a. Repeats, for example; she should keep to keep room clean.
b. Anticipation, for example; On Monday she always buys two France bread.
c. A correlation and repeat, for example; they wanted they said wanted to go.
3. The Cause of Error
According to Jack Richards the causes of error are divide into four categories,
they are as follows:5
a. Overgeneralization
It is the use of the previously learnt rules in new situation. It means that the
learner makes a rule on the basis of his experience of other rule in the
target language.
b. Ignorance of rules restriction
This type of errors are the result of failure to observe the restrictions of
existing structure, that is the application rules to context where they do not
apply.
4
Betty S. Azar, Understanding and Using English Grammar, (new Jersey: Prantice Hall Inc., 1989), pA29
5
c. Incomplete application of rules
It is the result of the learner’s high motivation to achieve communicative ability. They do not pay much attention to the rules, therefore they can not
produce grammatical in correct form.
d. False concept hypothesized
This type of error is the result of faulty comprehension of distinction in the
foreign language, sometimes this error occurs because of the poor
graduation of materials of teaching.
4. Sources of Errors
As there are many descriptions for different kinds of errors, it is inevitable to
move further and ask for the sources of errors. It has been indicated in the first
part of the study that errors were assumed as being the only result of interference
of the first language habits to the learning of second language. However, with the
field of error analysis, it has been understood that the nature of errors implicates
the existence of other reasons for errors to occur.
Brown states four source of errors:
a) Interlingual Transfer
In early stages, the native language is the only previous linguistic system that
the learner can draw upon: thus the interference is inevitable.
b) Intralingual Transfer
Once a learner has acquired parts the new system, more and more intralingual
transfer-generalization within L2---would occur.
c) Context of Learning
Richards “false concept” and Stenson called “induced errors,” including 1)
misleading explanation from the teacher, 2) faulty presentation of a structure
in a textbook, 3) improperly contextualized pattern, 4) confused vocabulary
items because of contiguous presentation, 5) inappropriately formal forms of
d) Communication Strategies
In order to get the message across, a learner may use some techniques like
word coinage, circumlocution, false cognates, and prefabricated pattern,
which can all be sources of error.6
B. Error Analysis
1. The Understanding of Error Analysis
Error analysis is a process based on analysis of learner’s error in their process
of language learning. Many linguists have their own definition about error. H.
Douglas Brown writes in his Principles of Language Learning and Teaching that
error analysis is defined as observation, analysis, and classification of error that
made by learner to reveal something of system operating within the learner.7
David Crystal defines error analysis as a study of unacceptable form. He says, “error analysis in language teaching and learning is the study of the unacceptable forms produced by someone in learning a language, especially a foreign
language.8
Different from them, Rod Ellis suggests the steps of learner’s errors analysis
methodology as follows:
a. Collection of a sample of learner language.
b. Identification of errors.
c. Descriptions of error
d. Explaining the errors.
e. Evaluation of errors.9
6
Brown
7JC. Richard, et.al. …, p.127
-128
8
David Crystal, Dictionary of Language and Languages, (London: Penguin, 1992) p. 125
9
2. The Role of Error Analysis
Henry Guntur Tarigan and Djago Tarigan, say that error analysis gives some
benefits, they are:
a. To know the causes of the error and to understand the background of errors.
b. To correct errors made by the students.
c. To avoid similar errors made by students in the future.10
While, Pit S. Corder states that there are two function of error analysis
concerning of the way of language process. The practical aspect of error analysis
has function in guiding the remedial action, as it stated that:
Error analysis has two functions. The first is as a theoretical one and the second as practical one. The theoretical aspect of error analysis is part of the methodology of investigating the language learning process. The practical aspect of error analysis is the function guiding the remedial action.11
3. The Goal of Error Analysis
Stig Johanson says, “error analysis aims at systematically describing and explaining errors made by speakers of a foreign language.” 12 He also says, “An
analysis of the learner’s error gives evidence of his competence in the foreign
language. Also gain valuable information concerning learner’s difficulties at different stages.”
Jack C. Richard- John Platt- Heidi Platt, claim that error analysis may be
carried out in order to:
a. Identify strategies, which learners use in language learning.
10
Henry Guntur Tarigan and Djago Tarigan, Pengajaran Analisa Berbahasa, (Bandung Angkasa, 1988), p.142
11
Harvey M. Taylor, English and Japanese in Contrast, (new York: Regent Company, inc,. 1979), p.11
12
b. Try to identify the causes of learner’s errors.
c. Obtain information of common difficulties in language learning, as an aid to
teach or in the preparation of teaching materials.13
C. Writing
1. The Understanding of writing
There are several opinion about the understanding about writing.
Writing is more like acting on the stage than it is like working a physics
problem. It is performance for audience that involves the total person-his
thoughts, his feeling, and the conscious techniques he uses to influence.14
Writing is a way of thinking as well as means of communication, and one of
the things it can be used to think about is someone and some writing must be
impersonal. 15
Writing helps students learn, writing reinforce the grammatical structures,
idioms, and vocabulary that we have been teaching our students. Writing involved
new language; the effort to express ideas and the constant use of the eye, hand,
and brain is unique way to reinforce learning. 16
Based on these definition above, writing kind of activity learning, this activity
need background knowledge to support it skill, the skills; grammatical structure,
idioms, and vocabulary, and impersonal communication.
13
JC. Richard, ..., p.243
14
Irmscher, William f. Ways of Writing. (United States of America: McGraw-Hill, 1969). Page 16
15
Comley Nancy R, Scholes Robert. The practice of writing second edition. ( New York:
St. Martin’s Press. 1985)
16
D. Paragraph
1. The Understanding of Paragraph
A paragraph is composed a group of sentence expressing one central idea. A
paragraph is complete in itself and also a subdivision or part of something larger
such as a composition or a chapter in a book. 17
In other book about paragraph is a group of sentence. The number of
sentences in the paragraph depends on its subject. A paragraph is a group sentence
that develops logically one subject, because each sentence in the paragraph is
about the same general subject, each sentence must be connected tightly to the
sentence before it and to the sentence after it. 18
2. Types of Paragraph
In an essay, there are four types of paragraphs—introductory, body,
transitional and concluding—and each it has different function. In the simplest
terms, introductory paragraphs introduce the thesis, body paragraphs develop it,
transitional paragraphs move one aspect of it to another, and concluding
paragraphs sum up the development of the thesis and restate it.19
a. Introductory paragraphs
An introductory paragraph supports the thesis in three ways. First, it engages
readers; interest with a strong opening sentence. Some writing text advised using
a quotation or an anecdote to capture readers’ attention, and this can work well.
An introductory paragraph also supports the thesis by giving relevant
background information and context, such as important facts or theory. The third,
and perhaps most important function of an introductory paragraph, is to introduce
the thesis statement and thereby focus the readers on the central idea of paper.
17
Katheleen E. Sulliva, Paragraph Practice, (New York: MacMillan Publishing Co., Inc, 1967) p.1
18
M. George Rooks, Paragraph Power Communicating Ideas Through Paragraph 2nd
Edition. New York: Prentice Hall Regents.
19
b. Body Paragraph
The topic sentence tells readers how the paragraph’s topic/main idea relates to the essay’s core thesis. In other words, a topic sentence not only gives a fact but makes a point or gives an interpretation about that fact, showing how it is
relevant or significant to the essay’s core purpose. It is important to remember,
too, that the topic sentence is the idea, based on the interpretation of the sources.
c. Transitional Paragraphs
Transitional paragraphs act as signposts that guide readers to the next part of
the essay. Because transitional paragraphs serve such a specific function.
d. Concluding Paragraphs
Some students think that the purpose of a conclusion is to restate the thesis
and this is partly true. The conclusion should reassert the core idea of paper, but it
should also clearly flow from the material have carefully developed in the body
paragraphs, it should be more than a mechanical restatement of the thesis.
3. Paragraph Development
All paragraphs have one basic aim: to communicate a single idea clearly and
effectively, all paragraphs are not organized in the same way. Consider some of
the factors that should be presents in any paragraph.20
a. The paragraph contains one central idea only.
Limit the paragraph because a paragraph with more than one central ideas is
usually overworked and tends to break down under the strain. The more deeply
into the subject, the more paragraphs must be narrowed down or limited.
20
b. The paragraph should have unity
Unity means that the paragraph should be of one piece, a distinct unit that has
one fundamental purpose. A paragraph should not be a fragment; it should be
whole, complete unit, understandable no matter whether it stands alone or is
combined with other parts to form a larger whole.
The first characteristic of an effective paragraph is unity, which means that
all sentences in the paragraph explain, develop, and support a central idea in some
way. In other words, every paragraph must have a purpose within the paper, and
all the sentences must somehow advance that purpose.
c. The paragraph should have coherence and continuity
Coherence means that the parts of the paragraph should be logically
connected. Continuity means that the connection of the parts should be smooth.
To make a comparison, a coherent paragraph is like a motor that is assembled.
A paragraph that is coherent flows because it is arranged according to a
definite plan, and as a result, all the sentences are not just about the same main
topic, but they also “stick together” and lead readers smoothly from the topic
sentence to the concluding one.
d. The paragraph should be clarity
The main ideas shines through the words clearly. For writing to be effective,
readers must be able to determine the meaning upon a first reading. Clarity is the
end result of knowing the purpose, correctly assessing the audience, connecting
ideas, selecting appropriate word, and being complete.
e. The paragraph should have an interesting thing
An effective paragraph is worth reading. The topic significant and the
development is interesting. A secret good essay writing is to remember that
readers like to be entertain. Try to capture readers; attention and make them eager
to continue.
f. The paragraph should be adequately developed.
That is should do fully what it sets out to do. It should not leave the job half
paragraph. Effective paragraphs are not only unified, they are fully developed,
which means that they do not leave any significant questions in readers’ minds.
4. Main Idea
Main idea is the writer’s main topic for the each paragraph. Each paragraph has a main idea because main idea is the topic of what paragraph try to explain.
The writers uses main idea as a guideline to expand the paragraph. Main idea
usually stated in a topic sentence, and every sentence in the paragraph must help
the development of the topic sentence.
a. Topic sentence
A topic sentence what the paragraph is about, what it will describe or discuss.
It is often the first sentence in the paragraph. Since a topic sentence tells what the
paragraph is about, it is a little like the title of a compositions. In fact, because of
the topic sentence, paragraph needs no title. In other ways, a topic sentence and a
title are different.
b. Supporting Ideas
Supporting idea is a part for the writer to develop the topic in main idea. The
writer develops the main idea in some sentence called supporting sentence. A
paragraph includes several other sentence which in some way contribute to or
support the idea in the topic sentence. In other word, all these sentence must be
related to the topic.
5. Problems in Developing a Paragraph
When teacher correction students result in students writing, teacher will find some mistake and error, that is indicate students’ problem in developing paragraph. So many problem in developing paragraph, the most difficulties in
paragraph development are organized the paragraph, grammar, world choice,
mechanics, and usage.21
21
a. Organization in paragraph
The students begin her writing before have something to say, so the students
lost the coherence and the unity of a paragraph.
b. Grammar
Most students problem in grammar mistakes, students did not understand how
to use the appropriate in sentence or use the wrong pronoun or modals.
c. Word choice
Students do not know or not familiar with the word or do not look up in
dictionary.
d. Mechanics (spelling)
Students cannot write perfectly, also cannot indicate where word can be
divided between syllables or whether compounds are usually.
e. Usage
Students cannot distinguish word which have general use from those which
have by indicating the certain word or certain usage of words have limited
currency.
E. Form of Recount Text 1. Recount Text
According to Knapp, Recount Text is written out to make a report about an
experience of a series of related event. A recount is written out to inform an event
or to entertain people. Recount Text is text function as for telling an incident in
the past.
Recount is to tell “what happened”. A recount text has a social function. The purpose of a social function is to retell an event with a purpose to inform or
entertain the readers. Recount tells a series of events and evaluate their
occurred and when it occurred. The story recount has expressions of attitude and
feeling, usually made by narrator about the events.22
2. Constructing in Written Recount Text
Boardman stated that the steps for constructing of written recount text are23:
a. The First paragraph that give background information about who, what,
where and when. It is called on orientation.
b. A record of events usually recounted in chronological order, named; event 1,
event 2, event 3.
c. A personal comment and or evaluative remarks, which are interspersed
throughout the record of events named evaluation.
d. A reorientation which “rounds off “the sequences of events or retell about
what happened in the end.
Boardman the language features usually found in a recount:
a. Use of nouns and pronouns to identify people, animals or things involved.
b. Use of past action verbs to refer the events.
c. Use of past tense to located events in relation to speaker`s or researcher`s
time.
d. Use conjunctions and time connectives to sequence the event.
e. Use of adverb and adverbial phrases to indicate place and time.
f. Use of adjectives to describe nouns.
According Boardman in making of functional grammar, the significant
common grammatical patterns of recount include:
a. Focus on specific participant.
b. Use of material process or action verb.
c. Circumstance of time and place.
22
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 19, Issue 1, Ver. XII (Feb. 2014), PP 56-64 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org
d. Use past tense and focus on temporal sequences.
Below is an example of recount text adapted from: English in Focus for
Basic School Grade III
My Basketball Experience
Orientation When I was in Junior High School, I really loved
basketball.
Event 1 Every Saturday afternoon I practiced in school field with
my team and my coach. They were strong and smart players. My
coach, Mr. Sentana was a kind person. But, while he was
coaching us, he was very discipline. He would grounded anyone who came late and not obeyed the team’s rules.
Event 2 With Mr.Sentana, our team won many tournaments in many
big cities. Our team named after school, 67 Team ( from SMP
67) and we had so many fans too. Now, I still love basketball
and have a team too.
Re-Orientation But, my parents warn me to play attention more to study,
basketball just for hobby.
The recount text writing can be measured and analyzed using the rubric
score as follow:24
The items to be evaluated Score Description
Content Orientation 7 Show the complete parts of orientation that are the
people involved, the time, the places and the
situation which make the readers understand and
interest to read a story. Well focused idea based
on the topic of an activity.
24
Eni Yusnita, Clarry Sada and Dewi Novita. Improving Students’ Recount Text Writing by
6
5
4
3
Does not show one part of orientation, e.g there is
no place. Therefore, the readers has not received
the complete information from the story. The
writer focuses idea based on the topic of an
activity.
Does not show two parts of the orientation,
therefore the readers get confused the story given.
The writer focuses idea based on the topic of an
activity.
Does not show three parts of the orientation,
therefore the story is hard to understand for the
readers. The writer not focuses idea based on the
topic of an activity. Directly explains the events
without orientation.
The writer not focuses idea based on the topic of
an activity.
Sequent of events 7
6
5
4
3
State two events/more in a logical and has write in
each events that makes the story flow in
coherence.
Stated two events but has no unity in each event
that disturb the coherence of story.
Stated only one event and the story have unity so
the story is
easy to understand.
Stated only one event and the story have to unity
so the story is not easy to understand.
Show the complete parts of reorientation that are
signals the end, summarize the story and leaves
his/her comment. Therefore, readers get the idea
Re-orientation 7
6
5
4
3
The idea of personal opinion about the topic or
event is clear. Does not show one part of
re-orientation, but the reader still get the idea of the
story.
The idea of personal opinion about the topic or
event is unclear. Does not show two parts of
reorientation, but the reader still get the idea of the
story.
The idea of personal opinion about the topic or
event is unclear. End the story with short comment
but the reader still get the idea of the story.
The idea of personal opinion about the topic or
event is unclear. End the story without any
comment, signal or summary so the reader do not
realized that story is finish.
The idea of personal opinion about the topic or
event is unclear.
Vocabulary 20
15
10
5
1
The paragraph shows that the usage of words such
as noun,
action, verbs, conjunction and adjectives is used
appropriately.
1-3 errors of words form such as noun, action
verbs, conjunction and adjective show in the
paragraph but the meaning is not obscured.
4-6 errors of words form such as noun, action
verbs, conjunction and adjective show in the
paragraph and the meaning is not obscured.
7-9 errors of words form such as noun, action
verbs, conjunction and adjective show in the
paragraph and the meaning is not obscured.
paragraph does not show that the writer
understand the usage of words such as noun action
verb and conjunction.
The paragraph contains complete sentences and
correct in form of past tense.
Mostly complete sentence, there are 1-3 errors in
form of past tense.
There are 4-6 errors in form of past tense.
There are 7-9 errors in form of past tense.
More than 9 errors in form of past tense, so the
paragraph shows that the writer does not master
the grammar or not enough to be evaluated in
form of past tense.
Spelling 15
Makes 1-3 errors in spelling in the story.
Makes 4-6 errors in spelling in the story.
Makes 7-9 errors in spelling in the story.
More than 9 errors in spelling in the story
Punctuation 15
10
5
3
The paragraph shows that there are no mistakes in
punctuation and capitalization so the paragraph is
exceptionally easy to read.
The paragraph shows that 1/2 mistakes in using
punctuation and capitalization but the paragraph is
still easy to read.
The paragraph shows that 3/5 mistakes in using
punctuation and capitalization but the paragraph is
still easy to read.
The paragraph shows that 5/7 mistakes in using
1
still easy to read.
The paragraph shows more than 7 mistakes in
using punctuation and capitalization, the writer
does not master the usage of punctuation and
25 CHAPTER III
RESEARCH METHODOLOGY
A. Method of the Research
The writer used the descriptive analysis method and used procedures of error
analysis itself. The method was intended to analyze problems or cases occurred.
Next, it involves identifying, analyzing, and classifying data, and reconstructing
the error made commonly by the student. On the final step, the writer had to
conclude the result of the research.
B. Place and Time of the Research
The research held at Dharma Karya Senior High School in X class, which is
located at JL. Pondok Cabe, Pamulang Tangerang Selatan. This school has seven
classes, 2 classes for each grade. The writer held the research on April 22nd, 2013.
C. Object of The Research
The writer took the second grade students of Dharma Karya Senior High
School, which consist of three classes, X.1, X.2, and X.3. Total number of
students of second year is 63 students. The writer used purposive clustering
sample technique. The writer used only 21 students as sample.
D. Technique of sample taking
The research using purposive clustering sampling, because the aim this of this
research using for research sample through observatioan and test. Before teacher
give the students test, the teacher will observ the students how to develop a
paragraph, then students will give writing test how to develop a paragraph, and the
E. Instrumental of Research 1. Type of Test
Controlled writing
It refers to activities in which are presented with a set of sentences or a
written text and given directions regarding ways in which these should be
modified. This technique suggest that the teacher presents the writing
materials by giving directions of how to do writing activities.
2. Scale of Test
The items to be evaluated Score Description
Content Orientation 7
6
5
4
Show the complete parts of orientation that are the
people involved, the time, the places and the
situation which make the readers understand and
interest to read a story. Well focused idea based
on the topic of an activity.
Does not show one part of orientation, e.g there is
no place. Therefore, the readers has not received
the complete information from the story. The
writer focuses idea based on the topic of an
activity.
Does not show two parts of the orientation,
therefore the readers get confused the story given.
The writer focuses idea based on the topic of an
activity.
Does not show three parts of the orientation,
therefore the story is hard to understand for the
3
topic of an activity. Directly explains the events
without orientation.
The writer not focuses idea based on the topic of
an activity.
Sequent of events 7
6
5
4
3
State two events/more in a logical and has write in
each events that makes the story flow in
coherence.
Stated two events but has no unity in each event
that disturb the coherence of story.
Stated only one event and the story have unity so
the story is easy to understand.
Stated only one event and the story have to unity
so the story is not easy to understand.
Show the complete parts of reorientation that are
signals the end, summarize the story and leaves
his/her comment. Therefore, readers get the idea
of story.
Re-orientation 7
6
The idea of personal opinion about the topic or
event is clear. Does not show one part of
re-orientation, but the reader still get the idea of the
story.
The idea of personal opinion about the topic or
event is unclear. Does not show two parts of
5
4
3
story.
The idea of personal opinion about the topic or
event is unclear. End the story with short comment
but the reader still get the idea of the story.
The idea of personal opinion about the topic or
event is unclear. End the story without any
comment, signal or summary so the reader do not
realized that story is finish.
The idea of personal opinion about the topic or
event is unclear.
Vocabulary 20
15
10
5
1
The paragraph shows that the usage of words such
as noun, action, verbs, conjunction and adjectives
is used appropriately.
1-3 errors of words form such as noun, action
verbs, conjunction and adjective show in the
paragraph but the meaning is not obscured.
4-6 errors of words form such as noun, action
verbs, conjunction and adjective show in the
paragraph and the meaning is not obscured.
7-9 errors of words form such as noun, action
verbs, conjunction and adjective show in the
paragraph and the meaning is not obscured.
More than 9 errors of words form, so the
paragraph does not show that the writer
verb and conjunction.
Grammar 15
10
5
3
1
The paragraph contains complete sentences and
correct in form of past tense.
Mostly complete sentence, there are 1-3 errors in
form of past tense.
There are 4-6 errors in form of past tense.
There are 7-9 errors in form of past tense.
More than 9 errors in form of past tense, so the
paragraph shows that the writer does not master
the grammar or not enough to be evaluated in
form of past tense.
Spelling 15
10
5
3
1
The words are correct in writing, so the writer is
good in spelling.
Makes 1-3 errors in spelling in the story.
Makes 4-6 errors in spelling in the story.
Makes 7-9 errors in spelling in the story.
More than 9 errors in spelling in the story
Punctuation 15
10
The paragraph shows that there are no mistakes in
punctuation and capitalization so the paragraph is
exceptionally easy to read.
The paragraph shows that 1/2 mistakes in using
5
3
1
still easy to read.
The paragraph shows that 3/5 mistakes in using
punctuation and capitalization but the paragraph is
still easy to read.
The paragraph shows that 5/7 mistakes in using
punctuation and capitalization but the paragraph is
still easy to read.
The paragraph shows more than 7 mistakes in
using punctuation and capitalization, the writer
does not master the usage of punctuation and
capitalization.
F. Procedures of The Research
The first, the writer prepared the instrument of the test. Second, the writer
asked permission to the headmaster of Dharma Karya Senior High School to do
research. Next, the Writer made a schedule with the English teacher of Dharma
Karya Senior High School to administer the test. After the data has collected, the
writer analyzed it based on the procedure of error analysis which based on Corder, they are collecting the data from the student’s work, identifying where the error is, then describing the error based on their classification, after explaining error by
taking possibility why and how it happen, the last is evaluating. 1
1
G. Data Analysis Technique
The technique of data analysis used by the writer in this research is qualitative
analysis technique which function is to describe and interpret the result of
quantitative data. For getting the quantitative data, it will describe in the table
percentage and the formula as follows:
P = percentage
F = Number of error classification
N= Number of the total error2
2Nurwahid, “Grammatical Error Analysis of Students’ Writing on Recount Text, “ Skripsi
32 A. Findings
1. Description of Data
Below, the writer analyzes each student’s error of writing in every sentence even word, classifies the into the grammatical error due to the elimination of the
paper and includes also the cause of error for each student’s writing.
The writer divides each table into three columns: the first consist of the
classification into error types that students made. The second is for the correction of student’s error that was made by the writer and last is the cause of student’s error.
Table 4.1
Students’ Score of Written Test
No The
Guide for Correcting Writing Error
5 Student 5 3 4 3 15 1 10 5 47,7
6 Student 6 7 6 7 5 1 15 5 53,5
7 Student 7 3 4 5 20 5 15 3 64
8 Student 8 3 3 3 15 1 15 10 58,1
9 Student 9 3 4 4 15 1 10 5 48,8
10 Student 10 5 5 5 15 10 15 5 69,8
11 Student 11 5 6 5 20 10 15 1 72,1
12 Student 12 3 3 4 20 15 15 1 70,9
13 Student 13 3 4 5 15 10 10 15 72,1
14 Student 14 3 3 3 15 10 15 10 68,6
15 Student 15 3 3 3 15 3 10 10 54,7
16 Student 16 4 5 4 20 15 10 10 79,1
17 Student 17 4 5 4 15 1 10 10 57
18 Student 18 7 7 7 20 5 15 1 72,1
19 Student 19 4 5 4 15 1 15 3 54,7
20 Student 20 3 4 4 1 5 15 1 38,4
21 Student 21 7 7 7 1 5 15 10 60,5
Total 87 92 99 297 114 275 141 1285
N = 21 ∑x = 1285
From the data in the table above, the writer calculated the data using the
The data in the table above based on the journal. To get the score of writing
test the passed score is 65. From 21 students, it only 9 srudents who passed the
writing test of recount text paragraph, their score are 83.7, 74.4, 69.8, 72.1, 70.9,
21.1, 68.6, 79.1, and 72.1. The writer use scale to calculate the error, it written on
journal the scale of score test about 1-20 points, and each point has different level
to assets.
Table 4.2
The Percentage Error Mostly Made
No
The
2 Student 2 7 5 7 1 4 1 1
3 Student 3 4 3 7 1 2 3 1
4 Student 4 3 3 4 4 5 1 5
5 Student 5 3 4 3 2 5 2 3
6 Student 6 7 6 7 4 5 1 3
7 Student 7 3 4 5 1 3 1 4
8 Student 8 3 3 3 2 5 1 2
9 Student 9 3 4 4 2 5 2 3
10 Student 10 5 5 5 2 2 1 3
11 Student 11 5 6 5 1 2 1 5
12 Student 12 3 3 4 1 1 1 5
13 Student 13 3 4 5 2 2 2 1
14 Student 14 3 3 3 2 2 1 2
15 Student 15 3 3 3 2 4 2 2
16 Student 16 4 5 4 1 2 2 2
17 Student 17 4 5 4 2 5 2 2
18 Student 18 7 7 7 1 3 1 5
19 Student 19 4 5 4 2 5 1 4
20 Student 20 3 4 4 1 3 1 5
21 Student 21 7 7 7 1 3 1 10
Total 87 92 99 38 73 29 71
Percentage 18 19 20 7,8 15 5,9 15
Before we go to the chart we need to know the number of percentage. The
writer calculated table above to make easy presented the chart. The numbers of
percentage presented are the total errors that students made based on the journal.
From the total of error we know that the re-orientation is the most students made
about 20%. To present the percentage of error, the writer use different point scale
with the score of test.
The Score of Test The Percentage of test
20 1
15 2
10 3
5 4
1 5
When the students get 20 point of score test, it mean they get 1 point in
percentage of error. The aim of this, to make easy calculate the error made based
The chart above shown the most of the students’ error made based on the journal. The chart is presenting the error by the percentage number to know where the most students’ error made. After the writer calculated the table, she make the chart that shown error made, re-orientation is about 20%, sequent of event 19%,
content orientation 18%, grammar 15%, Punctuation 15%, vocabulary 7.8%, ans
spelling 5.9%.
Table 4.3
The Data Analysis Paragraph The Classification
of Error The correction The Source of Error
1. Add a word school for saman. Not only me, all my friend
1. Interlingual transfer
2. Interlingual transfer
3. Interlingual transfer
4. Context of learning
5. Interlingual transfer
6. Context of learning Content
7. Verb tense
On Wednesday, I also come to school for saman. My friends and I come to big family. Before weekend, I come to school
on Saturday for Taekwondo. I was happy because met my friends in the school.
On Monday, I came to school for Saman again. On Wednesday I come to
school for not saman but I come for
preparation competition. On Thursday my
friends and I different follow competition in SMA 2 Tangsel school. Saturday, I come to
school for taekwondo again. After taekwondo
my friends and I did different work for our homework. That was my holiday.
7. Interlingual transfer
8. Interlingual transfer
9. Context of learning
10.Context of learning
11.Interlingual transfer
12.Interlingual transfer
13.Interlingual transfer
14.Interlingual transfer
15.Interlingual transfer
16.Context of learning
17.Context of learning
18.Context of learning
19.Interlingual transfer
20.Interlingual transfer
21.Context of learning
22.Interlingual transfer
27.Context of learning
28.Interlingual transfer
29.Interlingual transfer
30.Communication
strategies
31.Context of learning
32.Interlingual transfer
33.Interlingual transfer
34.Context of learning
34.Word order
The Correction The Source of Error
1. Verb tense
Daily activities in the Holidays
Every morning, I always woke up late every holiday, why? Have to got up early on a
holiday that was very difficult for me. Because of laziness holiday spirit has given to
me.
Every lunch, if I wanted to have lunch
always not on time. Why? Because I was too
busy played computer, played computer in the holiday was very satisfied. Because in my
day off been allowed to play the computer at
the task and made the holiday a lot to be boring. I have a lot tasks, it feels lazy for a vacation. In mind always said, “go to school better, then holidays but was given the task
very much.
The
Classification of
Error
The Correction The Source of Error
1. Spelling
2. Spelling
3. Spelling
4. spelling
My whole vacation consisted of
necessary rituals and a whole lot of writing. I didn’t leave the house for extended periods, of time, so there ain’t much to tell other than that I wrote a lot. A lot. Like 160 pages in
Word in Constantia 12 pt and 1.5 spacing.
Like 60.000 words of a fantasy story with
dubious quality written in neck-breaking
speed for an event that gives nothing
whatsoever. My life is just bursting with
valve, man, sarcasm intended.
So I have no idea what to write. I suppose
I could write about my story, since it was what I’ve been doing. All night, so Cormac is this backpacker with heart defect and
hemophilia who arrived in Fryslan. Netherlands is an attempt to see the north sea
from all sorts of places. While serenading the
sea, he meets a local named Gilbert: they
become fast friends with the fact they both
speak English, and since Gilbert loves to
1. Communication
strategies
2. Communication
strategies
3. Communication
strategies
4. Communication
write, he proceeds to ask about life in Ireland.
They part ways but not before Cormac sees
the water, who show themselves in the cover
of down, to tell him his mother was from the
sea.
Fast forward, Gilbert finds a strange,
empty notebook, which he brings when he
goes to the beach for writing inspiration. The
nymphs show up and say that the book he has
have an epic name that is the book of False
Creation, and that could create weapons to
fight being hurting the nymphs and other
elements. But those weapons are instead for someone else, and that’s where a help -elemental half-human comes in.
So basically, they group again and starts
their roles are 5th generation of warrior and
writer combo. Gilbert creates a claymore
Murrgen, which Cormac stars to use. They
continue training until one day with his
presents, he finally gains their hesitant
permission. He dreams about his predecessor
and finds that his sword, crusading, is on the
bottom of Lough Ramor, county Clare,
Ireland. They, will the help of the elementals,
set out to get it.
After somehow getting it, the ghost of
tense. I like present tense. What a nice tense.
So there you go, half page of rambling
about a story because I was deprived of a kindred spirit.
The Classification
of Error The Correction The Source of Error
1. Capitalization
high school with the holiday. I had two weeks
off school for senior high school and juniors
Dharma Karya for exam junior high school and senior high school. Senior high school success for Dharma Karya.
Fourteenth day of April 2016 I was invited to a family’s friend and I had to go see a friend I felt at the seminary boarding the name of the “roommate” I traveled from home to seventeen hours there, on the way I was so bored, just sat down and playd phone. When in the middle of the phone I was
exhausted. I was bored to death when it could
just sleep and see the journey that I passed and when I was looking at the way I passed I
found the hills, the hills were very beautiful and I just saw a real sight like that. When I was late afternoon and the family finished ate
I went on a trip, before the night. And when it
6. Context of learning
