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CHAPTER 1
INTRODUCTION
This chapter presents the background of the study, the statement of the problem, purpose of the study, significance of the study, scope and limitation and the definition of the key terms. Each section is presented as follows:
1.1 Background of the Study
People can communicate with each other by language because it is as a tool of communications. According to Dash and Dash (2007:1),
“Language is the divine gift of God. It is language that distinguishes man from animals. Language is man’s finest asset. To the philosopher, language may be an instrument of thought, for we think through language.”
In addition, Russell (2005: 353) says that we have language as a scheme for expressing our cognitive adaption to reality in a symbolic form. Chumien (2015) argued that language is a semantic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meaning. From those definitions, through language people are able to exchange information, opinions, knowledge, feeling, promises, beliefs, whishes, threats, commands, thanks, declarations. It means that language is very important aspect in the life of all beings and distinguish human from animal.
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English, there are many problems that the teachers and students face. It is caused by the difference in the system of native language and English as the target language to be learned. The problem that faced by students in language is skill. In learning English there are four skills that should be learned namely reading, listening, speaking, and writing (Dash and Dash, 2007:35).
According to Adas and Bakir (2013), writing skill is the most difficulties that students face in learning language skill. They are demanded to know how to write sentence and paragraph correctly with good vocabulary and grammar. Writing must also be coherent, accurate, and logical. To be a good writer, we need to learn about grammar. Many students are confused in learning grammar because they are demanded to follow the instruction. Some experts defined that language is acquired with relative ease and rapidity and without the benefits of instruction (White, 2005: 3).
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Hidayah (2013) found that many students at TESL College made errors invoked grammatical items such as subject-verb agreement, tenses, part of speech and vocabularies. Some factors are known to increase the errors committed by students: the influence of mother tongue, lack of knowledge and competence in English grammar, the influence of “loan words”, the inherent difficulties of
learning English, overgeneralization and lack exposure to the English language. The data showed that 81% of the students committed such as errors related to the use of the simple past tense. Ramli et al. (2013) also found that “there are 275
errors made by the students in writing recount text. The errors are 95 or 34.54% errors at writing content of the text, 21 or 7.63% errors at vocabulary, 123 or 44.74% errors grammar and 36 or 13.9% error at mechanic.” Additionally, Ansyar
et al (2012) discovered types of errors that occur is using simple past tense in recount text written by the eight graders of SMP Lab UM. The result of this research stated that the proportion of the errors is 53.60
However, the difference between those previous studies with this research is on the subject of the study. The subject of the previous study had high quality indicated by 100% of the student achieved minimum standard of competence. In contrast, the subject of this study has low quality indicated by less than 60% of student achieved minimum standard of competence.
The phenomena of students’ error in writing recount text can be seen at
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the writer interested to make a research entitled An Analysis of Students’ Errors in Writing Recount Text at Second Grade of SMP PGRI 04 KALIPARE.
1.2 Statement of the Problem
Based on the description on the background, the problem of the study can be formulated as follows:
1. What errors do the students at second grade of SMP PGRI 04 Kalipare make in writing recount text?
2. What are the dominant errors that the students at second grade of SMP PGRI 04 Kalipare usually make in writing recount text?
1.3 Purpose of the Study
The purposes of the study are described as follows:
1. To analyze the errors that the students at second grade of SMP PGRI 04 Kalipare made in writing recount text.
2. To find out the dominant errors that the students at second grade of SMP PGRI 04 Kalipare usually make in writing recount text.
1.4 Significance of the Study
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For the students
The result of this research can be used as the students’ material so they
more easily while composing recount text because there are some examples related recount texts. Thus, the students do not do the similar error while composing recount text.
For the teachers
Problem based learning can be one of the learning strategy for the teacher at SMP PGRI 04 Kalipare to improve the students’ ability on writing recount text
and to know about the errors that students usually made in composing recount text. By knowing the errors, teacher can discover the solution in teaching recount text and also find the missing link between what teacher’s give and what students’ catch. Teacher can evaluate whether the errors wholly caused by students themselves or caused by in complete or wrong information given by teacher.
For the future researcher
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1.5 Scope and Limitation
The scope of this research is about error made by the students in writing recount text. The limitation of this research is surface strategy error in writing recount text. Moreover, it is limited in the error and dominant error that the students make.
1.6 Definition of Key Terms
To avoid misunderstanding of the concepts used in this research, some definitions are provided as the following:
Error : A noticeable deviation from the adult grammar of a native speaker, reflecting the interlanguage competence of the learner (Brown as cited in Yang and Xu, 2001: 16).
Mistake : A performance error that is either a random guess or a ‘slip’, in that it is a failure to utilize a known system correctly (Brown as cited in Yang and Xu, 2001: 16).
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AN ANALYSIS OF STUDENTS’ ERRORS IN WRITING
RECOUNT TEXT AT THE SECOND GRADE OF SMP PGRI 04
KALIPARE
THESIS
By:
LENA ANGGRAENI
201110100311148
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
ii
AN ANALYSIS OF STUDENTS’ ERRORS IN WRITING
RECOUNT TEXT AT THE SECOND GRADE OF SMP PGRI 04
KALIPARE
THESIS
Thisthesisissubmittedtomeetone of therequirementstoachieve
Sarjana DegreeinEnglish Education
By:
LENA ANGGRAENI
201110100311148
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
iii
This thesis written by Lena Anggraeni was approved on 12 November 2015.
By:
Advisor II Advisor I
iv
This thesis was defended in front of the examiners of the Faculty of Teacher Training
and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Education
on 12 November 2015.
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dean,
Dr. PoncojariWahyono,M.Kes.
Examiners: Signatures:
1. Puji Sumarsono, M.Ed., M.Pd. 1.……….
2. Khairudin, S.Pd.,M.Pd. 2………..
3. RinjaniBonavidi, S.Pd., M.Ed., Ph.D. 3………..
v
MOTTO AND DEDICATION
MOTTO
Success needs process
and
Patience will produce the best result
My graduation hat is dedicated to:
1. The honorable father and mother of my life
2. The beloved 7 sisters of class C
3. My special one, Rizal Rizqiandy
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ORIGINALITY DECLARATION
The undersigned:
Name : Lena Anggraeni
Student ID number : 201110100311148
Program of Study : EnglishDepartment
Faculty : Faculty of Teacher Training and Education
I declarethe research presented inthisthesiswaswritten all by myselfanddoes not
incorporatewithoutacknowledmentany material previouslysubmitted for a degreeor
diploma inanyuniversity. To thebest of myknowledgethisthesisdoes not
containanymaterialspreviously published orwrittenbyanother person
whereduereferenceismadeinthetext.
Malang, 12 November 2015
viii
ACKNOWLEDGEMENT
In the name of Allah, most Gracious, most merciful. The writer willing to
present her thanks for everyone who helped her, especially in this thesis.
Alhamdulillahhirabbil’alaminwassolatuwasllamu’alasayyidinamuhammadinw
a’alaalihiwasohbihiajma’in, all of honors are just for Allah AzzaWajalla, the
almighty. Then she wants to express her sincere thanks to:
1. Allah SWT for guiding her, hence, she is able to finish this thesis in time. Also,
praises are offered to the beloved Prophet, Muhammad SAW as the best role
model ever to all people around the world, especially Muslims.
2. Her First Advisor, Mr.PujiSumarsono, S.Pd., M.Ed for his valuable guidance,
encouragement,advice, patient, and suggestion which are very helpful in
finishing this thesis.
3. Her Second Advisor, Mr. Khairudin, S.Pd., M.Pd, who has guided her with his
worthy, correction and suggestion to improve the quality of this thesis.
4. Her Beloved Parents, Wianto and Subatin. Thank you so much for your affection,
guidance, advices, support, and help in her life.
5. Ms.RinjaniBonavidi, S.Pd., M.Ed., Ph.D. and Mr.TeguhHadiSaputra, S.Pd., M.A.
who continually gives her advices throughout her research in detail.
6. All lecturers of English department of University of Muhammadiyah Malang who
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7. Headmaster of SMP PGRI 04 Kalipare who has allowed her to conduct a research
in his class and the Students who helped her to make this research.
8. All classmates of class C 2011, especially for her beloved 7 sisters whom she met
in this class AdninHayatinnufus, AjengFrylin, KusmanikAnjasiwi, EuizFauziah,
FarihatunNuria, Linda Kusuma, and LusyAprillya. Thank you so much for your
motivation, support, attention, and togetherness and her special one, Rizal
Rizqiandy who give their huge supports for her success.
Finally, may Allah SWT receive all their works and kindness. Amin.
Malang, 12 November 2015
The Researcher,
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TABLE OF CONTENTS
COVER ... i
APPROVAL ... iii
LEGALIZATION ... iv
MOTTO AND DEDICATION ... v
ORIGINALITY DECLARATION ... vi
ABSTRACT ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS... x
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION 1.1Background of the Study ... 1
1.2Statement of the Problems ... 4
1.3Purpose of the Study ... 4
1.4Significance of the Study ... 4
1.5Scope and Limitation ... 6
1.6Definition of Key Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE 2.1Language ... 7
2.1.1 Function and Usage of Language ... 8
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2.3 Problems of English Language Teaching ... 9
2.4 Language Skill ... 9
2.4.1Writing Skill ... 10
2.4.1.1Recount Text ...12
2.5 Error and Mistake...20
2.6 Classification of Errors ... 22
2.6.1 Linguistic Category ... 22
2.6.2 Surface Strategy ... 22
2.6.3 Comparative Taxonomy ... 24
2.6.4 Communicative Taxonomy ... 25
2.7 Source of Error ... 25
2.7.1 Interlingual Transfer ... 25
2.7.2 Intralingual Transfer ... 26
2.8 Error Analysis ... 26
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 27
3.2 Research Object Materials ... 29
3.3 Research Instrument ... 30
3.4 Data Collection ... 31
3.5 Data Analysis ... 31
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Findings ... 34
4.1.1 The Kind of Errors Made by the Students at Second Grade of SMP PGRI 04 Kalipare ... 34
4.1.1.1 Addition ... 35
xii
4.1.1.3Misformation ... 36
4.1.1.4Misordering ... 38
4.1.1 The Frequency of Every Kind of Errors Made by the Students at Second Grade of SMP PGRI 04 Kalipare ... 39
4.1.1.1Addition ... 39
4.1.1.2Omission ...40
4.1.1.3Misformation ... 40
4.1.1.4Misordering ... 40
4.2 Discussion ... 41
CHAPTER V CONCLUSION AND SUGGESTION 5.1Conclusion ... 43
5.2Suggestions ... 43
REFERENCES ... 45
APPENDICES... 49
APPENDIX I ... 49
APPENDIX II ... 61
xiii
LIST OF APPENDICES
Appendix I : List of Errors ... 49
Appendix II : Letter ... 61
45
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