18
ANALYSIS OF ENGLISH ERRORS IN WRITING DESCRIPTIVE TEXT FOR JUNIOR HIGH SCHOOL STUDENTS AT NURUL ISLAM, BIMA CITY
Indah Afrianti 1, Dini Siamika Tito Prayogi2, Sumiyati3
1STKIP Yapis Dompu, Dompu, Nusa Tenggara Barat
2STAI At-Taqwa Bondowoso
3STKIP Yapis Dompu, Dompu, Nusa Tenggara Barat
Naskah diterima: 07 Februari 2022, direvisi: 13 April 2022, diterbitkan: 19 Mei 2022 ABSTRACT
The purpose of this study was to analyze the mistakes made by the seventh grade students of SMP in Bima city in writing English descriptive text. The method used in this research is descriptive qualitative method. Qualitative descriptive method was used to analyze English errors on the results of writing descriptive texts for seventh grade students of Junior High School, Bima City. The data were studied by analyzing English writing errors in descriptive texts, based on the Assessment Rubric for writing descriptive texts. In addition, this study interprets the data on what types of errors students mostly make by making percentages. The results of this study indicate that the score of the English writing test of descriptive text is three students who get a score of 70, two students who get a score of 69, four students who get a score of 67, students who get a score of 65 eight people, and students who get a score of 60 eighteen people. Only 3 students met the KKM score, while the other 32 students did not meet the KKM score determined by the Nurul Ihsan Islamic Junior High School in Bima City was 70. Based on the results of the analysis of descriptive texts, it is known that students still have difficulties in using the structure of English correctly because still influenced by the Indonesian written form and students interpret the text word for word. The second problem arises when students want to determine, develop, and organize ideas to fit the structure of a descriptive text.
Keywords: English Error Analysis, Writing Descriptive Text, Students
ABSTRAK
Tujuan dari penelitian ini adalah untuk menganalisis kesalahan yang dilakukan oleh siswa kelas tujuh SMP di kota Bima dalam menulis teks deskriptif bahasa Inggris. Metode yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif. Metode deskriptif kualitatif digunakan untuk menganalisis kesalahan bahasa Inggris pada hasil menulis teks deskriptif siswa kelas VII SMP Kota Bima. Data dipelajari dengan menganalisis kesalahan penulisan bahasa Inggris dalam teks deskriptif, berdasarkan Rubrik Penilaian untuk menulis teks deskriptif. Selain itu, penelitian ini menginterpretasikan data tentang jenis kesalahan apa yang paling banyak dilakukan siswa dengan membuat persentase. Hasil penelitian ini menunjukkan bahwa skor tes menulis teks deskriptif bahasa Inggris adalah tiga siswa yang mendapatkan skor 70, dua siswa yang mendapatkan skor 69, empat siswa yang mendapatkan skor 67, siswa yang mendapatkan skor sebanyak 65 delapan orang, dan siswa yang mendapat skor 60 delapan belas orang. Hanya 3 siswa yang memenuhi nilai KKM, sedangkan 32 siswa lainnya tidak memenuhi nilai KKM yang ditentukan oleh SMP Islam Nurul Ihsan Kota Bima adalah 70. Berdasarkan hasil analisis teks deskriptif diketahui bahwa siswa masih mengalami kesulitan dalam menggunakan struktur bahasa Inggris dengan benar karena masih dipengaruhi oleh bentuk tulisan bahasa Indonesia dan siswa
19 menginterpretasikan teks kata demi kata. Masalah kedua muncul ketika siswa ingin menentukan, mengembangkan, dan mengatur ide agar sesuai dengan struktur teks deskriptif.
Kata Kunci: Analisis Kesalahan Bahasa Inggris, Menulis Teks Deskripsi, Siswa
INTRODUCTION
English is one of the important languages. It is used as an international language.
Every country around the world uses English to communicate to other people who have a different country. Through communication, people are able to deliver ideas, feelings, and expectations to other people. Besides that, in globalization era everything uses English such as science books, electronics and business. From this case, we realize that English is important to learn. (Dara, 2018)
In Indonesia, English is a foreign language. English in an academic field is taught as a subject matter. In our education system, it is a compulsory subject from elementary school until university level. By learning English the learners are expected to be able to communicate about anything in English. It is accurate with statement that the final aim of teaching. The students hopefully can master almost four skills such as listening, speaking, reading and writing. To achieve the communication function, people need general knowledge and skill of English and language competency.
In learning English, writing skills are one aspect of language skills, which students learn after being able to read. Formally, these two language skills begin to be learned since students are in elementary school. At the elementary school level, students are taught how to write the alphabet, syllables, words, groups of words, and sentences up to the stage of writing discourse with contextual themes. In Junior High Schools (SMP/MTs) learning to write is improved by learning to write various types of essays, including narrative, descriptive, and news items.
Learning to write which is intended in this research is to write essays in descriptive form which is one of the curriculum content in learning to write in English class VII junior secondary level in the even semester and in accordance with the syllabus and Lesson Plans (RPP) SMP/MTs. Descriptive essay is one of the essays that is still easier to learn by class VII students of SMP Islam Nurul Ihsan Bima City because in writing activities students' abilities are still very low.
According to (Keraf, 1982), writing a descriptive essay is an activity to describe or tell how the shape or form of an item or object, or describe the taste of an object, thing, or sound. Writing in describing something in such a way that the reader is made capable (as if to feel, see, hear, or experience) as perceived by the reader's senses. As stated by (Semi, 2007) that descriptive essays have several characteristics, namely (1) trying to show in detail about the object, (2) influencing emotions and shaping the reader's imagination, (3) delivered in an alluring style and with choice of words. That excites the reader's senses.
The ability to develop ideas in writing is a part that greatly affects students' writing skills. In addition, the use of grammatical structures, and the use of spelling (punctuation marks, and capital letters) also greatly determines whether or not the writing is good. For this reason, this study tries to propose an innovative learning model
20 that is expected to increase students' motivation and ability to use and develop language well in writing so that the message to be conveyed can be well received by readers.
(Tarigan, 2018)
According to the 2013 Curriculum, the following is the scope of competence and English language materials for SMP/MTs based on communicative aspects: (1) communicative competence to carry out social functions that are beneficial to their current life as students, as family members and community members, by using texts that sequence and coherent as well as linguistic elements in accordance with the context and objectives to be achieved; (2) the context of communication includes functional relationships with teachers, friends, and other people in the home, school, and community environment, on various topics related to adolescent life and all subjects in the secondary school curriculum, orally and in writing, with or without using electronic media; (3) communicative competence in interpersonal discourse aims to establish and maintain interpersonal relationships with teachers, friends and other people inside and outside the school; (4) communicative competence in transactional discourse aims to give and ask each other for information, goods and services, for example asking, telling, ordering, offering, asking and so on; (5) functional communicative competence aims to develop students' social and academic potential by using descriptive, recount, narrative, procedure, and factual reports for SMP/MTs level; (6) sociocultural values, as a vehicle for inculcating the values of the nation's character; (7) communicative actions and strategies, as a vehicle to master listening, speaking, reading, writing, and watching skills strategically according to the context and objectives to be achieved; (8) linguistic elements, as a vehicle for using English accurately and acceptably, which includes discourse markers, vocabulary, grammar, speech, word stress, intonation, punctuation, and handwriting neatness.
Based on the initial facts and information from the English subject teacher at Nurul Ihsan Islamic Junior High School in Bima City, the writing learning developed by the teacher in the school is not effective so that the results are not as expected.
Students seem less interested and less enthusiastic about learning writing skills. The task of composing or making written works given by the teacher is considered a heavy task and is considered not to provide benefits for his future life. After being traced through initial research, it was found that the problem of students' lack of enthusiasm in learning to write stems from learning methods that are less creative, active, innovative, effective, and fun. The teacher doing the process is still dominantly based on the presentation of linguistic theory compared to direct writing exercises. The material presented by the teacher is only guided from English textbooks without any text examples; at the end of the process no evaluation was carried out on the grounds of lack of time; and exercises are carried out only in the form of assignments at home as a follow-up to presenting the material in class. After the assignment was collected, the teacher gave initials without judging it.
Based on observations of student learning outcomes and student learning activities in class, it can be seen that the low ability of students is influenced by several factors, namely (1) lack of interest and motivation of students towards learning to write English, (2) low mastery of students' vocabulary which causes their inability to express and develop ideas and ideas in writing, (3) the inability of students to use grammatical structures in
21 writing (such as errors in using the word system to be, articles, pronouns, prepositions, conjunctions, use of punctuation marks. Based on these phenomena, teaching techniques are needed that are not only emphasizes learning outcomes, but also emphasizes the learning process so that when students experience difficulties in the writing process, the teacher can provide direction and guidance so as to increase students' motivation and confidence. In this regard, it is deemed necessary to change the learning strategy from the teacher's technique, which initially emphasized results, it became an emphasis on the process and way students produce writing.
Based on the background of the problem above, the focus of the problem in this research is the error in writing descriptive text based on the writing assessment rubric for seventh grade students of Nurul Ihsan Islamic Junior High School, Bima City. The purpose of this study was to analyze the errors made by the seventh grade students of SMP Islam Nurul Ihsan Bima City in writing descriptive English texts.
METHODS
The method used in this research is descriptive qualitative method. Qualitative descriptive method is a research approach that refers to the meanings, concepts, definitions, characteristics, symbols, and others. Qualitative descriptive method was used to analyze English errors on the results of writing descriptive texts for seventh grade students of Nurul Ihsan Islamic Junior High School, Bima City. This research was conducted at the Nurul Ihsan Islamic Junior High School, Ntobo Village, Raba District, Bima City, West Nusa Tenggara. The subjects of this research were seventh grade students of Nurul Ihsan Islamic Junior High School, Bima City. The data were studied by analyzing English writing errors in descriptive text, based on the Description Text Assessment Rubric.
Table 1 Rubric for Essay Description Assessment (Jacobs, 1981) No Aspect Assessment Maximum Score
1. Ideas and content 25
2. Organization 25
3. Grammar 25
4. Use of vocabulary 20
5. Mechanical 5
Quantity 100
The instrument used in this research is to give a written test in the form of descriptive text about telling what is “in the garden”. The written test was used to collect data in analyzing students' errors in writing descriptive texts, calculating the total errors, and making the percentage of errors. Data collection techniques used in this study by means of documentation. (Arikunto, 2006), stated that documentation is a record of events that have passed. Documentation in this study is in the form of a written test in writing descriptive text that has been given to students. (Sudaryanto. 1993). After collecting data, this research uses descriptive analysis technique (percentage). The percentage comes from the frequency or information and divides by the number of cases. The formula is:
22 X = SX X 100%
N Information:
x : Average (mean) Sx : Total score
N : Number of cases (number of scores themselves) ( Junike Lady Dehoop, 2014) RESULTS AND DISCUSSION
Results
Quantitative data were obtained from students' descriptive text writing activities that referred to the writing assessment rubric, namely aspects of ideas and content, organization, grammar, vocabulary and mechanics. In the following, the distribution of grades obtained by grade VII students is also presented.
20 15 10 5
0
60 65 67 69 70
Graph 1 Distribution of Student Test Scores
Graph 1 above shows that the students in grade VII who scored 70 were three students, those who scored 69 were two students, those who scored 67 were four students, those who scored 65 were eight students, and the value of 60 is eighteen students. In other words, diagram 1 above, show that there are only three students out of 35 students who are able to fulfill the KKM (70) set by the Nurul Ihsan Islamic Junior High School in Bima City in English subjects, while 32 students others have not met the KKM.
In an effort to identify problems related to the five aspects of writing assessment used, the average value of each aspect of the assessment obtained from the results of students' initial tests is also presented. The results in question are as follows.
Table 2 Average Value of each Assessment Aspect
No Aspect Maximum Value Class Average Percentage of
Achievement (%)
1. Idea and Content 25 15.97 64
2. Organization 25 15.25 61
3. Grammar 25 13.97 56
4. Vocabulary 20 14.11 71
5. mechanic 5 3.95 79
Based on Table 2 above, it can be seen that the main problem faced by students in writing descriptive texts is how to use correct grammar. This is indicated by the percentage of achievement in this aspect which is only 56%. Student problems also exist in the 61%
organization. Furthermore, in the aspect of developing ideas and content, 64% are the third problem. The student's problem was in the vocabulary aspect 71% and the last
23 problem was in the mechanical aspect with a percentage of 79%. Therefore, it can be concluded that the sequence of problems faced by students in writing descriptive texts are (1) grammar, (2) organization, (3) ideas and content, (4) vocabulary, and (5) mechanics.
From the results of the average scores of the five aspects described in Table 2 above, it can be seen that the errors made by students can be seen in Table 3. The following describes the students' mistakes in the use of grammar, vocabulary, and mechanics.
Table 3 Students' Mistakes in Using Prepositions
No Use of Prepositions Error Frequency Percentage of Errors (%)
1. In 27 from 40 67.5
2. On 24 from 30 80
3. Inside 32 from 50 64
Total 83 from 120 69
To get the percentage of student error, the researcher used the following formula:
X = Frekuensi Kekeliruan X 100%
Jumlah Benar X = 10
X 100% = 1000
= 33.33
30 30
Based on Table 3 above, it is known that the most students experience errors in using the preposition inside by 64%, the preposition in by 67.5%, and the preposition on by 80%. Errors that occur because students interpret prepositions word for word, resulting in repetition of mistakes made by students in using prepositions. Errors also occur in the use of grammar. The following is described in Table 4 below.
Table 4 Students' Mistakes in Using Grammar
No Grammar Use Error Frequency Percentage of Errors (%)
1. Is 10 from 30 33.33
2. Are 10 from 30 33.33
3. Observe 1 from 10 10
4. Stuktur gramatika 60 from 90 66.67
Total 81 from 160 50
In Table 4 above, it is known that student‟s make more mistakes in the use of grammatical structures by 66.67% compared to the use of is, are, and observe which were found from 35 students. Errors that occur in the grammatical structure occur because students translate Indonesian writing into English, so that the grammatical structure written follows Indonesian grammar. The following explains the error in using the article below.
Table 5 Student Mistakes in Using Articles
No Article Usage Error Frequency Percentage of Errors (%)
1. A 30 from 50 60
2. The 30 from 50 60
Total 60 from 100 60
In Table 5 above, it is known that students experience errors in using articles a and the by 60%. The error found in the students' text results is the use of articles that are
24 not appropriate. In addition, errors occur in the use of conjunctions. The following is described in Table 6 below.
Table 6 Students' Mistakes in Using Conjunctions
No Use of Conjunctions Error Frequency Percentage of Errors (%)
1. and 50 from 70 71.42
In Table 6 above, it is known that many students experience errors in the use of conjunctions found in students' writings. The conjunction and found in the students' writing results are not quite right (it can be seen in the results of the qualitative analysis). Furthermore, the errors found were in the use of vocabulary. The following is described in Table 7 below.
Table 7 Students' Mistakes in Using Vocabulary
No Vocabulary Usage Error Frequency Percentage of Errors (%)
1. Road 2 from 5 40
2. Virgin 1 from 1 100
3. Look 1 from 2 50
4. My 7 from 10 70
5. child small 8 from 20 40
6. Somebody 7 from 20 35
7. Inside 10 from 20 50
8. Respective 1 from 1 100
9. child girl 10 from 30 33.33
10. child boy 10 from 30 33.33
11. Observe 1 from 17 5.88
Total 58 from 156 37
In Table 7 above, it is known that the most students experience errors in the vocabulary of inside, child girl, and child boy. Errors in the use of vocabulary by 37%.
In addition, errors in the vocabulary of students also experienced errors in using punctuation marks. The following is described in Table 8 below.
Table 8 Student Mistakes in Using Punctuation
No Use of Punctuation Error Frequency Percentage of Errors (%)
1. Koma 50 from 70 71.42
2. Titik 40 from 80 50
Total 90 from 150 60
In Table 8 above, it is known that 60% of students do not use full stop punctuation marks and commas. This is because there is an influence from Indonesian writing, so that in the results of English writing there are many sentences that are not appropriate. Furthermore, errors occur in the use of capital letters. The following explains the error in the use of capital letters below.
Table 9 Student Mistakes in Using Capital Letters
No Capital Use Error Frequency Percentage of Errors (%)
1. House 1 from 10 10
2. Near 1 from 10 10
3. tRee 1 from 10 10
4. There 4 from 20 20
25
5. Girl 3 from 20 15
6. Relax 1 from 10 10
7. bRing 1 from 20 5
8. wloweRs 2 from 30 6.66
9. Man 1 from 30 3.33
10. After 1 from 30 3.33
11. Hause 1 from 30 3.33
12. fRee 1 from 20 5
13. sHe 2 from 10 20
14. Road 1 from 5 20
15. tHat 1 from 10 10
16. RigHt 1 from 10 10
17. My 4 from 20 20
18. Half 1 from 10 10
19. Somebody 1 from 10 10
20. After 1 from 10 10
21. sMall 2 from 10 20
Total 33 from 345 9.5
In Table 9 above, it is known that students use capital letters more in the middle of sentences, while at the beginning of sentences students do not use capital letters at all.
In addition, errors in capital letters were also found in the use of spelling errors. The following is described in Table 10 below.
Table 10 Students' Mistakes in Using Spelling
No Spelling Usage Error Frequency Percentage of Errors (%)
1. Garder 1 from 20 5
2. in side 8 from 20 40
3. Relas 1 from 20 5
4. Small 3 from 10 30
5. ferson 2 from 20 10
6. flowerds 1 from 30 3.33
7. Leafi 1 from 30 3.33
8. baby cilik 6 from 20 30
9. Hause 4 from 30 13.33
10. husond 1 from 10 10
11. elso 1 from 10 10
12. smoll 1 from 20 5
13. Thie 1 from 10 10
14. wlowers 1 from 30 3.33
15. araund 2 from 20 10
26
16. flowers-flowers 2 from 20 10
17. Ther 1 from 30 3.33
18. Atree 1 from 20 5
19. Somedo 2 from 20 10
20. Samebody 1 from 30 3.33
Total 41 from 420 9.8
In Table 10 above, it is known that students make mistakes in writing vocabulary because it is influenced by 9.8% of students' pronunciation.
DISCUSSION
In terms of quality, the descriptive texts written by students on the initial test did not meet the standards for writing descriptive texts that were formulated according to the assessment rubric. At the initial test stage students write a descriptive text with the title "in the garden". The following describes the results of descriptive text writing obtained based on each aspect of the assessment criteria using three examples of student texts as samples.
Descriptive Text Compiled by C19 Students
The first descriptive text used as a sample is the text composed by the student with the lowest score. The following shows the student's descriptive text.
[……….]
(1)On here my see there is house and (2)on near house there is garden on garden that my observe child girl who average pour flowers and child boy who average walk bring basket flowers and (3)in there are somebody who average lie down or sit relaxed (4)and in side home ther atree leafy and various flowers
[……….]
title
Pembuka sekaligus yang mendeskripsikan sebuah tempat
close 1. Aspects of Idea and Content
The suitability of the topic with the information presented is quite good, but the presentation of ideas in each sentence is not perfect and it seems like the writing has been rushed so that it looks inadequate. The resulting writing is enough to make an impression on the reader.
2. Organizational Aspect
In organizing the idea of developing the main sentence into several explanatory sentences, it is still visible, but the sequence of thinking is inconsistent and less sequential. Students do not write the title of the text and there is no closing on the results of the writing above.
3. Grammar Aspect
The third assessment is from the grammatical aspect, most students have very poor abilities in using grammatical structures in their writing. In the grammatical aspect, four items were found, namely the use of prepositions, the use of verbs, the
18 use of articles, and the use of conjunctions. The following describes the four aspects of grammar assessment in the following student descriptive texts.
(a) Use of Prepositions
A preposition is a word that is placed in front of a noun or pronoun to show the relationship of location, direction, and time (Purnomo, 2013). The following describes the use of prepositions in the example above.
Data 1
(1)on here my see there is house and (2)on near house[p] there is garden[p]
(di sini saya melihat ada sebuah rumah dan di dekat rumah ada sebuah taman) In the sentence above there are two prepositions that are not appropriate to be used in sentences number 1 and number 2. The word here already contains the meaning of 'here' so there is no need to add the preposition on because without on does not obscure the meaning of the word. The preposition on in sentence number 2 which is used incorrectly should be omitted because on and near are both prepositions, but the preposition on has two functions, one of which shows position and time depending on the sentence being discussed. When viewed in terms of the meaning of 'on-above' and 'near-near') and the preposition on also shows the meaning of 'above the surface or inside', something or something like on the garden.
Therefore, the right preposition to use is "near" because if seen from what is meant by students it is 'near'.
Data 2
2)on garden that[p] my observe child girl who average pour flowers and child boy who average walk bring basket flowers[p]
„di taman itu saya melihat anak gadis yang sedang menyiram bunga dan anak laki- laki yang sedang berjalan membawa sekeranjang bunga‟
In the second sentence above, it can be seen that the use of the preposition on is replaced with in because in terms of the meaning of the preposition 'on-above', while what students mean is 'in the garden' so the correct preposition is the preposition in which shows the meaning of the area or place. Surrounds like in the garden which is a single unit.
Data 3
(3)and in there are somebody who average lie down or sit relaxed[p]
„dan di sana juga ada seseorang yang sedang berbaring atau duduk santai‟
In the third sentence above, the use of the preposition in is not appropriate because the word there are not an explanation and the word there are functions as a subject and a verb.
Data 4
(4)and in side home[p] ther atree leafy and various flowers[p]
„di samping rumah ada sebuah pohon yang rindang dan bermacam-macam bunga‟
In sentence number four above, the use of the preposition ''inside'' is not appropriate
19 because inside means 'inside' or shows an understanding that emphasizes 'containment'. The right preposition used in this sentence is beside because beside means 'beside' and shows the sense that something is located next to something that has two sides.
(b) Use of Verbs
Based on the results of the students' writing above, it appears that the use of verbs and tenses is appropriate, namely the simple present tense and using verb 1 as explained in the previous chapter. The following describes the results of the student's writing.
Data 1
(2)on garden that[p] my observe(see) child girl who average pour flowers and child boy who average walk bring basket flowers[p]
„di taman itu saya melihat anak gadis yang sedang menyiram bunga dan anak laki- laki yang sedang berjalan membawa sekeranjang bunga‟
In the second sentence above, the use of the verb observe is not appropriate because what students mean is 'to see', so the correct verb to use is see.
Data 2
(3)and in there are somebody who average lie down or sit relaxed[p]
„dan di sana juga ada seseorang yang sedang berbaring atau duduk santai‟
The third sentence above, contained in the verb there are replaced with there is because somebody is a singular pronoun, not plural.
Data 3
(4)and in side home[p] ther atree leafy(shady) and various flowers[p]
„di samping rumah ada sebuah pohon yang rindang dan bermacam-macam bunga‟
Sentence number four above, shows that the verb written by the student is correct but there must be the addition of is so that the sentence becomes meaningful. The underlined words above indicate that the structure of the phrase used should follow the English pattern, but there is interference from Indonesian (a shady tree).
Data 4
(2)on garden that[p] my observe child girl who average pour flowers and child boy who average walk bring basket flowers[p]
„di taman itu saya melihat anak gadis yang sedang menyiram bunga dan anak laki- laki yang sedang berjalan membawa sekeranjang bunga‟
In the adverb above, it shows that the adverb still follows the Indonesian grammar and is influenced by the way of translating Indonesian words one by one, it should be "in the garden".
(c) Use of Articles
Article is an element used to limit or modify a noun (Kridalaksana, 2008). The following describes the results of student writing below.
Data 1
(1)on here my see there is house and on near house[p] there is garden[p]
20 (di sini saya melihat ada sebuah rumah dan di dekat rumah ada sebuah taman)
In sentence number one above, there are two articles added to the article. In the words in bold above, students did not add an article a before the word house and the word garden, there should be an article added a because to explain the word house and the word garden which means 'a house' and 'a garden'.
Data 2
(2)on garden that[p] my observe child girl who average pour flowers and child boy who average walk bring basket flowers[p]
„di taman itu saya melihat anak gadis yang sedang menyiram bunga dan anak laki- laki yang sedang berjalan membawa sekeranjang bunga‟
In sentence number two above, there are four additional articles. The word that should be replaced with the article because the word above shows an explanation (in the garden). In terms of meaning that and the both have the meaning of 'that', while from the function and use that is a demonstrative pronoun or pronoun to refer to an object or thing that is far away, while what is needed in the sentence above is the article the. In front of the words child girl, child boy, and basketball, there should be an article a which indicates that article a plays an important role in explaining these three words which mean 'a boy, a girl and a basket'.
(d) Use of Conjunctions
According to Kridalaksana (2008), conjunctions are particles that are used to combine words with words, phrases with phrases, clauses with clauses, sentences with sentences, paragraphs with paragraphs so that they can form a clear and complete understanding or meaning.
Data 1
(2)on garden that[p] my observe child girl who average pour flowers and child boy who average walk bring basket flowers[p]
„di taman itu saya melihat anak gadis yang sedang menyiram bunga dan anak laki- laki yang sedang berjalan membawa sekeranjang bunga‟
In the underlined word above, between the words basket and flowers there should be a hyphen of which indicates that the word is a noun phrase in the English pattern.
Data 2
(2)on garden that[p] my observe child girl who average pour flowers and child boy who average walk bring basket flowers[p](3)and in there are somebody who average lie down or sit relaxed[p] (4)and in side home[p] ther atree leafy and various flowers[p]
In the third and fourth sentences the conjunction and does not need to be used because the conjunction 'and' connects two sentences with the same meaning, while in the context of the sentence above it indicates a new sentence, so that the meaning of the sentence is not appropriate if it is added with a conjunction.
4. Vocabulary Aspect
21 Based on the example text above, it can be seen that some of the vocabulary is not used properly. The following describes the vocabulary from the students' writing below.
Data 1
(1)on here my see there is house and on near house[p] there is garden[p]
„di sini saya melihat ada sebuah rumah dan di dekat rumah ada sebuah taman‟
In the sentence above, it shows that students use the possessive adjective (my) as the subject while the use of my before the noun should use the nominative pronoun I (pronoun as subject). From the results of the writing above, students do not understand the use and function of personal pronouns.
Data 2
(2)on garden that[p] my observe child girl who average pour flowers and child boy who average walk bring basket flowers[p]
„di taman itu saya melihat anak gadis yang sedang menyiram bunga dan anak laki- laki yang sedang berjalan membawa sekeranjang bunga‟
In sentence number two above, it can still be seen that the use of a possessive adjective should have used the nominative pronoun (I). In the vocabulary observe above, students interpret as 'seeing', they should use the vocabulary see. In the vocabulary of child girl and child boy, students interpret it as written in Indonesian, it should be enough to write a girl and a boy because in English writing the meaning of these words already indicates that it is a girl and a boy. The word pour should be replaced with water because pour means 'to pour water into a glass' not 'to pour'.
Furthermore, the word average does not need to be written because without the word average the meaning of the sentence does not change.
Data 3
(3)and in there are somebody who average lie down or sit relaxed[p]
„dan di sana juga ada seseorang yang sedang berbaring atau duduk santai‟
In the third sentence above, students using the vocabulary somebody should use someone. In terms of meaning, they both mean 'someone' and function as pronouns, but if seen from the meaning in the context of the sentence above, someone should be used because the 'someone' referred to in the sentence is unknown. The word average is omitted because even without writing it does not change the meaning of the sentence.
Data 4
(4)and in side home[p] ther atree leafy and various flowers[p]
„di samping rumah ada sebuah pohon yang rindang dan bermacam-macam bunga‟
In the fourth sentence above, it appears that students do not understand the difference between the words home and house because in terms of the meaning of the word it means 'house'. In the sentence above, the word house should be used
22 because when viewed from the context of the sentence, 'house' refers to the physical building of the house, while home refers to a place to live that provides psychological comfort to its occupants. Leafy's vocabulary above is inaccurate because it means that 'a few shady trees,' while what the students mean is 'a shady tree.' The word shady should be used.
5. Mechanical Aspect
From the mechanical aspect of the text with the lowest score, three types of errors were found in the use of punctuation, capitalization, and spelling, as in the example text below.
Data 1
(1)on here my see there is house and on near house[p] there is garden[p] (2)on garden that[p] my observe child girl who average pour flowers and child boy who average walk bring basket flowers[p] (3)and in there are somebody who average lie down or sit relaxed[p] (4)and in side home[p] ther atree leafy and various flowers[p]
a. Punctuation
Punctuation is one aspect that needs to be considered in writing an essay. Based on the example of the text above, it can be seen that the results of students' writing in the use of punctuation marks (.) and (,) are not visible at all, they should be several sentences. There are four sentences in the paragraph above that should use a period punctuation mark (.) after the words garden, flowers, and relaxed. The second and fourth sentences should use a comma (,) because they explain the adverbs on garden that and in side home (in the garden and beside the house).
b. Capitalization
In example 1 of the student text that received the lowest score above, it appears that the student's writing on the underlined words above does not use capital letters at the beginning of the sentence.
c. Spelling
In writing an essay, one also needs to pay attention to the spelling of each word, especially writing a text in a foreign language, especially English. The following is an example of a descriptive text for students who got the lowest score.
Data 1
(4)and in side home[p] ther atree leafy and various flowers[p]
„di samping rumah ada sebuah pohon yang rindang dan bermacam-macam bunga‟
In the sentence above, the student intends to use the word there is ' there '
indicating that there is a tree, the word there should be used. The word atree above should have been spaced to become a tree.
Based on the written test results data displayed, both quantitatively and qualitatively, students have similar problems, especially in the aspects of developing ideas and content, organizational aspects, grammatical aspects, vocabulary aspects, and mechanical aspects. Based on the analysis conducted on the essay, it is known that students still have difficulty in using the English structure correctly because it is still influenced by the Indonesian written form and students interpret the text word
23 for word. The second problem arises when students want to determine, develop, and arrange ideas to fit the structure of the descriptive text (identification and description). Furthermore, problems arise when students use vocabulary in choosing words that are not appropriate. The last two problems are in using punctuation and capital letters that are less precise, even non-existent in the writing.
CONCLUSION AND RECOMMENDATION
Based on the score of the English writing test, the descriptive text shows that there are three students who score 70, two students who score 69, four students who score 67, eight students who score 65, and students who score 60 eighteen person. Only 3 students met the KKM score, while the other 32 students did not meet the KKM score determined by the Nurul Ihsan Islamic Junior High School in Bima City, which were 70.
Based on the analysis conducted on descriptive texts, it is known that students still have difficulty in using the structure of English correctly because it is still influenced by the Indonesian written form and students interpret the essay word by word. The second problem arises when students want to determine, develop, and arrange ideas to fit the structure of descriptive essays (identification and description). Furthermore, problems arise when students use vocabulary in choosing words that are not appropriate. The last two problems are in using punctuation and capital letters that are less precise, even non- existent in the writing. The qualitative results prove that students have similar problems in writing descriptive essays in a row, namely (1) grammar, (2) organization, (3) ideas and content, (4) mechanics, and (5) vocabulary.
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