The purpose of the study was to describe and analyze the mistakes that students made when retelling texts. Principal, teacher, staff of the MTs Ma'arif Nu 04 Pekalongan East Lampung who give permission for the researcher to conduct the research in this school. In fact, writing skill is one of the language skills that students must master.
4 Natanael Saragih, Roswita Silalahi, Hilman Pardede, “The Effectiveness of Using Recount Text to Improve Writing Skills for Grade III Students of Kalam Kudus Elementary School 2 Pematangsiantar,” IOSR Journal of Humanities and Social Science (IOSR-JHSS), Vol . This study examines and classifies grammatical writing errors made by twenty second-year students of the Department of English Language Teaching of English as a Foreign Language at Gazi University in Turkey.5 The students attend a writing course in the first semester of the academic year.
INTRODUCTION
- Background of The Study
- Problem Formulation
- Objective and Benefit of Study
- Prior Research
The writer will identify and classify the student's rewriting error based on the surface strategy taxonomy. Based on data analysis, the researcher identified some aspects of errors in students' written narration.
REVIEW OF LITERATUR
Error Analysis
The results of the study show that the majority of students made mistakes in the subject-verb agreement, especially in the SVA of the number and followed by the SVA of the person. Another concept of error analysis is given by Brown. He defined error analysis as the process of observing, analyzing and classifying the deviations from the rules of the second language and then uncovering the systems used by the learner.3 Moreover, errors committed by the learners revealed the true state of the proficiency of second language learners of the new language they are learning at a given time. In addition, they also showed what the second language learners do not know and what they have learned about the new language system.4.
Error and Mistake
From the above definitions, it can be concluded that error analysis is a process of study in learning a second language, the purpose of which is to determine the errors made by students, the function of which is to provide information about how they learn the language, how well they know the language. language and what difficulties they face in achieving the goal. Based on the above explanation, we can conclude that a mistake is something that someone does unconsciously. On the other hand, a mistake is something that the student does unconsciously and does not know the rules, and the mistake he makes, he cannot correct.
The Description of Errors
- Error Detection
- Locating Errors
- Describing Errors
- Error Classification
- Error Taxonomies
The system used for describing learners' errors should be one with two essential features. This type of taxonomies specify errors in terms of linguistic categories, in terms of where the error is in the target language's overall system based on the linguistic item the error pertains to.13 In this category, we must specify the grammatical system on which the influences error, such as time, number, countability of votes, transitivity, etc. This is the second type of descriptive taxonomy proposed by Dulay, et.al.14 This taxonomy is based on the way surface textures are modified.
The Sources of Errors
In other words, the learners have wrong hypotheses from the teacher's explanation of the textbook which leads them to make mistakes. The learners are influenced by the persistence of their mother tongue in the use of the target language. It can be concluded that Taylor classifies the source of error based on the learners' linguistic development stage.
The Types of Error
Errors are caused by material-related errors, teacher-induced errors, practice-induced errors, pedagogical priority errors, and lookup errors.17. So in this category errors are classified by language components which include phonology, syntax and morphology, semantics and lexicon and discourse. Omission errors are characterized by the absence of an item that must appear in a well-formed utterance.
Content morphemes carry most of the referential meaning of a sentence: nouns, verbs, adjectives, adverbs.21 Language learners overlook grammatical morphemes much more often than content words. Addition errors are the presence of something that should not appear in a well-formed utterance.22 There are three types of addition errors, namely: double entry, rearrangement, and simple addition. Many collation errors are more accurately described as the failure to delete certain units which are required in some linguistic constructions but not in others.23 Double marking is two items marked for the same feature.
Regularization errors that fall under the addition category are those in which a marker typically added to a linguistic item is mistakenly added to exceptional elements of the given class that do not take a marker.25 Typically applies to a class of linguistic items such as e.g. class of main verbs or the class of nouns. Misformation errors are characterized by the use of the wrong form of the morpheme or structure. Misorder errors are characterized by the incorrect placement of a morpheme or a group of morphemes in an utterance.31 In this case, students make sentences incorrectly.
Errors that affect the overall organization of a sentence hinder successful communication, while errors that affect a single element of a sentence usually do not hinder communication.33.
Procedure of Error Analysis
Grammar
Thus, a grammar is a description of the rules that govern the way sentences of a language are formed.35 In other words, grammar is used to acquire sentences based on grammatical rules. In addition, grammar usually takes into account the meaning and functions that these sentences have in the overall system of the language. It may or may not include the description of the sounds of a language (phonology, phonemics as well as morphology, semantics and syntax).
Based on the above explanation, it can be concluded that grammar is the study of the syntax and morphology of sentences. Furthermore, grammar is a description of the structure of language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.
Types of Grammar
- Concept of Writing
In this study, students try to rank their ideas and arrange them according to their priorities. Students rank ideas based on the main idea and eliminate all unrelated ones. In the drafting phase, students are focused on writing fluency and are not preoccupied with grammatical accuracy or neatness of the draft.
In this case, students start writing down their ideas based on the composition of the main ideas in the writing phase. As students revise, they revise their draft based on the feedback given in the response phase. In this stage, students rewrite their draft after receiving feedback from teachers.
In this stage, the students improve their writing product based on the review of the teacher. However, the students do not always expect to know where and how to correct each error. In this study, the students correct their own writing again after the teacher gives them some critiques (connection between sentences, grammar, diction, etc.) before the students' writing is given to the teacher for final evaluation.
In addition, students must also learn the well-formed sentence, paragraph and texts.
Concept of Recount Text
Based on the above description, the researcher concludes that writing is a thought process to express ideas and as a process thought in the words. Concluding some of the above definitions, recount text is a type of text that tells about the past based on time and place and has a purpose of providing information to the readers. Recount text also has similarities to narrative text that distinguishes only the schematic structure of the main paragraph.
Orientation : There were so many places to see in Bali that my friend decided to join the tours to see as much as possible. It was not to see the scenery, but to see the arts and crafts of the island. Reorientation : My friend's ten day stay ended very quickly along with his two tours, all his day was spent on the beach.
RESEARCH METHOD
Research Design
Research Subject
Research Instrument
Technique of Data Analysis
Procedure of Research
RESULT AND DISCUSSION
Results
- Identification of Error
- Description of Errors
- Explanation of Error
- Evaluation and Correcting of Error
- Calculating the Errors
5 I don't feel bad The students must .. change into the verb past I didn't feel bad 6 I just stay at home The students must. When making retelling text, the students usually got it wrong with the use of "to be". In collecting data, the researcher still found the wrong verb used by the students.
Discussion
Based on the table above, it showed the distribution of errors found in the writing of the seventh grade students of MTs M'arif NU 4 Pekalongan. That most of the eleventh grade students in SMA YP UNILA committed all error types of surface strategy taxonomy. After the data was analyzed by the researcher, it showed that the students made the most mistakes.
The most detected error in the students' work is the formation with 51 occurrences and 65.38% of the percentage. This is an example of malformation as the type of error students make in writing recount text. The omission error becomes the second highest frequency of errors made by students in writing recount text.
The researcher discovered that some aspects of grammatical features. Addition errors by the students are in the use of the simple past tense with 6 occurrences and 3.84% of the percentage. From the data above, we can see that most of the errors made by the students were related to malformations in the surface strategy taxonomy at 51 or 65.38%. From the above conclusion, the researcher concluded that the students struggle for two reasons.
Based on the results of the research, the researcher found that the most dominant mistake made by the seventh grade students of MTs M'arif NU 4 Pekalongan in the academic year is malformation, which means that the student is still in trouble to remember the words in verb past.
CONCLUSION AND SUGGESTION
Conclusion
The researcher found different types of errors based on surface strategy taxonomy of retelling text, the total of which was 78. This is because the students still used Indonesian style when translating from Bahasa Indonesia to English. Sometimes learners are confused in applying or using a particular pattern of the target language itself due to differences in patterns used in our mother tongue.
Suggestion
Because the difference of L1 cannot be denied, students must be able to distinguish patterns between the mother tongue and the target language. The researcher believes this will help students who are majoring in English in particular to develop their ability to understand the difference between the mother tongue and second language. An analysis of grammatical writing errors made by Turkish learners of English as a foreign language.
Error analysis and its importance in second language teaching': A brief study of the theoretical aspect of error analysis, 1982. A content analysis of the English text entitled 'When English rings Bell' for grade VII school lower secondary Published by the Ministry of Education and Culture of Indonesia in 2016.
