AN ERROR ANALYSIS OF THE USE OF WORD ORDER IN EIGHTH GRADE WRITING PROPERTY. The aim of this study is to analyze the types of errors students make about the word order appearing on the students' writing result when creating a recount text.
Background of the Study
Writing retelling text is one of the materials in the English curriculum for the eighth grade students of MTsN 1 East Lampung. In this case, the author conducted a preliminary survey in MTsN 1 East Lampung in the recount text.
Research Question
This research as a description for the teacher about the students' problems in writing, especially in writing the recount text. This research is an information about the best way to learn English, especially writing narrative text.
Prior Research
Types of Error Analysis
It is useful in classifying the types of potential errors that often occur in the speaking and writing of a second language learner. In this context, the linguist Dulay formulated the strategy of surface taxonomy in terms of a classification error in a sentence.6 Errors include: a.
Differences Between Error and Mistake
Alternative forms; for example, students use no and no and no to express negation in the first stage of learning negation. Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in a sentence.
Steps in Error Analysis
An alternative in classifying the errors is to use a surface strategy taxonomy by Dulay, Burt and Krashen. In this step, the author must decide on the criteria of errors that will be corrected because some errors may be considered more serious than others.
Cause of Error
In the simple past tense to ask for information in the past we can use WH-Questions. The simple past tense is used for activities or events completed at a specific time in the past (which is either understood or indicated by a time expression).
Formula of Noun Phrase
The word "a" in the sentence above shows that it is the pre-modifier of noun phrase. The word "in the classroom" in the sentence above shows that it is the post modifier of noun phrase.
Simple Noun Phrases
Not only do they have two possible constituents before the head noun (determiners and premodifier), they also have many types of postmodifiers. As the following examples show, post modifiers can be realized as clauses, finite clauses or non-finite clauses.17 Post modifiers come after the main word in a noun phrase.
Complex noun phrase
Word Order Error
This means that a narrative text is a text that is used to narrate the writer's experiences or events in the past to the readers. Carrie Williams explains that qualitative research can be described as an effective model that occurs in a natural setting that allows the writer to develop a level of detail without being very involved in actual experience.1 It can be assumed that a writer with qualitative research had more opportunities to research in many places that she wants.
Data Resource
Data Collecting Technique
Based on the above statement, the writer collected the data through the archive of English results from the teacher. In addition, the writer collected the data from the narrative writing text document of English students in the eighth grade of MTsN 1 East Lampung in the academic year 2018/2019. Creswell explains that "observation," in which the writer takes field notes on the behavior or activities of individuals at the research site.4 The writer chooses participant observation.
In participant observation, the writer observes what people do, listens to what they say, and participates in their activities. Thus, in conducting this research, the writer will directly observe the participants in the study writing of the product of the text narration in the eighth graders of MTsN 1 East Lampung in the academic year 2018/2019.
Research Approach
The author focused on taking the data from the students' worksheet of writing test on mid-term exam. After obtaining the data, the next step is to determine the case and then collect the data to analyze. The author used research tools to collect the data, such as: interview, documentation and observation.
For data collection, the writer used various preparations, namely the preparation of data collection schedule and research instrument. In this research, the writer obtained the data from the results of students in the eighth grade of MTsN 1 East Lampung. Evaluation is necessary to ensure that the data are complete and ready for interpretation.
Data Analysis Technique
Description of MTsN 1 East Lampung a. Brief History of MTsN 1 East Lampung
This research was conducted at MTsN 1 East Lampung located at Jl. Ki Hajar Dewantara 38B Banjarrejo, Batanghari District, East Lampung. Due to the expansion in the Metro City region, where MTsN Metro area was in East Lampung region, MTsN Metro changed to MTsN Metro Batanghari, East Lampung and then changed to MTsN 1 East Lampung in 2015. The leading principal of the school was H. The establishment of MTsN 1 East Lampung due to the period of integration of several religious schools.
Initially, MTsN 1 East Lampung was a transfer of teacher training, namely the Four Year Religious Teacher Training. From the geographical location, MTsN 1 East Lampung was in the middle between East Lampung Regency and Metro City which was easily accessible to the community. The leadership period of MTsN 1 East Lampung was as follows: 1. Profile of MTsN 1 East Lampung.
General Description of Research Data
Kinds of word order error made by students at eighth graders of MTsN 1 East Lampung
The following table shows the mistakes made by the students in the students' written score. Based on the table above, we can say that there are frequent errors in the use of word order in the recount text. The most common errors found in the use of subject and verb omission were 12 errors, object omission 14 errors, clause omission 13 errors, sentence order 11 errors, and the last incorrect order in noun phrase distribution 10 errors.
After calculating the number of errors, the researcher would like to describe in detail the types of errors made by the students. From the tabular data analysis above, the researcher obtained the frequency of the errors in the use of word order found in the students' written narrative text.
Percentage of Errors in Using Word Order at the Eighth Graders of MTsN 1
East Lampung
The dominant kinds of error in using word order
Total errors were 8, omitting subject and verb was 2 errors, omitting object was 2 errors, omitting predicate was 1 error, sentence misorder was 1 error, and misspelling was 1 error. order of distribution of nouns There were 2 errors. There were 7 total errors, omitting subject and verb was 2 errors, omitting object was 2 errors, omitting predicate was 1 error, sentence misorder was 1 error, and misspelling was 1 error. order of distribution of nouns There was 1 error. Total errors were 6, omitting subject and verb there were 2 errors, omitting object there were 2 errors, in.
The total of errors there were 5, in omission of subject and verb there was 1 error, in omission of object there were 2 errors, in omission of predicate there was no error, in wrong order of sentence there was 1 error, and in wrong order of noun phrase distribution there was 1 error. The total of errors there were 10, in omission of subject and verb there was 1 error, in omission of object there was 1 error, in omission. The total of errors there were 4, in omission of subject and verb there was 1 error, in omission of object there was 1 error, in omission of predicate there was 1 error, in wrong order of sentence there was no error, and in wrong order of noun phrase distribution there was 1 error.
The factors that caused word order errors in recount text at the eighth graders of MTsN 1 East Lampung
So the researcher concluded that all students have already understood the general structure of the recount text. Based on the result of the student interview that was analyzed, the researcher knew that the students still find it difficult to write about the recount text. Based on the result of the students' interview that was analyzed, the researcher knew that the students were still confused to write about the recount text.
Based on the result of the students' interview having been analyzed, the researcher had known that the students still did not understand the material. Based on the results of the students' interview had been analyzed, the researcher had known that the students still do not understand . material. Based on the result of the students' interview had been analyzed, the researcher had known that the students still found it difficult to write about retelling text.
Discussion
By conducting this research, we could recognize the common errors in the use of word order that occurred in students' writing recount text. The researcher concluded that the dominant types of errors in the use of word order made by writing students' recounting text in eighth grade students in MTsN 1 East Lampung was subject to 14 errors (23%). In addition, students were expected to increase their knowledge of the structure of using word order in writing recount text in order to avoid errors in writing performance.
It can be concluded that the dominant types of errors in the use of word order made by writing the students' recounting text in eighth grade students in MTsN 1 East Lampung was subject to 14 errors (23%). The researcher concluded that still confused students use word order in writing the recount text. In addition, students were expected to increase their knowledge of the structure of using word order in writing recount text.
Suggestion
They still made mistakes when writing narrative text because they did not know how to use word order correctly. Students should improve their understanding of English word order in order to make a meaningful sentence. And students should pay more attention when the teacher explains the material to improve their understanding of English.
Natanael Saragih, Roswita Silalahi and Hilman Pardede.“The Effectiveness of Using Retell Text to Improve Writing Skill for Grade III Students of Kalam Kudus 2 Pematang Siantar Primary School” IOSR Journal of Humanities And Social Science (IOSR-JHSS). Analyze mistakes made by the grade VIII students in SMP 2 Parigi in writing retelling text”.
APPENDICES
When the teacher teaches the material about retelling text, do you understand the material well. Next, the researcher instructs students to write a sample recount text for the board. When the researcher conducts an interview with the students of class VIII A in MTsN 1 East Lampung.
