An Analysis of Students' Errors in Writing Recount Text at the Eighth Grade Studnts of SMPN 10 Kupang

DJONAE, Maria Sindri Asen (2023) An Analysis of Students' Errors in Writing Recount Text at the Eighth Grade Studnts of SMPN 10 Kupang. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

Maria S. A Djonae (2023): An Analysis of Students’ Errors in Writing Recount Text at the Eighth Grade Students of SMPN 10 Kupang This research aims to find out the types and common reasons of errors that students made in writing recount text. The subjects of this research were 20 eighth grade C students of SMPN 10 Kupang in 2023. The design of this research was qualitative. The writer used recount writing tasks and paper-based surveys to collect the data. The results of students writing were analyzed using a modified Surface Strategy Taxonomy by Dulay (1982), which showed that students made errors in fiver types: Addition, Ommision, Misordering, Misformation and Miscellaneous. The most common types of students’ errors in writing recount text was omission with 37.50% or 69 errors. The second type was addition with 21.20% or 39 errors. The third type was misformation with 19.02% or 35 errors. The fourth type was misordering with 4.35% or 8 errors, and the last one was miscellaneous which refers to misspellings errors with 17.93% or 33 errors. Furthermore, using Brown’ theory (2000) about sources of errors. This research found three categories of the reasons for students’ errors in writing. They were: Context of Learning (mentioned 13 times), Interlingual Transfer (mentioned 5 times), and Intralingual Transfer (mentioned 4 times). Based on this research, the writer suggests: 1) The teacher must provide a clear explanation when explaining the material, especially regarding the use of articles (the, a) and also about the use of preposition (at, in), because the writer found that the most common errors made by the students were in omission of articles and prepositions. 2) The teacher should use engaging teqhniques to increase the students’ motivation, especially for learning recount texts. 3) The teacher should provide feedback on the students’ writing tasks to help them improve their knowledge.

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