Abstrak

Kembali

WINDYASTUTI. 1101065201. An Error Analysis on Students’ Descriptive Writing of the Tenth Grade Students of SMAN 1 Bekasi in the 2014/2015 Academic Year. The Paper, Jakarta: The Study Programme of English Education, the School of Teacher Training and Education, the University of Muhammadyah Prof. Dr. Hamka, Jakarta 2015. This research was conducted at the tenth grade students of SMAN 1 Bekasi in the 2014/2015 academic year. The purpose of this study was to find the typical errors and the causes of error which were made by the students in writing. The samples of this study were 32 students. In the first meeting, the writer asked the students to make descriptive writing based on the instruction that had been given in the writing task. The topic is “One of Your Family Members”. After that, the writer collected the students’ writing to be analyzed by underlining the mistake. In the second meeting, the writer gave back the writing to the students. Next, the writer asked the students to re-correct their mistake that had been underlined by the writer. Then the writer collected again the students’ writing. After that, the writer analyzed the types of error by using Azar’s theory and the sources of error by Brown’s theory in the students’ writing. In this research, the writer used descriptive analytical method. In collecting the data, the writer administered a kind of writing task to students. Then the writer analyzed the error that were made by the students in their writing. The result of the research revealed that common errors on the students’ writing were errors in the word choice (24.01%), verb tense (23.52%), Capitalization (8.82%), omit a word (7.35%), add a word (7.35%), word form (6.86%), singular-plural (6.37%), word order (4.41%), spelling (3.92%), punctuation (2.45%), run on sentence (1.96%), article (1.96%), incomplete sentence (0.98), and meaning not clear (0%). Besides, the common errors on the sources of error were in the intralingual transfer (40.68%), communication strategies (30.39%), interlingual transfer (15,19%), and context of learning (13.72%). After seeing the result of the study, it indicated that some students need more treatment and remedial teaching from the teacher toward their errors in English writings.