AGRAMMATICALERRORANALYSISOFTHESTUDENTSWRITINGOF

REPORTING A SCHOOLOFTHEELEVENTHYEARSTUDENTSOFSMA
NEGERI1SEMININ2011

This paper is presented to fulfill one of the requirements to join the Final Test of
ErrorAnalysisLesson

By:
NAME:TIWIKRISTIYANI
N0

:0911202442

ENGLISHEDUCATIONSTUDYPROGRAM
TEACHERTRAININGANDEDUCATIONFACULTY
WIDYADHARMAUNIVERSITYKLATEN

2011
APPROVAL

TITLE

: A GRAMMATICAL ERROR ANALYSIS OF THE STUDENTS

WRITING OF REPORTING A SCHOOL OF THE ELEVENTH
YEARSTUDENTSOFSMANEGERI1SEMININ2011.

NAME

:TIWIKRISTIYANI

NO

:0911202442

This research report has been approved by the consultant and the lecturer of
Error Analysis of English Department of the Faculty of Teacher Training and
EducationofWidyaDharmaUniversity.

Klaten,January2012

Drs.PurwoHaryono,M.Hum
Consultant

ACKNOWLEDGEMENT


Praise to Allah SWT, Lord of the Universe that the writer is finally able to
finish her research report. This research report is writen to fulfill one of the
requirementsforgraduatingErrorAnalysisLessoninfifthsemester.
The writer deeply realizes that this research is prepared with so much help
from others. So in this chance, the writer would like to express her sincerely
gratitudeandapreciationto:
1. Drs.PurwoHaryono,M.Hum,thelecturerofErrorAnalysisLesson,whohave
patiently given their guidance, suggestion, correction, and motivation from the
beginningofwritingthisresearchtothewriter.
2. Beloved parents and my older sisters who give help in form of spirit, love,
materialandmoral.
3. Mr. Cornel as English teacher of SMA Negeri1Seminwho givesthewriternew
opinionandeverythingtofinishthisresearch.
4. The students of class XI Social III and the students of class XI Science 11 of
SMANegeri1CeperKlatenwhohelpthewritertodothisresearch.
5. The beloved friends (my boarding house friends The cebrettas,), my closely
friends (Terangi, Winda, Syabila, Rifqi, Affan, Kurniawan, Fitri), my social
networkfriends(Facebook,YahooKoprol,andMigg33)
The writerisreallyawarethatthisresearchisfarfrombeingperfectbecauseof
her limited knowledge and experience. Therefore,thewriterwillreceivewiththanks
thecriticsandsuggestionforthesakeofperfectionofthisresearch.

Finally, the writer deeply hopes that this research can be real contribution to
theimprovementofteachingEnglishinIndonesia.

Klaten,December2011

Thewriter

TABLEOFCONTENT

TITLE

APPROVAL

ii

ACKNOWLEDGEMENT

iii

TABLEOFCONTENT

ABSTRACT

vii

CHAPTERIINTRODUCTION
A.

TheBackgroundoftheStudy

B.

TheReasonforChoosingtheTopic

C.

TheLimitationoftheStudy

D.

TheStatementoftheProblem

E.

TheAimoftheStudy

F.

TheUseoftheStudy

G.

TheClarificationoftheKeyTerms

H.

TheOrganizationoftheStudy

CHAPTERIIREVIEWOFRELATEDLITERATURE
A.

B.

C.

ContrastiveAnalysis

1. TheMeaningofContrastiveAnalysis

2. TheHypothesisofContrastiveAnalysis

ErrorAnalysis

10

1. TheMeaningofErrorAnalysis

10

2. TheSourcesofError

11

3. TheTypes/KindsofError

15

4. ThePracticalUsesofErrorAnalysis

20

5. TheMethodologyofErrorAnalysis

21

TheTheoryofWriting

23

D.

ReportText.......................................................................29

CHAPTERIIITHEMETHODOFTHESTUDY
A.

TheMeaningofResearchMethod

32

B.

TheStrategyoftheResearch

32

C.

TheDataandtheSourceofData

33

D.

TheTechniqueofCollectingtheData

34

E.

TheTechniqueofAnalyzingtheData

34

CHAPTERIVTHERESULTOFTHESTUDY
A.

TheAnalysisoftheData

36

B.

TheDiscussionoftheFindings

50

CHAPTERVCONCLUSION,IMPLICATIONANDSUGGESTION
A.

Conclusion

54

B.

Implication

55

C.

Suggestion

55

BIBLIOGRAPHY
APPENDIX

ABSTRACT

TIWIK RISTIYANI, NO: 0911202442.

EnglishEducationStudyProgram.Faculty
of Teacher Training and Education. Widya Dharma Klaten in 2011.
A
GRAMMATICAL ERROR ANALYSIS OF THE STUDENTS WRITING OF
REPORTING A SCHOOLOFTHEELEVENTHYEARSTUDENTSOFSMA
NEGERI1SEMININ2011.

This research aims at giving description on the errors done by the eleventh
year studentsofSMANegeri 1 Seminin2011.Thewriterrevealstheerrorsandtheir
factor contributing to the errors as the answer of the problem of this study namely

what kinds of grammatical errors of are found in the studentswritingofreporting

aschooloftheeleventhyearstudentsofSMANegeri1Seminin2011?
The writer uses the students work in narration paragraph as the source of
data,thedatacollectedarethenanalysedwithdescriptivequalitativemethods.
After analyzing all of the data taken from the twelfth year students ofSMA
Negeri 1 Semin in 2011, the writer canfind37sentenceshavinggrammaticalerrors.
On exiting the data, the writer 11 errors are omission error (2 omission of
preposition, 1 omission of preposition and omission tobe, 1 omission of noun and
omission of predicate (tobe), 1 omission of article and omission of verb, 1omission
of pronoun, 3 omission of article, 1 omission of determiner, omission of tobe,
omission of pronoun and omission of article, 1 omission of article and omission of
tobe), 2 errors is additiom error (2additionofarticle),8errorsareinformationerror
( 6 misformation of verb and 2 misformation of determiner), 1 misordering error (1
misoerdering of quantifier), 2 errors are misformation error and omission error (1
misformation of adverb and omission of verb and 1 misformation pronoun and
omission of article), 4 errors are omission andmisformation(1omissionofverband
misformatiom of determiner, 2 omission of article and misformation of verb, and 1
omission of tobr and misformation of verb), 2 errors is misformation error and
addition error (2 misformation of relative adverb and addition pronoun), 2 errors is

omissionandmisorderingerror(1omissionofprepositionandmisorderingof clause,
and omission of pronoun and misordering of clause),2 misordering and omission
error (misordering of adverb, omission of article, and omission of pronoun and
misordering of clause and omission of preposition), 1 misformation addition and
misordering error (misformation of verb, addition of pronoun and misordering of
clause) and the last 1 omission, misordering and omission error (1 omission of
preposition,misorderingofverb,andomissionofrelativepronoun.

10


CHAPTERI
INTRODUCTION

A.

TheBackgroundoftheStudy
Communication is the process of delivering information or an idea, and
expressing human feeling each other. Human needs a language to communicate
with other people. Language is used for communication. When people want to
speak or to deliver the information with the other people, they can not do it
withoutlanguage.
Language is a means of communicationwhichtakesanimportantrolein
human life. As social being, people cannot be separated from language since
theyneedtocommunicatetoothersbyalanguageasthemedium.
OneoftheinternationallanguagesuseduntilnowisEnglish.Inthiscase,
English as a means of communication has the most important role. Obviously
English has dominated world communication either in speaking or writing.
Without learningEnglish,itcanbeestimatedthatacountrywillbeleftbehindin
makingcooperationwithforeignersinimprovingthepowerofknowledge.
English is as a foreign language in Indonesia. It means English is the
second language for Indonesian people. It makes English important, so that
Englishmustbelearntbythelearners.EnglishistaughtatJuniorHighSchoolfor
the beginner, but in this time English is taught at elementary school and
kindergartenasintroductionandsupplementarysubject.
11

Foreign language learners always make mistakes and errors in their

learning process. It is normal for anyone who learns the second language which
is differentfromhismothertongue.Errorissystematicanddifferentgradesmake
different errors. By describing and classifying the students error in linguistic
terms, the researcher can build up the picture of the feature of the language,
whichiscausingthestudentslearningproblem.
English is the important language to communicate when people go
international. It causes many countries intheworldincludingIndonesiainserting
to present English to be one subject in educational program. That is why, the
students of elementary school until university are taught English. English
teachers realize that English is one of the difficult subjects because the
constructionofsentencesinEnglishisdifferentfromIndonesianlanguage.
There arefour basicabilitieswhicharelearnedinstudyingEnglish,theyare
listening, speaking, reading, and writing. Writing isoneoftheskills thatmustbe
learned by the students. In writing, the learners must apply the five general
components of the writing process they are content, form, grammar, style and
mechanic. The writer thinks that the composition is important for the learnersto
develop their imagination in written English. Nevertheless, the learners often do
errors in composition because they are still influenced by Indonesian sentence
structure inmakingand composingthestructureofEnglishsentenceinwritingof
aparagraph.
One of the types of composition is report text. It is needed very much to
12

give a clear explanation ordescriptionofaplace,person,orobject.Tomakethe

readersunderstandthecontentorthemeaningofeachsentenceintheparagraphs
forming a report text, the sentences must be written grammatically and
acceptably.
Report is a text whichpresentsinformationaboutsomething,asitis. Itisas
a result of systematic observationandanalysis.Inshort,reporttextdescribesthe
way of certain things and frequently refer to phenomenon of nature,animaland
scientific object. Mostly, report is written after getting careful observation.
Scientific and technical sense makeclearerdifferencefromdescriptivetext.The
students who write the report text will dig up all their vocabulary and grammar
competence.
In learning process, the students still make errors and mistakes, so it is
important to be analyzed to minimize their error and diagnose the difficulty of
the study in the classroom. Therefore, thewriteruseserroranalysistodetectthe
students error. It is needed very much because the result of the analysis gives
some contribution in attempting to decrease errors done by the students in
learning English especially in SMA Negeri 1 Semin. The writer triestoanalyze
errors entitled
A Grammatical Error Analysis of the Students Writing of
Reporting a School of the Eleventh Year Students of SMA Negeri 1 Semin in
2011.
According to Sujoko (1989: 5), an error is a noticeable deviation from the
adult grammar of a native speaker, reflecting the interlanguage competence of
13

the learner. In order to analyze the students error, it is crucial to makeanerror

analysis. By error analysis, the students will get the correct one and can master
Englishwell.
In this research the writer would like to analyze the students errors on
grammar by asking them to make descriptive paragraph writing. The writer
wants to know what errors are mostly made by the students on grammar. The
writer observes
A Grammatical Error Analysis of the Students Writing of
Reporting a School of the Eleventh Year Students of SMA Negeri 1 Semin in
2011, because in that yeartheyhavestudiedaboutwritinginEnglishespecially
writing a report text. So, it is very important to know howmanykindsoferrors
inwritingtohelpthemunderstandwritingskillwell.

B.

TheReasonforChoosingtheTopic
Thereasonswhythewriterhaschosenthetopicareasfollows:
1.

The error analysis is effective to find the students errors on writing of

A
GrammaticalErrorAnalysisoftheStudentsWritingofReportingaSchoolof
theEleventhYearStudentsofSMANegeri1Seminin2011.

2.

The quality of the English teaching especially writing needs to be improved

byusingtheresultoferroranalysis.

3.

The teaching and learning of English writing needs tobeimprovedbytaking

thebenefitoferroranalysisresult.

14

C.

TheLimitationoftheStudy
In order to focus the topic discussed in this study the writer limits the

discussionasfollows:
ThestudyislimitedtotheeleventhyearstudentsofSMANegeri1Seminin

1.

2011.
This study is limited to know the errors done by the eleventh year students

2.

inclassXIofSMANegeri1Seminin2011inmakingareporttext.
The data that are analyzed are limitedtothosetakenfromthetest by asking

3.

thestudentstowriteareporttextabout
School.

D.

TheStatementoftheProblem
In this study, the writer would like to present the problem of the study is
what kinds of grammatical errors are found inthestudentswritingofreporting
ASchool
oftheeleventhyearstudentsofSMANegeri1Seminin2011?

E.

TheAimoftheStudy
Based on the problem above, the writerhastheaimasfollow:toidentifyand
describe kinds of errors in writing a report teks entitled
A
School
that isdone
byeleventhyearstudentsofSMANegeri1Seminin2011.

15

F.

TheUsesoftheStudy
Theuseofthestudycanbeclassifiedinto:

1.

Thetheoreticaluse.
The result of this study is hoped to be able to enrich therepertoireof
teachingwritingtheory.

2.

Thepracticaluse.
This study can be used to improve the teaching of English especially
inteachingwriting.

G.

TheClarificationoftheKeyTerms
To make the topic easy to understand, the writer clarifies the terms of the

studyasfollows:
1.

Error
According to Sujoko (1989: 5), an error is noticeable deviation from the

adult grammar of a native speaker,reflectingtheinterlanguagecompetenceofthe

learner. In this study, errors mean noticeable deviation from adult grammar done
by the eleventhyearstudentsofSMANegeri1Seminin2011,intheirdescriptive
writingentitled
ASchool
.
2.

Analysis

According to Hornby (1995: 38), analysis is the study of something by

16

examining its parts and their relationship a statement of the result. From the
quotation above, analysis is the study oferrorsdonebytheeleventhyearstudents
ofSMANegeri1Seminongrammarofdescriptivewriting.

3.

ErrorAnalysis
Error analysis in this study is the study of errors done by the students

writing of
A
School in report text of the eleventh year students of SMA Negeri1
Semin.
4.

Grammar
According to Hornby (1995: 517), grammar is rules in a language for

changing the form of words and combining them into sentences. In this study,
grammar means the rules in a language for changing the form of words and
combining them into sentences in report writing that bedonebytheeleventhyear
studentsofSMANegeri1Seminin2011.
5.GrammaticalErrorofWriting
Error is noticeable deviation from the adult grammar of a native
speaker, reflecting the interlanguage competence of the learner (Sujoko,
1989: 5). Writing is literary work (Hornby, 1995: 996). In this study, the
writer can state that grammatical error of writing is the printed word of
grammaticalerrorofthestudentswriting.

17

H.

TheOrganizationoftheStudy
The give clear understanding about the content, the writer would like to
clarifytheterms.Thestudyconsistsoffivechaptersasfollows:
Chapter I
is introduction
. It consists of the background of the study, the
reasons for choosing the topic, the limitation of the study, the statement of the
problem, the aim of the study, the use of the study, the clarification of the key
terms,andtheorganizationofthestudy.
ChapterIIisreviewofrelatedliterature
.Itconsistsofcontrastiveanalysis,
error analysis, descriptive writing. Contrastive analysis consists of the meaning
of contrastive analysis and the hypothesis of contrastive analysis.Erroranalysis
consistsofthemeaningoferroranalysis,thesourcesoferror,thetypesoferrors,
the practical uses of error analysis, and the methodology of error analysis.
Descriptive writing consists of the language features of descriptive writing, and
thetechniqueofdescriptivewriting.
Chapter III
is the method of the study
. It consists of the meaning of
research method, the strategyoftheresearch,thedataandthe sourceofdata,the
techniqueofcollectingthedata,andthetechniqueofanalyzingthedata.
Chapter IV
is the result of the study
. It consists of the analysis ofthe data
andthediscussionofthefindings.
Chapter V is conclusion, implication and suggestion
. It consists of
conclusion,implication,andsuggestion.

18

19

CHAPTERII
REVIEWOFRELATEDLITERATURE
In this chapter there are three important points. Its must be explainedon
review of related literature, that are Contrastive Analysis, Error Analysis and Error
Analysis at Descriptive Writing. They determine the writer on analysisthestudents
grammaticalerrors.
A.

ContrastiveAnalysis
1.

TheMeaningofContrastiveAnalysis
According to Haryono (2011: 1) contrastive analysis compares
structure or two languages (Native Language and Target Language) to find
out similarities and differences. Structures can be in the formsofphonology,
morphology, syntax, semantic, and even cultures.Contrastiveanalysiscanbe
usedtoimprovethequalityofteachingtargetlanguage.
The contractive analysis hypothesisstressedtheinterferingeffectsof
the first language on second language learning, and claimed in its strong
from, that second language is primarily, if not exclusively, a process of
acquiring whatever items are different from the first language (Sujoko,1989:
1) So, contractive analysis is a producedure for comparing of two languages
toshowthedifferencesandsimilarities.
From the definition above, it can be stated that the contrastive
analysis is compare two things concering with linguistics points. Contrastive
20

analysis is comparing the structure of native and the second language,

arrangingtheteachingmaterialingivingthesubjecttothelearner.
2.

TheHypothesisofContrastiveAnalysis
The contrastive analysis hypothesisstressedtheinterferingeffectsof
the first language on second language learning, and claimed in its strong
from, that second language is primarily, if not exclusively, a process of
acquiring whatever items are different from the first language (Sujoko,1989:
1) So, contrastive analysis is a producedure for comparing of two languages
toshowthedifferencesandsimilarities.
Haryono(2011:12)statescontrastiveanalysishypothesisisstressed
the interfering effect of L1 on L2 learning,claimedinitsstrongformthatthe
L1,ignoretheintra lingualeffectoflearning.L2learningisacreativeprocess
of constructing a system in which the learner is consciously testing
hypotheses about the TL form a number of possible sources of knowledge:
limited knowledge of the TL itself, knowledge abouttheNL,communicative
function of language, language in general, life, human beings, and the
universe.

B.

ErrorAnalysis
1.

TheMeaningofErrorAnalysis
Error is a noticeable deviation from the adult grammar of native

21

speaker, reflecting the inter language competence of the learner (Sujoko,

1989:5).
The fact that the learners do makeerrorsandthattheseerrorscanbe
observed, analyzed, and classified to reveal something of the system
operating within thelearners, ledto asurgeofstudyoflearnerserrors,called
erroranalysis,(Sujoko,1989:6).
From the all explanation above, the writer concludes that error
analysis is a type a linguistic analysis that focuses on the process of
identifying,anddescribingthelearnerserrorintargetlanguagelearning.
1.

TheSourcesofErrors
According to Sujoko (1989: 15), they are four major sources that
causethelearnerserror,theyareasfollows:
a.

InterlingualTransfer
Before the system of second language is familiar, the native
language is the only linguistic system in previews experience upon which
the learner can draw. StudentshadneverheardEnglishword,sotheyhave
some difficulties in their learning. Fluent knowledge of analyzing such
errors: however, even familiarity with the language can be of help in
pinpointingthiscommonsource.
Forexample:
1.

TheshoesofIrman
insteadof
Irmansshoes

2.

TShirtyourisnew
insteadof
YourTShirtisnew
22

The first sentence

The shoes of Irman
is interfered by learners mother
tongue
Sepatunya Irman which is actually using apostrophe ()
Irmans
shoes while the second sentence the word
T Shirt your
, the learner uses
the noun + possessive adjective + rule while it should use possessive
adjective + noun rule, namely
your T shirt
. Those errors are the result of
negativetransferofthenativelanguageorinterference.
b.

IntralingualTransfer
Beside the interlingual transfer from the nativelanguagetotarget
language, therearealsoerrorscausedbynativetransfersbetweenelements
in the target language itself. This is also called intralingual errors or
interference, or incorrect generalization of the rules within the target
language. It becomes a major factor in second language learning. For
example:Heeatedaloafofbread.
Eated in the sentence is influenced English itself. In the learners
mind, past tense is madebyV1+ed,butitusesinregularverb.And
eatis
an irregular verb, pasts form is
ate
. So, the rightsentenceis
Heatealoaf
ofbread
.IthappensbytransferringTLtoTL.
Thus, intralingual transfer is the native transfer of items withinthe
target language or incorrect generalization of rules within the target
language.

c.

ContextofLearning
The third major source of error can be illustrated in the context of

23

learning.Contextrefers tothe classroomwithitsteacheranditsmaterialin

the case of school learning. Students often make errors because of a
misleading explanation of the teacher, faulty presentation of structure of
word in a textbook, or even because of a pattern that was rotary
memorizedinadrillbutnotproperlycontextualized.
d.

CommunicationStrategies
A communication strategy is the conscious employment of verbal
or nonverbal mechanism for communicating an idea when precise
linguistic formsareforsomereasonnotreadilyavailabletothelearnerata
point in communication.Incommunicationstrategy,therearefivetypesof
strategy.Theyare:
1.

Avoidance
Avoidance is a common communication strategy that can be
broken down into several subcategories and thus distinguished from
othertypeofstrategiesare:Syntacticorlexicalavoidance, Phonological
avoidanceandTopicavoidance(Sujoko,1989:24).
The most common type of avoidance is synthetic or lexical
avoidance within a semantic category. For example when the learner
referred the earlierofIlostmyway,hefirstavoidedtheuse ofway
with the synonym road. This was not appropriate in the context and
paraphrasedthesentenceIgotlost(Sujoko,1989:24).
24

Phonological avoidance is also common, as in the case of a

Japanese learnerofEnglish whowantedtosay,Hesliar,butwiththe
difficulty of theinitial/i/soundinEnglishchooseinsteadtosay,Hedid
notspeakthetruth.
A more direct type of avoidance is topic avoidance, in which a
whole topic of conversation (talking about what happened yesterday if
the past tense is unfamiliar) might beavoidedentirely.Learnermanage
the device ingenious methods of topic avoidance: changingthesubject,
pretending not to understand (a classical means foravoidinganswering
question), simply not responding at all, or noticeable a abandoning a
message when a thought becomes too difficult to continue expressing
(Sujoko,1989:25).
1.

PrefabricatedPattern
Another common communication device is to memorize certain
stock phrases or sentence without internalized knowledge of the
components of the phrase. How much does this cost? Where is the
toilet? I dont understand you are the sorts of the prefabricated
patterns that one sometimes learns at the beginning of a language
learning experience when the structure of the language is not known.
Prefabricatedpatternsaresometimesthesourceofsomemerriment.

2.

CognitiveandPersonalityStyle

25

Sujoko (1989: 26) comments A reflective and conservative

style in very careful but hesitant production of speech with perhaps
fewer errors indicative of the conscious application might also commit
errorsofoverformality.
3.

AppealtoAuthority
In this error, the students just memorize without understanding
and the students just store the particular word or phrase, get the
differencetheyaskorcheekinthedictionary.

4.

LanguageSwitch
The students use their native language in the target language,
because the students just have limited vocabulary. Sujoko, (1989: 28)
states that surprisingly, the context of communication coupled with
some of the universal of nonverbal expression sometimes enable a
learner to communication an idea in his own language to someone
unfamiliarwiththatlanguage.

3.

TheTypesofError
According to Dulay, Burt and Krashen (1982: 155) as quoted by
Haryono (2011: 6), there are four types of errors based on the surface
strategytaxonomy,omission,addition,misformationandmisordering.
a.

Omission
Omission errors are characterized by the absence of items that must
bepresentinawellformedutterance.
26


Example:
1. Heisgoodstudent.
1.

Sheisbestteacherinmyschool.
In utterance the studentsomits anindefinitearticle1
forHeisgood

student
, while in utterance 2 a definite article
the is omitted for
She is
bestteacherinmyschool.
b.

Addition
Addition errors are the opposite of omission errors. They are
characterized by the presence of an item which must not be present in a
wellformed utterance. Dullay, Burt and Krashen, (1982: 156) as quoted
by Haryono (2011: 6) divides addition error into three types, they are as
follows:

1.

DoubleMarking
Many addition errors are more accurately described as the
failure to delete certain items which are required in some linguistics
construction,butnotinothers.
Example:
a.Theydidntwenthere.
b.Ididnotarrivedontime.
In utterance a two items rather than one are marked for the
samefeature(tenseintheseexamples).

27

2.

Regularization
Regularization errorreferstoanerrorhavingexceptionalitems
ofthegivenclassthatdonottakeamarkersform.
Forexample:
Incorrect

correct

Mans

:
Men(
pluralfromman)

Buyed
:
Bought(
pasttensefrombuy)

Childs

:
Children
(pluralfromchild)

The examples above are regularization errors, in which the

regular plural nounandtensemarkersrespectivelyhavebeenaddedto
itemswhichdonottakemarker.
3.

SimpleAddition
Errors of simple addition refer to the addition of one element
tothecorrectutterance.
Example:
1.

Iamisastudent.

2.

You can to swim in the

swimmingpoolanytime.
In the utterance 1 the sentence
I am a student incorrect
sentence because add with word
is
. So,thecorrectsentenceis
Iam
a student
. And in the utterance 2 the sentence
You can to swim in
the swimming pool anytime is incorrect sentence because add with

28

word
to
. So, the correct sentence is
You can swimintheswimming
poolanytime
.
c.

Misformation
Misformation errors are characterized by the use of the
unacceptable forms of the morpheme or structure. While in omission
errors the item is not supplied at all, in misformation errors the learner
supplies something, although it is incorrect. There are three subtypes of
misformationerrors,theyareasfollows:
1)RegularizationErrors
Regularization errors are errors in which regular marker are
used in place of irregular ones, as in runn
ed for
ran
or
sheeps for
sheep
.
2)Archiforms
The selection of marker of one member of a class of forms to
represent other in the class is a common characteristic ofallstagesof
secondlanguageacquisition.Theformselectedbythelearneris called
archiforms.
The following examples are dealing with the use of
demonstrativeadjective
this,that,these,andthose
.

Example:
1.

Thatcats.

29

2.

Thisstudents.

3.

Thesebook.

4.

Thosetable.
This type of misformation errors has been called archi form.

That should be followed by singular forms, while

these
should be
followed by the plural forms, and the correct form of the examples
aboveareasfollows:
1. Thatcat.
2. Thisstudent.
3. Thesebooks.
4. Thosetables.
3)AlternatingForm
As learners vocabulary and grammar grow, the use of
archiform often gives away to the apparently free alternation of
variousmemberofclasswitheachother.
a.

She
seen
heryesterday.

b.

Hewouldhaves
aw
them.
The utterances above have incorrect verbs
seen
and
sawinstead

of
saw
andseen

respectively
.

d.

MisorderingErrors
The incorrect placement of a morpheme or group of morphemes in

30

an utterance characterized misordering error. Misordering errors occur

systematicallyforbothL1andL2learners.
Examples:
1.

Idontknowwhoishe.

2.

Whatyouarethinkingabout?

Taking a look at both sentences above have incorrect placement of is and

are.Grammatically,theutteranceshouldbewrittenasfollows:
1.

Idontknowwhoheis.

2.

Whatareyouthinkingabout?
In addition to these creative misordering errors, the students have

made written misordering errors that are wordforword translation of

nativelanguagesurfacestructure.
1.

ThePracticalUsesofErrorAnalysis
Studying learners errors serve some benefit, particularly for the
teacher. Sujoko(1989:48)suggeststhepracticaluseoferroranalysisistothe
teacher,theyareasfollows:
a.

Errors provide feedback they tell the teacher something about the
effectivenessofhisteachingmaterialsandhisteachingtechniques.

b.

They show him what parts of the syllabus he has been following have
beeninadequatelylearnedortaughtandneedfurtherattention.

c.

They enable him to decidewhetherhemustdevotemoretimetotheitem

he has been working on. This is the day to day valve of errors. But in

31

termofbroaderplanningandwithnewgroupoflearners.
d.

They provide the information for designing a remedial syllabus or a

programofreteaching.
As mentioned above, the practical use of error analysis is very

significant both to the teacher and the learner. The significance of the
practical uses of error analysis is to the teacher. Itmeansthatheanalyzesthe
learners error and corrects the error that made by the learners. For the
learners the practical uses of error analysis can facilitate them in improving
theEnglishmastery.

2.

TheMethodologyofErrorAnalysis
Methodology is procedure in carrying out the research dealing with
the technique of collecting and analyzing the data. The writer realizes that
writingsuchkindofpapermustusemethodology.
The methodology of Errors Analysis according to S.N Sridhar (1985:
222)asquotedbyHaryono(2011:5)isasfollows:
a.

Collecting of the data(eitherfromafreecompositionbystudentsongiven

themeorfromexaminationanswer).

b.

Identification of errors (Labeling with varying degrees of precision

depending on the linguisticsophisticationbroughttobearonthetask,with
respect to the exact nature of the deviation, dangling preposition,
anomaloussequenceofthetense,etc)

32

c.

Classificationintoerrortypes.

d.

Statementofrelativefrequencyoferrortypes.

e.

Identificationoftheareaofdifficultyinthetargetlanguage.

f.

Therapy(remedialdrill,lesson,etc)
The data of error analysis are taken from written test given to the

students. The written data are taken from the summary of the written tests
given the students. In order to get the valid data, the writer determines the
aims of analyzing, the method or technique, the instrument and data
gathering.
After collecting the data, the writer identifies them in what part of
error the data belong to, in the process ofidentifyingthewriterusestherules
of English as a target language to be the norm followed in determining the
kindsoferrorsbythestudents.
Then the writer classifiedthembasedonthetaxonomydecidedbefore
in order to get the valid analysis, it is better to combine the four taxonomies
inthisprocessofanalysis.
The next step done by the writer is counting the error, frequencies,
deciding the lace of errors, making the percentages of the errorsmadebythe
students and finding the best terrify. After that, the writer will give the
evaluation of errors that done by students and the final, the writer would
correctionthedata.
A.

TheTheoryofWriting

33

TheMeaningofWriting

1.

According to RichardsandRichard(2002:592),writingis viewedasthe

result of complex processes of planning, drafting, reviewing and revising and
some approaches to the teaching of first and second language writing teach
students to use these processes. The element of writing based on the definition,
theyare:
a.

Complexprocesses

b.

Someapproach
According to Hornby (1995: 1383), Writing is the activityoroccupation

of writing eg books, stories or articles. Writing is central to our personal

experience and social identities and we are often evaluated by our contrrol of it
(Hyland,2002:1).Theelementofwritingbasedonthedefinition,theyare:
a.

Activity

b.

Occupation

c.

Personalexperience

d.

Socialidentities
Meanwhile writing is used for a wide variety of purpose it produced in

many different forms (Harmer, 2004: 4). The element of writing based on the
definition,theyare:
a.

Varietyofpurpose

b.

Differentform
According to Somekh and Cathy (2005: 2) state writing enables the

34

researcher to gain distance from an experience, to reconstruct and reevaluate it

from alternative points of view. The element of writing based on the definition,
theyare:
a.

Togain

b.

Distance

c.

Experience
Pardiyono (2006: ix) states
writing adalah salah satu bentuk

perwujudan linguistic competence yang diekspresikan dalam bentuk

penggunaan bahasa tulis(written),selaindalambentukbahasalisan(oral).The
elementofwritingbasedonthedefinition,theyare:
a.

Petwujudanlinguistic

b.

Penngunaanbahasatulis
Wishon and Julia (1980: 281282) comment in writing definition, the

meaning of a term is explained by using words that areusuallyunderstood.The

elementofwritingbasedonthedefinition,theyare:
a.

Explained

b.

Usingbyword
Based on the statement above the writer wants to conclude, writing is

as the result of complex processes of writing activity that is used for a wide
variety of purpose and communicate which would be both entertaining and
informative that is sometime based on the personal experiences and social

35

identitiesbyusingbyword(inthewrittenform).
As one of the four language skills, writing has alwaysoccupiedaplace
in most English language course. One of the reasons in that more and more
peopleneedtolearntowriteinEnglishforoccupationaloracademicpurposes.
ThePurposeofWriting

2.

Writing, inadditiontobeingcommunicativeskillofvitalimportance,is
skill which enables the leaner to plan and rethink the communication process
(Murcia, 2001: 213). The element of writing purpose based on the definition,
theyare:
a.

Enables

b.

Toplan

c.

Rethink

d.

Communicationprocess.
Writing has always been used as a means of reinfocing language that

has been thought (Harmer, 2004: 32). The element of writing purpose based on
thedefinition,theyare:
a.

Meansofreinfocinglanguage

b.

Thougt
Hyland (2002: 1) comments the various purpose of writing, then, the

increased complexity of its contexts of use and the diverse backgrounds and
needs of those wishing to learn it, all push the study of writing into wider

36

framework of analysis and understanding. Theelementofwritingpurposebased

onthedefinition,theyare:
a.

Variouspurpose

b.

Context

c.

Puss

d.

Analysis

e.

Understanding
Based on the definition, the writerwanttoconcludethatthepurpose

of writing is panning and rethinking of communication process that be used as

thoughtful reinfocing language which has various purpose of writing with
complexity of context and all push the studyofwriting intowiderframeworkof
analysisandunderstanding.
3.

TheWritingProcess
Concerning with the stages in the process ofwritingseveralscholars

on the field classify th em differently. Brown (2001 : 352353) states there are
several steps in the writing process. Theyaregeneratingidea,writinginthefirst
draft, peerediting, and revising. Campbell (1998: 11) in Fauziati (2010: 50)
mentions thatthestagesareillustratedandpracticedfromthegenerationofideas
and compilation of information through a series of activities for planning,
gatheringinformation,drafting,revisingandediting.
Good technical writing has just the opposite characteristics.Itisclear
and direct. It isgrammatically correct both in letter and in spirit. Furthermore, it

37

utilizes the great richness and variety in English expression to convey ideas in
themostefficientandeffectivemanner
This sequence of activities typically occurs in four steps prewriting,
composing or drafting, revising and editing Badge and White (2000: 154) in
Fauziati(2010:50).
a.

Prewriting
Prewritingisthephaseofideagathering

b.

Drafting
Draftingistheprocessofwritingaroughoutlineofwhatwillbeaddressed.

c.

Revising
Revisingorelaboratingonthefirstdraft,takesplaceatthispoint.

d.

Editing

Editing is correcting mechanical errors like spelling or punctuation, is the last

stage.
Harmer (2004: 45) states, in all of these cases itissuggestedthatthe
processhasfourmainelements:
1.

Planning
Experienced writers plan what they are going to write.Beforestartingto
writeortype,theytryanddecidewhatisgoingtosay.

2.

Drafting
We can refer to the first version of piece of writing as a draft. This first
goattextisoftendoneontheassumptionthatwillbeamandedlater.

38

3.

Editing(reflectinngandrevising)
Oncewrittershaveproducedadrafttheythen,usually,read throughwhat
theyhavewrittentoseewhereitdoesnt.

4.

Finalversion
Once writers have edited their draft, making the changes they consider
tobeneccessary,theyproducetheirfinalversion.

Based on the statement above the writer wants to conclude the writing
process. The first step in writing anything of consequence is to prepare an
outline indicating the organization and content of the paper. We can call it as
planning. The outline should include each main purpose together with the fact
for it. We can refer to the first version of piece of writing as a draft (drafting).
This outline is actually a first draft for the preparation and revision of the
organization of the paper. At this point, one considers the general thesis of the
paper and how thevarious sections should be organized to develop it best.After
one has completed and revised the outline, the first draft of the text may be
prepared. The major concern inwritingthefirstdraftisthestructureandcontent
oftheparagraphs.
Having written a wellorganized and logically sound first draft, the
arduous process ofrevision may begin. Once writters have producedadraftthey
then, usually, read through what they have written to see where it doesnt
(editing, include reflectinng and revising). The goal of good sentenceformation

39

is to achieve a grammaticalstructurethatembodiesthestructureandrelationsof
the content. If the tasktothispointhasbeenperformedcarefully,onlyquestions
of individual sentence structure and vocabulary will remain. At the very most,
three successive sentences may have to be rearranged. However, most of the
workwillconcerntherevisionofsinglesentences.
As the final step, the revised copy should be reread toguaranteethatthe
final result is smooth and intelligible. Once writers have edited their draft,
making the changes they consider to be neccessary, they produce their final
version (final version).This concludes the writing of the paper. The general
principle for good writing can be stated concisely: At eachleveloforganization
inthepaper,carefullyconstructtheformtoindicatetherelationshipsoftheideas
discussed
4.

TheCriteriaofGoodWriting
According to Pardiyono (2006: xviii),
untuk bisa menghasilkan

sebuah tulisan yang baik anda perlu memperhatikan budaya (culture, yaitu
bagaimana suatu maksud harus dituangkan secara cultur agar dapat diterima .
selain itu anda juga perlu memperhatikan ketatabahasaan, dan membaca
teksteks lain lebih banyak lagi ehingga anda memiliki gaya tulis yang lebih
baik.
Heyes and John (1981:368)state imaginethatyouhavebeenasked
tostart fromscratchand designanimaginary,workingwriter.Inorderto built
a write or theoretical system that would reflect the process of a real writer ,

40

youwouldwanrttoatleastthreethings:
1.

First, you would need to define the major alements or subprocesses that
make up the larger process of writng. Such subprocesses would include
planning, retrievinginformationfromlongtermmemory,reviewingnandso
on

2.

Second, you would want to showhowthesevariouselementsoftheprocess

interact in the total process of writing. Foreample, how is knowladge
about the audience actually integrated into the momenttomoment act of
composing?

3.

And finally, since a model is primaritya tool for thinking with, you would
want your model to speak to critical uestions in the disclipline. It should
helpyouseethingsyoudidntseebefore.
Traditionalconceptions ofwritingexpertisearebasedontheviewthat
good writing is good writing, regardless of audience, purpose or context
(Hyland:59)
While according Brown (2001: 346) , But as you contemplate
devising a technique that hasawritinggoalinit,considerthevariousthings
that efficient writers do, and see if your technique includes some of these
practices.Forexample,goodwriters
a.

Focusonagoalormainideainwriting.

b.

Perceptivelygaugetheiraudience.

c.

Spendsometime(butnottoomuch!)planningtowrite.

41

d.

Easilylettheirfirstideasflowontothepaper

e.

Followageneralorganizationalplanastheywrite

f.

Solicitandutilizefeedbackontheirwriting

g.

Arenotweddedtocertainsurfacestructures

h.

Revisetheirworkwillinglyandefficiently

i.

Patientlymakeasmanyrevisionsasneeded.

A.

ReportText
Hornby (1995: 993) sates report is written account of something heard,

seen, done, etc, esp one that is is published or broadcast. Based on the definition
above, a writing a report text is a text which presents information about something,
asitis.
Meanwhile Priyono, Riandi and Anita (2008:20)statethesocialpurposeof
information reports is presenting information about something. They generally
describe an entire class of things, whether natural or made: mammals, theplanets,
rocks, plants, computers, countries of origin, transportation, and so on. It is as a
result of systematic observation and analysis. Writing a report text is needed very
much togiveaclearexplanationordescriptionofaplace,person,orobject.Tomake
the readers understand the content orthemeaningofeachsentenceintheparagraphs
formingareporttext,thesentencesmustbewrittengrammaticallyandacceptably.
While another, According to Pardiyono (2006: 166), the information of
report is
berisi sajian informasi masa kini tentang suatu hal atau fakta didukung
42

dengan sajian data, paparan karekteristik, serta pengelompokkan atau tabulating

.
This writing is focus on describing the data compeletely that be used as aimportant
information in general to the reader. Practically, writing a report text , the writer be
actedasreporter.
According to Platt (1975: 1) states A report is presentation of facts and
finding,usuallyasabasisforrecommendations,writtenforaspecificreadership,and
probablyintendedtobekeptasarecord.
So that the writer must be acted as a neutral person to describe the ways
things are, withreferencetoawholerangeofphenomena,natural,culturalandsocial
in our environtment that will not take own opinion or own argument in writing a
reporttext.
1.

GenericStructure
ThegenericstructureofreporttextusuallyhasTwocomponents:
a.

GeneralInformation
It is introducing the thing that will be talked about. It can include
optionaltechnicalclasification

b.

Bundlesofmorespecificinformation.
It is elaborating and reporting on the subject in detail. It can be include

part(andtheirfunctions),qualities,habits/behavioursorusesifnonnatural.
2.

GrammaticalPattern
Thecommongrammaticalpatternsofaninformationreportinclude:
a.

Use of general nouns, eg

hunting dogs, rather than particular nouns
, eg
our
43

dog.
b.

Useofrelatingverbstodescribefeatures,eg
Moleculesaretinyparticles

c.

Someuseofactionverbswhendescribingbehaviour,eg
Emuscannotfly
.

d.

thebeginningfocusoftheclause.

DevelopingaReporttext

3.

According to Langan (2005 : 359360) there are two part of developing

areporttext.Thefirstthefirstpartofreportinclude:
a.

Identify the author and thetittleofthework,andincludeinparenthesesthethe

publisherandpublicationdate

b.

Write an informative summary of the material. Condense the content of the

workbyhighlightinngitsmainpointsandkeyofsupportingpoints.
Andthesecondpartofreportinclude:

a.

Focusonanyorallofthequestionbellow:
a.

How is the assigned work related to ideas and concern discussed in the
course?

b.

b.

Howistheworkrelatedtoprobleminourpresentdayworld?

c.

Howistheworkrelatedtoyourlife.

Evaluate the nerit of the work, the importance of its point, its accuracy,
completeness, organization and so on. And here are someimpportanntmatters
toconsiderasyouprepareareport:

a.

Apply the ffour basicstandartofeffectivewriting(unity,support,coherenceand

clear,errorfreesentence)

44

b.

Document quotations from all works by giving the page number in parentheses
afterquotedmaterial.

45


CHAPTERIII
THEMETHODOFTHESTUDY

The method of the study consists of : a.The Meaning of Research Method, b.

The Strategy of the Research, c. The Data and the Sources of Data, d. The
TechniqueofCollectingtheData,ande.TheTechniqueofAnalyzingtheData.

A.

TheMeaningofResearchMethod
According to Hornby (1995: 734) states that method means way of doing

something. Meanwhile, research is investigation undertaken in under to discover

newfact,getadditionalinformation,etc(Hornby,1974:720).
Based on the definition above, the meaning of research methodinthisstudyis
the way to discover new fact, getadditionalinformation.Everyresearchhasits own
method which depends own the aim of the research and the nature of the topic. In
this study, the writer researcheserrorofgrammaronthestudentswritingofTelling
InterestingSportdonebyeleventhyearstudentsofSMANegeri1Seminin2011.

B.

TheStrategyoftheResearch
25

The strategy used in this research is descriptive qualitative. Thisstrategytries

to solve the problem in this time, which has actual characteristic. Because of this

46

characteristic, the writer does not use the hypothesis as temporary answer to solve
the problem. The work way of descriptive qualitative is collecting the data,
arranging the data and interpreting the data. Qualitative research is concerned with
description.
Descriptiveresearchisatypeorcategoryofresearchthatreferstoinvestigation
with utilizes already exiting data or nonexperimental research with preconceived
hypothesis.

C.

TheDataandtheSourcesofData
1.

TheData
Richards, and Ricard (2002:142)state,dataisinformation,evidence
or facts gathered through experiments or studies which can be analyzed in
ordertobettertheunderstandingofaphenomenonortosupportatheory.
While Hornby (1974: 219) defines the data as facts, things certainly
known(andfromwhichconclusionmaybedrawn).
In this research, the data are students errors on grammar in writing a
report text of A School that is done by the eleventh year students of SMA
Negeri1Seminin2011.

2.

TheSourcesofData
The source is a place from which something comes or is obtained
(Hornby, 1995: 1136). According to the meaning of the data and source
47

above, the sources of data mean places from which something comes or is
obtained and furthermore it is taken as datainaresearchorsomethingwhich
can be as object of research. The sources of data are important in doing
research because without the sources of data, the research does not have the
good quality and validity. In this research, the sources ofdataaretakenfrom
the works of eleventh year students of SMA Negeri 1 Semin in 2011 on
writingofTellingDailyActivities.
D.

TheTechniqueofCollectingtheData
Collecting data is a part of a process of supplying the primer data for

necessary of the research. Collecting data is the systematic and standard procedure
to get the needed data. There is connection between the methods of collectingdata
with the research problem that will be solved. The collected data must be valid
enough for used. The validity of data can be increased if tool and qualityoftaking
thedataisvalidenough.
In collecting the data, thewritercanusesomeinstrumentsthatcanbeusedin
a research. The technique can be used to collect the data are a test, an interview, an
experiment,afilednote,etc.
In collecting the data, the writer useswrittentestmethod.Themethodmeans
that the way of collecting the data by giving question in written form in
accomplishment, then, it is impossible to use other techniques such as interviewing
or literature method. In this research, the writer collected from the students work.
withthetitleASchool.

48


E.

TheTechniqueofAnalyzingtheData
The data available in this research are analyzed by using descriptive

qualitative analysis. It means that the writer tries to give the description of what
types of grammatical error that the students make when they compose the report
text.
Inthisresearch,thewriteranalyzesthedatabyusingthestepsasfollows:
1.

The data are collected from the students work. The writer identifies the
errorsinreporttextofaschool.

2.

Thedataarewrittenonpiecesofpaper.

3.

Theresearcherreconstructstheerroneoussentences.

4.

The writer compares between the erroneous sentence and the

reconstruction.

5.

Theresearcherdescribesthedifferencesoftheerrors.

6.

Thedataareclassifiedaccordingtothekindoferrors.

49

CHAPTERIV
THEANALYSISOFTHEDATA

This chapter is about data analysis. The writer analyzes the data she has
gainedfromthestudentsworkinwriting.Then,she discussestheresultofanalysisin
discussionofthefindings.Thewriterfurtherexplanationsareasfollows:
A.

TheAnalysisofData
In this case, the writer analyzes thedatahavinggrammatical errorin
the students composition about
ASchool
.Thetypesoferrorcanbedividedinto
some categories, namely omission error, addition error, misformation error,
misordering error, misformation error and omission error, omission error and
misformation error, misformation error and addition error, omission error and
misordering error, misordering error and omission error, misformation error,
addition error and misordering error, omission error andmisformationerrorand
thelastisomissionerror,misorderingerrorandomissionerror.
1.

ErrorsofOmission.
In this case, omission error happened when the students forget some
element of the good sentence. In this research, the writer analyzes errors of
omissionfoundinstudentswriting.Fromthedata,thewritercanclassifythe
categoryofomissionerror.Thereare

a.

OmissionofPreposition

50

The data of omission of preposotion that had been found in this

researcharefollows:
1.

There are several rooms in the bulding such class, bathroom,

administrationroom,canteen...(A.03)

2.

...becauseifthereisnoroomteachingandlearning,...(G.07)
In the data (1) the sentence is incorrect, because the student omits

preposition as. So the correct sentence is

There are several rooms in the
buldingsuchusclass,bathroom,administrationroom,canteen....
In the data (2) the sentence is incorrect, because the student omits
preposition for. So the correct sentence is
...because if there is no room for
teachingandlearning,...
b.

OmissionofPreposotionandOmissionofTobe
The data of omission of preposotion and omission of verb that have
beenfoundinthisresearchis:
3.

...andsomeoffavoriteplacestudentinthecanteenandlibrary(A.03)
In the data (3) the sentence is incorrect, because the student omits

prepositionforandomitstobeareinthatsentences.Sothecorrectsentence
is
...andsomeoffavoriteplaceforstudentareinthecanteenandlibrary.
c.

OmissionofNounandOmissionofPredicate(Tobe)

51

The data of omission of noun andomissionofpredicatethathadbeen

foundintheresearchis:
4.

Underthesupervisionofteachers(C.02)
In the data (4) is incorrect because the student omits noun and omits

predicat
is
.Sothecorrectsentenceis
itisunderthesupervisionofteachers
.
d.

OmissionofArticleandOmmisionofVerb
The data of omission of verb and article that have been found in this
researchare:
5.

Inthesesystem,studentprogressthroughseriesofschools(C.04)
In the data (5) the sentence is incorrect, because the student omits

article
the
and verb
make
. So the correct sentence is
In these system, the
studentmakeprogressthroughseriesofschools
.
e.

OmissionofPronoun
The data of omission of preposotion and omission of verb that have
beenfoundinthisresearchis:
6.

...but generally include primary school for youngchildrenandsecondary

schoolforteenagerwhohavecompletedprimaryeducation(C.05)
In the data (6) the sentence is incorrect, because the student omits
it

or noun . So the correct sentenceis

...butitgenerallyincludeprimaryschool

52

for young children and secondary school for teenager who have completed
primaryeducation.
f.

OmissionofArticle
The data of omission of article that have been found in this research
arefollows:
7.

Firstisteacherroom(E.03)

8.

Secondisadministrationroom(E.05)

9.

Thisisfacilitytostudents(G.03)

In the data (7) the sentence is not correct, because the student omits
article
the
.Sothecorrectsentenceis
Thefirstisteacherroom.
In the data (8) the sentence is not correct, because the student omits
article
the
.Sothecorrectsentenceis
thesecondisadministrationroom.
In the data (9) the sentence is not correct, because the student omits
article
a
.Sothecorrectsentenceis
Thisisafacilitytostudents.
g.

Omission of Determiner, Omission of Tobe, Omission of Pronoun and

OmissionofArticle
The data of omission of determiner, omission of tobe, omission of
pronounandomissionofarticlethathadbeenfoundintheresearchis:
53

10.

In this room, teacher can prepare materials for lessons conveeyed to

studentsandplacetobreake(E.04)

In the data (10) the sentence is incorrect, because the student omits
determiner
someandthestudentomitstobe
is
andthepronoun
it
.Thestudent
also omits article
a
. So the correct sentence is
in this room, teacher can
prepare some materials for lessons conveeyed tostudentsanditisaplaceto
brake.
h.

OmissionofArticleandOmissionofTobe
The data of omission of article and omission of tobe that had been
foundintheresearcsis:
11.

Otherroomwhichintheschollisclassroom(G.06)
In the data (11) the sentence is incorrect, because the student omits

article
the
and tobe
is
. So the correct sentence is
the other room which is in
theschoolisclassroom
.
2.

ErrorsofAddition
In this research, the wrieter analyzes error of addition found in student
writing.
a.

AdditionofArticle

54

An addition error is the opposite of omission. They are characterized

by the presence of an item which must not be appeared in a wellformed
utterance. In this research, the writer analyzes errors of addition that have
been found in students writing. From the data, the writer can classify the
categoryofadditionerror.Thereare:
12.

Aschoolisainstitutiondesigntoallowandencouragestudentsto learn
(C.01)

13.

Andtherearetheotherfasilitationsofschool...(D.05)
In the data (12) the sentence is incorrect, because the student writes

the sentence with add article

a
. So the correct sentence is
school is a
institutiondesigntoallowandencouragestudentstolearn
In the data (13) the sentence is incorrect, because the student writes
the sentence with add aricle
the
. The writer should not write article the
because it is followed by plural form. Sothecorrectsentenceis
andthereare
otherfasilitationsofschool...
.
3.

ErrorsofMisformation
In this type, the writer finds out misformation error in writing.
Misformation error happened when the students use theformandthestructureof
word or morpheme incorrectly. The writer can classify the category of
misformationerror.Thereare:

55

a.

MissformationofVerb
The data of misformation ofverbthathavebeenfoundintheresearch
are:
14.

As we know, Junior High School is the next education that must be

doneafterpassfromElememtarySchool(B.01)

15.

In this step, students beginning to learn science knowladge and social

knowladge...(B.03)

16.

...theteacherwillteachsthestudentsaboutthelesson...(D.03)

17.

...andthestudentsmusttrytounderstandwhattheteachersay(D.04)

18.

School have many rooms such as library, canteen, mosque, some

classes,teacherrooms,headmasterrooms,laboratory,etc(H.05)

19.

The favorite places is canteen, because many students likes going to

them(H.06)

In the data (14) the sentence is incorrect, because the studentusesthe

wrong verb. The student shouldusesprogressiveform passing
,becausethere
is
after
before
pass.
And this is a gerund. So the correct sentence is
As we
know, Junior High School is the next education that must be done after
passingfromElememtarySchool
.
In the data (15) the sentence is incorrect, because the studentusesthe
wrong verb. The student should useorinvinitiveforminpresenttense.Sothe

56

correct sentence is
In thisstep,studentsbegintolearnscienceknowladgeand
socialknowladge...
.
In the data (16) the sentence is incorrect, because the studentusesthe
wrong verb. That is future tense form, so it should put base form of verb. So
thecorrectsentenceis
...theteacherwillteachthestudentsaboutthelesson.
In the data (17) the sentence is incorrect. because the studentusesthe
wrong verb. That is present tense form, so it should put
says
. So the correct
sentence
is...andthestudentsmusttrytounderstandwhattheteachersays.
In the data(18)thesentenceisincorrect,becausethe studentsuses the
wrong verb. The student should use
has
in present tense, because the subject
is singular. The student should also use
room to instead
rooms , because the
school usualy has one headmasterroom.So thecorrectsentenceis
Schoolhas
many rooms such as library, canteen, mosque, some classes, teacher rooms,
headmasterroom,laboratory,etc.
In the data(19)thesentenceisincorrect,becausethe studentusesthe
wrong verb. The student should use
place or singular form,because itfollow
by singular form. And the the sudent should use
like
or invinitive form in
present tense. The student should use
there in that sentences also, because it
is an adverb. So the correct sentence is
Thefavoriteplaceiscanteen,because
manystudentslikegoingtothere
.

57

b.

MisformationofDeterminer
The data of misformation of determiner that havebeen found in the
researchare:
20.

It has a function for peoples (especially students) for the knowladges

(D.02)

21.

...and also the facilitations of school (classroom, laborate, library,

teachersroom,etc)(D.03)

In the data (20) the sentence is incorrect, because the studentusesthe

wrong determiner. The student student should use
has some function in that
sentences, because it is followed by plural form
knowladges
. So the correct
sentence is
It has some functions for peoples (especially students) for the
knowladges
In the data (21) the sentence is incorrect, because the studentusesthe
wrong determiner. The student use
some facilitations in that sentences,
because it is followed by plural form
facilitations
. So the correct sentence is
...and also some

facilitations of school (classroom, laborate, library,

teachersroom,etc)

4.

ErrorsofMisordering
In this research, the wrieter analyzes error of misordering found in student

58

writing
a.

MisorderingofQuantifier
The wrong placement of morpheme or group of morphemes in an
utterance characterizes misordering error. The writer finds that the students
still incorrect in making sentencesthattheycannotplacethewordsinsuitable
position.
The data of misordering of determiner that had been found in the
researchis:
22.

Theroomveryimportantisateacherroom(G.04)

In data (22) is incorrect, because the student can not place the
determiner
The room veryimportant
inrightposition
.Sothecorrectsentence
fordata(21)is
themostimportantroomisateacherroom.

5.

ErrorofMisformationandOmission
In this result, thewriteranalyzesmisformationandomission errorfoundin
thestudentswriting.Theerroneousareasfollows:
a.

Misformationofadverbandomissionofverb
The data of mosformation of verb and misformation of verb that had
beenfounfintheresearchis:

59

23.

Librarymanyused,becauselibrarytheimportantforstudent(A.04)

In data (23) is incorrect, because the student use wrong adverb,and

omits predicate. The should use adverb

often and predicate
be
to make a
passive form. The student should also add predicate
is after
library
. So the
correct sentence
is Library is often be used, because library is theimportant
forstudent
.
a.

MissformationofPronounandOmissionofArticle
The data of Missformation of noun and omission of article that had
beenfoundintheresearchis:
24.

In this room is place to manage all administrative activity in the

school...(E.06)
The data (24) is incorrect, bacause the student uses wrong noun. The

student should use pronoun

it inthatsentenceandomitsarticle
abefore
place
and
of
after
all
. The student also uses wrong noun. it should uses
administration
, because
administrative
is an adjective. It should be change
into noun. So the correct sentence is
it is place to manage all of
administrationactivityintheschool...
.

6.

ErrorofOmissionandMisformation
60

In this result, the writer analyzes omission andmisformationerrorfoundin

thestudentswriting.Theerroneousareasfollows:
a.

OmissionofVerbandMisformationofDeterminer
The data of omission of verband misformationofdeterminerthathad
beenfoundintheresearhis:
25.

Thenamesforthesevarybycountry(C.05)
The data (25) is incorrect, because the student omits predicate
are
in

the sentence and uses wrong determiner. The student shouldadd

eachinstead
by.
Sothecorrectsentenceis
Thenamesforthesearevaryeachcountry.
a.

OmisssionofArticleandMisformationofVerb.
The data of omisssion of article and misformation of verb that had
beenfoundintheresearhis:
26.

In this step, student beginning to learn science knowladge and social

knowladge...(F.03)

27.

Level of school start from Kindergarden, Elementary School, Junior

HighSchool,SeniorHighSchoolandUniversity(H.08)
The data (26) is incorrect, because the student omits article
the and

uses wrong verb. The student should uses

begin
instead
beginning
. So the
correct sentence is
In this step ,the student begin to learn science knowladge
andsocialknowladge...
.
61

The data (27) is incorrect, because thestudentsomits

thebefore
level
of school and
starts
in present tense. So the correct sentence
is The level of
school starts from Kindergarden, Elementary School, Junior High School,
SeniorHighSchoolandUniversity
.

62

b.

OmissionofTobeandMisformationofVerb
The data of omisssion of verb and misformation of pronoun that had
beenfoundintheresearhis:
28.

...thatmoredifficultthanyouareinJuniorHighSchool(F.03)
The data of (28) is incorrect, because the student omits tobe
are and

uses wrong verb in degree of comparisons composition. the student should

uses
learn instead
you are
.Sothecorrectsentenceis
...thataremoredifficult
thanlearninJuniorHighSchool.

7.

ErrorofMisformationandAddition
In this result, the writer analyzes omission andmisformationerrorfoundin
thestudentswriting.Theerroneousisasfollow:
a.

MisformationofRelativeAdverbandAdditionPronoun
The data of misformation of relative adverb and misformation verb
thathadbeenfoundintheresearchare:
29.

Junior HighSchoolisaplacewhenchildrenschangefromchildhoodto
mature(B.02)

30.

Senior High School is a place when its transform teenager to mature

(F.02)

63

The data (29) is incorrect. The student should uses relative adverb
where
and shoulduses
children
.Sothecorrectsentenceis
JuniorHighSchool
isaplacewherechildrenchangefromchildhoodtomature
.
The data (30) is incorrect, because the students uses wrong relative
adverb and uses pronoun
its
. The student should uses relative adverb
where
and pass
it
. So the correct sentence is
Senior High School is a place where
transformteenagertomature
.

8.

ErrorofOmissionandMisordering
In this result, the writer analyzes omission andmisformationerrorfoundin
thestudentswriting.Theerroneousareasfollow:

a.

OmissionofPrepositionandMisorderingofClause
Thedataofomissionofprepositionandmisorderingofclausethathad
beenfoundintheresearchare:
31.

Most countries have system of formal education which is commonly

compulsory(C.03)

32.

...because in this room the entire administration is managed and

providingfacilitiesinneedofstudent(G.05)

64

The data (31) is incorrect, because the student omits preposition

of
and the writer can not arrange clause well. So the correct sentence is
Mostof
countrieshaveformaleducationsystemwhichiscommonlycompulsory
.

The data (32) is in correct, because the student omits preposition

of
and can not arrange clause well. So the correct sentence is
...because in this
room the entire administration is managed and providing what the student
need.

b.

OmissionofPronounandMisorderingofclause
The data of omission of pronoun and misordering of clause that had
beenfoundintheresearchis:
33.

Intheschoolalsocanhaveseveralfriends(H.07)

The data (33) incorrect, because the student omits the pronoun
weas
subyek, and she is wrong to place
also.
She shouldtake
also
aftermodal
can
.
Sothecorrectsentenceis
Intheschoolwecanalsohaveseveral.

9.

ErrorofMisordeingandOmission
In this result, the writer analyzes omission andmisformationerrorfoundin

65

thestudentswriting.Theerroneousarefollow:

a.

MisorderingofAdverb,OmissionofArticleandOmisssionofPronoun
The data of misordering of adverb thathadbeenfoundintheresearch
is:
34.

Whatismore,atsomeschoolgiveskilllesson(B.04)
In data (34) is not correct, because the student can not put theadverb

well. Sheshouldput
furthermore
toinstead
whatismore
andomitsaarticle
of
after
some and put pronoun
theytomakeanaffectivesentence. Sothecorrect
sentenceis
furthermore,atsomeofschool,theygiveskillleson.
b.

Misorderingofclause,andomissionofpreposition.
Thedateofmisorderingof clauseandomissionofprepositionthathad
beenfoundintheresearchis:
35.

...becauseinthisroomplacetechingandstudying(E.07)

The data (35) is incorrect, because the student can not arrange the
clause well. The student should uses
this is a place and uses
for
before
teaching
. The student should replace
studying
with
learning
to make it be
moreeffectiv.Sothecorrectsentenceis
...becausethisaplacefor techingand
learning.

66

10.

ErrorofMisformation,AdditionandMisordering.

In this result, the writer analyzes omission andmisformationerrorfoundin

thestudentswriting.

a.

MisformationofVerb,AdditionofPronounandMisorderingofClause.

The dat of misformation of verb, addition of pronoun and

misformationofclausethathadbeenfoundintheresearchis:

36.

As we know Senior High School is the nexteducationthatwemustbe

doneafterwepassfromJuniorHighSchool.(F.01)

The data (36) is incorrect, because the writer write the sentence with
add
we
. She also omits the element in passive form. She should uses
by us
,
and she should not write
we after pass. The writer should write pass in
progressive form, because there is a preposition
after
in the sentence. Sothe
correct answeris
asweknowSeniorHighSchoolisthenexteducationthtmust
bedonebyusafterpassingeducationfromJuniorHighSchool
.

67

11.

ErrorofOmission,MosorderingandOmission.
In this result, the writer analyzes error of omission, missordering and
omissionthatfoundinthestudentswriting.
a.

Omission of Preposition, Misordering of Verb and Omisssion of Relatif

Pronoun
The dataofomissionofpreposition,misorderingofverbandomission
ofrelativepronounthathadbeenfounduntheresearchis:
37.

...because this room teachers can standing material study will be

delivered(G.04)

Thedata(37)isincorrect,becausethewriteromitsapreposition, uses
wrong verb, and omiits tobe. He should uses preposition
in
and invinitive
verb after modal and add relative pronoun
that
. So the correct sentence is
...because in this room teachers can stand material study that will be
delivered
.

B.

TheDiscussionoftheFindings
After analyzing the data, the writer finds all existing types of errors. They

are:omissionerror,addition,misformation, misordering,misformationandomission,
omission and misformation, misformation and addition, omission and misordering,

68

misordering and omission, misformation, addition and misordering and the last is
omissionandmisformation.
Thewriterfinallylists37sentencesofgrammaticalerrorsinstudentswriting
of eleventhyearstudents ofSMA NISeminin2011.Onexistingthe data,thewinter
reveals 11 errors are omission error ( 2 omission of preposition, 1 omission of
preposition and omission tobe, 1 omission of noun and omissionofpredicate(tobe),
1 omission of article and omission of verb, 1 omission of pronoun, 3 omission of
article, 1 omission of determiner, omission of tobe, omission of pronoun and
omission of article, 1 omission of article and omission of tobe), 2 errors isadditiom
error (2 addition of article), 8 errors are information error ( 6 misformation of verb
and 2 misformation of determiner), 1 misordering error (1 misoerdering of
quantifier), 2 errors are misformation error and omission error (1 misformation of
adverb and omission of verb and 1 misformation pronounandomissionofarticle),4
errors are omission and misformation (1 omission of verb and misformatiom of
determiner, 2 omission of article and misformation of verb, and 1 omission of tobr
and misformation of verb), 2 errors is misformation error and addition error (2
misformation of relative adverb and addition pronoun), 2 errors is omission and
misorderingerror(1omissionofprepositionandmisorderingofclause,andomission
of pronoun and misordering of clause),2 misordering and omission error
(misordering of adverb, omission of article, and omission of pronoun and
misordering of clause and omission of preposition), 1 misformation addition and
misordering error (misformation of verb, addition of pronoun and misordering of

69

clause) and the last 1 omission, misordering and omission error (1 omission of
preposition,misorderingofverb,andomissionofrelativepronoun)
Concerning the data analysis and types of errors,itcanbeseenthatthemost
kindoferrorisomissionerrors.
Besides finding the types of errors, the writer also findsthesourceoferrors.
The writer analyzes that the errors canbehappenedoninterlangualtransfer,because
the students often transfer the system of the native speaker language into the target
language. It can be seen in data (21) The room very important is teacher room
(G.04) The sentence

Theroomveryimportantis teacherroom
isinterferedbythe
system of the native speaker language (ruangan yang sangat penting adalahruangan
guru) which is wrong in place the determiner wll
. So, the correct sentence is
the
most important room is teacher room.
The data (6)
The names for these vary by
country (C.05) is interlangual transfer in omission and misformation errors. That
sentence is interfered by the system of the nativespeakerlanguage (namanamadari
tiap itu berfariasi di setiap negara) which actuallyreplace
by
with
each
, put
are
as predicate, and put determiner
each
after
vary.So,thesentencewillbe
thenames
for these are vary each country
. And the other sentences is (11)
other room which
in the school is class room (G.06). That sentence is interfered by the system of the
native speaker language (ruangan yang lainnya di sekolah adalah ruanngan kelas)
which is the student omits tobe
is and article
the
. So the sentence will be
the other
roomwhichisintheschoolisclassroom
.
The source of errors is also happened on intralingual transfer, which is
70

caused by transferring from target language to targetlanguage.Itcanbeseenindata

(16)
...the teacher will teachs the studentsabout thelesson...(D.03).Inthesentence,
the students put singular maker in present tense
s which is not needed in that
sentence. So, the correct sentence is
...the teacher will teach the students about the
lesson....
It can also be seen in data (22)
...because this room teacher canstanding
material study will be deliveerd
(G.04) In the sentence, the students put progressive
form
standing
in the verb

which are not needed inthatsentence.Heshouldalsouse

preposition
in
and put relative pronoun
that
. So, the correct sentence is
...becausein
this room teacher can stand material study that willbedelivered.Itcanalsobeseen
inthedata(29)
inthisstep,studentsbeginningto learnscienceknowladgeandsocial
knowladge(B.03).Inthesentence,thestudentsputprogressiveform
beginning
inthe
verb

which are not needed in that sentence So, the correct sentence is
in this step,
studentsbegintolearnscienceknowladgeandsocialknowladge
.
Based on the result of the research, the writer can sum up that the students
still make error in writing. They are confused which omission error, addition error,
misformation error, misordering error, misformation error and omission error,
omission error and misformation error, misformation error and addition error,
omission error and misordering error, misordering error and omission error,
misformation error, addition error and misordering error, omission error and
misformation error and the last is omission error, misordering error and omission
error. The students also only transfer fromnativelanguagetotargetlanguageanddo
notunderstandaboutthegrammarwell.

71

72


CHAPTERV
CONCLUSION,IMPLICATIONANDSUGGESTION

In this chapter will discuss about the conclusion, the implication, and the
suggestion.Thefurtherexplanationareasfollows:
A.Conclusion
After the writer analyzes the erroneous sentences of
the Students Writing
of TellingInterestingSportofthe eleventhyearstudentsofSMANegeri1Semin
in2011
,
thewritercangettheerrorswrittenbythem.
In this case,thewriterwouldanswertheproblemstatedpreviouschapter.It
is
what kinds of grammatical errors of are found in the students writing of
reporting a school of the eleventh year students of SMA Negeri 1 Semin in
2011?
Based on the analysis and the classification of errors into their types, the
writer can conclude that errors done by the eleventh year students of SMA
Negeri 1 Semin applying report writing are errors of omission error, addition
error, misformation error, misordering error, misformation error and omission
error, omission error and misformation error, misformation error and addition
error,omissionerrorandmisorderingerror,misorderingerrorandomissionerror,
misformation error, addition error and misordering error, omission error and

73

misformation error and the lastisomissionerror,misorderingerrorandomission

error.
3
B.Implication
Based on the result of the study, the writer hope the English teaching in
giving report writing in the eleventh year students of SMA Negeri 1 Semin in
2011canbeimproved.
It can increase the students knowledge in many elements of English
material based report writing. Becausetolearnreportwriting,thestudenthaveto
understand about vocabulary, grammar, and structure. They still confused in
usingtheword.ItcanbeasinstrumenttoimprovethestudentsEnglishskill.
C.Suggestion
Based on the result of the research on the error analysis in applying
narration writing done by the eleventh year students of SMA Negeri 1 Semin in
2011, the writer would like to present some suggestion to students and English
teacher.
1. For the students, they are expected to be more active andregularinstudyingand
alsopracticingtheirEnglishskillinwriting,speaking,listening,andreading.
2.ForEnglishteacher,theyshouldimprovetheabilitythrough:
a.Explainingaboutnarrationwritingindetail.

74

b.Givingmoreexercisetothestudents.

BIBLIOGRAPHY
Brown, H Douglas.2001.
Principles of Language Learning Teaching
.Newyork:
AddisonWesleyLongmanInc.

Fauziati, Endang, 2010.

Teaching English as AForeignLanguage(TEFL)
.Surakarta:
EraPustakaUtama.

Flower, Linda and John R Hayes.1981.

A Cognitive Process Theory of
Writing
.London:NationalCouncilofTeacherEnglish.

Harmer, Jeremy.2004.
How to Teach Writing
.Edinburg Gate: Pearson Educational
Limited.

Haryono,Purwo.2011.
HandoutErrorAnalysis.
Klaten:WidyaDharmaUniversity
Hornby, AS. 1995.
Oxford Advanced Learners Dictionary of Current English.
London:OxfordUniversityPress.

Hyland,Kent
.
2002
.TeachingandResearchingWriting
.London:PearsonEducation
Langan,John.2005.C
ollegeWritingSkillswithReading
.NewYork:MCGrawHill
Murcia, Marianne Celce.2001.
Teaching English as Second or Foreign
Language
.Boston:Heinle&Heinle.

Pardiyono.2006.
12 Writing Clues for Better Writing Competence
.Yogyakarta: Andi
Yogyakarta.
75


Plat,Bryan.1975.
ReportWriting
.England:MultimediaPublishingLtd.
Priyono, Joko, Riandi and Anita Prasetyo.2008.
Interlanguage: English for Senipr
High Scool Students.
Jakarta: Pusat Perbukuan, Departemen Pendidikan
Nasional.

Richards, Jack C. and Richard Schimidt.2002.

Longman Dictionary of
Language
TeachingandAppliedLingustic
.London:PearsonEducation.

Somekh, Bridged and Chaty Lewin.2005.

Research Methods in The Social
Science.London:SagePublication.

Sujoko.1989.
ErrorAnalysis.
Surakarta:SebelasMaretUniversityPress.
Wishon, George E and Julia Burk.1980.
Lets Write English
.New York: Litton
EducationalPublishing.

76

77

Nama :EkaPalupi
Kelas :11IPS1
Sekolah:SMAN1Semin
School
Aschoolisinstutuondesigntoallowandencouragestdentstolearn.Under
thesupervisionofteacher.Mostcountrieshavesystemoformaleducationwhichis
seriesofschools.Themanesforthesevarybycountrybutgenerallyincludeprimary
schoolforyoungchildrenandsecondaryschoolforteenagerswhohavecompleted
primaryeducation.

Nama :EndanRiyanto
Kelas :11IPS1
Sekolah:SMAN1Semin
School
Schoolisoneofformalinstituuteforstudy.Forstudyintheschoolthereare
somerooms.Thisisfacilitastostudents,theroomsverryimportantisateacher
room,becausethisroomteachecanstandingmaterialstudywillbedelivired.Other
roomwhichalsoimportantisadministrasionroom.becauseinthisroomtheentire
administrationismanaged.Andprovidingfacilitiesinneedofstudentwhoother
roomwichintheschoolisclassroomthisisverryimportant,becauseifthereisno
rommteachingandlearningactivitieswillnotrunsmoothy.

Nama :AriniNuryanti
Kelas :11IPS1
Sekolah:SMAN1Semin
School
SchoolisonepiblicBulidingitusuallybeusedtostudy.therearesemral
roomsinthebuildingsuchisclass,bathroom,administrationroom,canthin,
mosque,library,labatcandlibrary.Librarymanyusedbecauselibrarythe
importanceforstudent.

Nama :YuliaHardiyanti
Kelas :11IPS1
Sekolah:SMAN1Semin
School
Aschoolisinstitutiondesigntoallowandencouragestudenttolearn.Under
thesupervisionofteacher.mostcountrieshavesystemorformaleducation,whichis
commonlycompulsory.Inthesesystem,studentsprogressthroughseriesofschools.
Thenamesforthesevarybycountry,butgenerallyincludeprimaryschoolforyoung
childrenandsecondaryschoolforteenagerswhohavecompletedprimaryeducation.

78

Nama :ClarraAyuOktaviani
Kelas :11IPS1
Sekolah:SMAN1Semin
School
Aschoolisinstitutiondesigntoallowandencouragestudentstolearn.Under
thesupervisionofteacher.Mostcountrieshavesystemofformaleducationwichis
commonlycampulsory.Inthesesystem,Studentprogressthroughseriesofschool
foryoungchildrenandsecondaryschoolforteenagerswhohahvecompleted
primaryeducation.

Nama :FebriSantoso
Kelas :11IPS1
Sekolah:SMAN1Semin
School
Schoolisformaleducationinstituteforstudy.intheschoolconsistofseveral
room.firstistheacherroom.inthisroomTeachercanpreaparematerialforlessons
conveyyedtostudentsandplacetobreake.secondisadministrationroom,inthis
roomisaplacetomanagealladministrationactivitiesinthisschoolprovidiny
facilitiestheneedofstudent.Otherroomwichisintheshoolisclassroom,because
inthisroomplaceforteachingandlearning.

79

Nama :SiwiNurAini
Kelas :XIIPA1
Sekolah:SMAN1Semin
School
Schoolistheimportantpublicplace.Ithasafunctionforpeoples(especially
students)lookforknowledge
Schoolconsistofsomecomponentssuchus:Theoccupantofscholl
(teachers,students,headmaster,etc).Intheclassroomwherestudentsandteacher
are.Theteacheswillnteachsthestudentsaboutthellesson,andthestudentsmusttry
tounderstandwhattheteachersay.Andthereareotherfasilitationsofschoolthatuse
bytheaccupantofschool.

Nama :PutriKusumaNingrum
Kelas :11IPA1
Sekolah:SMAN1Semin
SeniorHighSchool

Asweknow,seniorhighschoolisthenexteducationthatwemustbedone
afterwepassfromjuniorhighschool.
Seniorhighschoolisaplacewhenitstransfroomteenagertomature.Inthis
stapestudentbeginningtolearnscienceknowladgeandsocialknowladgethatmore
difficultthenyouareinjuniorhighschol.Whatismoreatsomeschollgiveskill
lesson.

Nama :RenisyaDevi
Kelas :11IPS1
Sekolah:SMAN1Semin
School
AschoolisinstitutiondesigntoAllowandencouragestudentstolearn,
Underthesupervisionofteachers.Mostcountrieshavesystemofformaleducation,
whichiscommonlycompulsory.Inthesesystem,studentprogressthroughseriesof
scholls.Thenamesfortheseverybycountry,butgenerallyincludeprimaryschollfor
youngchildrenandsecondaryscollforteenagerswhohavecomplatedprimary
education.SchoolhavemanyroomsuchAsLibrary,canteen,mosque,someclasses,
teacherrrooms,headmasterrooms,laboratoryetc.Thefavoriteplacesiscanteen,
becausemanystudentslikesgoingtothem.Intheschoolalsocanhaveseveral
friends.Levelofschollstartfromkindgarden,elementaryschool,juniorhighschool,
seniorhighscoolanduniversity.

80

TheTableofgrammaticalerroranalysisofthestudents
writingofASchooloftheeleventhyearstudentsofSMA
Negeri1Seminin2011
NO DATA
THEERROR
CODE
1 A.03
Thereareseveral
roomsinthebulding
suchclass,bathroom,
administrationroom,
canteen...
2 A.03

3 A.04

4 B.01

5 B.02

6 B.03

INTERPRETATION

RECONTRUCTION TYPEOF
ERROR
Adasejumlahruangan Thereareseveral
Omission
digedungsepertikelas, roomsinthebulding (omission
kamarmandi,ruangan suchusclass,
of
administrasi...
bathroom,
preposition
administrationroom, )
canteen....
...andsomeoffavorite ...daneberapatempat ...andsomeoffavoriteOmission
placestudentinthe
favoritsiswaadalahdi placeforstudentare (omission
canteenandlibrary
kantendan
inthecanteenand
of
perpustakaaan.
library.
preposition

and
omissionof
tobe)
Librarymanyused, Perpustakaansering
Libraryisoftenbe
Omission
becauselibrarythe
digunakan,karena
used,becauselibraryis(omission
importantforstudent perpustakaaanpenting theimportantfor
ofadverb
bagiparamurid
student
.
and
omissionof
verb)
Asweknow,Junior Sepertiyangkita
Asweknow,Junior
Misformati
HighSchoolisthenextketahui,Sekolah
HighSchoolisthenext on
educationthatmustbe MenengahPertama
educationthatmustbe (misformati
doneafterpassfrom adalahsekolahlanjutan doneafterpassingfromonofverb)
ElememtarySchool yangharuskitatempuh ElememtarySchool
setelahmelnyelesaikan
SekolahDasar
JuniorHighSchoolisaSekolahMenengah
JuniorHighSchool Misformati
placewhenchildrens Atasadalahtempat
isaplacewhere
onaddiition
changefromchildhooddimanaterjadinya
childrenchangefrom (misformati
tomature
perubahanremaja
childhoodtomature
. onof
hinggadewasa.

relative
adverband
additionof
pronoun)

inthisstep,students
inthisstep,students Ditahapini,paramurid begintolearnscienceknowladge
Misorderin
beginningtolearn
memulaibelajarilmu
g
andsocialknowladge
.
81

7 B.04

8 C.01

9 C.02

10 C.03

11 C.04

12 C.05

13 C.05

scienceknowladgeandpengetahuanalamdan
socialknowladge
ilmupenngetahuan
sosial
Whatismore,atsome Lebihlagi,dibeberapa
schoolgiveskilllessonsekolah,mereka
memberikanppelajaran
ketrampiln.

furthermore,atsomeof
school,theygiveskillleson

schoolisainstitution
Sekolahmerupakan
designtoallowandencourage
sebuahinstitusiuntuk studentstolearn
menyediakandan

menganjurkanpara
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Dasaruntukanakanak foryoungchildrenand pronoun))
82

secondaryschoolfor
teenagerwhohave
completedprimary
education

14 D.02

15 D.03

16 D.03

17

D.04

18

D.05

19

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20

E.04

21

E.05

22

E.06

muda,Sekolah
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MenengahPertama
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. Pronoun
83

intheschool...

23

E.07

24

F.01

25

F.02

26

F.03

27

F.03

28

G.03

29

G.04

30

G.04

sekolahinidan
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84

31

G.05

32

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33

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34

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36

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37

H.08

and
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