AN ANALYSIS OF GRAMMATICAL ERRORS IN STUDENTS’ WRITING DESCRIPTIVE TEXT AT EIGHTH GRADE OF
STATE JUNIOR HIGH SCHOOL 16 JAMBI CITY
THESIS
WARDAH TE. 130595
ENGLISH EDUCATION DEPARTMENT
EDUCATION FACULTY AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2018
AN ANALYSIS OF GRAMMATICAL ERRORS IN STUDENTS’ WRITING DESCRIPTIVE TEXT AT EIGHTH GRADE OF
STATE JUNIOR HIGH SCHOOL 16 JAMBI CITY
THESIS
Submitted as Partial Fulfillment of Requirement to get Undergraduate Degree (S.1) in Education
WARDAH TE. 130595
ENGLISH EDUCATION DEPARTMENT
EDUCATION FACULTY AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2018
i
Alhamdulillah the grace and gifts of God, I can finish this thesis. I dedicate this thesis to:
1. For my father M Nasir Usman, S.Ag and my mother Cek Enah Hasunah Kolbiah
(Almh) who always give prayer, motivation and
years. I will try to give the best for you. How this self wants to see you guys
proud of me with the results that I have achieved today.
2. For my sisters Oktalia Hasriana, SH
and her husband Fany Andhika, S.Pd and Ardhiyati Tamala, Amd.
Syadzali, SH who always make me strong when I could not understand in solving the
3. For my uncle H. A. Haris, M.
would like to thank the knowledge that you have given to me.
4. For my advisors who have guided my thesis, I would like to thank the infinite on
5. For my friends Yunita, Meir
Setiani, Sopiah, Lis Mardiana,
mention one by one, the moment that I missed when gathered with all of you in the
6. The last for all people who have helped me in writing this thesis
DEDICATION
Alhamdulillah the grace and gifts of God, I can finish this thesis. I dedicate this thesis to:
For my father M Nasir Usman, S.Ag and my mother Cek Enah Hasunah Kolbiah
(Almh) who always give prayer, motivation and suggestion for me over the
years. I will try to give the best for you. How this self wants to see you guys
proud of me with the results that I have achieved today.
sisters Oktalia Hasriana, SH.i and her husband M. Iksan, SH.i, Zulfa Junitri, S
Fany Andhika, S.Pd and Ardhiyati Tamala, Amd.Kep and her husband A.
who always make me strong when I could not understand in solving the
problems
3. For my uncle H. A. Haris, M.Hum and my Aunty Wista, S.Pd who made me happy,
would like to thank the knowledge that you have given to me.
s who have guided my thesis, I would like to thank the infinite on
science that you have given to me.
my friends Yunita, Meira Ana Putri, Wiwin Suryani, Susita, Abdul Manap,
Setiani, Sopiah, Lis Mardiana, Rizki Fadila and all of my friends on campus th
mention one by one, the moment that I missed when gathered with all of you in the
class.
l people who have helped me in writing this thesis. I would like to say
thank you so much. I love you all as always.
Alhamdulillah the grace and gifts of God, I can finish this thesis. I dedicate this thesis to:
For my father M Nasir Usman, S.Ag and my mother Cek Enah Hasunah Kolbiah
suggestion for me over the
years. I will try to give the best for you. How this self wants to see you guys
proud of me with the results that I have achieved today.\
. Iksan, SH.i, Zulfa Junitri, S Pt
Kep and her husband A.
who always make me strong when I could not understand in solving the
Pd who made me happy, I
would like to thank the knowledge that you have given to me.
s who have guided my thesis, I would like to thank the infinite on
a Ana Putri, Wiwin Suryani, Susita, Abdul Manap, Mira Ayu
Rizki Fadila and all of my friends on campus that I can’t
mention one by one, the moment that I missed when gathered with all of you in the
I would like to say
You who believe! When you are told to make room in the assemblies, (spread
out and) make room: (ample) room will Allah provide for you. And when you
are told to rise up, rise up Allah will rise up, to (suitable) ranks (and degrees),
those of you who believe and who have been granted (mystic) Knowledge.
And Allah is well- acquainted with all yo
“Hai orang-orang beriman apabila dikatakan kepadamu: “Berlapang
lapanglah dalam majlis”, maka lapangkanlah niscaya Allah akan memberi
kelapangan untukmu. Dan apabila dikatakan: “Berdirilah kamu”, maka
berdirilah, niscaya Allah akan
antaramu dan orang
Dan Allah Maha Mengetahui apa yang kamu kerjakan.”
MOTTO
You who believe! When you are told to make room in the assemblies, (spread
room: (ample) room will Allah provide for you. And when you
are told to rise up, rise up Allah will rise up, to (suitable) ranks (and degrees),
those of you who believe and who have been granted (mystic) Knowledge.
acquainted with all you do (Al-Mujaadalah, 11)
orang beriman apabila dikatakan kepadamu: “Berlapang
lapanglah dalam majlis”, maka lapangkanlah niscaya Allah akan memberi
kelapangan untukmu. Dan apabila dikatakan: “Berdirilah kamu”, maka
berdirilah, niscaya Allah akan meninggikan orang-orang yang beriman di
antaramu dan orang-orang yang diberi ilmu pengetahuan beberapa derajat.
Dan Allah Maha Mengetahui apa yang kamu kerjakan.” (Al-Mujaadalah, 11)
You who believe! When you are told to make room in the assemblies, (spread
room: (ample) room will Allah provide for you. And when you
are told to rise up, rise up Allah will rise up, to (suitable) ranks (and degrees),
those of you who believe and who have been granted (mystic) Knowledge.
Mujaadalah, 11)
orang beriman apabila dikatakan kepadamu: “Berlapang-
lapanglah dalam majlis”, maka lapangkanlah niscaya Allah akan memberi
kelapangan untukmu. Dan apabila dikatakan: “Berdirilah kamu”, maka
orang yang beriman di
orang yang diberi ilmu pengetahuan beberapa derajat.
Mujaadalah, 11)
ABSTRAK
Nama : WARDAH
Jurusan : Bahasa Inggris
Judul :. Analisis Kesalahan Tata Bahasa Dalam Teks Deskriptif
Penulisan Siswa di Kelas VIII SMP Negeri 16 Kota Jambi
Skripsi ini membahas tentang kesalahan tata bahasa dalam teks deskriptif
penulisan siswa di Kelas VIII SMP Negeri 16 Kota Jambi. Ini merupakan penelitian
kualitatif, penelitian yang menggunakan dokumentasi untuk mengumpulkan data dan
analisis data dalam penelitian ini adalah analisis deskriptif.
Hasil penelitian menunjukkan bahwa jenis kesalahan tata bahasa yang biasa
dilakukan oleh siswa kelas delapan SMP Negeri 16 Kota Jambi adalah kesalahan kelalaian
terjadi karena siswa menghilangkan beberapa hal penting yang harus muncul dalam
kalimat, kesalahan penambahan terjadi karena siswa mendapat kegagalan untuk
menghilangkan item yang tidak penting dalam kalimat, kesalahan salah bentuk terjadi
karena siswa menggunakan be dan kata kerja bersama-sama dalam kalimat present
yang sederhana dan kesalahan misordering terjadi karena siswa membuat kalimat
memiliki item penempatan yang salah dan penambahan preposisi. Dan kesalahan
dominan yang dibuat oleh siswa di kelas delapan SMP Negeri 16 Kota Jambi adalah
kesalahan kelalaian karena dari lima 5 data itu sendiri terdiri dari dua topik teks
deskriptif siswa selalu membuat kesalahan dalam kesalahan kelalaian. Itu mungkin
disebabkan oleh kecerobohan para siswa. Kecerobohan seringkali berkaitan erat dengan
kurangnya motivasi.
ABSTRACT
Name : WARDAH
Study Program : English Department
Title :. An Analysis of Grammatical Errors in Students’ Writing
Descriptive Text at Eighth Grade of State Junior High School 16
Jambi City
The aim of this study was to grammatical errors in students’ writing descriptive
text at Eighth Grade of State Junior High School 16 Jambi City. This a qualitative
research, the research employing documentation to collect data and data analysis in
this research was descriptive analysis.
The result of the study showed that the common types of grammatical errors
made by the students at Eighth Grade of State Junior High School 16 Jambi City were
omission error occurs because student omits some important items that must appear in
the sentence, addition error occurs because student gets failure to omit unimportant
item in sentence, misformation error occurs because students use be and verb together
in simple present sentence and misordering error occurs because students make the
sentence has incorrect placement item and addition of preposition. And the dominant
errors made by the students at Eighth Grade of State Junior High School 16 Jambi City is
Omission error because from five 5 data itself consist of two topics of descriptive text
students always make mistake in Omission error. It was possibly caused by carelessness
of the students. The carelessness was often closely related to lack of motivation.
By reciting Alhamdulillahirabbil’alamin, with all of mercies and blessing of Allah,
finally the author accomplished the research and this thesis. The objective of this thesis
is a partial requirement for the undergraduate degree (S1) in English Education P
Faculty of Education and Teacher Training in State Islamic University Studies Sulthan
Thaha Saifuddin Jambi which is entitled
Writing Descriptive Text at Eighth Grade of State Junior High School 16 Ja
I would like to express my sincerely gratitude to
first advisor and Reni Andriani, M. Pd
and support for accomplish in this thesis. The researcher also likes to
thanks to the following people who have given in accomplishing this thesis, namely:
1. Dr. H. Hadri Hasan, MA, As the Rector of State Islamic University Studies Sulthan
Thaha Saifuddin Jambi.
2. Vice Rector I, II and III of State Islamic University
Jambi.
3. Dr. Hj. Armida, M. Pd. I
Islamic University Studies Sulthan Thaha Saifuddin Jambi.
4. Vice Dean I, II, III of Faculty of Education and Teacher Training State
University Studies Sulthan Thaha Saifuddin Jambi.
5. Amalia Nurhasanah S. Pd., M. Hum, as chief of English Study Program Faculty of
Education and Teacher Training State Islamic University Studies Sulthan Thaha
Saifuddin Jambi.
6. Samsu, S. Ag., M. Pd. I.
ACKNOWLEDGEMENTS
By reciting Alhamdulillahirabbil’alamin, with all of mercies and blessing of Allah,
finally the author accomplished the research and this thesis. The objective of this thesis
is a partial requirement for the undergraduate degree (S1) in English Education P
Faculty of Education and Teacher Training in State Islamic University Studies Sulthan
Thaha Saifuddin Jambi which is entitled “An Analysis of Grammatical Errors in
Writing Descriptive Text at Eighth Grade of State Junior High School 16 Ja
I would like to express my sincerely gratitude to Drs. Ilyas Idris, M. Ag
Reni Andriani, M. Pd, as the second advisor who have given guidance
and support for accomplish in this thesis. The researcher also likes to
thanks to the following people who have given in accomplishing this thesis, namely:
Dr. H. Hadri Hasan, MA, As the Rector of State Islamic University Studies Sulthan
Thaha Saifuddin Jambi.
Vice Rector I, II and III of State Islamic University Studies Sulthan Thaha Saifuddin
Dr. Hj. Armida, M. Pd. I the Dean of Faculty of Education and Teacher Training State
Islamic University Studies Sulthan Thaha Saifuddin Jambi.
Vice Dean I, II, III of Faculty of Education and Teacher Training State
University Studies Sulthan Thaha Saifuddin Jambi.
Amalia Nurhasanah S. Pd., M. Hum, as chief of English Study Program Faculty of
Education and Teacher Training State Islamic University Studies Sulthan Thaha
Samsu, S. Ag., M. Pd. I., Ph. D as first and Reni Andriani, M. Pd as second advisors.
By reciting Alhamdulillahirabbil’alamin, with all of mercies and blessing of Allah,
finally the author accomplished the research and this thesis. The objective of this thesis
is a partial requirement for the undergraduate degree (S1) in English Education Program,
Faculty of Education and Teacher Training in State Islamic University Studies Sulthan
An Analysis of Grammatical Errors in Students’
Writing Descriptive Text at Eighth Grade of State Junior High School 16 Jambi City”.
Drs. Ilyas Idris, M. Ag., as the
as the second advisor who have given guidance
and support for accomplish in this thesis. The researcher also likes to express many
thanks to the following people who have given in accomplishing this thesis, namely:
Dr. H. Hadri Hasan, MA, As the Rector of State Islamic University Studies Sulthan
Studies Sulthan Thaha Saifuddin
the Dean of Faculty of Education and Teacher Training State
Vice Dean I, II, III of Faculty of Education and Teacher Training State Islamic
Amalia Nurhasanah S. Pd., M. Hum, as chief of English Study Program Faculty of
Education and Teacher Training State Islamic University Studies Sulthan Thaha
as second advisors.
7. All lecturers at Faculty of Education and Teacher Training of State Islamic University
Studies Sulthan Thaha Saifuddin Jambi.
TABLE OF CONTENTS
PAGE OF TITLE ....................................................................................................... i
THESIS AGREEMENT ................................................ ………………………………………….. ii
THESIS AGREEMENT ...................................................................................... ……. iii
OFFICIAL NOTE ................................................................................................. .… iv
LETTER OF RATIFICATION ................................................................................. …… v
STATEMENT OF ORIGINALITY ........................................................................... …. vi
DEDICATION ................................................................................................... ….. vii
MOTTO ........................................................................................................... ….. viii
ABSTRAK ......................................................................................................... …… ix
ABSTRACT ....................................................................................................... …. x
ACKNOWLEDGEMENT ..................................................................................... …… xi
TABLE OF CONTENTS ............................................................................................. xiii
CHAPTER I INTRODUCTION
A. Background of the Study ................................................................................ 1
B. Research Problem ........................................................................................... 4
C. Purpose of the Study ...................................................................................... 4
D. Limitation of the Study ................................................................................... 5
E. Significance of the Study ................................................................................ 5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Review ......................................................................................... 6
1. Writing ....................................................................................................... 6
2. Definition of Error ...................................................................................... 11
3. Grammatical Errors ................................................................................... 11
4. Kinds of Grammatical Errors...................................................................... 12
5. Surface Strategy of Taxonomy as a kind of Grammatical Errors ............... 13
6. Kinds of Surface Strategies Taxonomy ...................................................... 15
a. Omission .............................................................................................. 15
b. Addition ............................................................................................... 15
c. Misformation ....................................................................................... 16
d. Misordering .......................................................................................... 16
7. Descriptive Text ........................................................................................ 17
8. Kinds of Descriptive Text ........................................................................... 17
B. Previous Studies ............................................................................................. 19
CHAPTER III RESEARCH METHOD
A. Research Design ............................................................................................. 22
B. Setting Description ......................................................................................... 22
C. Subject of the Research .................................................................................. 23
D. Data and Sources of Data ............................................................................... 23
E. Technique of Data Collection ......................................................................... 23
1. Documentation .......................................................................................... 24
F. Technique of Data Analysis ............................................................................ 24
G. Research Schedule .......................................................................................... 26
CHAPTER IV FINDINGS AND DISCUSSION
A. The Description of The Subject....................................................................... 26
B. Research Finding............................................................................................. 26
1. Common Types of Grammatical Errors Made by the Students................. 26
a) Omission ............................................................................................... 26
b) Addition ................................................................................................ 31
c) Misformation ........................................................................................ 34
d) Misordering .......................................................................................... 36
C. Discussion ....................................................................................................... 37
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...................................................................................................... 41
B. Suggestion ...................................................................................................... 41
REFERENCES
APPENDIXES
REFERENCES
CHAPTER I
INTRODUCTION
A. Background of the Study
Writing is an important part of language teaching, it also functions as an
essential tool for learning (Faisan and Suwandita, 2013). This skill must be
explicitly taught because writing outside school setting is relatively rare. Writing
is also a language skill that is used for indirect communication. The students can
communicate their ideas and thoughts to others through written form such as
letter, message, or invitation for communication. Anisa and Marlina (2014) said
that writing is an important skill, because through writing the students can
enhance their ideas, thoughts and experiences. Moreover to express their feeling,
need and desire in writing form, the students need writing skills. It means that
writing is one language skills to express idea, thought, feeling and opinion in
written form. In order to make writing meaningful, one important component that
should be correctly used is grammar.
Grammar is a fundamental aspect in writing. It reflects the meaning, genre,
and the discourse of the writing product (Wahyuningsih, 2015). Besides, it reflects
the content and meaning of the writing product. Sometimes, it seems very hard for
the second language learner. The rules of grammar and writing are developed so
that readers understand the information. Faisan and Suwandita (2013) mention
that grammar means the rules which structure our language. It means that
grammar is the description of the ways in which words can change their forms and
can be combined into sentences in that language and grammar is also a theory of a
language, of how language is put together and how it works. Thus, grammar is
very important to be mastered by the students in their English skill.
Grammar competence as a major component of communication has an
important position and tenses which are considered as the most difficult skill to
learn for the Indonesian students (Putri, 2006). In tenses, the learners or the
writers should combine some parts of grammar, like subject, verbs, auxiliary
verbs, articles, objects, adjectives, adverbs, and so on. Thus, with a good
grammatical structure, the content of the writing will be easily understood and the
messages, ideas, or information will be delivered properly and more meaningful.
Without good or correct structure, there will be misunderstanding as a result. So
that, learners’ difficulty in writing may lead the EFL learners tend to make errors,
especially for them who still lack competence.
In learning English, it is common that students make mistakes or errors in
written form, especially in how to use the verb correctly based on tenses which
will be used. Error that the students make when they learn a language is very
common. They often make grammatical errors An error is an action which is
inaccurate or incorrect (Choironi and Sukirlan, 2013). In some usage, an error is
synonymous with a mistakes. Errors are typically made by learners who do not yet
fully command some institutionalized language system. In other words, errors
arise due to the imperfect competence in the target language. If the learners do not
understand about system of language, it will cause them make many errors in their
learning.
Putri (2006) said that grammatical errors analysis is important to be
analyzed in order to find out how students learn a language, their progress in
learning the target language, their problems, and the aspects where improvement
need to be made. By analyzing the students’ grammatical errors, it willl give the
important role in giving feedback for the English teachers and researchers in order
to evaluate and develop the material in teaching learning process. Sometimes
students make grammatical errors. They often produce incorrect utterances.
However, making error is fundamentally human in learning process. Therefore, it
is possible for students to make errors unconsciously when they are writing
(Liasari, 2012). It means that it is important to examine the grammatical errors in
students’ writing as a way to prevent mistake in the future.
1
The researcher found that State Junior High School 16 Jambi City is
located in the street of. Serma Ishak Ahmat, RT.08, Beliung, Kota Baru and this
school is one of the favorite schools for the students in Kota Baru. There are many
competitions in around Muaro Jambi or Jambi City, the students of this school
always follow it, sometimes they became the winner in writing short story, poetry
and LCC (Lomba Cerdas Cermat). This school always keeps cleaning for green’s
situation, it also caused the students love to learn in this school. Once in a week
the English teacher asks he students to write their story or their opinion about
daily activity, events or their experiences, these activities are really help the
students who wants to enhance their writing academic. The students will have
opportunities to read and share their ideas. The students always practice their
English from different background and skills based on their knowledge and
experience that is why some students are interested in learning in this school.
The English teachers provide students to explore their ideas through the
text and sharing in group and it can enhance student’s motivations to write the
texts and enhance their academic performance. The teachers also help the students
to be an author, the teachers prepare the “English Wall” for the students who want
to show their ability in writing story, but there are many students still have
problems in learning English, especially in writing English paragraph about
descriptive text. In the process of writing English paragraph, students often do
some errors especially with grammar, some students think that it is boring subject
and when they learn English they try to avoid the grammar because it is such
confusing rules and hard so it’s inflected into applying grammar rules learning
language. In the other words, writing English language is completely different
from writing Indonesian. In Indonesian, there are no tenses; a verb appears in the
same form in all the times (Anggraeni, 2016). In fact, there were many students
who still made many errors in writing English paragraph and found difficulties in
applying tenses, structure, syntax, semantic, lexical meaning, and phonology into
sentences.
Here are some examples of error in using tenses that often occurs in
students’ writing, “My teacher drink coffee last night”. Actually, this incorrect
sentence was to be understood well, but it was exactly wrong in the form of
English grammar. This sentence talked about the past event, so it should use
simple past tense. The simple past indicates that an activity or situation began and
ended at a particular time in the past. The verb of this sentence should use past
form (verb 2). The correct sentence is “My teacher drank coffee last night”. This
error occurred because the students translated Indonesian into English directly
without paying attention on using Standard English. They made this error also
because they did not understand the grammar well and mother tongue interference
was still interfered their minds.
Therefore, error analysis has an important role to help the teacher to reveal
what kind of error that mostly the students do in writing and the causes of the
error they make. By knowing the errors, the teacher could improve their method in
teaching and would avoid the errors by giving the extensive materials about the
errors in writing. The students also would have better understanding of what they
were learning and would be able to write correctly and awarded with their
previous error.
Those are the reasons why the writer was interested in analyzing this thesis
entitled “An Analysis of Grammatical Errors in Students’ Writing
Descriptive Text at Eighth Grade of State Junior High School 16 Jambi
City”.
B. Research Problem
The researcher decides to focus on one relevant question to address for the
purpose of this study is formulated as follow:
What are common types of grammatical errors made by the students at
Eighth Grade of State Junior High School 16 Jambi City?
C. Purpose of the Study
The purpose of this study is to find out the grammatical errors in students’
writing descriptive text. Therefore, the purpose of this study is
To describe common types of grammatical errors made by the students at
Eighth Grade of State Junior High School 16 Jambi City.
D. Limitation of the Study
In this study, the researcher focuses on common types of grammatical
errors made by the students at Eighth Grade of State Junior High School 16 Jambi
City and the object on the first year in the academic year of 2017/2018.
E. Significance of the Study
In this study, there are two significances of the study, namely;
This study is expected to be input in practicing and learning process
especially for knowing the grammatical errors in students’ writing descriptive text
based on the surface strategy taxonomy at Eighth Grade of State Junior High
School 16 Jambi City and give additional information and knowledge to the
readers especially to the students and lectures in English Department who want to
read this paper. The researcher hopes this study can give some suggestion for the
teachers in teaching writing at Eighth Grade of State Junior High School 16 Jambi
City. The researcher also hopes this study will give new knowledge to the
researcher itself about grammatical errors in students’ writing descriptive text at
Eighth Grade of State Junior High School 16 Jambi City. The researcher hopes
this can be developed the writing ability and this study will be done by the
researcher as one of requirement on getting S1 Degree in English Education,
Education Faculty and Teacher Training, The State Islamic University. And the
last, the researcher hopes this study will be useful as guidance of reference to the
next researcher in grammatical errors in students’ writing descriptive text at
Eighth Grade of State Junior High School 16 Jambi City it can give contribution
to the society.
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Review
1. Writing
Writing is the process of discovering and shaping meaning. Implicit in
this definition is that writing requires communicating that meaning to
someone, whether this audience consists solely of the writer or a group of
people beyond the writer. The need to communicate is one the humankind’s
dominant traits and writing is one of the best ways to communicate with one
another. According to Linse (2005, p. 96). Writing is a way of thinking as well
as a means of communication. This means as communicative act, writing can
develop social relationship and social expectation because writing is one of the
tools in communication. Furthermore, writing is an essential aspect of
interaction on language teaching beside reading and speaking. Based on the
ideas above, the researcher concludes that writing is a thinking process, a
transaction with words followed by a physical act.
Writing skill is very complex. It includes many things that are used as
criteria. A good deal of attention is placed on model compositions that
students would emulate and how well a student final product measured up
against a list of criteria that include content, organization, vocabulary use,
grammatical use, and mechanical considerations such as spelling and
punctuation Brown (2001, p. 335) say that writing is far from being a simple
matter of transcribing language into written symbols; it is a thinking process in
its own right. It demands conscious intellectual effort, which usually has to be
sustained over a considerable period. It means that writing is a powerful
means of learning. Through writing, the writer can come to know what he or
she thinks and then refines that thinking. Good writing, then, is marked by the
writer’s interpretation of a topic so that the piece of writing reveals what the
writer thinks to be significant in the topic.
From the explanations above it can be concluded that writing is a
process of producing a text that includes lower and high self-regulated
thinking. The writing in English should consist of beginning, middle and
conclusion. Writing is very important for everyone when they want to express
their idea through the use of sign, symbol.
a. The Purposes of Writing
Successful writers do not plan their writing in a vacuum.
Instead, they consider the context in which their writing occurs. The
writing context includes the reason for writing (the writer purpose).
Purpose is an important element of the college essay because it
influences your approach. Harmer (2001, p. 257) said that there are
four common purposes in writing. Whether writing a love letter or a
term paper, the purposes are; write to inform, to explain, to persuade,
and to amuse others.
(1) Writing to Inform
In much of the writing, it will intend simply to inform the
readers about a subject. To inform means to transmit necessary
information about a subject to the reader, and usually this also means
telling the readers what the facts are or what happened.
(2) Writing to Explain
Writing to explain means writing to take what is unclear and
make it clear. In explanatory writing, a writer who understands a
complex topic must make sure that the readers understand it as well.
The task in explaining is to clarify a subject for the readers. The
important thing to keep in mind is that the relationship between the
writers and the readers. It is needed to consider how much the readers
already know about the subject and how much still needs explanation.
(3) Writing to Persuade
Most of people, persuasion is one of the most important things
in personal life, their work life, or in their school life. As Brown (2001,
p. 335) stated, the most important writing you ever do in your personal
life, your work life, and your school life wills probably persuasion.
Complaints to the rent board about your landlord, letters of application
for jobs, essays on examinations are all likely to involve writing
persuasively. Your task in persuasion is to convince your readers to
accept the main idea, even though it may be controversial.
(4) Writing to Amuse Others
Writing to amuse requires the writer to focus on the readers
other than him or herself. The writer may enjoy the experience and
take pride in what they accomplish, but he or she cannot settle for
amusing alone. Writing to amuse gives an opportunity to bring
pleasure to others. Seize the opportunity and make the most of it.
From the explanations above it can be seen that there are four
the purposes of writing, it means that the people who want to write
they have to have the purposes of their writing, it will help them to get
better writing and the reader will understand of their writing.
b. The Elements of Writing
There are some elements of writing as the consideration to
establish a good text. The elements of writing help the writer arrange a
clear and understandable text (Oshima and Hogue 1991, p. 40).
(1) Contents and Organization
Every good paragraph has unity that mean only one idea is
discussed. Coherent means that every paragraph has to hold each other.
The movement from one sentence to the following must be logical and
smooth.
(2) Grammar and vocabulary
Grammar is the study of the rules about how words change
their form and combine with other words to make sentences. It also has
influence to decide the meaning of the sentence. In addition, while
focusing on grammar, the writer should choose and use appropriate
vocabularies to make or develop a text in order not to get ambiguity.
(3) Sentence Structure
According to Oshima and Hogue (1991, p. 40), there are four
kinds of sentence. They are:
(a) Simple Sentences
Simple sentence is consist of at least subject and predicate or noun
and verb
(b) Complex Sentence
complex sentence has one dependent clause (headed by a
subordinating conjunction or a relative pronoun) joined to an
independent clause.
(c) Compound Sentence
It has two independent clauses joined by:
I. A coordinating conjunction (for, and, nor, but, yet, so)
II. A conjunctive adverb (e.g. however, therefore)
III. A semicolon alone
c. The Process of Writing
Writing is a process. If students wants to write something and he or
she wants to make a perfect piece of writing, he or she has to know the
process of writing. To understand how important this material of paying
attention to the process of writing is, we need to consider just what a
process improves. A process is, of course, a series of actions. According to
Richards and Renandya (2002, p. 306) there are three phases of the
process of writing. They are prewriting, drafting, and revising.
a) Prewriting
The most productive way to begin students’ writing task is to
collect their thoughts on a piece paper without the pressure of
structuring their expression into its final form. Prewriting is their
chance to practice what they have to say, begin to worry about how
their audience will judge the eventual form of their work. The students
must begin by choosing a subject to write about. It means making a list
to potential subjects. It purposes to narrow the focus, to discover the
limits that will allow working productively (Richards and Renandya,
2002, p. 306).
b) Drafting
Drafting is the point at which students begin to put their ideas
in some kind of order and to envision a potential shape for the work
they will produce; a beginning, middle, and an end. Before they begin
drafting, some students make an outline to remind them of how they
wish to order their ideas (Richards and Renandya, 2002, p. 307).
c) Revising
The students should revise after drafting, because to revise their
writing is important if they want to be a professional writer. It is an
advantage for students who can have all if they revise and rewrite
before they present their work to the reader. The professional their
secret is revision and revision and revision (Richards and Renandya,
2002, p. 307).
On other sources state that writing is a process that involves the
following steps:
(1) Discovering a thesis often through prewriting.
(2) Developing solid support for the thesis often through more
prewriting.
(3) Organizing the thesis and supporting material and writing it out
in a first draft (Harmer, 2001, p. 257).
Revising and then editing carefully to ensure an effective,
error-free paper. Learning this sequence will help and give the
students’ confidence when the time comes to write. The use of
prewriting is a way to think on paper and to gradually discover the
ideas to develop. It is also help the students to understand that there
are four clear-cut goals unity, support, organization, and error-free
sentences to aim in writing. Moreover, the students can use
revision to rework a paper until it is become a strong and effective
piece of writing, and be able to edit a paper so that their sentences
are clear and error- free.
Based on the explanations above, it can be concluded that
there are three process of writing for the students who want to
write, they have to make prewriting, where they have to have the
subject that they want to write, in drafting the students have to
make the outline about the point that they want to say, in revising
the students have to revise the important point that they want to
tell. The researcher wants to use this theory to find out the
grammatical errors in students’ writing descriptive text at Eighth
Grade of State Junior High School 16 Jambi City.
2. Definition of Error
An error is different from mistake, so we have to be careful to
differentiate. According to Brown An error is a noticeable deviation from the
adult grammar of a native speaker, reflecting the inter language competence of
the learner. And a mistake is a performance error which is either a random
guess or a ‘slip’, i.e. a failure to utilize a known system correctly. From those
definitions above, the writer concludes that a mistake is just a slip that the
learner forgets the right form . While an error is a deviation which is made by
the learner because he does not know the rule and he or she will make it
repetitively.
3. Grammatical Errors
Grammar can be defined as a set of shared assumptions about how
language works. The assessment whether the learners have mastered some
grammatical points should not be based on their ability to state the rules of
grammar, but on their ability to use the grammatical points to share their ideas,
emotions, feelings, or observations with other people (Choironi, 2017, p. 53).
Especially in the context of the teaching English in Indonesia, the teaching of
grammar should be integrated in the development of the four language skills.
Knowing about how grammar works is to understand more about how
grammar is used and misused. It means that there is a possibility of error
occurrence in students learning. In this research, the term of error in grammar
will be called a grammatical error. Some linguists give several theoretical
concepts to the types of errors, the errors are classified into 4 categories,
namely: linguistic category, surface strategy taxonomy, comparative
taxonomy, and communicative effect taxonomy (Krashen, 2013, p. 92). In this
research the researcher focused on surface strategy taxonomy because there
are many students of made mistake in structures when they write descriptive
text.
4. Kinds of Grammatical Errors
Some linguists give several theoretical concepts to the types of errors,
the errors are classified into 4 categories, namely: linguistic category, surface
strategy taxonomy, comparative taxonomy, and communicative effect
taxonomy (Krashen, 2013, p. 92).
a) Linguistic Category
There are many error taxonomies have been based on linguistic
item which is affected by an error. These linguistic category taxonomies
classify errors according to either or both the language components and the
particular linguistic constituent the error affects. The language components
include phonology (pronunciation), syntax and morphology (grammar),
semantics and lexicon (meaning and vocabulary), and discourse (style)
b) Surface Strategy Taxonomy
A surface strategy of taxonomy highlights the ways surface
structures are altered: learners may omit necessary items or add
unnecessary ones: they may miss form items or miss order them. That
surface elements of a language are altered in specific and systematic ways.
It consists of:
a) Omission errors, which characterized by the absence of item that
must be appeared in a well-formed utterance.
b) Addition errors, which characterized by the presence of an item
which must not be appeared in a well-formed utterance.
c) Miss information, which characterized by the wrong form of the
morpheme or structure. The types of errors are:
(1) Regularization -> The dog eaten the chicken
(2) Archi form ->I see her yesterday. Her dance with my brother.
(3) Alternating form -> I seen her yesterday
(4) Miss ordering, which characterized by the incorrect placement
of morpheme or group of morphemes in the utterance.
c) Comparative Taxonomy
This taxonomy classifies errors based on comparison between the
structure of language learner errors and certain other types of construction.
d) Communicative Effect Taxonomy
It deals with errors from the perspective of their affection the
listener or reader. There are two types of errors in this taxonomy. They are
global errors and local errors.
In this research, the researcher only focus on the Surface Strategy of
Taxonomy, limit of time, money, ability and also this error is one of the errors
that nade by the students in writing descriptive text based on the surface
strategy taxonomy at Eighth Grade of State Junior High School 16 Jambi City.
5. Surface Strategy of Taxonomy as a kind of Grammatical Errors
Krashen (2013) said that Surface Strategy of Taxonomy is one of the
kinds of errors, because errors are classified into 4 categories, namely:
linguistic category, surface strategy taxonomy, comparative taxonomy, and
communicative effect taxonomy A surface strategy of taxonomy highlights the
ways surface structures are altered: learners may omit necessary items or add
unnecessary ones: they may miss form items or miss order them. That surface
elements of a language are altered in specific and systematic ways. This
taxonomy works on mechanisms in which surface forms are modified or
altered in erroneous utterances. By classifying errors using the surface strategy
taxonomy is very practical since it can physically hightlight the cognitive
process underlying learner‟s reconstruction of the mother tongue and target
language (Agustina and Juning, 2011, p. 13). In, addition, this taxonomy also
emphasizing that errors are inevitable since the learner are actively progressing
towards producing the target language while utilizing their temporary principle
in the former language. This taxonomy divides learner errors into four categories
which are omission, addition, misformation, and misordering
There are four main ways in which learners alter target forms.
a) Omission errors, which characterized by the absence of item that must
be appeared in a well-formed utterance.
b) Addition errors, which characterized by the presence of an item which
must not be appeared in a well-formed utterance. Addition errors is
such errors refer to the presence of an element or a form which must
not appear in a well-formed utterance. Addition errors are sub-
categorized into: regularization applying rules used to produce the
regular ones to those exceptions to the rules; double-marking, a kind of
addition error in which one feature is marked at two levels; simple
additions are those which are neither regularizations nor double-
markings (Krashen, 2013, p. 92).
c) Miss ordering, which characterized by the incorrect placement of
morpheme or group of morphemes in the utterance.
d) Miss information, which characterized by the wrong form of the
morpheme or structure. This refers to the use of a wrong form of a
morpheme or a structure in an utterance. Three types of
misinformation errors are commonly found in learners’ errors. The
types of errors are:
(1) Regularization is a regular marker is used for an irregular one.
Example: The dog eaten the chicken
(2) Archi form is the selection of one member of a class of forms to
represent others in the class ->I see her yesterday. Her dance with
my brother.
(3) Alternating form is free alternation of various members of a class
with each other -> I seen her yesterday
The surface structure taxonomy discussed above has a
pedagogic advantage, especially by helping teachers to show learners
how their productions deviate from target language norms. In this
study to analyze the grammatical errors in students’ writing descriptive
text based on the surface strategy taxonomy at Eighth Grade of State
Junior High School 16 Jambi City.
6. Kinds of Surface Strategies Taxonomy
According to Meilia and Sulistyawati (2011), based on the taxonomy,
errors are classified this taxonomy into four categories:
a) Omission
Omission errors are characterized by the absence of an item that
must appear in a well-formed utterance. Example:
(1) He a cat, it should be: He is a cat.
(2) He very cute and sweet, it should be: He is very cute and sweet.
Sentence (1) is grammatically incorrect because the students
omitted “to be (is)” before article “a”. Sentence (2) is grammatically
incorrect because there is an item omitted. There is no to be in that
sentence. So the complete the gap on that sentence above, it should
be filled with “is”.
b) Addition
Addition errors are characterized by the presence of an item which
must not appear in a well-formed utterance. Example:
(1) It’s have 4 bedrooms, it should be: It has 4 bedrooms.
(2) I am play with my pet, it should be: I play with my pet (Choironi,
2017).
Sentence (1) is grammatically incorrect because in this
sentence “It’s have” should be replaced with “It has” because to be
“is” is not needed in such conditions. So the verb got available for the
subject “it” and verb that used is “has”. Sentence (2) is grammatically
incorrect because in this sentence “I am” should be replaced with “I”,
as “am” is not needed in such conditions.
c) Misformation
Misformation errors are characterized by the use of the wrong form
of the morpheme or structure. Example:
(a) She always accompany me when I study, it should be: She
always accompanies me when I am studying
(b) He always play with her tail, it should be: He always plays with
her tail.
Sentence (1) is grammatically incorrect because the verb
“accompany” should be “accomapanies” because subject third person
singular female should be add e or es. Sentence (2) is grammatically
correct because the verb “play” should be “plays” because subject third
person singular male should be add e or es.
d) Misordering
Misordering errors are a wrong placement of morpheme or a group
of morphemes in an utterance. Example:
(1) Colour’s bibi is gray, it should be: Bibi‟s colour is gray.
(2) Body’s bibi is big, it should be: Bibi‟s body is big.
Sentence (1) is grammatically incorrect because the student just
translate Bahasa Indonesia into English. The word “colour‟s bibi” is
misplaced each other so it makes the reader confused. So, the correct
grammatically order of those words should be “bibi‟s colour”.
Sentence (2) the word ”Body‟s bibi” are also misplaced each other.
The right grammatically order of those words should be “Bibi‟s body”.
From the explanations above it can be known that there are
three kinds of characteristics of a good description. The researcher will
use this theory to find out the grammatical errors in students’ writing
descriptive text based on the surface strategy of taxonomy.
7. Descriptive Text
Descriptive text is a part of factual genres. Its social function is to
describe a particular person, place or thing. Description in writing is the
process of creating visual images and sensory impression through words.
More often, description is a part of another piece of writing and is used to
inform an audience about how something or someone looked or to persuade an
audience to see something from the writer’s point of view (Woodson, 1982, p.
73). Description recreates sense impression by translating into words, the feel,
sound, taste, smell, and look of things. Emotion may be describing too,
feelings such as happiness, fear, loneliness, gloom, and joy. Description helps
the reader, through his or her imagination, to visualize a scene or a person, or
to understand a sensation or an emotion (Husein and Plulungan, 2017, p. 3).
Description adds an important dimension to our lives because it moves
our emotion and expands our experience. It means that description expands
our experience by taking us to place we might not otherwise know much
about, which explains the popularity of descriptive travel essay in magazines
and newspapers. Traditionally, descriptions are divided into two categories:
objectives and subjective. In objective description you records details without
making any personal evaluation or reaction. In subjective description, you are
free to interpret the details for your reader; your reaction and description can
be emotional and value-loaded (Mardiyah, dkk, 2014, p. 281).
It means that Descriptive text is a text which says what a person or a
thing is like. Its purpose is to describe and reveal a particular person, place or
thing. The goal subjective description is to create vivid mental images. To do
that, students will use concrete sensory detail, which consists of specific
words that appeal to the sense (sight, sound, taste, smell, touch).
8. Kinds of Descriptive Text
Descriptive text is a text to describe something, such as persons, places, or
things (Mardiyah, dkk, 2014, p. 282). So, it normally takes on three forms, they
are:
a) Description of a people
People are different, and writing description of people is different.
writer is probably already aware of some of the complications because she
or he has often been asked, “What’s so-and-like?” In replying, writer
might resort to identification, an impression, or a character sketch,
depending on the situation.
b) Identification
Although writer might provide identification, writer would
probably want to go further than that. Used mainly in official records and
documents, identification consists only of certain statistical information
(height, weight, age), visible characteristics (color of hair, skin, and eyes),
and recognizable marks (scars, birthmark).
c) Impression
Unlike the identification, the impression may not identify a person,
but it does convey an overall idea of him or her. Many details may be
missing, yet the writer does provide in a few broad strokes a general
feeling about the subject. Although impression is usually less complete
and informative than identification, it may be more effective in capturing
an individual’s striking or distinctive traits.
d) Character Sketch
More complete descriptions of people are usually called character
sketch; they may also be referred to as profiles, literary portraits, and
biographical sketches. As its name indicates, a character sketch delineates
the character of a person, or at least his or her main personality traits. In
the process, it may include identification and an impression, but it will do
more than tell what people look or seem like: it will show what they are
like. A character sketch may be about a type rather than an individual,
revealing the characteristics common to the members of a group, such as
campus jocks, cheerleaders, art students, religious fanatics, television
devotes.
e) Description of a place
A description of a place should include details to make it
interesting for the reader such as a desert or city, view. Learning how to
describe places and people lucidly is a vital skill for all fiction authors
Effective descriptive words show mood and character in addition to
appearance. The best descriptions draw us in and keep us rapt with
attention, placing us in a scene.
f) Description of a things
To describe a thing the writer must have a good imagination about
that thing that will be describe. Besides, to make our subjects as interesting
and as vivid to our readers as they are to us: using proper nouns and
effective verbs (Husein and Plulungan, 2017, p. 5).
From the explanations above it can be known that there are three
kinds of characteristics of a good description. The researcher will use this
theory to find out the grammatical errors in students’ writing descriptive
text based on surface strategy of taxonomy and used the theory of
Linguistic Category from Oshima and Hogue.
B. Previous Studies
In this study, the researcher will do the research about the grammatical
errors in students’ writing descriptive text at Eighth Grade of State Junior High
School 16 Jambi City and the object on the first year in the academic year of
2017/2018. There are some previous researchers that have discussed about
students’ writing descriptive text, they are;
Firstly, the student from University of Syiah Kuala, Banda Aceh, named
Afifuddin (2016) by thesis entitled “An Analysis of Students’ Errors in Writing
Descriptive Texts”, this research discussed about the types of grammatical errors
made by 25 college students who were taking the course of Writing III on
descriptive writings. Furthermore, it attempted to identify and describe the error
types and then to find out the grammatical error type made the most by those
students. To get the data from the field, the researcher asked the students to write
about “STAIN Malikussaleh Lhokseumawe”. To analyze the data, the researcher
used the model by Miles and Huberman (1994) of qualitative analysis. The data
were analyzed through analyzing the grammatical incorrect form of the sentences
by marking the errors, reconstructing the correct sentences, classifying the types
of errors and counting the errors in order to know the most common type of
grammatical error. As the result, the researcher found that the students made 288
errors in their descriptive writings. The errors occurred in all types of errors
investigated. They are verb tense, verb form, subject-verb agreement, plural,
possessive inflection, definite article, indefinite article, word order, run-on, and
fragment. And, the students made the most errors (77 occurrences or 26%) in
fragment. The source of errors was also mostly due to interlanguage transfer.
Therefore, English teachers should be aware of these findings as an input in their
teaching of writing. Teachers can teach students to avoid these common errors in
their future writing.
Secondly, the student from English Department, Lampung University,
named Choironi and Sukirlan, (2013) by thesis entitled “Error Analysis of
Students’ Writing Descriptive Text Based on Surface Starategy Taxonomy,”
this research discussed about the types of errors the students committed in their
writing descriptive texts based on surface strategy taxonomy and types of errors
most frequently committed by students. This research was qualitative research.
The subjects of this research were 32 students of eleven science class. The writing
task was administrated as the instrument of the research. The result showed that
the students committed four types of surface strategy taxonomy: addition,
omission, misformation, and misordering. Misformation was the type of errors the
students most frequently committed. This suggests that the students’ ability in
writing descriptive texts in terms of surface strategy taxonomy needs to be
improved.
Thirdly, the student from State University of Malang, named Putri (2012)
by thesis entitled “Students’ Errors in Using Simple Present Tense in Writing
Descriptive Texts”, This research is aimed to determine and to describe the errors
in using simple present tenses in writing descriptive texts made by students,
especially the eighth grade of acceleration class at SMPN 3 Malang. The data
were obtained by conducting a test and using a checklist. Then, the writing
products were analyzed using Surface Strategy Taxonomy by Dulay (1982). The
result of this research was presented descriptively. From the result, the omission
errors were found as the highest of occurrence, which was about 47,05% which
revealed that the eight graders of acceleration class still made errors in using
simple present tense in writing descriptive text. The errors that are mostly made
by students were errors of omission. It is in line with Dulay (1982) which stated
that errors of omission are found in greater abundance during the early stages of
second language acquisition
From the preview related research above, most of them analyzed about
writing skills and the different between the researcher with them as like as Syiah
Kuala’s thesis, she analyzed about the types of grammatical errors and Choironi
and Sukirlan’s thesis, they analyzed the types of errors the students committed in
their writing descriptive texts based on surface strategy taxonomy. Putri’s thesis,
she determined and to describe the errors in using simple present tenses in writing
descriptive texts made by students. The same point this research with them is
about using the qualitative method through observation and documentation. The
researcher will analyze the grammatical errors in students’ writing descriptive text
at Eighth Grade of State Junior High School 16 Jambi City.
CHAPTER III
RESEARCH METHOD
A. Research Design
In this study, the researcher uses the descriptive qualitative design, because
it describes the grammatical errors in students’ writing descriptive text at State
Junior High School 16 Jambi City where the students had good skill in writing
descriptive text and it can be seen from their writing. The researcher selected this
method because it conveys a broader understanding of the grammatical errors in
students’ writing descriptive text. The data collected in the form of texts and
words as a descriptive explanation than a number. The result of students’ writing
contains quotation and it is not written in the form of figures and tables with
statistical measures, but it was illustrated in the form of describing words to the
grammatical errors in students’ writing descriptive text and it was presented in
narrative.
Based on explanations above, it can be concluded that descriptive qualitative
is analyzing about descriptive data that is collected from grammatical errors in
students’ writing descriptive text, by using descriptive qualitative the researcher
will get the answer about the question in analyzing the common types of
grammatical errors made by the students at Eighth Grade of State Junior High
School 16 Jambi City.
B. Setting Description
This research is carried out at State Junior High School 16 Jambi City. It is
located on the on street Serma Ishak Ahmat, RT.08, Beliulung, Kota Baru Jambi
province. The reason for conducting this study in in analyzing the grammatical
errors in students’ writing descriptive text at Eighth Grade of State Junior High
School 16 Jambi City and the object on the first year in the academic year of
2017/2018 that the English teachers in State Junior High School 16 Jambi City
have good knowledge, understanding, style and interest in writing the descriptive
text at Eighth Grade of State Junior High School 16 Jambi City, some students
can be assessed their learning styles, strengths and weaknesses and most of the
students are active when they are studying in classroom and also they can make
decision or argue for their opinions.
C. Subject of the Research
The subjects of this study are 12 students of class VIII A graders which will
take randomly students of Eighth Grade of State Junior High School 16 Jambi
City and the object on class A the first year in the academic year of 2017/2018..
D. Data and Sources of Data
The data in this research is in the form of sentences. It was the students’
descriptive text writing assignment which the teacher had given as an assignment
for the students. The sources of data in this study is the grammatical errors in
students’ writing descriptive text based on the surface strategy taxonomy at Eighth
Grade of State Junior High School 16 Jambi City.
E. Technique of Data Collection
This research uses one technique to collect the data. Documentation of
students’ student’s work would be used as the main source of this research before
the data are going to be analyzed.
1. Documentation
Documentation is used to collect students’ writing in descriptive texts.
The data are in the form of phrases, sentences and paragraphs. To get the data,
the researcher takes some steps. First, the researcher reads the students
22
descriptive text paragraph on describing person, animal and place. It will help
the researcher to know the students ability in writing. Second, the researcher
determines VIII A class as the object of the research. The researcher takes
twelve data from the class. Third, the researcher asks to the English teacher the
writing product to be analyzed. The teacher gives the limit time in doing this
descriptive paragraph. Students have to finish to make paragraph of descriptive
text in the class for one meeting (about 90 minutes). Then, they can add and
complete their writing product using the picture at home. So, it is called
assignment because the teacher allowed the students to open dictionary. The
writing product will be useful for the next learner because, they can learn the
text easily by additional information from picture.
F. Technique of Data Analysis
After all the data are collected, the researcher reads the students writing
product and identifies the grammatical error made by the student in class VIII A
graders. In identifying the grammatical error based on surface strategy taxonomy,
the researcher uses theory proposed by Oshima and Hogue. Because, this theory
has covered all of problems in students’ writing by classifying the types of error
into four categories. It means, this theory does not only focus on errors from one
side such as Omission, Addition, Misformation and Misordering. There are some
steps which are done by the researcher
First, After arranging the data, the researcher gives correction to the
students’ writing one by one. The correction is adding underline in each of words,
phrases or sentences which contain grammatical error and correct the error ones
with the correct answer. The researcher only focuses on the students writing
analysis and she does not pay attention in the student creativity.
The second, after giving correction to the students writing, the researcher
underlines and classifies the data into four types of error according to Oshima and
Hogue’s surface strategy taxonomy. The third step is describing the data
systematically to the best understanding about grammatical errors problem. The
researcher describes the data in the form of sentences and paragraphs.
The fourth, the researcher calculates the error by giving conclusion about
the dominant error. It does not present in the form of percentage because it is a
qualitative research. The last, the researcher looks for the source of error to
decrease the similar or different errors for other learners.
G. Research Schedule
Schedule of the study can be seen in the following table:
NO activities
Month
June July August September October
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparation of proposal
2 Improvement of proposal
3 Seminar of proposal
4 Improvement of seminar
5 Research permit
6 Research preparation
7 Research improvement
8 Scrip arrange
9 Scrip improvement
10 Final report
Note: it can be changed in any times
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the findings and discussions obtained from the data
analysis. The analysis of the data is conducted in line with the formulated research
questions. The whole data are taken from the written text of eighth grade students
of State Junior High School 16 Jambi City. The classifications of error are
omission, addition, misordering and misformation.
A. Research Findings
In this research, the researcher analyses 5 data about descriptive text
related to the research questions of the research. 5 data itself consist of two topics
of descriptive text. It is about favorite person and place. The types of error are
analyzed using Meilia and Sulistyawati’s theory which consists of four types of
errors. After analyzing all of the data that is found in the student’s writing, the
researcher determines the source of errors, the researcher gives initial name to
explain the identity of the writer.
1. Common Types of Grammatical Errors Made by the Students
From the writing above, the researcher found some types of error.
Those types of error are omission of error, misformation error and
misordering error. The classification of error is explained below:
a) Omission
The researcher found that in writing the story about a person, the
students made grammatical errors in Omission, it can be seen below:
“Also keep advise me” [DL] “she wear a veil” [AH]
“Start from appetizer, main course until the dessert” [RK] (Appendix 1)
The first is omission error in first story. Omission errors are
described as the absence of an item that must appear in a well- formed
utterance. The kinds of omission error found in the student’s writing are
the omission of subject, omission of suffix-s and suffix-ing. Here is an
example of error of omission of subject that the researcher picks from the
data. In Bahasa Indonesia, the student wants to say “juga selalu
menasehatiku”. The student translated it word by word and it becomes:
“Also keep advise me”. This sentence is grammatically incorrect because
there is no subject in the sentence. Subject is the most important item that
must appear in the sentence and it is useful to make the reader understand
the context easily. The correct sentence should be “She also advises me”
or “she also keeps advising me”. In the first correction, the verb is
followed by suffix- s because it is based on subject -verb agreement. Verb
which follows third person singular in the simple present tense should be
added by suffix s/es. The second correction is based on gerund form.z
The next error in first story is omission of suffix-s. This is a
general phenomenon happened in EFL students. Here is an example of
error of omission of suffix-s, “she wear a veil”. The sentence is incorrect
because the student ignores the rule of subject- verb agreement. In this
sentence, the subject pronoun is indicated with she (singular). Verb which
follows third person singular should be added by suffix s/es. The correct
sentence should be “she wears a veil”. Moreover, omission of be is also
happened. Here is the example, “Now she just at home”. This sentence is
grammatically incorrect because there is no be in the sentence. The
sentence should be added by be and the correct sentence should be “Now,
she is just at home”. The function of be in this sentence is as the
26
substitution of verb. Then, to be should be is because the student describes
something in the simple present form.
The next error is happened because of omitting suffix- ing and
verb. Here is an example error of omission of suffix- ing and verb, “Start
from appetizer, main course until the dessert”. In this sentence, the
researcher found the use of gerund. A gerund is the –ing form of a verb
used as a noun (Azar, 2000). A gerund is used in the same ways as a noun.
It can be used as a subject or as an object. The example above shows that
gerund is used as a subject. Meanwhile, the researcher also found other
error in the sentence. The student mentions the object of sentence without
showing the verb. It makes the sentence is difficult to understand. The
sentence should be, “starting to make appetizer, main menu and the
dessert”. The verb is in the form of to infinitive because start can be
followed by gerund and to infinitive. The source of those kinds of error is
interlingual transfer because errors are made as the result of transferring
the language from the native language.
“She is Indonesian Singer and actress” “His name is Darmawan working as an actor, dancer and producer”
“She also has pointed nose, red lip and two dark brown eyes”. (Appendix 4)
Omission of errors occurs because student omits an article and
subject in a sentence. omission of article is shown in the sentence, “She is
Indonesian Singer and actress”. Article a/an can precede only singular
count noun. It also can be used in general statement or to introduce a
subject which has not been mentioned previously. Here is an example of
omission of error,” She is Indonesian singer and actress”. She means
Agnes Monica. We do not know Agnes Monica previously, so that it has
to use article an. The correct sentence should be, “She is an Indonesian
singer and actress”.
The next example is omission of subject. Student often forgets the
importance of subject in the sentence and it makes the sentence is
incorrect. Omission of subject is shown in this sentence, “His name is
Darmawan working as an actor, dancer and producer”. From this
example, it can be seen that student translates word to word. The main
verb is, “His name is Darmawan” and the other sentence has the function
as supporting sentence. It should be added by subject in front of verb.
Moreover, conjunction is needed to separate the main and supporting
sentence. As the result, the correct sentence should be, “His name is
Darmawan and he works as an actor, dancer and producer”.
The researcher also found omission of plural marker from
descriptive text above. The error is found in the sentence, “She also has
pointed nose, red lip and two dark brown eyes”. In detail, omission of
plural marker is found in the noun phrase, red lip. Lip is count noun and it
is included regular plural noun. Therefore, it should be added by plural
marker to show the plural noun. The correct sentence will be, “She also
has pointed nose, red lips and two dark brown eyes”. The source of
those type of errors is interlingual transfer because errors are made as the
result of transferring from the native language.
The researcher found that in writing the story about a place, the
students made grammatical errors in Omission, it can be seen below:
“It located at Lapangan”. “The building height around 132 meters”
“for a long time, Monas be the tallest building in Jakarta” “But, there are much building”
(Appendix 2)
The second is omission error. The student often forgets some
important parts in a sentence. In the descriptive text above, the researcher
found three examples of omission error. The first example is shown in this
sentence, “It located at Lapangan”. Actually, in Bahasa Indonesia
student wants to say “Dia terletak di Lapangan”. This sentence should be
in the form of passive sentence and it needs be in front of past participle
verb. Besides, conjunction and has some functions such as, connecting
two or more noun, adjective in the sentence. It also can be used to connect
two sentences as additional information but, each of sentences should have
a subject. Therefore, the correct sentence should be, “It is located at
Lapangan”
The researcher also found omission of be in descriptive text. Here
is an example of omission of be, “The building height around 132
meters”. Sentence should has a subject, verb and object or it can use be as
verb. It means the second sentence which is related by conjunction also
need subject. The correct sentence should be, “The building height is
around 132 meters”. Other example error found in the sentence, “for a
long time, Monas be the tallest building in Jakarta”. The error is
caused by using of be. The student does not explain be in detail form. It
has to use is because the student writing context is simple present form.
Here is the correct sentence, “Monas is the tallest building in Jakarta
for a long time”.
In addition, the researcher also found omission of plural marker. It
is shown in the sentence, “But, there are much building”. It is clear that
the student translates the sentence word to word. In the context of
omission error, the student omits plural marker in building. Instead, the
student adds unnecessary items in a sentence such as, conjunction and
preposition. However, the use of conjunction in the first sentence above is
unnecessary and it must be omitted. Then much should be changed into
many because building is count plural noun. The correct sentence should
be, “There are many building”. The source of this type error is
interlingual transfer because the student translates the sentences from
Bahasa Indonesia to English.
“Jambi City is town centre in Jambi” “In Jambi, can found many place for get cheap and healthy food”
(Appendix 3)
From the descriptive text above, the researcher found some errors.
Omission errors dominate descriptive text above. There are omission of
subject, omission of plural marker, omission of article. Here are the
examples of omission of article, “Jambi City is town centre in Jambi”.
Article is important in a sentence to indicate singular count noun. To make
this sentence correct, it should be added article in front of noun. The
correct sentence should be, “Jambi City is a town centre in Jambi”.
Other omission error sentence is, “In Jambi, can found many
place for get cheap and healthy food”. Adverb of place will be more
appropriate if it is put in the end of the sentence. The sentence above is
incorrect because there is no subject. Meanwhile, subject is the main item
that must appear in the sentence. The researcher also found omission of
plural marker in this sentence. The use of many is to indicate the plural
noun, so the noun should be added with plural marker –s. Then, it is more
appropriate when article for is changed into to. Found should be changed
into find because it is simple present sentence. The correct sentence
becomes, “we can find many places to get cheap and healthy food in
Tokyo”. The source of those kinds of error is context of learning. Student
memorized in a drill but improperly contextualized.
“It located in the bird head of the Papua Islands” “You can meet many fisherman”
(Appendix 5)
Omission error occurs because student omits be in the sentence.
Here is an example of omission of error, “It located in the bird head of
the Papua Islands”. It is a passive sentence form, so it should be added
be in front of past participle verb. Be should be is because the subject is
singular. Therefore, the correct sentence should be, “It is located in the
bird head of the Papua Islands”.
Omission error is the only one type of error found in this
descriptive text. However, the researcher found two examples of error
sentence. Each error sentence has different factor. The second one is
caused by omitting plural marker. Plural marker is signified by adding
final s/es. However, there are some nouns which have irregular plural
form and they do not end in –s/-es. Here is an example of omission of
plural noun, “You can meet many fisherman”. Many indicates plural
count noun. The noun should be fishermen because it is included irregular
plural form. Thus, the correct sentence should be, “You can meet many
fishermen”. The source of this error type is interlingual transfer because it
is made as the result from direct translation from native language
b) Addition
The researcher found that in writing the story the students made
grammatical errors in addition, it can be seen below:
“Monas builded in Jakarta, the capital of Indonesia” (Appendix 2)
The last addition error is found in this sentence and it is called as
regularization error. Here is the example, “Monas builded in Jakarta,
the capital of Indonesia”. The verb builded is incorrect. Regularization
error occurs when learners use regular marker in place of an irregular one.
The verb build in the form of past participle should be changed into built,
it is not appropriate to add -ed. The sentence is in the form of passive
sentence and it needs be in front of verb. The correct sentence should be,
“Monas is built in Jakarta, the capital of Indonesia”. Other example is
found in this sentence, “The building height around 132 meters (433
feets)”. Feet is irregular plural noun and it does not need final –s to
indicate plural noun. It is also called as regularization error. It should be
(433 feet) This source of error type is intralingual transfer because the
student regularizes the irregular verb into regular verb.
“They are play with family” “we can see almost the whole of Jakarta city and many beautiful view
in there” (Appendix 2)
The next error is addition error. Addition error is the opposite of
omission error. Sometimes, student adds unimportant item in the sentence.
It can be in the form of preposition. Here is an example of addition of
preposition. Student wants to write this sentence in English, “mereka
bermain dengan keluarga”. Then, he translates into English, “they are
play with family”. The meaning of are (adalah) is clear and it does not
need put in there. The correct sentence becomes, “they play with family”.
This source of error is also intralingual transfer. It is indicated when
student fails to delete unimportant item which is not needed in the
sentence.
The next error is addition error. Addition error is the opposite of
omission error. Sometimes, student adds unimportant item in the sentence.
It can be in the form of preposition. Here is an example of addition of
preposition. Student wants to write this sentence in English, “kami dapat
melihat hampir seluruh kota Jakarta dan banyak pemandangan indah
disana”. Then, he translates into English”, “we can see almost the whole
of Jakarta city and many beautiful view in there”. The meaning of
there (disana) is clear and it does not need preposition in. The correct
sentence becomes, “We can see almost the whole of Jakarta city and
many beautiful views there”. This source of error is also intralingual
transfer. It is indicated when student fails to delete unimportant item
which is not needed in the sentence.
“So, Jambinese people are love rules” (Appendix 3)
The next is addition error. Additional error is divided into three
types. The researcher finds the example of additional error and its error is
called as double marking phenomenon. Here is an example of double
marking error, “So, Jambinese people are love rules”. In this research,
double marking error happens because learner combines be and v1 in
active sentence. Whereas, be cannot stand in line with verb. Be and verb
can stand together as passive sentence, if be is followed by V3. To make
correct sentence, are should be eliminated. In addition, Japanese has a
meaning as Japan people and language. The use of people in the sentence
is wrong and it must be eliminated. The correct sentence should be, “So,
Jambinese loves rule”. The verb is added with suffix-s because it is the
rule of subject-verb agreement, in which verb is added by –s/es if the
subject is third person singular. The source of this error type is intralingual
transfer because error is made as the failure to delete unimportant item in
the sentence.
c) Misformation
The researcher found that in writing the story the students made
grammatical errors in misformation, it can be seen below:
“I’m proud to have a mother like her” “Her eyes is brown”
(Appendix 1)
The researcher also found misformation of preposition. The
example of error sentence is, “I’m proud to have a mother like her”.
Some adjectives and verbs in English have its own pattern if it is combined
with preposition. It means we cannot combine preposition with verbs and
adjectives as we want. The sentence above is incorrect because the student
tries to combine adjective with inappropriate preposition. The correct
preposition can be combined with proud should be of. Here is the correct
sentence, “I’m proud of having mother like her”. Other example is
found in the sentence, “Her eyes is brown”. Is should be changed into are
because my eyes indicate plural noun. It is called as Archi-form because
the student substitutes auxiliary verb of plural noun to the auxiliary verb of
singular noun. The correct sentence should be, “Her eyes are brown”.
The source of these types error is context of learning because the student
memorizes in a drill and they cannot apply in making sentence.
The researcher found that in writing the story about a place, the
students made grammatical errors in misformation, it can be seen below:
“if we have reach the top”
“There are still many people come to Monas to watch and memories the history of Indonesian people’s”
(Appendix 2)
The second error is misformation error. The researcher found some
misformation errors in the descriptive text above. The misformation error
also occurs in this sentence, “if we have reach the top”. The verb reach
should be in the past participle form because the sentence is the form of
present perfect in which it expresses the idea that something happened.
The correct sentence should be, “If we have reached the top”.
The other misformation error found in this sentence, “There are
still many people come to Monas to watch and memories the history of
Indonesian people’s”. The function of conjunction and in this sentence is
to connect verb and verb. While, memories is a noun form and it should be
changed into “remember” (verb form). The apostrophe-s also should be
eliminated because Indonesian people has shown possessive noun. The
correct sentence should be, “There are still many people come to Monas
to watch and remember the struggle of Indonesian people”. The source
of those two sentences are context of learning because student misleads
explanation from teacher.
The researcher found that in writing the story about a place, the
students made grammatical errors in misformation, it can be seen below:
“Keris Siginjai are popular in Jambi cities” “in Jambi, rules is everywhere”
(Appendix 3)
The next error found in descriptive text above is misformation
error. The researcher found two sentences of misformation error. These
two sentences incorrect because of misformation of be. The first example
of misformation error is, “Keris Siginjai are popular in Jambi cities”.
This sentence is an example of Alternating form. Alternating form
happens because student puts a morpheme or a group of morpheme in
incorrect order. The position of Keris Siginjai is as a subject in the
sentence. Keris Siginjai indicates singular noun and it has to use is. The
correct sentence should be, “Keris Siginjai is popular in some cities of
Japan”.
The researcher also found misformation error in other sentence.
Here is the example of misformation error,” “in Jambi, rules is
everywhere”. In bahasa Indonesia, student may want to say “peraturan-
peraturan adalah segala-galanya di Jepang”. Rules indicate plural noun
and the use is in the sentence is wrong. It must use are to complete
subject- verb agreement. Then, the word everywhere means dimana-mana.
It will be more relevant, if it is changed into everything. The correct
sentence should be,” rules are everything in Japan”. The source of these
error type is context of learning because of misleading explanation from
teacher
“Her eyes is wide” (Appendix 4)
The last is misformation error. Here is the example, “Her eyes is
wide”. This sentence is incorrect because the wrong form of be. It should
use are because her eyes indicates plural noun. The correct sentence
should be,” Her eyes are wide”. The source of this type of error is context
of learning because the student has memorized the pattern but she still can
creates an error. The correct sentence should be, “Her eyes are wide”.
The source of this type of error is context of learning because the student
has memorized the pattern but she still can creates an error.
d) Misordering
The researcher found that in writing the story the students made
grammatical errors in misordering, it can be seen below:
“She is very lonely, patient, funny and a good housewife” (Appendix 1)
In addition, the researcher also found misordering error in the
descriptive text above. Misordering error happens because student puts
morpheme or group of morphemes in an utterance in incorrect placement.
Although, it is only an article, it can influence the meaning of the
sentence. Here is an example of misordering error, “She is very lonely,
patient, funny and a good housewife”. The article “a” should be put in
front of the first adjective. Then, lonely is incorrect adjective to put in the
sentence because the meaning is awkward. The correct sentence becomes
“She is a very lonely, patient, funny and good housewife”. The source
of this error type is communication strategies because student uses
production strategies to enhance getting their messages across.
The researcher found that in writing the story about a place, the
students made grammatical errors in misformation, it can be seen below:
“Monument Nasional is one of monument that has the value of history for Indonesia”
(Appendix 2)
The last error is misordering. This sentence has incorrect
placement item and addition of preposition. For making effective
sentence, we have to diminish the use of inappropriate preposition. The
example of misordering can be seen in this sentence, “Monument
Nasional is one of monument that has the value of history for
Indonesia”. Preposition of can be changed by arranging the correct noun
phrase such as, the value of history becomes historical value. The correct
sentence should be “Monument Nasional is one of monument that has
historical value for Indonesia”. The source of this type error is
communication strategies because student uses production strategies to
enhance getting their messages across
B. Discussion
Based on the research finding, the researcher found some data which
showed that errors in constructing descriptive text were still performed by eighth
grade students of State Junior High School 16 Jambi City. From 31 worksheets
which were sample of this research, many students of the study still made errors
in constructing a written descriptive text. In this research, the researcher has read,
presented and analyzed five data from eight graders students which contain
grammatical errors. Then, the researcher discusses the whole data to answer the
research problem. Those research problems are the types of error found in the
descriptive text made by eighth grade students of State Junior High School 16
Jambi City and the sources of errors made by students in their descriptive text
paragraph based on Meilia and Sulistyawati’s theory. The researcher finds four
types of error in the descriptive text written by eighth grade students of State
Junior High School 16 Jambi City. Those types of error are omission error,
addition error, misformation error and misordering error.
The result of the study proved that the omission error of letter as the most
error which often happened in this study. It was possibly caused by carelessness
of the students. The carelessness was often closely related to lack of motivation.
The errors performed by the students were also caused by several factors which
happened in their learning process as the causes of their errors; one of factors is
interlingual transfer. The different systems of both target language (English) and
source language (mother tongue) were the main factor of the existence of errors in
their construction a descriptive text.
Many students generated the system of English language with their native
language, Indonesia language. The students used Indonesian system of language
to construct English sentences in their descriptive text writing. Students who
performed errors because of this source generally brought their native language
behavior. For example, when the student wanted to write Indonesian sentence
“mereka bermain dengan keluarga they constructed English sentence “they are
play with family”. That error was because of the students lacked of knowledge
about English. They translated directly their mother tongue into English.
Consequently, the sentence was grammatically incorrect because the student
makes incorrect word order.
The other factor that influences the learner’s error is intralingual transfer.
According to Richards (2002), intralingual interference refers to items produced
by the learner which do not reflect the structure of mother tongue, but
generalizations based on partial exposure to the target language. In her research,
the writer found many facts that students made errors from this factor. For
example: “Also keep advise me”. This incorrect form of to be was included into
intralingual source of errors because the student ignored the restrictions of the use
of to be auxiliary for plural subjects. She picked to be auxiliary without
considering the correct use of it.
Omission error occurs because student omits some important items that
must appear in the sentence. From the analysis, students are categorized because
they omit subject, suffix-s, be, verb, article, plural marker. Omission of subject
and verb makes the sentence incorrect because subject is the most important item
in the sentence. It is also important to pay attention the use of suffix-s and be
because it has strong relation with subject and verb agreement. While, the use of
article and plural marker influence the meaning of the sentences.
Addition error is the opposite of omission error. It occurs because student
gets failure to omit unimportant item in sentence. It means that student add
unnecessary item that must not appear in the sentence. Based on analysis, addition
error is signified by adding preposition, article, be and apostrophe’s. in addition,
Meilia and Sulistyawati (2011) classified the types of addition error and researcher
finds double marking and regularization error in the analysis. The regularization
error happens because students apply the rules use to produce the regular one to
those that are irregular. In the students’ writing, researcher finds builded. Double
marking happens because two items rather than one are marked for the same
feature (tense and apostrophe’s, in these example).
Misformation error found in some sentences. It can be misformation of
verb, misformation of auxiliary and misformation of preposition is also found
phenomena which is called as double marking. Double marking is found in the
data because students use be and verb together in simple present sentence.
Researcher finds this phenomenon in substituting auxiliary verb of plural noun to
the auxiliary verb of plural noun. Misordering error also found in some sentences,
where the sentence has incorrect placement item and addition of preposition.
From the discussion above, the common types of grammatical errors made
by the students at Eighth Grade of State Junior High School 16 Jambi City were
omission error occurs because student omits some important items that must
appear in the sentence, addition error occurs because student gets failure to omit
unimportant item in sentence, misformation error occurs because students use be
and verb together in simple present sentence and misordering error occurs because
students make the sentence has incorrect placement item and addition of
preposition. And the dominant errors made by the students at Eighth Grade of
State Junior High School 16 Jambi City is Omission error because from five 5
data itself consist of two topics of descriptive text students always make mistake
in Omission error. It was possibly caused by carelessness of the students. The
carelessness was often closely related to lack of motivation.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The finding indicated that the common types of grammatical errors made by
the students at Eighth Grade of State Junior High School 16 Jambi City were
omission error occurs because student omits some important items that must
appear in the sentence, addition error occurs because student gets failure to omit
unimportant item in sentence, misformation error occurs because students use be
and verb together in simple present sentence and misordering error occurs because
students make the sentence has incorrect placement item and addition of
preposition. And the dominant errors made by the students at Eighth Grade of
State Junior High School 16 Jambi City is Omission error because from five 5
data itself consist of two topics of descriptive text students always make mistake
in Omission error. It was possibly caused by carelessness of the students. The
carelessness was often closely related to lack of motivation.
B. Suggestion
The researcher would like to offer suggestions to the students, the teacher
and next researchers to decrease error in writing descriptive text. Firstly, to
minimize grammatical error in writing descriptive text, some suggestions are
addressed to the teacher. First, teachers should give the clear explanation about
the different rules between Bahasa Indonesia and English. Especially, the teacher
should emphasize the concepts of the verb tenses because the most frequent of
errors relate to use subject-verb agreement. So that, students understand how to
write in English especially in writing the descriptive text. Then, the teacher needs
to find students’ ability in using simple present, so that teacher knows what
students lack and how to improve that.
Lastly, for other researchers the present study is an attempt to investigate the
types and the sources of grammatical errors. The finding of the research are
focused on four types of errors; omission, addition, misformation and
misordering. Therefore, it will be possible for other researchers to conduct studies
which cover other categories such as comparative taxonomy, linguistic taxonomy
and communicative effect taxonomy.
APPENDIX 1
My Mother
I have a beautiful mother. Her name is Elsa. I usually call her “Mama”. She is not
tall but not short. She wear a veil. Her eyes is brown and she has a bright skin.
She also has a beautiful smile. She married with my father at 2001. And has 2
children. They are my brother and I.
She is a very kind person. She is very lovely, patient, funny and a good
housewife. My mother was a lecture, and now she just at home and become full
time mother. My mother likes to cook delicious variety of foods. Start from
appetizer, main course until the desert. Other than that, she is very creative. She
ever made me a dress and pencil case. My mother is an organized person, and all
things in the house are in the right place. She does not like messes.
She always gives her love every time and she often hugged me when I have
problem. Also keep advise me. I‟m proud to have a mother like her. She will
always be the best mother for me and my family.
APPENDIX 2
MONUMEN NASIONAL
MonumenNasional is one of monument that has the value of history for
Indonesia. It was built to commemorate the resistance and the Indonesian people‟s
struggle for independence from Dutch Colonial rule. MonumenNasional is also
called as “Monas”.
Monas is builded in Jakarta, the capital of Indonesia. Construction began on
August 17, 1961 by the President of Indonesia Ir. Soekarno and finish on July 12,
1975. It located at LapanganMerdeka, center of Indonesia and open for public
from 8 A.M until 3 P. M. it has a fire crown coated by gold sheet at top of
building.
The building height around 132 meters (433 feets) and has white color. If we
have reach the top, we can see almost the whole of Jakarta city and many
beautiful view in there. And the most specially is, it can survive for many year.
The people are play with family.
For a long time, Monas be the tallest building in Jakarta. But, there are much
building as tall as Monas now, even taller than Monas. But, it does not change the
popularity of Monas.
There are still many people come to Monas to watch and memories the
history of Indonesian people‟s resistance against the invader.
APPENDIX 3
JAMBI
Jambi is town centre in Jambi Province. This city is in Jambi. The city is the
largest metropolitan area in the Sumatra.
There are 12 million people living in Jambi. So, everything in Jambi seemed
smallest in the Sumatra. “Keris Siginjai” are popular in Jambi cities. So, not
Jambi only seemed smallest.
In Jambi, rules is everywhere. So, Jambiness people are love rules. It‟s clean
everywhere. Everything in Jambi is so shiny. In Jambi, can found many place
for get cheap and healthy food, but Jambi might be expensive. Food in Jambi is
like Tempoyak and pempek and other delicious food
APPENDIX 4
AGNES MONICA
I have an idol. Her name is Agnes Monica. She is American singer and actress.
She was born in Indonesia, Jakarta on June, 26 1988. Agnes’s age is 34 years old.
Her father‟s name is
Iwan. He is an owner of a graphic design firm. And her mother‟s name Liani.
Agenss has a half brother. His name is Darmawan, working as an actor, dancer
and producer.
Agnes is very popular since she released her first Album “Pernikahan Dini in”
2013. Her vocal is powerful and amazing. On her performance, she always wears
tiny mini costume. She is very famous with her pony tail hair.
Ariana is good looking. She is thin, her weight is 48 kilos. And she is not too
high, her height is 155 centimeters. Agnes’s skin color is brown. She also has a
pointed nose, red lip and two dark brown eyes. Her eyes is wide. Agnes’s hair is
straight, the color is dark brown. She has an oval face.
Agnes has become hit maker since her first appearance on public. People may
know well on her and Agnes is a cute & friendly girl
APPENDIX 5
RAJA AMPAT
Raja Ampat or “The Four King” is the name given to famous islands in West
Papua, Indonesia. It located in bird head of the Papua Islands. It is well known
as a diving heaven for people around the world. The four major islands are
Waigeo, Misod, Salawati and Batonta.
The Raja Ampat covers 9,8 million acres of land and sea, home to 540 types of
corals, 1000 types of coral fish. Raja Ampat has a beautiful scenery. Specifically,
under the water of Raja Ampat, we can see the beautiful coral‟s reef. We can also
see the beautiful fish with different colors and types. Because of its beautiful
underwater scenery, many tourists come to Raja Ampat Islands. They come from
Indonesia or from the other country.
There are many things you can see also in the Raja Ampat. You can meet many
fisherman. Many tourists immortalize it with picture. It is the most beautiful
Island in the world
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CURRICULUM VITAE
Name : Wardah
Gender : Female
Place and date of birth : Jambi, November 04 1994
Student’s number : TE.130595
Address : Jl. Asparagus, Rt 04, Kel Beliung, Kec Alam Barajo
Occupation : Student
Motto : life is a choice
Email : [email protected]
Contact’s number : 082282837105
History of Education
No Name of school Place of school Year
1 SD N 94 Jambi Jambi 2007
2 SMPN 16 Jambi Jambi 2010
3 SMAN 4 Sarolangun Kab Sarolangun 2013
4 Universitas Islam Negeri Sulthan
Thaha Saifuddin Jambi
Sei. Duren, Jambi 2018
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