Error Analysis of Students' Descriptive Writing

ERROR ANALYSIS OF THE STUDENTS DESCRIPTIVE
WRITING OF THE ELEVENTH GRADE OF MADRASAH

ALIYAH DARUL MAARIF JAKARTA

A PAPER

Presented as Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

BY

ERYK PRIYA SUCIPTA
020106050

THE STUDY PROGRAM OF ENGLISH EDUCATION
THE DEPARTMENT OF LANGUAGE AND EDUCATION
THE SCHOOL OF TEACHER TRAINING AND EDUCATION
THE UNIVERSITY OF MUHAMMADIYAH PROF. DR.
HAMKA (UHAMKA)
JAKARTA
2009

ABSTRACT

ERYK PS. Error Analysis of the Students Descriptive Writing of the Eleventh
Grade of Madrasah Aliyah Darul Maarif Jakarta. Paper, Jakarta: The Study
Program of English Education, the Department of Language and Art Education,
the University of Muhammadiyah Prof. DR Hamka, 2009.

The objective of this research is to find out the most typical errors made by the
students in writing. The writer uses a descriptive method. In collecting the data
the writer administers a kind of writing test to the students. Then, the writer
analyzes the writing errors done by the students. This research was conducted at
Madrasah Aliyah Darul Marif on the eleventh grade students which consists 30
students.

From data calculation, the writer comes to a conclusion that the most typical
errors in the students writing errors are errors in capitalization (23.64%), errors in
verb tense (16.23%), errors in add a word (13.67%), errors in word choice are 43
(12.25%), errors in omit a word are 25 (7.12%), errors in singular-plural are 22
(6.26%), errors in spelling are 19 (5.41%), errors in word order are 14 (3.98%),
errors in meaning not clear are 10 (2.84%), errors in incomplete sentence are 9
(2.56%), errors in punctuation are 8 (2.27%), errors in word form are 6 (1.70%),
errors in Article are 5 (1.42%),errors in run-on sentence (0.56%). It indicates that
most of students need more treatment and remedial teaching from the teacher
toward their errors in English writhing and the eleventh grade students of
Madrasah Aliyah Darul Maarif still need more practice in order to develop their
writings.

ACKNOWLEDGEMENT
Bismillah hirrahmanirrahim
Alhamdulillahirrabbilalamin, because of His Blessing and Mercies, the
writer could finish this paper. This paper, entitled Error Analysis of the Students
Descriptive Writing of the Eleventh Grade of Madrasah Aliyah Darul Maarif
Jakarta, has been written as a partial fulfillment of the requirements for the degree
of Sarjana Pendidikan, at The Study Program of English Education the
Department of Language and Art Education, The School of Teacher Training and
Education, The University of Muhammadiyah Prof. DR. HAMKA.
The writer realized that this paper could not be completed without support
from many people who had given the writer many ideas during the process of
completing this paper. In this best opportunity the writer would like to express his
deepest gratitude to:
1. The writers beloved parents who had been giving everything that never
given by someone else.
2. Beloved Yono S. and his family who always give support for the writer.
3. Prima S, S. Sos. who always gives support, love and care for the writer.
4. Dra. Eni Burhayani, M. Pd. as the writers advisor who has given valuable
guidance, criticism, suggestion and patience so the writer could finish this
paper.
5. Dra. Martriwati, M. Pd. the head of Program of English Education, the
Department of Language and Education, the School of teacher training and
Education, The University of Muhammadiyah Prof. DR. HAMKA.
6. Drs. Sigit Sumarsono, M. Pd. and Dra. Roslaini, M. Hum. as the writers
advisor and examiner.

7. All the lecturers of the University of Muhammadiyah Prof. DR. HAMKA.
8. The head master of Madrasah Aliyah Darul Marif and Mister Sauki, S. Pd.
as the English teacher.
9. The writers best friends (Jimmy Ahmad, S. Pd. Budi Rifai, S. Pd. Rini
Ifadati, S. Pd. Ahmad Fauzi, S.T. Opie Satriani, S.T. Dena, S.T. Asep, S.T,
Betha, Deo, Widian, Rio, Aam, Harlan, Are and many others that the writer
could not mention one by one because of the limitation of this space) who
have given him support in finishing this paper.
The writer realizes that this paper is far from perfect, thus he appreciates any
opinion and suggestion for the improvement of this paper. Finally, the writer
whishes that the paper would be useful for himself and all of the readers.

Jakarta, February 2009

The writer

TABLE OF CONTENT

ABSTRACT ........................................................................................................... i
A KNOWLEDGEMENT ..................................................................................... ii
TABLE OF CONTENT ........................................................................ v
CHAPTER I : INTRODUCTION
A. The Background of study ..................................................... 1
B. The Limitation of the study. ................................................ 5
C. The Question of the study. ....................................................... 5
D. The Objective of the study ................................................... 6
E. The Significance of the study ................................................ 6
F. The Organization of the paper ................................................ 6

CHAPTER II : THEORITICAL FRAME WORK
A. Writing ................................................................................. 8
1.The Understanding of Writing ........................................... 8
2.The Purposes of Writing .................................................. 9
3.The Kinds of Writing .......................................................... 11
4.The Components of Writing ............................................. 12
5.Teaching Writing at MA Darul Maarif .............................. 12
B Error ........................................................................................ 13
1. The Understanding of Error ............................................. 13
2. Error versus mistake ................................................... 14
3. Sources and Causes of Errors ......................................... 15

4. Types of Errors .............................................................. 17
C. Error Analysis ........................................................................ 19
1.The Understanding of error analysis ................................... 19
2. The Aims of Errors ............................................................. 20
3. Procedures of Error Analysis ............................................. 21

CHAPTER III : THE IMPLEMENTATION OF THE RESEARCH
A. The Methodology of Study .................................................... 22
1. The time and Location of the Research ............................ 22
2. The Population and Sample ............................................... 22
3. The Method of the Study. .................................................. 23
4. The Instrument of the Study ............................................. 23
5. The Technique Analysis of the Data ................................ 23
6. The Procedures of the Study ............................................. 24
B. The findings of the Study .................................................... 25
C. The Analysis of the Data ...................................................... 50
D. The Interpretation of the Data. .............................................. 56

CHAPTER IV : CONCLUSIONS AND SUGGESTIONS .................................. 58
A. Conclusions .......................................................................... 58
B. Suggestions .......................................................................... 58

REFRENCES
APPENDIXES

CHAPTER I
INTRODUCTION

A. The Background of the Study
Language represents one of many things that can differentiate human
being from the other creatures. It is used as a means or medium of
communications that enables human being as social creature to interact one-
another.
Different people of different nationalities in the world require to
communicate each other. Therefore, they need to master a language which
widely spoken over the world. One of the international is English. It is spoken
most people in the world.
As an international language, English has taken very important role. It
has become a lingua franca that is used by nations in the field of economics,
business, industrial, politics, education and others. Therefore, English teaching
program is very important to be applied started from elementary school to
college education. In Indonesia itself, English is a main subject that must be
applied at school. The department of national education (departemen
pendidikan nasional) states,
Penguasaan bahasa Inggris merupakan persyaratan penting bagi
individu, masyarakat dan bangsa Indonesia dalam menjawab tantangan
jaman pada tingkat global. Penguasaan bahasa Inggris dapat diperoleh
lewat berbagai program, tetapi program pengajaran di sekolah

1

tampaknya merupakan sarana utama bagi sebagian besar anak
Indonesia.
1

As a means of international communication, students have learnt
English. As a language, there are four skills, they are listening, speaking,
reading and writing that the students have to master. Curriculum 2004 states,

Salah satu tujuan bahasa Inggris adalah mengembangkan
kemampuan berkomunikasi dalam bahasa Inggris baik dalam bentuk
lisan maupun tulisan, kemampuan berkomunikasi tesebut meliputi
mendengarkan (listening), berbicara (speaking), membaca (reading)
dan menulis (writing).
2

From the four skills above, for educated persons writing plays
important role for expressing ideas, describing feeling, and conveying
messages to readers. Penny Ur states, The purpose of writing is the
expression of ideas, the conveying message to readers, so the ideas themselves
should arguably be seen the most aspect of writing.
3

Of the four skills of English (listening, speaking, reading and writing)
writing is often considered as the most difficult one. Nunan states,
It has been argued that learning to write fluently and expressively is
the most difficulty of the macro skills of all language users regardless
of whether the language in question in a first, second, or foreign
language.
4

1
Depdiknas. Kurikulum dan Hasil Belajar (Jakarta: Departemen Pendidikan Nasional,
2002). p.5

2
Depdiknas. Kurikulum 2004 Standar Kompetensi (Jakarta: Departemen Pendidikan
Nasional,2003).p.6
3
Penny Ur. A Course in Language Teaching (Cambridge: University Press,1996). p.163
4
David Nunan. Designing Task for the Communicative classroom (Cambridge:
University Press, 1989).p.3

From the explanation above, it means to write fluently and
expressively is not easy for the students who study either first language,
second language or foreign language. They need attention and carefulness to
learn this skill and get the purpose of writing.
The difficulties to write well and correctly is often found by students at
schools. If the difficulties consist of many grammatical mistakes, it will
influence the readability of the students writing. Evans reminds,
Since the medium of communication in your course is the written
assignment, it is of the outmost importance that you write well to
communicate your ideas to your instructor. If you writing is faulty,
screwed up, in disrepute, then your instructor will have no idea what
idea you are trying to explain.
5

The difficulties to write in English also occur to the most students of
high schools in Jakarta, including the eleventh grade students of Madrasah
Aliyah Darul Maarif Jakarta Selatan. One of the English teachers of the
eleventh grade of Madrasah Aliyah Darul Maarif gave the writer the
information that there have been many students who made errors in writing
especially in the grammar aspect. It usually happens in the case when the
English teacher asks the students to make sentences in English, on a short
paragraph. In this case students find many difficulties when they try to write.
The difficulties in writing, as it have been mentioned previously,
caused by some factors such as the limitation of students vocabulary and the
students still confused about what they have to do. From the information the

5
C.T. Evans. The Importance of Writing
Well..http://novaonline.nvcc.ed/eli/evans/Writing Center/Importance.html

writer got, the teacher found a lot of mistakes in students writing because
students have not proper understanding of the grammar aspect and the
knowledge of vocabulary as well.
Based on the writers experience when he taught the eleventh grade of
Madrasah Aliyah Darul Maarif, the writer has assumed the mistakes made by
the students is the problem that have to be analyzed and corrected through
remedial programs. It enables the students can transfer their ideas in writing
English well. The students will not make the same mistakes anymore for the
next writing activity.
This problem needs to be handled. To support it, the problem must be
mapped through a scientific activity called error analysis. By doing error
analysis, the teacher can identify and classify the students errors. Based on the
results of error analysis, the writer can find the way to correct the errors and
plan the appropriate remedial programs. Error analysis has several working
procedures that are usually used by the researchers and teachers. The
procedures consist of collecting sample, identifying errors, classifying errors
based on the cause of errors, and then evaluating errors to see the seriousness
of these errors. These procedures according to Tarigan:
Analisis kesalahan adalah suatu prosedur kerja yang biasa
digunakan oleh para peneliti dan guru bahasa, yang meliputi
pengumpulan sampel, pengidentifikasian kesalahan yang terdapat
dalam sample, penjelasan kesalahan tersebut, pengklasifikasian
kesalahan itu berdasarkan penyebabnya, serta pengevaluasian atau
penilaian taraf keseriusan kesalahan tersebut.
6

6
Prof.DR.Henry Tarigan & Drs.Djago Tarigan.Pengajaran Analisis Kesalahan
Berbahasa (Bandung: Angkasa,1998). p.68

Based on the explanations above, the writer would like to analyze the
students errors in their writing. The writer limits the respondents on the
eleventh grade students of Madrasah Aliyah Darul Maarif Jakarta Selatan.

B. The Limitation of the Study
Errors in the foreign language learning is very complex. In fact, they
can be categorized into many types such as errors based on taxonomies,
gramatical, lexical, semanthic aspect. Being aware of the complexity on the
students error on writing task, the writer limits the study to find the most
typical errors on grammatical aspect that the students make in description
writing.
There are several expert in the field of grammar taxonomies. i.e Willy
A, Murphy and Azar. In this study, the writer would like to analyze the typical
errors based on Azars. They are Singular - Plural, Word Form, Word
Choice, Verb Tense, Add a Word, Omit a Word, Word Order, Incomplete
Sentence, Spelling, Punctuation, Capitalization, Article, Meaning not Clear
and Run-on Sentence.
7

7
Betty Schrampfer Azar. Understanding and Using English Grammar (Guide for
Correcting Writing Error) (New Jersey: Prentice Hall,1989).p. A29-A30

C. The Question of the Study
Based on what has been described in the background of the study, the
problem that comes to the surface is What are the most typical errors made
by the eleventh grade students of Madrasah Aliyah Darul Maarif?

D. The Objective of the Study
The objective of this study is to find the answer of the problem as
stated above which is the most typical errors made by the eleventh grade
students of Madrasah Aliyah Darul Maarif.

E. The Significance of the Study
The significance of this study is to inform the readers, especially the
English teachers on the importance of doing error analysis on students
writing to develop their writing ability in English.

F. The Organization of the Paper
The organization of the paper is as follow:
Chapter I deal with introduction, which includes the background of the
study, the limitation of the study, the question of the study, the objective of the
study, the significance of the study, and the organization of the paper.
Chapter II is the theoretical framework, which consists of the writing,
which is divided into: understanding of writing, the purpose of writing, the
kinds of writing, the components of writing, teaching writing at MA Darul

Maarif. Still in chapter II is theory of error, which is divided into:
understanding of error, error versus mistake, sources and caused of errors,
types of grammatical error in grammar, and theory of error analysis, which is
divided into: the understanding of error analysis, the aims of error analysis,
procedures of error analysis.
Chapter III is about the implementation of the study which covers the
methodology of the study, the time and location, population and sample, the
instrument of the study, the technique of data analysis and procedures of the
study. The finding of the study which covers the data description, analysis of
the data and interpretation of the data.
Chapter IV is the last chapter of this paper. It consists of the
conclusion and the writers suggestions.

CHAPTER II
THEORETICAL FRAMEWORK

A. Writing

1. The Understanding of Writing

Writing is one of the language skills which is used to communicate.
Through writing educated people can express an idea, opinion and
purpose indirectly to others. It means that there is distance between
explanations and comprehension when the writer conveys their message
to the readers.
Many linguists have given various understanding of writing. Gould
states, Writing is not speech; it is careful arrangement of words on a
page which has its own idioms and format and does not transcribe the
informalities of speech performances
8
. It means writing is different with
speech, writing has its own concept on its form of words structure.
Writing does not describe speech performance.
Writing is not only to make graphic symbols. The symbols have to
be arranged to form words, and words have to be arranged to form
sentences. It is supported by Byrne Writing is clearly much more than
the production of graphic symbols, just as speech is more than the

8
Eric Gould,et al. The Act of Writing (New York:Random House,1989).p.31
8

production of sounds. The symbols have to be arranged to form words,
and words have to be arranged to form sentences.
9

Based on the understandings above, it can be concluded that writing
a physical and material process of transcribing ideas into graphic symbols
to form words, sentences and paragraphs on a page.

2. The Purposes of Writing
The purposes refer to the writers motive or reasons of why he/she
writes. The ultimate purpose of all writing is to have an effect on a reader.
According James, there are four common general purposes of writing,
they are as follow:
2.1. To Inform
Presenting information is one of the most common writing
purposes.
2.2 To Persuade
You probably have strong views on many issues, and your feelings
may sometimes impel you to try swaying the reader
2.3 To Express yourself
Creative writing includes personal assays, fiction, play and poetry,
as well as journal and diaries.
2.4. To Entertain
Some writing is meant just to entertain; other writing couples
entertainment with a more serious purpose.
10

Penny Ur states: The purpose of writing is the expression of ideas,
the conveying message to readers, so the ideas themselves should arguably

9
Don Byrne. Teaching Writing Skill (London: Longman Handsbooks,1993).p.1
10
Reinking James A. Strategies for Successful Writing ( New Jersey: Prentice Hall,
1986).p.4

be seen the most aspect of writing.
11
Hugo quoted by Tarigan states that
there are some purposes of writing. They are as follow:

2.1. Assignment purpose (tujuan penugasan)
Penulis menlis sesuatu karena ditugaskan,bukan atas kemauan
sendiri.
2.2. Altruistic purpose (tujuan altruistic)
Penulis bertujuan untuk menyenangkan para pembaca,
menghindar kedukaan para pembaca, ingin menolong para
pembaca memahami, menghargai perasaan dan penalarannya.
2.3. Persuasive purpose (tujuan persuasif)
Tulisan yang bertujan meyakinkan para pembaca akan kebenaran
gagasan yang diutarakan.
2.4. Informational purpose (tujuan informasi)
Tulisan yang bertujuan memeberikan inforrmasi dan peneangan
kepada para pembaca
2.5. Self-expressive purpose (tujuan pernyataan diri)
Tulisan yang bertujuan memperkenalkan atau menyatakan diri
sang pengarang kpada para pembaca.
2.6. Creative purpose (tujuan kreatif)
Tujuan penlisan ini adalah tentang keinginan kreatif yang
mencapai nilai-nilai artistic, nilai-nilai kesenian.
2.7. Problem solving purpose (tujuan pemecahan masalah)
Dalam penulisan ini sang penulis ingin memecahkan masalah yang
dihadapi.
12

The Purposes of writing who made by the students of the eleventh
grade of Madrasah Aliyah Darul Maarif is to inform. Students give the
information to the reader about what they see of self description of
students partner.

11
Penny Ur. A Course in Language Teaching (Cambridge: Cambridge University
Press,1996).p163
12
Tarigan.1985 Op.Cit.p.24-25

3. Kinds of Writing
Parera gives kind writing as follow:
3.1 Narasi. Narasi merupakan satu bentuk pengembangan karangan
dan tulisan yang bersifat menyejarahkan sesuatu berdasarkan
perkembangannya dari waktu ke waktu.
3.2 Eksposisi. Eksposisi adalah mememberikan informasi kepada
orang lain. Dalam tulisan eksposisi, penulis berusaha
memaparkan kejadian atau masalah agar pembaca dan pendengar
memahaminya.
3.3 Deskripsi. Deskripsi dalam suatu bentuk karangan yang hidup dan
berpengaruh. Karangan deskriptif berhubungan dengan
pengalaman pancaindra seperti penglihatan, pendengaran,
peradaban, penciuman dan perasaan. Deskripsi memberikan satu
gambaran tentang satu peristiwa atau kejadian dan masalah.
3.4 Argumentasi.Argumentasi merupakan satu bentuk karangan
eksposisi yang khusus. Pengarang argumentasi berusaha untuk
meyakinkan atau membujuk pembaca atau pendengar untuk
percaya dan menerima apa yang dikatakan.
13

Furthermore Kramer et al, give kinds of writing. They are:
Description, Narration, Exposition, Comparison/ Contrast, definition/
classification, cause and effect, and argument.
14

According to 2004 curriculum, the kinds of writing are narration,
procedure, spoof/recount, report, news item.
15

Based on the different ability levels of students the eleventh grade
of Madrasah Aliyah Darul Maarif, descriptive writing is relevant to the
readability of students ability. Descriptive only has one tense which can
assist the students to make short paragraph. It can be the first level of
teaching writing.

13
Jos. Daniel Parera. Menulis Tertib dan Sistematik (Jakarta: Erlangga, 1987).p.5-6
14
Melinda G. Kramer et al. Handbook for Writer (New Jersey: Prentice
Hall,Inc,1995).p.11-1

15
Depdiknas. Op.cit.p.17

4. The Components of Writing
The teaching of writing should cover the components of writing.
The components of writing are one of other ways to analyze the errors in
writing which done by students. Haris explains the details of the
components of writing, as follow:
4.1 Content : The substance of the writing the ideas expressed.
4.2 Form : The organization of the content.
4.3 Grammar: The employment of grammatical forms and
syntactic patterns
4.4 Style : The choice of structures and lexical items to give
particular tone or flavor to t5he writing
4.5 Mechanic: The use of the graphic conventions of the
language.
16

Based on the components above, the writer takes components
number three and number five for the students writing test as the focus
the study. The area of error will be seen from the grammatical or
linguistic aspect and graphic rules of the language.

5. Teaching Writing at MA Darul Maarif
Teaching writing at Madrasah Aliyah Darl Maarif is based on
KTSP curriculum. Writing skill at MA Darul maarif is seen as one of
the language skills that student should master. The students of MA are
expected to be able to communicate well in English in either written or

16
David P. Haris. Testing English as A Second Language (Graw-Hill: Tata
Mc,1974).p.68-69

oral. In teaching writing, the teacher usually asks the students to make a
sentence.
Based on KTSP curriculum, the English teacher should make the
syllabus and lesson plan which content materials of writing. Descriptive
is one of other kinds of writing. It is the reason why the English teacher
usually asks the students to make short paragraph in descriptive form.
From the information above, the writer gives a writing test, in
which the students asked to make short paragraph in the form of
descriptive writing telling about describe their partner. Then, these
students writing will be analyzed in order to find out the mistakes or
errors made by students.

B. Error
1. The Understanding of Error
Errors to language learners are an unavoidable things and a part of
their language learning. There are many understandings of error which
linguists present. According Harlow, An error is an instance of language
an intentionally deviant and is not self-corrigible whereas a mistake is
either intentionally or unintentionally deviant or self-corrigible.
17
From
this definition, it can be identified that the errors occur intentionally. The

17
Carl James Harlow.Errors in Language Learning and Use: Exploring Error Analysis
(Addison Wesley Longman,1998).p.14

learners make deviation in norm of mature language. The errors can not
self corrected by the learners.
Chanier say: Error is taken to mean some idiosyncratic or un-native
like, piece of language produced regularly and systematically by a foreign
language learner.
18
The term idiosyncratic have means way of
competence that is particular to the students, while un-native like means
inappropriate use of the language learnt by students.

From the explanations above, it can be said that the errors are caused
by students inappropriate competence in using language. The errors occur
intentionally. The learners make deviation in norm of mature language and
the errors can not self corrected by the learners.

2. Error versus Mistake
According Kelompok Bahasa dan Studi Bahasa:

Kesalahan berbahasa (error) adalah penyimpangan-
penyimpangan bahasa yang dilakukan oleh sseorang secara
sistematis dan konsisten. Penyimpangan sistematis menggambarkan
kemampuan berbahasa seseorang pada tahap tertentu dalam
mempelajari bahasa kedua. Dengan kata lain berbahasa itu
berangkat dari penguasaan system bahasa pada competence
penuturnya.
Sedangkan kekeliruan (mistake) adalah penyimpangan-
penyimpanagn berbahasa yang dilakukan oleh penuturnya secara
tidak sistematis. Kekeliruan itu hanya terletak pada performancenya
saja, yang disebabkan oleh keletihan, gugup, emosional dan
sebagainya.
19

18
Thierry Chanier et al.Conceptual Modelling in Error Analysis in Language
Systems..http://life.univ-fcomte.fr/RECHE/P7/pb/Washing/Washing.htm
19
Kelompok Studi Bahasa dan Sastra Indonesia. Analisis kesalahan Berbahasa dan
Problematika Bahasa Indonesia (Malang: YA3 Malang,1992).p.3

From the explanation above, errors are systematic and consistent
deviations of language use by language learners. Mistake refers to a
performance error which characterize unsystematic. It happens because
unawareness, fatigue and other psychological aspects.
Errors occur consistently and systematically. They can not self
corrected because the learners weak competence. Corder states,
Mistake refers to performance error such as fatigue and
inattention or called performance factors. While the error resulting
from lack of knowledge of the rules of the language or systematic
deviation due to the learners is developing knowledge of the second
language, it called competence.
20

Based on explanation above, it can be concluded that the differences
of errors from mistakes are: (1) error is caused by students competence. It
means that students do not understand the linguistic system appropriately,
(2) Errors happen systematically and constantly. Meanwhile mistake is (1)
caused by the students performance; (2) Mistake does not happen
systematically and constantly, it may be caused by weariness on confusion
when they use language.

3. Sources and Causes of Errors
In fact, errors are caused for many reasons. To get an
understanding of how the learners cognitive and affective aspect relates to

20
S.P. Corder. Error Analysis and Interlanguuage(Great Britain: Oxford University
Press,1981).p.224

the process of second language acquisition. Richard is identifying several
sources of error:
(1) inter-lingual errors; errors caused by interference of the learners
mother tongue to the target language and (2) intra-lingual errors; errors
reflecting general linguistic formulas, imperfect application and failure to
learn condition for the implementation of the language formula.
21
Errors
also caused by:
1. Overgeneralization; learners create divergent structure based on his
experiences of other target language structures.
Example:
She can sings instead of He can sing.
We are hope Instead of We hope.
It is occurs instead of it occurs.
2. Ignorance of rule restrictions; learners fail to observe rule of restriction
in implementing formula in its context.
Example: The Man who I saw him.
3. Incomplete application of rules development in creating accepted
utterances.
Example:
Teachers question Learners responds.
Whats she doing? She reading a book.
4. False concept hypothesized; learner has false concept of distinction of
the target language. Sometimes it is due to disharmony gradation of
teaching item.
Example:
One day it was happened.
She is speak Spanish.

Meanwhile Brown states there are four sources of errors, that is:
(1). Interlingual Transfer. (2) Intralingual Transfer. (3). Context of
Learning. (4). Communication Strategies.
22

21
Jack C. Richards, Error Analysis (London:Longman,1980),p.174
22
H. Douglas Brown. Principles of language Learning and Teaching
(Prentice,1987).p.224-227

Interlingual transfer error means interference of a mother tongue to
a target language. For example, students often use the form of phrasal
pattern on their L1 in writing skill to a target language (L2). Students put
Indonesian system in English that is Diterangkan-Menerangkan. While
intralingual transfer error mans failure of understanding the rules of target
language. With the other word, the errors appear because of the students
lack of knowledge in target language.
Context of learning refers to the classroom with its teacher and its
material in the case of school learning or the social situation in the case of
the untutored second language. Then, communication strategies are
defined and related to learning style. Learners obviously use production
strategies in order enhance getting their message across, but at times these
techniques can themselves become a source of error.
According Walz Error can be caused by interlingual and
intralingual (i.e., L1 and L2) interference, strategies of second language
learning, and inappropriate teaching method.
23

In this study, the writer takes interlingual, overgeneralization,
ignorance of rule restrictions, incomplete application and false concept
hypothesized will be analyzing in the students writing.

23
Joel C. Walz. Language in Education: Theory and Practice. (Washington DC:
CAL,1982).p.7

4. Types of Errors.

In fact, error can be classified into many types. For example, it is
classified based on linguistic or non linguistic category taxonomies
aspect. These are the sample of the students common error according
Betty S. Azar:
1. Singular- Plural
Incorrect : He have been here for sixth month.
Correct : He has been here for sixth month.
2. Word Form
Incorrect : I saw a beauty picture.
Correct : I saw a beautiful picture
3. Word Choice
Incorrect : She got on the taxi.
Correct : She got into the taxi.
4. Verb Tense
Incorrect : He is here since June.
Correct : He has been here since June.
5. Add a Word
Incorrect : I want go to the zoo.
Correct : I want to go to the zoo.
6. Omit a Word
Incorrect : She entered to the university.
Correct : She entered the university.
7. Word Order
Incorrect : I saw five times that movie.
Correct : I saw that movie five times.
8. Incomplete Sentence
Incorrect : I went to bed. Because I was tired.
Correct : I went to bed because I was tired.
9. Spelling
Incorrect : An accident occurred.
Correct : An accident occurred.
10. Punctuation
Incorrect : What did he say.
Correct : What did he say?
11. Capitalization
Incorrect : I am studying english.
Correct : I am studying English.

12. Article
Incorrect : I had a accident.
Correct : I had an accident.
13. Meaning Not Clear
Incorrect : He borrowed some smoke. (???)
14. Run on Sentence
Incorrect : My roommate was sleeping; we didnt
want to wake her up
Correct : My roommate was sleeping. We didnt
want to wake her up.
24

Those types of errors above will be used by the writer in analyzing the
students writing.

C. Error Analysis
1. The Understanding of error analysis
Errors must not be neglected. The teachers should identify and
classify the most common error made by the learners before giving them a
remedial treatment. One way to identify and classify the learners error is
by using error analysis. Brown states,
The fact that learners do make errors and that these errors can be
observed, analyzed and classified to reveal something of the system
operating within the learner, led to a surge of study of learners errors,
called error analysis.
25

This description indicates that errors are observable, analyzable and can be
classified. All of these work can be done through a process called error
analysis.

24
Betty Schrampfer Azar. Understanding and Using English Grammar (Guide for
Correcting Writing Error) (New Jersey: Prentice Hall,1989).p. A29-A30
25
H. Douglas Brown. 1987. Op. Cit.p.218

What error analysis is, further Crystal in Pateda explains in more
details. He says,
Error analysis is a technique to identify, to classify, and to
interpret the error which is done by a learner who is learning a
foreign language or target language systematically by using the
theories and procedures based on linguistics.
26

This statement indicates that error analysis a technique of
identifying, classifying and interpreting error of second language
systematically based on linguistic procedures.
Meanwhile Parera say:

Analisis kesalahan adalah kajian dan analisis mengenai
kesalahan berbahasa yang dibuat oleh siswa/peserta didik/pelajar
bahasa asing atau bahasa kedua. Analisis kesalahan (Anakes)
dapat dilaksanakan untuk (1) menemukan seberapa baik dan benar
seorang mengetahui bahasa ajaran, (2) mengetahui bagaimana
seorang belajar bahasa, dan (3) memperoleh informasi tentang
kesulitan-kesulitan biasa dalam belajar bahasa sebagai suatu
sarana dalam pengajaran atau dalam penyiapan materi
pengajaran.
27

Parera explains more detail of error analysis. (1) The error
analysis can be conducted to finding how well and real correct knowing
target language. (2) To observing the learners to learning a language. (3)
To obtaining an information about difficulties in learning a language.
Crystal only explains the main points about error analysis. That is a
technique to identify, to classify, and to interpret the error of foreign
language based on theories and linguistic procedures.

26
Mansoer pateda. Analisis Kesalahan (Flores: Nusa Indah, 1989).p.32
27
Jos Daniel Parera. Leksikon Istilah Pembelajaran Bahasa.( Jakarta: Gramedia Pustaka
Utama,1993).p.7

Based on the statements above, the writer can say that error
analysis is a kind of procedures used to recognize, identify, classify and
explain kinds of errors made by learners along the learning process of a
target language. By doing error analysis, the learning and the teaching
strategies can be evaluated and the remedial program can be rearranged.

2 The Aims of Errors
Considering many errors that students make in writing, the teacher
can do error analysis. By doing error analysis, the teacher can plan
appropriate remedial program for the students, as Corder states The
practical aspect of error analysis is its functions in guiding in the remedial
action.
28

Kelompok study Bahasa dan Sastra Indonesia states,

Tujuan analisis kesalahan adalah untuk mengidentifikasikan
unsur-unsur bahasa sasaran yang menimbulkan kesulitan belajar
dan upaya mencari penjelasan mengenai penyebab timbulnya
kesulitan berbahasa yang mengakibatkan kesalahan berbahasa.
29

Based on the statement above, the aim of error analysis is to analyze
the kinds of error, to find the sources of errors and guide the teacher in
planning and giving the remedial programs or remedial teaching to the
students.

28
S.P. Corder. Error Analysis and Interlanguuage (Great Britain: Oxford University
Press,1981).p.45
29
Kelompok Study Bahasa dan Sastra Indonesia.1992,Op. Cit.p.5

3 Procedures of Error Analysis
The procedures of error analysis are from Tarigan: (1)
pengumpulan sampel (2) pengidentifikasian kesalahan (3) penjelasan
kesalahan (4) pengklasifikasian kesalahan (5) pengevaluasian
kesalahan..
30

Chanier has procedures of error analysis. They are:

1. A corpus of language is selected
2. The errors in the corpus are identified.
3. The errors are classified.
4. The errors are explained.
5. The errors are evaluated
6. Prevention/correction of errors
31

From the two procedures above, the steps that will be used by the
writer in doing error analysis are: Collecting of the data, identifying of
error, explaining of error and evaluating of data. From these procedures,
finally the writer applies all main procedures to analyze the students
writing error.

30
Tarigan.1990, Op.Cit.p.67
31
Thierry Chanier et al.Conceptual Modelling in Error Analysis in Language
Systems..http://life.univfcomte.fr/RECHE/P7/pb/Washing/Washing.htm

CHAPTER III
THE IMPLEMENTATION AND THE FINDING OF THE
RESEARCH

A. The Methodology of Study
1. The time and location of the research
The research was held at Madrasah Aliyah Darul Maarif at Jl.
Fatmawati Raya No.45, Jakarta Selatan. The research started on January,
15 and finished on January 30, 2009.

2. The population and sample
The popoulation is eleventh grade students of Madrasah Aliyah
Darul Maarif, Jakarta Selatan. It consist of two classes of 60 students. In
this research the writer took one class from two classes as the sample which
consist of 30 students. The writer used purposive cluster sampling technique
in taking the sample.

3. The method of the study
This research is using a descriptive analytical method through which
he tries to describe the data (errors types and causes) based on the discovery.
It consist collecting, identifying, classifying and interpreting data. Then, the
writer had to to conclude the result of the research.

23

4. The instrument of the study
The writer used a writing test as the instrument of the research. The
form of writing task was descriptive that describing students partner. The
task intended by the writer to know the students ability in writing and to
find out the most typical errors made by them.

5. The technique analysis of the data
In this research, the writer used the data tabulation of the samples
to find the research finding. The writer divided the data tabulation into
recognition of error, classification of error, sources of error and reconstruction
of error. In analyzing the data, the writer uses the descriptive analysis which
percentage is from the frequency that is divided by number of cases. The
formula is follow:
F
P = x 100%
N

F = Frequency of typical error
N = Number of cases from the number of the students
P = Percentage
32

32
Prof.Drs. Anas Sudijono. Pengantar Statistik Pendidikan,(Jakarta: Pt aja Grafindo
Persada.2006).p.43

6. The procedures of the study
1. Meeting with the headmaster of Madrasah Aliyah Darul Maarif.
2. Getting some information such as the students text book being used and
condition of the students, the materials that have been given and English
lesson schedule,
3. Preparing the instrument (writing task),
4. Arranging the time for doing the test,
5. Doing the test in the classroom. Asking the student to make a short
paragraph about the students partner,
6. Collecting students writing,
7. Identifying the students error in their writing,
8. Returning the students writing which had been marked by the writer to
rewrite make the correct one,
9. Collecting the students writing which has been corrected,
10. Explaining of errors by classifying into the names of error from Azar and
the sources of error,
11. Reconstruction the students writing test,
12. Evaluating the students error,
13. Making conclusion

B. The findings of the Study
1. The description of the data
The writer focuses on the errors on grammatical aspect and the
sources of error.
1.1. The grammatical aspects stated by Azar. The errors that the writer
analyzes are:
1. Singular-Plural 8. Incomplete Sentence
2. Word Form 9. Spelling
3. Word Choice 10. Punctuation
4. Verb Tense 11. Capitalization
5. Add a Word 12. Article
6. Omit a Word 13. Meaning not clear
7. Word Order 14. Run on sentence

1.2. The sources of error based on Richards classification are:
1. Interlingual
2. Intralingual
3. Overgeneralization
4. Ignorance of rule restriction
5. Incomplete Application of rule
6. False concept hypothesized

After analyzing the errors, the writer counts the errors by using
the table and calculates the number of each types of error. Next, the writer
processed the calculation of the result of the test by changing the results of error
into percentage then the writer make a graphic of writing error based on the
calculation. Here are the data of students error writing:

Student 1
No Error Recognition Error Classification Sources of Error Reconstruction

1.
I have a Friend
his name is Januar
He has a small,
Capitalization,
Run-on sentence
Punctuation,
Incomplete sentence

Ignorance of rule
restriction and
False concept
hypothesized
I have a friend,
his name is
Januar. He has a
small face,

2.
His eyes small
and he best my
friend.
Add a word,
Add a word,
Word order
Ignorance of rule
restriction and
overgeneralization
His eyes are small
and he is my best
friend.

3.
His tall around
155cm and his
body fat
Add a word,
Punctuation,
Add a word
Ignorance of rule
restriction
His tall is around
155cm and his
body is fat.

4.
He has a shoes for
school and white
colour.
Word choice,
Word order,

Interlingual and
overgeneralization
He wears white
shoes to go to the
school.

Student 2

1.
My Friend he
name is Ibnu
Rusdy. He Has a,
Capitalization,
Omit a word,
Run-on sentence
Ignorance of rule
restriction
My friend is Ibnu
Rusdy.

2.
He have a large
nose and he
round face.
Verb tense,
Add a word,
Verb tense

False concept
hypothesized and
Ignorance of rule
restriction
He has a large
nose and he has a
round face

3.
He has a her tall,is
around 174cm,her
like in angry and
laughing.
Meaning not clear Interlingual ???

4.
Her character in
the cryingman.and
kind of snaker
shoes

Student 3

1.
I have a Friend.
And her name is
mudrika ulfa.
Capitalization,
Incomplete sentence
Capitalization
Ignorance of rule
restriction
I have a friend her
name is Mudrika
Ulfa

2.
She her a angular
face and flat nose.
She Seems kind
girl.
Verb tense, Article
omit a word,
Word form,
Add a word.
False concept
hypothesized,
Interlingual,
Ignorance of rule
restriction and
overgeneralization
She has an
angular face and
flat nose. She
seems a kind girl.

3.
She her tall is
around 155cm. and
She her medium a
body
Omit a word,
Incomplete sentence
Verb tense,
Word order
Ignorance of rule
restriction,
False concept
hypothesized,
overgeneralization
Her tall is around
155cm and she
has a medium
body.

4.
The skin color
black.
Word choice,
Add a word
Word choice
Interlingual and
Ignorance of rule
restriction
Her skin color is
dark

Student 4

1.
I heve a Friend.
Her name
Asnita Nurmala.
Spelling,
Capitalization,
Run-on sentence
Add a word
Incomplete
Application of
rules,
False concept
hypothesized,
Ignorance of rule
restriction
I have a friend,
her name is
Asnita Nurmala.

2.
She her has Round
Face and the nose
flat nose
Omit a word,
Capitalization,
Word choice,
Ignorance of rule
restriction and
Interlingual
She has a round
face and her nose
is flat.

Add a word

3.
She heve short,
and her eyes
small and she are
very Beautiful.
Verb tense,
Incomplete sentence
Add a word,
Verb tense,
Capitalization

False concept
hypothesized and
Ignorance of rule
restriction
She has short
black hair and her
eyes are small
and she is very
beautiful.

4.
She is weering
glasses. Her tell is
around 150cm
Spelling, Spelling Incomplete
Application of
rule
She is wearing
glasses. Her tall is
around 150cm.

5.
Her character is
Friendly. funny.
and She tolerant..
Singular- Plural,
Verb tense,
Capitalization,
Incomplete sentence
Omit a word
Interlingual,
False concept
hypothesized,
Ignorance of rule
restriction
Her characters are
friendly, funny
and tolerant.

6.
She waring is
sneaker.
Spelling,
Word choice
Incomplete
Application of
rule and
Interlingual
She wears
sneaker.

Student 5

1.
I have a Friend
her name is Umi
Aninda. She has a
anjular Face.
Capitalization,
Punctuation,
Article, Spelling
Capitalization

Ignorance of rule
restriction,
Interlingual and
Incomplete
Application of
rule
I have a friend,
her name is Umi
Aninda. She has
an angular face.

2.
She waring a
veil and she wars
glasses too.
Add a word,
Spelling,
Word choice
Ignorance of rule
restriction,
Incomplete
Application of
rules, Interlingual
She is wearing a
veil and she
wears glasses too.

3.
She her eyes are
small and her a
small is around
155 cm.
Omit a word,
Omit a word,
Word choice
Ignorance of rule
restriction,
Interlingual
Her eyes are
small and her tall
is around 155cm.

4.
The skin color
white. She her is
wears sneaker
Word choice,
Add a word,
Omit a word
Interlingual and
Ignorance of rule
restriction
Her skin color is
white. She wears
sneaker

Student 6

1.
I have a Friend,
her name is f riska
suryana.
Capitalization,
Capitalization
Ignorance of rule
restriction
I have a friend,
her name is
Friska Suryana.

2.
She seems a kind
girls. She wear a
veil.
Word form,
Singular-Plural,
Verb tense
Overgeneralization
Interlingual,
False concept
hypothesized
She seems a kind
girl. She wears a
veil.

3.
She her tall is
around 157cm and
the skin color
white.
Omit a word,
Word choice,
Add a word
Ignorance of rule
restriction and
Interlingual
Her tall is around
157cm and her
skin color is
white.

4.
She is wears
shoes.
Omit a word Ignorance of rule
restriction
She wears shoes.

Student 7

1.
I have best friends,
she name Dauti
Sarah.
Add a word,
Singular-Plural,
Add a word
Ignorance of rule
restriction and
Interlingual
I have a best
friend, her name
is Dauti Sarah.

2.
She eyes is small
and she seems a
strict girls.
Word choice,
Verb tense,
Word form,
Singular-Plural
Interlingual,
False concept
hypothesized,
Overgeneralization
Her eyes are
small and she
seems a strict girl.

3.
Her tall around
165cm and her
body thin
Add a word,
Add a word
Ignorance of rule
restriction
Her tall is around
165cm and her
body is thin.

4.
Her character is
fussy, funny,
chaildist and
impatient.
Singular-Plural,
Verb tense,
Spelling
Interlingual,
False concept
hypothesized,
Incomplete
Application of
rules
Her characters are
fussy, funny,
childish and
impatient.

5.
She wear is shoes Verb tense False concept
hypothesized
She wears shoes

Student 8

1.
I have a Friend, he
name is Sukria. He
has a long, He has
a Round Face.
Capitalization,
Word choice,
Incomplete sentence
Capitalization
Ignorance of rule
restriction and
Interlingual
I have a friend,
his name is
Sukria. He has a
long round face.

2.
he tall is around
170cm and his
body are thin.
Word choice,
Verb tense
Interlingual and
False concept
hypothesized

His tall is around
170cm and his
body is thin.

3.
He character is in
the a Fussy man
Word choice,
Omit a word,
Capitalization
Interlingual and
Ignorance of rule
restriction
His character is a
fussy man.

4.
And kind of
sneakers shoes

Student 9

1.
I have a Friend,
his name is Reza.
He have a thin
face and flat nose.
Capitalization,
Verb tense
Ignorance of rule
restriction and
False concept
hypothesized
I have a friend,
his name is Reza.
He has a thin face
and flat nose.

2.
He eyes small.
He is best my
friend and he have
a good body.
Add a word,
Word order,
Verb tense
Ignorance of rule
restriction,
overgeneralization,
False concept
hypothesized
His eyes are
small. He is my
best friend and he
has a good body.

3.
He look very
happy.
Verb tense False concept
hypothesized
He looks very
happy.

4.
he has a shoes
sporty and simple
for school and
white color.

Student 10

1.
He have a long
face and pointed
nose and He also
have a small
moustache.
Verb tense,
Capitalization,
Verb tense
False concept
hypothesized and
Ignorance of rule
restriction
He has a long
face and pointed
nose and he also
has a small
moustache.

2.
He have a body
slim and the skin
color black.
Verb tense,
Word choice,
Add a word,
Word choice
False concept
hypothesized,
Interlingual,
Ignorance of rule
restriction
He has a body
slim and his skin
color is dark

3.
His serious and
impatient
Word choice,
Verb tense
Interlingual, False
concept
hypothesized
He is serious and
impatient

4.
He wearing
sneaker.
Add a word,
Verb tense

Ignorance of rule
restriction and
False concept
hypothesized
He is wearing
sneaker.

Student 11

1.
I have a FrienD,
he name is YaYan
Kurniawan. his
face shape long.
Capitalization,
Word choice,
Capitalization,
Add a word
Ignorance of rule
restriction and
Interlingual
I have a friend,
his name is
Yayan
Kurniawan. His
face shape is
long.

2.
His nose a
pointed. His have
hair a short black
hair.
Add a word,
Word choice,
Verb tense,
Omit a word

Ignorance of rule
restriction,
Interlingual,
False concept
hypothesized
His nose is a
pointed. He has
short black hair.

3.
He have a body
thin and the skin
color white
Verb tense,
Word order,
Word choice,
Add a word

False concept
hypothesized,
Overgeneralization,
Ignorance of rule
restriction,
Interlingual
He has a thin
body and his skin
color is white.

4.
He character is
happy, kind and
patient.
Word choice,
Singular-Plural,
Verb tense
Interlingual and
False concept
hypothesized
His characters are
happy, kind and
patient.

5.
He waring is
shoes.
Spelling,
Word order
Incomplete
Application of rule
Overgeneralization,
He is wearing
shoes.

Student 12

1.
I have a Best
Friend, her Name
Izzoh.
Capitalization,
Capitalization,
Capitalization,
Add a word

Ignorance of rule
restriction
I have a best
friend, her name
is Izzoh.

2.
She her has a
round Face and the
Nose is Flat.
Omit a word,
Capitalization,
Word choice,
Capitalization,
Capitalization,

Ignorance of rule
restriction and
Interlingual
She has a round
face and her nose
is flat.

3.
She have short
hair and her eyes
round. She very
Beauty.
Verb tense,
Add a word,
Add a word,
Capitalization,
Word form

False concept
hypothesized,
Ignorance of rule
restriction,
Overgeneralization
She has short hair
and her eyes are
round. She is very
beautiful.

4.
She Body slim
and She very
good for me. She
wear shoe
Word choice,
Capitalization,
Add a word,
Verb tense,
Singular-Plural
Interlingual,
Ignorance of rule
restriction,
False concept
hypothesized
Her body is slim
and she is very
good for me. She
wears shoes.

Student 13

1.
I Have a Friend,
his name is
Marvel. He Has a
long and thin Face.
Capitalization,
Capitalization,
Capitalization,
Capitalization

Ignorance of rule
restriction
I have a friend,
his name is
Marvel. He has a
long and thin
face.

2.
He Has a Big
moustache. and he
Body
proportioned
figure.
Capitalization,
Capitalization,
Incomplete
sentence
Word choice,
Capitalization,
Add a word

Ignorance of rule
restriction and
Interlingual
He has a big
moustache and
his body is
proportioned
figure.

3.
He seems a Kind
man and he very
understanding.
Capitalization,
Add a word

Ignorance of rule
restriction
He seems a kind
man and he is
very
understanding.

4.
He wearing is
sneaker.
Word order Overgeneralization He is wearing
sneaker.

Student 14

1.
I have a Friend
her name is Siti
Julekha.
Capitalization,
Punctuation
Ignorance of rule
restriction
I have a friend,
her name is Siti
Julekha.

2.
She has a round
Face and Pointed
nose. She eyes are
small.
Capitalization,
Capitalization,
Word choice
Ignorance of rule
restriction,
Interlingual
She has a round
face and pointed
nose. Her eyes are
small.

3.
She wearing a veil
and she skin
black.
Verb tense,
Word choice,
Add a word,
Word choice
False concept
hypothesized,
Interlingual,
Ignorance of rule
restriction
She wears a veil
and her skin is
dark

4.
She her wears
sneaker
Omit a word

Ignorance of rule
restriction
She wears
sneaker

Student 15

1.
I have a frend, the
name didik
Spelling,
Word choice,
Add a word
Incomplete
Application of
rule, Ignorance of
rule restriction
I have a friend,
his name is Didik.

2.
Angular shape and
flat nose and small
round and he have
hair along and
scuil

3.
He his tall
around 150cm. He
the character in the
very good.
Omit a word,
Add a word,
Word choice,

Ignorance of rule
restriction,
Interlingual
His tall is around
150cm. His
character is very
good.

4.
Kind of shoes that
he wearing is in
the black and kind
shoes NB borrow

Students 16

1.
He has a Pointed
nuse and he seems
Kind Man.
Capitalization,
Spelling,
Add a word,
Capitalization,

Ignorance of rule
restriction,
Incomplete
Application of
rules,
He has a pointed
nose and he
seems a kind
man.

2.
He his tall is
around 175cm and
He his have a
body thin.
Omit a word,
Omit a word,
Verb tense,
Word order
Ignorance of rule
restriction,
False concept
hypothesized,
Overgeneralization
His tall is around
175cm and he has
a thin body.

3.
The kind color
brown
Word choice,
Add a word

Ignorance of rule
restriction,
Interlingual

His skin color is
brown

4.
He his wears
sneper.
Omit a word,
Spelling
Ignorance of rule
restriction,
Incomplete
Application of
rules,
He wears
sneaker.
Student 17

1.
I have a Friend
his name is wijaya
and his Face shape
is Round.
Capitalization,
Punctuation,
Capitalization,
Capitalization,
Capitalization,

Ignorance of rule
restriction,

I have a friend,
his name is
Wijaya and his
face shape is
round.

2.
His have nose
seems a kind man
and then His have
short hair.

3.
His eyes is small.
his character is
haPPy.
Verb tense,
Capitalization,
Capitalization,

False concept
hypothesized,
Ignorance of rule
restriction,

His eyes are
small. His
character is
happy.

4.
He kind of shoes
wearing is
sneaker.
Word order Overgeneralization Kind of shoes
that he wearing is
sneaker.

Student 18

1.
I have a friend
her name is
najibah. She her
has a angular face.
Punctuation,
Capitalization,
Verb tense,
Omit a word,
Article
Ignorance of rule
restriction,
False concept
hypothesized,
Interlingual,
I have a friend,
her name is
Najibah. She has
an angular face.

2.
She Seems a Kind
girls.
Capitalization,
Capitalization,
Singular-Plural
Ignorance of rule
restriction,
Interlingual
She seems a kind
girl.

3.
She have a body
thin. And The skin
color white.
Verb tense,
Word order,
Incomplete
sentence
False concept
hypothesized,
Overgeneralization,
Ignorance of rule
She has a thin
body and his skin
color is white.

Word choice,
Add a word
restriction,

4.
She character is
happy,
Understanding and
Patient.
Word choice,
Singular-Plural,
Verb tense,
Capitalization,
Capitalization

Interlingual
False concept
hypothesized,
Ignorance of rule
restriction,

Her characters
are happy,
understanding
and patient.

5.
She is wear shoes. Verb tense,

False concept
hypothesized

She wears shoes.

Student 19

1.
I have a Friend
her name is
Khaerul amalia.
Capitalization,
Punctuation,
Ignorance of rule
restriction,

I have a friend,
her name is
Khaerul Amalia.

2.
Her character is
kind, patient and
happy.
Singular-Plural,
Verb tense,

Interlingual
False concept
hypothesized

Her characters are
kind, patient and
happy.

3.
Her a tall is
around 158cm.
The skin color
black
Omit a word,
Word choice,
Add a word

Ignorance of rule
restriction,
Interlingual

Her tall is around
158cm. Her skin
color is dark

Students 20

1.
My Friend is Alan,
he has a ordinery
man
Capitalization,
Verb tense,
Article,
Spelling
Ignorance of rule
restriction,
False concept
hypothesized
Interlingual,
Incomplete
Application of
rules,

My friend is
Alan, he is an
ordinary man

2.
His very
understanding and
patient. He has a
body medium
Word choice,
Verb tense,
Word order
Interlingual,
False concept
hypothesized,
Overgeneralization
He is very
understanding
and patient. He
has a medium
body.

3.
He is sneaker
every day.

Add a word
Verb tense
Ignorance of rule
restriction,
False concept
hypothesized
He is wearing
sneaker every
day.

Student 21

1.
I have a friends
her Name is
Fadilatunisa.
Singular-Plural,
Punctuation,
Capitalization
Interlingual,
Ignorance of rule
restriction
I have a friend,
her name is
Fadilatunisa.

2.
She has a Fat girls
and She wearing a
veil
Verb tense,
Capitalization,
Singular-Plural,
Verb tense

False concept
hypothesized,
Interlingual
She is a fat girl
and she wears a
veil.

3.
Her height
about 155cm and
her character is
tolerant, happy,
understanding and
Fussy.
Add a word,
Singular-Plural,
Verb tense,
Capitalization
Ignorance of rule
restriction,
Interlingual,
False concept
hypothesized
Her height is
about 155cm and
her characters are
tolerant, happy,
understanding
and fussy.

4.
She wearing is
shoes.
Word order Overgeneralization She is wearing
shoes.

Student 22

1.
I have a Friend, his
name is Asri
Rahmatia.
Capitalization,
Word choice
Ignorance of rule
restriction,
Interlingual
I have a friend,
her name is Asri
Rahmatia.

2.
She has a Long
Face and Flat nose.
She wearing a veil
and eyes are
round.
Capitalization,
Capitalization,
Capitalization,
Verb tense,
Add a word
Ignorance of rule
restriction,
False concept
hypothesized

She has a long
face and flat nose.
She wears a veil
and her eyes are
round.

3.
her tall is around
156cm and her
height is around
50kg.
Capitalization,
Word choice
Ignorance of rule
restriction,
Interlingual
Her tall is around
156cm and her
weight is around
50kg.

4.
Her character is
Fussy and Happy.
Singular-Plural,
Verb tense,
Capitalization

Interlingual,
False concept
hypothesized,
Ignorance of rule
restriction,

Her characters are
fussy and happy

Student 23

1.
I have a friends his
name is Bahrul
Rozi.
Singular-Plural Interlingual I have a friend his
name is Bahrul
Rozi.

2.
His Face shape is
anjular and His
have a Pointed
nose and His has a
short black hair.
Capitalization,
Spelling,
Capitalization,

Ignorance of rule
restriction,
Incomplete
Application of
rules,

His face shape is
angular and he
has a pointed
nose and short
black hair.

3.
His character is
strict and
suspicious
Singular-Plural,
Verb tense
Interlingual,
False concept
hypothesized,

His characters are
strict and
suspicious

4.
He is waring
shoes.
Spelling Incomplete
Application of
rules
He is wearing
shoes

Student 24

1.
She seems a kind
girls. The skin
color dark.
Word form,
Singular-Plural,
Word choice,
Overgeneralization,
Interlingual,
Ignorance of rule

Add a word

restriction,

2.
Her has a angular
Face and Flat
nose. Her seems a
kind girls.
Word choice,
Article,
Capitalization,
Capitalization,
Word choice,
Singular-Plural

Interlingual,
Ignorance of rule
restriction,
She has an
angular face and
flat nose. She
seems a kind girl.

3.
She wearing
sneaker.
Verb tense False concept
hypothesized
She wears
sneaker.

Student 25

1.
I have a Friend,
her name is
sukayah. She is
round Face and
Pointed nose.
Capitalization,
Capitalization,
Verb tense,
Capitalization

Ignorance of rule
restriction,
False concept
hypothesized
I have a friend,
her name is
Sukayah. She has
round face and
pointed nose.

2.
She is Long red
hair. She wearing a
veil. Her skin
black
Verb tense,
Capitalization,
Verb tense,
Add a word
Word choice
False concept
hypothesized,
Ignorance of rule
restriction,
Interlingual,
She has long red
hair. She wears a
veil. Her skin is
dark.

3.
She wearing
sneker
Verb tense,
Spelling
False concept
hypothesized,
Incomplete
Application of
rules
She wears
sneaker

Student 26

1.
I have a friends,
her name is Siti
Romlah. She have
Singular-Plural,
Verb tense,
Capitalization,
Interlingual,
False concept
hypothesized,
I have a friend her
name is Siti
Romlah. She has

a Baby-Face and
Pointed nose.
Capitalization,
Capitalization

Ignorance of rule
restriction,

a baby-face and
pointed nose.

2.
She have the long
hair the color is
black the eyes she
have large.

3.
She her a tall is
around 160cm and
she have a slim
Body.
Omit a word,
Verb tense,
Capitalization
Ignorance of rule
restriction,
False concept
hypothesized
Her tall is around
160cm and she
has a slim body.

4.
She her wearing
sneaker
Omit a word,
Verb tense
Ignorance of rule
restriction,
False concept
hypothesized
She is wearing
sneaker

Student 27

1.
He has a face
shape and angular
shape and He has
fla nose.
Omit a word,
Word order,
Spelling
Ignorance of rule
restriction,
Overgeneralization
Incomplete
Application of
rules
He has an angular
face and flat nose.

2.
He is my fiend I
and my name is
Fathur and he has
a long hair

3.
He eyes is small.
He has a her tall a
height is around
175cm
Word choice,
Verb tense,
Omit a word

Interlingual
False concept
hypothesized
Ignorance of rule
restriction,
His eyes are
small. His tall is
around 175cm.

4.
He body medium
and He character
in the Good man
and happy
Word choice,
Add a word
Word choice,
Singular-Plural,
Verb tense,
Capitalization,
Word order

Interlingual
Ignorance of rule
restriction,
False concept
hypothesized,
Overgeneralization
His body is
medium and his
characters are
happy and
good man

5.
Kind of shoes he
wearing in the
white and red and
kind shoes px
style casual and
kind shoes high
heeled shoes and
sneaker

Student 28

1.
I have a Friend
his nurul
Rozalia.
Capitalization,
Add a word,
Capitalization,
Ignorance of rule
restriction
I have a friend,
his name is Nurul
Rozalia.

2.
His body slim
and she is long
hair. She is very
beatifull for me.
Add a word,
Verb tense,
Spelling
Ignorance of rule
restriction,
False concept
hypothesized,
Incomplete
Application of
rules
His body is slim
and she has long
hair. She is very
beautiful for me.

3.
His character is
Funny and
Understanding
Singular-Plural,
Verb tense,
Capitalization
Interlingual,
False concept
hypothesized,
Ignorance of rule
restriction
His characters are
funny and
understanding.

Student 29

1.
I have best Friend,
She name nur
aftiyani.
Capitalization,
Word choice,
Add a word,
Capitalization
Ignorance of rule
restriction,
Interlingual
I have a best
friend, her name
is Nur Aftiyani.

2.
Her tall around
151cm and her
body fat.
Add a word,
Add a word,

Ignorance of rule
restriction,
Her tall is around
151cm and her
body is fat.

3.
Her character is
Fussy, Funny,
chaidist and
Suspicious.
Singular-Plural,
Verb tense,
Capitalization,
Spelling
Interlingual
False concept
hypothesized,
Ignorance of rule
Her characters are
fussy, funny,
childish and
suspicious.

restriction
Incomplete
Application of
rules,

4.
She wear is sneker. Verb tense,
Spelling,
Omit a word
False concept
hypothesized,
Ignorance of rule
restriction
Incomplete
Application of
rules,
She wears
sneaker.
Student 30

1.
I have a Friend,
his name is Jerry
Knoxville. He
have thin face and
flat nose.
Capitalization,
Verb tense
Ignorance of rule
restriction,
False concept
hypothesized,
I have a friend,
his name is Jerry
Knoxville. He has
thin face and flat
nose.

2.
He have a body
slim and the skin
color White.
Verb tense,
Word choice,
Add a word,
Capitalization,

False concept
hypothesized,
Interlingual
Ignorance of rule
restriction,

He has a body
slim and his skin
color is white.

3.
he wearing is
shoes.
Word order Overgeneralization He is wearing
shoes.

Table recapitulation students writing error
TABLE RECAPITULATION OF THE STUDENTS WRITING ERRORS

Error
Classification
Students Total
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
A 1 1 3 1 1 2 1 3 1 2 2 1 1 1 1 22
B 1 1 1 1 1 1 6
C 1 2 2 3 1 1 2 3 4 2 1 3 2 1 2 1 1 2 3 1 3 1 1 43
D 2 2 2 1 3 1 3 5 3 2 1 1 1 4 1 3 3 2 1 1 4 3 2 2 2 2 57
E 5 1 2 3 2 1 4 1 2 3 4 2 1 2 2 1 1 1 1 1 1 1 1 2 3 48
F 1 2 2 3 2 1 1 1 1 1 3 1 1 2 2 1 25
G 2 1 1 2 1 1 1 1 1 2 1 14
H 1 1 2 2 1 1 1 9
I 4 2 1 1 1 2 1 2 1 1 1 2 19
J 2 1 1 1 1 1 1 8
K 1 1 2 4 2 2 3 1 1 2 8 8 3 2 6 5 1 1 3 6 2 2 4 4 1 3 3 2 83
L 1 1 1 1 1 5
M 2 1 1 2 2 2 10
N 1 1 2
Total 13 7 15 21 14 9 13 9 7 11 17 19 13 10 8 12 9 19 7 9 12 12 7 11 11 12 15 9 13 6 351

Remark error made by students
A: Singular-plural F: Omit a word K: Capitalization
B: Word form G: Word order L: Article
C: Word choice H: Incomplete sentence M: Meaning not clear
D: Verb tense I: Spelling N: Run-on sentence
E: Add a word J: Punctuation
4
4

Percentage of students writing errors
A. Singular-Plural : 22 X 100% = 6.26%
351
B. Word Form : 6 X 100% =1.70%
351
C. Word Choice : 43 X 100% =12.25%
351
D. Verb Tense : 57 X 100% =16.23%
351
E. Add a Word : 48 X 100% =13.67%
351
F. Omit a Word : 25 X 100% =7.12%
351
G. Word Order : 14 X 100% =3.98%
351
H. Incomplete Sentence : 9 X 100% =2.56%
351
I. Spelling : 19 X 100% =5.41%
351
J. Punctuation : 8 X 100% =2.27%
351
K. Capitalization : 83 X 100% =23.64%
351
L. Article : 5 X 100% =1.42%
351
M. Meaning not Clear : 10 X 100% =2.84%
351
N. Run-on Sentence : 2 X 100% =0.56%
351

CHART OF PERCENTAGE STUDENTS WRITING ERROR
6.26
1.7
12.25
16.23
13.67
7.12
3.98
2.56
5.41
2.27
23.64
1.42
2.84
0.56
0
5
10
15
20
25
singular plural word form word choice
verb tense add a word omit a word
word order incomplete sentence spelling
punctuation capitalization article
meaning not clear run on sentence

4
6

Based on the table of recapitulation of the students writing errors, it can be said
that:
1. Total errors of singular-plural are 22 (6.26%)
2. Total errors of word form are 6 (1.70%)
3. Total errors of word choice are 43 (12.25%)
4. Total errors of verb tense are 57 (16.23%)
5. Total errors of add a word are 48 (13.67%)
6. Total errors of omit a word are 25 (7.12%)
7. Total errors of word order are 14 (3.98%)
8. Total errors of incomplete sentence are 9 (2.56%)
9. Total errors of spelling are 19 (5.41%)
10. Total errors of punctuation are 8 (2.27%)
11. Total errors of capitalization are 83 (23.64%)
12. Total errors of Article are 5 (1.42%)
13. Total errors of meaning not clear are 10 (2.84%)
14. Total errors of run-on sentence are 2 (0.56%)

Table of source 0f error
TABLE RECAPITULATION OF THE SOURCES OF ERROR

Sources
of
Error
Students Total
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
A 1 2 1 1 2 2 2 3 1 2 4 2 1 2 2 1 1 3 2 2 3 3 2 2 1 2 4 1 2 1 58
B 2 2 1 1 1 2 1 1 1 1 1 1 1 1 2 1 20
C 3 2 4 4 7 3 2 2 2 3 3 4 3 4 1 4 2 4 2 2 2 4 1 2 2 3 3 3 4 2 67
D 3 2 1 1 1 2 1 2 1 1 2 17
E 1 1 2 3 1 3 1 3 4 3 2 1 1 4 1 3 2 2 1 1 3 3 2 2 2 2 50
Total 7 5 9 11 11 7 9 6 7 9 13 9 5 7 4 8 5 12 5 9 8 9 6 6 6 8 12 6 10 6 212

Remark error made by students
A. Interlingual
B. Overgeneralization
C. Ignorance of rule restriction
D. Incomplete application of rules
E. False concept Hypothesized

4
8

Percentage of the source of error
A. Interlingual : 58 X 100% = 27.35%
212
B. Overgeneralization : 20 X 100% = 9.43%
212
C. Ignorance of rule restriction : 67 X 100% = 31.60%
212
D. Incomplete application of rules: 17 X 100% = 8.01%
212
E. False Concept Hypothesized : 50 X 100% = 23.58%
212

Chart source of error
27.3S
9.43
31.6
8.01
23.S8
0
S
10
1S
20
2S
30
3S
1st tr
Inter||ngua|
Cvergenera||zat|on
|gnorance of ru|e restr|ct|on
|ncomp|ete app||cat|on of ru|es
fa|se concept hyphotes|zed
5
0

Based on the table of recapitulation of the students writing errors, it can be said
that:
Total source of error of interlingual are 58 (27.35%)
Total source of error of overgeneralization are 20 (9.43%)
Total source of error of ignorance of rule restriction are 67 (31.60%)
Total source of error of incomplete application of rules are 17 (8.01%)
Total source of error of false concept hypothesized are 50 (23.58%)

C. The Analysis of the Data
1. The grammar error
From the data above, it can be analyzed that there are many errors
made by students in their writing. Those errors are : singular-plural, word
form, word choice, verb tense, omit a word, add a word, word order,
incomplete sentence, spelling, punctuation, capitalization, article, meaning not
clear and run- on sentence. In this analysis the writer found that the total error
of each items are different. The total error of each items are:
(1). Singular-Plural
The total number of errors is 22 or 6.26%. It means that students
have not understood enough about singular-plural form, for example:
Her character is kind, patient and happy instead of Her characters are
kind, patient and happy. It is found that the error was made because of the
interlingual transfer (interference of mother tongue). In English to show a

plural noun the word is added s or es meanwhile in Indonesia just repeated
the noun.
(2). Word Form
The total number of errors is 6 or 1.70%. It means that students
were still confused with the use of the word in sentence or grammatical
aspect, for example:
She seems a kind girl instead of She seems a kind girl. This error was
made because they are still confused about the word will use in their
sentence.
(3). Word Choice
The total number of errors is 43 or 12.25%. It means that the
most of the students did not understand about the words they used to
express their idea. They made errors of word choice in vocabulary, noun
and verb. For example:
he tall is around 170cm instead of his tall is around 170cm.This error
may happen because of interlingual transfer. English word can have a lot
meaning in Bahasa Indonesia, so the students use the word according to
their mind about the meaning of the word.
(4). Verb Tense
most of the students lack of knowledge in grammar. For example:

She have a baby-face instead of She has a baby-face. It may happen
because of false concept hypothesized. The students made a wrong
comprehension of the target language.
(5). Add a word
The total number of errors is 48 or 13.67%. It means that the most
of the students still did know understand how to make a good sentence, for
example: Her skin color dark instead of Her skin color is dark. This may
happen because ignorance of rule restrictions. The students should be
adding words should be necessary to be added.
(6). Omit a Word
The total number of errors is 25 or 7.12%. It means that the most
of the students still did not know understand how to make a good
sentence, for example: She her wears sneaker instead of She wears
sneaker. This may happen because ignorance of rule restrictions. The
students should be omit word should be necessary to be omitted.
(7). Word order
The total number of errors is 14 or 3.98%. It means that some
students still did not understand how to put the words in the correct
order. In the sentence: He has a body thin instead of He has a thin body.
This error may be caused by interlingual transfer (interference of mother
tongue).The students put Indonesian system in English.

(8). Incomplete Sentence
The total number of errors is 9 or 2.56%. It means that a few
students still did not understand how to combine similar idea into one
sentence. For example: I have a friend. And her name is Mudrika Ulfa
instead of I have a friend and her name is Mudrika Ulfa. It caused by the
strategies of second language learning.
(9). Spelling
The total number of errors is 19 or 5.41%. It means that some
students still did not know how to write the word correctly because they
only wrote what they had heard, for example:
Chaildist instead of Childish, waring instead of wearing, anjular instead
of angular. This error may happen because incomplete of application of
rules and also carelessness of the students. The students made deviations
of structure of rules development to make an acceptable sentence.
(10). Punctuation.
students did error in using comma (,) or dot (.) in their sentence, for
example:
I have a friend. Her name is Siti instead of I have a friend, her name is
Siti. Error of punctuation may caused by the teacher did not taught it to
their students. The teacher only focused grammar or another material.

(11). Capitalization
most of the students made error in using capital letter in a word
Capital letter use in name of people, cities, country etc, for example:
her name is najibah instead of her name is Najibah. This error may be
caused carelessness students and the teacher might be seldom to
explain the use of the capitalization in the correct way.
(12). Article
students used article inappropriately and the lack of knowledge, for
example:
She has a angular face instead of She has an angular face. This error
may happen because of article is not recognized in Indonesian. The
source of error is interlingual transfer.
(13). Meaning not clear
students had difficulties in transferring their ideas in writing. For
example: Kind of shoes he wearing in the white and red and kind shoes
px style casual and kind shoes high heeled shoes and sneaker. This
may happen because of intrlingual transfer.
(14). Run-on Sentence
students still did not know how to make the correct sentences, for

example: I have a friend. Her name is Asnita Nurmala instead of I
have a friend, her name is Asnita Nurmala. It caused by the context of
learning that can lead the learner to make false concept hypotheses
about the language because it is related to the writing technique that
should be presented by the teacher.
From the explanation above, it can be seen that the most error in
students writing at the eleventh grade students of Madrasah Aliyah
Darul Maarif Jakarta is error in capitalization. It can be assumed that
the students do not have great concern about the use capitalization in
writing English. It can be caused by teacher is seldom taught about
capitalization or students do not know what word must use capital
letter or not.

2. The source of error
From the data above, it can be analyzed that there are five sources of
error made by students in their writing. Those sources of error are:
interlingual, overgeneralization, ignorance of rule restriction, incomplete
application of rules and false concept hypothesized. In this analysis the writer
found that total source of error of each item are different. The total source of
each items are:

(1). Interlingual
The total number of interlingual is 58 or 27.35%. It is caused by
interference of mother tongue to the target language. The students put
Indonesian system in English.
(2). Overgeneralization
The total number of overgeneralization is 20 or 9.43%. It means the
students are still confused about the word will use in their sentence. It can
be seen from the students made a deviation of structure based on their
experience of another structures and placed it into the new one.
(3). Ignorance of rule restriction
The total number of ignorance of rule restriction is 67 or 31.60%. It
is caused by carelessness of the students on their own writing. It means the
students failed to observe the restriction of existing structure.
(4). Incomplete application of rules
The total number of incomplete application of rules is 17 or 8.01%.
The students made deviations of structure of rules development to make an
acceptable sentence.
(5). False concept hypothesized
The total number of false concept hypothesized is 50 or 23.58%. The
students made a wrong comprehension of divergences of the target
language.

D. The Interpretation of the Data
From the analysis of the data, it has been known that the most typical
error in students writing at Madrasah Aliyah Darul Maarif Jakarta is error in
capitalization and the less is error in run-on sentence. It can be interpreted
that:
1. The students do not have great concern in using capitalization in the correct
usage.
2. The students might be careless in using the correct capitalization in writing
English.
3. The teacher might be seldom gave explanation to use capitalization in the
correct usage in the teaching and learning process.

CHAPTER IV
CONCLUSIONS AND SUGESTIONS

A. Conclusions
After collecting the samples, identifying the errors, classifying the errors
and calculating the data, the writer comes to a conclusion related to the
objective of the study. The writer found that the most typical error at
Madrasah Aliyah Darul Maarif Jakarta in their writing is in capitalization
(23.64%) and the less typical error is in run-on sentence (0.56%).The most
typical error happened because the students do not have great concern in using
capitalization in the correct usage in writing English, the students careless to
write it down. The teacher might be seldom gave explanation to use
capitalization in the correct usage in the teaching and learning process.

B. Suggestions
Based on the conclusions above, the writer has some suggestions which
may be useful for the English teacher and the students of Madrasah Aliyah
Darul Maarif Jakarta. The writer suggestions are:
1. The teacher should give more practice to write in English to their students.
2. The teacher should choose the suitable materials for their students and
create a pleasant atmosphere in the classroom.

59

3. The teacher should give more explanation about the correct usage of
capitalization and the examples of the words use in capitalization.
4. The teacher has to recheck the students writing.
5. The students should give great concern to the capitalization in order to
avoid errors in their writing.
6. The students must know and realize about capitalization and apply it to
their writing.

REFERENCES

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Appendix I

Read the Instruction Carefully!

Write short paragraph which is describing your partners physic!
1. Clues for first paragraph
- Describing about her/his face shape
- Describing about her/his nose
- Describing about her/his hair
- Describing about her/his eyes
2. Clues for second paragraph
- Describing about her/his height
- Describing about her/his like in build
- Describing about her/his nature (character)
3. Clues for third paragraph
- What kind of shoes that she/he wearing is?

Error Analysis of Students' Descriptive Writing

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ERROR ANALYSIS OF THE STUDENTS DESCRIPTIVE

WRITING OF THE ELEVENTH GRADE OF MADRASAH

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