Error Analysis Of The Second Semester Students’ Writing Ofstudy Program Of The English Education Of STAIN Palangka Raya
The fundamental purpose of this study was to describe the types and causes of errors of the students on writing descriptive paragraph. The research was conducted in D class of the second semester students’ writing of the study program of English education of STAIN Palangka Raya. The types and causes of errors which analyzed was based on the Dulai’s theory which consist of nine types of errors and based on the Jack C. Richards’s theory which consist of five causes of errors. The processes of analyzing the errors made by students were using analysis steps based on Ellis’s theory.
The writer used quantitative approach and content or document analysis method. The research type of this research was descriptive research. In collecting the data, the writer used two instruments, namely: (1) test and (2) documentation. Then for analyzing the data, the writer used several techniques, namely: (1) identifying errors, (2) describing errors, (3) explaining errors, (4) evaluation errors. In categorizing the errors, the writer use (1) surface strategy taxonomy, and (2) comparative taxonomy. The sample of this study were 16 students who had studied about descriptive paragraph.
The result of this study is as follows: (1) from 16 students, there were 115 errors in descriptive paragraph. The errors were spread in 7 of 9 types of errors based on the Dulai’s theory. There were 33 errors (28.70%) in omission: grammatical morphemes, 23 errors (20%) in omission: content morphemes, 18 errors (15.65%) in addition: simple addition, 16 errors (13.91%) in misordering 12 errors (10.43%) in misformation: alternating forms, 8 errors (6.96%) in misformation: archi-forms,and 5 errors (4.35%) in addition: double markings. (2) Those 103 errors made by the students categorized in 4 of 5 causes of the errors which are: Intralingual errors: Incomplete application of rules:49.51%, Intralingual errors: Ignorance of rules restrictions: 23.30%,Interlingual errors:22.33%, and Intralingual errors: False Concepts Hypothesized: 4.85%.
The common types of error occurred by the students wasomission: grammatical morphemes, and the common causes of errors occurred by the students wasIntralingual errors: Incomplete application of rules