Grammatical Error Analysis in Recount Texts Made By Seventh Grade

Istihayyu Buansari, Maulani Pangestu, Tara Fitri Hanifah

Abstract


Abstract - The objective of this study is to know the most dominant grammatical error made by the seventh-grade students of SMP Trisula Perwari 2 in writing recount text and the reason for the errors. The writer used Betty Azar’s types of error theory and Richards’ sources of error theory. The method used in this study was a descriptive analysis method to describe students’ errors and analyze the data. The research findings show that add a word error holds the first position in the most dominant errors made by the seventh-grade students of SMP Trisula Perwari 2 with 154 errors or 20% followed by other types of error with the total error of verb tense is 114 errors or 15% and spelling is 93 errors or 12%. In addition, the writer found that the students’ errors caused by interlingual transfer and intralingual transfer. The most frequent source of errors affecting the students in making recount text is intralingual transfer with a total of 437 errors (57%), which is followed by interlingual transfer in the second position with a total of 328 errors (43%).

Key Words: Error Analysis, Writing, Recount Text.

Abstrak - Tujuan dari penelitian ini adalah untuk mengetahui jenis kesalahan yang paling dominan dibuat oleh siswa kelas tujuh SMP Trisula Perwari 2 dalam menulis teks recount dan sebab dari kesalahan-kesalahan tersebut. Penulis menggunakan teori jenis kesalahan milik Betty Azar dan teori sumber kesalahan milik Richards. Metode yang digunakan dalam penelitian ini adalah metode analisis deskriptif untuk menjelaskan kesalahan siswa dan menganalisis data. Hasil penelitian menunjukkan bahwa jenis kesalahan add a word berada di posisi pertama dalam jenis kesalahan paling dominan yang dilakukan oleh siswa kelas tujuh SMP Trisula Perwari 2 dengan 154 kesalahan atau 20% diikuti oleh jenis kesalahan lainnya dengan total kesalahan verb tense adalah 114 kesalahan atau 15% dan spelling adalah 93 kesalahan atau 12%. Selain itu, penulis menemukan bahwa kesalahan siswa disebabkan oleh interlingual transfer dan intralingual transfer. Sumber kesalahan yang paling sering mempengaruhi siswa dalam membuat teks recount adalah intralingual transfer dengan total 437 kesalahan (57%) yang diikuti oleh interlingual transfer di posisi kedua dengan total 328 kesalahan (43%).

Kata Kunci : Analisis Kesalahan, Menulis, Teks Recount

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DOI: https://doi.org/10.31294/wanastra.v14i2.12818

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