Error Analysis On Main Aspect Used In Narrative Text Written By The Third Semester Students Of English Education Program Of STAIN Palangka Raya Academic Year 2013/2014

Taraneka, Rulena (2014) Error Analysis On Main Aspect Used In Narrative Text Written By The Third Semester Students Of English Education Program Of STAIN Palangka Raya Academic Year 2013/2014. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

The fundamental purpose of this study was to describe the types and causes of errors of the main aspect used in narrative paragraph written by the students. The research was conducted inB class of Writing II Subject of the Third Semester students of English Education Study Program of STAIN Palangka Raya in Academic Year 2013/2014. The types and causes of errors were analyzed was based on the Dulai’s theory which consist of nine types of errors and four causes of errors. The processes of analyzing the errors made by students wereusing 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 techniques, namely: (1) test and (2) documentation. In analyzing the data, it was used several techniques, namely: (1) identifying errors, (2) describing errors, (3) explaining errors, (4) errors evaluation. The sample of this study were 19 students who have studied about Narrative Text material.
The result of this study was as follows: (1) from 19 students, there were 317 errors in writing the main aspect used in narrative paragraph. The errors were spread in 4 types of errors based on the Dulai’s theory. The highest frequency errors made by the students were misformation of verb tense by 210 errors (66,24%). The second errors were omission of verb tense by 50 errors (15,77%). The third errors were addition of verb tense 41 errors (12,93%). The fourth errorswere misordering of verb tense by 6 errors(1,89%).The fifth errors were misformation of transitional signal by 6 errors (1,89%).The sixth errors were omission of transitional signal by 2 errors (0,63%). The seventh errors wereaddition of transitional signal by1 error(0,31%). The Eighth errors were misformation of adverb of frequency by 1 error (0,31%). There was no students who did errors in misordering of transitional signal, Omission of adverb of frequency, addition of adverb of frequency and misordering of adverb of frequency. (2) There were305 errors made by the students categorized in 4 causes of the errors which are: The highest frequency errors’ cause of the students’errors was developmental error by 170 errors (56,06%). The second cause of errors was other error by 131 errors (43,27%).The third cause of errors was interlingual error by 3 errors (0,98%). The lower frequency was ambiguous error by 1 error (0,33%).
The common types of errors occurred by the students weremisformation of verb tense, and the common causes of errors occurred by the students weredevelopmental errors

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