An Analysis Of Error In Writing Recount Text By Tenth Grade Students In SMA Negeri 4 Pekanbaru

Febriyanti, Salsanabilah (2022) An Analysis Of Error In Writing Recount Text By Tenth Grade Students In SMA Negeri 4 Pekanbaru. Other thesis, Universitas Islam Riau.

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Abstract

This analysis of errors in writing recount text. The goal of this study is to learn about and assess the errors made by tenth grades science students at SMAN 4 Pekanbaru in composing recount texts in Academic Year 2021 / 2022. The descriptive technique was utilized in this study, and the researcher reported the findings of the analysis by explaining the data gathered. The measurement technique and indirect observation approach were employed to acquire data. Some questions and an indirect test are used to obtain data. This study relied on qualitative methodologies. A case study was chosen as the research design. In addition, the author choose 30 students from the 10th grade to observe. To gather information from several students and an English teacher, the author employed a written test and an online interview. Based on the findings of this study, some students, according to the author, make a variety of mistakes (omission, addition, selection, and misordering). The most common form of error is to be and grammar. Most of students are very confused and do not understand to create the sentences. The writer discovers the following errors as a result of the test: errors in using the correct verb (45%), errors in using the correct to be (35%), and errors in using the correct noun phrase (20%). The writer concluded, based on the findings and discussion of the research, that the most common error made by students is the use of verb. Due to the findings and discussion of the results, The author concluded that the kids were still having difficulty with word order. As a result of the findings, students should study and understand more about word order, particularly how to use it in recount texts. They should learn more about grammar in order to improve their knowledge and reduce their mistakes in student word order. The teacher, as a facilitator, should therefore be able to accommodate the student's requirement for any material

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