Error Analysis in Writing Recount Text for Senior High School Students

Abstract

Writing is a critical component of language development, particularly for second-language learners of English. Writing as the ability to express ideas, feelings, opinions that are taught and the ability to express the same thing in written form in English, which means writing is the result of thinking. The aims of the study were to identify and categorize the types of errors in writing recount texts made by eleventh grade students’ at SMA IBA Palembang and to find out the most dominant errors made by eleventh grade students’ at SMA IBA Palembang in writing recount text. The approach used in this study was quantitative descriptive. The population of this study research was 69 students. Then the researcher used random sampling and chose 35 students from 1 class as the sample. Moreover, the data of the research were collected by using writing task about recount text. The task was given two times and researcher only checked the last task. The result of the task showed that four types of errors were made by students. There were 253 errors made by students. There were ommision with 35 errors or 13.83%, addition with 13 errors or 5.14%, misformation with 195 errors or 77.08%, and misordering with 10 errors or 3.95%. It can be concluded, based on the frequency of each aspect of error, the most dominant error found in students recount text was the type of misformation with 195 of 77.0%.