AN ERROR ANALYSIS ON THE USE OF SIMPLE PRESENT TENSE IN
DESCRIPTIVE WRITING MADE BY THE TENTH GRADE STUDENTS OF MA
MUHAMMADIYAH 1 PALEMBANG
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Institusion
Universitas Islam Negeri Raden Fatah Palembang
Author
HENDRIYANI, TUTY
Subject
Datestamp
2021-09-20 06:50:55
Abstract :
The objectives of this research were to investigate the kinds of errors and the most dominant error on the use of simple present tense in descriptive writing made by the tenth grade students of MA Muhammadyah 1 Palembang. This research is designed as qualitative in the form of research. The subjects of this research were 27 tenth grade students which were chosen by using purposive sampling. To analyze the data, the researcher collected the data from the students first, and then identified the errors by circling them, after that the researcher classified the errors by using surface strategy taxonomy by Dullay, Burth and Krashen (1982), calculated the data taken, and the last made the percentage in each category. The result showed that there were 103 items of errors found in student?s writing. The most dominant errors found in omission with the percentage was 57.28% (59 errors). After that, misformation errors found in students? writing was 25.24% (26 errors), addition errors found was 11.65% (12 errors), and the last misordering was 5.82% (6 errors)
The objectives of this research were to investigate the kinds of errors and the most dominant error on the use of simple present tense in descriptive writing made by the tenth grade students of MA Muhammadyah 1 Palembang. This research is designed as qualitative in the form of research. The subjects of this research were 27 tenth grade students which were chosen by using purposive sampling. To analyze the data, the researcher collected the data from the students first, and then identified the errors by circling them, after that the researcher classified the errors by using surface strategy taxonomy by Dullay, Burth and Krashen (1982), calculated the data taken, and the last made the percentage in each category. The result showed that there were 103 items of errors found in student?s writing. The most dominant errors found in omission with the percentage was 57.28% (59 errors). After that, misformation errors found in students? writing was 25.24% (26 errors), addition errors found was 11.65% (12 errors), and the last misordering was 5.82% (6 errors)
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