DICTION ERRORS IN DESCRIPTIVE TEXT BY VIII GRADERS AT SMPN 1 KAUMAN

RAHMATULLAH APRILIANA HANDAYANI, 126203202103 (2024) DICTION ERRORS IN DESCRIPTIVE TEXT BY VIII GRADERS AT SMPN 1 KAUMAN. [ Skripsi ]

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Abstract

Handayani, Rahmatulloh Apriliana. 126203202103. Diction Errors in Descriptive Text by VIII Graders at SMPN 1 KAUMAN. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training, State Islamic Institute (UIN) of Tulungagung. Advisor: Dr. Nurul Chojimah, M.Pd. Keywords: Diction Errors, Writing, Descriptive Text English lessons at the secondary school level usually guided students to gain extensive knowledge about English, but considering that English is a foreign language, no wonder if in practicing English, students often experience difficulties which can result in students making errors, especially in writing English texts. Related to that phenomenon, then the formulation of research problems are 1) What are the common type dictions errors in the descriptive text by 8th graders at SMPN 1 Kauman?, 2) What causes dictions errors in descriptive text written by 8th graders at SMPN 1 Kauman? This research analyze based on the diction errors, therefore the aims of the research is 1) to find and analyze the dictions errors of descriptive text by grade VIII students, 2) to conclude the causes of students‟ dictions errors in descriptive text. The method used in this research was qualitative descriptive method. Data collection was carried out at SMPN 1 Kauman with a research population of grade VIII students and 15 students of class VIII-E were selected as research samples based on a purposive sampling technique. The results of this research prove that there are diction errors in students' descriptive texts. It is show that the common types of errors made by 8th graders of SMPN 1 Kauman lie in adjectives with the total number of errors are eight and six errors also lay in nouns and verbs. Meanwhile, there was only one error found in conjunction. Moreover, the cause of the errors divided into three types namely lack of proficiency and proofreading, lack of practice, lack of teacher feedback and students‟ understanding.

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