Errors Made by The Eighth Grade Students of MTs Aswaja Tunggangri in Using Ending-S in Writing Descriptive Paragraph

Iin, Rustiana, (2014) Errors Made by The Eighth Grade Students of MTs Aswaja Tunggangri in Using Ending-S in Writing Descriptive Paragraph. [ Skripsi ]

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Abstract

Keywords: error in using ending -s, descriptive text, error analysis. Grammar is one of important thing in writing certain of text such as descriptive paragraph. Ending –s is one of grammar element that should be mastered by students, because ending –s is needed in writing descriptive paragraph, for example in using simple present with singular person verb, possessive noun and plural/singular noun. However in real writing activity not all of students did well, some of them made errors. Here, discovering any possible in using ending –s made by students in their writing could be very helpful in any purposes for teacher. Thus, it was necessary to uncover what kind of errors in using ending –s made by students to know their progress in writing. Research problems in this research were: 1) What is the most dominant errors which is made by the students in using ending-S in writing descriptive paragraph?, 2) What are the sources of errors that students make in using ending-S in writing descriptive paragraph?. The objectives of this research were to uncover: 1) the most dominant errors which made by the students in using ending-S in writing descriptive paragraph, 2) the sources of errors that students make in using ending-S of writing descriptive paragraph. Research method applied in this research included; 1) descriptive with quantitative method as its design, 2) the population of this study was the eighth grade students of MTs Aswaja Tunggangri, 3) the sample was D-class which consist of 27 students, 4) the instruments that was used to collect the data was documentation, and 5) error analysis as method of analyzing data. This research found 194 errors in using ending –s made by students in writing descriptive paragraph. The most dominant error which researcher found was omission, it was 127 cases or 65.5%. This research also found out the sources of error that made by students. The first source was incomplete application of rules which had caused 33,5% of error total. Other sources of error were ignorance of rules restriction, overgeneralization, and false concept hypothesized.

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