AN ANALYSIS OF STUDENT’S ERROR IN WRITING DESCRIPTIVE TEXT

The paper aims to find out the most typical errors and sources of error on students’ descriptive writing of the tenth grade of SMAN 3 Rangkasbitung. This study was conducted in the SMAN 3 Rangkasbitung, the 1st semester of the school year 2014-2015. The population of the research was 30 students from one class of the tenth grade of SMAN 3 Rangkasbitung and the sample was taken 30 students. The writer uses a descriptive qualitative approach and error analysis based on the aspect. As the result, the researcher found that the students made 78 errors in their descriptive writings. The errors occurred in all types of errors investigated from Azar’s give the types of errors in grammatical aspects to classified based on linguistic category taxonomies aspect. There are verb tense, omit a word, spelling, add a word, capitalization, word choice, word order, singular – plural, word form, article. The sources of error was also mostly due to interlanguage transfer. Therefore, the teachers should be more focus on teaching of verb tense then must give remedial teaching after identifying students’ error in writing also the teachers can teach students to more practices on writing.


INTRODUCTION
Writing is an important skill which must be learnt besides listening, speaking and reading, students must be able to communicate not only in oral form but also in written form. English is one of the major subjects which are examined in national examination. It means English is important to be understood by the student's to improve their English skill and to get better future. For these reasons, people need to learn English to develop their knowledge and skill for their bright future. For example, when the students wants to make a good writing, the students must give attention to formal aspects of written language such as grammar, careful selection of vocabulary and many others.
Even though writing is stated important as explained above, it is still a matter in our education. A study conducted by Ron and Valerie (1988: 3) states Writing is a form of problem solving which involves such processes as generating ideas, discovering a 'voice' with which to write, plan, set a good, monitoring and evaluating what going to be written as well as what has been written and searching for language with which to express exact meanings. Moreover, writers rarely know that unexactly to explore what they are going to write because many ideas are only revealed during the act of writing itself.
In this study, the writer focuses that there are four types of writing as a product. Based on Ken Hyland (2003: 20) the four kinds of writing as a product are: Recount, procedure, description report, and explanation. Moreover, from Ken Hyland here, there are four types of writing. Description is to give an account of imagined or factual events and phenomena. There are three the parts are called generic features use the term then in a descriptive writing : identification paragraph, description paragraph, and impression paragraph. The generic tense used in descriptive writing are simple present tense and simple present continue. In this case, the writer uses a descriptive writing to be analyzed to find the sources, and types errors in the students writing.
Its problem solving when students want to write something that already exists in the ideas so they can pour all the ideas in paper by own word used grammatical stuctures. According mention Ron and Valerie already above, however in SMAN 3 Rangkasbitung almost the students still lack of in writing skills because they have not be able to pour their ideas which they wants to write. Because they still do not understand the grammatical stucture of writing such as capitalization, comma, etc. The students also still do not understand the tenses which caused of problem the students in SMAN 3 Rangkasbitung. Therefore the writer to seek to know what kinds of types and sources of error are generally or commonly made in descriptive writing in SMAN 3 Rangkasbitung.
By considering the explanation above, the writer analyzed the students' errors in descriptive writing text. The writer intends to identify what type of errors most frequently committed by students. The writer observed an Error Analysis of Students' errors in descriptive writing text based on linguistic category taxonomies by Betty Schrampfer Azar (1989: 29). They had studied English writing especially writing descriptive texts in Senior High School. In this study, the researcher analyzed the errors based on linguistic category taxonomies by betty Schrampfer azar There are verb tense, omit a word, spelling, add a word, capitalization, word choice, word order, singularplural, word form, article (1989: 29). This type of errors has interrelationship will one another. Then, the researcher described the errors by following linguistic taxonomies because it more clear types of student's error in descriptive writing text.

METHOD
In this study, the writer uses a descriptive qualitative approach and error analysis based on the aspect. it is a kind of method that analyses the errors made by the students in responding task administered by researcher. the procedures of this study is to identify, analyze, classify, and quantify the types of error and the sources of error to evaluate the seriousness and to give the possible remedial teaching based on the types and sources of error. The writer did some steps in procedures for collecting the data are the writer give the writing task to the students, and then the students have to write the descriptive writing by following the instruction which is by the writer, after collecting the data by giving the previously prepared writing task for the students to do, also read and check the students writing and give a clue or the label that the students made on their grammatical errors, so return the students writing that already fixed, and detect the errors of the students writing, identify which one is error and which one is mistake, predict the sources of the serious errors, and make the report of the study also giving the remedial teaching such as remedial drills, lesson etc.Then this study, the writer uses the formula = F x 100% are P is percentage, F is frequency of wrong number, N is number of class, the total of this error type will be transferred to percentage.

RESULTS AND DISCUSSION
The technique of this study, the writer uses the formula = F x 100% are P is percentage, F is frequency of wrong number, N is number of class, the total of this error type will be transferred to percentage. The focuses of the analysis are on the errors in using the singularplural,word form, word choice, verb tense, add a word, omit a word, word order, incomplete sentence, spelling, punctuation, capitalization, article, meaning not clear and run on sentence. Each symbol stands for each error as follows:

Communication Strategies CoS
After analyzing the data, the writer counted the students' errors and sources of error starting from the most until the least error. The last she gave the conclusion and suggestion for this research. The analysis result of the students's errors and their sources is presented on the table as follows:  According to figure 4, it can be seen clearly the highest and least least source of error. The highest source of error is intralingual transfer with rank 67,6 % and the least source of error is context of learning with rank 32.3%. According to figure 4, it can be seen clearly the highest and least source of error. The highest source of error is intralingual transfer with rank 67,6 % and the least source of error is context of learning with rank 32.3%.

CONCLUSION
After collecting samples, identifying, classifying and calculating the errors based on the question of the study in chapter 1, "What kinds of types and sources of error the students commonly used in descriptive writing in SMAN 3 Rangkasbitung" ?, the writer found two the most typical and sources of errors on tenth grade students' descriptive writing in SMAN 3 Rangkasbitung. The details descriptions are as follows: there are two most typical of errors on students' descriptive writing. a. The first typical of errors made by the students is verb tense with 78 errors or 21.3 %. The source of this error is intralingual transfer. It is caused by the students' limitation in undestanding grammar in target language (English). The students are still confused in using verb 1 for he subject . b. The second typical of errors is omit a word 73 errors or 19.9 %. This error happened because of students' carelessness in comitting the words into the sentence. Sometimes, the students used unneccesary words in the sentence. Source of this error is intralingual transfer. The minors errors on students' descriptive writing are: a. Spelling 66 errors or 18.0 %. b. Add a word 42 errors or 11.4 %. c. Capitalization 33 errors or 9.0 %. d. Word choice 30 errors or 8.1 %. e. Word order 14 errors or 3.8 %. f. Singularplural 9 errors or 2.4 %. g. Word form 4 errors or 1.0 %. h. Article 4 errors or 1.0 %. There one most source of error on students' descriptive writing is intralingual transfer with rank 67,6 %. There is one minor source of error on students' descriptive writing. is context of learning with rank 32.3 %.