STUDENTS’GRAMMATICAL ERROR IN WRITING RECOUNT TEXT

This study aimed to identify the types and sources of errors written by the students
in writing recount text at SMK Swasta Dharma Analitika Medan. This study
utilized a qualitative methodology employing a case study approach. Furthermore,
the researcher chose the tenth-grade students and observed 20 students. Data was
collected from the students‟ writing and interviews. The data were identified and
analyzed using theory of error proposed by Dulay et al‟s (1982) about surface
strategy taxonomy and theory of source of error proposed by Brown (2007).
Based on the findings of the study, four primary types of errors emerged: omission
errors, addition errors, misformation errors, and misordering errors. Misformation
was the most dominant error made by students when writing recount text, which
was 199 errors or 54%. It was followed by omission error with 70 errors or 19%.
In the third position was addition error with 58 errors or 16%. The last position
was misordering errors with a total of 42 errors or 11%. Furthermore, the errors
were caused by the influence of the Indonesian linguistic system (interlingual
transfer) and the inherent complexity of English rules (intralingual transfer).
Based on interviews conducted, it was apparent that students lacked understanding
of grammar, which was a primary driver of errors. In this study, teachers should
note that most students did not comprehend verb forms, resulting in challenges
utilizing proper grammar in writing.