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Error Journal 1
Error Journal 1
Error Journal 1
A Graduating Paper
By:
ANISA FITRIYANI
113 09 122
Bismillahirrohmanirrohim
Hereby the writer declares that this graduating paper is made by the writer herself,
and it is not containing materials written and has been published by other people
and others peoples idea except the information from the references.
The writer is capable to account to his graduating paper if in the future it can be
proved of containing others idea or in fact, the writer imitates the others
graduating paper.
Likewise, the declaration is made by the writer, and he hopes that this declaration
can be understood.
The Writer
AnisaFitriyani
NIM : 11309122
MOTTO
Thanks to my beloved mother and father for your endless struggle to give the best
things to me.
AssalamualaikumWr.Wb.
Allah for the blessing given to the writer, so the writer can finish this graduating
State Institute for Islamic Studies (STAIN) Salatiga. Peace and Blessing be upon
In this occasion, the writer would like to express great honor and deepest
gratitude for people who gave guidance, support, advice and motivation. These
1. Dr. Imam Sutomo, M.Ag as the Rector of State Institute for Islamic Studies of
Salatiga.
STAIN Salatiga.
3. SetiaRini, M.Pd as the writers counselor who has educated, guided, directed,
and given recommendations to the writer from the beginning until the end.
the readers and people who need the information related with the content of this
paper.
WassalamualaikumWr.Wb.
The Writer,
AnisaFitriyani
Text Made by Students at Tenth Grade of MAN 1kota Magelang Academic Year of
Key Words: Error Analysis, Word Order, Recount Text, Noun Phrase,
descriptive qualitative.
TABLE OF CONTENTS
TITLE........................................................................................................ i
DECLARATION ....................................................................................... ii
ATTENTIVE COUNSELOR NOTES ....................................................... iii
CERTIFICATION PAGE .......................................................................... iv
MOTTO .................................................................................................... v
DEDICATION........................................................................................... vi
ACKNOWLEDGMENT ............................................................................ vii
ABSTRACT .............................................................................................. ix
TABLE OF CONTENTS ........................................................................... x
LIST OF TABLES ..................................................................................... xii
CHAPTER I INTRODUCTION
A. Background of the Study ....................................................................... 1
B. Limitation of the Study.......................................................................... 4
C. Statement of the Problem ...................................................................... 4
D. The Objectives of the Study................................................................... 4
E. Significance of the Study ...................................................................... 5
F. Theoretical point of view ...................................................................... 6
G. Review of Previous Study .................................................................... 8
H. Outline of the Graduating Paper ............................................................ 9
CHAPTER II LITERATURE REVIEW
A. Basic Concept of Error Analysis .......................................................... 11
1. Definition of Error Analysis ........................................................... 12
2. Differences Between Error and Mistake ......................................... 14
3. Cause of Error ............................................................................... 15
B. Basic Concept of Word Order .............................................................. 17
1. Word Order in Declarative Sentence............................................... 17
2. Word Order in Noun Phrase 18
C. Recount Text ... ....... 24
CHAPTER III METHOD OF THE STUDY
A. Method of The Study ............................................................................ 26
1. Type of The Study ... ........ 26
2. Setting of The Study ............ 27
3. The Object of The Study .............. 27
4. The Method of Collecting Data ................... 28
5. Technique of Analysis Data ................ 29
B. The Profile of Madrasah Aliyah Negeri 1 Kota Magelang...................... 30
1. Geographical Location of MAN 1 Kota Magelang
... ....................... 30
2. History of MAN 1 Kota Magelang .................. 30
3. Visions, Missions and The Goals of MAN 1 Kota Magelang
... ....................... 31
4. Physical Condition of MAN 1 Kota Magelang ....................... 32
5. The Condition of Madrasah Committee and The Teachers
...................... 33
6. The Facility of MAN 1 Kota Magelang .................. 36
7. The Condition of Respondents ................ 37
CHAPTER IV ANALYSIS DATA
A. The Kinds of Word Order Error in Recount Text Made by Students at
Tenth Grade of MAN 1 Kota Magelang Academic Year of 2013/2014 . 40
B. The Factors that Caused Word Order Error in Recount Text Made by
Students at Tenth Grade of MAN 1 Kota Magelang Academic Year of
2013/2014 ............................................................................................ 68
C. The Discussion of Findings ................................................................... 89
CHAPTER V CLOSURE
A. Conclusion ........................................................................................... 91
B. Suggestion............................................................................................. 92
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDIX
LIST OF TABLES
INTRODUCTION
language and the form of language. In addition, the form of language consists
of word order, word formation, word choice, etc. Valyn and Lapolla (1997)
say that strongly professed that in English and many other languages, the
utterance.It means that word order becomes a factor that influential in creating
good sentences. A sentence has to have the word in order to make a sense and
object, and verb in sentences. Whereas word order refers more generally to the
order of any set of elements, either at the clause level, or within phrases, such
language learning is a process that involves trial and error, so learners cannot
avoid mistake in the study of language. By making errors, learners will build
their new knowledge to use the target language as Littlewood states that
means of building learners abilities because they can learn something from
phrase, clause, and sentence in English. So it will cause error in learning and
comprehend English and they have lack ability to think in English so it makes
errorsare clearer when the learner make a written text.One kind of written text
that engenders an error is recount text. Writing recount text is one of the
process and need good understanding on word order. In this case, the strong
since elementary school, but there are some students who still make word
order error in writing, especially in recount text. The problem also faced by
students in tenth grade of MAN 1 Kota Magelang that located in Jln. Raya
Payaman No. 1 Magelang. This error caused by the way of students who still
that different with the basic standards of English form. Beside that, the
learning process that focused in student work sheet (LKS) make student
Used in Recount Text Made by Students at The Tenth Grade of MAN 1 Kota
Magelang Academic Year of 2013/2014 to know the errors and problem
recount text made by students at the tenth grade of MAN 1 Kota Magelang,
1. What kinds of errors in the usage of word order in recount text committed
Based on statement of the problem above, the aims of this research can be
formulated to:
1. To find the kinds of word order errors used in recount text committed by
2. To find the dominant factor that caused word order errors in recount text
The result of the study can show the students progress in learning word
order, so it can be used as a reference for the teacher about what technique or
ability.
The result of the study can show to the students about the errors they
made, so by read the analysis they can know their fault and know the right
the study, the writer can improve the knowledge about the average of students
ability in mastering English, so the writer can find the best way to teach
1. Error analysis
a. Definition of error
analysis may be carried out in order to (a) find out how well someone
knows a language, (b) find out how a person learns a language, and (c)
linguistics.
because the students does not know what is the correct, whereas
knows.
2. Word order
other.
consist of subject and predicate. From this elements, there are some
pattern can be arrange, but the common order that usually used in
but do not have a subject and verb. Whereas, noun phrase is a phrase
other nouns in the possessive case. The simple structure of noun phrase
3. Recount text
language to keep the past alive and to interpret the experience. Based
on the definition of recount, this textis about retelling events for the
they are:
and why,
In this study, the writer takes two previous studies as comparison for
the study. The first study is Error Analysis of Grammar Usage in English
2011. In hisstudy, the writer found that there aresome errors in English
misspelled word, disagreement in past tense, word order etc. It is about 4,78%
in Academic Year 2010/2011 by Siti Nur Rosidani. In this study, the writer
student at senior high school. The result of the study shows that the most
mistake made by student are the usage of verb group, such as verb agreement,
The present study deals with error analysis of word order used in
with the previous studies is the present study analyzes word order error in
recount text.
The graduating paper is divided into five chapters that consist of:
Chapter I contains the background of the study, the limitation of the problem,
the statement of the problem, the objectives of the study, the significance of
the study, definition of key terms, review of previous researches, and outline
theoretical foundation which includes the meaning and the rule of word order,
the notion of error analysis, the differences between error and mistake,
Chapter III provides the methodology of the study and data about general
description of MAN 1 Kota Magelang deal with the history, school condition,
Chapter IV explains the analysis data and description of study that includes
the number of errors and identification of errors, the kinds of errors, the
factors that caused the errors, the dominant factors that caused the errors, and
LITERATURE REVIEW
This chapter is shaped by three main theories that consist of error analysis, word
order, and recount text. The first theory explains about definition of error and
error analysis, differences between error and mistake,and the cause of error. The
second theory relates to definition of word order and the rule. The third theory
presents the definition of recount text, the kinds and the language features of
recount text.
Children who learn foreign languagealways commit with the mistake that it
target language. Chomsky (1965) points that language that children hear is full
of tongue and it does not provide with the information they need. These
incorrect data cause the children can not understand the material and make
systematic deviation, when a learner has not learnt something and consistently
gets it wrong. Based on the explanation, can be concluded that error is related
with the knowledge and understanding of students about the target language.
Errors show conclusively that learners do not simply memorize target
build up hypotheses about the English language from his or her limited
as a marker of past tense and is as a marker of present tense, e.g. one day it
was happened.
analysis is the study of errors made by the second and foreign language
learners. Error analysis may be carried out in order to (a) find out how well
someone knows a language, (b) find out how a person learns a language,
Crystal (in Hasyim, 2002:47) also states that error analysis is a technique
for identifying, classifying and systematically interpreting the
the process of language learning since they do not reflect a defect in our
performance failure.
a. Identification of errors
are compared with the normal and correct sentences in the target
language .
b. Describing error
In this step, the errors are classified into word order categories
c. Explanation of errors
words, in this step the writer tries to explain how and why a sentence
called to be erroneous.
d. Evaluation of errors
study, the writer uses evaluating the errors as a step that involves
drawing conclusion.
about mistake. Error and mistake are different, but some people still
case the learner has been taught the right form of the language, sometimes
the students get it right but sometimes he makes a mistake and uses the
wrong form.
memory, confusion, slips of the tongue and so on. In other word, it means
that if the learner is inclined and able to correct a fault in his or her output,
it is assumed that the form he or she selected was not the one intended, it
disinclined to make the correction, we assumed that the form the learner
3. Cause of Error
from the students itself or from the other person. Norrish (in Hasyim,
2002:47) classifies the causes of error into three types that is carelessness,
a. Carelessness
teachers will admit that it is not always the students fault if he loses
them.
b. First language
matter of habit formation. When someone tries to learn new habits the
old ones will interfere the new ones. This cause of error is called the
c. Translation
into the target language word by word. This probably the most common
cause of error.
Another expert who also discusses the cause of errors is Pit Corder
(in SitiKhodijahSkripsi, 2006:9) who claims that there are three major
b. Over-generalization
Error can appear because of the teaching process itself and error
material is well chosen, graded and presented with meticulous care, the
meaningful sentence.
of subject, verb, object, adverb, and complement. But, in this study, the
and object because the lesson of English sentences in tenth grade just
c. When there is an indirect object and also direct object, the indirect
maybe split up into two parts so S located between them or p-S-P. For
example in the sentence that beginning with unstressed there, itindicates the
consist of pre modifier, head and post modifier. Burthon and Noel
1) The Head
is the head noun. In English, the head noun becomes the center of
attraction of the noun phrase. This part cannot be omitted from the
2) Pre-Modifier
Some dependents may precede the head and others may follow it.
i. Article: the, a, an
iii. Possessive pronoun: my, your, our, their, hi, her, and its.
determiners.
enough many
what several
whose, more
which much
wh + ever little
Peters plenty of
loads of
and noun.In pre- modifier, there are three major structural that
comprise with:
an internal memo
occasion+ noun
function function
3) Post-Modifier
headword.
in this phrase and the word before of becomes the head word.
C. Recount Text
Recount is unfolding of a sequence of events over time (Derewianka
past alive and to interpret the experience. Since recount tells about the past
made of verbs (action words) and of adverbs to describe or add more detail to
verbs. Based on the definition of recount about retelling events for the purpose
of informing and entertaining, a recount text has text organization that consists
d. orientation, that provides the setting and introduces participants about the
b. Use of simple past tense, simple past tense indicates a completed action
about what happened in the past at the specific time (Pyle, 2001:110)
c. Use of material processes or action verb, such as went, saw, left, etc.
the sentence such as ago, yesterday, last week, etc, may show a period of
Beside that, they also say that recount text is classified into several types, such
as:
a. Personal recount text: retelling of an activity that the writer or speaker has
In chapter III, the writer would like presents the method of the study and the data
dealing with the profile of MAN 1 Kota Magelang that consist of the history of
The type of the study is qualitative and the strategy to analyze the
and facts of a given population factually and accurately. Daniel (2004: 46)
also states that descriptive studies look at the relationship between variable
occurring in particular real lives. In this study, the writer describes the
Beside that, the writer also uses qualitative method to analyze the study.
classified as science.
in Jalan Raya Payaman No. 1 Kota Magelang. In addition, the study has
been done since June 19th, 2013 until August 25th, 2013 at the tenth grade
but the writer changed the object of the study because there was no
permission from the head master of the school. Afterward the writer
decided to execute the study in MAN 1 Kota Magelang that also under
changed the grade of study from eleventh grade to tenth grade. This case
Finally the object of the study is students at the tenth grade of MAN 1
writer only took the two classes because the vice of headmaster in
curriculum of MAN 1 Kota Magelang making references to X3 and X4
classes as respondent.
situation (Robert, 2011:130). In this study, the strategy used to gather the
a. Documentation
and the history book of MAN 1 Kota Magelang. This method is used
b. Test
know the factors that caused word order errors made by students at
In this study, the writer will focus on error analysis in the usage of
word order in recount text. Therefore, in analyzing the data, the writer uses
correct sentences.
teaching learning.
J. The Profile of Madrasah Aliyah Negeri 1 Kota Magelang
level as same as with senior high school. Both of them have close
because there are Islamic subject are added in Madrasah curriculum. The
Box 288 phone (0293) 369256 Secang, Magelang. The school occupies is
July 11th 1991, Madrasah Aliyah Negeri Filial in Kotamadya Parakan was
since 1996.
goals as follow:
a. Visions
b. Missions
Madrasah.
iii. To construct and train the students life skill to intrigue and grow
madrasah citizen.
c. The Goals
i. 100% of students can remove to the next grade normatively
ii. 100% of students can pass the national exam with increasing of
iv. Supporting and motivating the students to develop potency for the
Construction : Permanent
Status : State-Owned
Building : 5549 m2
Plantation : 600 m2
b. Identity of Madrasah
Magelang
Sri Supriyadi
The vice The vice The vice headmaster The vice The vice
Counseling coordination
DRS. M. Madyan
Teachers
b. Condition of The Teacher
Table 3.1
No Name Subject
1 Drs. H. Sediyoko, M.Pd Counseling
2 Dra. Hj. Mahmudah Fiqih
3 Drs. Martono Geography
4 Drs. Chuldlori Fiqih
5 Dra. Zuidah Latifah Chemistry
6 Dra. Hj. Suminah Sociology
7 Drs. Santosa Economy
8 Dra. Hj. Listiyani English
9 Dra. Enik Dwipuryanti PPKN/ Seni Budaya
10 Dra. Eko Yuli Haryani History
11 Drs. Prasetyo Lilik Economy
12 Dra. Hj. Murdiningsih Mathematic
13 Dra. Hj. Untari Ningsih Geography
14 Asfihani Computer
15 Khoir Pamungkas, SH, M. Hum PKn
16 Akhadi, S. Ag Mathematic
17 Ruswarsini, S. Pd Physic
18 Drs. H. M. Madyan Counseling
19 Abu Zazid, S. Pd Physic
20 Dra. Winarti Sociology
21 Farida Dwi Nugraheni, S. Pd Sociology
22 M. Sulkhan, S. Pd Javanese
23 Wiwik Endang SP, S. Pd Chemistry
24 Muh Yasid, BA Aqidah Akhlaq
25 Supriyadi, S.Pd Sport
26 Ellys Rachmawati, S.Ag Quran Hadits
27 Fatoni Azis, S. Ag, M. Ag Fiqih
28 Umi Ardziah, S. Pd Indonesian Language
29 Sri Rahayuningsih, S. Pd Mathematic
30 Drs. Supriyo Puji Harjo Economy
31 Dra. Hj. Siti Zinuraini English
32 Syarif Hidayatullah, S. Ag Quran Hadist
33 Ruqiyah, S. Ag, S. Pd Indonesian Language
34 Indah Budiningsih, S. Pd Biology
35 Khoirotun Nisak, S. S Arabic
36 Muhammad Kholil, S. Pd. I Mathemathic
37 Jamaliyah, S. Pd Physic
38 Sri Supriyati Ka. TU
39 Ponijo, S. Pd Art Education
40 Asrori, S. Pd Sociology
41 Siti Ngaisah, S. Pd Quran Hadist
42 Hanny Lutfiana, S. Pd English
43 Lilik Nur Arifah, S. Pd Indonesian Language
44 Khoironi Official
45 Taufiq Kurniawan, S. Si Biology
46 Nuryani Futaekhah, S. Pd Official
47 Siti Mukaromah, SE Economy/acutance
48 Hidayat Santosa, S. Pd Sport
49 Khusnudin, S. Sos Computer
50 Yuni Nur Hamidah, S. Pd English
51 Siti Zaenah, S. Ag Economy
52 Chasanah, S. Pd Economy
53 Hasan Scout
54 Bukhori Official
55 Rozikin Official
56 Septi Wulandari, S. Pd Counseling
57 Samsudin, S. Ag Arabic
58 Latif Ismail, S. Pd Counseling
59 Sirojul Fatah, S. Ag Arabic
60 Atiqoh Jauhariyah, S. Pd English
61 Abdul Jalal Javanese
62 Agung Dwi Lasmono Computer
63 Warifatul Azizah, S. Pd Tafsir
64 Muhamad Nashir, S. Ag Arabic
class in the academic year of 2013 / 2014. The total numbers of the
classes is Dra. Hj. Siti Zinuraini. The writer also provides the list of
Table 3.4
X 3 Class X 4 Class
ANALYSIS DATA
Chapter IV explains the analysis data and discussion of the finding of study. This
previous chapter, the writer state that the data of the study are about the erroneous
A. The kinds of word order error made by students at tenth grade of MAN 1
After collecting the students task to make recount text, the writer
presents the result of analyzing data in this chapter. From this data the writer
identifies there were 113 sentences errors related with word order either in
determiner+
determiner+
determiner+
meet.
determiner + head
noun
noun
12. There were seller There were sellers who Misordering in noun
handicraft and things and other things, and modifier+ head noun
acne.
13. Im very tired after I was very tired after Misordering in noun
attend activity scout attended scout activity phrase distribution,
school. school.
finally I sat down in tired, finally I sat down and predicate, and
head noun
16. I very shock in time I was very shock when Omission of subject
know the owner hand I knew the owner of the and predicate
school. school.
S+V+O
19. In this time I new In this time I only have Misordering in noun
Day.
felt lucky because got felt lucky because she noun phrase
common people.
23. She got education She got better Omission object and
native in Jepara.
Terang.
28. When I went near it, When I went near it, Omission of subject
distribution,
adjective + head noun
noun
flower full color and colorful flower and big determiner+ adjective
head noun
36. Stopped first in the First stopped was in the Omission of predicate
stone. distribution,
41. The way very The way was very Omission of predicate
42. I and Dina very Dina and I were very Omission of predicate
distribution,
broken. broken.
47. Group we much lucky Our group was lucky Misordering in noun
noun
49. After walk more far After walked more far, Omission of subject
to buy.
51. This day I have This day I have Misordering in noun
very slippery.
fish.
place. place.
waitress.
S+V+O
63. And I very surprise And I was very surprise Omission of predicate
phrase distribution,
phrase distribution,
determiner+
67. Im and seller cake Cake seller and I turn Misordering in noun
sound.
store, I look for cake store, I looked for cake phrase distribution,
Sunda to look for Sunda Street to look for modifier+ head noun
Hyatt. Hotel.
high and face looked person and his face and misordering in
distribution,
guitarist. distribution,
determiner+ head
noun
75. After from Monas, After from Monas, the Misordering in noun
noun
Mosque
animals.
79. Then the class was Then the class was Misordering in noun
students girl run and students run and modifier+ head noun
shouted. shouted.
phrase distribution,
determiner+ head
noun
87. The place was very The place was very Misordering in noun
surround to look for the shop to look for the and misordering in
90. When I went into When I went into gift Misordering in noun
store gift, I see small, store, I see cute small phrase distribution,
headscarf cute that headscarf that suit for adjective+ head noun
91. I and Dina very Dina and I were very Omission of subject
from the temple and from the temple and and misordering in
the.
93. The house have a big The house has a big Misordering in noun
flower full color and colorful flowers and adjective + head noun
and went to watched and went to watch the modifier+ head noun
96. For some time the For some time the Misordering in noun
motor down.
class was held the test class was held test to modifier+ head noun
blood.
absent.
distribution,
103. The class noisy The class was noisy Omission of predicate
anxiety. anxiety.
begin tomorrow.
difficult. difficult.
my assignment assignment.
English.
old, big and amazing amazing big old temple adjective+ head noun
arrange modifier that should precede head noun. To make the position of error
clearer, the table below is going to show the conclusion of the data analysis.
1. In constructing sentence
b. Omission of subject 16, 22, 28, 42, 49, 55, 57, 58, 59, 77,
43, 53, 55, 58, 62, 63, 72, 73, 80, 81,
d. Omission of object 10, 18, 23, 44, 88, 89, 107, 102
indefinite pronoun) +
head noun
b. Adjective+ head noun 4, 28, 32, 37, 44, 45, 50, 54, 66, 68,
head noun
d. Noun as pre-modifier + 12, 13, 20, 22, 23, 24, 25, 26, 30, 31,
head noun 33, 34, 36, 38, 43, 51, 52, 60, 64, 67,
104, 108
head noun
g. Determiner + participial 56
As mentioned in the table above, it was indicated that there were errors
1) Omission of Subject
that the student had committed the omission error since the student
omitted the subject. Because of this omission, the sentence was out of
order and it did not make sense. So, make reference to previous
sentence, the correct sentence is After walked more far, the seller
called us.
2) Omission of predicate
the question so very difficult. The students often omit to be when they
arrange a sentence that followed by adjective, not verb. So, the correct
3) Omission of object
In this sentence, we can see that the student left out the object of the
surround the shop to look for the unique and good things.
constituent that says subject should come first, and then followed by
verb and predicate. The right sentence is This morning, the rain go
down heavily.
(noun/ verb/ adjective). So, the modifier always precede the head noun
explanation, the right phrases are that seller, Indonesian society and
my unlucky day.
B. The Factors that caused word order Errors in recount text Made By
2013/2014
To know the factor that caused word order error in recount text, the
writer used questionnairre method to collect the data. This method is chosen to
make the study effectively because of restrictiveness of the time that provided
kesalahan ini?)
Bahasa Inggris.
grammar.
ingat.
know.
belakang,
yang terlupakan.
almost equal.
terapkan.
learn.
interfere Indonesia.
material.
ke Inggris.
kalimat.
arrangement of sentence.
make sentence.
belajar.
sentence.
know.
pemahaman.
understanding.
menganalisis kalimat.
sentence.
English sentence.
Inggris.
English.
convention.
39. Lack of knowledge Kosa kata saya masih kurang dan saya
or no.
persatu dahulu.
sentence.
conventions is less.
first.
menyusun kata-katanya.
words.
Indonesian pattern.
50. Translation Saya menterjemahkan kata satu-persatu satu
paham.
the exercise.
interfere Indonesia.
pattern.
samakan semua.
with other.
knew be same.
Inggris.
occasionally do mistake.
salah.
mistake.
sering salah.
saya tahu.
I know.
interfere Indonesia.
structure.
structure.
susun.
to arrange.
konsep kalimatnya.
of sentence.
English sentence.
sentence.
Based on the data analysis above, it can be found various factors that
caused the respondents committed with error. The dominant factor that caused
word order error in recount text made by students at tenth grade of MAN 1
become important factor that influence teaching learning process to get best
result. Beside internal factor, external factor also become important element to
word in noun phrase. In addition, this study also indicates some factors that
Based on the analysis, it can be concluded that there were 113 error
sentences was made by respondent. Every sentence consists of one error and
sometimes it was more. In addition, from 113 error sentences, there were 140
word order errors was found. The sum of word order errors in constructing
Beside the errors was produced, it is also important to know the causes
that made students commit with word order error in creating recount text. It
becomes the important thing to know in order to both the teacher and
respondents can evaluate their ability and they can look for the effective way
to elevate their knowledge. From the analyzing data, it can be known that 28,
low motivation and they did not careful when making the text. Beside that, 17,
80% respondents said that the first language became the cause of error, 16,
44% indicated the lack of knowledge became the reason, 15, 07% answered
key factors that cause the error committed by respondent come from the
internal of individual him/ herself. So, it is important for the teachers to pay
more attention about the ability and interest of students when learning English
in order for the students can improve their knowledge and they can use
English better.
CHAPTER V
CLOSURE
After conducting the study, analyzing the data, and presenting the results, in this
chapter the writer is going to presents the conclusion and suggestion of the study.
A. Conclusion
the word order error in recount text committed by students at tenth grade of
1. There were 113 error sentences was found either in word order error in
Determiner (article/demonstrative/possessive/indefinite/numeral/ordinal) +
The dominant error in noun phrase is found in the pattern modifier (noun)
+ head noun that consist of 31 errors and the fewest errors occurred in
determiner + participial adjective + head noun pattern that only one
error.
2. The errors that made by students were caused by some factors that consist
dominant factor that caused the error is carelessness and the minor factor
B. Suggestion
for the students and the English teacher especially in tenth grade.
b. The students should pay more attention when the teacher explains the
writing regularly.
not only focuses on students work sheet (LKS) but also on students
should give exercise and discuss the students work directly so they
c. Teacher should ask about the previous material when the new material
will be conveyed, so that the students will remember about the lesson.
d. Although the students know the rule to arrange the word, but sometimes
they didnt know the part of speech of the word so they often commit
with errors. Based on this fact, it is important for the teachers to order
Seman, N. Abu and Other Friends. 2012. Word Order Distribution in the
English Noun Phrase. A Journal. Malaysia: Dungun Campus.
Page: 254-260. http://dx.doi.org/10.5539/ass.u8n10p254.
http://www.thefreedictionary.com/word+order 10.54.
http://www.collinsdictionary.com/dictionary/english/word-order 10.57