Error analysis in writing report text based on surface strategy taxonomy theory at the XI Grade Students of MAN 1 Padangsidimpuan

Lestari, Vivi Sri (2022) Error analysis in writing report text based on surface strategy taxonomy theory at the XI Grade Students of MAN 1 Padangsidimpuan. Undergraduate thesis, UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan.

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Abstract

This research focused on the students’ error in writing report text based on surface strategy taxonomy theory at the XI grade of MAN 1 Padangsidimpuan. The students’ problems in this research were: 1) the students’ vocabulary mastery is low, 2) the students do not know the language features in report text, 3) the students pay little attention to language features of report text in each sentence, 4) the students do not understand well how to use language features in the sentences. The formulation of the problems in this research were what types of errors are made by the students at the XI grade in MAN 1 Padangsidimpuan in writing report text? Why do the students at the XI grade in MAN 1 Padangsidimpuan do the errors in writing report text? The purposes of this research were to find out the types of errors are made by students in writing report text, to know the reasons of the students do the errors in writing report text. This research used descriptive qualitative as a method of the research. The participants of the research were 20 students of MAN 1 Padangsidimpuan in the academic year of 2021/2022. The researcher chose the students in XI grade because they are studying about report text as a topic in English lesson. Furthermore, the instrument of this research used for collecting the data were interview and written test. Based on the result, it is found that students were still lack in writing report text. They were facing some difficulties, especially in understanding the language features of report text. They were lack of vocabulary and grammatical knowledge in writing report text. There were four errors that the students made which are omission, addition, misformation and misordering. The written test shows the percentage of writing errors, including omission errors which is 31%, addition errors with a total of 17.5%, misformation errors 37.8%, and misordering errors of 13.5%. Based on the percentage, it can be seen the most dominant error made by students are in misformation (37.8%) and the lowest error made by students is misordering (13.5%). It is hoped that the students should gain more insight into the various errors, in order to make a better writing.

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