This research was conducted to analyze the common errors in writing speech
made by the students at the sixth semester of English study program especially 15
TBI 1 and 15 TBI 3 of IAIN Bone and described the causes of errors.
The subject of this research was students of English study program consisted
five students each class. In this research, the researcher used descriptive qualitative
method.
After analyzing the students’ error made by the students, there were four
types of errors; they are omission, addition, misformation and misordering. Common
errors found on the second type of addition especially on simple addition error. The
researcher concluded that common errors appeared in addition especially in simple
addition. Mostly errors made by the students were caused by carelessness
A. Conclusion
Based on the result of data analysis and discussion in the previous chapter,
the researcher concluded that students of the sixth semester of English study program
of IAIN Bone were made errors in writing speech script in the types of errors
included omission, addition, misformation and misordering and the students made
the common error in addition, especially in simple addition. The students made
errors in writing speech script was caused by carelessness, translation and first
language but in this research, the researcher found out the causes of the common
errors made by students was carelessness because the students often make sentences
carelessly, so they had many errors in their writing.
B. Suggestion
Error was something unavoidable in teaching and learning process of foreign
language. Therefore, it could be improved by learn more about both enhance
vocabularies and grammatical function. Here were some suggestions that hopefully
could be applied in teaching and learning process.
1. For the English teacher
From the recent findings showed that students still made errors in surface
strategy taxonomy, especially in addition. The lack knowledge about the rule
of writing was the one of many problems that caused students became
confuse in written process, so they still made errors. The lecturer should be
able to increase and improve their student’s knowledge and their knowledge
about writing composition especially in addition. The lecturer also gave
motivation for the students to practice their ability in various aspects of
English skill.
2. For the next researcher
Here, the researcher suggested to the next researcher could analyze the types and
the causes of errors in writing speech script by the levels of language deeper and
better than this research. Then the different object such as the errors in the oral
production or the error in the students’ task. The other researcher could analyze
by using the different manner. And also the next researchers were expected to
extend this research. So, the reader would have better and deeper understanding
related to the study.

ST20180106

106/2018

Perpustakaan Pusat

Tersedia