This research is conducted to analyze the common errors in writing spoof
text made by the students at the eleventh grade of SMAN 15 BONE and describe the
causes of error.
The subject of this research is the students of SMAN 15 Bone at eleventh
grade at social program. In this research, the researcher uses descriptive qualitative
method.
After analyzing the students’ error made by the students, there are four types
of errors; omission, addition, misformation and misordering. Common errors are done
on the first type of omission. The researcher concludes that common errors appear in
omission. Mostly errors made by the students are caused by inter lingual errors.
A. Conclusion
Based on the result of data analysis and discussion in the previous chapter,
the researcher concludes that students of the eleventh grade of SMAN 15 BONE at
social program are make errors in writing spoof text In the types of errors includes
omission, addition, misformation and misordering. The conclusion of this research, as
follows:
1. The common errors
The students make the common errors in omission. The students make
errors in writing spoof text is caused by inter lingual errors and intra lingual errors
but in this research, the researcher finds out the causes of the common errors make
by students is inter lingual error because the usage of the mother tongue by the
students who have not known the rules of target language.
2. The causes of errors
The researcher finds out the causes of the common errors make by the
students. It is inter lingual error because many students make error caused of their
mistake to put the word in sentence, the students also write by using form of their
mother tongue, students often repeat their mistake by carelessness in writing,
sometimes the students do not pay attention in writing. The students also often
forget the meaning, the form even mistake when they are writing.
B. Suggestion
Error is something unavoidable in teaching and learning process of foreign
language. Therefore it can be improved by learn more about both enhance
vocabularies and grammatical function. Here are some suggestions that hopefully can
be applied in teaching and learning process.
1. For the English teacher
Based on the recent findings show that students still made errors in
surface strategy taxonomy, especially in omission. The lack knowledge about the
rule of writing is the one of many problems that caused students became confuse
in written process, so they still make errors. The teacher should be able to increase
and improve their student’s knowledge and their knowledge about writing
composition especially in omission. The teacher also gives motivation for the
students to practice their ability in various aspects of English skill.
2. For the next researcher
Here, the researcher suggests to the next researcher can analyze the types
and the causes of errors in writing spoof text 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 can analyze by
using the different manner. And also the next researchers are expected to extend
this research. So, the reader will have better and deeper understanding related to
the study.

STAR20200017

17/2020

Perpustakaan Pusat

Tersedia