The main purpose of the study is to analyze the types of errors of the student
in using modal auxiliary in descriptive text that the students make in descriptive text.
The research method used qualitative method, which the researcher wants to
analyze the types of error in using modal auxiliary in descriptive text that the students
make in descriptive text. To collect the data, the researcher used test. The analysis the
data used collect the data, data reduction, data display, and conclusion drawing. The
subject of research is the eleventh grade of SMAN 30 Bone Class XI IPS II has 31
students. But researcher chooses 15 students for this research.
The result of the study, as follow: The students contributed the four types of
error in using auxiliary in descriptive text, those are (1) omission (2 errors), (2)
addition (16 errors), misinformation (2 errors) and misordering (7 errors).
A. Conclusion
This study collected some important information from the eleventh grade
students of SMAN 30 Bone about the students’ error in using modal auxiliary in
descriptive text using Surface Strategy Taxonomy By Dulay, Burt and Kreshen.
Based on the research findings and discussion, it could be conclude. The students
contributed the four types of error in using modal auxiliary in descriptive text. There
are 2 errors in omission, the addition are 16 errors, the misformation are 2 errors and
misordering are 7 errors.
The researcher though that some errors occurred because the students’ of
SMAN 30 Bone are still confused about using modal auxiliary. They did not know
how to use modal auxiliary, how to make sentence using modal auxiliary and there is
students still wrong writing modal auxiliary.
B. Suggestion
Considering the conclusion above some suggestion are presented in this part.
This research will hopefully contribute both practical and theoretical values.
Realizing that the students are still has some problems in using modal auxiliary. In
this research, would like to give some suggestions to both the teacher and the
students.
1. For the English teacher
Because the students still have problems in using modal auxiliary, the
teacher should give more attention to them. The teacher should give exercises
continuously to their students. The teacher can also try to motivate the students
to learn English, especially about modal auxiliary.
2. For the students
The students should learn English harder. Especially learn about modal
auxiliary. So, the students’ comprehension is increased. It is also important for
the students to know their ability, by which feedback will obtained and it is
hoped that they will increase their comprehension in using modal auxiliary.
3. For the other researcher
It is suggested that other researcher may use the research results as
information or a reference to conduct the research with the similar topic in the
same design about the students’ analysis error in using modal auxiliary.

STAR20190280

280/2019

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