Interlanguage Errors In Writing Descriptive Text Made By Eight Grade Students Of SMP N 2 Gatak Sukoharjo In 2014/2015 Academic Year

摘要

This study aims at describing the interlanguage errors in decriptive text made by eightudgrade students of SMP N 2 Gatak Sukoharjo, identify the types of mhorpological errors,udsyntactical errors and discourse errors, describing the freqwency of each type of errors,udexplain the dominant type of error, and identify the source of error. The type of this reseach isuddescriptive qualitative reseach. In collecting the data, the writer uses elicitation technique anduddocumentation. The data are analyzed using error analysis theory based on surface taxonomyudstrategy and linguistic category taxonomy by James (1998) there are steps to collect data,udnamely: the writer gets the data by asks the students to produce descriptive text, the writerudidentify the errors sentence production, the writer classifies all of the errors sentences of theudstudent‟s composition based on the type of errors, the writer writes all the errors sentencesudinto a list and used them as the data. The collected data are analyzed by using Selinkerudinterlanguage theory, Carl James, Brown, and Corder the notion of errors, Dulay, Burt andudKharasen classification of errors theory, Eberton, Norrish describing the freqwency of error,udBrown, Norrish, and Richard source of errors theory.udThe results of the reseach show that the eight grade students of SMP N 2 Gatak stilludmake 406 errors in their composition. The writer finds the errors from 47 texts productionudmade by the students, there are three classifications of error based on the combination ofudlinguistic category and surface strategy taxonomy, there are: Morphological Errors 39,90%udwhich cover: Omission of („s) as Possessive Marker 16,00%, Misspelling 15,51%, Omissionudof (-s) as Plural Marker 3,94%, False Friends 2,70%, and Code Switching (The Use ofudIndonesian Word) 1,72%., Syntactical Errors 55,42% covering: omission of BE as Full Verbud19,95%, addition of BE 8,37%, Miselection of Pronoun as Subject 7,63%, Omission ofudPronoun as Subject 1,47%, Omission (-s) of Verb for third person in singular 4,18%,udMiselection of Verb form 3,94%, Addition of Article 2,95%, Omission of Prepositionud2,46%, and Misordering 1,97%., Discourse Errors are cohesion error from reference 4,68%,udand text structure errors which covers 27 texts production.udThe dominant errors found is omission of Be as full verb in syntactical errors withudtotal number of errors are 81 errors or 19,95% of errors. The reseacher also finds 2 dominantudsource error, namely: Interlingual transfer and intralingual transfer. The result of this study isudthat most of the students still make errors in expressing their ideas. Therefore, there isudnecessity of remedial teaching.