An Error Analysis On Introduction Text Written By Students Of State Elementary School Ngabeyan 01

Amelia, Rima and , Hepy Adityarini, Ph.D, (2024) An Error Analysis On Introduction Text Written By Students Of State Elementary School Ngabeyan 01. Skripsi thesis, Universitas Muhammadiyah Surakarta.

	PDF (Naskah Publikasi) Naskah Publikasi.pdf Download (646kB)
	PDF (Halaman Depan) Halaman Depan.pdf Download (466kB)
	PDF (Bab I) BAB I.pdf Download (133kB)
	PDF (Bab II) BAB II.pdf Restricted to Repository staff only Download (162kB)
	PDF (Bab III) BAB III.pdf Restricted to Repository staff only Download (115kB)
	PDF (Bab IV) BAB IV.pdf Restricted to Repository staff only Download (243kB)
	PDF (Bab V) BAB V.pdf Restricted to Repository staff only Download (106kB)
	PDF (Daftar Pustaka) Daftar Pustaka.pdf Download (159kB)
	PDF (Lampiran) APPENDIX.pdf Restricted to Repository staff only Download (789kB)
	PDF (Surat Pernyataan Publikasi) Surat Pernyataan Publikasi.pdf Restricted to Repository staff only Download (194kB)

Abstract

The objectives of this study are (1) to identify the types of errors frequently made by students in writing introduction texts, (2) to determine the most common types of errors in writing introduction texts, (3) to analyze the sources of errors that occur in writing introduction texts. The method used in this study was qualitative descriptive, with document review as the data collection technique. This research applied data analysis through five stages, starting from dataset reevaluation, error data collection, tabulation based on categories, identification of error sources, and drawing conclusions. Data were collected from 17 fifth-grade students at Ngabeyan 01 State Elementary School. The results of the study reveal that the most common errors made by students in writing introduction texts are omission (48%), addition (10.5%), misformation (41%), and misordering (0.5%). The most frequently occurring error is omission. The sources of errors identified are interlingual transfer accounting for 48.5% of errors and intralingual transfer contributing to 51.5% of errors. These findings underscore the significance of tailored instructional approaches to address writing challenges. By elucidating common errors and their sources, this study offers valuable insights for educators, particularly English teachers, to refine teaching strategies and foster students' writing proficiency effectively. Ultimately, it aims to contribute to the advancement of English language education, facilitating students' achievement of educational goals in both academic and practical contexts.

Item Type:	Thesis (Skripsi)
Uncontrolled Keywords:	Educational Strategies, English Language, English Writing, Error Analysis, Students.
Subjects:	L Education > L Education (General) L Education > LC Special aspects of education > LC5102 English Language Education
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	RIMA AMELIA
Date Deposited:	30 Jul 2024 02:32
Last Modified:	30 Jul 2024 02:32
URI:	http://eprints.ums.ac.id/id/eprint/125577

Actions (login required)

View Item