Electronic Theses and Dissertation

Abstract name : misla nadya student no. : 1806202020038 study program : master degree in english education department : english education title : error analysis of the students’ english spoken and written descriptive text (a qualitative/ case study at sman 1 abdya) keywords: error analysis, surface structure taxonomy, omission, addition, misformation, misordering error seems as a natural process of learning. in fact, students conducted errors in the prodctive skills. therefore, this study is intended to find out types of errors the students made in spoken and written english language. this study employed the qualitative method design in which the error analysis was conducted. the subject of this study is the students in first grade of sman 1 abdya and the object of this study were the errors found in spoken and written english. the population of this research was all of students in first grade which consists of 208 students from all study programs where 25 % of the population or 52 students were taken as the sample. to collect the data. spoken and written tests were conducted. the results of students' errors in oral test show that the highest number of percentage is gained by omission as the most produced errors (61.83%) followed by misformation (18.38%), misordering (11.1%) and addition (8.69%). the written test show that the rank of percentage of errors in the written test is the same as the oral test, including omission errors, 58.38%, misformation error with a total of 16.48%, misordering error 13.89% and addition of 11.26%. the errors found when the students omitted 'to be' as the main verb or as the auxiliary verb, determiner, and disagreement on subject-verb. second, students tend to add 'to' after the modal auxiliaries such as 'can' or 'will'. third, misformation error happened when students could not form the verb correctly. last, the misordering errors were produced where the students put the randomly. some students translated the indonesian language into english. consequently, it was discovered that the errors made by students were impacted by their native language, and this is the interlanguage move. this prompted the students’ obliviousness in dominating the guidelines of structure of english for the explanation. they neglected to put the right tenses, the right types of action words, the right word request, their newness of utilizing articles, and their insufficiency to make good sentences in english.