<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN COMPOSING\r\nNARRATIVE PARAGRAPH AT THE SECOND GRADE OF SMA KARTIKATAMA \r\nMETRO"^^ . "Writing is a thinking process in which getting and arranging ideas needs certain guidance,\r\nso that the students can study this skill easily. For some students writing skill is the most\r\ndifficult skill (Hadfield, 1990). It is because writing requires integrated mastery of\r\ncomprehension of topics and mastery of sentence structure and grammar. In the recent\r\ncurriculum (KTSP) of SMA it is stated that the second year students of SMA should be\r\nable to write a short paragraph in the form of narration and description about simple topic.\r\nYet, in fact, the aim of that curriculum is difficult to achieve since students still have\r\ndifficulties which are indicated by errors they make in writing.\r\nSince error analysis can lead the teacher to learn the types, sources, and the causes of the\r\nstudents’ errors in writing, especially in narrative paragraph, the writer is interested in\r\nanalyzing errors. Besides that, correcting students’ errors can be a beneficial feedback for\r\nteaching and learning process.\r\nThis research is intended to (a) identify the types of errors based on surface strategy\r\ntaxonomy and communicative effect taxonomy which are made by the students at the\r\nsecond year of SMA Kartikatama Metro in narrative paragraph writing and (b) to identify\r\nthe frequency of the four errors types based on surface strategy taxonomy and\r\ncommunicative effect taxonomy that are found in the students’ narrative writing.\r\nThe subjects of this research were 38 students of class XI at SMA Kartikatama (chosen\r\nrandomly) Metro which are taught twelve hours in a week. The instruments used in this\r\nresearch were writing test and interview. The test was used to get the data on errors made\r\nby the students in their narrative paragraph writing, while the interview was conducted to\r\nfind out the reasons why the students committed errors. After the research was conducted,\r\nthe data were analyzed and classified into four types of errors based on surface strategy\r\ntaxonomy and two types based on communicative effect taxonomy.\r\n It is found that based on surface strategy taxonomy, the students made 811 errors: 408\r\nmisformation errors (50,31%), 206 omission errors (25,40%), 126 addition errors\r\n(15,54%), and 71 misordering errors (8,75%). Meanwhile, the total number of errors based\r\non communicative effect taxonomy was 627 errors: 70 global errors (11,16%) and 557\r\nlocal errors (88,84%).\r\nIt is suggested to the English teachers that they should conduct a remedial or tutorial\r\nteaching for some parts of language area, especially, the items which the students made\r\ntheir errors."^^ . "2016-01-12" . . . . . . "Digilib Library"^^ . . . . . . . . "Andy Widiatmoko"^^ . "0513042020"^^ . "Andy Widiatmoko 0513042020"^^ . . . . . . 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