Author (Penulis)

RIRIN PURWATININGSIH
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

12.1.01.08.0206

Abstract

ABSTRACT Recount text is one of the text type that should be mastered by the tenth grade students in Senior High School. However, the students are still lack of ability in conducting recount text. The students’ ability in vocabulary is still poor that is why they made error in their writing, and it influences their competence in writing recount text. In this study, the research purposes are: 1) to know the kinds of vocabulary error made by the students in writing recount text and 2) to find out the frequent of vocabulary error made by the students in writing recount text. This research used qualitative research as the research approach with content analysis design. The data source was the 30 students from X-Mia2 class of SMA 4 Kediri. The data were error in verb, error in spelling and error in diction in students’ writing recount text. To know the kinds of vocabulary error the steps were familiarizing and organizing, coding and reducing, and interpreting and representing. To know the most frequent error, the researcher calculated the error. The findings of this research showed that 1) there were 214 errors in three types of vocabulary errors. The total error in verb is 125 error and the percentage is 58,41%, 59 errors in diction with the percentage 27,57% and 30 errors found in spelling with the percentage 14,01%. 2) the most frequent vocabulary error found in verb with the percentage 58, 41%.After knowing the result, it can be concluded that the students still lack of vocabulary that impact in their writing, especially in writing recount text. The researcher suggest that the teacher should give more knowledge about vocabulary and make strategies in teaching and the students need to practice more in writing recount text and learn more about vocabulary usage in order to prevent the same error occurs again. Keywords: writing, recount text, error, vocabulary error, error analysis

Keyword

a

Reference

PUBLISHED

2017-02-14

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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