AN ERROR ANALYSIS OF LANGUAGE USE IN WRITING RECOUNT PASSAGES CONDUCTED BY THE TENTH GRADE L2 LEARNERS

Abstract

Writing is the most difficult one among four skills, since it requires more effort to produce meaning through writing rather than organized meaning through listening and reading. This study aims to analyze the error in reference to Dullay Taxonomy and find the origins of errors in reference to Richard in language use of recount passage at the tenth grades of SMAN 10 Banjarmasin in academic year 2018/2019. This study used a descriptive qualitative design. This study's subjects were the tenth grades L2 learners in SMAN 10 Banjarmasin, from two classes, X MIA 1 and X MIA 2. The sample of this study is 60 students. The data were gathered from students’ writing and interview. The test was held three times with three different topics. Afterwards, the data were collected, identified, then classified in reference to Dullay Surface Structure Taxonomy. The researcher and the L2 teacher analyzed the data. In reference to the outcome of all of three tests, it can be concluded that the L2 learners made all of errors in reference to Dullay Surface Structure Taxonomy such as: omission, misformation, addition, as well as misordering. In reference to the interview outcome of five students, the origins of errors that L2 learners made were found Interlingual Errors and Intralingual errors.