CHAPTER IVFINDING AND DISCUCCION4.1

CHAPTER IVFINDING AND DISCUCCION4.1
CHAPTER IV
FINDING AND DISCUCCION

4.1 The students grammatical error in writing recount text
In collecting data, the writer used instrument namely writing test, this research was take place in PERTI Senior High School Padang. The participants of the reseacrh were grade PERTI Senior High School Padang, which consist of 20 students. Based on the result of data analysis, the writer fount that the students in PERTI Senior High School wrote grammatical error in writing recount text. Specifically, the writer divided grammatical errors written by tenth year students of PERTI Senior High School into five types. They are 52,5 % in using verb form/ simple past tense, 50% in using omission, 57,5% in using addition verb, 42,5% in misinformation and 52,5% in misordering. The writer explains the types of grammatical errors written by the tenth year students of PERTI Senior High School as follows:
4.1.1 Errors in using verb form/ simple past
From the result of data analysis, the researcher found that 52,5% of the total sample (11 of 20 students) wrote errors in using verb form/ simple past. It is also high percentage of students’ grammatical errors in writing a recount text.(see appendix 5)



4.1.2 Errors in omission verb
From the result of data analysis, the researcher found that 50% of the total sample (10 of 20 students) wrote error in omission verb in writing recount text. (see appendix 5)
4.1.3 Errors in addtional verb
From the result of data analysis, the researcher found that 57,5% of the total sample (13 of 20 students) wrote error in addition verb in writing recount text. it also highest the students error in writing recount text. (see appendix 5)
4.1.4 Error misinformation
From the result of data analysis, the researcher found that 42,5% of the total sample (8 of 20 students) wrote error in misinformation in writing recount text. (see appendix 5)
4.1.5 Error misordering
From the result of data analysis, the researcher found that 52,5% of the total sample (11 of 20 students) wrote error in misordering in writing recount text. (see appendix 5)
4.2 Discussion
Based on the result of writing a recount text, the writer concluded that 52,5 % students wrote error in using verb forn/ simple past tense, 50% students wrote error in using omission, 57,5% students wrote error in using addition verb, 42,5% students wrote error misinformation and 52,5% students wrote error in misordering. In order to be clear, the writer disscusses as follows:
4.2.1 Error in using verb form/ simple past
Based on the result of data analysis, the most grammatical errors written by the students in PERTI Senior High School Padang in using verb form. It was shown that 52,5% of the total of sample wrote error in using verb form/tense in writing recount text. It indicated that the students did not understand about the use of verb tense/ tense in writing recount text. They still used the wrong verb and tense. They used simple present tense in sentences that should use simple past tense. Here are some examples of the students’ error in using tense.
1. One day, my family go to the carocook beach.
2. Last week, I have accident in ulak karang street.
3. My mother ask me to put the flowers.
The correct sentences are:
1. One day, my family went to carocok beach
2. Last week, i got accident in ulak karang street.
3. My mother asked me to put the flowers.
4.2.2 Error in omission
From the result of data analysis, it is shown that 50% of the total sample wrote error omission in writing recount text (see appendix 5). It indicated the students had to improve their understanding about the use of omission in writing recount text. They still did not use omission in the part that must use omission. There are some examples error in omission:
1. my hometown is best place in the world.
2. We are a best students in my school
The correct sentences are:
1. my hometown is the best place in the world.
2. We are the best students in our school
4.2.3 Error in addition
From the result of data analysis, it is shown that 57,5% of the total sample wrote error addition in writing recount text (see appendix 5). It also the highest error that the students wrote in writing recount text. It indicated the students had to improve their understanding about the use of addition verb in writing recount text. They still confused use addition verb in writing recount text. There are some examples error in addition:
1. i see a beautifull sunset in the beach
2. the mans make me afraid.

The correct sentences are:
1. i saw a beautifull sunset in the beach
2. the men make me afraid
4.2.4 Error in misinformation
Based on the result of data analysis, it is shown that 42,5% of the total sample wrote error misinformation in writing recount text (see appendix 5). There are some examples error in misinformation:
1. my father drinked a bottle of cocacola.
2. My sister sayed to open the window
3. The woman runned to me.
The correct sentences are:
1. My father drank a bottle of cocacola
2. My sister said to open the window
3. The woman ran to me.
4.2.5 Error in misordering
From the result of data analysis, it is shown that 52.5% of the total sample wrote error missordering in writing recount text (see appendix 5). It indicated the students had to improve their understanding about it. There are some examples error in missordering:
1. what you are looking at me?
2. My mother asked me, why i am laughing.
The correct sentences are:
1. What are you looking at me?
2. My mother asked me, why am i laughing?

The writer found there were many mistake that the students done in writing recount text. Not only in grammatical but in vocabulary, mechanic and ideas the students are lack about it.

Dari:
Ke:
Hasil (Bahasa Indonesia) 1:
BAB IVMENEMUKAN DAN DISCUCCION4.1 kesalahan tata bahasa siswa dalam menulis teks Mengumpulkan data, penulis instrumen digunakan yaitu menulis tes, penelitian ini adalah mengambil tempat di Persatuan Tarbiyah ISLAMIYAH SMA Padang. Peserta reseacrh adalah kelas Persatuan Tarbiyah ISLAMIYAH SMA Padang, yang terdiri dari 20 siswa. Berdasarkan hasil dari analisis data, sumber penulis bahwa para siswa dalam Persatuan Tarbiyah ISLAMIYAH SMA menulis kesalahan dalam menulis teks. Secara khusus, penulis dibagi kesalahan tata bahasa yang ditulis oleh mahasiswa tahun kesepuluh dari Persatuan Tarbiyah ISLAMIYAH SMA menjadi lima jenis. Mereka adalah 52,5% dalam menggunakan bentuk kata kerja / sederhana masa lalu tegang, 50% dalam menggunakan penghilangan, 57,5% dalam menggunakan kata kerja tambahan, 42,5% di informasi yang keliru dan 52,5% di misordering. Penulis menjelaskan jenis kesalahan tata bahasa yang ditulis oleh mahasiswa tahun kesepuluh dari Persatuan Tarbiyah ISLAMIYAH SMA sebagai berikut:4.1.1 kesalahan dalam menggunakan bentuk kata kerja / memaafkanDari hasil analisis data, peneliti menemukan bahwa 52,5% dari jumlah sampel (11 dari 20 siswa) menulis kesalahan dalam menggunakan bentuk kata kerja / memaafkan. Hal ini juga tinggi persentase kesalahan tata bahasa siswa dalam menulis teks.(lihat Apendiks 5)4.1.2 kesalahan dalam penghilangan kataDari hasil analisis data, peneliti menemukan bahwa 50% dari jumlah sampel (10 20 siswa) menulis kesalahan dalam penghilangan kata dalam menulis teks. (lihat Apendiks 5)4.1.3 kesalahan dalam kata kerja tambahanDari hasil analisis data, peneliti menemukan bahwa 57,5% dari jumlah sampel (13 20 siswa) menulis kesalahan dalam penambahan kata dalam menulis teks. itu juga tertinggi kesalahan siswa dalam menulis teks. (lihat Apendiks 5)4.1.4 kesalahan misinformasiDari hasil analisis data, peneliti menemukan bahwa 42,5% dari jumlah sampel (8 20 siswa) menulis kesalahan pada informasi yang keliru dalam menulis teks. (lihat Apendiks 5)4.1.5 kesalahan misorderingDari hasil analisis data, peneliti menemukan bahwa 52,5% dari jumlah sampel (11 dari 20 siswa) menulis kesalahan dalam misordering dalam menulis teks. (lihat Apendiks 5) 4.2 diskusi Berdasarkan hasil dari menulis teks, penulis menyimpulkan bahwa 52,5% siswa menulis kesalahan dalam menggunakan kata kerja forn / sederhana masa lalu tegang, 50% siswa menulis kesalahan dalam menggunakan kelalaian, 57,5% siswa menulis kesalahan dalam menggunakan kata kerja tambahan, 42,5% siswa menulis kesalahan informasi yang keliru dan 52,5% siswa menulis kesalahan dalam misordering. Untuk menjadi jelas, penulis disscusses sebagai berikut:4.2.1 kesalahan dalam menggunakan bentuk kata kerja / memaafkanBerdasarkan hasil dari analisis data, kesalahan paling tata bahasa yang ditulis oleh para mahasiswa di Persatuan Tarbiyah ISLAMIYAH SMA Padang dalam menggunakan bentuk kata kerja. Itu menunjukkan bahwa 52,5% dari total sampel menulis kesalahan dalam menggunakan kata kerja bentuk/tegang dalam menulis teks. Itu menunjukkan bahwa siswa melakukan tidak mengerti tentang penggunaan kata kerja lampau / tegang dalam menulis teks. Mereka masih menggunakan kata kerja salah dan tegang. Mereka digunakan sederhana present tense dalam kalimat-kalimat yang harus digunakan sederhana lampau. Berikut adalah beberapa contoh kesalahan mahasiswa dalam menggunakan tegang.1. satu hari, keluarga saya pergi ke pantai carocook.2. minggu lalu, aku punya kecelakaan di jalan ulak karang.3. Ibu meminta saya untuk meletakkan bunga.Kalimat yang benar adalah:1. satu hari, keluarga saya pergi ke pantai carocok2. pekan lalu, saya mendapat kecelakaan di ulak karang jalan.3. Ibu meminta saya untuk meletakkan bunga.4.2.2 kesalahan dalam penghilanganDari hasil analisis data, ditunjukkan bahwa 50% dari jumlah sampel menulis kelalaian kesalahan dalam menulis teks (lihat Apendiks 5). Yang tertera siswa harus meningkatkan pemahaman mereka tentang penggunaan kelalaian dalam menulis teks. Mereka masih tidak menggunakan kelalaian dalam bagian yang harus menggunakan kelalaian. Ada beberapa contoh error dalam penghilangan:1. asalku adalah tempat terbaik di dunia.2. kami adalah siswa terbaik di sekolah sayaKalimat yang benar adalah:1. asalku adal

Results (English) 1:

CHAPTER IVFINDING AND DISCUCCION4.1CHAPTER IVFINDING AND DISCUCCION4.1 The students grammatical error in writing recount textIn collecting data, the writer used instrument namely writing test, this research was take place in PERTI Senior High School Padang. The participants of the reseacrh were grade PERTI Senior High School Padang, which consist of 20 students. Based on the result of data analysis, the writer fount that the students in PERTI Senior High School wrote grammatical error in writing recount text. Specifically, the writer divided grammatical errors written by tenth year students of PERTI Senior High School into five types. They are 52, 5% in using verb form/simple past tense, 50% in using omission, 57, 5a in using addition verb, 42, 5a in misinformation and 52, 5a in misordering. The writer explains the types of grammatical errors written by the tenth year students of PERTI Senior High School as follows:4.1.1 Errors in using verb form/simple pastFrom the result of data analysis, the researcher found that 52, 5a of the total sample (11 of 20 students) wrote errors in using verb form/simple past. It is also high percentage of students ' grammatical errors in writing a recount text. (see appendix 5)4.1.2 Errors in omission verbFrom the result of data analysis, the researcher found that 50% of the total sample (10 of 20 students) wrote error in omission verb in writing recount text. (see appendix 5)4.1.3 Errors in additional verbFrom the result of data analysis, the researcher found that 57, 5a of the total sample (13 of 20 students) wrote error in addition verb in writing recount text. it also highest the students error in writing recount text. (see appendix 5)4.1.4 Error misinformationFrom the result of data analysis, the researcher found that 42, 5a of the total sample (8 of 20 students) wrote error in misinformation in writing recount text. (see appendix 5)4.11.5 Error misorderingFrom the result of data analysis, the researcher found that 52, 5a of the total sample (11 of 20 students) wrote error in misordering in writing recount text. (see appendix 5)4.2 DiscussionBased on the result of writing a recount text, the writer concluded that 52, 5% students wrote error in using verb forn/simple past tense, 50% students wrote error in using omission, 57, 5a students wrote error in using addition verb, 42, 5a students wrote error misinformation and 52, 5a students wrote error in misordering. In order to be clear, the writer discusses as follows:4.2.1 Error in using verb form/simple pastBased on the result of data analysis, the most grammatical errors written by the students in PERTI Senior High School Padang in using verb form. It was shown that 52, 5a of the total of sample wrote error in using verb form/tense in writing recount text. It indicated that the students did not understand about the use of verb tense/tense in writing recount text. They still used the wrong verb and tense. They used simple present tense in sentences that should use simple past tense. Here are some examples of the students ' error in using tense.1. One day, my family go to the crack beach.2. Last week, I have accident in ulak karang street.3. My mother ask me to put the flowers.The correct sentences are:1. One day, my family went to crack beach2. Last week, i got accident in ulak karang street.3. My mother asked me to put the flowers.4.2.2 Error in omissionFrom the result of data analysis, it is shown that 50% of the total sample wrote error omission in writing recount text (see appendix 5). It indicated the students had to improve their understanding about the use of omission in writing recount text. They still did not use omission in the part that must use omission. There are some examples error in omission:1. my hometown is best place in the world.2. We are a best students in my schoolThe correct sentences are:1. my hometown is the best place in the world.2. We are the best students in our school4.2.3 Error in additionFrom the result of data analysis, it is shown that 57, 5a of the total sample wrote error addition in writing recount text (see appendix 5). It also the highest error that the students wrote in writing recount text. It indicated the students had to improve their understanding about the use of addition verb in writing recount text. They still confused use addition verb in writing recount text. There are some examples error in addition:1. i see a beautiful sunset in the beach2. the mans make me afraid.The correct sentences are:1. i saw a beautiful sunset in the beach2. the men make me afraid4.2.4 Error in misinformationBased on the result of data analysis, it is shown that 42, 5a of the total sample wrote error misinformation in writing recount text (see appendix 5). There are some examples error in misinformation:1. my father drinked a bottle of cocacola.2. My sister sayed to open the window3. The woman runned to me.The correct sentences are:1. My father drank a bottle of cocacola2. My sister said to open the window3. The woman ran to me.4.2.5 Error in misorderingFrom the result of data analysis, it is shown that 52.5a of the total sample wrote error missordering in writing recount text (see appendix 5). It indicated the students had to improve their understanding about it. There are some examples error in missordering:1. what you are looking at me?2. My mother asked me, why i am laughing.The correct sentences are:1. What are you looking at me?2. My mother asked me, why am i laughing?The writer found there were many mistake that the students done in writing recount text. Not only in grammatical but in vocabulary, mechanic and ideas the students are lack about it.Dari:Ke:Hasil (Bahasa Indonesia) 1:CHAPTER IVMENEMUKAN and DISCUCCION 4.1 grammatical errors in student writing text data Collecting instrument is used, the author of the writing test, the research is taking place in Perti SMA Padang. Participants reseacrh is class Perti SMA Padang, which is composed of 20 students. Based on the results of data analysis, source author that students in HIGH SCHOOL writing Perti errors in writing the text. In particular, the author divided the grammatical errors are written by students of the tenth year of Perti HIGH SCHOOL into five types. They are 52.5% using verb form/simple past tense, 50% in the use of omission, 57,5% in using additional verbs, 42.5% in misinformation and 52.5% in misordering. The author describes a type of grammatical errors that are written by students of the tenth year of Perti SMA as follows: 4.1.1 errors in using the verb form/memaafkanDari analysis results data, researchers found that 52.5% of the total sample (11 out of 20 students) write error in using a form of the verb/forgive. It is also a high percentage of student's grammatical errors in written text. (see Appendix 5) 4.1.2 errors in omission kataDari analysis results data, researchers found that 50% of the total sample (10-20 students) write errors in omission of words in written text. (see Appendix 5) 4.1.3 errors in verb tambahanDari analysis results data, researchers found that the number of samples of 57,5% (13 of 20 students) write errors in the addition of words in written text. It was also the highest errors of students in writing the text. (see Appendix 5) 4.1.4 errors misinformasiDari the results of data analysis, researchers found that 42.5% of the total sample (8 20 students) write error on misinformation in writing the text. (see Appendix 5) error misorderingDari 4.1.5 data analysis results, researchers found that 52.5% of the total sample (11 out of 20 students) write error in text in writing. misordering (see Appendix 5) 4.2 discussion based on the results of the written text, the authors conclude that 52.5% of student writing errors in using the verb forn/simple past tense, 50% of students write error in using the gross negligence, 57,5% of student writing errors in using additional verbs, 42.5% of students writing mistakes misinformation and 52.5% of student writing errors in misordering. To be clear, the author disscusses as follows: 4.2.1 error in using the verb form/memaafkanBerdasarkan the results of data analysis, most errors of grammar, written by students in Perti SMA Padang in using a form of the verb. It showed that 52.5% of the total sample write error in using the verb tense/form in writing the text. It shows that students do not understand about the use of verb tense/tense in writing the text. They still used the wrong verb and tense. They use simple present tense in sentences in simple past tense should be used. Here are some examples of student errors in using tense. 1. one day, my family went to the beach carocook. 2. last week, I had an accident on the road ulak karang. 3. Mom asked me to lay flowers. The correct sentence is: 1. one day, my family went to the beach carocok2. last week, I had an accident in ulak karang way. 3. Mom asked me to put a flower. 4.2.2 error in penghilanganDari the results of data analysis, indicated that 50% of the total sample write failure error in write text (see Appendix 5). The students should improve their understanding of the use of the omissions in the writing of the text. They still don't use the omissions in the section to use the omissions. There are some examples of errors in omission: 1. my native is the best place in the world. 2. We are the best students in the school sayaKalimat the truth is: 1. my native adal

Results (English) 3:

章ivfinding和discuccion4.1
第四
发现和discuccion

4.1学生的语法错误在写作叙事文本
收集数据，使用仪器即写作测试的作家，本研究采取针对高中巴东。该研究的参与者等级针对高中巴东，包括20名学生。基于数据分析的结果，笔者发现在培养高中学生写的语法错误在写作叙事文本。具体来说，本文分为语法错误写的针对高中第十年级学生分为五种类型。他们是在使用动词形式/过去时52,5 %，使用省略50%，57,5 %使用添加动词，42，5%在误报和误52,5 %。笔者对语法错误的第十年级学生针对高中写的类型：
使用动词形式/简单的过去
从数据分析的结果4.1.1误差，研究者发现52,5占总样本（11 20学生）写的错误使用动词形式/简单过去。也正是在写一个叙事文本学生语法错误率高。（见附件5）



4.1.2错误省略动词
从数据分析的结果，研究者发现，总样本的50%（10的20名学生）写遗漏误差动词在写作叙事文本。（见附件5）
4.1.3错误附加动词
从数据分析的结果，研究人员发现，57,5占总样本（13 20学生）写错误除了书面叙事文本的动词。它也最高的学生的作文中的错误叙述文本。（见附件5）
4.1.4错误误传
从数据分析的结果，研究者发现，42,5占总样本（8 20学生）写在书面叙事文本错误信息。（见附件5）
4.1.5误差误
从数据分析的结果，研究者发现52,5占总样本（11 20学生）写在书面叙事文本顺序错误。（见附件5）
4.2讨论
基于写叙事文本的结果，作者得出结论，学生写错误52,5在使用动词过去时形式/，50%的学生写的错误使用省略，57,5 %的学生写的错误使用添加动词，42,5 %的学生写错误误传52,5 %的学生写错误混乱。为了明确，笔者分析如下：
使用动词形式/简单的过去
基于数据分析结果4.2.1误差，通过使用动词形式在培养高中学生写的巴东大部分语法错误。结果表明，52,5 %的样本总在使用动词形式书面叙事文本写/时态错误。这表明学生不了解动词时态/紧张的书面叙事文本的使用。他们还用错了动词和时态。他们用简单的现在时态的句子应该用过去时态。这是在使用时对学生错误的一些例子。
1。有一天，我的家人去carocook海滩。
2。上周，我在街上偶然
尤拉克-卡朗3。我的母亲要求我把花。
正确的句子是：
1。有一天，我的家人去了carocok海滩
2。上周，我在街上偶然
尤拉克-卡朗3。我妈妈叫我把花。
遗漏
从数据分析的结果4.2.2误差，结果表明，总样本的50%写了书面叙事文本错误遗漏（见附录5）。这表明，学生必须提高他们对作为写作叙事文本的理解运用。他们依然没有在部分必须使用使用省略省略。有一些例子
遗漏错误：1。我的家乡是世界上最好的地方。
2。我们是一个优秀的学生在我的学校
正确的句子是：
1。我的家乡是世界上最好的地方。
2。我们是最好的学生在我们学校
4.2.3误差除了
从数据分析的结果，它表明，57，5%的总样本在写作叙事文本写错误外（见附录5）。这也是最高的错误，学生写作叙事文本写。这表明，学生必须提高他们对加动词在写作叙事文本的理解运用。他们仍然混淆使用加动词书面叙事文本。还有另外一些例子
误差：1。我看到一个美丽的日落海滩
2。男人让我害怕。

正确的句子是：
1。我看到一个美丽的日落海滩
2。男人让我害怕
4.2.4错误误传
基于数据分析的结果，它表明，42,5占总样本在写作叙事文本写错误的错误信息（见附件5）。有一些例子：
误传错误1。我父亲喝了一瓶可乐。
2。我妹妹说打开窗户
3。女人跑了我。
正确的句子是：
1。我父亲喝了一瓶可乐
2。我妹妹把窗户打开
3说。女人向我跑来。
在混乱
从数据分析的结果4.2.5误差，结果表明，52。5%总样本的误差missordering写书面叙事文本（见附件5）。这表明，学生必须提高自己的认识。有一些例子：
missordering误差1。你在看我吗？
2。我妈妈问我，我为什么笑。
正确的句子是：
1。你看我什么？
2。我妈妈问我，我为什么要笑？

笔者发现有许多错误，在写作叙事文本做学生。不仅在词汇语法但，技工和想法的学生缺乏有关。

达日：
克：这
（印度尼西亚语）1：
巴布ivmenemukan丹discuccion4.1的塔塔siswa语在你的字又与数据，penulis短语就是你的字测试仪器，这是penelitian拿地底会tarbiyah团SMA巴东。研究了公会组织的tarbiyah脚车手是SMA巴东，杨由达日20 siswa。这berdasarkan达日分析数据，该penulis是siswa旁在tarbiyah会馆组织的SMA可以毫在和你的字。为举祭，penulis dibagi塔塔杨文的ditulis在大专kesepuluh达日年tarbiyah会馆”，利马该SMA。他们是在使用强型52,5 %作业/简单马萨拉鲁特钢，50%在使用penghilangan 57,5 %，在使用tambahan型作业，42,5 %二品牌杨keliru丹52,5 %二混乱。该公司的penulis menjelaskan塔塔杨文ditulis在大专kesepuluh达日年tarbiyah会馆”，berikut：4.1.1在SMA的使用强型作业/ memaafkandari该分析数据，peneliti 52,5 %属受象，从方法（11从20 siswa）在你的字的使用强型作业/ memaafkan。