AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING RECOUNT TEXT AT THE FIRST YEAR CLASSES OF ENGLISH DEPARTMENT

The objective of this research is to find out and analyze the types of error made by students at the first-year classes in writing a recount text. The methodology of the research used is qualitative methods and the research design is a case study. Moreover, the writers chose the first-year classes students of English Department and observed 40 students. The writers used a written test to gain the data about error in writing a recount text. Based on the analysis of students’ recount text writing, there were several mistakes made by the students, with the total number of percentages was 76%. Of these, 76% errors including 15% errors of irregular verb usage, 12% errors of regular verb, and the type of error most often done by the students was 32% errors of word choice, 2% errors of omission, 3% errors of auxiliary verb, 5% errors of intra-lingual transfer, 2% errors of adverb, error of misordering was 5%, and error of unclear meaning was only 2%. The number errors of be was 17%, and the use of personal pronoun errors was 7%.


INTRODUCTION
In learning English, as students of second language learning must have patience and perseverance because it is a continuous process so that it can create adequate language skills.
There are four basic language skills in learning and communicating using English, namely: listening skill, speaking skill, reading skill, and writing skill. The four skills are related to each other so that they must be implemented in a consistent and integrated manner.
Writing skill which is one component of English language skills is very important to be taught. This can also be used as a provision for higher levels of schooling, also serves to train students in delivering or expressing their thoughts regularly, both in the form of sentences and in the form of essays. An essay is a written work resulting from a person's activities to express ideas and convey them through language written to the reader to be understood. In composing an essay, students should understand the important things contained in it such as the selection of topic or title, word selection, the use of effective sentences, and the proper use of punctuation. Likewise, in composing recount text, student retells her/ his experience or something that happened into writing so that other people can feel what the writer wrote in the essay. By paying attention to these things it is expected that students can produce quality and quality essays and their contents are easily understood by readers.
Writing is the most difficult ability compared to other abilities. Writing is one of the basic abilities that involve activities to create a note or information to express ideas, ideas, feelings, and opinions through writing. In English we are also familiar with the use of grammar. English grammar has variations in structure and uses that are different from structures and patterns in Indonesian.
In the use of grammar (grammatical), students often face mistakes in writing. The obstacles that are often experienced by students in general are grammatical (grammatical) errors, verbs (verb), personal pronouns, and so on in the essays they make. This happens because students understand English is not comprehensive, students do not understand and master the grammar of English well and finally they have difficulty when they want to start writing a essay assigned by a teacher. However, success in teaching English cannot be easily measured by seeing mistakes, but also from how students' interests in learning English subjects.

METHODOLOGY
Analyzing errors in students' writing is very important. In fact the ability to write with the correct grammatical rules of English is very difficult for students. Errors, or rather deviations from the correct structure, are divided into two categories, namely errors, and mistakes, but in concept, they are different. According to the explanation from the two sources above, it can be concluded that grammar is very important to learn and master, because grammar is used to make a phrase or sentence will be meaningful. If writing does not use grammar then the writing cannot be understood, thus to have a meaningful and a good writing, the writer must use the correct grammar.
The notion of grammar according to Thornbury (2000, p. (2013, p. 33) "Simple random sampling is the taking of sample members from the population done randomly regardless of the strata that exist in that population." In this case, the writers reexplained the recount text to students and each student was free to express his thoughts in an essay by applying the recount text they already knew.
In analyzing errors, the writers use the essays of students themselves to measure their ability to use grammar (grammatical) in the essay. After the writers analyze the results of the students 'essays, the writer groups the students' errors based on classifying their mistakes.
This research is a descriptive type of research so it does not have an initial hypothesis.
As stated by Arikunto (2003, p. 309): "Descriptive research is a study that is intended to gather information about the status of existing symptoms, namely the state of symptoms according to what they were at the time the research was conducted." The steps carried out by the writers in analyzing grammatical errors in recount essays in English made by students are as follows:

Collect Data
Data on student errors in working on the task of writing an English recount that student cannot correct themselves.

Recognize and identify students' mistakes in
writing essays in recounting English by underlining words or incorrect sentence arrangements.

Reconstruct sentences made by students in
English recount essays. In this case the writers correct the grammatical errors of students in the correct grammatical arrangement.
5. Group errors from student essays into tables.

RESULTS
Based on the analysis of data, it was found that students generally made three mistakes.
First, we can see in the essays above that the majority of students make mistakes in using the There are still some students who use to be (am, is, are) in their recount essays. For example, "I am so tired", it should use "was", "I was so tired", but so far, no writing errors have been exchanged between "was" with "were".
There are still some students who make mistake in placing the subject pronoun with the object pronoun. For example, "I could see beautiful garden" should be "Me could see beautiful garden". But there is also a student who still mistakenly distinguishes "she" from "he".
He is telling his grandmother, but using a personal pronoun in the form of "he", for example "my grandmother dead with his illness" should use "her", becoming "my grandmother dead with her illness".

CONCLUSION
After tabulating the students' essays, the facts about grammar misuse in the recount essay are as follows: 1. The most common mistake that students made were verb, 76%. This mistake was made by students because of several factors, namely lack of vocabulary mastery, lack of understanding of the simple past tense pattern, and also being carried away with Bahasa sentence patterns.
2. The second, most mistake made by students is "to be" as much as 17%. In the use of almost all students are correct, but there are still some students who seem to not understand the simple past tense sentence patterns, so they make mistakes, some even repeat the same mistakes.
3. The least mistake made by students was the use of personal pronoun which was 7%. This mistake was caused by students have not understood yet and could not distinguish it.
After knowing a number of mistakes made by students, the writers want the teacher to do a remedial program to increase knowledge for students. The teacher should pay more attention to the weaknesses of students' weaknesses, especially in writing English sentences. Then the teacher does the analysis of writing to students.

The process of teaching and learning
English should be taken into account both in the form of theory and practice. The teacher must be skilled and appropriate in applying learning methods, so that students feel motivated during the learning process, because the success of