AN ERROR ANALYSIS OF USING CONJUNCTION IN DESCRIPTIVE TEXT WRITING OF THE ELEVENTH GRADE STUDENTS AT SMKS IMMANUEL MEDAN

Abstract

This research aimed to analyze conjunction usage errors in students' descriptive text writing and explain the types of errors based on Dulay's theory (1982). This research used descriptive qualitative method. Data were obtained through a descriptive text writing test collected from 15 students. then analyzed through the stages of data condensation, data display, and conclusion and verification drawing based on the theory of Miles, Huberman, and Saldaña (2014). The results showed that students still experienced various errors in the use of conjunctions. There were 47 errors in total, with details of 7 omission errors, 3 addition errors, 36 misformation errors, and 1 misordering errors. From the data, the most frequent error made by students was misformation and the most frequent conjunction error was subordinating conjunction, followed by coordinating conjunction and correlative conjunction. These errors indicated that students still had difficulties in applying the correct rules in using conjunctions in descriptive text writing. The results of this study were expected to provide input for teachers in teaching writing, especially in guiding students to use conjunctions appropriately, and could be a contribution to further research in the field of error analysis and language learning. The implications of this study suggest that the teaching of English writing at the vocational level requires significant improvement in conjunction teaching methods. This study suggests implementing explicit and systematic conjunction teaching with contextualized examples, regular practice activities, and error correction strategies. Teachers should focus on helping students understand the logical relationship between clauses and provide more structured writing experiences that emphasize coherence and cohesion.