An Analysis of Lexical Errors in Recount Text Writing of Tenth Grade Students at SMAN 2 Tumijajar in the Second Semester of the Academic Year 2025/2026

SELLA, RAFIKA SEPTIANA (2026) An Analysis of Lexical Errors in Recount Text Writing of Tenth Grade Students at SMAN 2 Tumijajar in the Second Semester of the Academic Year 2025/2026. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

Sella Rafika Septiana Lexical errors are one of the common problems encountered by students in learning English writing, particularly in writing recount texts. This study aims to analyze the types and causes of lexical errors made by tenth-grade students of SMAN 2 Tumijajar in the second semester of the academic year 2025/2026. This research employed a descriptive qualitative method. The data were obtained from students‘ recount text writings as the main source, supported by interviews to identify the underlying causes of the errors. The results of the study revealed that there were two main types of lexical errors found in students‘ writing, namely formal errors and semantic errors. From a total of 54 errors identified, formal errors were the most dominant type with 52 occurrences (96.30%), while semantic errors were found in only 2 occurrences (3.70%). Formal errors included misformation or misspelling, misselection, and blend, indicating that students mostly experienced difficulties in word formation and the correct use of word forms. On the other hand, semantic errors, which consisted of inappropriate word choice and confusion of sense relations, showed that only a small number of students faced problems related to meaning. Furthermore, the causes of lexical errors were categorized into three main factors: interlingual transfer, intralingual transfer, and limited vocabulary knowledge. Among these, intralingual transfer was identified as the most dominant cause, reflecting students‘ incomplete understanding of English lexical rules, such as the misuse of affixes and overgeneralization of grammatical patterns. Limited vocabulary knowledge also contributed to students‘ inability to select appropriate words, while interlingual transfer occurred when students were influenced by their first language.

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