The student has failed to write the final answer correctly, where it was supposed to be 55 students play sepak takraw and badminton, while the student stated that 55 students only play badminton. An example of encoding error is shown in Figure 5.
5.1.4 Encoding Error Encoding error occurs when the students fail to write the desired answer correctly. Based on Figure 4, although the student was able to read and understand the question correctly and identify mathematical operations that should be used, the student made an error in the calculation procedure, where the final answer should be six kilograms and twenty five grams. An example of process skills error is shown in Figure 4. 5.1.3 Process Skills Error Process skills error occurs when students fail to perform the procedure correctly. However, they had difficulties in the transformation process as the operations used by them in solving this question were only addition and multiplication, but actually, there was another operation involved, which was subtraction. The students were able to read and understand the requirements needed for the question. Examples of transformation error are shown in Figure 3. 5.1.2 Transformation Error Transformation error occurs when the students already understand the needs of the question but fail to identify the mathematical operations involved.
There were also other errors recorded, namely transformation, process skills and encoding that were caused by comprehension error. The students were not able to interpret the questions and the strategies used to manipulate the question were also less precise, in which they failed to solve the following problem. Examples of comprehension error are shown in Figure 2. 5.1.1 Comprehension Error Comprehension error occurs when the students are able to read the questions but fail to understand the wants and needs. Meanwhile, there were other types of errors made by the students, which include comprehension, transformation, process skills and encoding. For reading error, no error was recorded. Newman has listed five types of errors, namely reading, comprehension, transformation, process skills and encoding. This section discusses the errors made by the students according to the procedure proposed by Newman (1977). The samples consisted of students in three different classes namely 1 Rancangan Khas (Special Program) (34.4%), 1 Amanah (38.5%) and 1 Murni (27.1%), which achieved good, medium and low grades respectively. Majority of the samples for this study were female students (53.1%) and the rest were males (46.9%). information for the study samples by gender and category of classes is shown in Table 2.
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