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MOTTO
I do it because I can, I can because I want to, I want to because you said I couldn't.
Anonymous (Taken from Mockingjay, the 3rd book of The Hunger Games Trilogy)
DEDICATION
ACKNOWLEDGMENT
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of
Universe. Because of Him, the writer could finish this thesis as one of the
requirement for Sarjana Pendidikan in English Department of Educational Faculty of
State Institute of Islamic Studies (STAIN) Salatiga in 2013.
Secondly, peace and salutation always be given to our prophet Muhammad
SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without those supports,
guidance, advice, help, and encouragement from individual and institution, and I
somehow realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Imam Sutomo, M.Ag, the rector of State Institute of Islamic Studies
(STAIN) Salatiga.
2. Maslihatul Umami, S.Pdi MA, as the Chief of English Department of State
Institute of Islamic Studies (STAIN) Salatiga.
3. Setia Rini, M.Pd, as the writers counselor who has educated, supported,
directed and given the writer advices, suggestions, and recommendations for
this thesis from beginning until the end.
4. All the lecturers in English Department of State Institute of Islamic Studies
(STAIN) Salatiga.
5. All the staff that have helped the writer in processing of thesis administration.
ABSTRACT
TABLE OF CONTENTS
ii
iii
DECLARATION .........................................................................................
iv
MOTTO........................................................................................................
DEDICATION .............................................................................................
vi
ACKNOWLEDGEMENT ...........................................................................
vii
ABSTRACT ................................................................................................
ix
CHAPTER I
CHAPTER II
INTRODUCTION
A. Background of The Study ................................................
THEORETICAL FRAMEWORK
B. Interlanguage ..................................................................
11
12
13
E. Writing .............................................................................
17
20
RESEARCH METHODOLOGY
22
24
24
a) Population .................................................................
24
b) Sampling ...................................................................
25
26
27
27
28
28
CHAPTER IV
RESEARCH FINDING
30
30
2. Analysis .....................................................................
31
44
44
46
47
CHAPTER V
CLOSURE
A. Conclusion ......................................................................
52
B. Suggestion .......................................................................
53
REFERENCES
CURRICULUM VITAE
APPENDIXES
CHAPTER I
INTRODUCTION
English in their sentences. In fact, a wrong sentence can disturb the meaning of
the sentence. Michael Braganza (1998: 14) says that by breaking the fundamental
rules and grammar, our ideas become wrong, the sentences become erroneous and
we stand self-condemned.
The difficulties in applying the rules of the language in writing cause the
students to make errors. According to Fries and Lado, error is a failure to respond
a particular stimulus automatically. It occurs when the features of the eighth
language is different from the learners native language. The students errors can
be classified into linguistic errors. Dulay (1982: 146) states that there are four
taxonomies that are important to consider, namely the linguistic category
taxonomy, the surface strategy taxonomy, the comparative analysis taxonomy,
and the communicative taxonomy. While Richards (1974) concludes that writing
errors made by the students are caused by two factors, they are interlingua and
intralingua. Interlingua factor occurs when they make deviant sentences from
mother tongue. Intralingua occurs when they lack grammatical knowledge in the
target language. He also points out that complex rule learning is typically
characterized by overgeneralization, ignorance of rule restriction, incomplete
application of rules and false concept hypothesized.
From the explanation above, the researcher is interested in analyzing
grammatical error in writing descriptive essay among the 8th grade students in
MTs Amal Sholeh Sumogawe, Getasan, Semarang Regency.
Reconstructed
Type of errors
sentences
My
sentences
add
omis
misfor
misorder
and
she
The second is interpreting the causes or the sources of errors. There are at least
two sources of errors. The first is the influence of the students native language
which is called Interlingua errors. The second is interference within the target
language that is called intralingua errors.
The table shows the examples of the causes of errors
Erroneous sentences
Reconstructed
Causes of errors
sentences
My friend usually My friend usually
call me Esti
calls me Esti
Intralingual error
Intralingual error
Interlingual and
singular
and
the
sentence is present.
2. What are the possible causes of grammatical errors is writing made by the
eighth grade student of MTs Amal Sholeh Sumogawe, Getasan in the
academic year of 2012/2013?
F.
It can help the teacher to prepare the English writing material and can be used
to give more attention to errors made by the students in learning writing. Then
the teacher will explain the grammar comprehensively and find the best
method in teaching writing.
G. Paper Organization
As a guidance of writing the graduating paper, the writer will convey its
chapters as follows:
Chapters 1 presents introduction, it explains background of study, the
statement of problem, the objective of study, significance of the study, limitation
of the study, definition of key term, review of related literature, hypothesis and
research paper organization.
Chapter II describes theoretical framework related to the research, about
error analysis, writing, and descriptive texts.
Chapter III shows methodology of research, it discusses approach and type
of research, the setting of research, procedure of research, technique of collecting
data and technique of analysis data and the general situation of MTs Amal
Sholeh Sumogawe.
Chapter IV is the research finding, its consist of the error analysis and its
causes.
Chapter V as the last part of this outline consists of closure which will be
divided into two part, conclusion and suggestion. For the attachment there are
appendixes and bibliography
CHAPTER II
THEORITICAL REVIEW
1) Theoretical Framework
In this part, the researcher will present some theories related to the
research. Following is further discussion of the theories.
A. Second Language Acquisition
Second language acquisition stands in contrast to first language
acquisition. It is the study of how learners learn an additional language after they
have acquired their mother tongue. In other side, second language acquisition is
not intended to contrast with foreign language acquisition. SLA is used as general
term that embraces both untutored (and naturalistic) acquisition and tutored (or
classroom acquisition). Second language acquisition is sometimes contrasted
with second language learning on the assumption that these are different process.
The term acquisition is used to refer picking up a second language through
exposure, whereas the term learning is used to refer the conscious study of a
second language.
To summarize, the term second language acquisition refers to
subconscious or conscious processes by which language other than the mother
b) Intralingual interference
Sentences in the target language do not reflect the structure of mother
tongue, but generalization based on partial exposure to the target language.
Example : he drink a coffee it should be he drinks a coffee
From the explanation above, it can be concluded that grammar has an
important role in learning the second language acquisition. Without correct
grammar, the learners will produce errors and mistakes in their learning.
B. Interlanguage
Process of language learning, of course, through stages. All stages can be
considered as interlanguage. Interlanguage is the type of language produced by
second and foreign language learners in the process of mastering the
language,thus called interlanguage. In interlanguage sytem, the difference
(between L1 and TL system) is often reffered to error. According to Ghozali
(2006), error is different from mistake in that is reflects learners competence,
while mistakes occur because of some other causes such as falls start, fatigue,
short memory or other physical and emotional conditions. Then, based on Corder
in the second language ruler, performance errors are called mistakes while the
systematic deviations which are caused by the learners still developing
knowledge of the second language rule system are called error (Corder, 1974).
Errors are grammatical levels that include morphology and syntax.
Norrish (1983: 7) states that error is a systematic deviation when a learner
has not learnt something an consistently get it wrong. In acquiring his own
language sometimes a child consistently makes the same errors. In the same way,
when a learner of English as second language or foreign language makes an errors
systematically because he has not learnt the correct form. Error in using language
are due to various factors like limitation of memory, sudden changes of discourse,
etc. Learners show what is in the learners mind as competence. Besides,
Ramelan (1992 : 62) says that competence refers to a persons knowledge of his
language or the mastery of the system of rules of his language. Meanwhile, a
mistake refers to a performance error that is either a random guess or a slip, in
that it is a failure to utilize a system correctly.
In this context, error can be used a measurement to reveal the degrees of
mastery of second language. Therefore, to reveal learners language mastery
linguists devise error analysis study, which tires to reveal what system a learner
has mastered and which are still in the process of learning.
C. Error Analysis
Error is defined as an act involving an unintentional deviation from truth
or accuracy. It is different from mistake, which defined as to misunderstand the
meaning or intention. Error is more unintentional than mistake, which can be
made on purpose.
a) Omission
Omission errors are characterized by the absence of an item that must
appear in a well formed phrases or sentence. Any morpheme or word in a
sentence is a potential candidate for omission. However, between content
words and function words, the letters are more frequently omitted by language
learners.
Examples :
1. He sitting *)
He is sitting.
2. English use as second language *)
English is used as second language.
b) Addition
Addition errors are opposite of omission. They are characterized by
the presence of an item, which does not appear in a well-formed utterance.
Examples :
1. She is eats banana *)
She eats banana.
2. It is on a picture of elephant *)
It is a picture of elephant
c) Misformation
thinking, but of the learners use of interim principle to produce a new language
(Dulay, 1982 : 150).
In this stage of interpreting the causes or sources of errors, the researcher
makes use of the comparative taxonomy based on comparisons between the
constructions of L2 errors and certain other types of construction. Considering
this taxonomy, interlingual errors are caused by negative transfer or interference
from the learners mother tongue. Transfer is one of the learning strategies in
which the learners use their previous knowledge and experience of the mother
tongue as a means of acquiring the target language, when certain system of
learners native language are similar to that the target language. However, when
they are different and the learner use transfer, they will produce errors that are
called interlingual errors. Based on the opinion above, we can take an implication
that one of the characteristics of interlingual errors is that errors reflect the
learners first language structure.
The second type of errors is intralingual or developmental errors. These
errors are caused by interference within the target language it self. According to
Richard (1974: 74), there are four types of intralingual or developmental errors,
they are:
1. Overgeneralization
Overgeneralization is defined as the use of the previously available
strategies in a new situation. Learners make a new deviant structure on the
basis on their experience of their structures in target language. They make
errors, as the want to reduce their linguistic burden in using the language. The
kinds of errors occur when the learners are given different kind of sentence
patterns and rules but sometimes she or he uses them in different situation, in
which particular generalization doesnt apply.
2. Ignorance of the rule restriction
Ignorance of rule restriction related to generalization. Learners make
errors because they fail to observe the restriction of existing structures. They
apply the rules in a new situation where if should not be applied.
3. Incomplete application of rules
Learners make errors because they are more interested in
communication, so they think that there is no need for mastering the rules of
the language.
4. False hypothesized concepts
The errors are caused by the poor gradation of the teaching items. It is
derived from a faulty comprehension or distinction in the target language.
E. Writing
Writing is an important skill in language learning. For a learner, writing is
also an opportunity to convey something, to communicate ideas to people beyond
their immediate vicinity, to learn something that they do not know yet, and to
reach other purposes.
According to Hornby (1955: 83), there area several definitions of writing,
they are:
2. Form
3. Grammar
4. Style : the choice of structure and lexical items to give particular tone on
flavor to the writing.
5. Mechanism
There are various ways to express ideas in written forms. Based on the
ideas written in composition, writing can be classified into four, namely narration,
description, exposition, and argumentation.
According to George and Julia (1980 : 383), there are four types of
writing, they are :
a. Description
The purpose of description is to present the characteristics of object, persons,
places, and sensations the learners presents. The thing that the learner has to
do in writing description is to show the readers, not to tell them. She has to try
to make the readers see what she sees, smells or tastes what she smells or
tastes. Description attempts to give feeling to the readers. The writing in this
form should be written or described as really as possible.
b. Narration
Narration is a form of writing, which relates the story to act of events. The
series of events are arranged in chronological order of time. The example of
these types are short stories, novels, and new stories.
c. Exposition
It explains something an explanatory paper tells what thing it is, how it works,
how it is made, how it is like or unlike something else or how something a
caused.
d. Argumentation/Persuasion
2) Conceptual Framework
The understanding or grammar is very important in making a good
writing. Errors in writing will happen if the writer has not enough knowledge or
grammar.
Mistakes and errors often happen is learning foreign language. It is
difficult to see the differences between errors and mistakes, especially in written
form. The writer agrees with Corder (in Richards, 1974 : 25) who states that
problem of determining what learners mistakes and what learners errors is one of
same difficulties and involve a much more sophisticated study and analysis of
errors. Because of that reason, in this research the presence of mistakes is omitted.
Corder (in Richards 1974: 20) also says that human learning is
fundamentally a process that involves the making of mistakes. The learner has
already acquired his or her mother tongue. The mastery of mother tongue, in fact,
has great influence on the process of learning a second or foreign language. The
learners still luse their native language form and meaning in learning a foreign
language. It influences the process of mastering
that reason, the researcher considers that the mistakes and errors in the research
are the problems in writing for the learners.
CHAPTER III
RESEARCH METHODOLOGY
Addres
Telp.
(0298)7186332/ 081325701805
NSM
121233220001
Level of Accreditation
Name
Position
Principal
Habib Syamsul Ch
Teacher
Headmaster
Sumadi, S.Pd.
Teacher
Teacher
Yarmi, S.Ag.
Teacher
Jumar, S.Pd.I.
Teacher
Aminatun
Teacher
Teacher
10
Retno Nursanti
Teacher
11
Slamet Widodo
Staff
Supervisor
Advisor
Head
Secretary
Treasurer
II
III
: - H. M. Darmin
Departements
1. Education
2. Social
3. Developments
: - Sunarto
- Suroto
4. Public Relations
: - Suprayitno
- Salimin
b) Time of research
The study have carried out from January 2013 up to March 2013.
B. Type of Research
The type of the research is descriptive qualitative research. The
researcher applied this type in her paper because it was the appropriate approach
to describe the result of research. According to Selinger and Shohamy (1989:
117), the descriptive qualitative research is a type or category of research refers
to investigation, which utilizes already exiting data or on experimental research.
Based on this view, this type of the study was used to describe the errors made
by the students in writing.
In line with the description above, the descriptive qualitative research
was used in this research because the researcher wanted to describe the errors in
the students; writing, especially the types of error and causes of errors. Those
errors will be described in details in this research based on the result of the
students writing. It was the application of descriptive qualitative research.
Population
Population is all subject quantities which are being observed. In
encyclopaedia of educational evaluation, it is said that population is set of
all elements possessing one or more attribute of interest (Suharsimi, 1992:
90).
The population of this research is all the eighth grade students of
MTs Amal Sholeh Sumogawe, Getasan in the academic year of 2012/2013.
b) Sample
Sampling is the process of selecting individuals for a study in such a
way that individual represents the larger group from which they are selected.
The researcher chose the eighth grade students because the students had
studied English for five years; the topic of investigation was taken from
previous year, they were supposed to be familiar with the topic. The
researcher was not allowed to take the ninth year students as the objects of
the study because they were preparing themselves to face the national
examination.
The researcher used a purposive sampling technique in choosing the
sample study. In this research, the researcher was advised by the eighth
grade English teacher of MTs Amal Sholeh Sumogawe, Getasan to take the
data in the VIII A class. Based on the teacher recommendation, that class
could describe the eighth grade students ability in English.
To make the process of analyzing data easier, the researcher decided
to take all of the total number of VIII A class as the sample of the research.
It means the samples involved 30 students.
c)
Sampling Technique
In this research, writer used purposive sampling. Purposive
sampling, also known as judgmental, selective or subjective sampling, is a
type of non-probability sampling technique. Non-probability sampling
focuses on sampling techniques where the units that are investigated are
based on the judgement of the researcher. (Merriam, 2009: 78)
The main goal of purposive sampling is to focus on particular
characteristics of a population that are of interest, which will best enable to
answer research questions. The sample being studied is not representative of
the population, but for researchers pursuing qualitative or mixed methods
research designs, this is not considered to be a weakness. Rather, it is a
descriptive texts. In this case, the researcher used pictures to help and make them
easier in writing texts.
Here are the pictures
Then, the researcher collected the tests that are done by the students. The
researcher analyzed the students writing in order that she could see what the
students made in their writing, focusing in grammar
F.
2.
3.
CHAPTER IV
RESEARCH FINDING
A. Data Presentations
1. Subject Name
Table 4.1 Students Name
No.
Students Number
Name
1.
0440
Wadiono
2.
0441
Abdul Jalil
3.
0442
Nor Yanto
4.
0443
Nur Aziz
5.
0444
6.
0445
Susanti
7.
0447
Jumanto
8.
0448
Slamet Riadi
9.
0450
Vina
10.
0451
Rini Susilowati
11.
0452
Ismiyati
12.
0456
Muhashonah
13.
0457
Siti Roisah
14.
0458
Alfiatul Rofiah
15.
0459
Latifatul Fadliyah
16.
0460
Angga Saputra
17.
0412
Muhammad Choirudin
18.
0409
Irfan Nawawi
19.
0432
Triyadi
No.
Students Number
20.
0430
21.
0462
Sunarti
22.
0463
Indah D Hariningsih
23.
0465
Siti Fatimah
24.
0466
Siti Muntiah
25.
0467
Jarwo
26.
0468
Maratus Solikhah
27.
0469
Muhamad Foudzi
28.
0470
Edi Triyono
29.
0471
Muhammad Hafidz
30.
0472
Supratno
Name
2. Analysis
In order to avoid subjectivity, the students name are coded (i.e student
1 are coded as S1) and kept anonymous. The error sentence is coded ES
(Erroneous Sentence) and the reconstructed sentence are coded RS.
S1
Analysis: There are four errors found in the S1s descriptive writing. The
underlined clauses are the errors made by the students. First ES
giraffe is an unique animal is reconstructed to be giraffe is a
unique animal. This error is caused by malformation of article a.
: Giraffe is animal in Africa. I see it in the zoo. It is have four legs like
sheep. It also have tail. It eat grass and tree. It have tongue very long
to clean ear. It can run very fast.
Analysis: There are four errors found in the paragraph. The first ES It is
have should be reconstructed to be it has. This error is caused by
the addition of auxiliary verb to be is. While the next ES it also
have, it eat grass, and it has are caused by the same cause, that
is the omission of s/es as marker of third pronouns of Simple Present
Tense. It should be reconstructed to be it also has, it eats grass
and it has tongue.
S3
Analysis: There are six errors found in the paragraph. The first ES giraffe is
animal very tall is caused by disordering of adjective. It may be
caused by the interlingua factors. The adjective order of Bahasa
Indonesia is placed after the noun, while in English it is placed before
noun. The error also found in the using of article. In English, a singular
indefinite noun must be given article. It should be reconstructed to be
giraffe is a very tall animal. The third ES It has eyes very big and
neck very long has the same cause of error, it should be reconstructed
to be it has very big eyes and a very long neck. The second giraffe
food is foliage and the third ES it long foot has same cause of
errors, which is the omission of possessive marker (s). It should be
reconstructed to be giraffes food is foliage and its long foot. The
third ES It has short two horns is caused by disorder of adjective. It
should be reconstructed to be it has two short horns.
S4
: Giraffe is very cute animal. It has big eye and long neck. It has very
long lashes for protect. It eat young leaves in the tall tree with its long
neck.
Analysis: There are two errors found in the paragraph. The first ES It has
very long lashes for protect are caused by malformation of noun. The
sentence should be reconstructed to be It has very long lashes for
protection. The second ES It eat young leaves is caused by
omission of s/es as marker of third pronouns of Simple Present
Tense. It should be reconstructed to be It eats young leaves.
S5
: Giraffe is animal come from Africa. It skin is brown and black. It has
horns. It feet is long too. It has tail. It is not good for eat.
Analysis: There are three errors found in the paragraph. The first ES It skin
is brown and the second one it feet is long is caused by the same
problems, which is the omission of third singular possessive pronoun
(s). They should be reconstructed to be its skin is brown and its
feet are long. The ES It is not good for eat is caused by
malformation of noun. The word following preposition for should be
noun, so eat reconstructed to be gerund form. The sentence should
be reconstructed to be it is not good for eating or it is not good to
be eaten.
S6
Analysis: There are three errors found in the paragraph. The first ES Its food
is foliage and the third ES It eyes are very big are caused by
omission of possessive marker (apostrophe ()) and third singular
possessive marker (-s). It should be its food is foliage and Its eyes
are very big. The second ES It is have tooth like sheep should be
reconstructed to be it has. This error is caused by the addition of
auxiliary verb (is).
S7
21 table and 35 chair. The wall is white. The blackboard is not black
but white.
Analysis: There are 3 errors found in the paragraph. The first ES ...of the
Indonesia is an error because addition of article (the). The word
Indonesia is already a definite noun, adding article (the) is not
necessarily needed. It should be reconstructed into of Indonesia.
The second and the third errors are caused by the omission of plural
marker (s/es). It should be 21 tables and 35 chairs.
S8
Analysis: There are four errors found in the paragraph. The first ES animal
very tall is caused by malformation of adjective. As explained above
in analysis S3, it is caused by the effect of translation from Bahasa
Indonesia. It should be reconstructed into a very tall animal. The
second and third ES is caused by addition of auxiliary verb (is), it
should be reconstructed into It comes from Madagascar and it eats
grass.It is eating grass is grammatically correct but not suitable
for descriptive writings which should use present tense. The third ES
is caused by the omission of possessive marker (-s) and the addition of
auxiliary verbs (is). The reconstructed sentences are it is brown
skinned or it has brown skin. It can be also caused by the disordering
Analysis: There are three errors found in the paragraph. The first ES It skin
is brown is caused by omission of possessive marker (apostrophe ())
and third singular possessive marker (-s); it should be its skin is
brown. The second ES It is mammalia is caused by malformation
of adjective. Mammalian is an adjective, so it need a noun to be paired
with. It should be It is mammal. This wrong translation is may be
caused by transliteration of mammal into Bahasa Indonesia. In Bahasa
Indonesia, mammalia is a noun not and adjective.
S11
Analysis: There are four errors found in the paragraph. The first ES Giraffe
is animal very tall is caused by malformation of adjective. As
explained above in analysis S3, it is caused by the effect of translation
from Bahasa Indonesia. It should be reconstructed into a very tall
animal. The second ES It is eat and the third ES It is have are
caused by addition of auxiliary verb (is); and omission of third singular
pronoun marker of Present Tense (s/es), it should be reconstructed into
it eats and it has. The next ER is caused by the omission of
possessive marker (-s). It should be its fur is brown.
S12
Analysis: There is an error in this paragraph. The ES There are chairs and
windows and tables and flower vas are grammatically correct but it
lacks of efficiency because of the repetition of conjunction (and), it
should be there are chairs, windows, tables and flower vas.
S13
: The animal tall is giraffe. Giraffe have brown fur. Giraffe eating leaf
in the tree. Giraffe living in the Madagascar. Giraffe is cute. Giraffe is
not to eat.
: Giraffe is very big and tall. Giraffe eating is foliage. Giraffe is brown
skin and very small foot but long. The tail is not long but the neck is
very long.
Analysis: The first ES Giraffe is live, the second ES Giraffe is eat and
the third ES Giraffe is skin brown Is caused by the addition of
auxiliary verb (is). The third ER is also caused by the omission of third
: Giraffe is four legged animal. High body, long neck. These animals
like to eat the leaves. Neck function to take leaves from high trees.
: Giraffe is tall animal. Giraffe use neck to take leaves from tall tree.
Giraffe have long feet to run fast. Giraffe is not dangerous.
Analysis: The first ES is caused by the omission of possessive marker (-s) and
the addition of auxiliary verbs (is). The reconstructed sentences are it
is white walled or it has white wall. It can be also caused by the
disordering of adjective and noun. The RS should be its wall is
white. The next ES of hero national is caused by disordering of
adjective. The RS should be of national hero.
S24
S25
: Giraffe is the tallest animal I see in zoo. It is have very long neck and
foot. They eat foliage. The long neck is used to take leaves from tall
tree. But in the zoo, the officer is give giraffe leaves.
: Giraffe is very tall animal. This animal is eat foliage. Giraffe come
from Madagascar. This animal is brown skin and long feet. It have
short two horns for protect itself from predator.
S30
Analysis: There are four errors found in the paragraph. The first ES It is
brown skin the second ES It is eat leaves and the third ES It is have
horn are errors caused by addition of auxiliary verb (is). Then it
should be reconstructed into it has brown skin or other form it is
brown skinned. The second and the third ES are reconstructed into it
eats leaves and it has horn.
B. Description of Errors
Based on the writing test of the students, it could be observed that there
are 30 students writing, from which the researcher found errors, in punctuation,
spelling, word choices, and grammar. In this case, the researcher only focused on
grammatical errors made by the students.
1. The Types of Errors and Their Frequency
The data of the research are collected from descriptive writings made
by second grade of MTS Amal Sholeh Sumogawe. As stated in the previous
chapter, the researcher used the Surface Strategy Taxonomy for analyzing the
data. Therefore, the grammatical errors which occurs in the students
sentences, are grouped into four types, they are:
1) addition error,
2) omission error,
3) disordering error,
4) malformation error
In this case, the four categories are classified into 13 subcategories.
After analyzing the data, the researcher found 99 grammatical errors in the
students descriptive writings.
The Table below shows The Types Common of Grammatical Errors
Table 4.2 Errors and their Percentages
Types of Errors
No
Subcategories
Omission
total
percent
1.
Adjective
2.
Adverb
3.
Verb
4.
Infinitive
2.1%
5.
Pronoun
6.
Noun
15
15.2%
7.
Uncountable Noun
8.
Definite Article
9.
Indefinite Article
1%
10.
Auxiliary
21
21.2%
11.
Linking Verb
12.
Preposition
13.
Conjunction
Total
Addition
total
percent
2.1%
1%
4.0%
39
39.4%
7.2%
Malformation
Disordering
total
percent
total
percent
4.0%
14
14.1%
14
14.1%
21
21.2%
39
39.4%
14
14.1%
Disordering
Omission
Malformation
Addition
Interlingual
Intralingual
Erroneous errors
It is have four legs.
Causes of Errors
Intralingual
The addition of to be is indicates that
No
Erroneous errors
Causes of Errors
the students lack of grammatical
competence. Auxiliary is should be
followed by adjective, adverb, or ing
form. For third singular pronoun, verb
should be added s / es.
Intralingual
It is caused by lack of grammatical
competence.
(be is not followed by verb)
(have should be has)
A giraffe is an unique
Intralingual
animal.
Intralingual
The omission of to be are indicates
that students are lack of grammatical
competence.
2) Interlingual errors
No
1
Erroneous errors
Causes of Errors
Interlingual
eyes big.
eyes
should
precede
the
Interlingual
the skin.
colors
The formation of modifier and noun of
this error is Indonesian influence.
It has eyebrow to
Interlingual
possessive
determiner
should
Interlingual
long feet
No
Erroneous errors
Causes of Errors
structure. It should be It can run fast.
CHAPTER V
CONCLUSION AND SUGESSTION
Having described the research findings and discussion in Chapter IV, the
research would like to give the conclusion and discussion based on the research
findings, which related to the research result.
A. Conclusion
1. In describing the types of errors, it can be inferred that there are 201 items of
errors, which occur in the students sentences. They are analyzed based of the
surface strategy taxonomy, it is found that 39 items or 39.4% errors are
omission errors, 7 items or 7.2% errors are addition errors, 39 items or 39.4%
errors are malformation errors, and 14 items or 14.1% errors are disordering
errors. After the four categories are classified into 11 subcategories, it can be
known that the omission of auxiliary (to be) has the highest frequency; while
in the subcategory of addition errors, the addition of conjunction has the
highest frequency. In the subcategory of disordering, the disordering of
adjective has the highest frequency. In the subcategory of malformation
errors, the malformation of verbs has the highest frequency.
2. Meanwhile, in describing the possible causes of errors, based on the
comparative strategy taxonomy, it is found that 187 items or 93% errors is
intralingual errors and 14 items or 7% errors is interlingual errors. So, it can
be inferred that errors occurs in the students sentences is caused by lacks of
BIBLIOGRAPHY
Norrish, J. 1983. Laguage Learners and Their Errors. London : Macmillan Press.
Ramelan. 1992. Introduction to Linguistic. Semarang : IKIP Semarang Press.
Richard. Jack. 1974. Error Analysis Prospective on Eighth Language Acquisition.
London : Longman.
Selinger Herbert W and Elana Shohamy. 1989. Eighth Language Research
Methods.Oxford ; Oxford University Press.
Troyka, George E. And Julia M. Burk. 1980. Lets Write English. New York : Lifon
Educational Publishing Inc.
, 1987. Handbook for Writers. New Jersey : Prentice Hail, Inc Englewood
Cliffs.
CURRICULUM VITAE
Name
: Indah SP
Nick Name
: Inez
Sex
: Female
Nationality
: Indonesian
Education
:
SDN Sumogawe 04
Lulus
2001
Lulus
2004
MAN 1 Salatiga
Lulus
2007