Professional Documents
Culture Documents
By:
Siti Bayinah
108014000056
ABSTRACT
GRAMATICAL ERROR ANALYSIS ON USING THE SIMPLE PAST
TENSE IN WRITING RECOUNT TEXT. A Case Study in the First Year of
MA Al-Khairiyah. Skripsi of English Education Department at Faculty of Tabiyah
and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta.
2013
Keywords: Error, Error Analysis, Types, Omission, Addition, Selection, Ordering,
Frequency of Error, Sources,Interlingual Transfer, Intralingual Transfer
This study was carried out to analyze and to classify the types and the
sources of students errors in using the simple past tense in writing recount text.
The error collected was classified based on Corders theory. Besides, the purpose
of this study were to find out their frequency of occurrence and to find out the
sources of errors which students made in using the simple past tense in writing
recount text.
The method used in this study was qualitative. The qualitative design
applied in this study was case study. Furthermore, the subject of this study was
first year students of X-1 class which consisted of 31 students. The data were
collected through test and interview both students and English teacher.
The result of the error analysis process showed that students committed
error into four types: omission, addition, miselection, and ordering. From the
frequency of each error types, miselection was the error which most frequently
produced by the students. It took 53.4% of the total errors. Moreover, 41.1%
errors fell into omission and 4.9% errors fell into addition; whereas, for ordering,
it only took 0.6%. These errors were conducted because most of the students were
still influenced by their mother tongue and their Indonesian logical thinking
(interlingual transfer). Besides, errors occurred because students generalized the
rule and applied it incompletely (intralingual transfer). To sum up, it showed that
the usage of the simple past tense in writing recount text is difficult for students.
ABSTRAK
GRAMATICAL ERROR ANALYSIS ON USING THE SIMPLE PAST
TENSE IN WRITING RECOUNT TEXT. A Case Study in the First Year of
MA Al-Khairiyah. Skripsi of English Education Department at Faculty of Tabiyah
and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta.
2013
Keywords: Error, Error Analysis, Types, Omission, Addition, Selection, Ordering,
Frequency of Error, Sources, Interlingual Transfer, Intralingual Transfer
Penelitian ini bertujuan untuk menganalisis dan mengelompokkan
kesalahan-kesalahan yang dilakukan oleh peserta didik dalam menggunakan the
simple past tense dalam tulisan teks recount. Kesalahan-kesalahan tersebut
dikelompokkan berdasarkan teori Corder. Selain itu, penelitian ini bertujuan untuk
memperoleh persentasi dari setiap jenis kesalahan yang dilakukan oleh peserta
didik, serta untuk mengetahui penyebab terjadinya kesalahan-kesalahan yang
dilakukan oleh peserta didik dalam menggunakan the simple past tense dalam
tulisan teks recount.
Metode yang digunakan dalam penelitian ini adalah metode kualitatif,
sedangkan pola umum atau rancangan penelitian yang digunakan oleh peneliti
adalah study kasus (case study). Selanjutnya, peneliti memilih peserta didik kelas
X-1 yang berjumlah 31 orang sebagai subjek dalam penelitian ini. Data dalam
penelitian ini diperoleh melalui tes dan wawancara kepada peserta didik dan guru
bahasa Inggris.
Hasil dari proses error analysis adalah peserta didik melakukan empat
jenis kesalahan yaitu omission, addition, miselection, and ordering. Dilihat dari
presentase setiap jenis kesalahan, miselection merupakan jenis kesalahan yang
paling sering dilakukan dengan presentase sebesar 53, 4%. Selanjutnya, kesalahan
omission sebesar 41,1%, addition sebesar 4,9%, sedangkan jenis kesalahan
ordering hanya sebesar 0,6% dari total kesalahan yang dilakukan oleh peserta
didik. Kesalahan-kesalahn tersebut terjadi karena sebagian besar peserta didik
masih dipengaruhi oleh bahasa ibu dan masih berfikir secara logika bahasa
Indonesia mereka (interlingual transfer). Disamping itu, kesalah-kesalahan
tersebut terjadi karena peserta didik mengeneralisasikan aturan (rule) simple past
tense in writing recount text dan menerapkan aturan tersebut dengan tidak
sempurna (intralingual transfer). Hal ini menunjukkan bahwa penggunaan simple
past tense in writing recount text masih sulit dipahami peserta didik.
ii
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful.
All praise be to Allah, Lord of the Worlds, who has bestowed strength and
health upon the writer in finishing this research paper. Peace and blessing be upon
our prophet Muhammad SAW, his family, companions, and all his followers.
Alhamdulillah by the grace of Allah the Highest, the writer could finish
her research paper after long hard effort of writing. Thus, she would like to
express her greatest gratitude to her beloved parents (H. Idris Muhasyim and Hj.
Atiyah) who always pray, support, and motivate her in every part of her life
especially in doing this study.
The writer would also like to address her gratitude to her advisors Dr.
Fahriany, M. Pd and Neneng Sunegsih M. Pd for their patient guidance, kindness,
valuable advice, and correction during the development of this research.
She would like to express her deep appreciation and gratitude to:
1. All lecturers of English Education Department who have taught her new
knowledge and have given her gorgeous experiences in study.
2.
Drs. Syauki, M.Pd. and Neneng Sunengsih M.Pd., the head and secretary
of English Education Department.
iii
Finally, the writer realizes that this research paper still has some weakness
and shortage. Thus, she would be grateful to accept any suggestions and
corrections from anyone for better writing.
iv
TABLE OF CONTENTS
ABSTRACT .................................................................................................... i
ABSTRAK ...................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENTS .............................................................................. v
LIST OF TABLES ........................................................................................ viii
LIST OF APPENDICES ............................................................................. ix
CHAPTER I: INTRODUCTION
A. The Background of the Study .............................................. 1
B. The Identification of the Problem ....................................... 3
C. The Limitation of the Problem ............................................ 4
D. The Formulation of the Problem ......................................... 4
E. The Objective of the Study .................................................. 4
F. The Significance of the Study ............................................ 4
CHAPTER II: THEORETICAL FRAMEWORK
A. Error and Error Analysis . .............................................. 6
1. The Definition of Error . ............................... 6
2. The Definition of Error Analysis .................................. 6
3. The Types of Error........................................................ 7
4. The Source of Error ...................................................... 9
5. The Stages of Error Analysis ....................................... 12
B. The Simple Past Tense ...................................................... 14
1. The Statement with Past Tense Verb ........................... 14
2. Yes / No Question and Short Answer .......................... 19
3. Informative Question ................................................... 19
C. Writing .............................................................................. 22
1. The Definition of Writing ..................................... 22
2. The Writing Process .............................................. 22
2.
3.
vi
LIST OF TABLES
vii
LIST OF APPENDICES
viii
CHAPTER I
A. Background of Study
KTSP focuses on developing students ability to do the competence and
the tasks in KTSP standard, so the students will be able to mastery the specific
competence. This educational program standard, makes the students have
competence of the knowledge and understand every values which is learnt
because this curriculum based on the number of competence, so after the students
finish the educational program, they will mastery all of the competence and apply
in their own life.
In KTSP, teacher is a facilitator and mediator who keep the students
learning process. Teacher only help the learners or students to mastery the
competence that has already studied.
In the other words, this educational program standard (KTSP) focuses on the
learners and the students because in KTSP every activity is done by the students.
It focuses on the students mastery and competence. Teacher only helps them to
do it, but it depends on the students own ability.
Standard Competence (Standar Kompetensi) and Basic Competence
(Kompetensi Dasar) are the components on the KTSP curriculum. Both of them
should be mastered by the students.
There are four skills in Standard Competence and Basic Competence;
listening speaking, reading and writing. The writer focuses on the last skill,
writing because writing is viewed as the most complex and hardest language skills
among the others. The students need to think everything at once. They should
produce words, sentences, paragraph, and extending compositions at the same
time. Thats why some experts said that writing is not an automatic process and
its the hardest skill that should be mastered by the students. The writer
wants to research about the grammatical errors which is made by the students in
writing recount text and the factors behind.
Based on the background above, the writer is intended to research about:
The Grammatical Error Analysis on the Simple Past Tense in Writing Recount
Text
2.
CHAPTER II
THEORETICAL FRAMEWORK
H. Douglas Brown, Principles of Language Learning and Teaching, 5th Edition, (New
York; Pearson Education, Inc. , 2007), p. 258.
2
Vacide ERDOGAN, Contribution of Error Analysis to Foreign Language Teaching,
Mersin University Journal of the Faculty of Education, Vol 1, 2005, p. 263.
3
H. Douglas Brown, Principles of Language Learning and Teaching, 4th Edition, (New
York;Addison Wesley Longman,2000), p.218.
The teacher realizes that the errors which are made by the learner
in language learning process should be analyzed carefully because with
this analysis, the teacher can identify the difficult areas that are faced by
the learners, so it can be used in making learning materials and strategies.
Error analysis was conceived and performed for its feedback value in
designing pedagogical materials and strategies.4
c. The Types of Error
According to Corder, error is divided into four categories: error of
omission, error of addition, error of selection, and error of ordering5. Here
are the explanations.
1) The Error of Omission
Error of omission is the absence of an item that should
appear. Errors of omission where some element is omitted which
should be present. 6 The learner omits the item that should appear
in the good utterance. Omission has two types of morphemes that
are omitted more than others. They are content morphemes and
grammatical morphemes.7 Content morphemes are morphemes
that have meaning like nouns, verbs, adjectives, adverbs.
Grammatical morphemes are little words that have minor play in
sentences like noun and verb inflections, articles, auxiliaries, and
preposition.
Example: Angelina is an actress
Jacek Fisiak, Contrastive Linguistics and the Language Teacher, (Oxford: Pergamon
Press, 1981), p. 221
5
S. P. Corder, Error Analysis and Interlanguage, (New York: Oxford University Press,
1982), p. 36.
6
Ibid.
7
Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, (New York: Oxford
University Press, 1982), p. 150.
learner in the early stage. It happens because the learner still has
limitation of the vocabulary which is used in the sentences.
2) The Error of Addition
Addition is the opposite of omission. Addition is the
presence of an item that must not appear in well-formed
utterences9. In addition, the learners add the utterance which is not
needed in a sentence, or the learners add some unnecessary
element.
For example: She didnt studied yesterday
From the example above, the learner want to tell that she
didnt study yesterday. She knows that to tell the past event, she
has to use the past verb, but she puts two items for the same
features; didnt and studied.
Ibid., p. 155.
Rod Ellis, The Study of Second Language Acquisition, 2nd Edition, (New York: Oxford
University Press, 2008), p. 52.
9
12
In the
10
past tense itself; he/she knows that the rules of the simple past
tense use verb two by adding ed, but she/he make wrong concept
and hypotheses because the partial learning. The verb go doesnt
become goed, but went The learner doesnt know that there are
irregular and regular verb. In short, the example above proves that
overgeneralization or negative intralingual transfer is done by the
learner because the learner overgenerates the rules in wrong
concept.
3) Context of Learning
Context of learning is the source of error that comes from
the teacher, the situation in the class, and also from the textbook.
Context refers, for example, to the classroom with its teacher and
its material in the case of school learning or the social situation in
the case of untutored second language learning.13 The teacher or a
textbook can be one of the sources of errors that made by the
learners in the classroom. It is caused by the learner make faulty
hypothesis about the language. The learners often make error
because of misleading explanation from the teacher, the faulty
presentation of the structure in textbooks, or the concept of item
that is memorized by drilling but its not proper with the other
context.
4) Communication Strategies
Learners must have their own strategies in language
learning to enhance their message across, but these techniques can
be the source of errors. A communication strategy is the conscious
employment
of
verbal
or
nonverbal
mechanisms
for
11
2) Identification of errors
In this step the researcher must identify error from data
collection. For identifying error, the researcher must compare the
sentence that was produced by students to the correct sentence in the
target language. For examples,
14
15
Ibid., p. 178.
Ellis, op.cit., p.46
12
LEVEL
SUBSTANCE
TEXT
DISCOURSE
GRAMMAR
LEXIS
RANK:
Clause-Phrase-WordMorpheme
CLASS:
Noun,Verb,Adjective
,
Adverb,Preposition,
Conjunction,etc.
SENSE
RELATION
COLOCATIONS
Graphology
MODIFICATI
ON
COHESION
COHERENCE
GENDERFIDELITY
FELICITY
OMISSION
ADDITION
SELECTION
ORDERING
Carl James, Error in Language Learning and Use: Exploring Error Analysis, (New
York: Wesley Longman Inc., 1998), p. 274.
13
4) Explanation of Errors
This step will explain why errors occur. This explanation
concerned on the sources of errors. From example above, the
researcher may consider that the student above does an error in
using ed (regular verb) instead of using irregular verb whether
because of interlingual transfer/overgeneralization, ignorance of
the rule restriction, incomplete application of rules, or false concept
hypothesis.
5) Evaluation of Errors
In this step, the researcher must decide the criteria of errors
which will be corrected because some errors can be considered more
serious than other. The aim of evaluating errors is to distinct which errors
will be corrected so the learner, which made an error, will not be stress of
getting correction.
Elaine Kirn, et all, Interactions 1 Grammar 4th Edition, (New York: McGraw-Hill,
2002), p. 107.
14
time, such as last week, at the weekend, etc. In telling stories and
describing what happened in the past we use the past simple as a time
anchor to establish the key time frame of events.18
This statement is also supported by Betty Schrampfer Azar. She said that
The simple past tense indicates that an activity or situation began and ended
at a particular time in the past19. The simple past tense can be used to give
the information of the time. In A Students Introduction to English
Grammars book said that Past time is understood as time proceeding the
time of speaking20. The simple past tense is also called time anchor
because the simple past tense can show the time when the action happen. The
simple past tense can be used to talk about completed past events and
activities.21 The way about how to tell activities in the past time, using this
tense is the right way.
The form of most verbs in the simple past tense by adding ed in the
ending of the verbs in singular and also plural form, it is called by regular
verbs and irregular verb for which has changes in the verb. Regular verbs
are those in which the past tense and the past participle are formed by adding
the suffix ed (or in a few cases, -t) to the base form.22 From that statement,
the regular verbs can be marked by the ending of the verb; suffix ed. With
suffix ed, it is easier to know this regular verbs. From A Students
Introduction to English Grammars book, regular verb is one whose
inflectional forms are all predictable by general rule.23 The form of all
regular verbs can be predicted because there is the general rule which can be
used as a reference.
18
Martin Parrot, Grammar for English Language Teachers Second Edition, (Britain:
Cambridge University Press, 2010), p. 219-210.
19
Betty Schrampfer Azar, Understanding and UsingEnglish Grammar 3rd Edition, (New
York: Pearson Education, 1999), p. 27.
20
Rodney Huddleston, A Students Introduction to English Grammar, (Cambridge:
Cambridge University Press, 2005) p. 44.
21
Ibid.
Martha Kolln & Robert Funk, Understanding English Grammar (Eight Edition), (New
York: Pearson Education Inc., 2010), p. 68.
23
Huddleston, op.cit., p. 33.
22
15
In the certain verbs, there are also changes in the verbs; they are
called irregular verbs. An irregular verb, by contrast, is one where the
shape of at least one inflectional form has to be specified for the particular
verb.24 The dictionary helps to find the irregular verbs because the form of
the verbs cant be predicted.
The writer may conclude that regular verbs have their clear rules, but
the irregular verbs dont have the rules, but they can be found in the list of
irregular verbs or dictionary. Like John Langan said in his book, Almost
everyone has some degree of trouble with irregular verbs. When you are
unsure about the form of the verb, you can check the following list of
irregular verbs, or you can check a dictionary, which gives the principal parts
of irregular verbs.25
The examples below show the rules of statement with simple past
tense.
1. We listened to music after dinner.
2. The teacher taught the student in the class yesterday.
The examples above show the rules of the regular and irregular verb.
The first example uses the regular verb listened. It is easy to identify
regular verb. As the explanation before, the regular verb can be known by the
ending of the verb; suffix ed. The second example uses the irregular verb,
taught. It is quite hard to identify the irregular verb because the form of
irregular verb cannot be predicted. It is needed to see the list of irregular verb
on the dictionary to know about it. If the verb is irregular, the dictionary will
list the principal for you. If there are no principal parts given, form the past
and past participle using the regular method. On the other word, if the
24
Ibid., p. 34.
John Langan, Sentence Skills A Workbook for Writers 7th Edition, (New York:
McGraw-Hill, 2003), p. 164.
25
16
dictionary cant show the principal or form of the irregular verbs, the
principal of regular verbs can be used with adding ed at the end of the verbs.
In the negative past tense statement, the verbs can be added by didnt
or did not before the simple form of the main verbs. The examples of
negative form of the simple past tense below, explain the rules clearer.
My roommate didnt like that restaurant.
I didnt live in a dorm last year.
The examples above show the rules of the negative past tense
statement. There are didnt before the simple form of the main verb, like and
live. The past tense verb is not used in writing negative past tense statement
because to indicate the statement is past tense, it is marked by didnt.
Beside the irregular verbs, there is also irregular be. The only
English verb with more than five forms is be, the most irregular of our
irregular verbs. It is also the only verb with a separate form for the infinitive,
or base (be); it is the only one with three forms for present tense (am, is, are)
and two for past tense (was, were).26 The verb be in the past tense only
has two forms; they are was and were. Was for the singular, and were for the
plural.
There are many changes in spelling rules of the simple past tense that
should be known by everyone.
Spelling rules for the simple past tense verbs regular verb:
1. If a simple form of a verb ends in y after a consonant, change the
y to i and add ed
Examples: try/tried carry/carried dry/dried
2. If the simple form of a one syllable verbs ends in a consonant + a
vowel + a consonant, double the consonant and add ed.
Example: plan/planned
Exception: do not double final w, x or y. (example: row/rowed)
26
17
18
Ibid., p.110.
19
subject; why can also have didnt before the subject. Note that when who or what
is the subject of the sentence, the main verb is in the simple past tense and did is
not used before the subject.31 like shows in the table 2.2 below;
Table 2.2
Informative Question32
Examples
Possible answers
did
you
Notes
I called my sister
do I cleaned my house
yesterday?
Where did you relatives They
stay?
stayed
in
the
upstairs bedroom
In information questions
with did and didnt, the
main verb is in the simple
form. There is no ed
ending.
meal.
happened
night?
31
32
20
21
requests and questions, the simple past tense is often used instead of the simple
present to express a more deferential35 In giving an offer or a request by using
the past form, it is more polite than using the present form because by using the
present form, it gives the impolite statement or offer. For example: Did you
want to come in? is more polite that Do you want to come in?
3. Writing
a. The Definition of Writing
Writing is a skill that not easy to be done. The learner has to think about
the ideas and the details to connect them correctly. John Langan said that writing
is a process of discovery that involves a series of steps, and those steps are very
often a zigzag journey. 36 On the other hand, writing is a long process. There are
many steps in the writing process that should be mastered by the writer. Because
writing is a skill, someone should practice it for a better writing.
The four basic principles that must learn to write effectively, they are: (1)
start with a clearly started point, (2) provide logical, detailed support for your
point, (3) organize and edit connect your supporting material, and (4) revise and
edit so that your sentences are effective and error-free.37
From the four basic principles above show that writing is a chronological
process. The first principle is we have to know what we are going to write, and
then search the detail to support our idea, organize it, and the last is edit our
writing to make it perfect.
35
Ibid.
John Langan, English Skills, (New York: McGraw-Hill, 2001), p.12.
37
Ibid., p.4
36
22
revising and the last is editing38. The first step is prewriting. With this step, writer
is hoped to think about the topic and what is the writer going to write. After
thinking about the idea of the writing, the writer can start to write the first draft,
revising, and editing the writing, so the errors can be deleted in this last step.
1. Prewriting
Many people have trouble getting started writing, so in this first
step they are five techniques that will help to think about and develop a
topic and get words on paper: freewriting, questioning, making a list,
clustering, and preparing a scratch outline.39 These techniques help to do
the writing process and make writing easier.
In freewriting, the writer only writes what are the ideas come to the
writers mind. The writer only keeps writing without stopping. The second
is questioning. In this technique, the writer can make the questions about
the subject that the writer wants to write. The third is making a list. In
making a list, the writer only has to write the list about the aspects that
relate to the topic. The next is clustering. This technique can be done by
stating the subject or the topic in the center of a paper. Then, the details or
the ideas can be put in the boxes or circles around the subject, and draw
lines to connect them each other. The last is preparing scratch outline. The
details that are not needed or not connected with the subject can be crossed
by the writer with this technique.
2. Writing a First Draft
After the writer does the prewriting, the next step is writing a first
draft. Writing a first draft must be hard to do without prewriting before
because in this step, the writer writes the ideas or the arguments into a text.
While writing your first draft, focus on getting your meaning down on
paper; do not be overly concerned with grammatical correctness at this
38
Ibid., p. 17.
Ibid., p.18.
39
23
stage.
40
Regina L. Smalley & Mark K. Ruetten, Refining Composition Skills (Rhetoric and
Grammar), (Boston: Heinle & Heinle Publisher,1995), p. 12.
41
Langan, op.cit., p.26.
42
Mark Anderson and Kathy Anderson, Text Types in English 3(South Yarra: MacMillan,
1997) , p.24.
24
through a sequence of events.43 In other words, recount text is writing text type
which retells the past event chronologically. The purpose of recount text is to
describe what happened in the past time through sequence of the events to the
reader.
B. The Schematic Structure of Recount
Every text has a schematic structure. And according to Anderson, recount
has three schematic structures. They are, orientation, events, and reorientation.44 The orientation is the opening of the recount text. It is consists of
background information about recount text. Events tell about what happened in a
chronological order. Re-orientation is the conclusion of the recount text.
1) Orientation
In this part, the writer tries to introduce the recount writing to the
readers, so the readers know about the details of setting or background
information about the events. The orientation is consists of background
information about who were involved in the story, what, when, and where
the events takes a place. It is in the first paragraph.45 This orientation is in
the first paragraph as an opening of the recount text.
2) Events
The orientation is followed by the events of the recount text. The
function of the event is to tell what happened in a chronological order.46
Event is the main important part of recount text because those events are
the core of the story. This is followed by a series of paragraph that tell
about all of the past events that happened in the story.
43
Th.M. Sudarwati & Eudia Grace, Look Ahead An English Course for Senior High
School Students Year X, (Jakarta:Erlangga, 2006), p.30.
44
Anderson, loc.cit.
45
Ibid.
46
Sudarwati, op.cit., p.30.
25
3) Re-orientation (optional)
In this part, the writer can choose to give the conclusion for the
readers or not. Re-orientation is about the conclusion of the experience. It
is optional because some recounts are only consists of orientation, and the
series of events. The conclusion and comment of the story can be given in
this last part.
C. The Language Features of Recount Text
Anderson divides the language features of recount text into four, they are:
(1) proper nouns to identify those involves in the text, (2) descriptive words to
give details about who, what, when, where and how, (3) the use of the past tense
to retell the events, and (4) words that show the order of events47
In the other words, those language features above help to write the recount
text. The first is proper nouns to identify those involves in the text. It is useful to
show who, where and when the story took place, for example; Rina, at home,
South Africa, etc. The second is descriptive words. It is used to give details about
who what, when, where, and how the events happen. The next is the use of the
past tense. Because recount is retelling a story that happens in the past time, so the
using of the past tense is needed to make sure the readers that the events is happen
in the past time. The last is words that show the order of events, for example, first,
next, then, etc.
D. The Types of Recount Text
According to Anderson and Anderson there are many types of recount
text, they are: (1) eyewitness accounts, (2) letters, (3) conversations, (4)
newspaper Reports, (5) television, (6) interviews, and (7) speech.48
47
26
Ibid., p. 74.
27
is verb tense is the most grammatical error made by the students with 149 errors,
and the major source of the error is mother tongue interference.50
The second study is about an analysis of students errors in writing
narrative text, a study case in second year of SMAN 3 Bekasi. The study focused
on what the commonest error and the source of error made by students in narrative
writing. The result of this research is the commonest error is in verb tense with 26,
212 % and the lowest percentage is in incomplete sentence with 0, 346%. The
major source of error that the writer found is intralingual transfer.51
The previous studies above can be a good a good reference for the writer
in doing her research. She will compare the result of the research. Beside the most
grammatical error, the writer will also focus on the source its error too.
50
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The form of this study is a qualitative research because the writer takes
place in the real situation about social phenomena. Qualitative research is an
approach to social science research that emphasizes collecting descriptive data in
natural setting, uses inductive thinking, and emphasizes understanding the
subjects point of view.52 Natural means that qualitative research is done in the
real setting as a direct source of data. The writer comes and spends the time in the
class, or other learning place about educational concern. In qualitative research,
the writer doesnt build any hypothesis to be proved or disproved, but accent the
writers idea.
The writer does a case study because the writer chooses the possible places
and the pupils as a subject or the resource of the data. Case study is a detailed
examination of one setting, or a single subject, a single depository of documents,
or a particular event53. The writer scouts for the place and people who can be the
source of the data. When the subject and the place have been chosen, the writer
begins to collect the data, and analyze it based on error analysis procedure.
The data analysis of this study is descriptive statistic. It is a statistic that
organizes and analyzes the data, so that can give the description about the
phenomenon and the situation which exist at the time of the study. The data
collected take the form words or picture rather than the numbers. The written
results of the research contain quotations from the data to illustrate and
substantiate the presentation.54 The data is not reduced to numerical symbols.
52
Robert, C. Bogdan, and Sari Knopp Biklen, Qualitative Research for Education 5th
Edition An Introduction to Theories and Methods, (Boston: Pearson Education, Inc., 2006), p. 274.
53
Ibid., p. 271.
54
Ibid., p.5.
28
29
30
x 100%
P = Percentage of error
F = Frequency of false answer
N = Number of students
55
Emzir, Metodologi Penelitian Kualitatif: Analisis Data, (Jakarta: PT. Raja Grafindo
Persada, 2010), p. 129-133.
56
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2010), Cet. 22, p. 4.
CHAPTER IV
RESEARCH FINDING
31
32
those difficulties (see appendix 1a no. 5). The teacher gave the students basic
explanation about the usage of to be, verb (regular and irregular), noun, adjective
and adverb, and also explained about new vocabularies in a sentence.
Besides interviewed the teacher, she also interviewed the students which
conducted after they did the test. However, not all students interviewed; she only
took ten (10) students for this research. The writer asked the students some
questions about problem in learning simple past tense in writing recount text
which consisted of seven (7) questions. The questions were divided into two
categories. The first category talked about their knowledge and problem about the
simple past tense (see appendix 2a, no. 1-4). The second category talked about
usage of simple past tense in writing recount text (see appendix 2a, no. 5-7).
From the students interview, the writer found that the most of the students
faced difficulty in determining and using past tense form and irregular verb. This
difficulty made the students did an error where some of them tended to use simple
past form for every verbs. Besides the simple past form, they also got difficulty in
determining irregular verb, so they applied regular pattern; by adding ed, instead
of regular pattern. The errors occurred because they did not pay fully attention to
the teachers explanation and because they did not understand in teachers
explanation. It was also caused by the teacher never asked them to make a
complete recount text paragraph.
2. The Result of Test
The writer found a lot of errors in using the simple past tense in students
recount writing, and then she made the classifying of the students error on
grammatical aspect. It has been mentioned in the previous chapter, the writer only
focused on the types of grammatical errors according to Corder, error of omission,
error of addition, error of selection, and errors of misordering.57
57
S. P. Corder, Error An-alysis and Interlanguage, (New York: Oxford University Press, 1982), p. 36.
33
After gathering the data, then the writer counted the errors by using the
table and calculated the number of each error. Next, she processed the calculation
of the result of the writing task by using percentage. Then, the writer made a
graphic of writing error based on the calculation. Interpreting the data is done
after processing the result.
Table 4.1
The Recapitulation of Students Error of Omission
No.
Omission
Students
Number
Substance
Text
Grammatical
Lexis
Discourse
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
10
Student 10
11
Student 11
12
Student 12
13
Student 13
14
Student 14
15
Student 15
16
Student 16
17
Student 17
18
Student 18
19
Student 19
34
Omission
No.
Students
Number
Substance
Text
Grammatical
Lexis
Discourse
20
Student 20
21
Student 21
22
Student 22
23
Student 23
24
Student 24
25
Student 25
26
Student 26
27
Student 27
28
Student 28
29
Student 29
30
Student 30
31
Student 31
TOTAL = 67
63
Table 4.2
The Recapitulation of Students Error of Selection
No.
Selection
Students
Number
Substance
Text
Grammatical
Lexis
Discourse
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
35
No.
Selection
Students
Number
Substance
Text
Grammatical
Discourse
Lexis
Student 7
Student 8
Student 9
10
Student 10
11
Student 11
12
Student 12
13
Student 13
14
Student 14
15
Student 15
16
Student 16
17
Student 17
18
Student 18
19
Student 19
20
Student 20
21
Student 21
22
Student 22
23
Student 23
24
Student 24
25
Student 25
26
Student 26
27
Student 27
28
Student 28
29
Student 29
30
Student 30
31
Student 31
TOTAL = 87
67
14
36
Error of addition and misordering are only found in the text (grammatical),
8 errors for error or addition, and an error in misordering. Student number 5, 6, 7,
16, 19, and 20 did the error of addition, and student number 29 did error in
misordering.
Here are the data of students error in using the simple past tense in
writing recount text
Table 4.3
The Recapitulation of Students Error
No.
STUDENTS
NUMBER
Types of Error
Error of
Error of
Error of
Error of
Omission
Addition
Selection
Misordering
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
10
Student 10
11
Student 11
Student 12
13
Student 13
14
Student 14
15
Student 15
16
Student 16
17
Student 17
18
Student 18
37
Types of Error
No.
Students Number
Error of
Error of
Error of
Error of
Omission
Addition
Selection
Misordering
19
Student 19
20
Student 20
21
Student 21
22
Student 22
23
Student 23
24
Student 24
25
Student 25
26
Student 26
27
Student 27
28
Student 28
29
Student 29
30
Student 30
31
Student 31
TOTAL = 163
67
87
As the calculation above, the writer describes the examples and the causes
why the errors occur as follow:
1. The Error of Omission =
2. The Error of Addition =
3. The Error of Selection =
4. The Error of Misordering =
41, 1 %
38
Table 4.4
The Recapitulation of Error Types, Frequency and its Percentage
No.
1.
2.
LEVEL /
MODIFICATION
SUBSTANCE
OMISSION
ADDITION
TEXT
GRAMMAR
LEXIS
63 =
4=
38. 65 %
2. 45 %
DISCOURSE
TOTAL OF
ERROR
67 = 41. 1%
8=
8 = 4. 9%
4. 9 %
3.
4.
SELECTION
ORDERING
5=
67 =
14 =
1=
3. 1%
41. 1 %
8. 6 %
0. 6%
1=
87 = 53. 4%
1 = 0.6%
0.6%
TOTAL
163 = 100%
Based on the calculation above, it can be concluded that the total errors of
omission are 67 errors or 41.1% (error of omission in grammar text level are 63
errors or 38.65% and in lexis text level are 4 errors or 2.45%), addition are 8 errors
or 4.9% in grammar text level, selection are 87 errors or 53.4% (error of selection
in substance level are 5 errors or 3.1%, in grammar text level are 67 errors or
41.1%, in lexis text level are 14 errors or 8.6%, and in discourse level is 1 error or
0.6%), and in ordering is 1 error or 0.6% in grammar text level. From the
calculation of the data, error of selection is the most frequent errors that done by
the first grade students of MA Al-Khairiyah Jakarta Selatan with the percentage
53.4%. Moreover, it is followed by error of omission with percentage 41.1%, and
error in addition and ordering fewer than 5%.
39
Table 4.5
The Recapitulation of Source of Students Errors
Source of Error
The
No.
Students
Interlingual
Intralingual
Context of
Communication
Number
Transfer
Transfer
Learning
Strategies
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
10
Student 7
Student 8
Student 9
10
Student 10
11
Student 11
12
Student 12
13
Student 13
14
Student 14
15
Student 15
16
Student 16
17
Student 17
18
Student 18
19
Student 19
20
Student 20
21
Student 21
22
Student 22
23
Student 23
24
Student 24
40
Source of Error
The
No.
Students
Interingual
Intralingual
Context of
Communication
Number
Tranfer
Transfer
Learning
Strategies
25
Student 25
26
Student 26
27
Student 27
28
Student 28
29
Student 29
30
Student 30
31
Student 31
TOTAL
92
SOURCE OF
71
ERROR = 163
1. Interlingual Transfer
2. Intralingual Transfer
3. Context of Learning
:0%
4. Communication Strategies : 0 %
Table 4.6
The Recapitulation of Source of Error, Frequency, and its Percentage
No.
Source of Error
Frequency of
Percentage
Error
1.
Interlingual transfer
92
56. 4%
2.
Intralingual transfer
71
43.6%
3.
Context of learning
0%
4.
Communication strategies
0%
41
42
43
language system and English, and the target language system itself
(intralingual).
1) Interlingual Transfer
This error is caused by the influence of their native language which
is Bahasa. The student translated the Bahasa into English directly. For
example,
Students wrote I back to home while they supposed to write I
was back home.
Students wrote after lunch, I prayed Dzuhur while they supposed
to write after having lunch, I prayed Dzuhur
Students wrote before I went, I breakfast while they supposed to
write before I went, I had breakfast
They omit the items that should appear. This happened because
the pattern of Both Bahasa which is their mother tongue- and English are
totally different. The students omitted was, having, and had
because Bahasa doesnt have those rules. The teachers interview also said
that the students didnt know about the usage of to be and verb. These
errors occurred because the students had not clearly understood of the
structure of the sentence. The source of this error is from the interlingual
transfer. It happens because are still influenced by their mother tongue.
2) Intralingual Transfer
Negative intralingual transfer or overgeneralization is done by the
learner because the learner overgenerates the rules in wrong concept. The
example is the students overgeneralized in using ed in their writing. For
example, they wrote, After arrived, I played together, instead of after
arriving, I played together. It happened because the students think that
every verb in recount text writing always use the simple past form. The
source of this error is intralingual transfer because they overgenerates the
rules in wrong concept.
44
NO
TYPES OF ERROR
FREQUENCY OF
PERCENTAGE OF
ERROR
ERRORS
Error of Omission
67
41. 1%
Error of Addition
4. 9%
Miselection
87
53. 4%
Error of Ordering
0.6%
45
As shown on the table above, error of selection is the most frequent errors that
done by the first grade students of MA Al-Khairiyah Jakarta Selatan with the
percentage 53.4%. They did it because some students found difficult in
distinguishing between the simple past tense and other tense.
Table 4.8
The Recapitulation of Source of Error, Frequency, and its Percentage
No.
Source of Error
Frequency of
Percentage
Error
1.
Interlingual transfer
92
56. 4%
2.
Intralingual transfer
71
43.6%
3.
Context of learning
0%
4.
Communication strategies
0%
As shown on the table above, the most frequent sources of the errors are
interlingual transfer and intralingual transfer; with 92 errors or 56.4% for
interlingual transfer, and 71 errors or 43.6% for intralingual transfer. It is caused
by the students might be influenced by their mother tongue in terms of pattern,
systems or rules. They also translated the Bahasa into English directly which have
not the same at all. On the other word, students often generalized what they know
from their mother tongue to the new language, which is English, that known as
Intralingual Transfer. From the percentage above, the major source of error is
interlingual transfer.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the explanation and the description in the previous chapter, the
writer concluded that the types of error that were made by the students of the first
year of MAN Al-Khairiyah Jakarta Selatan in their English writing from the
highest percentage to the lowest are error of selection, error of omission,
misformation and error of ordering.
The data also indicate that Interlingual transfer is the major source of the
error. These errors are caused by mother tongue interference. Students often
translated what they wanted to deliver in their writing from their mother tongue to
the new language. In the simple past tense, for instance, they were misslection
between The Simple Present and The Simple Past Tense in writing Recount Text.
All the errors that they made occur when they tried to tell their experience in
English based on the comprehension and vocabularies they had in their mind.
B. Suggestion
Errors in teaching learning process of foreign language are something
unavoidable. Although it seems natural, students should learn more about both
enhance vocabularies and grammatical function in order to improve their writing
skill. The writer intends to give some suggestions as follow:
1. The teacher has to keep giving students writing tasks regularly. By these tasks,
the students will be familiar to write and this is good for their writing skill
because they used to write.
2. The teacher has to give the very simple topic and very familiar with their
environment and their favorite. This will make students more enjoy and
motivate them to keep writing. Afterwards, the topic can be expanded to the
difficult one to give challenge and enhance their vocabularies.
46
47
3. The teacher has to make the students aware of their mistakes by letting them
correct their errors with partner. Besides, this will make students find out their
own mistakes; this also will motivate them in teaching learning process by
doing it in pair.
4. The students have to pay more attention to some aspects that are difficult for
them in writing. After knowing their mistakes, the students should be able to
learn from it, so they will not do the same mistakes.
BIBLIOGRAPHY
Anderson, Mark and Kathy Anderson. Text Types in English 1, South Yarra:
MacMillan, 1997.
-----, Text Types in English 3, South Yarra: MacMillan, 1997.
Badan Standar Nasional Pendidikan (BNSP). Standar Isi Untuk Satuan
Pendidikan Dasar dan Menengah, Jakarta: BNSP, 2006.
Bogdan, Robert, C. and Sari Knopp Biklen. Qualitative Research for Education:
An Introduction to Theories and Methods, Boston: Pearson Education, Inc.,
2006.
Brown, H. Douglas. Principles of Language Learning and Teaching, New Jersey:
Prentice-Hall, Inc., Englewood Cliffs, 1980.
-----, Principles of Language Learning and Teaching, 4th Edition, New York:
Addison Wesley Longman,2000.
-----, Principles of Language Learning and Teaching, 5th Edition, New York:
Pearson Education, Inc., 2007.
Celce-Murcia, Marianne and Diane Larsen-Freeman. The Grammar Book An
ESL/EFL Teachers Course, 2nd Editon, USA: Heinle & Heinle Publisher,
1999.
Corder, S. P. Error Analysis and Interlanguage, New York: Oxford University
Press, 1982.
Cowan, Ron, The Teachers Grammar of English, Cambridge: Cambridge
University Press, 2008.
Dulay,Heidi., et al., Language Two, New York: Oxford University Press, 1982.
Ellis, Rod. The Study of Second Language Acquisition, 2nd Edition, New York:
Oxford University Press, 2008.
Emzir. Metodologi Penelitian Kualitatif: Analisis Data, Jakarta: PT. Raja
Grafindo Persada, 2010.
ERDOGAN, Vacide. Contribution of Error Analysis to Foreign Language
Teaching. Mersin University Journal of the Faculty of Education,1, 2005.
48
49
50
51
52
53
54
55
Standard of
Competencies
Basic
Competencies
Indicators
Taxonomy
Bloom
Instrument
Item
Writing
Expressing
the meaning
of short
functional
written text
and simple
essay in
recount,
narrative, and
procedure
form in the
context of
daily life.
Expressing the
meaning and
rhetorical steps
accurately,
fluently, and
acceptably by
using variety
of written
language in the
context of
daily life in
recount,
narrative and
procedure text.
Stage 6:
Using
Creating
grammar,
vocabulary, (C6)
punctuation
, spelling,
and
structure
accurately.
Producing
short
functional
text.
Tell about
1 to 10
your
experience at
last weekend
in a
paragraph by
answering
the questions
below!
56
57
No.
Students
Number
Student 1
Student 2
Student 3
Omission
(1,8) I a breakfast/ I
had breakfast
(3) I a lunch/ I had
lunch
(4) after lunch/ after
having lunch
(5) I pray Lohor/ I
prayed Lohor
(2) we walk until
12.30/ we walked until
12.30
(4) I felt very happy
but so tired/ I felt very
happy but I was so
tired
(1) I took bath and
breakfast/ I took bath
and had breakfast.
(2) after lunch, I went
to Curug / after having
lunch, I went to
addition
Type of Error
selection
(2) I want to that place/ I
went to that place
(6) I went bact/ I went
back.
(7) after arrived at
home/ after arriving at
home
(9) my very happy/ I
very happy
(1) before we go, we
had breakfast/ before we
went, we had breakfast
(3) after arrived home, I
prayed ashar/ after
arriving home, I prayed
ashar
(3) I prepared to came
back/ I prepared to come
back.
(4) After arrived home, I
had dinner/ after
arriving home, I had
ordering
Source of
Error
1. Interlingual
2. Intralingual
3. Interlingual
4. Interlingual
5. Interlingual
6. Intralingual
7. Intralingual
8. Interlingual
9. Interlingual
1. Interlingual
2. Interlingual
3. Intralingual
4. Intralingual
1. Interlingual
2. Interlingual
3. Intralingual
4. Intralingual
5. Intralingual
58
Curug.
Student 4
Student 5
Student 6
(1) we breakfast/ we
had breakfast
(3) I tired/ I was tired.
(6) we lunch / we had
lunch
(7) after we lunch, I
prayed/ after we had
lunch, I prayed.
(5) we stopped to
prayed/ we
stopped to pray
(10) we are
prayed/ we
dinner.
(5) I went to bad/ I went
to bed.
(2 ) I entered my items/
I put my items
(4, 8) after arrived, I
prayed in the mosque/
after arriving, I prayed
in the mosque
(5,9) I sleeping / I slept
(10) experienced very
happy/ the experience
was very interesting
(1) I prepared my items
to needed/ I prepared the
things that I need.
(2) after arrived, I
played together/ after
arriving, I played
together
(6) after finished, I
continued a trip/ after
finishing, I continued a
trip
(7) I am is very happy/ I
was very happy.
(1) I go to the zoo/ I
went to the zoo
1. Interlingual
2. Intralingual
3. Interlingual
4. Intralingual
5. Interlingual
6. Interlingual
7. Interlingual
8. Intralingual
9. Interlingual
10. Intralingual
1. Intralingual
2. Intralingual
3. Interlingual
4. Interlingual
5. Intralingual
6. Intralingual
7. Intralingual
1. Interlingual
2. Interlingual
59
Student 7
Student 8
(4) I preapared/ I
prepared
(6) I give eat to animals/
I feed the animals
(11) I take a bath/ I took
a bath
(12) I feeling happy fun/
I felt happy.
3. Interlingual
4. Intralingual
5. Interlingual
6. Interlingual
7. Interlingual
8. Interlingual
9. Interlingual
10. Intralingual
11. Interlingual
12. Interlingual
1. Intralingual
2. Intralingual
3. Interlingual
4. Interlingual
5. Interlingual
6. Intralingual
7. Interlingual
8. Interlingual
9. Interlingual
1. Intralingual
60
Student 9
10
Student 10
11
Student 11
12
13
Student 12
Student 13
2. Intralingual
1. Intralingual
2. Intralingual
3. Intralingual
1. Interlingual
2. Intralingual
1. Interlingual
(2) I went to lunch/ I
had lunch
1. Intralingual
2. Interlingual
(4) we prayer/ we
prayed
1. Interlingual
2. Interlingual
3. Interlingual
4. Intralingual
5. Interlingual
61
14
15
16
1. Interlingual
2. Interlingual
3. Interlingual
4. Intralingual
1. Interlingual
2. Interlingual
3. Intralingual
4. Interlingual
5. Interlingual
6. Intralingual
7. Intralingual
8. Intralingual
1. Interlingual
2. Intralingual
3. Interlingual
4. Intralingual
5. Interlingual
6. Interlingual
7. Interlingual
8. Interlingual
9. Interlingual
10. Intralingual
62
17
18
19
(2) I am swimed/
I swam.
1. Interlingual
2. Interlingual
3. Interlingual
4. Interlingual
1. Interlingual
2. Interlingual
3. Intralingual
4. Interlingual
1. Intralingual
2. Intralingual
3. Interlingual
4. Intralingual
5. Interlingual
6. Interlingual
7. Interlingual
63
20
Student 20
Student 21
(3) I am arrived to
that place/ I
arrived to that
place
(4) I am swimed/
I swam
1. Intralingual
2. Interlingual
3. Intralingual
4. Intralingual
5. Interlingual
6. Intralingual
7. Interlingual
8. Intralingual
9. Intralingual
1. Interlingual
2. Interlingual
3. Intralingual
4. Intralingual
5. Intralingual
64
22
(1) my mother
prepared/ my mother
prepared all the things
(3) after lunch, I
prepared to pray/ after
Student 22
having lunch, I
prepared to pray
(6) I break/ I took a
break
(2) after lunch, I and
my brother praying/
after having lunch, my
brother and I prayed.
23
Student 23
24
(1) I prepared/ I
Student 24 prepared all the things
(2) I lunch with my
1. Interlingual
2. Intralingual
3. Interlingual
4. Intralingual
5. Intralingual
6. Interlingual
7. Intralingual
1. Interlingual
2. Interlingual
3. Interlingual
4. Intralingual
5. Intralingual
6. Intralingual
1. Interlingual
2. Interlingual
3. Intralingual
65
25
26
27
28
Student 26
Student 27
1. Interlingual
2. Interlingual
3. Intralingual
1. Intralingual
2. Intralingual
3. Interlingual
1. Interlingual
2. Interlingual
3. Intralingual
4. Intralingual
5. Interlingual
1. Interlingual
2. Intralingual
66
29
30
31
Student 29
1. Intralingual
2. Intralingual
3. Intralingual
4. Interlingual
1. Interlingual
2. Interlingual
3. Intralingual
1. Interlingual
2. Interlingual
3. Intralingual
4. Interlingual
57
58
59
60
61
62