an analysis on students’ errors in using personal...

AN ANALYSIS ON STUDENTS’ ERRORS IN USING

PERSONAL PRONOUNS

(A Case Study at the First Grade of Junior High School

Of Yayasan Miftahul Jannah)

By:

Dinnie Hijrie Firdausi

108014000049

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

2014

i

ABSTRACT

Dinnie Hijrie Firdausi (NIM: 108014000049) An Analysis on Students’ Errors in

Using Personal Pronouns (A case study at the first grade of junior high school of

Yayasan Miftahul Jannah). Skripsi of Department of English Education at faculty of

Tarbiya and Teacher’s Training of State Islamic University Syarif Hidayatullah

Jakarta, 2013

Keywords: Error Analysis, Types of Error.

The objective of this study was to find out their frequency of occurrence and

to find out the type of errors that made by the students. Beside that another

purpose is to identify kinds of personal pronouns that the students made in using

subject and object pronoun.

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

grade students of VII class which consist 43 students but the reasearcher only

took 34 students as the sample. The data were collected by giving test to the

students and.

The result of the error analysis process showed that students committed error

into four types: omission, addition, selection, and ordering. From the frequency

of each error types, selection was the error which most frequently produced by

the students. It took 95.8% of the total errors. Moreover, 3.7% errors fell into

omission and 0.3% errors fell into addition; whereas,the researcher didn’t find

any errors in misordering. Besides, the subject pronoun is the most frequent

errors that done by the first grade students of SMP YMJ with the percentage

68.7%.

ii

ABSTRAK

Dinnie Hijrie Firdausi (NIM: 108014000049) Analisa Kesalahan-kesalahan

Siswa Dalam Menggunakan Personal Pronouns. (A case study at the first grade of

junior high school of Yayasan Miftahul Jannah). Skripsi of Department of English

Education at faculty of Tarbiya and Teacher’s Training of State Islamic University

Syarif Hidayatullah Jakarta, 2013

Keywords: Error Analysis, Types of Error.

Penelitian ini bertujuan untuk menganalisis dan mengelompokkan tipe-tipe

kesalahan yang dilakukan oleh siswa dalammenggunakan personal pronoun.

Kesalahan-kesalahan tersebut dikelompokkan berdasarkan teori Corder.

Penelitian ini bertujuanuntuk memperoleh persentasi dari setiap jenis kesalahan

yang dilakukan oleh siswa.Tujuan lainnya yaitu untuk mengidentifikasikan tipe-

tipe dari personal pronouns yang dilakukan oleh siswa dalam penggunaansubjek

dan objek pronoun.

Metode yang digunakan dalam penelitian ini adalah metode kualitatif,

sedangkan pola umum atau rancangan penelitian yang digunakan oleh peneliti

adalah studi kasus (case study). Selanjutnya, peneliti memilih siswa kelasVII

yang berjumlah 43 siswa tetapi penulis hanya mengambil 34 siswa sebagai

subjek dalam penelitian ini. Data dalam penelitian ini diperoleh melalui tes dan

wawancara kepada siswa dan guru bahasa Inggris.

Hasil dari penelitian error analysis menunjukan bahwa siswa melakukan

empat jenis kesalahan yaitu omission, addition, selection, and misordering.

Dilihat dari presentase setiap jenis kesalahan, selection merupakan jenis

kesalahan yang paling sering dilakukan dengan presentase sebesar 95.8%.

Selanjutnya, kesalahan omission sebesar 3.7%, addition sebesar 0.3%, sedangkan

peneliti tidak menemukan kesalahan dalam ordering. Disamping itu, subjek

pronoun merupakan kesalahan yang paling banyak dilakukan oleh siswa kelas

VII SMP YMJ dengan presentasi 68.7%.

iii

ACKNOWLEDGMENT

In the name of Allah, the Beneficent, the Merciful.All praisebe to Allah, Lord

of the Worlds, who has bestowed strength and healthupon thewriter in finishing this

research paper. Peace and blessing be upon our prophet Muhammad SAW, his

family, companions, and all his followers.

This paper is presented to the Department of English Education, Faculty of

Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah

Jakarta as a partial fulfillment of the requirement for the degree of strata 1 (Sarjana

Pendidikan).

Alhamdulillah by the grace of Allah the Highest, the researcher could finish

her research paper after long hard effort of writing. Thus, she would like to express

her greatest gratitude to her beloved mom (Ir. Siti Ambarini Sabardinah) who always

pray, support, and motivate her in every part of her life especially in doing this study.

The researcher 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 Department of English Education who have taught her new

knowledge and have given her gorgeous experiences in study.

2. Drs. Syauki, M.Pd. and Zaharil Anasy, M.Hum. The head and secretaryof

Department of English Education.

3. Dra. Nurlena Rifa’i, Ph.D, the dean of Faculty of Tarbiyah and Teachers

Training.

4. The principal and the English teacher of SMP Yayasan Miftahul Jannah

(YMJ) for permitting and helping the researcher to conduct the research.

5. Her beloved best friends who have always been in the researcher side in

facing all the laughter and tears during her study, especially for Syifa Fauziah

and Raisa Amiyatul Hijriani.

iv

6. All her beloved friends of Department of English Education Class B for

academic year 2008 whose name cannot be mentioned one by one who

always help and motivate her in accomplishing this research paper.

May Allah, the Almighty bless them all. Amin.

Finally, the researcher 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 betterwriting.

Jakarta, 28th

January 2014

The researcher

v

TABLE OF CONTENTS

ABSTRACT .................................................................................................... i

ABSTRAK ....................................................................................................... ii

ACKNOWLEDGEMENT ............................................................................. iii

TABLE OF CONTENTS ............................................................................... v

LIST OF TABLES .......................................................................................... vii

LIST OF CHARTS ......................................................................................... viii

LIST OF APPENDICES ................................................................................ ix

CHAPTER I: INTRODUCTION

A. The Background of the Study .............................................. 1

B. The Focus of the Study ....................................................... 4

C. The Question of the Study ................................................... 4

D. The Objective of the Study .................................................. 4

E. The Significance of the Study .............................................. 5

CHAPTER II: THEORETICAL FRAMEWORK

A. Error and Error Analysis .................................................... 6

1. The Definition of Error ................................................ 6

2. The Types of Error…………………………………… 7

3. The Definition of Error Analysis .................................. 10

4. The Stages of Error Analysis ....................................... 10

B. The Pronouns ...................................................................... 13

1. The Definition of Pronouns .......................................... 13

2. The Personal Pronouns .................................................. 14

C. The Previous Related Study .............................................. 16

vi

CHAPTER III: REASERCH METHODOLOGY

A. The Research Design …………………………………….18

B. The Place and Time of the Study ...................................... 18

C. The Subject of the Stud ...................................................... 18

D. The Instrument of The Study .............................................. 19

E. The Data and Source of Data ............................................19

F. The Techniques of Data Collecting....................................19

G. The Techniques of Data Analysis.....................................20

CHAPTER IV: RESEARCH FINDING

A. The Data Description of the Data ...................................... 22

1. The Result of Test ....................................................... 22

B. The Data Analysis .............................................................. 27

1. The Description of Error ........................................ 27

2. The Evaluation of Error .......................................... 27

C. The Interpretation of the Data ............................................. 28

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion…………………………………. …………… 30

B. Suggestion ......................................................................... 30

BIBLIOGRAPHY ......................................................................................... 32

APPENDICES

vii

LIST OF TABLES

Table 2.1 Description of Error ................................................................................... 12

Table 2.2 The English Personal Pronoun System ..................................................... 15

Table 3.1 The Table of Specification of Test Items .................................................. 19

Table 3.2 Table of Errors Classification .................................................................... 21

Table 4.1 Frequency of Students’ Errors in Using Personal Pronoun ....................... 23

Table 4.2The Recapitulation of Error Types, Frequency and its Percentage ............ 24

Table 4.3Frequency of Students’ Errors in using Personal Pronoun ......................... 28

Table 4.4 The Recapitulation of Error Types, Frequency and Its Precentage ........... 29

viii

LIST OF FIGURES

Figures 4.1 The Frequency of Students' Errors in Using Personal Pronoun ............. 23

Figures 4.2 The Recapitulations of Error Types, Frequency and its Percentage ...... 25

ix

LIST OF APPENDICES

Appendix 1: The Recapitulation of Students’ Errors ................................................ 34

Appendix 2: The Description of Errors .................................................................... 36

Appendix 3: The Description of Students’ Errors in Using Subject Pronoun...…… 38

Appendix 4: The Description of Students’ Errors in Using Object Pronoun……….60

Appendix 5: Instrument of the Research (Test) ......................................................... 70

1

CHAPTER I

INTRODUCTION

A. The Background of the study

Nowadays, English becomes an essential language subject of education

issues in Indonesia. Indonesian students’ learn English from elementary school

up to university. By learning English language, they wish theyhaveability and

more confidence with English. As a matter of fact many young learners face

difficulties to understand English as their second language, which is different

from their own language, Bahasa.

The curriculum in Indonesia has been developing overtime. The curriculum

that is used now is KTSP (Kurikulum Tingkat Satuan Pendidikan), or (SBC)

School-Based Curriculum. This curriculum replaces the previous curriculum;

KBK (Kurikulum Berbasis Kompetensi) or (CBC) Competence-Based

Curriculum in 2004. KTSP focuses on developing students’ ability to do the

competence and the tasks in KTSP standard, so the students will be able to

master 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 master all of the competence

and apply in their own lives.

KTSP has two components; Standard Competence (Standar Kompetensi)

and Basic Competence (Kompetensi Dasar). There are four language skills which

are learnt by the students based on Standard Competence and Basic Competence;

listening speaking, reading and writing. Besidesthose four language skills, in

English there are some language elements; grammar, vocabulary, pronunciation,

and so forth.The researcher focuses on grammar because grammar is viewed as

2

the mostcomplex and hardest language element among the others. Grammar has

many parts; pronouns, article, tenses, part of speech, gerund, etc. The students

need to learn the whole of grammar parts. They should understand, pay attention,

and need more exercise in grammar. Beside that, English and Bahasa has

different role in grammar structure.

Although grammar is not including in English four skills; reading,

speaking, listening, and writing, but grammar supports those skills. In speech or

speaking we do not concern to the grammatical rules, sometimes we did not seem

to be aware the neglect of grammatical caused miscommunication, in formal

contexts or academic. In reading, the student will understand the text and get the

ideas of the writer’s if they have ability in grammar.

In this case, the researcher only took one of part of grammar, personal

pronouns. Personal pronouns have the important role. Misusing one of them can

cause the wrong meaning in one paragraph or even in the whole of it. It is

because the personal pronouns always refer to a noun, so they related to each

other.

From the Standard Competence and Basic Competence above, the students

should understand personal pronouns to be able to interact with the society by

using personal pronouns. The students should learn about personal pronouns

because personal pronouns are the basic material that they should learn.

The English grammar has different system with Bahasa. In English there

are many types of personal pronouns and they also have different position and

function, as the first person in English used as; (a) subject: I, you, (b) object: me,

them, (c) possessive adjective: my, their, (d) possessive pronoun: mine, yours, (e)

reflexive pronoun: myself, yourself.In students’ mother tongue (bahasa), first

person (saya) is used in any position in sentence and it doesn’t change and it

makes students confuse to use personal pronouns.

3

For example:

Saya melihat dia (lk) di taman I saw him in the garden

Dia (lk) melihat saya di taman he saw I in the garden (correct:

he saw mein the garden)

From the example above, it can be seen there were different system

between English and Bahasa. In Bahasa, there were no changing in subject and

object, subject and object has the same form “saya”, but in English, subject and

object is different. In subject is “I” but in object change to be “me.”

Any errors produced can be caused by students’ lack of English language,

less vocabulary, and their knowledge about grammar is so poor, and also because

of their mother tongue which always influences them in practicing foreign

language. The teacher should be aware of those errors and do something to avoid

them by doing some correction.

In the researcher’s experience, when the students have already understood

about personal pronouns, they are still confused when they should use subject or

object pronoun, because of that there are many grammatical errors that are made

by the students. Based on this reason, the researcher chooses the personal

pronouns because the students still confused between subject and object pronoun.

This research will analyze the types of grammatical errors and what the sources

of grammatical errors.

So, the English grammatical has important roles, whether in speaking,

writing, and reading. Based on the fact above, the researcher will discuss “An

Analysis on Students’ Errors in Using Personal Pronouns” (A case study at

the first grade of junior high school of Yayasan Miftahul JannahCiputat)

4

B. The Focus of the Study

The researcher focuses on analyzing the students’ pronouns error.

However, the researcher concerns to analyze the students’ error in subject and

object pronoun thatis easier to understand at the first grade in SMP Yayasan

Miftahul Jannah Ciputat.

C. The Study Questions

Based on the discussion above, the researcher would like to formulate this

problem in the following question:

1. What types error do the students make in using personal pronouns?

2. What kinds of personal pronouns error are commonly made by the

students?

D. The Objective of the Study

The objective of this study is to analyze students material that easier to

understand between subject and object pronoun.According to the statement of the

problem above, the objective of the study are as follows:

1. To analyze and to classify the types of errors which students made in using

personal pronoun.

2. To identify the kinds of personal pronounserror are commonly made by the

students.

E. Significance of the Study

The research finding is expected as a contribution for (a) the English

teachers, (b) the students, (c) the further researchers.

a. The English teachers

The result of this study for the English teachers to get clearly information

about the types of errors and the kinds of personal pronouns that the students’

5

made in using the personal pronouns, so they will know what should they do

to decrease the students’ error in using the personal pronouns.

b. The students

The students will get right treatment in decreasing their errors in using the

personal pronouns, so they can use the personal pronouns correctly in a test.

c. The further researchers

Other researchers who are interested in analyzing on the students’ errors can

get basic information from this study, so they can do their research deeper and

better than this study.

6

Chapter II

Theoretical Framework

A. Error and Error Analysis

In this chapter, the researcher tries to give clear some descriptions of

theoretical framework that consist of definition of error, definition of error

analysis, definition of pronoun, the kinds of pronoun, and description of personal

pronoun.

1. The Definition of Error

Students make a mistake or make an error is normal. It always occurs in

process learning. Errors made by the students didn‟t mean that the students

couldn‟t follow the lesson well but there were so many reasons why the

students did an error.

In order to analyze the students‟ language in a proper perspective, it is

important to distinguish between mistakes and errors. Errors and mistakes are

two synonyms that have a little bit same meaning, but in language learning,

these words have different meaning. There are various definitions of errors

and mistakes that have been presented by linguists.

According to Corder “Errors are described by the application of linguistic

theory to the data of erroneous utterances produced by a learner or a group of

learners.”1 In addition, Brown said that error can look from native adult

grammar and reflecting learner interlanguage competence.2

1S. P. Corder, Error Analysis and Interlanguage, (London: Oxford University Press, 1981), p.

36

2 H. Douglas Brown, Principles of Language Learning and Teaching, (London: Prentice-Hall,

Inc, 1980), p. 165

7

Besides error, there is a mistake. Corder said in Fisiak‟s book “mistakes

are deviations due to performance factors such as memory limitation,

spelling pronunciations, fatigue, emotional strain, etc.”3 In addition Brown

said in his book that “a mistake refers to aperformance error that is either a

random guess or a „slip,‟ in that it is failure to utilize a known system

correctly.”4

According to that definition, the researcher concluded that error is when

the students make errors but they cannot fix it again, no matter how much

they make a mistake, they cannot fix it. It can be caused by the learner can‟t

well understand the material; they only understand a half material or do not

understand the whole of the material. On the contrary, a mistake is a fault

that students can be self-corrected, because it is only the result of the

students‟ performance.

2. 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 ordering.5 Here are the

explanations:

1) The Error of Omission

Error of omission characterized is the absence of an item that should

appear.The student 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.6

3JacekFisiak, Contrastive Linguistics and the Language Teacher, (New York: Pergamon

Press, 1981), p. 224 4 Brown, Op Cit., p. 165

5Corder, Op Cit., p. 36

6Dulay, Op Cit., p. 154.

8

Content morphemes are morphemes that have meaning like nouns, verbs,

adjectives, and adverbs. Grammatical morphemes are little words that

have minor play in sentences like noun and verb inflections, articles,

auxiliaries, and preposition.

Example: Bobby is an actor

From the explanation and example above, the word Bobby and actor

are content morphemes because Bobby and actor is noun and has a mayor

meaning. The words is and an are grammatical morphemes because they

are verb auxiliaries and article, and they play a minor meaning in that

sentence.

According to Dulay“Omission errors are found in greater abundance

and across a greater variety of morphemes during the early stage of

second language acquisition.”7 It is caused by the grammatical

morphemes are more complex, for example in using tenses, the learner

should be aware of the addition of the ending of the verb (-ed,-ing,-s)

correctly. Omit content morphemes are typically made by the 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

The error of addition is the opposite of omission. “Addition where

some element is present which should not be there.”8 In addition, the

students add the utterance that is not needed in a sentence, or the learners

add some unnecessary element. For example: That’s the man who I saw

him

7

Ibid.,p.155. 8Corder, Op Cit., p. 36

9

From the example above, the student wants to tell that I saw the man.

She knows that to tell the object only once but she puts two items for the

same features; the man and him.

3) The Error of Selection

Dulay said in Ellis‟ book that “Error of selection is the use of wrong

form of the morpheme or structure”9 This error is made by the student

when the student chooses the wrong items in the right place. Different

from omission where the items are not supplied at all, in errors of

selection, the student supplies something even though that is incorrect.

For example: They is watching movie

From the example above there was mis-selection in using to be. It

should be “are” but it was “is.” The student put “is” in the sentence, and it

is incorrect.

4) The Error of Ordering

Ellis said in her book The Study Language Acquisition “The incorrect

placement of a morpheme or group of morphemes in an utterance.”10

Error

of ordering is the error where the items presented are correct but wrongly

sequences. For example: he is Idolacilik 2013 runner up.

From the example above, it should be he is a runner up in Idolacilik

2013.The student wrote sentence not properly. The learner didn‟t put the

items in the appropriate order.

9Rod Ellis, The Study of Second Language Acquisition, 2

nd Edition, (New York: Oxford

University Press, 2008), p. 52.

10Ibid.

10

4. The Definition of Error Analysis

Error analysis is a way to reveal errors which are found in speaking or

writing. According to James, error analysis is the process of determining the

incidence, nature, cause and consequences of unsuccessful language.11

Another

concept of error analysis is given by Gass and Selinker “a type of linguistic

analysis that focuses on the errors learner make.”12

Two definitions above clarify

that error analysis is an activity or process to observe, analyze, classify the errors

which are always made by students either in speaking or writing and also it

brings information about students‟ difficulties either in speaking or writing in

English.

Error analysis can be used to analyze the errors that are made by the

students. The errors can help the teacher in teaching and learning process because

the teacher can observe the reason or background why the students do the errors.

5. The Stages of Error Analysis

In analyzing learners‟ errors, there are some steps to be followed. Many

linguists have already discussed how to analyze students‟ errors in their book.

Corder in Ellis‟ book, he suggests five steps in analyzing students‟ errors, they

are:collection of sample of learner language, identification of errors, description

of errors, explanation of errors and evaluation of errors.13

1) Collection of Sample of Learner Language

The first step of analyzing errors which suggested by Corder is

collection of sample. In this step, the researcher must decide a number of

11

Carl James, Errors in Language Learning and Use, (New York: Wesley Longman Inc.,

1998), p. 205

12Susan M. Gass and Larry Selinker, Second Language Acquisition An Introductory Course

Third Edition, (New York: Lawrence Erlbaum Associates, Inc, 2008), p. 102

13

Ellis, Op Cit.,p.46

11

students which is being sample for the research. Then, they will be given

regular examination in order to get data.14

2) Identification of errors

In this step the researcher must identify error from the data collection.

For identifying the error, the researcher must compare the sentence that

was produced by students to the correct sentence in the target

language.15

For examples: yesterday I went to Bandung with my mom but

hedidn’t look enjoy there.The correct form in target language isyesterday I

went to Bandung with my mom but she didn’t look enjoy there.

By comparing two sentences it can be seen that the student produced

an error in constructing subject sentence where she wroteheto refermy

mom.

3) Description of Errors

After identifying errors, the next step is description of errors. In this

step, all errors that have been identified, then they would be classified into

thetypes of errors. In description of error James introduces a table to make

it easy. This table can be seen as below:16

14

Ibid,.p. 47

15Ibid., p. 48

16

NamikoSakoda, Error Analysis within Newspaper Reporting Written by Japanese

Secondary Students, p. 45

12

Table 2.1

Description of Errors

LEVEL

MODIFICATION

SUBSTANCE

TEXT DISCOURSE

GRAMMAR LEXIS

Graphology

RANK:

Clause-Phrase-Word-

Morpheme

CLASS:

Noun,Verb,Adjective,

Adverb,Preposition,

Conjunction,etc.

SENSE

RELATION

COLOCATIONS

COHESION

COHERENCE

GENDER-

FIDELITY

FELICITY

OMISSION

ADDITION

SELECTION

ORDERING

(Adapted from Carl James : 1998)

The horizontal columns indicate the levels of errors: substance, text and

discourse whereas the vertical columns show the types of errors which consist of

omission, addition, Misformation/misselection, and misorder.

4) Explanation of Errors

This step will explain why errors occur. This explanation concerned on

the sources of errors.17

From example above, the researcher may consider

that the student above does an error in using subject pronoun instead of using

pronoun whether because of interlingual transfer/overgeneralization,

ignorance of the rule restriction, incomplete application of rules, or false

concept hypothesis.

17Ellis, Op. Cit., p. 53

13

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 distinguish which errors will be

corrected.18

6. The Pronouns

1. The Definition of Pronouns

The researcher will gives some definition of pronouns. Firstthe

definition of pronoun according to Payne in his book Understanding English

Grammar A Linguistic Introduction, he wrote pronouns are a word that can

be shorted to be noun phrase.19

In addition, Quirk and friends said on their

book “Pronouns share several characteristics, most of which are absent from

nouns.”20

According to some definitions above, it can be concluded that pronouns

are a word that can replace a noun.

2. The Kinds of Pronouns

Pronouns have some different types that can people use in daily activity.

There are “I”, “them”, “us” etc that can people usually use. Thus, too many

people only know the word of pronoun whereas words of pronoun have a

category.

18Ibid., p. 56

19

Thomas E. Payne, Understanding English Grammar A Linguistic Introduction, (New York:

Cambridge University Press, 2011), p. 122

20

Randolph Quirk, et al, A Comprehensive Grammar of the English Language, (New York:

Longman Inc, 1985), p. 335

14

There are six categories according to Quirk and friends, they are:21

a. central pronoun. (a) personal: subject; I, you, we, they, she, he, it. object:

me, you, us, them, her, him, it. (b) reflexive: myself, themselves, herself,

himself, ourselves, itself. (c) possessive: possessive adjective; my, your,

their, our, her, his. possessive: mine, yours, ours, theirs, hers, his.

b. reciprocal pronoun; each other, one another.

c. relative pronoun; who, where, when, which, what, that.

d. interrogative pronoun; who, what, when, which, where.

e. demonstrative pronoun; this, these, that, those.

f. indefinite pronoun. (a) positive; universal: all, both,each and every.

Assertive: some, one, half, several, enough, other and another. Non-

assertive: any and either. (b) Negative: no and neither

3. The Personal pronoun

a. The meaning of personal pronoun

Marcel Danesi stated in his book “personal pronouns are classified

according to the person(s); the person speaking (first person); the person

spoken to (second person); anyone or anything else (third person).”22

Quirk and friends distinguish personal pronouns in the table below:23

21

Ibid., p. 345 22

Marcel Danesi, Basic American Grammar and Usage, (New York: Barron‟s Educational

Series, Inc., 2006), p. 77 23

Quirk, etal, Op. Cit., p. 346

15

Table 2.2

The English Personal Pronoun System

Subjects Objects Possessive

Adjective

Possessive

Pronoun

Reflexive

Singular

I

You

She

He

It

Me

You

Her

Him

It

My

Your

Her

His

Its

Mine

Yours

Hers

His

Myself

Yourself

Herself

Himself

Itself

Plural We

They

You

Us

Them

You

Our

Their

Your

Ours

Theirs

Yours

Ourselves

Themselves

Yourselves

(Adapted from Randolph Quirk and friends: 1985)

There are three parts in personal pronoun:24

a). First person pronouns are used to refer to the person who is

speaking (I/me) or a group of people including the person who is

speaking (we/us)

b). Second person pronouns refer to the person or the group of people

to whom we are speaking (you)

c). Third person pronouns are used to refer to specific persons or

things previously mentioned. For a male (he/him), a female (she/her), an

animal or inanimate object (it), people, animals or things in the plural

(they/them).Personal pronouns change their form for person (first,

second, third), for case (subject, object, possessive), number (singular,

24

Evelyn Altenberg and Robert M. Vago, English Grammar Understanding the Basics, (New

York: Cambridge University Press, 2010), p. 84

16

plural), and gender (masculine, feminine, neuter) except for reflexive

pronoun making the same kind of changes.

According to Beaumont &Granger‟s book, there are some using of personal

pronoun:25

a. Subject pronouns as the subject of verbs

For example: Where is Simon?He is in the garage.

Sue did not go out last night. She stayed at home

b. Object pronoun as the objects of verb and prepositions.

1. Verb + object pronoun; help me, I like him, Can you see it?

2. Preposition + object pronoun; I have written to her, Look at them,

They‟re waiting for us

7. Previous Related Study

There are some studies related with the pronouns error. Firstly, a research

done by Oji Fachruroji entitle “An Error Analysis on Students’Difficulties in

Learning English Pronouns”, the writer used qualitative descriptive method with

the purpose of the research was to analyze and to find out the kind of pronouns

that most students made, where the result was the highest pronouns errors was in

possessive adjective with 51,35% of error percentage.

Another study research is a research done by Restina Andriani, entitle “An

Error Analysis of Using Pronouns on Students’ Writing at SMP PGRI 1

Ciputat.” This study was carried out to identify the error of using pronouns

which are commonly made by the students. The method used in this study was

descriptive analysis. With the result is the most error made by the students of

25

Digby Beaumont and Colin Granger, English Grammar with Answer Key, (London:

Henemann Educational Books Ltd, 1989), p. 185

17

SMP PGRI 1 Ciputat was in Objective pronoun which caused by intralingual

transfer.

Based on the previous researchers above, it is known that the most difficult

material to be understood by the students‟ is grammar. Thus, in this research, the

researcher intends to analyze the kinds of personal pronouns and types of errors

that the students make in using personal pronouns.

18

CHAPTER III

RESEARCH METHODOLOGY

A. The Research Design

The method uses in this researchis qualitative method. As Bogdan and

Biklen state that qualitative is descriptive that data collected take the form of

words or pictures rather than a numbers.1 So that the researcher presented the

data collected in words rather than numbers. Furthermore, this research is

designed in a case study and she only examine a single subject like Bogdan

and Biklen state that a case study is a detailed examination of one setting or a

single subject.2 To get the data the researcher uses test. The test is done twice

to know whether it is a mistake or an error. Finally, the errors that have been

collected were analyzed to determine the types of errors by following Corder

theory. Futhermore, to know the frequency of occurence of each error type

the researcher used descriptive analysis technique (percentage).

B. The Place and Time of the Study

1. Place of The Research

The researcher conducted this researchat the first grade of SMP

Yayasan Miftahul Jannah (YMJ) which is located on Jalan Limun Nomor

27 Ciputat.

2. Time of The Research

She conducted the research at the schoolin November 2nd

–25th

2013.

C. The Subject of the Study

The subjects in this research is seven (VII) grade students of SMP

Yayasan Miftahul Jannah (YMJ) Ciputat. The researcher only took class VII

which contains 43 students.

1Robert C. Bogdan and Sari Knopp Biklen, Qualitative Research for Education an

Introduction to Theories and Methods, (Boston: Pearson, 2007), p. 5 2Ibid., p. 59.

19

D. The Instrument of the Study

The researcher takes the instruments of this research are writing test for a

students. The writing test divided into two parts. At the beginning, there are

10 questions about fill in the blank with the right answers, and at the second

part is 15 questions about choose the right answer between two choices.

E. The Data and Source of Data

According to Oxford dictionary “data is information and source is place,

person or thing that we get something from.”3 So, the reasercher can stated

that the source of data is the information that we got from research.

F. The Technique of Data Collecting

In this technique, the researcher gives a test to the students about

personal pronouns and it has a purpose to know which the students more

understand, it is subject or object pronoun. The stage of taxonomy bloom

which is explained in the table below.

Table 3.1

Specification of Test Items

No.

Standard of

Competence

Basic

Competence

Indicators

Taxonomy

Bloom

Instrument

Item

1.

Reading

Understanding

Meaning in

thesimple short

functional

written text and

essay related to

students’

immediate

Understanding

accurately,

efficiently and

grammatically

explicit

meaning in

simple short

functional

written texts

The students

are expected

to be able

compare

between

Subject and

Object

Pronoun.

Stage 2:

Knowing

(C1)

Circle on

the right

answer!

(I/me) am

Indonesian.

Section

2.

number

1-15

3 Oxford Learner’s Pocket Dictionary New Edition, (Oxford: Oxford University Press,

2005), pp. 109-413

20

environment related to

immediate

environment

2.

Writing

Expressing

meaning in the

simple short

functional

written text and

essay related to

students

immediate

environment

Understanding

accurately,

efficiently and

grammatically

explicit

meaning in

simple short

functional

written texts

related to

immediate

environment

The students

are expected

to be ableto

know to

putthe

subject or

object

Pronoun in a

good

sentence.

Stage 1:

Understanding

(C2)

Fill in the

blank with

the right

answer!

Our mother

is very

angry with

…. (dialk)

Section

1.

number

1-10

G. The Techniques of Data Analysis

Meanwhile, the data of the writing test, the researcher used the

descriptive technique. The descriptive technique is analysis which is aimed to

describe and analyze the error that is made by the students of SMP Yayasan

Miftahul Jannah (YMJ) Ciputat.

21

Tabel 3.2

Table of Errors Classification

The researcher uses the formula of frequency and percentage of errors4:

P =

x 100%

P = Percentage of error

F = Frequency of false answer

N = Number of total errors occur.

4Allan G. Bluman, Elementary Statistics: A Step by Step Approach, (New York:

McGraw-Hill, 2004), p. 68.

LEVEL

MODIFICATION

SUBSTANCE

TEXT DISCOURSE

GRAMMAR LEXIS

Graphology

Spelling

RANK:

Clause-Phrase-Word-

Morpheme

CLASS:


Adverb,Preposition,

Conjunction,etc.

Sense

Relation

Colocations

Cohesion

Coherence

Gender-

Fidelity

Felicity

Ommision

Addition

Selection

Ordering

22

CHAPTER IV

RESEARCH FINDING

A. The Description of the Data

In the previous chapter, the techniques of completing the data have been

mentioned clearly. Furthermore, the results of collecting data could be seen as

below:

1. The Result of the Test

The researcher has given an essay personal pronouns test. There were 43

students on the absent list, but there were only 34 students in the class. Some

of them moved to another school, and another did not come to school. So, the

researcher only took 34 students as a sample. The test is an essay about

personal pronouns, which is guided by two (2) instructions. The students

needed to fill in the blank and to choose the right answer between two choices

or the students only had to follow the instructions given. After conducting the

test, the researcher analyzed the data from the students‟ test to find out the

errors that students made in his/her answer.

Below, the researcher analyzed each student‟s error in their answers. In

this study, the researcher found that the common kind of personal pronouns

error made by the students is subject pronoun and the common type of the

error made by the students in personal pronouns error is in mis-selection term.

23

Table 4.1

The Frequency of Students’ Errors in using Personal Pronoun

No. Types of Personal

Pronouns

Frequency of

Errors Percentage

1. Subject pronoun 199 68.7%

2. Object pronoun 91 31.3%

TOTAL 290 100%

Here is the chart represented to the frequency of students‟ errors in using

personal pronouns.

Figure 4.1

The Frequency of Students' Errors in Using Personal Pronoun

From the table and the figure above, it can be seen the most errors that the

students made is subject pronoun.

69%

31%

0% 0%

Subject Pronoun Object Pronoun

24

After identifying the data, the researcher analyzed the errors and

classified them based on the Surface Taxonomy Categories to know whether

these errors involve in omission, addition, selection, or ordering.

This calculation used the formula of descriptive analysis technique as can be

seen as below:

P =

Note:

P: Percentage;

f: Frequency of a type of error;

n: Number of total errors occur.

Furthermore, to make it easier to read, she presents it in the following table

below:

Table 4.2

The Recapitulation of Error Types, Frequency and its Percentage

No.

Level /

Modification Substance

Text

Discourse Total Of

Error Grammar Lexis

1. Omission - 11=3.7 - - 11= 3.7

2. Addition 1=0.3 - - - 1= 0.3

3. Selection 7= 2.4 257= 88.6 - 14= 4.8 278= 95.8

4. Ordering - - - - -

TOTAL 290 = 100%

25

Figure 4.2


Based on the calculation above, it can be concluded that the total errors of

omission were 11 errors or 3.7% in grammar text level, the addition were 1

error or 0.3% in substance level. The error of selection were 278 errors or

95.8% (error in substance level were 7 errors or 2.4%, in grammar level were

257 errors or 88.6%, and in discourse level were 14 errors or 4.8%), while

there were no errors found in mis-ordering. From the calculation of the data,

error of selection is the most frequent errors done by the first grade students

of SMP YMJ with the percentage 95.8%. Moreover, it is followed by error of

omission with percentage 3.7%, and error in addition only 0.3%. To be more

clearly the researcher explains each of the error below:

3,7%

0,3%

0%

95,8%

Omission Addition Mis-order Mis-selection

26

a. Ommision

The total error of ommision were 11 errors or 3.7%. Omision error occurs

when the learner omitted a necessary element of word. Omission errors fell in

the grammar level. In this case, most of the students who made errors in this

type because they didn‟t fill the answer. They let the question empty without

any answer. On the researcher opinion the blank empty answer can mentioned

in omission because the sentence didn‟t complete without any answer from

students.

b. Addition

The total error of addition was only 1 error or 0.3% in substance level.

They add the unnecessary letter that is not needed in that word. For example,

*hie is in the garage. The spelling was really error. There was no need letter

“i” between “h” and “e.” The student should answer *he is in the garage.

There must be omitted because it was not needed.

c. Selection

The total errors of selection that the researcher found were 278 errors or

95.8% (the errors in the substance level were 7 errors or 2.4%, in the grammar

level were 257 errors or 88.6%, and in the discourse level were 14 errors or

4.8%). This is the highest error that the students made. The students were

confused in choosing the appropriate class of pronoun (subject or object). In

this case, for example: *Her stayed at home. While the answer was supposed

to be *She stayed at home. From this sentence it can be seen that the student

was wrong to choose pronoun so they mis-selection about it.

d. Missordering

As the researcher mentioned above, she didn‟t find any errors in this

level.

27

B. The Data Analysis

The researcher analyzed the errors that are taken from the data description

and calculate them according to the formula as written below:

1) The Description of Error

After identifying the data, the researcher analyzed the errors and

classified them based on the Surface Taxonomy Categories to know

whether these errors involve in omission, addition, selection, or ordering.

This is the following example is taken from the student‟s answer sheet.

a. The Error of Ommision

The researcher analyzed the data from students‟ test and she found

eleven (11) errors in error of ommision. Mostly the students didn‟t answer

the question.

b. The Error of Addition

In this part, the researcher analyzed the data and she found one (1)

errors in error of addition. For example; *hie is in the garage. She was

supposed to write *he is in the garage.

c. The Error of Selection

The researcher found the most errors were in this type. There were

278 errors that students made. Mostly they couldn‟t distinguish to put

subject and object pronoun. For example; *I write they a letter. The

correct sentence is I write them a letter. In this case the student was

wrong to select the pronoun, it must be „them‟ for pronoun „they‟

d. The Error of Ordering

The researcher couldn‟t find any errors in error of ordering.

2) The Evaluation of Error

From the explanation above, the researcher found any errors in using

subject and object pronoun. Mostly the students couldn‟t distinguish to

28

put subject and object pronoun. They were confused in choosing the

appropriate class of pronoun (subject or object). For example: My friend,

Alex, love read a book. So, me will borrow my book to him.

If the sentence above is translated to Bahasa, it will become “teman

saya, Alex, senang membaca buku. Saya akan meminjamkan buku saya ke

dia” In Bahasa it will be accepted, but in English it cannot be accepted.

Therefore, this error should be treated intensively because this error will

hinder the message to be understood.

C. The Interpretation of the Data

In this Part, the researcher will interpret some errors that students made as

follow:

Table 4.3

Frequency of Students’ Errors in using Personal Pronoun

No. Types of Personal

Pronouns

Frequency of

Errors Percentage

1. Subject pronoun 199 68.7%

2. Object pronoun 91 31.3%

TOTAL 290 100%

As shown on the table above, subject pronoun is the most frequent errors

that done by the first grade students of SMP YMJ with the percentage 68.7%.

29

Table 4.4


NO TYPES OF ERROR FREQUENCY

OF ERROR

PERCENTAGE OF

ERRORS

1 Error of Omission 11 3.7%

2 Error of Addition 1 0.3%

3 Miselection 278 95.8%

4 Error of Ordering - 0%

As shown on the table above, error of selection is the most frequent errors

that done by the first grade students of SMP YMJ with the percentage 95.8%.

They did it because some students found difficulties in distinguishing between

subject and object pronoun.

30

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the explanation and the description in the previous chapters,

subject pronoun is the most frequent errors that done by the first grade

students of SMP YMJ with the percentage 68.7%. Besides, the researcher

concluded that the total errors of omission were 11 errors or 3.7% in grammar

text level, the addition were 1 error or 0.3% in substance level. The error of

selection were 278 errors or 95.8% (error in substance level were 7 errors or

2.4%, in grammar level were 257 errors or 88.6%, and in discourse level were

14 errors or 4.8%), while there were no errors found in misordering. From the

calculation of the data, error of selection is the most frequent errors done by

the first grade students of SMP YMJ with the percentage 95.8%. Moreover, it

is followed by error of omission with percentage 3.7%, and error in addition

only 0.3%. So, the types of error that were made by the students of the first

year of SMP Yayasan Miftahul Jannah (YMJ) in their pronoun from the

highest percentage to the lowest are error of selection, addition, omission and

error of ordering.

B. Suggestion

Errors in teaching learning process of foreign language are something

unavoidable. Although it seems natural, students should learn more about

grammar to enhance their ability in English lesson. The researcher intends to give

some suggestions as follow:

1. The teacher has to keep giving students practice in using personal

pronoun. By these tasks, the students will be familiar with the difference

between subject and object pronoun and this is good for their grammar.

31

2. 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.Beside that, the teachers have to pay

attention to the students’ errors and make them aware about their errors so

they can make a correction by themselves and will not do the same error.

3. The teachers should explain more about personal pronoun for the students

can really understand.

4. The students have to pay more attention when teacher give explanation.

Asking when do not understand and never be shy to ask.

34

Appendix 1: The Recapitulation of Student’s Errors

Students’

Number

Errors Classification Total

Students’

False Omission Addition Mis-order Mis-selection

1 - - - 9 9

2 - 1 - 6 7

3 - - - 4 4

4 - - - 4 4

5 - - - 6 6

6 - - - 4 4

7 1 - - 6 7

8 - - - 16 16

9 - - - 6 6

10 1 - - 7 8

11 - - - 11 11

12 - - - 4 4

13 - - - 10 10

14 - - - 5 5

15 - - - 13 13

16 - - - 10 10

17 - - - 9 9

18 1 - - 12 13

19 1 - - 12 13

20 - - - 6 6

21 - - - 5 5

22 - - - 10 10

23 3 - - 12 15

35

1. The Error of Omission =

3.7%

2. The Error of Addition =

3. The Error of Selection =

4. The Error of Misordering =

24 2 - - 6 8

25 1 - - 12 13

26 - - - 9 9

27 - - - 7 7

28 - - - 7 7

29 - - - 10 10

30 - - - 6 6

31 - - - 12 12

32 - - - 3 3

33 1 - - 9 10

34 - - - 10 10

Total 11 errors 1 errors 0 error 278 errors 290 errors

36

Appendix 2: The Description of Errors (Numbers in bracket indicate students’

list number)

LEVEL

MODIFICATION

SUBSTANCE

TEXT DISCOURSE

GRAMMAR LEXIS

Graphology

Spelling

RANK:

Clause-Phrase-Word-

Morpheme

CLASS:


Adverb,Preposition,

Conjunction,etc.

SENSE

RELATION

COLOCATIONS

COHESION

COHERENCE

GENDER-

FIDELITY

FELICITY

Ommision -

* -/them (student 7)

* -/I (student 10, 24, 25)

* -/him (student 18, 23,

33)

* -/he (student 19, 24)

* -/we (student 23)

* -/her (student 23)

- -

Addition *hie/he (student

2)

- - -

Selection *hie/he (student

2)

*hi/he (student

4, 10, 27, 28)

*hem/her

(student 8)

*hem/him

(student 8)

*my sister and me/my

sister and I (student 1, 2, 5,

7, 8, 9, 10, 14, 15, 17, 18,

19, 20, 21, 22, 23, 24, 25,

26, 27, 28, 29, 30, 31)

*her/she (student 1, 2, 3, 4,

5, 7, 8, 10, 11, 13, 14, 15,

16, 17, 18, 19, 20, 22, 23,

26, 27, 28, 30, 31)

*him/he (student 1, 4, 6, 8,

10, 11, 12, 13, 15, 16, 17,

18, 19, 20, 22, 23, 24, 25,

26, 27, 28, 29, 31, 32, 33,

34)

*her/they (student 1,

3, 5, 8, 10, 11, 13, 15,

16, 19, 20, 22, 23, 25,

26, 27, 28, 29, 30, 31,

33, 34)

*me/them (student

22)

*her/him (student 7,

18)

*him/she (student 7,

11, 19)

*me/we (student 8)

-

37

*them/they (student 2, 3,

4, 5, 7, 8, 9, 10, 11, 12, 13,

14, 15, 16, 19, 20, 21, 22,

25, 26, 27, 28, 29, 30, 31,

33, 34)

*they/them (student 2, 11,

15, 24, 25, 31, 33, 34)

*he/him (student 3, 6, 7, 8,

9, 11, 14, 15, 17, 18, 19,

21, 23, 25, 29, 34)

*I/me (student 8, 11, 12,

13, 16, 18, 19, 26, 29, 33,

34)

*we/us (student 8, 9, 12,

15, 16, 17, 18, 19, 21, 23,

24, 26, 29, 31, 32, 33, 34)

*us/we (student 11, 17, 32)

*she/her (student 13, 16,

18, 25, 26, 33, 34)

*he/she (student 12,

33, 34)

*my/they (student 23)

*she/he (student 23)

Ordering - - - -

38

Appendix 3: The Description of Students’ Error in Subject Pronoun

No. Students’

Number Wrong Answer Correct Answer

Types of

Errors

1. 1. 1. My sister and me

(saya) like pop music

6. My Daddy gives

two books to Maya

and I (saya).

7. Nia and Maya are

best friend. Her

(mereka) always go

together.

9. Sue did not go out

last night. Her (dia pr)

stayed at home.

10. Where is Simon?

Him (dia lk) is in the

garage.

11. (I/me) am

Indonesian.

13. (she/her) is very

pretty.

My sister and I

(saya) like pop

music.

My Daddy gives two

books to Maya and

me (saya)

Nia and Maya are

best friend. They

(mereka) always go

together

Sue did not go out

last night. She (dia

pr) stayed at home

Where is Simon? He

(dia lk) is in the

garage

(I/me) am Indonesian

(she/her) is very pretty

Selection

Selection

Selection

Selection

Selection

Selection

Selection

39

15. (He/him) is a

waiter.

(He/him) is a waiter Selection



6. My Daddy gives

two books to Maya

and I (saya).



stayed at home.

10. Where is Simon?

Hie (dia lk) is in the

garage.


pretty.

18. Are (they/them)

twins?

My sister and I


My Daddy gives two

books to Maya and

me (saya)

Sue did not go out


pr) stayed at home

Where is Simon? He

(dia lk) is in the

garage

(she/her) is very

pretty

Are (they/them)

twins?

Selection

Selection

Selection

Addition

Selection

Selection

3. 3. 7. Nia and Maya are

best friend. Them

(mereka) always go

together.



stayed at home.

Nia and Maya are

best friend. They

(mereka) always go

together

Sue did not go out


pr) stayed at home

Selection

Selection

40


pretty.

(she/her) is very

pretty

Selection

4. 4. 10. Where is Simon?

Hi (dia lk) is in the

garage.


pretty.

15. (He/him) is a

waiter.

18. Are (they/them)

twins?

Where is Simon? He

(dia lk) is in the

garage

(she/her) is very

pretty

(He/him) is a waiter

Are (they/them)

twins?

Selection

Selection

Selection

Selection



6. My Daddy gives

two books to Maya

and I (saya).

7. Nia and Maya are

best friend. Them

(mereka) always go

together.


pretty.

18. Are (they/them)

twins?

My sister and I


My Daddy gives two

books to Maya and

me (saya)

Nia and Maya are

best friend. They

(mereka) always go

together


Are (they/them)

twins?

Selection

Selection

Selection

Selection

Selection

41

20. Today (she/her)

lives in Japan.

Today (she/her) lives

in Japan

Selection

6. 6. 16. (he/him) is my

brother.

23. (he/him) so nice to

me.

(he/him) is my

brother

(he/him) so nice to

me

Selection

Selection

7. 7. 6. My Daddy gives

two books to Maya

and I (saya).


last night. Him (dia

pr) stayed at home.


pretty.

18. Are (they/them)

twins?

My Daddy gives two

books to Maya and

me (saya)

Sue did not go out


pr) stayed at home

(she/her) is very

pretty

Are (they/them)

twins?

Selection

Selection

Selection

Selection

8.

8.

3. Me (kami) will

have dinner with Lisa

this night.

7. Nia and Maya are

best friend. Them

(mereka) always go

together.


last night. Hem (dia

We (kami) will have

dinner with Lisa this

night

Nia and Maya are

best friend. They

(mereka) always go

together

Sue did not go out


Selection

Selection

Selection

42

pr) stayed at home.

10. Where is Simon?

Hem (dia lk) is in the

garage.

11. (I/me) am

Indonesian.


pretty.

15. (He/him) is a

waiter.

16. (he/him) is my

brother.

20. Today (she/her)

lives in Japan.

pr) stayed at home

Where is Simon? He

(dia lk) is in the

garage




(he/him) is my

brother


in Japan

Selection

Selection

Selection

Selection

Selection

Selection


two books to Maya

and I (saya).

18. Are (they/them)

twins?

21. (I/me) arrived at

school at 6 o’clock

My Daddy gives two

books to Maya and

me (saya)

Are (they/them)

twins?

(I/me) arrived at


Selection

Selection

Selection

10. 10. 1. My sister and me My sister and I Selection

43


6. My Daddy gives

two books to Maya

and I (saya).

7. Nia and Maya are

best friend. Them

(mereka) always go

together.

10. Where is Simon?


garage.

11. (I/me) Ө am

Indonesian.


pretty.

15. (He/him) is a

waiter.

18. Are (they/them)

twins?


My Daddy gives two

books to Maya and

me (saya)

Nia and Maya are

best friend. They

(mereka) always go

together

Where is Simon? He

(dia lk) is in the

garage




Are (they/them)

twins?

Selection

Selection

Selection

Omission

Selection

Selection

Selection

11. 11. 3. Us (kami) will have


night.

We (kami) will have


night

Selection

44

7. Nia and Maya are

best friend. Them

(mereka) always go

together.


pretty.

15. (He/him) is a

waiter.

16. (he/him) is my

brother.

18. Are (they/them)

twins?

23. (he/him) is so nice

to me.

Nia and Maya are

best friend. They

(mereka) always go

together

(she/her) is very

pretty


(he/him) is my

brother

Are (they/them)

twins?

(he/him) is so nice to

me

Selection

Selection

Selection

Selection

Selection

Selection

12. 12. 9. Sue did not go out

last night. He (dia pr)

stayed at home.

10. Where is Simon?


garage.

Sue did not go out


pr) stayed at home

Where is Simon? He

(dia lk) is in the

garage

Selection

Selection


best friend. Them

(mereka) always go

together.

Nia and Maya are

best friend. They

(mereka) always go

together

Selection

45

10. Where is Simon?


garage.


pretty.

15. (He/him) is a

waiter.

16. (he/him) is my

brother.

18. Are (they/them)

twins?


to me.

Where is Simon? He

(dia lk) is in the

garage

(she/her) is very

pretty


(he/him) is my

brother

Are (they/them)

twins?


me

Selection

Selection

Selection

Selection

Selection

Selection


two books to Maya

and I (saya).



stayed at home.

18. Are (they/them)

twins?

20. Today (she/her)

My Daddy gives two

books to Maya and

me (saya)

Sue did not go out


pr) stayed at home

Are (they/them)

twins?


Selection

Selection

Selection

Selection

46

lives in Japan. in Japan


best friend. Them

(mereka) always go

together.



stayed at home.

11. (I/me) am

Indonesian.


pretty.

15. (He/him) is a

waiter.

16. (he/him) is my

brother.

20. Today (she/her)

lives in Japan.

21.(I/me) arrived at


25. (I/me) am writing

a letter to my

grandma.

Nia and Maya are

best friend. They

(mereka) always go

together

Sue did not go out


pr) stayed at home


(she/her) is very

pretty


(he/him) is my

brother


in Japan

(I/me) arrived at


(I/me) am writing a

letter to my grandma

Selection

Selection

Selection

Selection

Selection

Selection

Selection

Selection

Selection

47


best friend. Them

(mereka) always go

together.

10. Where is Simon?


garage.


pretty.

15. (He/him) is a

waiter.

16. (he/him) is my

brother.

18. Are (they/them)

twins?


to me.

Nia and Maya are

best friend. They

(mereka) always go

together

Where is Simon? He

(dia lk) is in the

garage

(she/her) is very

pretty


(he/him) is my

brother

Are (they/them)

twins?


me

Selection

Selection

Selection

Selection

Selection

Selection

Selection



night.

6. My Daddy gives

two books to Maya

and I (saya).

We (kami) will have


night

My Daddy gives two

books to Maya and

me (saya)

Selection

Selection

48



stayed at home.

15. (He/him) is a

waiter.


a letter to my

grandma.

Sue did not go out


pr) stayed at home


(I/me) am writing a


Selection

Selection

Selection


two books to Maya

and I (saya).

10. Where is Simon?


garage.


pretty.

15. (He/him) is a

waiter.

16. (he/him) is my

brother.


a letter to my

grandma.

My Daddy gives two

books to Maya and

me (saya)

Where is Simon? He

(dia lk) is in the

garage

(she/her) is very

pretty


(he/him) is my

brother

(I/me) am writing a


Selection

Selection

Selection

Selection

Selection

Selection

49


best friend. Them

(mereka) always go

together.


last night. Him (dia

pr) stayed at home.

11. (I/me) am

Indonesian.


pretty.

15. (He/him) is a

waiter.

18. Are (they/them)

twins?

23. (he/him) Ө is so

nice to me.


a letter to my

grandma.

Nia and Maya are

best friend. They

(mereka) always go

together

Sue did not go out


pr) stayed at home


(she/her) is very

pretty


Are (they/them)

twins?


me

(I/me) am writing a


Selection

Selection

Selection

Selection

Selection

Selection

Omission

Selection



My sister and I


Selection

50

6. My Daddy gives

two books to Maya

and I (saya).

7. Nia and Maya are

best friend. Them

(mereka) always go

together.



stayed at home.


pretty.

15. (He/him) is a

waiter.

My Daddy gives two

books to Maya and

me (saya)

Nia and Maya are

best friend. They

(mereka) always go

together

Sue did not go out


pr) stayed at home

(she/her) is very

pretty


Selection

Selection

Selection

Selection

Selection


two books to Maya

and I (saya).

18. Are (they/them)

twins?



My Daddy gives two

books to Maya and

me (saya)

Are (they/them)

twins?

(I/me) arrived at


Selection

Selection

Selection



6. My Daddy gives

My sister and I


My Daddy gives two

Selection

Selection

51

two books to Maya

and I (saya).

7. Nia and Maya are

best friend. Her

(mereka) always go

together.



stayed at home.

10. Where is Simon?


garage.

11. (I/me) am

Indonesian.


pretty.

15. (He/him) is a

waiter.

18. Are (they/them)

twins?

books to Maya and

me (saya)

Nia and Maya are

best friend. They

(mereka) always go

together

Sue did not go out


pr) stayed at home

Where is Simon? He

(dia lk) is in the

garage




Are (they/them)

twins?

Selection

Selection

Selection

Selection

Selection

Selection

Selection

23. 23. 3. Ө (kami) will have


night.

We (kami) will have


night

Omission

52

6. My Daddy gives

two books to Maya

and I (saya).

7. Nia and Maya are

best friend. My

(mereka) always go

together.

10. Where is Simon?

She (dia lk) is in the

garage.

11. (I/me) am

Indonesian.


pretty.

16. (he/him) is my

brother.




to me.

My Daddy gives two

books to Maya and

me (saya)

Nia and Maya are

best friend. They

(mereka) always go

together

Where is Simon? He

(dia lk) is in the

garage



(he/him) is my

brother

(I/me) arrived at



me

Selection

Selection

Selection

Selection

Selection

Selection

Selection

Selection


two books to Maya

My Daddy gives two

books to Maya and

Selection

53

and I (saya).

11. (I/me) am

Indonesian.

15. (He/him) is a

waiter.

16. (he/him) is my

brother.

21. (I/me) Ө arrived at


23. (he/him) Ө is so

nice to me.

me (saya)



(he/him) is my

brother

(I/me) arrived at



me

Selection

Selection

Selection

Omission

Omission



6. My Daddy gives

two books to Maya

and Ө (saya).

7. Nia and Maya are

best friend. them

(mereka) always go

together.

16. (he/him) is my

brother.

My sister and I


My Daddy gives two

books to Maya and

me (saya)

Nia and Maya are

best friend. They

(mereka) always go

together

(he/him) is my

brother

Are (they/them)

Selection

Omission

Selection

Selection

Selection

54

18. Are (they/them)

twins?



twins?

(I/me) arrived at


Selection


best friend. Them

(mereka) always go

together.

10. Where is Simon?

him (dia lk) is in the

garage.


pretty.

15. (He/him) is a

waiter.

16. (he/him) is my

brother.

18. Are (they/them)

twins?

Nia and Maya are

best friend. They

(mereka) always go

together

Where is Simon? He

(dia lk) is in the

garage



(he/him) is my

brother

Are (they/them)

twins?

Selection

Selection

Selection

Selection

Selection

Selection



6. My Daddy gives

two books to Maya

and I (saya).

My sister and I

(saya) like pop

music.

My Daddy gives two

books to Maya and

me (saya)

Selection

Selection

55

7. Nia and Maya are

best friend. Them

(mereka) always go

together.

10. Where is Simon?


garage.


pretty.

15. (He/him) is a

waiter.

18. Are (they/them)

twins?

Nia and Maya are

best friend. They

(mereka) always go

together

Where is Simon? He

(dia lk) is in the

garage

(she/her) is very

pretty


Are (they/them)

twins?

Selection

Selection

Selection

Selection

Selection



6. My Daddy gives

two books to Maya

and I (saya).

7. Nia and Maya are

best friends. Them

(mereka) always go

together.

My sister and I


My Daddy gives two

books to Maya and

me (saya)

Nia and Maya are

best friends. They

(mereka) always go

together

Selection

Selection

Selection

56

10. Where is Simon?


garage.


pretty.

15. (He/him) is a

waiter.

18. Are (they/them)

twins?

Where is Simon? He

(dia lk) is in the

garage



Are (they/them)

twins?

Selection

Selection

Selection

Selection



6. My Daddy gives

two books to Maya

and I (saya).

7. Nia and Maya are

best friend. Them

(mereka) always go

together.

15. (He/him) is a

waiter.

18. Are (they/them)

twins?

My sister and I


My Daddy gives two

books to Maya and

me (saya)

Nia and Maya are

best friend. They

(mereka) always go

together


Are (they/them)

twins?

Selection

Selection

Selection

Selection

Selection



My sister and I


Selection

57

6. My Daddy gives

two books to Maya

and I (saya).

7. Nia and Maya are

best friend. Them

(mereka) always go

together.


pretty.

18. Are (they/them)

twins?

20. Today (she/her)

lives in Japan.

My Daddy gives two

books to Maya and

me (saya)

Nia and Maya are

best friend. They

(mereka) always go

together


Are (they/them)

twins?


in Japan

Selection

Selection

Selection

Selection

Selection


two books to Maya

and I (saya).

7. Nia and Maya are

best friend. Them

(mereka) always go

together.



stayed at home.

My Daddy gives two

books to Maya and

me (saya)

Nia and Maya are

best friend. They

(mereka) always go

together

Sue did not go out


pr) stayed at home

Selection

Selection

Selection

58

10. Where is Simon?


garage.


pretty.

15. (He/him) is a

waiter.

16. (he/him) is my

brother.

18. Are (they/them)

twins?


to me.


a letter to my

grandma.

Where is Simon? He

(dia lk) is in the

garage



(he/him) is my

brother

Are (they/them)

twins?


me

(I/me) am writing a


Selection

Selection

Selection

Selection

Selection

Selection

Selection



night.


to me.

We (kami) will have


night


me

Selection

Selection


best friend. Them

(mereka) always go

Nia and Maya are

best friend. They

(mereka) always go

Selection

59

together.



stayed at home.

10. Where is Simon?


garage.

16. (he/him) is my

brother.


to me.

together

Sue did not go out


pr) stayed at home

Where is Simon? He

(dia lk) is in the

garage

(he/him) is my

brother


me

Selection

Selection

Selection

Selection


best friend. Them

(mereka) always go

together.



stayed at home.

10. Where is Simon?


garage.

15. (He/him) is a

waiter.

Nia and Maya are

best friend. They

(mereka) always go

together

Sue did not go out


pr) stayed at home

Where is Simon? He

(dia lk) is in the

garage


Selection

Selection

Selection

Selection

60

Appendix 4: The Description of Students’ Errors in Object Pronoun

18. Are (they/them)

twins?

Are (they/them)

twins?

Selection

No. Students’

Number Wrong Answer Correct Answer

Types of

Errors

1. 1. 2. I write her

(mereka) a letter.

I write them

(mereka) a letter

Selection

2. 2. 19. Their mom will

give (they/them) to

watch a movie

their mom will give

(they/them) to watch

a movie

Selection

3. 3. 8. We saw he (dia lk)

at the show.

we saw him (dia lk)

at the show

Selection

4. 4. - - -

5. 5. - - -


at the show.

17. I will borrow my

book to (he/him)

we saw him (dia lk)

at the show

I will borrow my

book to (he/him)

Selection

Selection

7. 7. 5. Our mother is very

angry with he (dia lk)

8. We saw her (dia

lk) at the show.

19. Their mom will

give (they/them) Ө to

watch a movie

Our mother is very

angry with him (dia

lk)

we saw him (dia lk)

at the show

their mom will give


a movie

Selection

Selection

Omission

61

8. 8. 4. My parents have

breakfast with I

(saya)

5. Our mother is very


8. We saw he (dia lk)

at the show.

12. I will give it to

(she/her) Ө

14. these chocolates

are for (we/us)


book to (he/him)

22. Yes, I know

(he/him).

My parents have

breakfast with me

(saya)

Our mother is very

angry with him (dia

lk)

we saw him (dia lk)

at the show

I will give it to

(she/her)

these chocolates are

for (we/us)

I will borrow my

book to (he/him)

Yes, I know (he/him)

Selection

Selection

Selection

Omission

Selection

Selection

Selection

9. 9. 14. these chocolates

are for (we/us)


book to (he/him)

22. Yes, I know

(he/him).


for (we/us)

I will borrow my

book to (he/him)


Selection

Selection

Selection

62

10. 10. - - -


breakfast with I

(saya)




at the show.

My parents have

breakfast with me

(saya)

Our mother is very

angry with him (dia

lk)

we saw him (dia lk)

at the show

Selection

Selection

Selection


breakfast with I

(saya)


are for (we/us)

My parents have

breakfast with me

(saya)


for (we/us)

Selection

Selection


breakfast with I

(saya)


(she/her)


are for (we/us)

My parents have

breakfast with me

(saya)

I will give it to

(she/her)


for (we/us)

Selection

Selection

Selection


at the show.

we saw him (dia lk)

at the show

Selection


at the show.

we saw him (dia lk)

at the show

Selection

63


are for (we/us)


book to (he/him)

19. Their mom will

give (they/them) ϴ to

watch a movie


for (we/us)

I will borrow my

book to (he/him)

their mom will give


a movie

Selection

Selection

Selection


breakfast with I

(saya)


(she/her)


are for (we/us)

My parents have

breakfast with me

(saya)

I will give it to

(she/her)


for (we/us)

Selection

Selection

Selection


breakfast with I

(saya)


at the show.


are for (we/us)

22. Yes, I know

(he/him)

My parents have

breakfast with me

(saya)

we saw him (dia lk)

at the show


for (we/us)


Selection

Selection

Selection

Selection

18. 18. 4. My parents have My parents have

64

breakfast with I

(saya)



8. We saw her (dia

lk) at the show.


(she/her)


are for (we/us)


book to (he/him) Ө

24. I still remember

(he/him)

breakfast with me

(saya)

Our mother is very

angry with him (dia

lk)

we saw him (dia lk)

at the show

I will give it to

(she/her)


for (we/us)


book to (he/him)

I still remember

(he/him)

Selection

Selection

Selection

Selection

Selection

Omission

Selection


breakfast with I

(saya)




My parents have

breakfast with me

(saya)

Our mother is very

angry with him (dia

lk)

we saw him (dia lk)

Selection

Selection

Selection

65

at the show.


are for (we/us)


(he/him)

at the show


for (we/us)

I still remember

(he/him)

Selection

Selection

20. 20. - - -


are for (we/us)


book to (he/him)


for (we/us)

I will borrow my

book to (he/him)

Selection

Selection

22. 22. 2. I write me

(mereka) a letter.

I write them (mereka)

a letter

Selection



8. We saw Ө (dia lk)

at the show.


(she/her) Ө


are for (we/us)

22. Yes, I know

(he/him)

Our mother is very

angry with him (dia

lk)

we saw him (dia lk)

at the show

I will give it to

(she/her)


for (we/us)


I still remember

Selection

Omission

Omission

Selection

Selection

Selection

66


(he/him)

(he/him)


are for (we/us)

19. Their mom will

give (they/them) to

watch a movie

22. Yes, I know

(he/him)


for (we/us)

their mom will give


a movie


Selection

Selection

Selection




at the show.


(she/her)


book to (he/him)

19. Their mom will

give (they/them) to

watch a movie


(he/him)

Our mother is very

angry with him (dia

lk)

we saw him (dia lk)

at the show

I will give it to

(she/her)

I will borrow my

book to (he/him)

their mom will give


a movie

I still remember

(he/him)

Selection

Selection

Selection

Selection

Selection

Selection

26. 26. 4. My parents have My parents have

67

breakfast with I

(saya)


(she/her)


are for (we/us)

breakfast with me

(saya)

I will give it to

(she/her)


for (we/us)

Selection

Selection

Selection

27. 27. - - -

28. 28. - - -


breakfast with I

(saya)


are for (we/us)


book to (he/him)

19. Their mom will

give (they/them) to

watch a movie

22. Yes, I know

(he/him)

My parents have

breakfast with me

(saya)


for (we/us)

I will borrow my

book to (he/him)

their mom will give


a movie


Selection

Selection

Selection

Selection

Selection

30. 30. - - -


are for (we/us)

19. Their mom will


for (we/us)

their mom will give

Selection

68

give (they/them) to

watch a movie


a movie

Selection

32. 32. 14. These chocolates

are for (we/us)


for (we/us)

Selection


breakfast with I

(saya)


(she/her)

14. These chocolates

are for (we/us)

19. Their mom will

give (they/them) to

watch a movie

22. Yes, I know

(he/him)

My parents have

breakfast with me

(saya)

I will give it to

(she/her)


for (we/us)

their mom will give


a movie


Selection

Selection

Selection

Selection

Selection


breakfast with I

(saya)


(she/her)

14. These chocolates

are for (we/us)

My parents have

breakfast with me

(saya)

I will give it to

(she/her)


for (we/us)

Selection

Selection

Selection

69


book to (he/him)

19. Their mom will

give (they/them) to

watch a movie

I will borrow my

book to (he/him)

their mom will give


a movie

Selection

Selection

70

Appendix 5: Instrument of the research (test)

Subject and Object Personal Pronoun

Nama :

Kelas :

Hari/Tanggal :

Mata Pelajaran : BahasaInggris

PETUNJUK UMUM

1. Periksalahdanbacalahsoal-soaldengantelitisebelummenjawab.

2. Dahulukanmenjawabsoal-soal yang dianggapmudah.

3. Kerjakanlangsungpadalembarsoal.

4. Kerjakandenganmenggunakanpensil.

5. Apabilaadajawaban yang dianggapsalah, daningindiperbaiki,

hapuslahjawabanandadengankaretpenghapussampaibersih,

kemudianisidenganjawaban yang benar.

I. Fill in the blank with the right answer!

1. My sister and …. (saya) like pop music.

2. I miss my friends, so I write …. (mereka) a letter.

3. …. (kami) will have dinner with Lisa this night.

4. My parents have breakfast with ….. (saya)

5. Our mother is very angry with …. (dia lk)

6. My Daddy gives two books to Maya and .... (saya)

7. Nia and Maya are best friend. …. (mereka) always go together.

8. we saw …… (dia lk) at the show.

9. Sue did not go out last night. ….. (dia pr) stayed at home.

10. Where is Simon? …… (dia lk) is in the garage.

71

II. Circle on the right answer!

1. A: What is your name? and may I know your nationality?

B: My name is Sue. (I/me) am Indonesian.

2. A: Hay, Bob! Will give you Samantha a cupcake?

B: I don’t think so. I like the watch that I saw in the shop. So, I will give it

to (she/her)

3. A: What is your mom occupation?

B: My mom is a fashion designer and (she/her) is very pretty.

4. A: Hay Bobby and Daniel! What is that?

B: Hay David! Bobby and I love sweet and these chocolates are for

(we/us)

5. A: Who is he?

B: He is Bob. Bob is my dad. (He/him) is a waiter.

6. A: Where is your brother?

B: On the left you can see Simon. (He/him) is my brother.

7. A: Why do you bring that thick book?

B: My friend, Alex, love read a book. So, I will borrow my book to

(he/him)

8. A: Are (they/them)twins?

B: yes, they are twins.

9. A: I heard, Dona and Doni’s mom will give a gift to them if they can pass

the exam, is it right?

B: yes, Dona and Doni like watch a movie. Their mom will give

(they/them) to watch a movie all day long if they can pass the examination

72

10. A: Do you know, where is Sara live now?

B: Today (She/her) lives in Japan.

11. A: What time did you arrive at school this morning?

B: (I/me) arrived at school at 6 o’clock

12. A: Do you know Sule?

B: yes, I know (he/him). He is comedian.

13. A: What do you think about Mr. Eaglestone?

B: (he/him) is so nice to me.

14. A: Do you still remember Jo?

B: Sure! I still remember (he/him). He is our old friend.

15. A: What are you doing?

B: (I/me) am writing a letter to my grandma.

an analysis on students’ errors in using personal...

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