error analysis thesis

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ERROR ANALYSIS OF THE STUDENTS DESCRIPTIVE

WRITING OF THE ELEVENTH GRADE OF MADRASAH

ALIYAH DARUL MAARIF JAKARTA

A PAPER

Presented as Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

BY

ERYK PRIYA SUCIPTA

020106050

THE STUDY PROGRAM OF ENGLISH EDUCATIONTHE DEPARTMENT OF LANGUAGE AND EDUCATION

THE SCHOOL OF TEACHER TRAINING AND EDUCATION

THE UNIVERSITY OF MUHAMMADIYAH PROF. DR.

HAMKA (UHAMKA)

JAKARTA

2009


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ABSTRACT

ERYK PS. Error Analysis of the Students Descriptive Writing of the Eleventh

Grade of Madrasah Aliyah Darul Maarif Jakarta. Paper, Jakarta: The Study

Program of English Education, the Department of Language and Art Education,

the University of Muhammadiyah Prof. DR Hamka, 2009.

The objective of this research is to find out the most typical errors made by the

students in writing. The writer uses a descriptive method. In collecting the data

the writer administers a kind of writing test to the students. Then, the writer

analyzes the writing errors done by the students. This research was conducted at

Madrasah Aliyah Darul Marif on the eleventh grade students which consists 30

students.

From data calculation, the writer comes to a conclusion that the most typical

errors in the students writing errors are errors in capitalization (23.64%), errors in

verb tense (16.23%), errors in add a word (13.67%), errors in word choice are 43

(12.25%), errors in omit a word are 25 (7.12%), errors in singular-plural are 22

(6.26%), errors in spelling are 19 (5.41%), errors in word order are 14 (3.98%),

errors in meaning not clear are 10 (2.84%), errors in incomplete sentence are 9

(2.56%), errors in punctuation are 8 (2.27%), errors in word form are 6 (1.70%),

errors in Article are 5 (1.42%),errors in run-on sentence (0.56%). It indicates that

most of students need more treatment and remedial teaching from the teacher

toward their errors in English writhing and the eleventh grade students of

Madrasah Aliyah Darul Maarif still need more practice in order to develop their

writings.


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ACKNOWLEDGEMENT

Bismillah hirrahmanirrahim

Alhamdulillahirrabbilalamin, because of His Blessing and Mercies, the

writer could finish this paper. This paper, entitled Error Analysis of the Students

Descriptive Writing of the Eleventh Grade of Madrasah Aliyah Darul Maarif

Jakarta, has been written as a partial fulfillment of the requirements for the degree

of Sarjana Pendidikan, at The Study Program of English Education the

Department of Language and Art Education, The School of Teacher Training and

Education, The University of Muhammadiyah Prof. DR. HAMKA.

The writer realized that this paper could not be completed without support

from many people who had given the writer many ideas during the process of

completing this paper. In this best opportunity the writer would like to express his

deepest gratitude to:

1. The writers beloved parents who had been giving everything that never

given by someone else.

2. Beloved Yono S. and his family who always give support for the writer.

3. Prima S, S. Sos. who always gives support, love and care for the writer.

4. Dra. Eni Burhayani, M. Pd. as the writers advisor who has given valuable

guidance, criticism, suggestion and patience so the writer could finish this

paper.5. Dra. Martriwati, M. Pd. the head of Program of English Education, the

Department of Language and Education, the School of teacher training and

Education, The University of Muhammadiyah Prof. DR. HAMKA.

6. Drs. Sigit Sumarsono, M. Pd. and Dra. Roslaini, M. Hum. as the writers

advisor and examiner.


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7. All the lecturers of the University of Muhammadiyah Prof. DR. HAMKA.

8. The head master of Madrasah Aliyah Darul Marif and Mister Sauki, S. Pd.

as the English teacher.

9. The writers best friends (Jimmy Ahmad, S. Pd. Budi Rifai, S. Pd. Rini

Ifadati, S. Pd. Ahmad Fauzi, S.T. Opie Satriani, S.T. Dena, S.T. Asep, S.T,

Betha, Deo, Widian, Rio, Aam, Harlan, Are and many others that the writer

could not mention one by one because of the limitation of this space) who

have given him support in finishing this paper.

The writer realizes that this paper is far from perfect, thus he appreciates any

opinion and suggestion for the improvement of this paper. Finally, the writerwhishes that the paper would be useful for himself and all of the readers.

Jakarta, February 2009

The writer


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TABLE OF CONTENT

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

A KNOWLEDGEMENT ..................................................................................... ii

TABLE OF CONTENT ........................................................................ v

CHAPTER I : INTRODUCTION

A. The Background of study ..................................................... 1

B. The Limitation of the study. ................................................ 5

C. The Question of the study. ....................................................... 5

D. The Objective of the study ................................................... 6

E. The Significance of the study ................................................ 6

F. The Organization of the paper ................................................ 6

CHAPTER II : THEORITICAL FRAME WORK

A. Writing ................................................................................. 8

1.The Understanding of Writing ........................................... 8

2.The Purposes of Writing .................................................. 9

3.The Kinds of Writing .......................................................... 11

4.The Components of Writing ............................................. 12

5.Teaching Writing at MA Darul Maarif .............................. 12

B Error ........................................................................................ 13

1. The Understanding of Error ............................................. 13

2. Error versus mistake ................................................... 14

3. Sources and Causes of Errors ......................................... 15


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4. Types of Errors .............................................................. 17

C. Error Analysis ........................................................................ 19

1.The Understanding of error analysis ................................... 19

2. The Aims of Errors ............................................................. 20

3. Procedures of Error Analysis ............................................. 21

CHAPTER III : THE IMPLEMENTATION OF THE RESEARCH

A. The Methodology of Study .................................................... 22

1. The time and Location of the Research ............................ 22

2. The Population and Sample ............................................... 223. The Method of the Study. .................................................. 23

4. The Instrument of the Study ............................................. 23

5. The Technique Analysis of the Data ................................ 23

6. The Procedures of the Study ............................................. 24

B. The findings of the Study .................................................... 25

C. The Analysis of the Data ...................................................... 50

D. The Interpretation of the Data. .............................................. 56

CHAPTER IV : CONCLUSIONS AND SUGGESTIONS .................................. 58

A. Conclusions .......................................................................... 58

B. Suggestions .......................................................................... 58

REFRENCES

APPENDIXES


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CHAPTER I

INTRODUCTION

A. The Background of the Study

Language represents one of many things that can differentiate human

being from the other creatures. It is used as a means or medium of

communications that enables human being as social creature to interact one-

another.

Different people of different nationalities in the world require to

communicate each other. Therefore, they need to master a language which

widely spoken over the world. One of the international is English. It is spoken

most people in the world.

As an international language, English has taken very important role. It

has become a lingua franca that is used by nations in the field of economics,

business, industrial, politics, education and others. Therefore, English teaching

program is very important to be applied started from elementary school to

college education. In Indonesia itself, English is a main subject that must be

applied at school. The department of national education (departemen

pendidikan nasional) states,

Penguasaan bahasa Inggris merupakan persyaratan penting bagi

individu, masyarakat dan bangsa Indonesia dalam menjawab tantangan

jaman pada tingkat global. Penguasaan bahasa Inggris dapat diperoleh

lewat berbagai program, tetapi program pengajaran di sekolah

1


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tampaknya merupakan sarana utama bagi sebagian besar anak

Indonesia.1

As a means of international communication, students have learnt

English. As a language, there are four skills, they are listening, speaking,

reading and writing that the students have to master. Curriculum 2004 states,

Salah satu tujuan bahasa Inggris adalah mengembangkan

kemampuan berkomunikasi dalam bahasa Inggris baik dalam bentuk

lisan maupun tulisan, kemampuan berkomunikasi tesebut meliputi

mendengarkan (listening), berbicara (speaking), membaca (reading)

dan menulis (writing). 2

From the four skills above, for educated persons writing plays

important role for expressing ideas, describing feeling, and conveying

messages to readers. Penny Ur states, The purpose of writing is the

expression of ideas, the conveying message to readers, so the ideas themselves

should arguably be seen the most aspect of writing.3

Of the four skills of English (listening, speaking, reading and writing)

writing is often considered as the most difficult one. Nunan states,

It has been argued that learning to write fluently and expressively is

the most difficulty of the macro skills of all language users regardless

of whether the language in question in a first, second, or foreign

language.4

1 Depdiknas. Kurikulum dan Hasil Belajar(Jakarta: Departemen Pendidikan Nasional,

2002). p.52 Depdiknas. Kurikulum 2004 Standar Kompetensi (Jakarta: Departemen Pendidikan

Nasional,2003).p.63 Penny Ur.A Course in Language Teaching (Cambridge: University Press,1996). p.1634 David Nunan.Designing Task for the Communicative classroom (Cambridge:

University Press, 1989).p.3


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From the explanation above, it means to write fluently and

expressively is not easy for the students who study either first language,

second language or foreign language. They need attention and carefulness to

learn this skill and get the purpose of writing.

The difficulties to write well and correctly is often found by students at

schools. If the difficulties consist of many grammatical mistakes, it will

influence the readability of the students writing. Evans reminds,

Since the medium of communication in your course is the writtenassignment, it is of the outmost importance that you write well to

communicate your ideas to your instructor. If you writing is faulty,

screwed up, in disrepute, then your instructor will have no idea what

idea you are trying to explain.5

The difficulties to write in English also occur to the most students of

high schools in Jakarta, including the eleventh grade students of Madrasah

Aliyah Darul Maarif Jakarta Selatan. One of the English teachers of the

eleventh grade of Madrasah Aliyah Darul Maarif gave the writer the

information that there have been many students who made errors in writing

especially in the grammar aspect. It usually happens in the case when the

English teacher asks the students to make sentences in English, on a short

paragraph. In this case students find many difficulties when they try to write.

The difficulties in writing, as it have been mentioned previously,

caused by some factors such as the limitation of students vocabulary and the

students still confused about what they have to do. From the information the

5 C.T. Evans. The Importance of Writing

Well..http://novaonline.nvcc.ed/eli/evans/Writing Center/Importance.html


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writer got, the teacher found a lot of mistakes in students writing because

students have not proper understanding of the grammar aspect and the

knowledge of vocabulary as well.

Based on the writers experience when he taught the eleventh grade of

Madrasah Aliyah Darul Maarif, the writer has assumed the mistakes made by

the students is the problem that have to be analyzed and corrected through

remedial programs. It enables the students can transfer their ideas in writing

English well. The students will not make the same mistakes anymore for the

next writing activity.

This problem needs to be handled. To support it, the problem must be

mapped through a scientific activity called error analysis. By doing error

analysis, the teacher can identify and classify the students errors. Based on the

results of error analysis, the writer can find the way to correct the errors and

plan the appropriate remedial programs. Error analysis has several working

procedures that are usually used by the researchers and teachers. The

procedures consist of collecting sample, identifying errors, classifying errors

based on the cause of errors, and then evaluating errors to see the seriousness

of these errors. These procedures according to Tarigan:

Analisis kesalahan adalah suatu prosedur kerja yang biasa

digunakan oleh para peneliti dan guru bahasa, yang meliputipengumpulan sampel, pengidentifikasian kesalahan yang terdapat

dalam sample, penjelasan kesalahan tersebut, pengklasifikasian

kesalahan itu berdasarkan penyebabnya, serta pengevaluasian atau

penilaian taraf keseriusan kesalahan tersebut.6

6 Prof.DR.Henry Tarigan & Drs.Djago Tarigan.Pengajaran Analisis Kesalahan

Berbahasa (Bandung: Angkasa,1998). p.68


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Based on the explanations above, the writer would like to analyze the

students errors in their writing. The writer limits the respondents on the

eleventh grade students of Madrasah Aliyah Darul Maarif Jakarta Selatan.

B. The Limitation of the Study

Errors in the foreign language learning is very complex. In fact, they

can be categorized into many types such as errors based on taxonomies,

gramatical, lexical, semanthic aspect. Being aware of the complexity on the

students error on writing task, the writer limits the study to find the most

typical errors on grammatical aspect that the students make in description

writing.

There are several expert in the field of grammar taxonomies. i.e Willy

A, Murphy and Azar. In this study, the writer would like to analyze the typical

errors based on Azars. They are Singular - Plural, Word Form, Word

Choice, Verb Tense, Add a Word, Omit a Word, Word Order, Incomplete

Sentence, Spelling, Punctuation, Capitalization, Article, Meaning not Clear

and Run-on Sentence.7

7 Betty Schrampfer Azar. Understanding and Using English Grammar (Guide for

Correcting Writing Error) (New Jersey: Prentice Hall,1989).p. A29-A30


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C. The Question of the Study

Based on what has been described in the background of the study, the

problem that comes to the surface is What are the most typical errors made

by the eleventh grade students of Madrasah Aliyah Darul Maarif?

D. The Objective of the Study

The objective of this study is to find the answer of the problem as

stated above which is the most typical errors made by the eleventh grade

students of Madrasah Aliyah Darul Maarif.

E. The Significance of the Study

The significance of this study is to inform the readers, especially the

English teachers on the importance of doing error analysis on students

writing to develop their writing ability in English.

F. The Organization of the Paper

The organization of the paper is as follow:

Chapter I deal with introduction, which includes the background of the

study, the limitation of the study, the question of the study, the objective of the

study, the significance of the study, and the organization of the paper.

Chapter II is the theoretical framework, which consists of the writing,

which is divided into: understanding of writing, the purpose of writing, the

kinds of writing, the components of writing, teaching writing at MA Darul


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Maarif. Still in chapter II is theory of error, which is divided into:

understanding of error, error versus mistake, sources and caused of errors,

types of grammatical error in grammar, and theory of error analysis, which is

divided into: the understanding of error analysis, the aims of error analysis,

procedures of error analysis.

Chapter III is about the implementation of the study which covers the

methodology of the study, the time and location, population and sample, the

instrument of the study, the technique of data analysis and procedures of the

study. The finding of the study which covers the data description, analysis of

the data and interpretation of the data.

Chapter IV is the last chapter of this paper. It consists of the

conclusion and the writers suggestions.


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CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

1. The Understanding of WritingWriting is one of the language skills which is used to communicate.

Through writing educated people can express an idea, opinion and

purpose indirectly to others. It means that there is distance between

explanations and comprehension when the writer conveys their message

to the readers.

Many linguists have given various understanding of writing. Gould

states, Writing is not speech; it is careful arrangement of words on a

page which has its own idioms and format and does not transcribe the

informalities of speech performances8. It means writing is different with

speech, writing has its own concept on its form of words structure.

Writing does not describe speech performance.

Writing is not only to make graphic symbols. The symbols have to

be arranged to form words, and words have to be arranged to form

sentences. It is supported by Byrne Writing is clearly much more than

the production of graphic symbols, just as speech is more than the

8 Eric Gould,et al. The Act of Writing (New York:Random House,1989).p.31

8


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production of sounds. The symbols have to be arranged to form words,

and words have to be arranged to form sentences.9

Based on the understandings above, it can be concluded that writing

a physical and material process of transcribing ideas into graphic symbols

to form words, sentences and paragraphs on a page.

2. The Purposes of WritingThe purposes refer to the writers motive or reasons of why he/she

writes. The ultimate purpose of all writing is to have an effect on a reader.

According James, there are four common general purposes of writing,

they are as follow:

2.1. To Inform

Presenting information is one of the most common writing

purposes.

2.2 To Persuade

You probably have strong views on many issues, and your feelings

may sometimes impel you to try swaying the reader

2.3 To Express yourself

Creative writing includes personal assays, fiction, play and poetry,

as well as journal and diaries.

2.4. To Entertain

Some writing is meant just to entertain; other writing couples

entertainment with a more serious purpose.10

Penny Ur states: The purpose of writing is the expression of ideas,

the conveying message to readers, so the ideas themselves should arguably

9 Don Byrne. Teaching Writing Skill (London: Longman Handsbooks,1993).p.110 Reinking JamesA. Strategies for Successful Writing ( New Jersey: Prentice Hall,

1986).p.4


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be seen the most aspect of writing.11

Hugo quoted by Tarigan states that

there are some purposes of writing. They are as follow:

2.1. Assignment purpose (tujuan penugasan)

Penulis menlis sesuatu karena ditugaskan,bukan atas kemauan

sendiri.

2.2. Altruistic purpose (tujuan altruistic)

Penulis bertujuan untuk menyenangkan para pembaca,

menghindar kedukaan para pembaca, ingin menolong para

pembaca memahami, menghargai perasaan dan penalarannya.

2.3. Persuasive purpose (tujuan persuasif)

Tulisan yang bertujan meyakinkan para pembaca akan kebenarangagasan yang diutarakan.

2.4. Informational purpose (tujuan informasi)

Tulisan yang bertujuan memeberikan inforrmasi dan peneangan

kepada para pembaca

2.5. Self-expressive purpose (tujuan pernyataan diri)

Tulisan yang bertujuan memperkenalkan atau menyatakan diri

sang pengarang kpada para pembaca.

2.6. Creative purpose (tujuan kreatif)

Tujuan penlisan ini adalah tentang keinginan kreatif yang

mencapai nilai-nilai artistic, nilai-nilai kesenian.

2.7. Problem solving purpose (tujuan pemecahan masalah)

Dalam penulisan ini sang penulis ingin memecahkan masalah yang

dihadapi.12

The Purposes of writing who made by the students of the eleventh

grade of Madrasah Aliyah Darul Maarif is to inform. Students give the

information to the reader about what they see of self description of

students partner.

11 Penny Ur.A Course in Language Teaching (Cambridge: Cambridge University

Press,1996).p16312 Tarigan.1985 Op.Cit.p.24-25


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3. Kinds of Writing

Parera gives kind writing as follow:

3.1 Narasi. Narasi merupakan satu bentuk pengembangan karangan

dan tulisan yang bersifat menyejarahkan sesuatu berdasarkan

perkembangannya dari waktu ke waktu.

3.2 Eksposisi. Eksposisi adalah mememberikan informasi kepada

orang lain. Dalam tulisan eksposisi, penulis berusaha

memaparkan kejadian atau masalah agar pembaca dan pendengar

memahaminya.

3.3 Deskripsi. Deskripsi dalam suatu bentuk karangan yang hidup dan

berpengaruh. Karangan deskriptif berhubungan dengan

pengalaman pancaindra seperti penglihatan, pendengaran,

peradaban, penciuman dan perasaan. Deskripsi memberikan satu

gambaran tentang satu peristiwa atau kejadian dan masalah.3.4 Argumentasi.Argumentasi merupakan satu bentuk karangan

eksposisi yang khusus. Pengarang argumentasi berusaha untuk

meyakinkan atau membujuk pembaca atau pendengar untuk

percaya dan menerima apa yang dikatakan.13

Furthermore Kramer et al, give kinds of writing. They are:

Description, Narration, Exposition, Comparison/ Contrast, definition/

classification, cause and effect, and argument.14

According to 2004 curriculum, the kinds of writing are narration,

procedure, spoof/recount, report, news item.15

Based on the different ability levels of students the eleventh grade

of Madrasah Aliyah Darul Maarif, descriptive writing is relevant to the

readability of students ability. Descriptive only has one tense which can

assist the students to make short paragraph. It can be the first level of

teaching writing.

13 Jos. Daniel Parera.Menulis Tertib dan Sistematik(Jakarta: Erlangga, 1987).p.5-614 Melinda G. Kramer et al.Handbook for Writer(New Jersey: Prentice

Hall,Inc,1995).p.11-115 Depdiknas. Op.cit.p.17


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4. The Components of Writing

The teaching of writing should cover the components of writing.

The components of writing are one of other ways to analyze the errors in

writing which done by students. Haris explains the details of the

components of writing, as follow:

4.1 Content : The substance of the writing the ideas expressed.

4.2 Form : The organization of the content.

4.3 Grammar: The employment of grammatical forms and

syntactic patterns

4.4 Style : The choice of structures and lexical items to giveparticular tone or flavor to t5he writing

4.5 Mechanic: The use of the graphic conventions of the

language.16

Based on the components above, the writer takes components

number three and number five for the students writing test as the focus

the study. The area of error will be seen from the grammatical or

linguistic aspect and graphic rules of the language.

5. Teaching Writing at MA Darul Maarif

Teaching writing at Madrasah Aliyah Darl Maarif is based on

KTSP curriculum. Writing skill at MA Darul maarif is seen as one of

the language skills that student should master. The students of MA are

expected to be able to communicate well in English in either written or

16 David P. Haris. Testing English as A Second Language (Graw-Hill: Tata

Mc,1974).p.68-69


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oral. In teaching writing, the teacher usually asks the students to make a

sentence.

Based on KTSP curriculum, the English teacher should make the

syllabus and lesson plan which content materials of writing. Descriptive

is one of other kinds of writing. It is the reason why the English teacher

usually asks the students to make short paragraph in descriptive form.

From the information above, the writer gives a writing test, in

which the students asked to make short paragraph in the form of

descriptive writing telling about describe their partner. Then, these

students writing will be analyzed in order to find out the mistakes or

errors made by students.

B. Error

1. The Understanding of Error

Errors to language learners are an unavoidable things and a part of

their language learning. There are many understandings of error which

linguists present. According Harlow, An error is an instance of language

an intentionally deviant and is not self-corrigible whereas a mistake is

either intentionally or unintentionally deviant or self-corrigible.17

From

this definition, it can be identified that the errors occur intentionally. The

17 Carl James Harlow.Errors in Language Learning and Use: Exploring Error Analysis

(Addison Wesley Longman,1998).p.14


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learners make deviation in norm of mature language. The errors can not

self corrected by the learners.

Chanier say: Error is taken to mean some idiosyncratic or un-native

like, piece of language produced regularly and systematically by a foreign

language learner.18

The term idiosyncratic have means way of

competence that is particular to the students, while un-native like means

inappropriate use of the language learnt by students.

From the explanations above, it can be said that the errors are caused

by students inappropriate competence in using language. The errors occur

intentionally. The learners make deviation in norm of mature language and

the errors can not self corrected by the learners.

2. Error versus Mistake

According Kelompok Bahasa dan Studi Bahasa:

Kesalahan berbahasa (error) adalah penyimpangan-

penyimpangan bahasa yang dilakukan oleh sseorang secara

sistematis dan konsisten. Penyimpangan sistematis menggambarkan

kemampuan berbahasa seseorang pada tahap tertentu dalam

mempelajari bahasa kedua. Dengan kata lain berbahasa itu

berangkat dari penguasaan system bahasa pada competence

penuturnya.

Sedangkan kekeliruan (mistake) adalah penyimpangan-

penyimpanagn berbahasa yang dilakukan oleh penuturnya secaratidak sistematis. Kekeliruan itu hanya terletak pada performancenya

saja, yang disebabkan oleh keletihan, gugup, emosional dan

sebagainya.19

18 Thierry Chanier et al.Conceptual Modelling in Error Analysis in Language

Systems..http://life.univ-fcomte.fr/RECHE/P7/pb/Washing/Washing.htm19 Kelompok Studi Bahasa dan Sastra Indonesia.Analisis kesalahan Berbahasa dan

Problematika Bahasa Indonesia (Malang: YA3 Malang,1992).p.3


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From the explanation above, errors are systematic and consistent

deviations of language use by language learners. Mistake refers to a

performance error which characterize unsystematic. It happens because

unawareness, fatigue and other psychological aspects.

Errors occur consistently and systematically. They can not self

corrected because the learners weak competence. Corder states,

Mistake refers to performance error such as fatigue and

inattention or called performance factors. While the error resulting

from lack of knowledge of the rules of the language or systematicdeviation due to the learners is developing knowledge of the second

language, it called competence.20

Based on explanation above, it can be concluded that the differences

of errors from mistakes are: (1) error is caused by students competence. It

means that students do not understand the linguistic system appropriately,

(2) Errors happen systematically and constantly. Meanwhile mistake is (1)

caused by the students performance; (2) Mistake does not happen

systematically and constantly, it may be caused by weariness on confusion

when they use language.

3. Sources and Causes of ErrorsIn fact, errors are caused for many reasons. To get an

understanding of how the learners cognitive and affective aspect relates to

20 S.P. Corder.Error Analysis and Interlanguuage(Great Britain: Oxford University

Press,1981).p.224


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the process of second language acquisition. Richard is identifying several

sources of error:

(1) inter-lingual errors; errors caused by interference of the learners

mother tongue to the target language and (2) intra-lingual errors; errors

reflecting general linguistic formulas, imperfect application and failure to

learn condition for the implementation of the language formula.21

Errors

also caused by:

1. Overgeneralization; learners create divergent structure based on hisexperiences of other target language structures.

Example:

She can sings instead of He can sing.

We are hope Instead of We hope.

It is occurs instead of it occurs.

2. Ignorance of rule restrictions; learners fail to observe rule of restriction

in implementing formula in its context.

Example: The Man who I saw him.

3. Incomplete application of rules development in creating accepted

utterances.

Example:

Teachers question Learners responds.

Whats she doing? She reading a book.

4. False concept hypothesized; learner has false concept of distinction of

the target language. Sometimes it is due to disharmony gradation of

teaching item.

Example:

One day it was happened.

She is speak Spanish.

Meanwhile Brown states there are four sources of errors, that is:

(1). Interlingual Transfer. (2) Intralingual Transfer. (3). Context of

Learning. (4). Communication Strategies.22

21 Jack C. Richards,Error Analysis (London:Longman,1980),p.17422 H. Douglas Brown. Principles of language Learning and Teaching

(Prentice,1987).p.224-227


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Interlingual transfer error means interference of a mother tongue to

a target language. For example, students often use the form of phrasal

pattern on their L1 in writing skill to a target language (L2). Students put

Indonesian system in English that is Diterangkan-Menerangkan. While

intralingual transfer error mans failure of understanding the rules of target

language. With the other word, the errors appear because of the students

lack of knowledge in target language.

Context of learning refers to the classroom with its teacher and its

material in the case of school learning or the social situation in the case of

the untutored second language. Then, communication strategies are

defined and related to learning style. Learners obviously use production

strategies in order enhance getting their message across, but at times these

techniques can themselves become a source of error.

According Walz Error can be caused by interlingual and

intralingual (i.e., L1 and L2) interference, strategies of second language

learning, and inappropriate teaching method.23

In this study, the writer takes interlingual, overgeneralization,

ignorance of rule restrictions, incomplete application and false concept

hypothesized will be analyzing in the students writing.

23 Joel C. Walz.Language in Education: Theory and Practice. (Washington DC:

CAL,1982).p.7


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4. Types of Errors.

In fact, error can be classified into many types. For example, it is

classified based on linguistic or non linguistic category taxonomies

aspect. These are the sample of the students common error according

Betty S. Azar:

1. Singular- Plural

Incorrect : He have been here for sixth month.

Correct : He has been here for sixth month.

2. Word Form

Incorrect : I saw a beauty picture.Correct : I saw a beautiful picture

3. Word Choice

Incorrect : She got on the taxi.

Correct : She got into the taxi.

4. Verb Tense

Incorrect : He is here since June.

Correct : He has been here since June.

5. Add a Word

Incorrect : I want go to the zoo.

Correct : I want to go to the zoo.

6. Omit a Word

Incorrect : She entered to the university.

Correct : She entered the university.

7. Word Order

Incorrect : I saw five times that movie.

Correct : I saw that movie five times.

8. Incomplete Sentence

Incorrect : I went to bed. Because I was tired.

Correct : I went to bed because I was tired.

9. Spelling

Incorrect : An accident occurred.

Correct : An accident occurred.

10.PunctuationIncorrect : What did he say.

Correct : What did he say?

11.Capitalization

Incorrect : I am studying english.

Correct : I am studying English.


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12.Article

Incorrect : I had a accident.

Correct : I had an accident.13.Meaning Not Clear

Incorrect : He borrowed some smoke. (???)

14. Run on Sentence

Incorrect : My roommate was sleeping; we didnt

want to wake her up

Correct : My roommate was sleeping. We didnt

want to wake her up.24

Those types of errors above will be used by the writer in analyzing the

students writing.

C. Error Analysis

1. The Understanding of error analysis

Errors must not be neglected. The teachers should identify and

classify the most common error made by the learners before giving them a

remedial treatment. One way to identify and classify the learners error is

by using error analysis. Brown states,

The fact that learners do make errors and that these errors can be

observed, analyzed and classified to reveal something of the system

operating within the learner, led to a surge of study of learners errors,

called error analysis.25

This description indicates that errors are observable, analyzable and can be

classified. All of these work can be done through a process called error

analysis.

24 Betty Schrampfer Azar. Understanding and Using English Grammar (Guide for

Correcting Writing Error) (New Jersey: Prentice Hall,1989).p. A29-A3025 H. Douglas Brown. 1987. Op. Cit.p.218


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What error analysis is, further Crystal in Pateda explains in more

details. He says,

Error analysis is a technique to identify, to classify, and to

interpret the error which is done by a learner who is learning a

foreign language or target language systematically by using the

theories and procedures based on linguistics.26

This statement indicates that error analysis a technique of

identifying, classifying and interpreting error of second language

systematically based on linguistic procedures.

Meanwhile Parera say:

Analisis kesalahan adalah kajian dan analisis mengenai

kesalahan berbahasa yang dibuat oleh siswa/peserta didik/pelajar

bahasa asing atau bahasa kedua. Analisis kesalahan (Anakes)

dapat dilaksanakan untuk (1) menemukan seberapa baik dan benar

seorang mengetahui bahasa ajaran, (2) mengetahui bagaimana

seorang belajar bahasa, dan (3) memperoleh informasi tentang

kesulitan-kesulitan biasa dalam belajar bahasa sebagai suatu

sarana dalam pengajaran atau dalam penyiapan materi

pengajaran.27

Parera explains more detail of error analysis. (1) The error

analysis can be conducted to finding how well and real correct knowing

target language. (2) To observing the learners to learning a language. (3)

To obtaining an information about difficulties in learning a language.

Crystal only explains the main points about error analysis. That is a

technique to identify, to classify, and to interpret the error of foreign

language based on theories and linguistic procedures.

26 Mansoer pateda.Analisis Kesalahan (Flores: Nusa Indah, 1989).p.3227 Jos Daniel Parera.Leksikon Istilah Pembelajaran Bahasa.( Jakarta: Gramedia Pustaka

Utama,1993).p.7


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Based on the statements above, the writer can say that error

analysis is a kind of procedures used to recognize, identify, classify and

explain kinds of errors made by learners along the learning process of a

target language. By doing error analysis, the learning and the teaching

strategies can be evaluated and the remedial program can be rearranged.

2 The Aims of Errors

Considering many errors that students make in writing, the teacher

can do error analysis. By doing error analysis, the teacher can plan

appropriate remedial program for the students, as Corder states The

practical aspect of error analysis is its functions in guiding in the remedial

action.28

Kelompok study Bahasa dan Sastra Indonesia states,

Tujuan analisis kesalahan adalah untuk mengidentifikasikan

unsur-unsur bahasa sasaran yang menimbulkan kesulitan belajar

dan upaya mencari penjelasan mengenai penyebab timbulnya

kesulitan berbahasa yang mengakibatkan kesalahan berbahasa.29

Based on the statement above, the aim of error analysis is to analyze

the kinds of error, to find the sources of errors and guide the teacher in

planning and giving the remedial programs or remedial teaching to the

students.

28 S.P. Corder.Error Analysis and Interlanguuage (Great Britain: Oxford University

Press,1981).p.4529 Kelompok Study Bahasa dan Sastra Indonesia.1992,Op. Cit.p.5


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3 Procedures of Error AnalysisThe procedures of error analysis are from Tarigan: (1)

pengumpulan sampel (2) pengidentifikasian kesalahan (3) penjelasan

kesalahan (4) pengklasifikasian kesalahan (5) pengevaluasian

kesalahan..30

Chanier has procedures of error analysis. They are:

1. A corpus of language is selected

2. The errors in the corpus are identified.

3. The errors are classified.4. The errors are explained.

5. The errors are evaluated

6. Prevention/correction of errors31

From the two procedures above, the steps that will be used by the

writer in doing error analysis are: Collecting of the data, identifying of

error, explaining of error and evaluating of data. From these procedures,

finally the writer applies all main procedures to analyze the students

writing error.

30 Tarigan.1990, Op.Cit.p.6731 Thierry Chanier et al.Conceptual Modelling in Error Analysis in Language

Systems..http://life.univ- fcomte.fr/RECHE/P7/pb/Washing/Washing.htm


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CHAPTER III

THE IMPLEMENTATION AND THE FINDING OF THE

RESEARCH

A. The Methodology of Study

1. The time and location of the research

The research was held at Madrasah Aliyah Darul Maarif at Jl.

Fatmawati Raya No.45, Jakarta Selatan. The research started on January,

15 and finished on January 30, 2009.

2. The population and sample

The popoulation is eleventh grade students of Madrasah Aliyah

Darul Maarif, Jakarta Selatan. It consist of two classes of 60 students. In

this research the writer took one class from two classes as the sample which

consist of 30 students. The writer used purposive cluster sampling technique

in taking the sample.

3. The method of the study

This research is using a descriptive analytical method through which

he tries to describe the data (errors types and causes) based on the discovery.

It consist collecting, identifying, classifying and interpreting data. Then, the

writer had to to conclude the result of the research.

23


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4. The instrument of the study

The writer used a writing test as the instrument of the research. The

form of writing task was descriptive that describing students partner. The

task intended by the writer to know the students ability in writing and to

find out the most typical errors made by them.

5. The technique analysis of the data

In this research, the writer used the data tabulation of the samples

to find the research finding. The writer divided the data tabulation into

recognition of error, classification of error, sources of error and reconstruction

of error. In analyzing the data, the writer uses the descriptive analysis which

percentage is from the frequency that is divided by number of cases. The

formula is follow:

F

P = x 100%

N

F = Frequency of typical error

N = Number of cases from the number of the students

P = Percentage32

32 Prof.Drs. Anas Sudijono. Pengantar Statistik Pendidikan,(Jakarta: Pt aja Grafindo

Persada.2006).p.43


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6. The procedures of the study

1. Meeting with the headmaster of Madrasah Aliyah Darul Maarif.

2. Getting some information such as the students text book being used and

condition of the students, the materials that have been given and English

lesson schedule,

3. Preparing the instrument (writing task),

4. Arranging the time for doing the test,

5. Doing the test in the classroom. Asking the student to make a short

paragraph about the students partner,

6. Collecting students writing,

7. Identifying the students error in their writing,

8. Returning the students writing which had been marked by the writer to

rewrite make the correct one,

9. Collecting the students writing which has been corrected,

10. Explaining of errors by classifying into the names of error from Azar and

the sources of error,

11. Reconstruction the students writing test,

12. Evaluating the students error,

13. Making conclusion


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B. The findings of the Study

1. The description of the data

The writer focuses on the errors on grammatical aspect and the

sources of error.

1.1. The grammatical aspects stated by Azar. The errors that the writer

analyzes are:

1. Singular-Plural 8. Incomplete Sentence

2. Word Form 9. Spelling

3. Word Choice 10. Punctuation

4. Verb Tense 11. Capitalization

5. Add a Word 12. Article

6. Omit a Word 13. Meaning not clear

7. Word Order 14. Run on sentence

1.2. The sources of error based on Richards classification are:

1. Interlingual

2. Intralingual

3. Overgeneralization

4. Ignorance of rule restriction

5. Incomplete Application of rule

6. False concept hypothesized


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After analyzing the errors, the writer counts the errors by using

the table and calculates the number of each types of error. Next, the writer

processed the calculation of the result of the test by changing the results of error

into percentage then the writer make a graphic of writing error based on the

calculation. Here are the data of students error writing:

Student 1

No Error Recognition Error Classification Sources of Error Reconstruction

1.

I have a Friend

his name is Januar

He has a small,

Capitalization,

Run-on sentence

Punctuation,

Incomplete sentence

Ignorance of rule

restriction and

False concept

hypothesized

I have a friend,

his name is

Januar. He has a

small face,

2.

His eyes small

and he best my

friend.

Add a word,

Add a word,

Word order

Ignorance of rule

restriction and

overgeneralization

His eyes are small

and he is my best

friend.

3.

His tall around

155cm and his

body fat

Add a word,

Punctuation,

Add a word

Ignorance of rule

restriction

His tall is around

155cm and his

body is fat.

4.

He has a shoes for

school and white

colour.

Word choice,

Word order,

Interlingual and

overgeneralization

He wears white

shoes to go to the

school.

Student 2


1.

My Friend he

name is Ibnu

Rusdy. He Has a,

Capitalization,

Omit a word,

Run-on sentence

Ignorance of rule

restriction

My friend is Ibnu

Rusdy.

2.

He have a large

nose and he

round face.

Verb tense,

Add a word,

Verb tense

False concept

hypothesized and

Ignorance of rule

restriction

He has a large

nose and he has a

round face


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3.

He has a her tall,is

around 174cm,her

like in angry andlaughing.

Meaning not clear Interlingual ???

4.

Her character in

the cryingman.and

kind of snaker

shoes


Student 3


1.

I have a Friend.

And her name ismudrika ulfa.

Capitalization,

Incomplete sentenceCapitalization

Ignorance of rule

restriction

I have a friend her

name is MudrikaUlfa

2.

She her a angular

face and flat nose.

She Seems kind

girl.

Verb tense, Article

omit a word,

Word form,

Add a word.

False concept

hypothesized,

Interlingual,

Ignorance of rule

restriction and

overgeneralization

She has an

angular face and

flat nose. She

seems a kind girl.

3.

She her tall is

around 155cm. and

She her medium a

body

Omit a word,

Incomplete sentence

Verb tense,

Word order

Ignorance of rule

restriction,

False concept

hypothesized,overgeneralization

Her tall is around

155cm and she

has a medium

body.

4.

The skin color

black.

Word choice,

Add a word

Word choice

Interlingual and

Ignorance of rule

restriction

Her skin color is

dark

Student 4


1.

I heve a Friend.

Her name

Asnita Nurmala.

Spelling,

Capitalization,

Run-on sentenceAdd a word

Incomplete

Application of

rules,False concept

hypothesized,

Ignorance of rule

restriction

I have a friend,

her name is

Asnita Nurmala.

2.

She her has Round

Face and the nose

flat nose

Omit a word,

Capitalization,

Word choice,

Ignorance of rule

restriction and

Interlingual

She has a round

face and her nose

is flat.


37/71

Add a word

3.

She heve short,

and her eyes

small and she are

very Beautiful.

Verb tense,

Incomplete sentence

Add a word,

Verb tense,

Capitalization

False concept

hypothesized and

Ignorance of rule

restriction

She has short

black hair and her

eyes are small

and she is very

beautiful.

4.

She is weering

glasses. Her tell is

around 150cm

Spelling, Spelling Incomplete

Application of

rule

She is wearing

glasses. Her tall is

around 150cm.

5.

Her character is

Friendly. funny.and She tolerant..

Singular- Plural,

Verb tense,Capitalization,

Incomplete sentence

Omit a word

Interlingual,

False concepthypothesized,

Ignorance of rule

restriction

Her characters are

friendly, funnyand tolerant.

6.

She waring is

sneaker.

Spelling,

Word choice

Incomplete

Application of

rule and

Interlingual

She wears

sneaker.

Student 5


1.

I have a Friend

her name is Umi

Aninda. She has a

anjular Face.

Capitalization,

Punctuation,

Article, Spelling

Capitalization

Ignorance of rule

restriction,

Interlingual and

Incomplete

Application of

rule

I have a friend,

her name is Umi

Aninda. She has

an angular face.

2.

She waring a

veil and she wars

glasses too.

Add a word,

Spelling,

Word choice

Ignorance of rule

restriction,

Incomplete

Application of

rules, Interlingual

She is wearing a

veil and she

wears glasses too.

3.

She her eyes are

small and her a

small is around

155 cm.

Omit a word,

Omit a word,

Word choice

Ignorance of rule

restriction,

Interlingual

Her eyes are

small and her tall

is around 155cm.


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4.

The skin color

white. She her is

wears sneaker

Word choice,

Add a word,

Omit a word

Interlingual and

Ignorance of rule

restriction

Her skin color is

white. She wears

sneaker

Student 6


1.

I have a Friend,

her name is f riska

suryana.

Capitalization,

Capitalization

Ignorance of rule

restriction

I have a friend,

her name is

Friska Suryana.

2.

She seems a kind

girls. She wear aveil.

Word form,

Singular-Plural,Verb tense

Overgeneralization

Interlingual,False concept

hypothesized

She seems a kind

girl. She wears aveil.

3.

She her tall is

around 157cm and

the skin color

white.

Omit a word,

Word choice,

Add a word

Ignorance of rule

restriction and

Interlingual

Her tall is around

157cm and her

skin color is

white.

4.

She is wears

shoes.

Omit a word Ignorance of rule

restriction

She wears shoes.

Student 7


1.

I have best friends,

she name Dauti

Sarah.

Add a word,

Singular-Plural,

Add a word

Ignorance of rule

restriction and

Interlingual

I have a best

friend, her name

is Dauti Sarah.

2.

She eyes is small

and she seems a

strict girls.

Word choice,

Verb tense,

Word form,

Singular-Plural

Interlingual,

False concept

hypothesized,

Overgeneralization

Her eyes are

small and she

seems a strict girl.

3.

Her tall around

165cm and herbody thin

Add a word,

Add a word

Ignorance of rule

restriction

Her tall is around

165cm and herbody is thin.

4.

Her character is

fussy, funny,

chaildist and

impatient.

Singular-Plural,

Verb tense,

Spelling

Interlingual,

False concept

hypothesized,

Incomplete

Application of

rules

Her characters are

fussy, funny,

childish and

impatient.


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5.

She wear is shoes Verb tense False concept

hypothesized

She wears shoes

Student 8


1.

I have a Friend, he

name is Sukria. He

has a long, He has

a Round Face.

Capitalization,

Word choice,

Incomplete sentence

Capitalization

Ignorance of rule

restriction and

Interlingual

I have a friend,

his name is

Sukria. He has a

long round face.

2.

he tall is around

170cm and his

body are thin.

Word choice,

Verb tense

Interlingual and

False concept

hypothesized

His tall is around

170cm and his

body is thin.

3.

He character is in

the a Fussy man

Word choice,

Omit a word,

Capitalization

Interlingual and

Ignorance of rule

restriction

His character is a

fussy man.

4.

And kind of

sneakers shoes


Student 9


1.

I have a Friend,

his name is Reza.

He have a thin

face and flat nose.

Capitalization,

Verb tense

Ignorance of rule

restriction and

False concept

hypothesized

I have a friend,

his name is Reza.

He has a thin face

and flat nose.

2.

He eyes small.

He is best my

friend and he have

a good body.

Add a word,

Word order,

Verb tense

Ignorance of rule

restriction,

overgeneralization,

False concepthypothesized

His eyes are

small. He is my

best friend and he

has a good body.

3.

He look very

happy.

Verb tense False concept

hypothesized

He looks very

happy.


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4.

he has a shoes

sporty and simple

for school andwhite color.


Student 10


1.

He have a long

face and pointed

nose and He also

have a small

moustache.

Verb tense,

Capitalization,

Verb tense

False concept

hypothesized and

Ignorance of rule

restriction

He has a long

face and pointed

nose and he also

has a small

moustache.

2.

He have a body

slim and the skin

color black.

Verb tense,

Word choice,

Add a word,

Word choice

False concept

hypothesized,

Interlingual,

Ignorance of rule

restriction

He has a body

slim and his skin

color is dark

3.

His serious and

impatient

Word choice,

Verb tense

Interlingual, False

concept

hypothesized

He is serious and

impatient

4.

He wearing

sneaker.

Add a word,

Verb tense

Ignorance of rule

restriction and


He is wearing

sneaker.

Student 11


1.

I have a FrienD,

he name is YaYan

Kurniawan. his

face shape long.

Capitalization,

Word choice,

Capitalization,

Add a word

Ignorance of rule

restriction and

Interlingual

I have a friend,

his name is

Yayan

Kurniawan. His

face shape is

long.

2.

His nose a

pointed. His have

hair a short black

hair.

Add a word,

Word choice,

Verb tense,

Omit a word

Ignorance of rule

restriction,

Interlingual,

False concept

hypothesized

His nose is a

pointed. He has

short black hair.


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3.

He have a body

thin and the skin

color white

Verb tense,

Word order,

Word choice,Add a word

False concept

hypothesized,

Overgeneralization,Ignorance of rule

restriction,

Interlingual

He has a thin

body and his skin

color is white.

4.

He character is

happy, kind and

patient.

Word choice,

Singular-Plural,

Verb tense

Interlingual and

False concept

hypothesized

His characters are

happy, kind and

patient.

5.

He waring is

shoes.

Spelling,

Word order

Incomplete

Application of rule

Overgeneralization,

He is wearing

shoes.

Student 12


1.

I have a Best

Friend, her Name

Izzoh.

Capitalization,

Capitalization,

Capitalization,

Add a word

Ignorance of rule

restriction

I have a best

friend, her name

is Izzoh.

2.

She her has a

round Face and the

Nose is Flat.

Omit a word,

Capitalization,

Word choice,

Capitalization,Capitalization,

Ignorance of rule

restriction and

Interlingual

She has a round

face and her nose

is flat.

3.

She have short

hair and her eyes

round. She very

Beauty.

Verb tense,

Add a word,

Add a word,

Capitalization,

Word form

False concept

hypothesized,

Ignorance of rule

restriction,

Overgeneralization

She has short hair

and her eyes are

round. She is very

beautiful.

4.

She Body slim

and She very

good for me. She

wear shoe

Word choice,

Capitalization,

Add a word,

Verb tense,

Singular-Plural

Interlingual,

Ignorance of rule

restriction,

False concept

hypothesized

Her body is slim

and she is very

good for me. She

wears shoes.


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Student 13


1.

I Have a Friend,

his name is

Marvel. He Has a

long and thin Face.

Capitalization,

Capitalization,

Capitalization,

Capitalization

Ignorance of rule

restriction

I have a friend,

his name is

Marvel. He has a

long and thin

face.

2.

He Has a Big

moustache. and he

Body

proportioned

figure.

Capitalization,

Capitalization,

Incomplete

sentence

Word choice,

Capitalization,Add a word

Ignorance of rule

restriction and

Interlingual

He has a big

moustache and

his body is

proportioned

figure.

3.

He seems a Kind

man and he very

understanding.

Capitalization,

Add a word

Ignorance of rule

restriction

He seems a kind

man and he is

very

understanding.

4.

He wearing is

sneaker.

Word order Overgeneralization He is wearing

sneaker.

Student 14


1.

I have a Friend

her name is Siti

Julekha.

Capitalization,

Punctuation

Ignorance of rule

restriction

I have a friend,

her name is Siti

Julekha.

2.

She has a round

Face and Pointed

nose. She eyes are

small.

Capitalization,

Capitalization,

Word choice

Ignorance of rule

restriction,

Interlingual

She has a round

face and pointed

nose. Her eyes are

small.

3.

She wearing a veil

and she skinblack.

Verb tense,

Word choice,Add a word,

Word choice

False concept

hypothesized,Interlingual,

Ignorance of rule

restriction

She wears a veil

and her skin isdark

4.

She her wears

sneaker

Omit a word Ignorance of rule

restriction

She wears

sneaker


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Student 15


1.

I have a frend, the

name didik

Spelling,

Word choice,

Add a word

Incomplete

Application of

rule, Ignorance of

rule restriction

I have a friend,

his name is Didik.

2.

Angular shape and

flat nose and small

round and he have

hair along and

scuil


3.

He his tall

around 150cm. He

the character in the

very good.

Omit a word,

Add a word,

Word choice,

Ignorance of rule

restriction,

Interlingual

His tall is around

150cm. His

character is very

good.

4.

Kind of shoes that

he wearing is in

the black and kind

shoes NB borrow


Students 16


1.

He has a Pointed

nuse and he seems

Kind Man.

Capitalization,

Spelling,

Add a word,

Capitalization,

Ignorance of rule

restriction,

Incomplete

Application of

rules,

He has a pointed

nose and he

seems a kind

man.

2.

He his tall is

around 175cm and

He his have a

body thin.

Omit a word,

Omit a word,

Verb tense,

Word order

Ignorance of rule

restriction,

False concept

hypothesized,

Overgeneralization

His tall is around

175cm and he has

a thin body.

3.

The kind color

brown

Word choice,

Add a word

Ignorance of rule

restriction,

Interlingual

His skin color is

brown


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4.

He his wears

sneper.

Omit a word,

Spelling

Ignorance of rule

restriction,

IncompleteApplication of

rules,

He wears

sneaker.

Student 17


1.

I have a Friend

his name is wijaya

and his Face shape

is Round.

Capitalization,

Punctuation,

Capitalization,

Capitalization,

Capitalization,

Ignorance of rule

restriction,

I have a friend,

his name is

Wijaya and his

face shape is

round.

2.

His have nose

seems a kind man

and then His have

short hair.


3.

His eyes is small.

his character is

haPPy.

Verb tense,

Capitalization,

Capitalization,

False concept

hypothesized,

Ignorance of rule

restriction,

His eyes are

small. His

character is

happy.

4.

He kind of shoes

wearing issneaker.

Word order Overgeneralization Kind of shoes

that he wearing issneaker.

Student 18


1.

I have a friend

her name is

najibah. She her

has a angular face.

Punctuation,

Capitalization,

Verb tense,

Omit a word,

Article

Ignorance of rule

restriction,

False concept

hypothesized,

Interlingual,

I have a friend,

her name is

Najibah. She has

an angular face.

2.

She Seems a Kindgirls.

Capitalization,Capitalization,

Singular-Plural

Ignorance of rulerestriction,

Interlingual

She seems a kindgirl.

3.

She have a body

thin. And The skin

color white.

Verb tense,

Word order,

Incomplete

sentence

False concept

hypothesized,

Overgeneralization,

Ignorance of rule

She has a thin

body and his skin

color is white.


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Word choice,

Add a word

restriction,

4.

She character is

happy,

Understanding and

Patient.

Word choice,

Singular-Plural,

Verb tense,

Capitalization,

Capitalization

Interlingual

False concept

hypothesized,

Ignorance of rule

restriction,

Her characters

are happy,

understanding

and patient.

5.

She is wear shoes. Verb tense, False concept

hypothesized

She wears shoes.

Student 19


1.

I have a Friend

her name is

Khaerul amalia.

Capitalization,

Punctuation,

Ignorance of rule

restriction,

I have a friend,

her name is

Khaerul Amalia.

2.

Her character is

kind, patient and

happy.

Singular-Plural,

Verb tense,

Interlingual

False concept

hypothesized

Her characters are

kind, patient and

happy.

3.

Her a tall is

around 158cm.

The skin color

black

Omit a word,

Word choice,

Add a word

Ignorance of rule

restriction,

Interlingual

Her tall is around

158cm. Her skin

color is dark

Students 20


1.

My Friend is Alan,

he has a ordinery

man

Capitalization,

Verb tense,

Article,Spelling

Ignorance of rule

restriction,


Interlingual,

Incomplete

Application of

rules,

My friend is

Alan, he is an

ordinary man


46/71

2.

His very

understanding and

patient. He has abody medium

Word choice,

Verb tense,

Word order

Interlingual,

False concept

hypothesized,Overgeneralization

He is very

understanding

and patient. Hehas a medium

body.

3.

He is sneaker

every day.

Add a word

Verb tense

Ignorance of rule

restriction,

False concept

hypothesized

He is wearing

sneaker every

day.

Student 21


1.

I have a friendsher Name is

Fadilatunisa.

Singular-Plural,Punctuation,

Capitalization

Interlingual,Ignorance of rule

restriction

I have a friend,her name is

Fadilatunisa.

2.

She has a Fat girls

and She wearing a

veil

Verb tense,

Capitalization,

Singular-Plural,

Verb tense

False concept

hypothesized,

Interlingual

She is a fat girl

and she wears a

veil.

3.

Her height

about 155cm and

her character is

tolerant, happy,understanding and

Fussy.

Add a word,

Singular-Plural,

Verb tense,

Capitalization

Ignorance of rule

restriction,

Interlingual,


Her height is

about 155cm and

her characters are

tolerant, happy,understanding

and fussy.

4.

She wearing is

shoes.

Word order Overgeneralization She is wearing

shoes.

Student 22


1.

I have a Friend, his

name is AsriRahmatia.

Capitalization,

Word choice

Ignorance of rule

restriction,Interlingual

I have a friend,

her name is AsriRahmatia.

2.

She has a Long

Face and Flat nose.

She wearing a veil

and eyes are

round.

Capitalization,

Capitalization,

Capitalization,

Verb tense,

Add a word

Ignorance of rule

restriction,

False concept

hypothesized

She has a long

face and flat nose.

She wears a veil

and her eyes are

round.


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3.

her tall is around

156cm and her

height is around

50kg.

Capitalization,

Word choice

Ignorance of rule

restriction,

Interlingual

Her tall is around

156cm and her

weight is around

50kg.

4.

Her character is

Fussy and Happy.

Singular-Plural,

Verb tense,

Capitalization

Interlingual,

False concept

hypothesized,

Ignorance of rule

restriction,

Her characters are

fussy and happy

Student 23


1.

I have a friends his

name is Bahrul

Rozi.

Singular-Plural Interlingual I have a friend his

name is Bahrul

Rozi.

2.

His Face shape is

anjular and His

have a Pointednose and His has a

short black hair.

Capitalization,

Spelling,

Capitalization,

Ignorance of rule

restriction,

IncompleteApplication of

rules,

His face shape is

angular and he

has a pointednose and short

black hair.

3.

His character is

strict and

suspicious

Singular-Plural,

Verb tense

Interlingual,

False concept

hypothesized,

His characters are

strict and

suspicious

4.

He is waring

shoes.

Spelling Incomplete

Application of

rules

He is wearing

shoes

Student 24


1.

She seems a kind

girls. The skin

color dark.

Word form,

Singular-Plural,

Word choice,

Overgeneralization,

Interlingual,

Ignorance of rule


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Add a word restriction,

2.

Her has a angular

Face and Flat

nose. Her seems a

kind girls.

Word choice,

Article,

Capitalization,

Capitalization,

Word choice,

Singular-Plural

Interlingual,

Ignorance of rule

restriction,

She has an

angular face and

flat nose. She

seems a kind girl.

3.

She wearing

sneaker.

Verb tense False concept

hypothesized

She wears

sneaker.

Student 25


1.

I have a Friend,

her name is

sukayah. She is

round Face and

Pointed nose.

Capitalization,

Capitalization,

Verb tense,

Capitalization

Ignorance of rule

restriction,

False concept

hypothesized

I have a friend,

her name is

Sukayah. She has

round face and

pointed nose.

2.

She is Long red

hair. She wearing a

veil. Her skin

black

Verb tense,

Capitalization,

Verb tense,

Add a word

Word choice

False concept

hypothesized,

Ignorance of rule

restriction,

Interlingual,

She has long red

hair. She wears a

veil. Her skin is

dark.

3.

She wearing

sneker

Verb tense,

Spelling

False concept

hypothesized,

Incomplete

Application of

rules

She wears

sneaker

Student 26


1.

I have a friends,

her name is Siti

Romlah. She have

Singular-Plural,

Verb tense,

Capitalization,

Interlingual,

False concept

hypothesized,

I have a friend her

name is Siti

Romlah. She has


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a Baby-Face and

Pointed nose.

Capitalization,

Capitalization

Ignorance of rule

restriction,

a baby-face and

pointed nose.

2.

She have the long

hair the color is

black the eyes she

have large.


3.

She her a tall is

around 160cm and

she have a slim

Body.

Omit a word,

Verb tense,

Capitalization

Ignorance of rule

restriction,

False concept

hypothesized

Her tall is around

160cm and she

has a slim body.

4.

She her wearing

sneaker

Omit a word,

Verb tense

Ignorance of rule

restriction,

False concept

hypothesized

She is wearing

sneaker

Student 27


1.

He has a face

shape and angular

shape and He has

fla nose.

Omit a word,

Word order,

Spelling

Ignorance of rule

restriction,

Overgeneralization

Incomplete

Application of

rules

He has an angular

face and flat nose.

2.

He is my fiend I

and my name is

Fathur and he has

a long hair


3.

He eyes is small.

He has a her tall a

height is around

175cm

Word choice,

Verb tense,

Omit a word

Interlingual

False concept

hypothesized

Ignorance of rule

restriction,

His eyes are

small. His tall is

around 175cm.

4.

He body medium

and He characterin the Good man

and happy

Word choice,

Add a wordWord choice,

Singular-Plural,

Verb tense,

Capitalization,

Word order

Interlingual


False concept

hypothesized,

Overgeneralization

His body is

medium and hischaracters are

happy and

good man


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5.

Kind of shoes he

wearing in the

white and red andkind shoes px

style casual and

kind shoes high

heeled shoes and

sneaker


Student 28


1.

I have a Friend

his nurulRozalia.

Capitalization,

Add a word,Capitalization,

Ignorance of rule

restriction

I have a friend,

his name is NurulRozalia.

2.

His body slim

and she is long

hair. She is very

beatifull for me.

Add a word,

Verb tense,

Spelling

Ignorance of rule

restriction,

False concept

hypothesized,

Incomplete

Application of

rules

His body is slim

and she has long

hair. She is very

beautiful for me.

3.

His character is

Funny and

Understanding

Singular-Plural,

Verb tense,

Capitalization

Interlingual,

False concept

hypothesized,Ignorance of rule

restriction

His characters are

funny and

understanding.

Student 29


1.

I have best Friend,

She name nur

aftiyani.

Capitalization,

Word choice,

Add a word,

Capitalization

Ignorance of rule

restriction,

Interlingual

I have a best

friend, her name

is Nur Aftiyani.

2.

Her tall around151cm and her

body fat.

Add a word,Add a word,


Her tall is around151cm and her

body is fat.

3.

Her character is

Fussy, Funny,

chaidist and

Suspicious.

Singular-Plural,

Verb tense,

Capitalization,

Spelling

Interlingual

False concept

hypothesized,

Ignorance of rule

Her characters are

fussy, funny,

childish and

suspicious.


51/71

restriction

Incomplete

Application ofrules,

4.

She wear is sneker. Verb tense,

Spelling,

Omit a word

False concept

hypothesized,

Ignorance of rule

restriction

Incomplete

Application of

rules,

She wears

sneaker.

Student 30


1.

I have a Friend,

his name is Jerry

Knoxville. He

have thin face and

flat nose.

Capitalization,

Verb tense

Ignorance of rule

restriction,

False concept

hypothesized,

I have a friend,

his name is Jerry

Knoxville. He has

thin face and flat

nose.

2.

He have a body

slim and the skin

color White.

Verb tense,

Word choice,

Add a word,

Capitalization,

False concept

hypothesized,

Interlingual

Ignorance of rule

restriction,

He has a body

slim and his skin

color is white.

3.

he wearing is

shoes.

Word order Overgeneralization He is wearing

shoes.


52/71

Table recapitulation students writing error

TABLE RECAPITULATION OF THE STUDENTS WRITING ERRO

Error

Classification

Students

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

A 1 1 3 1 1 2 1 3 1

B 1 1 1 1 1

C 1 2 2 3 1 1 2 3 4 2 1 3 2 1 2 1 1 2

D 2 2 2 1 3 1 3 5 3 2 1 1 1 4 1 3 3 2

E 5 1 2 3 2 1 4 1 2 3 4 2 1 2 2 1 1 1 1 1

F 1 2 2 3 2 1 1 1 1 1 3 1 1

G 2 1 1 2 1 1 1 1 1 H 1 1 2 2 1 1 1

I 4 2 1 1 1 2 1

J 2 1 1 1 1 1 1

K 1 1 2 4 2 2 3 1 1 2 8 8 3 2 6 5 1 1 3 6

L 1 1 1 1

M 2 1 1 2

N 1 1

Total 13 7 15 21 14 9 13 9 7 11 17 19 13 10 8 12 9 19 7 9 12 12

Remark error made by students

A: Singular-plural F: Omit a word K: CapitalizationB: Word form G: Word order L: Article

C: Word choice H: Incomplete sentence M: Meaning not clear

D: Verb tense I: Spelling N: Run-on sentence

E: Add a word J: Punctuation


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Percentage of students writing errors

A. Singular-Plural : 22 X 100% = 6.26%

351

B. Word Form : 6 X 100% =1.70%

351

C. Word Choice : 43 X 100% =12.25%

351

D. Verb Tense : 57 X 100% =16.23%

351

E. Add a Word : 48 X 100% =13.67%351

F. Omit a Word : 25 X 100% =7.12%

351

G. Word Order : 14 X 100% =3.98%

351

H. Incomplete Sentence : 9 X 100% =2.56%

351

I. Spelling : 19 X 100% =5.41%

351

J. Punctuation : 8 X 100% =2.27%

351

K. Capitalization : 83 X 100% =23.64%

351

L. Article : 5 X 100% =1.42%

351

M. Meaning not Clear : 10 X 100% =2.84%

351

N. Run-on Sentence : 2 X 100% =0.56%

351


54/71

CHART OF PERCENTAGE STUDENTS WRITING ERROR

6.26

1.7

12.25

16.23

13.67

7.12

3.982.56

5.41

2.27

23.64

1.422.84

0.56

0

5

10

15

20

25

singular plural word form word choice

verb tense add a word omit a word

word order incomplete sentence spelling

punctuation capitalization article

meaning not clear run on sentence


55/71

Based on the table of recapitulation of the students writing errors, it can be said

that:

1. Total errors of singular-plural are 22 (6.26%)

2. Total errors of word form are 6 (1.70%)

3. Total errors of word choice are 43 (12.25%)

4. Total errors of verb tense are 57 (16.23%)

5. Total errors of add a word are 48 (13.67%)

6. Total errors of omit a word are 25 (7.12%)

7. Total errors of word order are 14 (3.98%)

8. Total errors of incomplete sentence are 9 (2.56%)

9. Total errors of spelling are 19 (5.41%)

10. Total errors of punctuation are 8 (2.27%)

11. Total errors of capitalization are 83 (23.64%)

12. Total errors of Article are 5 (1.42%)

13. Total errors of meaning not clear are 10 (2.84%)

14. Total errors of run-on sentence are 2 (0.56%)


56/71

Table of source 0f errorTABLE RECAPITULATION OF THE SOURCES OF ERROR

Sources

of

Error

Students

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

A 1 2 1 1 2 2 2 3 1 2 4 2 1 2 2 1 1 3 2 2 3 3 2 2

B 2 2 1 1 1 2 1 1 1 1 1 1 1 1

C 3 2 4 4 7 3 2 2 2 3 3 4 3 4 1 4 2 4 2 2 2 4 1 2

D 3 2 1 1 1 2 1 2

E 1 1 2 3 1 3 1 3 4 3 2 1 1 4 1 3 2 2 1 1

Total7 5 9 11 11 7 9 6 7 9 13 9 5 7 4 8 5 12 5 9 8 9 6 6

Remark error made by students

A. Interlingual

B. Overgeneralization

C. Ignorance of rule restriction

D. Incomplete application of rules

E. False concept Hypothesized


57/71

Percentage of the source of error

A. Interlingual : 58 X 100% = 27.35%

212

B. Overgeneralization : 20 X 100% = 9.43%

212

C. Ignorance of rule restriction : 67 X 100% = 31.60%

212

D. Incomplete application of rules: 17 X 100% = 8.01%

212

E. False Concept Hypothesized : 50 X 100% = 23.58%

212


58/71

Chart source of error

!"!#


59/71

Based on the table of recapitulation of the students writing errors, it can be said

that:

Total source of error of interlingual are 58 (27.35%)

Total source of error of overgeneralization are 20 (9.43%)

Total source of error of ignorance of rule restriction are 67 (31.60%)

Total source of error of incomplete application of rules are 17 (8.01%)

Total source of error of false concept hypothesized are 50 (23.58%)

C. The Analysis of the Data

1. The grammar error

From the data above, it can be analyzed that there are many errors

made by students in their writing. Those errors are : singular-plural, word

form, word choice, verb tense, omit a word, add a word, word order,

incomplete sentence, spelling, punctuation, capitalization, article, meaning not

clear and run- on sentence. In this analysis the writer found that the total error

of each items are different. The total error of each items are:

(1). Singular-Plural

The total number of errors is 22 or 6.26%. It means that students

have not understood enough about singular-plural form, for example:

Her character is kind, patient and happy instead ofHer characters are

kind, patient and happy. It is found that the error was made because of the

interlingual transfer (interference of mother tongue). In English to show a


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plural noun the word is added s or es meanwhile in Indonesia just repeated

the noun.

(2). Word Form

The total number of errors is 6 or 1.70%. It means that students

were still confused with the use of the word in sentence or grammatical

aspect, for example:

She seems a kind girl instead of She seems a kind girl. This error was

made because they are still confused about the word will use in their

sentence.

(3). Word Choice

The total number of errors is 43 or 12.25%. It means that the

most of the students did not understand about the words they used to

express their idea. They made errors of word choice in vocabulary, noun

and verb. For example:

he tall is around 170cm instead of his tall is around 170cm.This error

may happen because of interlingual transfer. English word can have a lot

meaning in Bahasa Indonesia, so the students use the word according to

their mind about the meaning of the word.

(4). Verb Tense

The total number of errors is 57 or 16.23%. It means that the

most of the students

error analysis thesis

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