(A Case Study at Second Grade Students of SMP Mutiara...
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AN ERROR ANALYSIS ON STUDENTS’ RECOUNT WRITING (A Case Study at Second Grade Students of SMP Mutiara Harapan Pondok Aren) By Alifia Noviani 108014000096 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015
Transcript of (A Case Study at Second Grade Students of SMP Mutiara...
AN ERROR ANALYSIS ON STUDENTS’ RECOUNT WRITING
(A Case Study at Second Grade Students of SMP Mutiara Harapan
Pondok Aren)
By
Alifia Noviani
108014000096
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
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ABSTRACT
Alifia Noviani. An Error Analysis on Students’ Recount Writing (A Case Study at
Second Grade Students of SMP Mutiara Harapan Pondok Aren).
‘Skripsi’ of English Education Department at Faculty of Tarbiyah and
Teachers’ Training of State Islamic University Syarif Hidayatullah
Jakarta, 2015.
Advisors : 1. Drs.Syauki, M.Pd
2. Atik Yuliani, M.A. TESOL
Key Words : Error Analysis, Past Tense, Recount, Writing
The objective of this study is to know the most frequent type of error made by
the second grade students of SMP Mutiara Harapan Pondok Aren in writing recount
and also the source of those errors. The writer used type of error of Betty Azar’s and
source of error of Rod Ellis’ and Gary Barkhuizen’s.
The method used in this study was descriptive analysis method to describe
students’ errors and analyze the data. The data was taken from the test; it was written
test.
The research findings showed that the most common type of error that the
students made is verb tense error. The students made 63 errors of verb tense error out
of 197 errors or 31.98%. The second common error is word choice error with the total
number of error is 24 or 12.18%. Then with 21 errors or 10.66% is adding a word
error which is followed by capitalization error with 16 errors or 8.12%. Spelling type
of error is found as many as 11 errors or 5.58%. Singular plural, punctuation and run
on sentence error have 10 errors found or 5.08% each. 9 errors or 4.56% found in
meaning not clear error and incomplete sentence, and both omitting a word and word
order are found with 3 errors or 1.52%. The least type of error made in students’
recount writing is article error.
From the data, it was also found that those errors are caused mostly by
intralingual transfer with the total of error is 153 out of 197 errors or 77.66%. The
remaining errors were caused by interlingual transfer with the total of error is 44 or
22.34%. In summary, the most error made by the students of SMP Mutiara Harapan
academic year 2014/2015 in using past tenses in writing recount text is verb tense
error; and the errors the students committed are mostly caused by intralingual transfer.
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ABSTRAK
Alifia Noviani. An Error Analysis on Students’ Recount Writing (A Case Study at
Second Grade Students of SMP Mutiara Harapan Pondok Aren).
‘Skripsi’ Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah
dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,
2015.
Pembimbing : 1. Drs. Syauki, M.Pd
2. Atik Yuliani, M.A. TESOL
Kata Kunci : Error Analysis, Past Tense, Recount, Writing
Tujuan dari penelitian ini adalah untuk mengetahui tipe kesalahan yang paling
sering dilakukan oleh siswa kelas 2 SMP Mutiara Harapan Pondok Aren dalam
membuat teks recount dan juga untuk mengetahui sumber error dari kesalahan-
keslahan tersebut.. Penulis menggunakan Tipe error menurut Betty Azar dan sumber
error menurut Rod Ellis and Gary Barkhuizen.
Metode yang digunakan dalam penelitian ini adalah analisa deskriptif untuk
menggambarkan kesalahan siswa serta untuk menganalisis data. Data tersebut
diambil dari tes yang merupakan tes tertulis.
Hasil penelitian menunjukkan bahwa tipe kesalahan terbanyak yang dibuat
oleh para siswa adalah verb tense. Para siswa membuat 63 verb tense error dari total
seluruh kesalahan 197 atau 31.98%. Tipe kesalahan terbanyak kedua adalah word
choice error dengan kesalahan sebanyak 24 atau 12.18%. Selanjutnya dengan 10.66%
atau 21 kesalahan adalah adding a word error yang diikuti oleh capitalization error
sebanyak 8.12% atau 16 kesalahan. Spelling error ditemukan sebanyak 11 atau 5.58%.
Singular plural error, punctuation dan Run-on sentence ditemukan sebanyak masing-
masing 5.08% atau 10 kesalahan. Word form error ditemukan sebanyak 9 kesalahan
atau 4.56%. Meaning not clear dan incomplete sentence error ditemukan sebanyak 8
atau 4.08%. Omitting a word dan word order error ditemukan sebanyak 3 kesalahan
atau 1.52%. Article error merupakan kesalahan yang paling sedikit dibuat siswa
dengan 1 kesalahan atau 0.51%.
Dari data-data yang penulis dapatkan, penulis juga menemukan bahwa
kesalahan-kesalahan tersebut paling banyak disebabkan oleh transfer intralingual
dengan jumlah kesalahan sebanyak 153 atau 77.66%. Kesalahan-kesalahan yang lain
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disebabkan oleh transfer interlingual dengan jumlah kesalahan sebanyak 44 atau
22.34%. Kesimpulannya, kesalahan yang paling banyak dilakukan oleh para siswa
kelas VIII of SMP Mutiara Harapan Pondok Aren tahun ajaran 2014/2015 di teks
recount adalah verb tense error; dan kesalahan-kesalahan yang dilakukan para siswa
paling banyak disebabkan oleh transfer intralingual.
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ACKNOWLEDGEMENT
In the name of Allah, the Most Beneficent, the Most Merciful
All praise be to Allah, Lord of the world, with His blessing and guidance, the
writer could finish this skripsi. Peace and blessing be upon to our prophet
Muhammad Saw, his families, his companion, and all his followers.
This skripsi is presented to English Education Department, Faculty of
Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University
Jakarta as a partial fulfillment of the requirements for the degree of strata (S-1) in
English Education Department.
On this occasion, the writer would like to express her great honor and deepest
gratitude to her beloved parents, the most special persons in her life, Yanih and Misan
who have educated, inspired, taken care, motivated, loved, and also have given moral
encouragement to the writer to finish her study.
The great gratitude is dedicated to these amazing people, particularly to Drs.
Syauki, M.Pd and Atik Yuliani, MA. TESOL, the writer’s advisors, who have guided
her in writing this skripsi. Besides, all lecturers in English Education Department for
teaching precious knowledge, sharing philosophy of life and giving wonderful study
experience.
The writer’s gratitude also goes to:
1. Nurlena, M.A., Ph.d., as the Dean of Faculty of Tarbiyah and Teachers’
Training of State Islamic University, Jakarta.
2. Drs. Syauki, M.Pd., the Head of English Education Department.
3. Zaharil Anasy, M.Hum., the Secretary of English Education Department.
4. Dea Kania, S.Pd. and Muinah, S.Pd., teachers of SMP Mutiara Harapan; and
all the students that have been involved in the data taking and interview.
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5. Her beloved younger brother, Jahiddien Ahmad, her deceased grandparents,
and all of her big families who always give her unlimited love and support.
6. Nayla Rohmah who gave the biggest contribution of help and support during
the making of this skripsi, Ummi Fadhilah, whose encouragement has become
writer’s great support and the writer’s friends of English Education
Department Class C for academic year 2008 and all the writer’s friends in her
working place.
7. To any other persons whose names cannot be mentioned one by one for their
contribution to the writer during finishing her skripsi.
The words are not enough to express and appreciate their dedication and
contribution. The writer truly realizes that this skripsi cannot be considered perfect
without critiques and suggestion from others. Therefore, the writer would like to
accept any construction to make this skripsi better.
Jakarta, January 26th
2015
The Writer
Alifia Noviani
NIM. 108014000096
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TABLE OF CONTENTS
COVER
ENDORSEMENT SHEET ................................................................................... i
ENDORSEMENT SHEET BY THE EXAMINATION COMMITTEE ........ ii
SURAT PERNYATAAN KARYA SENDIRI ................................................... iii
ABSTRACT ......................................................................................................... iv
ABSTRAK ............................................................................................................. v
ACKNOWLEDGEMENT ................................................................................. vii
TABLE OF CONTENT ...................................................................................... xi
LIST OF TABLES ................................................................................................ x
LIST OF APPENDICES .................................................................................. xiii
CHAPTER I INTRODUCTION
A. Background of Study .................................................... 1
B. Identification of Problem .............................................. 4
C. Limitation of Problem .................................................. 4
D. Formulation of the Problem .......................................... 5
E. Objectives of the Study ................................................. 5
F. Significance of the Study .............................................. 5
CHAPTER II THEORETICAL FRAMEWORK
A. Error ............................................................................. 6
1. Error and Mistake .................................................. 6
2. Types of Error ........................................................ 7
3. Causes of Error .................................................... 10
B. Error Analysis ............................................................. 13
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1. Definition of Error Analysis ................................ 13
2. The Purpose of Error Analysis ............................ 14
3. Procedure of Error Analysis ................................ 15
C. Writing ........................................................................ 16
1. The Purpose of Writing ....................................... 17
2. Types of Writing .................................................. 18
D. Types of Text ............................................................... 19
E. Recount ....................................................................... 21
1. The Generic Structure of Recount ....................... 21
2. Linguistic Features of Recount ............................ 22
F. Past Tenses ................................................................. 23
1. Simple Past Tense ................................................ 23
2. Past Progressive Tense ........................................ 23
3. Past Perfect Tense ................................................ 24
4. Past Perfect Progressive Tense ............................ 25
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study ........................................ 26
B. Method of the Study ................................................... 26
C. Population and Sampling ............................................ 26
D. Instrument of the Study .............................................. 27
E. Technique of Data Collection ..................................... 27
F. Technique of Data Analysis ....................................... 27
CHAPTER IV RESEARCH FINDINGS
A. Data Description ......................................................... 28
1. The Result of Test ................................................. 28
2. The Result of Interview ........................................ 28
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B. Error Identification ..................................................... 29
C. Error Description and Explanation ............................. 45
D. Data Interpretation ...................................................... 63
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .................................................................. 66
B. Suggestion .................................................................. 67
BIBLIOGRAPHY ............................................................................................... 68
APPENDICES ..................................................................................................... 70
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LIST OF TABLES
Table 4.1 Recapitulation of the Students’ Recount Writing.................................................29
Table 4.2 Percentage of Students’ Types of Error................................................................63
Table 4.3 Percentage of Students’ Sourcesof Error..............................................................65
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LIST OF APPENDICES
Appendix 1 Reference test ..................................................................................... 68
Appendix 2 Student’s Writing Result ................................................................... 70
Appendix 3 Students’ Writing Test Form ............................................................. 85
Appendix 4 Structured Interview for Students....................................................... 86
Appendix 5 The Result of Students’ Interview ..................................................... 87
1
CHAPTER 1
INTRODUCTION
a. Background of the Study
Communication is important in order to make other parties to understand
our purpose, intention and ideas. There are many ways of communicating. We can
communicate through music, dance, gesture, etc. However, the most common way
of communicating is through language.
Among many languages that are available in the world, English has been
used as the language of the global communication. We can say that to be part of
the global world, we need to master English.
In today’s world, many countries have chosen to put English as their
second language. Countries like Singapore, India, Nigeria, etc., have applied
English in their countries together with their native language. It shows how they
put great concern toward English.
In Indonesia, the importance of English is shown through the education of
English language. From the junior high level to the university level, English has
been taught in either public or private institution. In many majors in the
universities in Indonesia, English has been one of the subject offered. The subject
of English language is even included in the national examination held by the
ministry of education every year for the ninth and twelfth graders.
Moreover nowadays school in Indonesia, from public to private schools,
have implemented international curriculum that uses English in delivery to catch
up with international education. International curriculums like Cambridge and
International Baccalaureate (IB) are popular among many schools in Indonesia.
2
The learning of English focuses into four main areas or skills that include
speaking, writing, reading, and listening. In these four types of skills the writer
finds that the writing skill is the hardest amongst the others. The idea is supported
by Raymond that states the act of writing is difficult to do, that even an
experienced writer will find it hard to just labour one paragraph, because it
demands many ideas and research before the writing is begun.1 This fact is also
supported by Gorrel and Laird that state:
”Writing requires thinking, and thinking is always complicated and hard. Writing
is complicated also because the writer needs to do everything at once. A writer
produces words, sentences, paragraphs, and extended compositions all at the same
time; words must be spelled, sentence punctuated, and paragraph unified.”2
As Raymond stated above together with Gorrel and Laird, the writing
process takes a lot to do, from the idea of the writing to the research that might
have to be conducted before even the writing began; to support our writing. This
statement by Raymond is still lingering in the scope of ideas of the writing, as in
Indonesia, where English is a foreign language, there is other thing to be
considered as an obstacle in writing that is the grammatical rules. English has
many rules of grammar, and that rules are required in order to make a good
English composition. English and Bahasa Indonesia have similarities and
differences. One most distinctive thing between English grammar and Indonesian
grammar is the use of verbs.
Langan, in his book describes that English verbs state the time of the
action. This verbs in English shows the time that we called tense.3 This tenses’
form that we could find in English would not be found in Indonesian language. In
Indonesia the time of the action will be visible only through the use of adverb of
time. For example, in the English sentence, “I went to Bali”. We know the time of
the occurrence of this sentence is in the past from the use of the verb2 “went”. In
1 James C Raymond, Writing is Unnatural Act, (New York: Harper and Row Publisher, 1980), p. 7
2 Robert M. Gorrel and Charlton Laird, Modern English Handbook, (New Jersey: Englewood
Cliffs N.J, 1962), p.1 3 John Langan, Sentence Skills, (New York: Mcgraw Hill, 2003), p. 188
3
addition, in Indonesia, the exact same phrase will be, “Saya pergi ke Bali” that
shows no time of occurrence. The possibility of this Indonesian clause to be in
present time is the same with the possibility of it to happen in the past. The right
clause to describe the English “I went to Bali” will be “Saya dahulu pergi ke Bali”
or with the addition of the exact time of occurrence like, “Saya pergi ke Bali
tahun lalu”. Then, when an Indonesian student wants to write, “Saya pergi ke Bali
liburan tahun lalu”, in English, she/he might write it to be “I go to Bali last
holiday” which is grammatically wrong. It is only an example but it has a high
probability of occurrence considering the whole distinct of verbal usage between
the verbs of both languages.
As Raymond stated in the previous page that writing is not an easy activity
from the idea and data gathering to the structural form of the sentences, the errors
that might occur from this hard writing process has important role of discovering
many things. According to Al Badawi, “Learner’s errors reflect a gap in their
competence, orders of acquisition and accuracy in order of learning.” So by
identifying these errors, the difficulties that are faced by the learners can be
revealed.4
Based on the writer experience in teaching writing, the writer found many
students were making mistakes in the text structure and its language features.
Most of them mention that they were confused because of many types of text
available. In the grammatical area, occurences were when the text is using past
tense. One of the text that uses past tense is recount writing.
Recount writing is a type of writing where one tells a story that has already
happened in the past. In Indonesian curriculum, this type of writing is given in
formal school starting from junior high level. Recount is pretty much useful
because telling your past experience and feeling is something we often do during
our everyday life. It is also useful if you want to write an English novel. This type
4 Al Badawi, An Analysis of Phonetic, morphological and syntactic errors in English: A Study
Case of Saudi BA Students at King Khalid University, (International Journal of Social Science and
Humanity, 2012), p. 536-538
4
of writing is quite easy to arrange because it is based on experience. The writer
chooses recount is simply because the main concern of this research is the
grammar, and recount does not requires complex ideas to be composed. So, based
on this thought this research of “An Error Analysis on Students’ Recount
Writing” is conducted.
b. Identification of the Problem
The identifications of problem in this study are:
1. For most students, writing is difficult.
2. Due to the number of text types and rules of the text, students is having
difficulties in producing a good writing.
3. Students make some grammatical errors in writing.
c. Limitation of Problem
The research will be limited to singular-plural, word form, word choice,
verb tense, adding a word, omitting a word, word order, incomplete sentence,
spelling, punctuation, capitalization, article, meaning not clear, run-on sentence;
using the error classification by Betty Azar5 in analysing students’ recount writing
academic year 2014/2015.
d. The Formulation of the Problem
Based on what has been discussed before in the background and the
limitation of problem. The writer would formulate the problem as follow:
1. What types of errors are commonly made by the second grade students of
SMP Mutiara Harapan, Pondok Aren in writing recount text?
2. What causes them to make those errors?
5 Betty SchramperAzar, Understanding and Using English Grammar, (New Jersey: Prentice-Hall
Inc, 1989), p.A29-A30.
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e. The Objective of the Study
The objectives of the study conducted by the writer are:
1. To find the type of errors that shows the biggest interference in the recount
writings of SMP Mutiara Harapan students.
2. To find out the cause of error appearance in the recount writing of SMP
Mutiara Harapan students.
f. The Significance of the Study
The significance of this study has two different roles. The first one is for
the students. For the students, this research is expected to encourage students to
commit less error in writing recount text. On the teacher side, this research can
hopefully help the teacher as future recommendation in delivering past tense and
recount writing.
Hopefully this research will bring improvement to teaching and learning
process based on the error analysis of the writing test.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Error
1. Error and Mistake
Errors and mistakes during the learning process of a language are both
representing an incorrect grammatical usage. Pit Corder distinguishes error and
mistake as competence versus performance. He maintains that mistakes do not
hold any significance to the process of language learning since their appearance
„do not reflect a deflect in our knowledge‟ but are performance failure, such as
memory lapses, spelling pronunciations, tiredness, strong emotion, etc. The
learner commonly are aware of them and can correct them with more or less
complete assurance. On the contrary, errors are everything that mistakes are not:
they are significant; they reflect knowledge; they are not self-correctable; and only
learners of an L2 make them.1
In addition, Carl James states that an error arises only when there is no
intention to commit one. He also draws a distinction between error and mistake,
he says, error that is created by a student, if this error is then can be corrected by
the student means it is a mistake, but if the students cannot in any way correct this
then the error is not intended, and this is the real error.2
Moreover, Corder defines an error as some breach of language code that
creates a result of wrong sentence whereas in the learner of the second language is
shown to have not fully acquired the rules of the code. A mistake by Corder is
defines as a more of performance failure whereas the occurrence is because the
learner makes a slip such as false start and a confusion of a structure.3
From the variation of definition of error provided above, we can conclude
that an error is an unintended incorrectness where the learner who did this
incorrect form is creating it because he or she has not fully understood the correct
1 Carl James, Errors in Language Learning and Use, (New York: Longman, 1998), p. 78-79
2 James, loc. cit
3 James, loc. cit
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usage of the language code. Mistake on the other hand is more of an incorrectness
that happens not because the learner who did the mistake does not know the right
form of the sentence(s), but because he or she is not in the perfect condition that
then creates a failure in his or her performance.
2. Types of Error
According to Betty Azar, types of errors are divided into thirteen types;
singular-plural, word form, word choice, verb tense, adding a word/omitting a
word, word order, incomplete sentence, spelling, punctuation, capitalization,
article, meaning not clear, and run-on sentence.4
a. Singular-plural
Example of this error
*She have been here for three
b. Word form
Example of this error:
*I saw a beauty picture.
c. Word choice
Example of this error:
*She got on the taxi.
d. Verb tense
Example of this error:
*She is here since August.
The correct form will be she has been here since August.
4 Betty SchramperAzar, Understanding and Using English Grammar, (New Jersey: Prentice-Hall
Inc, 1989), p.A29-A30.
8
e. Adding a word
Example of this error:
*I want go to the zoo.
It should be I want to go to the zoo.
Omitting a word
Example of this error:
*He entered to the university.
The correct sentence is he entered the university.
f. Word order
Example of this error:
*I saw five times that movie.
The sentence should be I saw that movie five times.
g. Incomplete sentence
Example of this error:
*I went to bed. Because I was tired.
The correct form should be I went to bed because I was tired.
h. Spelling
Example of this error:
*The accident occured.
The correct form should be the accident occurred.
i. Punctuation
Example of this error:
*What did he say.
The correct use of punctuation in this sentence should be what did he say?.
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j. Capitalization
Example of this error:
*I am studying english.
The correct form is I am studying English.
k. Article
The example of this error:
*I had a accident.
The correct form is I had an accident.
l. Meaning not clear
Example of this error:
*He borrowed some smoke.
In this sentence, the structure is correct, however the meaning is unclear.
m. Run-on sentence.
Example of this error:
*My roommate was sleeping, we didn‟t want to wake her up.
The correct form of this sentence is my roommate was sleeping. We didn‟t want
to wake her up.
The category proposed by Betty Azar is used by the writer in classfiying
the errors for this research. The reason for this decision is because the writer
wants to know the grammatical features that hamper the students‟ progress in
learning English, and the classification from Betty Azar is found suitable because
it is separated to detail grammatical features.
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3. The causes of Error
Errors can occur for many reasons. One of the strategies to prevent
students from making the same error is by looking at the cause of the error itself.
Pit Corder claims that there are three major causes of error, which he
labels ‟transfer error‟, „analogical error‟, and „teaching-induced errors‟. On the
other hand, Hubbard proposes the same categories of error with a different names
they are: mother-tongue interference, overgeneralization and errors encourage by
teaching materials or method.5
a. Mother- tongue interference.
Although young children appear to be able to learn a foreign language
quite easily, older learners experience considerable difficulty. The sound system
(phonology) and the grammar of the first language lead to different pronunciation,
faulty grammar pattern, and occasionally, the wrong diction.
b. Overgeneralization
The mentalist theory claims that errors are inevitable because they reflect
various stages in the language development of the learner. It claims that the
learner processes new language data in his mind and produces rules for its
production. By which the data is inadequate, or the evidence only partial, such
rules may produce incorrect pattern.
c. Errors encourage by teaching materials or method.
The teaching material or method can also contribute to the students
errors. Behaviorism says error is evidence of failure, or ineffective teaching or
lack of control. If material is well chosen, graded and presented with meticulous
care, there should never be any error.
5 Petter Hubbard, Training Course for TEFL (New York: Oxford University Press, 1983), p. 140-
142.
11
Rod Ellis and Gary Barkhuizen classify the source of errors into two: interlingual
and intralingual transfer.6 Here is the brief explanation:
a. Interlingual Transfer
Errors that are caused by interlingual transfer include the errors that are
caused by the interference of the students‟ native language or mother tongue.
During the process of acquiring the language, the only „linguistic system‟ that can
be used by the students‟ is their own native language before they get familiar with
the second language, and that is why native language can be a big interference for
the process of acquiring the second language. For example an Indonesian learner
say *I like colour blue where the arrangement is taken from Indonesian language
structure. It is shown from how the learner put the adjective blue after the word
colour. It is exactly using the structure of the Indonesian version Saya suka
warna biru.
b. Intralingual transfer
This source of errors is called by Brown in his book as generalization. The
generalization is a matter of error where it is created because learners are doing
generalization over the structure given to them. The example for this is *I
swimmed with my family last week. In this case, the learner has known that in
English, an action done in the past should be written in the past form which is
usually characterized by the use of suffix –ed. However, He has not known that
swim is an irregular verb. Therefore, he simply put –ed after the verb swim.
In addition, intralingual error, which is caused by intralingual transfer,
potrays the learning strategies used by L2 learner regardless of their native
language. The main strategies are explained by James, as cited by Ellis and
Barkhuizen.7
1) False analogy (a kind of „over-generalization‟). Overgeneralization is the use
of previously acquired rule in a new situation. It is associated with
6 Rod Ellis and Gary Barkhuizen, Analysing Learner Language, (Oxford: Oxford University
Press, 2005), p. 65.
7 Ibid., p. 65-66.
12
redundancy reduction. 8For example, the learner has learned that the suffix –s
is used as a marker for plural noun. Hence, he incorrectly adds suffix –s after
the word sheep → sheeps.
2) Misanalysis. For example, a learner wrongly assumes that children is singular
because there is no suffix –s which is usually used as a marker for plural
noun.
3) Incomplete rule application (a kind of under-generalization). For example,
when a teacher asks, “How much does it cost?”, the student may answer “*It
cost five dollars”. From the example, it can be seen that the student does not
apply the rule of constructing a simple present tense sentence completely. He
does not use the suffix –s after the verb cost. It may happen because the verb
cost does not use the suffix –s when it is used in the question by the teacher.
4) Exploiting redundancy. It means that learners omit certain grammatical
features which do not influence the meaning of an utterance. For example,
when a learner says, “I have two *book”. The student omits the suffix –s after
the noun book because he already mentions the number of books he has;
therefore, the suffix –s does not influence the meaning of the sentence
whether or not he puts it in the sentence.
5) Overlooking co-occurence restrictions. It means that learners apply certain
rules to the context where they do not apply. For example when a learner
wants to make a sentence containing an adjective clause from these two
constructions (The man; I saw him yesterday), he may make “*The man
whom I saw him yesterday”.
6) System simplification. It means that learners simplifying the burden of
learning by substituting a single form where the target language uses two or
more. An example of system simplification is the use of that as a ubiquitous
relative pronoun.
The writer uses Rod Ellis and Gary Barkhuizen‟s classification in
analyzing the sources of error. It is because, as mention at the front, the main
8 Jack C. Richards, Error Analysis, (London: Longman Group Limited, 1974), p. 175.
13
objective of this study is to provide data to the teacher whether the teaching
method has been successful in providing knowledge to the students or it needs
some modification in the future, and the classification can provide the data.
B. Error Analysis
Error is a common occurrence during learning process. Despite its
negative image of being incorrect, producing errors can be perceived as an
important part of learning, particularly, foreign language. It is not possible, as
Dulay said, to learn something without making any error and mistake.9 These
errors can help to understand how far the learners have mastered the language.
Learners‟ errors give measurement do not only on the students‟ part, but
on the teacher‟s teaching method as well. Corder as mentioned in Brown states
that the production of errors by the students is important that it provided the
researcher with a trace of how language is learned or acquired by the students, and
also the type of strategies or procedures the learner is employing in the discovery
of the language.10
The analysing process by the researcher mentioned by Corder is called the
error analysis. Through error analysis, teacher or researcher is expected to find out
more of the question why students make error and how to prevent it in the future.
1. Definition of Error Analysis
Douglas Brown mentions, “…an error is noticeable deviation from adult
grammar of a native speaker reflecting the inter-language competence of the
learner”.11
This statement tells that the proficiency level of a learner in learning
the target language can be identified from the errors they make. If learners know
the errors they made then they can identified their level of proficiency. Brown
also states that the errors that appeared enable us to identify the system operating
9 Heidi Dulay, et. Al., Language Two, (New York: Oxford University Press, 1982), p. 138.
10 H. Douglas Brown, Principles of Language Learning and Teaching, (New Jersey: Prentice Hall
Regents, 1994), Third Edition, p. 205. 11
Ibid., p. 205.
14
inside the learners. To identify it, the process that is called error analysis is
required. Error analysis consists of identifying, analyzing, and classifying the
errors appeared.
Another definition comes from Pit Corder. He mentions, “Error analysis is
the process of determining the incidence, nature, causes and consequences of
unsuccessful language.”12
Showing that the level of proficiency we want to know
through the process of error analysis is going to go through finding the incidence,
nature and consequences of unsuccessful language.
Based on these two experts it can be concluded that error analysis is the
process of identifying, analyzing, and classifying errors that occurred because of
unsuccessful language which is important in obtaining the knowledge of learners‟
target language proficiency.
2. The Purpose of Error Analysis
During the process of learning second language, errors are unavoidable.
These errors for a long time had been seen as a faulty in learning the language.
However, this errors are actually has its own function. The errors appeared can be
analyzed and classified into groups based on the similarity they have within them.
This classification, later, will show the proficiency level of learners that create the
errors.
Heidi Dulay, et al. serve two major purposes in studying learners‟ errors;
they are:
a. It provides data from which we can make inferences about the nature of
language learning process.
12
Wenfen Yang, A Tentative Analysis of Errors in Language Learning and Use, Journal of
Language Teaching and Research, Vol. 1, No. 3, 2010, pp. 266-268.
15
b. It indicates to language teachers and curriculum developers which part of the
target language students have most difficulty producing correctly and which
errors type detract most from a learner‟s ability to communicate effectively.13
3. Procedure of Error Analysis
In conducting error analysis, several procedures are required to conduct the
research correctly. Here, Carl James provides us with five steps in analyzing the
learners‟ errors: error detection, error location, error description, error
classification, and error count.
a. Error Detection
In detecting errors, James states that one thing required is the ability to spot
the errors, and it is usually easier to spot the errors of other people than our
own errors. In this first step, we use sentence as our unit of analysis, and use
our knowledge to detect it.
b. Error Location
Errors can be located simply by pointing on it, like to the quantifier „some‟,
preposition in, or verb2 went by simply saying here is the error, or by
describing its place in the sentence. However, there are some errors that are
not so „straightforward‟. There is this type of errors called global errors where
its occurrence is diffused into a larger text that contain them (Burt and
Kiparsky, 1972). The sentence does not simply contain an error, but it is
erroneous or flawed as a sentence.
c. Error Description
In describing learners‟ errors, the system used must have two essential
characteristics. First, the system must be well-developed and highly
elaborated, since many complex errors made not only by advance learners but
13
Dulay, op. cit., p. 138.
16
also the beginner ones. The second characteristic is that the description must
be as simple and comprehensive as possible.
There are three main purposes of describing learners‟ errors. The first is to
make learners‟ errors explicit. The next is that error description is the
prerequisite for counting errors. And the last purpose is to create categories.
d. Error Classification.
Classifying errors means that we put the errors into categories.
e. Error Count.
Counting errors is the last step to do in error analysis procedure. The analyst
count the errors made by the students. 14
C. Writing
Writing is one of the four skills of English that has to be mastered. The
mastery of English would not complete without the mastery of writing. Students
who learn writing during the learning process of English language will find many
things that should be mastered in order to master the skill of writing. The two
requirements of a good writing are the grammatical structure, and the structure of
ideas.
Jack C Richard identifies writing as an act that does not only a way of
communication but also a way to remember and a way of thinking. It is because
writing is, in opposite with speaking, a freeze thought of ours that is visible,
permanent that the quality can be examined and tested.15
Based on the experts mentioned above, we can find that writing is an
expression of the writer‟s soul and knowledge that is arranged in good and correct
grammatical structure, in which the quality is able to be tested and examined as it
can be seen and permanent.
14
James, op. cit., p. 91-114. 15
JC. Richard, Writing is Unnatural Act, (New York: Harper and Publisher, 1980), p. 2.
17
1. The Purpose of Writing
In the book Reasoning and Writing Well by Dietsch, Dietsch defines the
purpose of writing in general are to inform, to persuade, to express, or to
entertain.16
On the other hand, Penny Ur describes the purpose of writing as a way
of conveying the feeling and ideas of the writer to the reader that she argues the
ideas of the writing is the most important aspect of the writing.17
In the teaching learning activity, the main reason of teaching writing is to
help students to learn in a way where writing is connected to another skill like
grammar and to know the progress of the students. Raimes states that the main
reason of teaching writing can be classified as below:
a. To reinforce the grammatical structure, idioms, and vocabulary that has
been given to the students during our teaching.
b. To give the students a chance to be more creative with their language, to go
beyond the given materials, and to take risk in expressing their ideas that they
have not understand how to express.
c. To reinforce the learning in which the sense, knowledge, and feeling are
connecting to each other is a unique way of developing one self.18
Based on the explanation, writer takes a conclusion that the purpose of
writing is to express the ideas that the writer wanted to scream about in a way
where the reader will feel something from it, like entertained, persuaded, or got
informed. The learning of writing would also gives reinforcement to the learning
process in which the materials given before like grammar, vocabulary, etc., could
be applied during writing and could be explored even more in order to find a
better way of expressing the writer‟s ideas.
16
Betty Mattix Dietsch, Reasoning and Writing Well: A Rhetoric, Research Guide, Reader, and
Handbook, (Ohio: McGraw-Hill, 2003), p. 10. 17
Penny Ur, A Course in Language Teaching: Practice and Theory, (Melbourn: Cambridge
University Press, 1996), p. 163. 18
Ann Raimes, Technique in Teaching Writing, (London: Oxford American English, 1983), p. 3.
18
2. The Types of Writing
There are a number of types of writing based on different kind of
classification. Based on McDonough and Shaw there are three types of writing,
they are free composition, controlled sentence construction and guided writing.19
a. Free Composition
Free composition is writing without stopping. It is done through the way
in which the writer writes whatever in their mind without worrying about the
grammatical rules or coherence of the writing, and other rules of writing. The aim
is to free up the mind so that the ideas can be connected and associated.
Apparently at the other end of the spectrum, a „free writing‟ task requires
learners to create an essay on a given topic, often as part of a language
examination. Sometimes students are simply invited to write on a personal topic-
their hobbies, what they did on holiday, interesting experiences and the like. Other
materials provide a reading passage as a stimulus for a piece of writing on a
parallel topic, usually with comprehension questions interspersed between the two
activities.
b. Controlled Sentence Construction
If the focus of a language program is on accuracy, then schemes for
controlling learners‟ writing output will obviously predominate. The learners will
focus to practice on getting words down on their paper and they have to
concentrate on one or two problems at the time.
Controlled writing focuses the learners‟ attention on specific features of
the written language. It is a good method of reinforcing grammar, vocabulary, and
syntax.
The range of activity types is considerable, and the typical approaches include:
1. Providing a model sentence and asking to construct a parallel sentence with
different lexical items.
19
Jo. McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher‟s Guide.
(Oxford: Blackwell Publisher, 1993), p. 178.
19
2. Inserting a missing grammatical form.
3. Composing sentence from tabular information, with a model provided.
4. Joining sentence to make a short paragraph, inserting supplied conjunctions
(but, and, however, because, although, etc.).
c. Guided Writing
It is the extension of controlled writing; however, it is less controlled
than the controlled writing. In using this kind of writing to teach writing skill,
learners are given a first sentence, a last sentence, an outline to fill out, a series of
question to respond to, or information to include in their piece of writing.
Students should be able to discuss, make notes, and share finding
together before they start to write. In guided writing, the students will not make
serious errors if they follow the instruction, which are given by their teacher.
D. Types of Text
There are eight types of writing text taught in school; they are: narrative,
descriptive, recount, news item, procedure, report, spoof, and exposition.20
Here is
the brief explanation:
1. Narrative
Narrative text always deals with some problems which lead to the climax and
then turn the readers with actual or imaginary experience in different ways. 21
2. Descriptive
Descriptive text is a text used to describe a particular person, place or thing.
Its purpose is to tell about the subject by describing its features without including
personal opinions. 22
20
Anonymous, Silabus Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, (Jakarta: Departemen
Pendidikan Nasional, 2006), p. 35 21
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusna, English Focus for Grade VIII
Junior High School, (Jakarta: Pusat Perbukuan Departemen Nasional, 2008), p. 116. 22
Ibid., p. 16.
20
3. Recount
A recount is a piece of text that retells past events, usually in the order in
which they happened. The purpose of a recount is to give the audience a
description of what occurred and when it occurred.23
4. News Item
The function of news item is to inform readers or listeners about events of the
day which are considered newsworthy or important.
5. Procedure
Procedure text is a text having a function to help us do a task or make
something. They can be a set of instructions or directions.
6. Report
Report text is a text that describes the way things are, with reference to a
range of natural, man-made and social phenomena in our environment.
7. Spoof
Spoof text is a text containing a humorous twist in the end of the story to
amuse the readers.
8. Exposition
a. Analytical Exposition
Analytical exposition has a function to persuade the readers or the listeners
that something in the case, to analyze or to explain something.
b. Hortatory Exposition
Hortatory exposition is a text to persuade the readers or the listeners that
something should or should not be the case. Hortatory exposition is more forceful
than analytical exposition.
23
Ibid., p. 61.
21
E. Recount
Recount is the type of writing whereas its purpose is to retell the event(s)
that has happened in the past. Furthermore, recount writing is also retelling
author‟s or other people‟s experiences, feeling, and responses toward those
experiences.
The purpose of recount writing is to entertain or to inform the
reader(s). As what is stated by Wardiman, “A recount text is a text that telling the
reader about one story, action, and activity. Its goal is to entertain or inform the
reader.”24
From the above explanation we can conclude that recount writing is a non-
fictional text that has purpose of entertaining or informing some past experience
of the author or other people, and it is arranged in a chronological order. The
characteristic of this text are the factual event or experiences being told and the
chronological description about the event and the time of occurrence.
1. Generic Structure of Recount
The basis recount consists of three parts: orientation, events and
reorientation,25
as follows:
a. Orientation
It tells who was involved, what happened, where the events took place,
and when it happened. Example: Last night, I read an article about
adolescence in a magazine.
b. Events
It tells what happened and in what sequence. Example: After I finished
reading the article, I remembered my own adolescence; to divert my
emotions, I took many extra-curricular activities.
24
Wardiman., op. cit. P.61. 25
Wardiman, loc. cit.
22
c. Reorientation
It consists of optional-closure of events/ ending. Example: I was able to
control my emotions to have a place where I could express my creativity
in positive ways.
2. Linguistic Features of Recount
The language features usually found in a recount text are:
a) Proper noun to identify those involved in the text.
b) Descriptive words to give details about who, what, when, where, and
how.
c) The use of the past tenses to retell the events.
d) Words that show the order of events. For example: first, next, then)26
Example of Recount Text
Last summer holiday, my family and I spent one night at the countryside. We
stayed in a small house. It had a big garden with lots of colorful flowers and a
swimming pool.
First, we made a fire in front the house. Then, we sat around the fire and sang lots
of songs together. After that, we came into the house and had dinner. Next, we sat
in the living room and watched a movie. Finally, everybody fell asleep there.
We woke up very late in the morning and had breakfast. In the afternoon we went
home. We were all very happy.
26 Wardiman, op. cit, p. 116-117.
23
F. Past Tense
Betty Schrampfer Azar divides past tense into: Simple past, past
progressive, past perfect, past perfect continuous.27
1. Simple Past Tense
Simple past tense indicates an activity or a situation that eneded at a particular
time in the past. The structure is:
The examples of simple present tense are:
I walked by Ria‟s house this morning.
Rina went to my house with her new bicycle yesterday.
I bought a new phone last week.
If a sentence contains when and has the simple past in both clauses, the action in
the when clause happens first. For example:
Mitha stood under a tree when it began to rain.
When Mrs. Lachata heard a strange noise, she got up to investigate.
When I dropped my cup, the coffee spilled on my lap.28
2. Past Progressive Tense
Past progressive tense tells about a specific moment in the past. The structure of
past progressive tense (verbal) is:
27
Betty Schrampfer Azar, Understanding and Using English Grammar: 3rd
Ed, (New York:
Pearson Education, 1999), p. 6-7. 28
Ibid., p. 27.
Subject + Verb 2 + Object
Subject + to be (was/were) +Verb-ing + Object
24
The past progressive shows the two actions, both occurred at the same time, but
one action began earlier and was in progress when the other action occurred. For
example:
I was riding my motorcycle around the neighbourhood, when it began
to rain.
At eight o‟clock last night, I was working on an English exercise in my
book.
Last year at this time, I was attending school.
Sometimes the past progressive is used in both parts of a sentence when two
actions are in progress simultaneously. For example:
While I was studying in one room, of our apartment, my roommate
was having a party in the other room.
I was sleeping so tight while my brother was working on his
homework.
While she was running down the street to see him, Jun was watching
TV at home.29
2. Past Perfect Tense
The structure of past perfect tense (verbal) is:
The past perfect tense expresses an activity that was completed before another
activity or time in the past. For example:
Jun had already gone by the time Sakura arrived there.
After the guests had left, I went to bed.30
3. Past Perfect Progressive Tense
The structure of past perfect progressive tense (verbal):
29
Ibid., p. 28. 30
Ibid., p. 45.
Subject + had + Verb 3 + Object
25
The past perfect progressive emphasizes the duration of an activity that was in
progress before another activity or time in the past. For example:
The police had been looking for the criminal for two years before they
caught him.
Jun had finally arrived at six o‟clock. I had been waiting for him since
four-thirty.
This tense also may express an activity in progress close in time to another
activity or time in the past. For example:
When Jun got home, his clothes was still wet because he had been
running in the rain.
I went to Jun‟s house after the funeral. My eyes were red because I
had been crying.31
G. Previous Studies
This study of error analysis had been done before and is still done until now
to find information from students errors. Al Badawi from King Khalid University
was once conducted an error analysis study in phonetics (Morphological and
syntactical error. Using BA students of King Khalid University students as the
sample of the research, this study confirms El Hibir and El Thaha finding in 1995
about the use of /b/ to replace /p/. In a thesis written by Saara Sirkka Mungungu in
2010 about error analysis in Namibian learners‟ writing which is an ongoing
research to find out the teaching and learning process.
In 2013 Rini Meliyanti from the State Islamic University conducted a reseach
in students descriptive writing using Betty Azar classification and resulted with
word choice errors domination over students writing.
31
Ibid., p. 47.
Subject + had + been + Verb-ing + Object
26
CHAPTER III
RESEARCH METHODOLOGY
1. Place and Time of the Study
The writer conducted the research at SMP Mutiara Harapan which is
located at Jl. Pondok Kacang Raya No. 2, Tangerang Selatan. The research
started at 27th
of March 2014 and ended at 25th
of August 2014.
2. The Method of the Study
The method used in this study is descriptive qualitative method. The writer
conducted the research using some steps of procedure. It was started by giving a
test paper to the students; the paper contained questions that guide students’
writing content. After the writing finished the data was collected. The writings
were then checked, to find the faulty grammar. The papers were then given back
to the students, and the writer asked them to find the mistakes they made and
write their correction. This way the errors and mistakes were separated. The errors
were then classified into several categories based on the similarities they had. The
classification used was Betty Azar’s error classification that classified the errors
into 14 types of errors in a detail grammar classification. The result of all those
steps was stored and analyzed to find the source of the errors. Last, the writer
interpreted the result and concluded the research.
3. Population and Sampling
The total population of the Second year students of academic year
2014/2015 at SMP Mutiara Harapan was 48 students, divided into three classes.
The writer used purposive sampling technique and took 31 students of grade 8-1
and 8-2 as the sample of this research.
27
4. The Instrument of the Study
The instrument was in the form of writing test. The teacher gave the
assignment about “My Best Ramadhan Moment” with the questions to guide the
writing of the students.
The data to support the idea of the source of the study was taken through
interview on the students.
5. The Technique of Data Collection
The data for the research was collected through three steps.
a. Writing Test
During the process of learning English in the classroom, the writer gives
assignment about recount writing, and explains the direction of the writing
assignment.
b. Interview.
The writer also used an interview to analyze the source of error more accurately.
6. The Technique of Data Analysis
The writer used the descriptive analysis technique to analyze the data. The
formula being used is as follow:
P=
P = Percentage
F = Frequency of error’s occurrence
N = Number of total errors1
1 Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2005), p.
43.
28
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
The technique of data collecting has been clearly described in the design of
the research on chapter III. Furthermore the result of the research is as the
following:
1. The Result of the Test
The test included 31 students of grade VIII SMP Mutiara Harapan Islamic
Bi-Lingual School on 19th
of August 2014. In the test the students were required to
write a recount test about their best Ramadhan memory.
Included in the test were some questions to lead their writing, and some
instructions. One of the instructions is to write at least 50 words. For the text that
are below 50 words than the text are not included as part of the sample.
After the writing test was conducted, the writings were being examined.
The writer found that almost all the students’ writing met the requirement except
one. Then, she gave the writing back to the students to separate errors and
mistakes. The data that had been gathered then being described using the error
classification from Betty Azar that includes: singular-plural, word form, word
choice, verb tense, adding a word, omitting a word, word order, incomplete
sentence, spelling, punctuation, capitalization, article, meaning not clear, and run-
on sentence. After classifying the errors, she counted them to find the frequency
of each type of error. Then, she analyzed the possible cause of each occurrence in
the writing. After finding the most frequent error, she did an interview to
determine the cause of errors.
2. The Result of Interview
Interview was conducted as supporting data. After analyzing the errors, the
writer interviewed five students who made most errors in their writing; this
29
interview was aimed to know the fact about the causes of error or why the
students made many errors. She conducted it on Wednesday, 3rd
of September
2014 at 10.30 – 11.00 a.m in grade 8 classroom. The questions of the interviewed
were divided into three categories. The first category of questions was asking
about students’ interest in English writing. The next category was about their
experience in learning recount writing, and the last category was about their
difficulties in writing recount text.
From the interview, the writer found some causes influencing the students
in making errors in their writing. First, in intralingual transfer, the students
assumed that writing in English is very difficult because they did not understand
the rule, and lack of vocabularies. Second, in interlingual, the students said that
when they faced some difficulties in writing English, they would translate the
words from Bahasa Indonesia into English directly, or looked up the dictionary,
or asked their friends.
B. Error Identification
In this section of the chapter, the writer identified the errors found in the
recount text written by the students into fourteen categories based on Betty Azar
classification. The writer presented the identification of errors in the form of
tables below:
Table 4.1
Recapitulation of the Students’ Recount Writing Error
No. Type of Errors Student’s error Source total
1 Singular-Plural
Student 8:
*there are many delicious
food
Student 9:
*we went to buy a clothes
Student 16:
*I slept for about a hours.
Interlingual
Intralingual
Intralingual
10
30
Student 20:
*after 5 minute playing chess
Student 23:
*because my THR it’s so
many
Student 28:
*the person who played more
than 12
*after the groups
performance
Student 29:
*On Ramadhan month,
moslem peoples fasting
*I got many lesson
Interlingual
Interlingual
Intralingual
Intralingual
Intralingual
Interlingual
2 Word Form
Student 12:
*first bite of its deliciousness
Student 14:
*we had to gathered on my
second grandma’s house
Student 15:
*I would rather took a nap
Student 19:
*I went to sport station to
saw adidas body pack
Student 20:
*I so exciting
*after 5 minutes play chess
Student 22:
*I’m sure some people get
that feeling oftenly
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Interlingual
Intralingual
10
31
Student 25:
*the activity we do like play
game
Student 27:
*total boring Ramadhan
Interlingual
Intralingual
3 Word Choice
Student 3:
*we performed the shout
Student 4:
*me and my friends involved
in class performance
Student 6:
*After that me, my mom and
my aunt went home
Student 11:
*Me and my family went to
my grandma’s house
*However, me, my brothers,
and male cousin watched the
show from the 2nd
floor
Student 12:
*I have this special memory
in last Ramadhan,
*It happened in the third day
Student 13:
*Me and my parents want to
go to the village
Student 14:
*I have been gathering in a
whole month (Ramadhan)
Student 16:
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
24
32
*In that time
*I gathered with my cousin
Student 18:
*I went to Surabaya with a
plane
Student 19:
*In the 23rd
of Ramadhan
Student 20:
*Me and my family
Student 21:
*Me and my family wanted to
cancel our fasting
Student 23:
*in that time
Student 24:
*When the way to Solo
*me and my father
*in the way to Solo
*I was jealous to my mother
and sister
Student 25:
*When Pesantren Ramadhan
my favorite activity was play
futsal
Student 26:
*On the evening
*Tomorrow, we had the usual
activities
Student 27:
*all students going to stay on
the school
Intralingual
Intralingual
Interlingual
Intralingual
Intralingual
Intralingual
Intralingual
Interlingual
Intralingual
Intralingual
Interlingual
Interlingual
Intralingual
Interlingual
Intralingual
33
4 Verb Tense
Student 1:
*pesantren Ramadhan
happen on 17 July 2014
*we come to school
*we pray dluha
*we are the second winner
Student 2:
*we do packing to prepare
for went home
Student 4:
*we have problem at 17 July
2014
*the first winner is grade 5
Student 6:
*my aunt is pregnant
Student 8:
*I feel that Ramadhan is
happiness
Student 9:
*I and my family want to go
*I help my mother to make
food
Student 10:
*My best memory of
Ramadhan is happened on
Pesantren Ramadhan
*I’ve get back to my own
house
*I’m happy because I’ve
already leave my own house
*I’ve stay in my grandpa’s
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
63
34
house
*I’m not just directly stay in
my own house
*I’m having a couple of
nights in my mother’s aunt
house
Student 13:
*Me and my parents want to
go to the village
*the day is nearing from Eid
Fitri
Student 16:
*Me and my cousin take selca
*I’m sick
Student 20:
*I always wait
*when I wait
*Mario Goetze make a goal
*I feeling so happy
*my family is shalat Ied
Student 21:
*Me and my family want to
cancel our fasting
* we go to the mall
*we just walk around the
mall
*I see the one that sell PS4
*we buy PS4
* I see the one that sell PS4
Student 22:
*It wasn’t new, but it doesn’t
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Interlingual
Interlingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
35
happen often
*I’ve searched on the
internet
*I wish it does
*it seems like the sign are
happening
*I stuck with my feeling.
Student 23:
*I get THR
*I play game
*I visit my other cousins
Student 24:
*I was go to my granmother’s
house in Solo
*I ride
*Me and my father is fasting
*I wasn’t eat
*they are eating
Student 25:
*who was involved in
pesantren Ramadhan are my
friends
*we can take a rest
*we can sleep.
Student 26:
*I’m also happy that my
bestfriend could come to
school
Student 27:
*I and my friends coming
back to school
Intralingual
Intralingual
Intralingual
Interlingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Interlingual
Intralingual
Intralingual
Intralingual
Intralingual
36
*where people goes to their
hometowns
*we have been studying for
three days
Student 29:
*This event is not happened
in the exact month
*I was just went to Pesantren
Ramadhan
Student 30:
*I go to my uncle’s wedding
*my uncle is getting married
*he want his family to come
to his wedding
*the bride’s family is not
coming
*the bride apply to her family
*marriage doesn’t come
*the bride’s family come
*the wedding running
smoothly
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Interlingual
Intralingual
Intralingual
Intralingual
5 Adding a Word
Student 8:
*I sad when Ramadhan is
gone
*I like my hometown because
many delicious food there
*If it mudik time, me and my
family went to my hometown
*it’s so crowded because in
Jakarta is for work
Interlingual
Interlingual
Interlingual
Interlingual
21
37
Student 9:
*I and my family want go to
mall
Student 16:
*I waited my cousin
*my mom took me the food
*My auntie flies to America,
all my family cry
*After I get up from my bed,
my body feels well, we went
to airport because my aunt
flies to America
Student 17:
*I also sad because my sister
was not home
*when we fasting, I join
Sahur on the Road (SOT)
Student 20:
*the first half extra time still
same
Student 21:
*my father said “We see later
Student 23:
*I so happy
*I back to the home
Student 24:
*In the way to Solo, it was
very traffic
Student 25:
*Who was involved in
Pesantren Ramadhan are my
Interlingual
Interlingual
Interlingual
Intralingual
Intralingual
Interlingual
Interlingual
Interlingual
Interlingual
Interlingual
Interlingual
Intralingual
Interlingual
38
friends
Student 28:
*but because the big futsal
field used by teachers to play
*my best Ramadhan memory
when I played futsal
*when I pesantren
Ramadhan
*the person who played more
than 12
Intralingual
Interlingual
Interlingual
Intralingual
6 Omitting a Word
Student 13:
*there was a traffic until
entering Jakarta – Cikampek
toll
Student 25:
*Ramadhan on this year we
went to Pesantren Ramadhan
Student 28:
*We finished it at 10 o’clock
Intralingual
Interlingual
Intralingual
3
7 Word Order
Student 8:
*I like my hometown because
many delicious food there
Student 16:
*my mom took me the food
Student 24:
*It was very traffic in the way
to Solo
Interlingual
Interlingual
Intralingual
3
8 Incomplete
Sentence
Student 9:
*But my grandma went to
umrah
Intralingual
8
39
Student 10:
*After I arrived.
Student 17:
*But this Ramadhan I more
hang out with my friends than
my family
Student 20:
*When I went for adzan
Maghrib.
Student 21:
*Then I see this gameshop
that sell PS4
Student 24:
*But me and my father
wasn’t eat
Student 26:
*And of course fun!
Student 29:
*Except the woman who gets
period
Intralingual
Intralingual
Interlingual
Intralingual
Intralingual
Intralingual
Intralingual
9 Spelling
Student 3:
*we played religeon quiz
Student 9:
*at the beggining
*whit my family
Student 10:
*untill maghrib
Student 12:
*accidently
Student 20:
*after 5 minute playing chest
Interlingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
11
40
Student 21:
*we arive
Student 22:
*altough
*precisly
*diffrent
Student 23:
*littel
Intralingual
Intralingual
Intralingual
Intralingual
Interlingual
10 Punctuation
Student 11:
*Me, my brothers, and my
cousin watched from the 2nd
floor and my grandma, sister,
and female cousin watched
from the lower ground
*I feel happy, because I can
spend more time with my
cousin,
Student 12:
*I cried but my nanny said
it’s okay
Student 14:
*it was extremely boring,
because I cannot meet my
cousin
Student 18:
*my family at Surabaya went
to Jakarta and we went to
Bandung together
Student 19:
*It was 30% discount so the
price was 559.000
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
10
41
Student 21:
*I asked my dad if I can buy a
PS4?
Student 22:
*I stuck with my feeling,
Because, I’ve searched on the
internet
Student 25:
*At noon we prayed Dzuhur
and we can take a rest
Student 27:
*We finished it at 10 o’clock
and we slept in the class
Intralingual
Intralingual
Intralingual
Intralingual
11 Capitalization
Student 8:
*asia plaza
*mayasari plaza
Student 9:
*at my home I helped my
mother make food.
Student 10:
*on the first sunday of
Ramadhan I went to my
grampa’s house.
*i like staying at my aunt
house
Student 19:
*adidas body pack
Student 20:
*in PIM I went to sport
station.
Intralingual
Intralingual
Interlingual
Intralingual
Interlingual
Intralingual
Intralingual
16
42
Student 22:
*something Different
happened.
*I Felt something
*I stuck with my feeling
*that’s My story.
*special Feeling
Student 23:
*My best Experience
Student 27:
*after five weeks we would go
back to school.
*My best memory was on
Idul fitri
Student 28:
*my best ramadhan memory
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
12 Article Student 16:
*I slept for about a hours. Intralingual 1
13 Meaning not Clear
Student 20:
*there sound like call me
*I got out and saw adzan on
TV
*my mom brother I want
come to my house
*I hours later my whole
family and give me money
*buy bag for when to the
mall
Student 22:
*I’ve searched on the internet
Interlingual
Interlingual
Interlingual
Interlingual
Interlingual
Intralingual
8
43
about the sign of Lailatul
Qadr and the sign were;
tantrum atmosphere.
Student 30:
*if marriage doesn’t come it
cannot be continued
interlingual
14 Run-on Sentence
Student 10: *My best memory
of Ramadhan is happened,
I’ve get back to my own
house
*I’ve stay in my grandpa’s
house, I’m not just directly
stay in my own house
Student 11:
*Me and my family went to
our grandma’s house after we
cancel our fasting, we arrive
there at 7 p.m., we met our
grandma and uncle.
Student 14:
*So, my family planned that
we had to gathered on my
second grandma’s house, I
was on my period that time
Student 17:
*my sisters that’s really good
and fun to sharing food to
someone who live beside the
street and I also joined
bukber with my friends in
house and the last day of
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
10
44
fasting I went to cinema and
watched movie with my
friends
Student 20:
*the result was Germany 0-0
Argentina, the second half
was still the same,
*me and my family was
praying Idul Fitri together, I
hours later my whole family
and give me money
Student 23:
*And then I got THR, I was
so happy because my THR
was much
*then I ate food with my
family, and I played with my
cousins, and then I visited my
other cousins.
Student 26:
*I was lazy at first, but it’s
my last time having
Pesantren in this school so,
why not?
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Based on the table above, it can be seen that the total number of errors the
students made is 197 errors.
45
C. Error Description and Explanation
After presenting the errors into the categories which are classifies by Betty
Azar, the writer would like to elaborate more of the errors found and and the
source of those errors.
Furthermore, in classifying the sources of the students’ errors, the writer
used Rod Ellis’s and Gary Barkhuizen’s classification which divides the sources
of the students’ errors into two: interlingual transfer and intralingual transfer.
Lastly, regarding the writing format, the writer explained the table of each
student’s error constructions consisting types of error, and source of error in the
following paragraph. Here is the complete description of the students’ errors:
1) Student 1
There are three types of errors that are found in the students’ writing. The most
frequent is in the use of verb tense. These errors are pesantren Ramadhan happen
on 17 July 2014, we come to school, we pray dluha, and we are the second
winner. All errors are in the use of past tense. Instead of using verb2, the student
used verb1 for those sentences.
The second type that has three total errors are in the use of capitalization. Two
of the three are using small letters at the beginning of new sentence, and the other
one is the use of capital letter in the middle of a sentence that is not a proper noun.
We class performance is the last error classified in adding a word. The
sentence missed a verb in its structure. The appropriate sentence will be we did
class performance.
2) Student 2
In the students writing there are two types of errors that appeared. Student 2
made two errors, verb tense and word form, in the sentence we do packing to
prepare for went home. The first error is in the part we do packing. In this part of
46
the sentence the student put do instead of the past form did. The second error is in
to prepare for went. Because the text is using past tense, the student that should
have said for going wrote going using its past form went. This error is the case of
generalization of the use of verb2. Thus, it is included in interlingual error.
Student 2 used verb2 for almost all of his sentence. However, in the sentences
that are using do like in I just do what the schedule said, and all students do
shalat dluha together, he did not change the verb do into did. This error seems to
be coming from unfinished teaching material that is part of intralingual error.
3) Student 3
Two error categories were found in student 3 writing. In the word choice
error included we performed the shout, whereas the word shout is better be
replaced with yell. The other category is in spelling area where the student wrote
we played the religeon quiz instead of we played the religion quiz.
4) Student 4
In the student 4 writing, there were two error categories found. The errors in
verb-tense are we have problem at 17 July 2014, the first winner is grade 5, and
the second winner is us (grade 8). These errors are categorized as intralingual
transfer that the student did not seem understand about the use of past tense in the
writing. The other sentences that were using verb2 are verbs that based on the
interview were got from his friend because he did not know the English words.
The other category is in word-choice. In the sentence me and my friends
involved in class performance. The use of me as a subject of a sentence is
incorrect because me is supposed to be used as an object. Instead of me the form I
is more suitable to be put in the sentence.
5) Student 5
There were some mistakes made in the writing. However, student 5 were able
to correct all of those.
47
6) Student 6
After that me, my mom and my aunt went home is the error found in the word
choice category. Just like most of the students’ error, student 6 chose the word me
instead of I as the subject of the sentence. Another error is in the use of verb-
tense. In the sentence my aunt is pregnant, the student did not change is into its
second form was. This error is an intralingual error where the student did not
know that is can replace a verb and be changed to verb2.
In the sentence My Ramadhan best memory is when Lebaran, the errors
contained are word order and word choice. My Ramadhan best memory is wrong
in its order. To correct it, we need to change the arrangement into My best
Ramadhan memory. The word choice error is in the when Ramadhan part. The
suitable word to be put is in or during. The use of when in the sentence makes it
sounds like the sentence has not finished and is still continue.
7) Student 7
Students 7 made two mistakes and were able to correct both mistakes.
8) Student 8
Error constructions found in the writing are considered as singular plural,
verb-tense, adding a word, omit a word, and capitalization. The student wrote
many delicious food without adding a plural sign –s behind the food. In verb-
tense, all the verbs used in the sentence were in basic form and hence become
errors in the use of past tense. Some sentences that used auxiliary were also on its
basic form.
Other category is in adding a word. In the sentence I sad when Ramadhan is
gone, there is no verb identified. To make it correct, we have to add a word; feel. I
feel sad when Ramadhan is gone is the correct construction. In the sentence I like
my hometown because many delicious food there, there are two errors found,
consecutively adding a word and word order. The word there should be moved to
48
the front and add an auxiliary were to the sentence. I like my hometown because
there were many delicious foods is the correct construction.
In the adding a word errors there are some more errors found. If it mudik time,
and it’s so crowded because in Jakarta is for work need to be added a word to
make it correct. In the if it mudik time, it needs to be added with auxiliary is and
in the second construction we can add a word staying or living as the subject of
the clause.
Next is the error in capitalization. In the writing, some proper nouns should
have begun with capital letter, like asia plaza and mayasari plaza. Last error is in
meaning not clear where the student wrote I can play with my brother cousins
sister.
Except for the capitalization error, most of the errors found are interlingual
because the construction is following the structure in Bahasa Indonesia, like in
many delicious food there. He put there at the back just like how it is arranged in
Bahasa Indonesia banyak makanan lezat disana.
9) Student 9
The errors found in the writing include 8 categories. The first one is in
singular-plural. To buy a clothes should be written without the use of article a
because clothes is in plural form, or it is the otherwise where clothes should be
change to cloth to make it singular. In the verb tense category, there are two
sentences that were not changed into past tense – I and my family want to go and I
help my mother to make food. Those sentences are caused by intralingual transfer
where the student had not encounter the verb2 of those words. This opinion is
formed by seeing other sentences that were changed into verb2 in the writing
except for those two sentences mentioned. Other errors are also caused by
intralingual transfer—After I done and I and my sister watching. Those are
included into intralingual because the student did not know the correct
construction of sentences that she wanted because she had not understood the
tenses that were supposed to be used.
49
I and my family want go needs to be added with to after want. Hence, it is an
adding a word error. We can see that the construction is in Bahasa Indonesia, saya
dan keluarga ingin pergi. In Bahasa Indonesia there is no necessity to put the
word to, but it is necessary in English. Thus, this error is caused by interlingual
transfer.
But my grandma went to umrah has both omitting a word and incomplete
sentence. This sentence added unneccessary to thus to is needed to be omitted. At
the same time this sentence start with conjunction but has no other clause to be
connected that makes it an incomplete sentence. In the spelling category, there are
two words, beggining and whit, that were spelled wrong. Though there were so
many spelling mistakes but the student could not correct those two. at my home is
the next error in the area of capitalization whereas the first letter of the first word
in the sentence was not capitalized. In the writing almost all of the sentences were
not capitalized, but she changed it on the second correction except for sentence
above.
10) Student 10
The errors found the most in the writing are verb-tense as the student did not
use any past tense. My best memory of Ramadhan is happened, I’ve get back to
my own house, I’m happy because I’ve already leave my own house, I’ve stay in
my grandpa’s house, I’m not just directly stay in my own house, I’m having a
couple of nights in my mother’s aunt house, and many more, have shown us that
the errors are caused by intralingual transfer. Those errors are caused by the
incomplete understanding of the use of tenses. Not only errors of using past tense
but also the use of perfect tense were found. In the sentence I’ve already leave my
own house and I’ve stay in my granpa’s house, not only does the use of have
should be changed to had, but the main verbs are also required to be changed into
past participle.
Next errors is an incomplete sentence. After I arrived cannot just stand alone
as it is a dependent clause. It needs an independent clause to complete. In the
50
spelling category, the student wrote untill maghrib whereas the correct form will
be until maghrib.
In the capitalization area, there are two errors. One is the use of small i for the
pronoun I. The second one is in on the first sunday of Ramadhan whereas the
name of the day should be in capital.
11) Student 11
Me and my family went to my grandma’s house and However, me, my
brothers, and male cousin watched the show from the 2nd
floor, both are errors in
word choice category. Both errors contain the same word which is me. The word
me is a pronoun for object however in the sentence it is used as a subject. The
correct form to be choosen is I. My cousins join us stayed over at my grandma’s
house contains both verb tense error as it is not using verb2 and word form error
for stayed that is supposed to be in the form of verb-ing staying.
Another error is in capitalization area where small i is used when it is
supposed to be in capital. Me, my brothers, and my cousin watched from the 2nd
floor and my grandma, sister, and female cousin watched from the lower ground
and I feel happy, because I can spend more time with my cousin, are errors in the
use of punctuation. In the first sentence before the conjunction and, there should
be comma because and is a coordinating conjunction, and on the second sentence
the student put comma before because where he was not supposed to since
because is a subordinating conjunction that is used in the middle of the sentence.
Furthermore, at the end of the second sentence there was no full stop eventhough
the sentence had ended.
Me and my family went to our grandma’s house after we cancel our fasting,
we arrive there at 7 p.m., we met our grandma and uncle. is also a run on
sentence. There was supposed to be full stop added after the word fasting and
another one after 7 p.m. because there were no conjunctions found to connect
those clauses. Thus, those are full sentences that should be ended with full stop.
51
12) Student 12
I stopped crying after the first bite of its deliciousness is an error found in the
word form area. The correct form of the word deliciousness is delicacy.
I have this special memory in last Ramadhan, it happened in the third day
and I poured the milk into the glass are errors of word choice area. In last
Ramadhan better be replaced with other preposition like of or during. The second
sentence is also incorrect choice of preposition where the preposition in should be
replaced with on..
In the spelling, the error is in writing the spelling of accidentally where it is
written accidently. The last category is in the use of punctuation where
coordinating conjunction is used without comma; I cried but my nanny said it’s
okay.
13) Student 13
Me and my parents want to go to the village is yet another word choice error.
While me is a pronoun, the usage is more appropriate as an object than subject.
Another error found from this sentence is the use of verb1 as the predicate of the
sentence as it is supposed to be in the verb2. More error that is also in verb tense
is the day is nearing from Eid Fitri. This sentence has an incorrect verb usage. Is
is supposed to be replaced with was and nearing should be made into near—
makes it a word form error.
From the sentence there was a traffic until entering Jakarta – Cikampek toll,
three different types of errors found. First is omitting a word. A traffic should just
be made into traffic without article. The second one is incomplete sentence error.
There was found a subordinating conjunction until. After the conjunction, the
second clause is incomplete as it is found without subject. After correction, the
appropriate construction should be; There was traffic jam until we were entering
Jakarta – Cikampek toll.
14) Student 14
52
Word form error was found in the sentence we had to gathered on my second
grandma’s house as the word gathered should be bared to form to-infinitive— to
gather. I have been gathering in a whole month (Ramadhan) included as an error
in word choice area as the correct choice of preposition is for; I have been
gathering for a whole month (Ramadhan). At the same time, the sentence is also
included to verb tense error since the event was happening in the past. To make it
correct, the verb have been gathering should be replaced with had a gathering; I
had a gathering for a whole month.
In a complex sentence, it was extremely boring, because I cannot meet my
cousin another error for verb-tense was found. The word cannot is supposed to be
in the second form could. The second error is in punctuation where the use of
comma before conjunction because is unnecessary as it is a sub-ordinating
conjunction. The last is run-on error. So, my family planned that we had to
gathered on my second grandma’s house, I was on my period that time, so I
should take care of my little brother.., put no full stop by the end of the sentence.
By the first clause so, my family planned that we had to gathered on my second
grandma’s house, the sentence should be stopped as there is no conjunction found
to connect it with the next clause. The use of comma instead of full stop makes
this construction turn into run-on sentence.
15) Student 15
This student made one error only which is in form error. In the sentence I
would rather took a nap, the verb took after modal auxiliary is supposed to be in
the first form take. This is believed to be caused by intralingual transfer or
generalization where the student turned all verb he found into verb2 though it is
after modal auxiliary.
16) Student 16
I slept for about a hours is the first error in singular-plural category. The
phrase a hours is a correction done by the student after the error was pointed out
from its former form 1 hours. The correct phrase is supposed to be one hour, a
53
few hours or an hour. Me and my cousin take selca has two errors found. Me is
used as subject, so the correct choice is I. Take is supposed to be in past form took
as it happened in the past, thus makes it an error in verb tense category together
with I’m sick— supposed to be I was sick and my aunty flies to America—
supposed to be flew to America. There are two other errors in the verb tense,
however the sentences are the repetition of the two sentences above— I was sick
and my auntie flies to America.
In the word choice area two errors were found. In that time where the
preposition is better be changed with at , and I gathered with my cousin that will
be more appropriate to change it into I met or spent time with my cousin.
In adding a word errors, I waited my cousin missed for. Furthermore, my mom
took me the food needs not only to be added with for, but also rearranged (word
order category); it will be my mom took the food for me. In My auntie flies to
America, all my family cry also needs to be added with conjunction word and, so,
thus or that’s why to connect it, in addition After I get up from my bed, my body
feels well has to be added with conjunction and, and also changed into verb2 got
and felt.
17) Student 17
Adding a word includes two errors in the writing, and both are I also sad and
when we fasting, I join Sahur on the Road (SOT). I also sad needs to be added
with auxiliary was, and when we fasting needs auxiliary were to be added. In area
of incomplete sentence, But this Ramadhan I more hang out with my friends than
my family. is an incomplete sentence where the sentence is started with
coordinating conjunction that is used to connect clauses, but ended right away
without another clause to be connected. At the same time word order error and
verb tense error are also detected in I more hang out where the appropriate
sentence will be I hung out more with verb hang is in its verb2 form.
But I also sad because I’m not go to my hometown, but I love Ramadhan.
contains two error categories at the same time. First, as being descibed on the first
54
paragraph is adding a word from I also sad. Second error is verb tense tense
where I’m not go and I love are needed to be transform into verb2 consecutively, I
was not going or I did not go and I loved Ramadhan.
In the sentence, my sisters that’s really good and fun to sharing food to
someone who live beside the street and I also joined bukber with my friends in
house and the last day of fasting I went to cinema and watched movie with my
friends, there were found several categories of error. One is word choice. On good
and fun to sharing, instead of using to, preposition for is more appropriate to be
put in the sentence. Furthermore on the second one, sharing food with people is
more appropriate than to someone. Thus, it is changed into, my sister that’s really
good and fun for sharing food with someone who live beside the street. Another
part is with my friends in house. In house will be more appropriate to be changed
into at home.
The third category is run-on sentence. The sentence above should be divided
into two sentences and at the same time should also omit the word also and
conjunction and; it will be my sisters that’s really good and fun for sharing food
with people who live beside the street and I, joined bukber with my friends at
home. The last day of fasting I went to cinema and watched movie with my friend.
18) Student 18
The student made both two paragraphs in the writing into two sentences by
connecting all sentences with comma altogether, and thus included them into run-
on sentence.
Every year there’s Ramadhan, but only moslem people who celebrate it, the
best memory of Ramadhan is when I went to Surabaya I went to Surabaya with a
plane. This sentence is a run-on sentence and can be separated into three
sentences, Every year there’s Ramadhan, but only moslem people who celebrate
it. The best memory of Ramadhan is when I went to Surabaya. I went to Surabaya
with a plane. Another error in this sentence is at the last part with a plane that
55
should be replaced with by plane, making them word choice and omitting a word
error.
The second run-on sentence is I went to Surabaya at the next day after Ied
Adha, I’m going to Surabaya with all of my family at Jakarta, I do it routine every
year, but at 2012 my family at Surabaya went to Jakarta and we went to Bandung
together, I think next year my family at Surabaya will went to Jakarta, just like
2012. The sentence could be separated into four sentences. There were also found
word choice and verb tense errors in I’m going to Surabaya with all of my family
at Jakarta. I’m going is supposed to be in past form was going, and at Jakarta is
not the best choice and better be replaced with in Jakarta. I do it routine every
year should be changed into past form I did it, and routine should be added with
as and article a into as a routine. Another at found before Surabaya is supposed
to be changed into in Surabaya. In Punctuation category, my family at Surabaya
went to Jakarta and we went to Bandung together, misses the use of comma
before the second clause and we went to Bandung.
19) Student 19
I went to sport station to saw adidas body pack, has a word form error
whereas verb saw after to is supposed to be an infinitive or bare verb see. Another
one is in capitalization in which the store name, sport station and brand name,
adidas, were supposed to be in capital letter. In word choice, the error appears in
preposition as the student wrote in the 23rd
of Ramadhan instead of on the 23rd
of
Ramadhan. in PIM I went to sport station is the beginning of the first sentence,
however the first letter is not in Capital, thus adding another one for capitalization
category.
In punctuation one error was detected. It was 30% discount so the price was
559.000, misses a comma before the use of coordinating conjunction so. In run-on
sentence category on the other hand, there were many commas used to replace full
stops as in there was no football shoes there, I went to adidas in front of Bintaro
Plaza, there was no number, I went to Mall @alam sutera, there was no battle
56
pack shoes, it was finished, my last mall was Lippo Karawaci, I got my shoes
there, I’m so happy because I got that shoes. The whole clauses were connected
using comma even though some have no conjunction to connect them. To make it
correct we can put conjunctions for some connected clauses and ended it with full
stop. The correction could be, There was no football shoes there. I went to adidas
in front of Bintaro Plaza, but there was no number. I went to Mall @alam sutera,
but there was no battle pack shoes. It was finished. my last mall was Lippo
Karawaci. I got my shoes there. I’m so happy because I got that shoes.
20) Student 20
In the writing, the student made two errors in Singular-Plural category. 5
minute play chest and 1 hours later are contradicting each other. In 5 minute that
shows plural, the student used singular without adding –s after minute. On the
other hand 1 hours is added with –s though it is only one single hour. In spelling
play chest is meant to be play chess.
Word form is found together with adding a word error in I so exciting. This
sentence needs felt or was to be added as the verb, and at the same time exciting
should be changed to excited as it is used to describe the subject feeling and not
the object. In the word choice area, me and my family is incorrect as the subject is
using me instead of I. At the same time 5 minute play chess is also word form
error where play should be changed to playing. Furthermore in the adding a word
area, the first half extratime still same needs a verb and article the— the first half
extratime was still the same.
The number of errors found in verb tense area shows student 20 capability in
using tenses, telling us that they are intralingual errors. I always wait, when I wait,
Mario Goetze make a goal, I feeling so happy, and my family is shalat Ied are the
errors that the verbs are supposed to be changed.
When I went for adzan Maghrib is ended with full stop eventhough there is
subordinating conjunction when found. Thus, it is an incomplete sentence error.
At the same time in spelling, the student wrote 5 minutes playing chest instead of
57
playing chess. In the capitalization, at 3 p.m my father wake me up starts without
any capital letter at the beginning.
In meaning not clear, there sound like call me, I got out and saw adzan on
TV; my mom brother I want come to my house; I hours later my whole family and
give me money, and buy bag for when to the mall are in the category. In the run-on
sentence area, there were found the result was Germany 0-0 Argentina, the second
half was still the same, and me and my family was praying Idul Fitri together, I
hours later my whole family and give me money. The four clauses above do not
have conjunction to connect them, so they should be ended with full stop.
21) Student 21
Me and my family wanted to cancel our fasting is a word choice errors since
me is not supposed to be used as a subject. In the verb tense area there were found
me and my family want to cancel our fasting, before we go to the mall, just walk
around the mall, then I see, we buy PS4 and that sell PS4. The verbs found above
need to be changed to verb2 form.
From the sentence my father said “We see later”, the sentence needs and
addition of will to create ―We will see later”. Then I see this gameshop that sell
PS4 is ended with full stop though it is using sub-ordinating conjunction then,
hence included the sentence into incomplete sentence error. In the spelling area,
we arrive is misspelt into we arive.
In punctuation, the student wrote I asked my dad if I can buy a PS4? with
question mark included. However, the sentence is not in form of a question, so it
is incorrect.
22) Student 22
The first category is word form. In the sentence I’m sure some people get that
feeling oftenly, the student added –ly after often which is unnecessary. In verb
tense category, there were four errors found; they are: It wasn’t new, but it doesn’t
happen often, I’ve searched on the internet, I wish it does, it seems like the sign
58
are happening, and I stuck with my feeling. All the errors found are supposed to
be changed to verb2 except for the last sentence, I stuck with my error. This
sentence needs to be added with auxiliary was because this sentence is in passive
form.
In the spelling, some words were spelt incorrectly. Altough for although,
precisly for precisely and diffrent for different are the errors found. In the
capitalization area, something Different, I Felt something, I stuck with my feeling
Because, that’s My story, and special Feeling are all using capitalization in which
they are neither proper noun nor they are in the beginning of a sentence.
In the sentence I’ve searched on the internet about the sign of Lailatul Qadr,
and the sign were; tantrum atmosphere, the last clause is not clear as tantrum
atmosphere is indescribable. In I stuck with my feeling, Because, I’ve searched on
the internet, the sentence put too many commas when they were not actually
necessary. Thus, it is included in the punctuation usage error.
23) Student 23
Because my THR it’s so many is the error in singular-plural. THR is money
and it is uncountable noun. To correct it many should be changed to much.
Another error is I have a mistakes where as a mistakes contradict itself whether it
is one or many. In the word choice area, in that time should be corrected to at that
time.
There are three sentences that were not using past tense—I get THR, I play, I
visit my other cousins. Furthermore, I so happy and I back to the home are errors
of adding a word. The words that should be added are verbs. The student seems to
use a direct translation from its Indonesian form because in Bahasa Indonesia saya
sangat senang and saya kembali ke rumah do not need verbs in the construction.
In the spelling, the student spelt little with littel. Moreover in capitalization,
My best Experience uses capital letter in the middle of a sentence though it is not a
proper noun. I went back to the home needs to omit the words to and the. To is not
59
needed because back is already a preposition and adding to means the sentence
has double preposition, and home is already the living place of the subject that
indicates no necessity of article the.
My best experience is when I went to my grandma’s house, at that time I said
sorry to my family if I have mistakes is connected with a comma without any
conjunction that makes it into run-on sentence error. And then I got THR, I was so
happy because my THR was much is another run-on sentence together with then I
ate food with my family, and I played with my cousins, and then I visited my other
cousins.
24) Student 24
When the way to Solo, me and my father, in the way to Solo, and I was jealous
to my mother and sister are errors in word choice area. When the way is better be
replaced with on the way just like in the way to Solo that should be changed to on
the way to Solo. Me and my father is supposed to be changed to I and my father.
Last, I was jealous to my mother and sister can be corrected to I was jealous of my
mother and sister.
It was very traffic has two category of errors inside. The first one is word
order. Traffic is a noun, but it is used as an adjective. To correct it we should
change traffic as the subject, and add an adjective to describe the traffic. It would
be changed into traffic was very crowded. Last is in incomplete sentence where
but me and my father wasn’t eat is ended with full stop when it is still dependent
clause. At the same time, this sentence also contains word choice error where was
is better be replaced with did.
25) Student 25
In the writing, the word form error is in like play game whereas the word play
should be in gerund— playing, for the function in the sentence is as a noun. The
next error is in word choice error that is believed to be error caused by lack of
vocabularies. When Pesantren Ramadhan my favorite activity was play futsal
60
needs a more appropriate word to replace when which is during, moreover the
word play should be in gerund form for it is used as a noun.
In verb tense category the errors found are who was involved in pesantren
Ramadhan are my friends, we can take a rest, and we can sleep. All of the errors
need its verb to be changed to its second form. Who was involved in Pesantren
Ramadhan are my friends is the error that needs to be added with word those at
the beginning, hence it includes itself in adding a word error.
In the phrase, Ramadhan on this year, the word on is not necessary, and thus
needs to be omitted. In addition, it means adding an error in omitting a word
category. At noon we prayed Dzuhur and we can take a rest is an error in
punctuation in which the coordinating conjunction, and, needs to use comma
before it.
26) Student 26
On the evening is a word choice error whereas the correct choice of
punctuation is in. Tomorrow, we had the usual activities is incorrect since the
event had happened when it was told, but the adverb used is tomorrow. The
correct choice of adverb of time is the next day. In the word form area, the student
wrote we shared lots of laughter, fun, and most important, knowledge and good
deeds. This sentence can be corrected to we shared lots of laughter, fun, and most
importantly, knowledge and good deeds where as the important is changed to
importantly as it is explaining how knowledge and good deeds are the most
important.
I’m also happy that my bestfriend cound come to school is in verb tense area.
The student seemed to think that feeling is supposed to be written in present tense,
but the feeling that is felt during past event is supposed to be told in past tense.
And fun of course! stands as a sentence though it has conjunction to start the
sentence. Thus, it is an incomplete sentence.
61
In the run-on sentence error, I was lazy at first, but it’s my last time having
Pesantren in this school so, why not? is classified as a run-on sentence because
before so there was not found a full stop where it is supposed to be.
27) Student 27
In word form error, total boring Ramadhan is included. The correction will
be put to the form of total that should be changed to totally. Going to stay on the
school is word choice error whereas on is better be replaced with at. The error on
verb tense area includes I and my friends coming back to school, where people
goes to their hometowns, and we have been studying for three days. Coming back
should be changed to were coming back then goes should be replaced with went,
and instead of have been studying, it should be had been studying.
after five weeks is an error in capitalization area whereas the word after
should begin with capital letter because it is placed at the beginning of the
sentence. Another error in capitalization is Idul fitri whereas the fitri which is part
of the name of Islamic holi-day is not written in capital. Because the next week
there was another holiday, this time it’s Idul Fitri holiday is an omitting a word
error whereas the conjunction because should be omitted and the clauses should
be divided to two sentences.
28) Student 28
In student 28 writing, there are two errors found in singular-plural category.
The person who played more that 12 is using person to describe 12 players, and
the other one is after the groups performance whereas the word group is found as
an adjective for performance which means it does not need to be in plural.
In the add a word category, but because the big futsal field used by teachers
to play is supposed to be in passive together with auxiliary was. Other adding a
word errors are my best Ramadhan memory when I played futsal in which it needs
to be added with auxiliary is, when I pesantren Ramadhan that needs additional
62
verb had/went to, and the person who played more than 12 that needs auxiliary
were.
We finished it at 10 o’clock is omitting a word error because it is not needed.
In capitalization, my best ramadhan memory is supposed to be written with
capital, Ramadhan. We finished it at 10 o’clock and we slept in the class is
supposed to be added with comma before the coordinating conjunction and. Thus,
it is an error in punctuation category.
29) Student 29
Peoples and many lesson are the errors found in singular-plural category in
which the use of suffix –s is not used appropriately, and is omitted when it is
needed. The next errors found are verb tense errors in this event is not happen in
the exact month and I was just went. In this event is not happen in the exact month
the first verb found is is whereas it is supposed to be in verb2 form, furthermore
the verb happen is supposed to be in verb-ing, considering the appearance of an
auxiliary before it. However, we can also omit the auxiliary and go with simple
past tense just by changing the verb happen to happened which is seen more
appropriate if we analyze the sentence.
Nothing great from this Ramadhan is in adding a word category because the
sentence is constructed without any presence of verb. The verb happened can be
added to fix the construction. Except the woman who gets period is the error in
incomplete sentence, for the sentence is supposed to be connected to the previous
sentence as it is visible that this sentence is used to negate the previous sentence—
it is a must for a moslem.
30) Student 30
The verb tense errors dominate the writing of student 30. I go to, my uncle is
getting, he want, the bride’s family is not coming, the bride apply to her family,
marriage doesn’t come, the bride’s family come, and the wedding running
smoothly shows the lack of knowledge in tenses area. All of the sentences are
63
using present tense and were not changed after the correction. During the
interview he said that he gets all of the words from the dictionary and did not
understand the tenses at all.
In adding a word area, he want all his family go to his wedding is in need of
preposition to before go. In one sentence, if marriage doesn’t come it cannot be
continued could not show a clear meaning, and thus included in meaning not clear
errors. In run-on sentence, there is one sentence found without comma to pause
the sentence. My uncle is getting married and he want all his family go to his
wedding is the error of run-on sentence whereas no comma is placed and all
clauses was connected with only cojunctions. We can fix the construction by
adding comma to the first sentence right before the conjunction and.
D. Data Interpretation
After describing and classifying the students errors, the writer analyzes the
data using distribution frequency relative which is described in the table of
percentage.
Table 4.2
Percentage of Students’ Types of Error
No. Category Type of Error Percentage
1. Singular-plural 10 5.08%
2. Word form 9 4.56%
3. Word choice 24 12.18%
4. Verb-tense 63 31.98%
5. Adding a Word 21 10.66%
6. Omitting a Word 3 1.52%
7. Word Order 3 1.52%
8. Incomplete Sentence 8 4.06%
9. Spelling 11 5.58%
10. Punctuation 10 5.08%
11. Capitalization 16 8.12%
64
12. Article 1 0,51%
13. Meaning not Clear 8 4.06%
14. Run-on Sentence 10 5.08%
Total N=197 100%
The frequency of the students’ errors in singular-plural category is 10 errors/
5,08%
The frequency of the students’ errors in word form category is 9 errors/ 4,56%
The frequency of the students’ errors in word choice category is 24 errors/ 12.18%
The frequency of the students’ errors in verb-tense category is 63 errors/ 31.98%
The frequency of the students’ errors in adding a word category is 21 errors/
10.66%
The frequency of the students’ errors in omitting a word category is 3 errors/
1.52%
The frequency of the students’ errors in word order category is 3 errors/ 1.52%
The frequency of the students’ errors in incomplete sentence category is 8 errors/
4.06%
The frequency of the students’ errors in spelling category is 11 errors/ 5.58%
The frequency of the students’ errors in punctuation category is 10 errors/ 5.08%
The frequency of the students’ errors in capitalization category is 16 errors/ 8.12%
The frequency of the students’ errors in article category is 1 error/ 0,51%
The frequency of the students’ errors in meaning not clear category is 8 errors/
4.06%
The frequency of the students’ errors in run-on sentence category is 10 errors/
5.08%
The table and the statements above show the total of each type of error.
The most errors in recount writing that the eight grade students of SMP Mutiara
Harapan Islamic School made are verb-tense error with the total of errors is 63
errors or 31.98%. The next type of errors is word choice error with the total of
errors is 24 errors or 12.18%. Adding a word error is being the next rate of errors
which is made by the students with the total of errors is 21 errors or 10,66%. The
65
least error which is made by the students is article error with the total of errors is 0
errors or 0 %.
Table 4.3
Percentage of Students’ Sources of Error
No. Category Source of Error Percentage of Error
Source
1. Interlingual transfer 44 22,34%
2. Intralingual transfer 153 77,66%
Total N=197 100%
The frequency of the students’ errors due to interlingual transfer is 44 errors/
22.34%
The frequency of the students’ errors due to intralingual transfer is 153 errors/
77.66%
Based on the table and the statements above, the errors the eight grade
students of SMP Mutiara Harapan Islamic School made were caused by both
interlingual and intralingual transfer. To be more specific, the students’
intralingual errors are caused by overgeneralization, misanalysis, incomplete rule
application, and overlooking co-occurrence restrictions. The most common
source of errors in the students’ writing is intralingual transfer with the total of
error is 153 errors or 77.66%. The second place is interlingual transfer with the
total of error is 44 errors or 22.34%.
69
66
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the writer’s research, there are fourteen types of error made by
the students. The type of errors which the students made the most in writing
recount text is verb tense errors with the total number of error is 63 errors
(31.98%). The second most error made by the students is word choice error with
the total of errors is 24 errors (12.18%). Then, adding a word type of error is the
third with the total of errors is 21 errors (10.66%). The next error is in
capitalization error with a total of 16 errors (8.12%) followed by spelling error
with 11 errors (5.58%). Singular-plural, word form and run-on sentence comes
next with 10 errors (5.08%) for each type, and is followed by incomplete sentence
and meaning not clear error with 8 errors (4.06%) for each type. There are each 3
errors (1.52%) found in omitting a word and word order errors. And, the least
error which is made by the students is article type with the total of errors is 1
errors (0,51%). Regarding the source of the students’ errors, the writer found that
the errors the students made were caused by interlingual transfer and intralingual
transfer, particularly overgeneralization, misanalysis, and incomplete rule
application. The source of errors affecting the students most in making recount
text is intralingual transfer with the total of error is 152 errors (77.66%) which is
followed by interlingual transfer in the second position with the total of error is 44
errors (22.34%).
67
B. Suggestion
After presenting the result of the research, the writer would like to propose
some suggestions which will be useful for both the students and the English
teachers.
1. As for the students, they should learn more about the use of past tense to
avoid comitting errors in writing recount text since those two cannot be
separated.
2. The students also need to be given or reviewed about the use of to infinitive
and modal verbs.
3. For the teachers, they should improve their teaching techniques by preparing
systematic materials and more practices in order to make the students
understand the materials more and also help the students to reduce the errors
which are often made by them.
68
BIBLIOGRAPHY
Anderson, Mark., and Anderson, Kathy. Text Types in English 3. South Yarra:
MacMillan, 1998.
Anonymous. Silabus Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006. Jakarta:
Departemen Pendidikan Nasional, 2006.
Azar, Betty Schrampfer. Understanding and Using English Grammar. Third
Edition.New York: Pearson Education, 1999.
--------------------------. Understanding and Using English Grammar. New Jersey:
Prentice-Hall Inc, 1989.
Brooks, Nelson. Language and Language Learning. Second Edition. New York:
Hardcourt, Brace and World Inc., 1964.
Brown, H. Douglas. Principles of Language Learning ad Teaching. Third Edition.
New Jersey: Prentice Hall Regents, 1994.
--------------------------. Teaching by Principles: An Interactive Approach to Language
Pedagogy. Second Edition. New York: Pearson Education, 2001.
Corder, S. Pit. Error Analysis and Interlanguage. Oxford: Oxford University Press,
1981.
Doddy, Ahmad., et al., Developing English Competency: for Senior High School 1.
Jakarta: Setia Purna Invest, 2008.
Dulay, Heidi., et al., Language Two. New York: Oxford University Press, 1982.
Ellis, Rod., and Barkhuizen, Gary. Analysing Learner Language. Oxford: Oxford
University Press, 2005.
Gorrel, Robert M., and Laird, Charlton. Modern English Handbook. New Jersey:
Englewood Cliffs N.J, 1962.
69
Harmer, Jeremy. The Practice of English Language Teaching. London: Longman Inc.,
1989.
Hyland, Ken. Second Language Writing. Cambridge: Cambridge University Press,
2003.
James, Carl. Errors in Language Learning and Use. New York: Longman, 1998.
Mukarto, et.al., English on Sky 2. Jakarta: Erlangga, 2007.
Raymond, James C. Writing (is an Unnatural Act). New York: Harper & Row
Publisher Inc., 1980.
Richards, Jack C. Error Analysis. London: Longman Group Limited, 1974.
Sudiyono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo Persada,
2005.
Wardiman, Artono., et al., English Focus for Grade VIII Junior High School. Jakarta:
Pusat Perbukuan Departemen Nasional, 2008.
Yang, Wenfen. A Tentative Analysis of Errors in Language Learning and Us. Journal
of Language Teaching and Research. 1, 2010.
70
UJI REFERENSI
Name : Alifia Noviani
NIM : 108014000096
Faculty/Major : FITK/ English Education Department
Title : An Error Analysis on Students’ Recount Writing
Advisor 1 : Drs. Syauki, M. Pd.
Advisor 2 : Atik Yuliani, MA. TESOL.
No. CHAPTER 1
INTRODUCTION
Signature
Advisor 1 Advisor 2
1. James C Raymond, Writing is Unnatural Act,
(New York: Harper and Row Publisher,
1980), p. 7
2. Robert M. Gorrel and Charlton Laird,
Modern English Handbook, (New Jersey:
Englewood Cliffs N.J, 1962), p.1
3. John Langan, Sentence Skills, (New York:
Mcgraw Hill, 2003), p. 188
4.
Al Badawi, An Analysis of Phonetic,
morphological and syntactic errors in
English: A Study Case of Saudi BA Students
at King Khalid University, (International
Journal of Social Science and Humanity,
2012), p. 536-538
5. Betty SchramperAzar, Understanding and
Using English Grammar, (New Jersey:
Prentice-Hall Inc, 1989), p.A29-A30.
CHAPTER II
THEORETICAL FRAMEWORK
1. Carl James, Errors in Language Learning
and Use, (New York: Longman, 1998), p.
78-79
2. Betty SchramperAzar, Understanding and
Using English Grammar, (New Jersey:
Prentice-Hall Inc, 1989), p.A29-A30.
3. Petter Hubbard, Training Course for TEFL
(New York: Oxford University Press, 1983),
p. 140-142.
4. Rod Ellis and Gary Barkhuizen, Analysing
Learner Language, (Oxford: Oxford
University Press, 2005), p. 65.
5. Jack C. Richards, Error Analysis, (London:
Longman Group Limited, 1974), p. 175.
6. Jack C. Richards, Error Analysis, (London:
Longman Group Limited, 1974), p. 175.
7.
H. Douglas Brown, Principles of Language
Learning and Teaching, (New Jersey:
Prentice Hall Regents, 1994), Third Edition,
p. 205.
8.
Wenfen Yang, A Tentative Analysis of Errors
in Language Learning and Use, Journal of
Language Teaching and Research, Vol. 1,
No. 3, 2010, pp. 266-268.
9. JC. Richard, Writing is Unnatural Act, (New
York: Harper and Publisher, 1980), p. 2.
10. Betty Mattix Dietsch, Reasoning and Writing
Well: A Rhetoric, Research Guide, Reader, and
Handbook, (Ohio: McGraw-Hill, 2003), p. 10.
11. Penny Ur, A Course in Language Teaching:
Practice and Theory, (Melbourn: Cambridge
University Press, 1996), p. 163.
12. Ann Raimes, Technique in Teaching Writing,
(London: Oxford American English, 1983),
p. 3.
13.
Jo. McDonough and Christopher Shaw,
Materials and Methods in ELT: A Teacher’s
Guide. (Oxford: Blackwell Publisher, 1993),
p. 178.
14. Anonymous, Silabus Kurikulum Tingkat Satuan
Pendidikan (KTSP) 2006, (Jakarta: Departemen
Pendidikan Nasional, 2006), p. 35.
15.
Artono Wardiman, Masduki B. Jahur, and M.
Sukirman Djusna, English Focus for Grade
VIII Junior High School, (Jakarta: Pusat
Perbukuan Departemen Nasional, 2008), p.
16.
16. Betty Schrampfer Azar, Understanding and
Using English Grammar: 3rd
Ed, (New York:
Pearson Education, 1999), p. 6-7.
CHAPTER III
RESEARCH METHODOLOGY
1. Anas Sudiyono, Pengantar Statistik Pendidikan,
(Jakarta: PT Raja Grafindo Persada, 2005), p. 43.
Instrument of the Research
Name:
Grade:
Write down a writing (50 words minimum) based on your own experience about
‘My Best Ramadhan Memory’ Your writing should answer these questions:
1. What is your best memory in school?
2. When was it happening?
3. Where was it happening?
4. Who was involved in the event?
5. How was it happened? Tell it in sequence
You can write your plan here.
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85
APPENDIX 4
The Result of the Students’ Interview
Interviewer : Alifia Noviani
Interviewee : Student 1-5
Date and Time : Wednesday, September 3rd
2014 / 10.30 – 11.00 WIB
Place : VIII-2 class
Student 1
1. Sulit.
2. Sulit.
3. Terlalu banyak penjelasan. Tidak terlalu mengerti.
4. Sedikit.
5. Ya.
6. Ya tenses-tensesnya itu.
7. Karena masih bingung dengan rumus-rumus dan aturan-aturannya.
8. Dikerjakan sebisanya.
9. Tidak terlalu.
Student 2
1. Sulit.
2. Lumayan susah.
3. Membosankan
4. Lumayan.
5. Ya.
6. Tensesnya
7. Karena perubahan kata kerjanya membingungkan.
8. Berusaha.
9. Tidak
86
Student 3
1. Sulit
2. Sulit
3. Biasa aja.
4. Sedikit.
5. Tidak tahu
6. Memilih kata
7. Karena kosakata bahasa Inggris saya tidak banyak
8. Buka kamus lalu diterjemahkan dari Bahasa Indonesia ke Bahasa Inggris.
9. Tidak
Student 4
1. Sulit
2. Sulit
3. Banyak penjelasan dan contoh
4. Sedikit-sedikit.
5. Iya
6. Tensesnya
7. Karena tidak tahu perubahan kata kerja.
8. Tanya teman
9. Sepertinya iya.
Student 5
1. Sulit
2. Sulit
3. Lumayan bagus
4. Lumayan.
5. Iya
6. Tenses
7. Saya tidak telalu mengerti perubahan kata kerja.
8. Tanya teman atau guru.
9. Tidak.
