ERROR ANALYSIS ON THE USE OF LINKING WORDS IN WRITING ...
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ERROR ANALYSIS ON THE USE OF LINKING WORDS IN WRITING ESSAY OF THE FIFTH SEMESTER STUDENTS OF MUHAMMADIYAH
UNIVERSITY OF MAKASSAR
(A Descriptive Quantitative Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education
Muhammadiyah University of Makassar in partial fulfillement of the requirement
for the Degree of education in English Education Department
RAEYSHA ALQADRY DHANUFEBRY
10535601314
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2019
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Raeysha Alqadry Dhanufebry
Stambuk : 10535 6013 14
Jurusan : Pendidikan Bahasa Inggris
Dengan Judul : “Error Analysis in the Use of Linking Words in
Writing Essay of the Fifth Semester Students of
Muhammadiyah University of Makassar”
Dengan ini menyatakan bahwa:
Skripsi/proposal yang dilakukan di depan Tim Penguji adalah asli hasil karya
saya, bukan jiplakan dan tidak dibuat oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2019
Yang Membuat Pernyataan,
Raeysha Alqadry Dhanufebry
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Raeysha Alqadry Dhanufebry
Stambuk : 10535 6013 14
Jurusan : Pendidikan Bahasa Inggris
Dengan ini menyatakan Perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesainya skripsi saya. Saya akan
menyusun sendiri skripsi saya (tidak dibuat oleh siapapun).
2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pimpinan Fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi
saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan
3, maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian saya buat dengan penuh kesadaran.
Makassar, 2019
Yang Membuat Pernyataan,
Raeysha Alqadry Dhanufebry
MOTTO
‘I don’t judge people by their worst mistake’
-Natasha Romanoff-
ABSTRACT
Raeysha Alqadry Dhanufebry, 2019. The Error Analysis on the Use of Linking Words in Writing Essay of the Fifth Semester Students of Muhammadiyah University of Makassar. A thesis of English Education Department, The Faculty of Teachers Training and Education, Makassar Muhammadiyah University, guided by Nunung Anugrawati and Andi Asri Jumiaty.
This research aimed at finding out: (1) the dominant kind of linking words were used by the students in their essay and (2) the dominant type of errors in using linking words made by the fifth semester students in their essay in the English major of Muhammadiyah University of Makassar. The method of this research was descriptive quantitative method. The data were collected from 43 essays which were written by the students. The researcher used free writing descriptive essay as the instrument. In this case, in analyzing students’ ability in using linking words,
the researcher used type of linking words modified from several experts which consist 10 type of linking words. The most dominant kind of linking words is addition. While in analyzing students’ errors in using linking words, the researcher
used Surface Strategy Taxonomy which consist 4 types of errors. The most dominant type of errors was misinformation.
Key words: linking words, error analysis, essay.
ACKNOWLEDGEMENTS
First and foremost, the researcher would like to praise and express his
high gratitude to Allah SWT the Almighty for the blessing, health, power, and
inspiration who has led him to the completion of the thesis. Also salawat and salam
to beloved prophet Muhammad SAW who has guide us to Islamiyah era.
Great appreciation goes to the Head of the English Department, Ummi
Khaerati Syam, S.Pd., M.Pd., and all lecturers of the English Department for their
guidance and assistance during the study. The researcher deeply indebted to
Nunung Anugrawati, S.Pd., M.Pd. and Andi Asri Jumiaty, S.Pd., M.Pd., the first
and second advisors for their continuous and valuable guidance, advice, and
encouragement in writing this thesis.
The researcher would like to give deepest gratitude to his beloved
parents, his brothers and sisters, and all family for their love, support, and
encouragement in finishing his study. The researcher also wish to thank all friends
in English Department 2014 who have given countless beneficial experiences and
admirable memories, especially to Nurhijjah, S.Pd., Andi Nur Fitrianty, S.Pd., and
Andi Wilham Windi Arsil who became the third advisor as they help and guidance
the researcher in writing this thesis. Also the researcher wish to thank to all the
participant from English Department 2016 that participate on this research.
Last but not least, to all people who cannot be mentioned one by one and
who helped me in writing this final project, thanks a lot. Hopefully, God gives the
blessing to them. Amin.
TABLE OF CONTENTS
TITLE PAGE ......................................................................................................i
LEMBAR PENGESAHAN ................................................................................ii
APPROVAL SHEET ..........................................................................................iii
SURAT PERNYATAAN....................................................................................iv
SURAT PERJANJIAN .......................................................................................v
MOTTO ..............................................................................................................vi
ABSTRACT ........................................................................................................vii
ACKNOWLEDGEMENT ..................................................................................viii
TABLE OF CONTENTS ....................................................................................ix
LIST OF TABLES ..............................................................................................xi
LIST OF FIGURES ............................................................................................xii
LIST OF APPENDICES .....................................................................................xiii
CHAPTER I INTRODUCTION
A. Background .............................................................................................1
B. Research Problem....................................................................................3
C. Objective of the Research .......................................................................3
D. Significance of the Research ...................................................................3
E. Scope of the Research .............................................................................3
CHAPTER II REVIEW OF LITERATURE
A. Previous Relate Research Findings .........................................................4
B. Relevant Ideas .........................................................................................7
1. Writing .............................................................................................7
2. Essay.................................................................................................8
3. Linking Words..................................................................................11
4. Concept of Error ...............................................................................15
C. Conceptual Framework ...........................................................................20
CHAPTER III RESEARCH METHOD
A. Research Design ......................................................................................22
B. Population and Sample ............................................................................22
C. Variables of the Research........................................................................23
D. Research Instrument ................................................................................23
E. Data Collection Procedure ......................................................................24
F. Data Analysis ..........................................................................................24
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings ...................................................................................................27
B. Discussion ...............................................................................................39
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions .............................................................................................44
B. Suggestions .............................................................................................45
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
LIST OF TABLES
Page
Table 1. Typical of Linking Words .....................................................................15
Table 2. The Frequency and Percentage of Errors ..............................................28
Table 3. The Frequency and Percentage of Linking Words Uses .......................32
LIST OF FIGURES
Page
Figure 1. Conceptual Framework ........................................................................20
Figure 2. The Distribution of Errors Percentage .................................................28
Figure 3. The Distribution of Errors ...................................................................29
Figure 4. The Distribution of Linking Words Percentage...................................32
Figure 5. The Distribution of Linking Words Uses ............................................33
Figure 6. The Distribution of Enumeration .........................................................34
Figure 7. The Distribution of Addition ...............................................................34
Figure 8. The Distribution of Apposition ............................................................35
Figure 9. The Distribution of Result ...................................................................36
Figure 10. The Distribution of Time ...................................................................36
Figure 11. The Distribution of Place ...................................................................37
Figure 12. The Distribution of Contrast ..............................................................37
Figure 13. The Distribution of Concession .........................................................38
Figure 14. The Distribution of Transition ...........................................................38
LIST OF APPENDICES
Page
Appendix 1 : Instrument……………………………………………………….49
Appendix 2 : Students’ Descriptive Essay…………………………………….50
Appendix 3 : Kontrol Pelaksanaan Penelitian…………………………………68
Appendix 4 : Pictures………………………………………………………….69
CHAPTER I
INTRODUCTION
A. Background
Writing is one of human written communication activity or skill of
composing text by added a system signs, symbols, and coherent words on paper
that represents language and emotion. Writing is tool to make languages be read.
There are several ideas about definition of writing. According to Cox (2007: 56)
writing is a progressive activity. It means that when a writer first write something,
he have already been thinking about what he is going to say and how he is going to
say it. Meanwhile Nunan (2003:88) states that writing is the mental work of
inventing ideas, thinking about how to express them, and organizing them into
statements and paragraphs that will be clear to a reader. According to Brown (2004:
219), genre of writing can be divided into three genres; academic writing, job
related writing, and personal writing. This research only focusses on academic
writing genre and essay is one kind of academic writing besides proposal and thesis.
Essay is a piece of writing that comes from author’s point of view and
should be a structured treatment of a particular topic, presented in a standard form
and in a readable, fluent and logical manner. It is an analytic or interpretative
literary composition that defines or explains the author’s own argument about
something in the shape of a paper, an article, a pamphlet, or a short story. The aim
of essay is to explain why the term is defined as such. The writer approach depends
on the topic, audience, and purpose of the essay.
In writing an essay there are many aspects that should be noticed, one of
them is ability to using linking words. Linking words perform an important function
in writing. They signal to the reader the direction the writer is taking by connecting
or linking ideas within a paragraph and providing a bridge between paragraphs.
Some can be used to link paragraphs and others can only be used to link ideas within
a paragraph. It means that linking words are some words that used to show
relationships between ideas by connecting two or more clauses, sentences or
paragraph. Linking words helps the writer fluency in English, as they help to create
longer sentences.
This research purposes to know the fifth semester students’ errors in using
linking words in their writing essay. The reason to choose them because they have
already learnt four course writing subjects (writing 1, writing 2, writing 3, and essay
writing). Thus, they already have basic knowledge about writing including linking
words. This research also can become a reference to developing a teaching method
for teacher to increase students’ ability and decrease the students’ errors in using
linking words.
B. Research Problem
The problems discussed in this research are as follows:
1. What are the dominant kind of linking words are used by students
in writing essay?
2. What are the dominant type of errors in using linking words made
by the students in their essay?
C. Objective of the Research
This research aims are to find out:
1. The dominant kind of linking words are used by the students in
their essay.
2. The dominant type of errors in using linking words made by the
students in their essay.
D. Significance of the Research
For teachers, this research can be used as a reference to developing a new
teaching method which can be applied in a lesson plan. For students, this
research can be used as learning materials for self-teaching.
E. Scope of the Research
In collecting the data for this research, the researcher would limit the
study only focuses on the errors made by the students in using the linking words
in writing descriptive essay of fifth semester students of Muhammadiyah
University of Makassar.
CHAPTER II
REVIEW OF LITERATURE
A. Previous Relate Research Findings
The use of linkers or connectors has been in the central of research
interest recently. There are several studies on the use of Linking Words in
students’ writing that had done by the researchers. Some of the study purpose
was to just to analyze the students’ errors (qualitative research) and some of
them try to improve the students’ ability in using it (quantitative research).
In the study that performed by Apse and Farneste (2018), they found
that a proficient user’s level, linking words and phrases are not among very
frequently used discourse markers to keep the written text coherent and unified.
In illustration essays the students use Linking Words of enumeration, addition,
summation, concession, apposition, contrast and result/inference. Linking
Words of enumeration, addition, apposition and summation are used as
interparagraph Linking Words. Overall, the students demonstrate good
knowledge and skills of the use of appropriate linking words and phrases in
illustration essays as there are rather few errors observed (13 cases out of total
112 LWPs used).
Another study that they performed about linking words founds that
that the designed practice tasks helped the students to improve their writing
performance regarding the use of Linking Words because the number of
Linking Words used in the examination essay and their variety increased. The
number of errors in selecting Linking Words that are appropriate semantically
and for the academic register also reduced after additional training. Because the
tasks were designed based on authentic materials and dealt with business
context it can be assumed that it helped to improve the students’ skills to use
semantically and register appropriate Linking Words in an academic essay on a
business topic. It can also be concluded that the selected task types (multiple
choice and gap filling tasks) facilitated the positive students’ performance. It is
justified by the fact that the student whose essay contained most register errors
in the use of Linking Words was the one who had studied the course by distance,
that is, depended on her own management of learning, and who had not done
the practice tasks. Another justification is that only one error regarding
inappropriate semantic use of the selected Linking Word was observed.
In addition, the results from the study that perform by Onwuegbuzie
(2016) demonstrate three unique findings in relation to the use of link
words/phrases and manuscript preparation and submission. Specifically, the
frequency of link words/phrases differ in relation to the following: (a) number
of APA errors (i.e., narration), (b) number of authors (i.e., summarize previous
information), and (c) adjudication decisions (i.e., Add information/provide
similarity, Narration, and Provide an emphasis). The first relationship suggests
that authors who minimally or do not use link words/phrases associated with
narration also are those who commit the most APA errors, there by suggesting
that these authors’ lack of writing discipline is multidimensional. The second
relationship that the more authors involved in writing the manuscript, the more
likely they are to use link words/phrases associated with summarizing previous
information has intuitive appeal because it suggests that different authors
writing different sections of a manuscript necessitates using words and phrases
to link these different sections.
Meanwhile Baxronovish (2016) explain linking words as a linguistic
object and the result of his study is the organizing role for which its grammatical
system performs in the language, does not come to the formal regulation of the
changing words processes and building itself becomes possible due to, that all
the elements of the grammatical system (both significant and function words)
have their special semantic content. It is characterized by maximum degree of
abstraction from the concrete meanings of the words and their combinations
directly reflecting the objects, phenomena and relations of reality.
Therefore, based on the research findings above, it can be concluded
that the students’ ability in using linking words is good. But still there are some
errors that made by the students’. They also just use view linking words and
they use it frequently often that makes the students’ writing was not creative
because the writing was not fluency. It means that the writing is lack of
correlation between sentences or paragraph and that makes the reader cannot
get the purpose of the writer well. That is why the ability in using linking words
is important in writing specially an essay.
B. Relevant Ideas
1. Writing
Writing is one way to communicate with other people besides
speaking, reading, and listening. When a student writes a paragraph, he/she
should write not only semantically correct but he/she should also use a
correct grammar. Harmer (2004: 3) state that writing should be well-
organized in order to be understandable for the readers.
Writing is not a spontaneous activity. It is learnt in a formal
instruction. Swarbick (1994: 142) supported this statement. He described
that there are five stages of development which students need to go through
in acquiring competence in writing, i.e.: copying, reproduction, guided
writing, and free writing. Moreover, Harmer (2004: 4) explained that writing
requires the processes of planning, drafting, editing, and final draft. Before
writing, we should plan what we are going to write about and the purpose
of the writing. After that, we can start to write. We may produce a number
of writing (draft) and editing in order to get the good writing and that is final
draft. It supports the statement that writing requires some conscious mental
effort and considers various ways of combining and arranging.
From the definition that explain by the expert, can be concluded that
writing is a one-way communication tools by text-making activities, it
means that the writer must generating, arranging and developing ideas in
sentences, drafting, shaping and reading the text and also editing and
revising them so the massage of the text can be understandable by the
readers.
According to Brown (2004: 219), genre of writing can be divided
into three genres; academic writing, job related writing and personal writing.
This research only focusses on academic writing genre. It is because the
importance of academic writing is unavoidable for them who are involved
in academic area which is in this case are students.
A board definition by Swales and Feak (1994: 8) of academic writing
is any writing done to fulfill a requirement of a college or university. It
means that academic writing has a role as an important object in college
education. And essay is one kind of academic writing besides proposal and
thesis.
2. Essay
Anderson and Beveridge (2007: 2) explain that essay is a piece of
structured writing usually written in formal academic writing. A board
definition of essay describes how important this kind of writing is,
especially in academic world. While Oshima and Hogue (1991: 76) define
Essay as a piece of writing several paragraphs long, not just one or two
paragraphs. Just like other kinds of academic writing, the form of essay
should consist more than two paragraphs. Starkey (2004: 12) defines essay
as a document that has a define structure such as introduction, body and
conclusion. Essay at least should have three paragraphs. Thus, the structure
of essay can be fulfilled. In addition, Schwerin (2007) explain that essay
should be a structured treatment of a particular topic, presented in a standard
form and in a readable, fluent and logical manner. An essay is usually a short
piece of writing which is quite often written from an author's personal point
of view. It is a tool that communicates the writer’s ideas and should reflect
the writer’s interest in the topic and sometimes consist of a number of
elements, including: literary criticism, political manifestos, learned
arguments, observations of daily life, recollections, and reflections of the
author.
To conclude the explanation from the expert, can be defined that
essay is a piece of writing that comes from author’s point of view and should
be a structured treatment of a particular topic, presented in a standard form
and in a readable, fluent and logical manner. Essays have become a major
part of a formal education. Secondary students are taught structured essay
formats to improve their writing skills, and admission essays are often used
by universities in selecting applicants and, in the humanities and social
sciences, as a way of assessing the performance of students during
assignment and final exams.
However, there is no universally accepted for the types of essay.
Furthermore, Starkey (2014) divided essay into four types, they are:
a. Descriptive Essay
The aim of descriptive essay is to provide a vivid picture of a
person, location, object, or event. It will offer details that will enable
the reader to imagine the item described.
b. Narrative Essay
The aim of a narrative essay is to describe a course of events
from a subjective vantage point and may be written in first person
present or first person past tense. The focus is often to more clearly
identify the point of view of the narrator.
c. Persuasive Essay
In a persuasive essay, the writer tries to persuade the reader to
accept an idea or agree with an opinion. The persuasive essay should be
written in a style that grabs and holds the reader’s attention, and the
writer’s opinion should be backed up by strong supporting details.
d. Argumentative Essay
Argumentative essays are most often used to address
controversial issues. Serious issue over which there is some evident
disagreement. An argument is a position combined with its supporting
reason.
For many reason, an essay has become very essential in the academic
area. It is a kind of writing style that use academic writing rules that are use
third person singular view, avoiding colloquial words and expression, most
of them have references to support its claim.
The researcher only takes descriptive essay as an instrument to
collecting the data. Beside to facilitate students in writing, it is also because
this kind of essay is the most basic essay and most of student has write this
kind of essay. Thus, it will make the student easier to make an essay and
focus on the use of linking words. In writing an essay there are many aspects
that should be noticed, one of them is ability to using linking words.
3. Linking Words
a. Definition of linking words
Biber (2002: 356) distinguish linking adverbials that perform a
connecting function, showing the relationship between two units of
discourse, which may be sentences, units larger than a sentence and also
units smaller than a sentence. It means that linking words are some
words that used to show relationships between ideas by connecting two
or more clauses (units smaller than a sentence), sentences or paragraph
(units larger than a sentence).
Meanwhile Swales and Feak (1994: 22) explain that linking
words and phrases can help a writer to maintain flow and establish
relationships between ideas. It means that by using linking words, the
writer can describe the ideas in the writing well to the reader. So, the
reader can clearly understand what the objection from the writing is.
Based on the definition that given by the expert, it can be
concluded that linking words are some words that used to maintain flow
and establish relationships between ideas by link or connecting two or
more clauses, sentences or paragraphs.
b. Purpose of linking words
Linking words perform an important function in writing. They
help the writer fluency in English, as they help to create longer
sentences. They relate sentences and paragraphs to eventually create a
cohesive and coherence text. They also signal to the reader the direction
the writer is taking by connecting the ideas within a paragraph and
providing a bridge between paragraphs. Some can be used to link
paragraphs and others can only be used to link ideas within the
paragraph.
c. Typical of linking words
Here there are several explanations from the expert about kinds
of linking words. Biber (2002: 389-391) classify linking words into six
major semantic categories, they are; Enumeration and Addition,
Summation, Apposition, Result/inference, contrast/concession, and
transition.
According to Blakey (1997) The main linking words and
phrases are grouped according to the three basic connectives and
(enumeration, addition, comparison, transition, summary, reference,
example, result, place, time), or (reformulation, replacement), but
(contrast, concession). Furthermore, Azar (2006: 385-402) classify
linking words into three major, they are; cause and effect, contrast, and
condition.
In addition, Beaumont and Granger (1989: 160-164) classify
linking words into four major, they are; time, contrast, reason & result,
and purpose. Moreover, Onwuegbuzie and Frels (2016: 337) identified
a typology of transition words and phrase into twelve dimensions of
linking words, they are; add information/provide similarity (e.g. further,
moreover), narration (e.g. initially, suddenly), provide emphasis (e.g.
specifically, particularly), contrast ideas (e.g. however, although),
summarize previous information (e.g. in summary, in other words),
provide a result (e.g. therefore, consequently), express purpose (e.g.
with this in mind, to this end), sequence previous ideas (e.g. first, the
former), provide a reason (e.g. because, in as much as),
space/location/place (e.g. alongside, wherever), time (e.g. presently,
meanwhile), and provide examples (e.g. for instance, as an example).
Meanwhile Swales and Feak (1994: 22) distinguish linking
words into three majors based on their word status, they are;
subordinators (e.g. although, even though, because), sentence
connectors (e.g. furthermore, in addition, moreover) and phrase linkers
(e.g. in addition to, despite, in spite of). Not too different with Swales
and Feak, Oshima and Hogue (2006: 27) use the terms transition
signals: transition phrases (e.g. in addition, on the other hand, in
contrast), conjunctive adverbs (furthermore, moreover, still, otherwise),
coordinating conjunctions (and, but, yet), subordinating conjunctions
(although, though, if), others (another (+ noun), an additional (+ noun),
in spite of (+ noun), despite (+ noun).
Based on the explanation that given by the expert, it can be
concluded that there are at least ten typical of linking words of linking
words, they are; enumeration, addition, summation (summary),
apposition (example), result/inference, time, place, contrast,
concession, and transition. Each of it has a different function even
though there are several words has more than one functions.
NO. Semantic
Categories Use Linking Words
1 Enumeration to enumerate (list) pieces of information
first(ly), second(ly), thirdly, finally, lastly, in the first/second place, first of all, for one thing … for another, to
begin with, next, then
2 Addition to signal the addition of items to a list
in addition, additionally, similarly, and, also, by the same token, further, furthermore, likewise, moreover
3 Summation
to indicate ‘that a unit of
discourse concludes or sums up points made in the preceding discourse
in sum, to sum up, to conclude, all in all, in conclusion, overall, to summarise
4 Apposition
to show that the following piece of text is equivalent to, or included in, the point made in the preceding discourse
in other words, for example/as an example, for instance, e.g., which is to say, that is to say, that is, i.e., namely, viz., specifically, or
5 Result/inference
to show ‘that the second
unit of discourse states the results or consequence of the preceding discourse
consequently, thus, hence, because, so, therefore
6 Time refers to other studies
after a while, afterwards, once, at last, presently, at that time, previously, at the same time, shortly, before, simultaneously, currently, since, earlier, soon, eventually, subsequently, formerly, thereafter, in the meantime,
until, in the past, until now, initially, whenever, later, while
7 Place refers to things in or outside the document
above, in front, adjacent, in the background, at the side, in the foreground, behind, there, below, to the left, elsewhere, to the right, here, wherever
8 Contrast
to mark some kind of contrast or conflict between information in different discourse units
in contrast, alternatively, on the other hand, on the other side, conversely, instead, on the contrary, at any rate, by comparison, however, in the same way, both . . . and . . ., correspondingly, equally, too, but
9 Concession
to signal ‘that the
subsequent discourse expresses something contrary to the expectations raised by the preceding clause
though, although, anyway, anyhow, besides, nevertheless, nonetheless, still, in any case, at any rate, in spite of that, after all, yet
10 Transition
to show ‘the insertion of
an item that does not follow directly from the previous discourse
by the way, incidentally, by the by, meanwhile, now
4. Concept of Errors
a. Errors and Mistakes
In order to analyze the errors, it is necessary to make distinction
between errors and mistakes. According to Ellis, errors reflect gaps in
a learners’ knowledge; they occur because the learner does not know
what is correct. While, mistakes reflect occasional lapses in
performance; they occur because, in particular instance, the learner is
unable to perform what he or she knows (Ellis, 1997; 17).
The definition above shows that mistake is a fault which is made
by the learner and he or she can make correction. Meanwhile, error is a
Table 1. Typical of Linking Words
fault which is made by the learner, and he or she is unable to make
correction. Brown (1980: 163) stated that ‘a mistake refers to a
performance error that is either a random guess or a slip in that it is a
failure to utilize a known system correctly. Meanwhile, error is a
noticeable deviation from the adult grammar of a native speaker,
reflecting the interlanguage competence of the learner’.
From the definitions above, can be concluded that error is a
systematic and noticeable deviation in learner language from the
grammar of a native speaker which results from lack of knowledge of
the correct rule. It reflects the interlanguage competence of a learner
and consistently made by a learner who is unable to make correction.
And mistake is a deviation in learner language which results from the
failure to perform learners’ competence and to utilize a known system
correctly but they are able to correct their fault.
b. Typical of Errors
According to Dulay (1982) errors are classified into four types
based on the Surface Strategy Taxonomy, they are:
1) Omission
Omission errors are characterized by the absence of an item
that must appear in a well-formed utterance. Learners make an
incomplete sentence by omitting any morphemes. According to
Dulay (1982: 150), omission has two types of morphemes that are
omitted more than others, they are content morphemes and
grammatical morphemes. Content morphemes are morphemes
that have meaning like nouns, verbs, adjective, and adverbs.
While grammatical morphemes are little words that have minor
play in sentences like noun and verb inflection, articles,
auxiliaries, and preposition. Grammatical morphemes also more
frequently omitted than content morphemes.
2) Addition
Addition is the opposite of omission. It is characterized by
the presence of an item which must not appear in a well-formed
utterance. There are three types of addition, they are:
a) Double marking, two items rather than one are marked for
the same feature.
b) Regularizations, a marker that is typically added to a
linguistic item is erroneously added to exceptional items of
given class that do not take a marker.
c) Simple addition, if an addition error is not a double marking
or regularization, it is called a simple addition.
3) Misinformation
Misinformation is characterized by the use of wrong form
of the morpheme or the structure.
4) Misordering
Misordering errors are characterized by the incorrect
placement of morpheme or a group of morphemes in the
utterance. Learners might ignore the correct structure of each
sentence used in the target language.
c. Sources of Error
Based on Brown (1980: 66) Errors arise from several possible
general sources, namely interlingual errors of interference from the
native language, intralingual errors within the target language, the
sociolinguistic context of communication, psycholinguistic and
cognitive strategies, and no doubt countless affective variables.
1) Interlanguage errors
According to Chaistain quoted by Sururi (1996: 12),
interlingual errors are caused by the interference of the mother
tongue which has something to do with a contrastive analysis
hypothesis that aims at describing the differences and similarities
between the two languages with a view to predicting possible
learning problems.
2) Intralanguage errors
The second sources of errors that will be discussed in this
final project is what is called intralaguage (intralingual) source of
errors. Here, Brown considers the significance of the intralingual
source of errors, namely those which occur within the target
language itself. According to Richard (1974: 6), these types of
errors are direct result of the learner’s attempt to create language
system he is hearing.
d. Error Analysis
In learning and using a foreign language, one of the most
inhibiting factors is the fear of making mistakes or errors. The making
of errors is a sign that students have not yet mastered the rules of the
language being learned. To cope with this problem, one of the strategies
widely used by linguist is error analysis. Brown (1980: 166) says that
error analysis is the study of students’ error which can be observed,
analyzed, and classified to reveal something of the system operating
within the learners. Brown’s point of view implies that error analysis is
useful for the teacher. Error analysis will show teachers some problems
confronting the students. It is an advantage that error analysis may be
tracked down to the importance of students’ errors.
According to Johansson (1975: 248), “An analysis of the
learner’s error gives the teacher evidence of the learner’s competence
in the foreign language.” The teachers will also gain information
concerning learner’s difficulties at different levels. Such information is
important for the planning of courses and the constructions of the
teaching materials.
In addition, it is necessary to discuss error analysis for teaching
English as a foreign language. English teachers should know error
analysis because it becomes a useful key to understanding the process
of foreign language acquisition. They should know how the target
language is learnt or acquired and what the best strategy the learners
employ in order to master the target language. By conducting a
systematic study of error, they may improve their teaching method and
attempt to find some answers or solutions to solve some problems faced
by their students.
From the definition above, can be concluded that error analysis
is a methodology for investigating learners’ competence in acquiring a
second language acquisition or a foreign language. It describes learners’
interlanguage and can be used to identify the possible mistakes or errors
that are made by students.
C. Conceptual Framework
In this research, the researcher would like to analyze the students’ error
in using linking words in writing an essay and the result of it will be presented
in Chapter IV.
Figure 1. Conceptual Framework
Writing
Linking Words
Students’ Errors
Essay
Academic Writing
Descriptive Essay
From the analyze, the researcher would show the students’ ability in using
linking words including the most domain linking words using and the most
domain errors makes by the students in their essay. The researcher would tell
the students to write an essay as an instrument for collecting the data. The
researcher would limit to only write descriptive essay. After that the researcher
would analyze the linking words that use by the students in their essay to find
the error.
CHAPTER III
RESEARCH METHOD
A. Research Design
In this research, the researcher did a descriptive quantitative research.
This study did not provide treatment, manipulation or alteration of independent
variables, but describes a condition as it was. Description of conditions using
numbers. This method was used to obtain data from a certain place naturally,
but the researcher conducts treatment in collecting data by giving a test. This
research is very important as an introduction to further research.
This research studying specifically case, so the result of this study
cannot be used to represent students from other university’s ability in using
linking words. It was only relevant to the fifth students of Muhammadiyah
University of Makassar in the academic year of 2018/2019 and their errors in
using linking words.
B. Population and Sample
The population of this research were the fifth semester of undergraduate
students from English major of Muhammadiyah University of Makassar in the
academic year of 2018/2019 which consists of 10 classes. Each of them
consists about 35-38 students. Thus, the total number of the population are 380
students. The researcher choose 43 students randomly as the sample. The
reason to choose them in addition to limit the sample so the researcher can cut
more time, it also because they have already learnt four course writing subjects
(writing 1, writing 2, writing 3, and essay writing).
C. Variables of the Research
The variables in this research were divided into two, they were linking
words and dominant error. Linking words became the first variable in this
research even though the dominant error was the main topic on this research
but to find out the error in this research should be through linking words used
as the instrument.
D. Research Instrument
Instrument was a tool that used by an observer when he applied certain
method to collect data. There are two kinds of instruments: test and non-test
instrument. In this case, test was the compatible instrument to use in data
collecting. Test was a sequence of questions or exercise and other instruments
which were used to measure skill, intelligence, aptitude/talent that was had by
students.
There were three kinds of test, they were: An aptitude test, serves to
indicate an individual’s facility for acquiring specific skills and learning. A
general proficiency test, serves to indicates what an individual is capable of
doing now (as the result of his cumulative learning experiences), thought it may
also serve as a basis for predicting future attainment. An achievement test,
serves to indicate the extent to which an individual has mastered the specific
skills or body of information acquired in a formal learning situation.
In this case, to get the required data, the researcher used a general
proficiency test. The instrument of this research was the free writing essay test
made by the students which applied as the data to analyze and describe the
ability of the students in using linking words.
E. Data Collection Procedure
In conducting this research, the researcher used some procedure as
follows:
1. Introduction between the researcher and the students. The researcher came
to the field, explain about essay and linking words were to refresh the
students’ knowledge about it.
2. Then the researcher told the students to write an essay accordance with the
rules that explained in the instrument. To collect the data, the researcher
applied a general proficiency test to find out the most dominant kinds of
linking words and the most dominant errors that used and made by students
in writing essay.
3. After that the researcher collected their works then analyzed and described
the most dominant kinds of linking words and the most dominant errors
that used and made by the students. In this way, the researcher tried to get
the data as objective as possible.
F. Data Analysis
After writing essay test was conducted, the data were analyzing. There
were four steps in analyzing the data:
1. Coding
Coding means to change the information into symbols either in
letter or in number. It was necessary to organize the data and to make them
easier to be analyze. Here, the researcher transcribed students’ essay and
compare them with common linking words (modified from Biber, 2002;
Blakey, 1997; Azar, 2006; Beaumont and Granger, 1989; Onwuegbuzie
and Frels, 2016; Swales and Feak, 1994; Oshima and Hogue, 2006).
2. Organizing
After the data were coded, they must be organizing. The data,
which were not organize properly, would be difficult to be read and
understand. The researcher identified students’ errors in using linking
words and the most dominant kinds of linking words that used by the
students, then grouped them into separate divisions.
3. Counting
After the students’ data had been grouped into separate division,
the researcher employed the percentage the data to find out the most
dominant kinds of linking words and the most dominant errors that used
and made by the students. The researcher employed the percentage
descriptive analysis to count all errors by using a simple formula as
follows:
𝑃𝐼 =𝐹𝐼
𝑁× 100%
Where PI : the proportion of frequency of occurrence of errors
FI : the absolute frequency of types of errors
N : the total number of possible errors
𝑃𝐼 =𝐹𝐼
𝑁× 100%
Where PI : the proportion of frequency of occurrence of LWs used
FI : the absolute frequency of types of errors LWs used
N : the total number of possible LWs used
4. Tabulation
It was an activity of summarizing all data which put into a table. It
could be done only when the coding, the organizing, and the counting of
the data were finished. Sometimes the counting of the data could be done
at the same time with tabulation. The data that have been analyzed would
gave us an abstract description about the matter we wish to know. The
result of the data analysis would answer the problems of the study as stated
in Chapter I.
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
The findings are presented the errors in the use of linking word and
the most dominant kinds of linking words of the fifth semester students of
Muhammadiyah University of Makassar in their descriptive essay. There
were total 43 sample of essays that the researcher got from the students. The
researcher identified all the errors that found in students’ essay by using the
Surface Strategy Taxonomy. While to identify the kinds of linking words,
researcher compared with common linking words modified by the experts.
In analyzing the errors in the using linking words and the most dominant
kinds of linking words in the students’ essay, the researcher applied the
procedure.
1. Dominant Type of Errors
In this case, there were four types of error which are omission,
addition, misinformation and misordering. Then addition divided into
three types which are double marking, regularizations and simple
addition but only the last type that appear in students’ essay. The
frequency and percentage of each types of error were as follows:
NO. Types of Errors Number of
Errors Percentage
%
1 Omission (O) 4 12.50%
2 Addition (A) 11 34.38%
3 Misinformation (Mi) 13 40.63%
4 Misordering (Mo) 4 12.50%
Total 32 100%
As seen in text above, there are 32 errors in the use of linking
words in 43 essays that could be found by the researcher from the fifth
semester students of English major of Muhammadiyah University of
Makassar. However, the researcher also found many errors in essay.
From the result of counting, misinformation errors became the most
dominant type of errors with 13 times (40.63%). The second dominant
error was addition errors with 11 times (34.38%). Then the last was
omission and misordering errors with 4 times (12.50%) each.
O13%
A34%Mi
41%
Mo12%
PERCENTAGE (%)
Table 2. The Frequency and Percentage of Errors
Figure 2. The Distribution of Errors Percentage
a. Omission
The researcher found 4 errors in the students’ essay or 12.50% in
this type of errors.
b. Addition
The researcher found 11 errors in the students’ essay or 34.38%
in this type of errors. It became second frequent type of error in
this research.
c. Misinformation
The researcher found 13 errors in the students’ essay or 40.63%
in this type of errors. It also became the most frequent type of
error in this research and make it the most dominant error of using
linking words made by student.
4
11
13
4
0
2
4
6
8
10
12
14
Omission (O) Addition (A) Misinformation (Mi) Misordering (Mo)
Types of Errors
Figure 3. The Distribution of Errors
d. Misordering
The researcher found 4 errors in the students’ essay or 12.50% in
this type of errors. It became third or the last frequent type of error
in this research along with omission error.
2. Dominant Kind of Linking Words
In the other side, there were ten kinds of linking words that
the researcher decided from the several expert opinions (Biber, 2002;
Blakey, 1997; Azar, 2006; Beaumont and Granger, 1989; Onwuegbuzie
and Frels, 2016; Swales and Feak, 1994; Oshima and Hogue, 2006),
which are enumeration, addition, summation (summary), apposition
(example), result/inference, time, place, contrast, concession, and
transition. The frequency and percentage of each types of linking words
were as follows:
NO. Types of Linking
Words Number of
Uses Percentage %
1 Enumeration
First 2 0.47%
Second 1 0.23%
Next 3 0.70%
Then 4 0.94%
Last 1 0.23%
Finally 2 0.47%
Total 13 3.05%
2 Addition
In addition 2 0.47%
Similarly 1 0.23%
and 221 51.88%
also 36 8.45%
Furthermore 5 1.17%
Moreover 5 1.17%
Total 270 63.38%
3 Summation
Total 0 0%
4 Apposition
For Example 1 0.23%
Namely 1 0.23%
Or 22 5.16%
Total 24 5.63%
5 Result
Because 17 3.99%
So 5 1.17%
Therefore 1 0.23%
Total 23 5.40%
6 Time
Until now 2 0.47%
While 4 0.99%
Before 2 0.47%
Since 2 0.47%
Until 2 0.47%
Total 12 2.82%
7 Place
Above 2 0.47%
In front 2 0.47%
Wherever 1 0.23%
Total 5 1.17%
8 Contrast
On the other side 1 0.23%
However 3 0.70%
Both…and… 11 2.58%
But 36 8.45%
Total 51 11.97%
9 Concession
Although 3 0.70%
Besides 2 0.47%
Still 12 2.82%
Total 17 3.99%
10 Transition
Meanwhile 1 0.23%
Now 10 2.35%
Total 11 2.58%
TOTAL 426
As seen in table above, there were 426 linking words that
appear in 43 essays that could be found by the researcher from the fifth
semester students of English major of Muhammadiyah University of
Enumeration
Addition
summation
Apposition
Result
Time
Place
Contrast
Concession
Transition
Figure 4. The Distribution of Linking Words Percentage
Table 3. The Frequency and Percentage of Linking Words Uses
Makassar. However, from the result addition became the most
dominant type of linking words with 270 times (63.38%). The second
dominant type was contrast with 51 times (11.97%). Then the third
dominant type was apposition with 24 times (5.63%). The forth
dominant type was result with 23 times (5.40%). The fifth dominant
type was concession with 17 times (3.99%). The sixth dominant type
was enumeration with 13 times (3.05%). The seventh dominant type
was time with 12 times (2.82%). Then the next type was transition with
11 times (2.58%). Then the next before the last dominant type was place
with 5 times (1.17%). And the last was summation with there was not
appear at all in students’ essay (0%).
a. Enumeration
The researcher found 13 times this type of linking words that
appear in the students’ essay or 3.05%.
13
270
0
24
23
12
5
51
17
11
0 50 100 150 200 250 300
Enumeration
Addition
summation
Apposition
Result
Time
Place
Contrast
Concession
Transition
Types of Linking Words
Figure 5. The Distribution of Linking Words Uses
b. Addition
The researcher found 270 times this type of linking words that
appear in the students’ essay or 63.38%. It also became the most
frequent type of linking words in this research and make it the most
dominant kind of linking words made by student.
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
First Second Next Then Last Finally
Enumeration
0 50 100 150 200 250
In addition
Similarly
and
also
Furthermore
Moreover
Addition
Figure 6. The Distribution of Enumeration
Figure 7. The Distribution of Addition
c. Summation (Summary)
The researcher did not find this type of linking words appear in the
students’ essay or 0%. It became last frequent type of linking words
in this research.
d. Apposition (Example)
The researcher found 24 times this type of linking words that
appear in the students’ essay or 5.63%. It became third frequent
type of linking words in this research.
e. Result/inference
The researcher found 23 times this type of linking words that
appear in the students’ essay or 5.40%.
0
5
10
15
20
25
For Example Namely Or
Apposition
Figure 8. The Distribution of Apposition
f. Time
The researcher found 12 times this type of linking words that
appear in the students’ essay or 2.82%.
0
2
4
6
8
10
12
14
16
18
Because So Therefore
Result
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
Until now While Before Since Until
Time
Figure 9. The Distribution of Result
Figure 10. The Distribution of Time
g. Place
The researcher found 5 times this type of linking words that appear
in the students’ essay or 1.17%.
h. Contrast
The researcher found 51 times this type of linking words that
appear in the students’ essay or 11.97%. It became second frequent
type of linking words in this research.
0
0,5
1
1,5
2
2,5
Above In front Wherever
Place
0 5 10 15 20 25 30 35 40
On the other side
However
Both…and…
But
Contrast
Figure 11. The Distribution of Place
Figure 12. The Distribution of Contrast
i. Concession
The researcher found 17 times this type of linking words that
appear in the students’ essay or 3.99%.
j. Transition
The researcher found 11 times this type of linking words that
appear in the students’ essay or 2.58%.
0
2
4
6
8
10
12
14
Although Besides Still
Concession
0 2 4 6 8 10 12
Meanwhile
Now
Transition
Figure 13. The Distribution of Concession
Figure 14. The Distribution of Transition
B. Discussion
Discussions are presented as the way to discover the ideas related
to the findings, previous study and correlated theories. The finding shown
that the fifth semester students of English major of Muhammadiyah
University of Makassar used linking words in their essay. This indicate what
has been observed in previous studies that “ideas are overtly linked
throughout the essay. Use cohesive device (such a logical connectors) is
always accurate. Compound and complex sentences are used accurately to
create clear connections across sentences and paragraphs” (Gennaro, 2016:
13).
From the findings, it was known there were 426 times linking
words that appear in the students’ essay. Addition became the most
dominant type of linking words that used by the students with 270 times.
“And” became the most frequent linking words that appear in addition types.
This is another indication of what has been observed in previous study that
“the appropriate use of particular linking words depends on the organization
of the essay” (Apse and Farneste, 2018).
From the findings, it was also known that there were nine types
of linking words that appear in students’ essay from ten types. The only type
of linking words that did not appear was summation (summary). This is
another indication of what has been observed in previous study that
”considering the linking words and phrases these authors recommend to be
used in each type of essays and organizational patterns, it can be observed
that the same groups of linking adverbials are common for several essay
types and organizational patterns, for example, to illustrate, to persuade and
to argue, enumeration linking adverbials are used, and all essays are
recommended to be finished with the summation linking words and phrases”
(Apse and Farneste, 2018). It is allowing us to assume why the summation
(summary) types did not appear in students’ essay. Students’ essay was a
descriptive essay and as we know descriptive essay did not use to persuade
(persuasive essay) or to argue (argumentative essay), it is just to describe a
thing.
Even the total numbers of linking words uses were 426 times, the
kind of words that appear only 35 types of word from total 120 types of
word that found by the researcher. Which means that the students only use
several linking words that they have known and compatible with the kind of
essay. This indicate what has been observed in previous studies that “at a
proficient user’s level, linking words and phrases are not among very
frequently used discourse markers to keep the written text coherent and
unified” (Apse and Farneste, 2018).
On the other side, the finding also shown that the fifth semester
students of English major of Muhammadiyah University of Makassar made
errors in their essay. Learners’ errors need to be analysed because they
provide significant information to the researcher about the language
acquisition process, to the teacher – ‘how far towards the goal the learner
has progressed’, and the learner can also learn from them (Corder, 1967:
161). The explanation from Corder are related to the significance of this
research.
From the findings, it was known there were 32 errors that made
by the students in their essay. Misinformation error became the most
dominant types of error with 13 errors. All of the observed errors may be
classified as intralingual errors base on the source of the error, which
coincides with conclusion that more advanced learners mainly demonstrate
intralingual errors (Apse and Farneste, 2018). It also related to Heydari and
Bagheri (2012: 1588) as learners’ progress in acquiring the norms of the
target language, more and more intralingual errors are manifested.
The findings shown that only 32 errors that found in the students’
essay from total 457 linking words that appear (426 was correct uses). That
was a small number of errors which related to Ngadda and Nwoke (2014:
13) their research indicates that errors in the use of connectives appear to be
the least frequent ones. Which mean that beside this research only focus on
the errors in the using of linking words, it also because error in use of
connectives, like linking words, is one of infrequent one.
As seen also in the findings, there are four types of error that occur
in the students’ essay and the sources of those errors was intralanguage
errors, which means that the sources of errors came from target language
itself, in this case English. It was because all types of error that occur in the
students’ essay were in the English essay form and English was the target
language from the students where Indonesian was the source language of
them. It supported the statement form Apse and Farneste (2018) that the
main type of errors found in the essay is intralingual errors. The
intralanguage errors are caused by overgeneralization, ignorance of rule
restriction, incomplete application of rules, and false concept hypothesized.
Because the research was only focused on error in using linking words, so
there are only three possible cause that became the cause of the errors
besides false concept hypothesized.
From all discussion above, it can be summarized that the fifth
semester students of English major of Muhammadiyah University of
Makassar who learn English as foreign language tend to use linking words
in their essay specially addition, contrast and apposition type which consist
the basic linking words (and, or, but). However, the most dominant still
addition types. It allows us to assume that the result of this research correlate
with the research observations mentioned in Apse and Farneste (2018) the
main findings of the research indicate that proficient users of a language
tend to use linking words and phrase appropriately.
The students also tend to make some errors, especially
misinformation errors that become the most frequent error that found by the
researcher. It allows us to assume that the result of this research correlate
with the research observations mentioned in Apse and Farneste (2018) the
students demonstrate good knowledge and skills of the use of appropriate
linking words and phrases in illustration essays as there are rather few errors
observed. And also related to another Apse and Farneste (2018) knowledge
and skills of how to use LWPs properly do not result in the overall
correctness of a written text and the students’ ability to express themselves
comprehensively and without errors.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducting the research, doing the analysis and presenting the
result, the researcher could draw some conclusions. The conclusions of this
study presented as follows:
1. Based on the finding of the analysis, it can be seen that the students’ used
total 457 linking words, 426 correct uses and 32 errors. The findings shown
total 426 linking words that found by the researcher which consist of 13
enumerations (3.05%), 270 additions (63.38%), 0 summations (0%), 24
appositions (5.63%), 23 results (5.40%), 12 times (2.82%), 5 place
(1,17%), 51 contrasts (11.97%), 17 concessions (3.99%) and 11 transitions
(2.58%). Addition became the most dominant kind of linking words that
found by the researcher with the word “and” became the most frequent
linking words. While summation is the most infrequent kind of linking
words of all.
2. Based on the errors that occur in the students’ essay, source of those error
was intralanguge errors. The findings shown total 32 errors appear in the
students’ essay which is consist of 4 omission errors (12.50%), 11 addition
errors (34.38%), 13 misinformation errors (40.63%) and 4 misordering
errors (12.50%). Misinformation errors was the most dominant kind of
errors that found by the researcher, while omission and misordering were
the most infrequent kind of error of all.
B. Suggestion
The researcher would like to propose some suggestions. It is expected
that the result of this research will hopefully give a new idea for a better
teaching and learning process especially in teaching writing in the English
major of Muhammadiyah University of Makassar.
1. For lecturers
The researcher suggested the lecturers of English major to pay more
attention of their students’ ability in using linking words especially the
errors in using it. The lecturers can use interesting technique in teaching
process to increase students’ ability and decrease students’ errors. This
research can be used as a reference to developing a new teaching method
which can be applied in a lesson plan.
2. For students
As the students, make errors in the writing essay is normal, include error
in the use of linking words, they have to learn more about the function of
the linking words and how to use them. This research can be used as
learning materials for self-teaching.
3. For the next researchers
The researcher expected that the result of this study can give an
informative input to the next researchers who probably conduct similar
research variable.
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INSTRUMENTS FOR COLLECTING DATA
Error Analysis on the Use of Linking Words in Writing Essay
(A Descriptive Quantitative Research of the Fifth Semester Students of
Muhammadiyah University of Makassar in the Academic Year 2018/2019)
INSTRUCTION:
1. Write a descriptive essay that consist of at least 3 paragraphs.
2. Each paragraph consists of at least 4 sentences.
3. Pay more attention on the linking words uses.
4. You may look up to your dictionaries in case there are some vocabularies which
you are not familiar with.
CURRICULUM VITAE
The writer, Raeysha Alqadry Dhanufebry was born on
February 1st, 1996 in Enrekang, South Sulawesi. He is the first
son from two siblings from the marriage of Saifullah and
Sajarah. He began his study at SDN 1 Enrekang in 2002 and
graduated in 2008. Then he continued his education at MTs Rahmatul Asri
Enrekang in 2008 and graduated in 2011. Afterwards, he continued his study at
SMAN 1 Enrekang in 2011 and graduated in 2014. In year 2014, he was registered
as a student of English Education Department of Teacher Training and Education
Faculty of Muhammadiyah Makassar University. At the end of his study, he could
finish his thesis by the title Error Analysis in the Use of Linking Words in Writing
Essay of the Fifth Semester Students of Muhammadiyah University of Makassar.
Email: [email protected]