CHAPTER II REVIEW OF LITERATURE
2.1 Previous Studies
Error analysis has been analyzed in some previous theses which help the writer in completing the thesis. Some of the previous studies are:
– Batubara 2010 in her thesis entitled An Error Analysis of Auxiliary Verbs Made by the 20062007 Ninth Grade Students of Madrasah Tsanawiyah Al-Ulum
Medan. Finds the most error made by students is the using of do 36.26, the using of be 32.90, and an error in using have 30.84.
– Napitupulu 2010 in her thesis entitled An Error of Using Adverbs by the Eleventh Year Students of SMA Negeri 7 Medan. Based on her research, there are
some errors which made by students omission 21.12, misinformation 25.35, misordering 23.94, and overgeneralization 29.57.
– Pujiasi 2010 in her thesis entitled The Errors of Unity and Coherence in Writing English Paragraph Made by The Sixth Semester Students of D-3 English
Study Program of USU: A Case Study. From the analysis, the errors are appeared especially in using the unity elements. There are 24.03 37 errors and 75.97
117 errors. – Achirani 2011 in her thesis entitled An Error Analysis of Using Present Tense
Made by Students of Second Year Junior High School of Madrasah Tsanawiyah Al-Washliyah 16 Perbaungan. Finds the most error made by students is present
perfect continuous 93.27, simple present 75.74, Present Perfect 69.28, and present continuous 61.71.
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– Rukiah 2011 in her thesis entitled An Error Analysis in Using Passive Voice Made by Eleventh Year Students of MAN 1 Payabungan. Her Findings are she
counts the percentage of correct and incorrect answers of passive voice by students of 32 questions. Finds the most error made by students in simple future
tense 27.75, simple past tense 26.59, and the last is simple present tense 20.23.
– Djayanti 2012 in her thesis entitled An Error Analysis of the Use of Simple Sentence Made by the Ninth Grade Students of SMP Negeri 2 Pancur Batu. Finds
the most error made by students is formation errors, involves: preposition, conjunction, noun, adverb, adjective, gerund, modals, be, article, pronoun, and
determiner 48.52, arranging errors, involves: misordering of verb phrase and misordering of noun phrase 19.95, deduction errors, involves: -ing, article,
verb, preposition, reflexive pronoun, pronoun, determiner, 3
rd
person singular verb, possessive maker, and be 25.15, adding errors, involves: determiner,
plural maker ses, -ing, modal, be, possessive maker, verb, preposition, pronoun, adjective, article, noun, and 3
rd
person singular verb maker 11.39. The conclusion is the ability in using simple sentences of students in SMP negeri
2 Pancur Batu especially class IX-1 is not good. – Sembiring 2012 in her thesis entitled An Error Analysis of Using Pat Tenses in
Narrative Text Made by the Twelve Graders of SMA Negeri 1 Tanjung Morawa. The finding of analysis shows that the total of students’ correct answers in the
test are 807 numbers or 68.97 and incorrect are 363 numbers or 31.03. There are 4 types of errors that for omission are 97 or 26.72. So, the dominant type of
error is misinformation. And there are 4 causes of errors that for over- generalization there were 12 or 3.31 for ignore of rule restriction there were
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137 or 37.74 for incomplete application of rules there were 93 or 25.62 and for cause of error false concepts hypothesized there were 121 or 33.33. So, the
dominant causes of errors were ignorance of rule restriction. – Wahyuni 2014 in her thesis entitled Teaching Writing Design Based on the
Students’ Difficulties in Writing Narrative Texts. Concludes that from 35 second grade students of Junior High School, there were 9 students didn’t face difficulty
in writing narrative text and 26 students faced difficulties as below: a
In using past tense occurred 152 cases or 80.85 from all cases. b
In using conjunction occurred 26 cases or 13.83 from all cases. c
In using adjective occurred 10 cases or 5.32 from all cases. – Ubol 1981 in his paper entitled An Error Analysis of English Compositions by
Thai Students. He found that there are 3 kinds of errors which are made by the Thai students. They were: grammatical or structural errors 694 occurrences or
34.73 , lexical errors 710 occurrences or 35.53, and error of style 594 occurrences or 29.73. So, the dominant kinds of errors is lexical errors 710
occurrences or 35.53.
2.2 Direct Speech
