An Error Analysis in Using Verb-ing Forms (A Case Study at the Eleventh Year Students of SMA Darul Muttaqin)
AN ERROR ANALYSIS IN USING VERB-ING FORMS
(A Case Study at the Eleventh Year Students of SMA Darul Muttaqin)by:
Dita Fatwa
107014000720
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHERS‟ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
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ABSTRACT
FATWA, DITA. 2014. An Error Analysis in Using Verb-ing Forms, (A Case Study at the Eleventh Year Students of SMA Darul Muttaqin), Skripsi, English Department, The Faculty of Tarbiyah and Teachers‘ Training, Syarif Hidayatullah State Islamic University Jakarta.
Key words: An Error Analysis,Verb-ing Forms
The objective of this study is to analyze the students‘ gramatical error in using verb-ing forms at the eleventh year students of SMA Darul Muttaqin academic year 2013/2014.The subject of this study is consisted of 28 students. The limitation of the problem is to classify the students‘ error based on Dullay‘s surface structure taxonomy.
The writer used descriptive analysis which concern with a qualitative analysis by using formula: P = F/N. This research is using case study method by collecting data from a test.The data is taken from the student‘s test. In collecting the data, the test about verb-ing form was given to the students.
The result showed the highest error which most most students made is omission. Its frequency is 63 errors or 49.60 %. Then the second commonerror is misformation with 55 errors or 43.30 %. The third common error is addition with 9 errors or 7.08%. The causes of these errors are intralingual error and interlingual transfer error.
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ABSTRAK
FATWA, DITA. 2014. An Error Analysis in Using Verb-ing Forms, (A Case Study at the Eleventh Year Students of SMA Darul Muttaqin), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata kunci: Sebuah Analisis Kesalahan, Bentuk Verb-ing
Penelitian ini bertujuan untuk menganalisa kesalahan gramatikal siswa dalam penggunaan bentuk verb-ing di kelas sebelas SMA Darul Muttaqin tahun ajaran 2013/2014. Subjek dari penelitian ini berjumlah 28 siswa. Pembatasan dalam mengklasifikasikan kesalahan siswa berdasarkan teori Heidy Dullay untuk mengetahui tipe kesalahan dalam frekuensi tertinggi.
Dalam penelitian ini, penulis menggunakan jenis penelitian analisa deskripsi yang berkenaan dengan metode kualitatif dengan menggunakan rumus: P = F/N. Penelitian ini menggunakan metode studi kasus dengan mengumpulkan data dari tes. Data diambil dari tes siswa tentang bentuk verb-ing.
Hasilnya menunjukkan bahwa kesalahan yang paling tinggi adalah kesalahan dalam menghilangkan bentuk –ing dengan 63 kesalahan atau 49.60%. Kemudian kesalahan tertinggi kedua adalah kesalahan pemilihan kata dengan 55 kesalahan atau 43.30%. Kesalahan ketiga adalah kesalahan penambahan dengan 9 kesalahan atau 7.08%.Penyebab dari error tersebut adalah intralingual error dan interlingual error transfer.
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ACKNOWLEDGEMENT
Praise and gratitude be to Allah, Lord of the worlds Who has given the Mercy and Blessing to the writer, so that this ―Skripsi‖ can be finished completely. Peace and Salutation be upon our prophet Muhammad, his families, companions, and his followers.
On this occasion, the writer would like to thank her parents for their patience, love, and trust, and also sorry for the long process.
The writer also would like to express her gratitude to Mr. Drs. Syauki, M.Pd. as the writer‘s advisor who had kindly spent his time to give his valuable advice, guidance, corrections, and suggestions in composing this ―Skripsi.‖
Furthermore, her greatest gratitude also goes to:
1. All lecturers of English Education Department, for teaching the precious knowledge, sharing the values of life and giving the unforgettable study. 2. Mr. Zaharil Anasy, M.Hum., as the Secretary of English Education
Department. Also, her thank is given to the staffs of English Education Department, especially for Ms. Aida Ainul Wardah, S.Pd. who always gives excellent service and contribution to the writer.
3. Prof. Dra. Nurlena Rifa‘i, M.A., Ph.D., the Dean of Faculty of Tarbiyah and Teachers Training.
4. The Principal and the English Teacher of Senior High School (SMA) Darul Muttaqin, Asep Romli, S.Ag. for permitting and helping the writer to conduct the research.
5. Her beloved sisters and brother, for the support, and motivation. 6. And the last, for her closest friends, Nian, Dewi, Ida, Tyaz, Kiki, etc.
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Finally, the writer realizes that this ―Skripsi‖ is still far from being perfect. Constructive criticism and suggestion would be welcomed to make it better. I hope that this Skripsi could be useful to other people, especially to people in education area.
Jakarta, August 18th, 2014
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TABLE OF CONTENTS
ABSTRACT... i
ABSTRAK... ii
ACKNOWLEDGEMENT... iii
TABLE OF CONTENTS... v
LIST OF TABLES... vii
LIST OF FIGURES………....viii
LIST OF APPENDICES……..……….. ix
CHAPTER I : INTRODUCTION... 1
A. Background of the Study... 1
B. Identification of the Problem………... 3
C. Limitation of the Problem………. 3
D. Objective of the Study...4
E. Significance of the Study... 4
CHAPTER II : THEORETICAL FRAMEWORK... 5
A. Error... 5
1. Definition of Error... 5
2. Identification of Error………...6
3. Causes of Error...8
4. Categories of Error... 11
B. Error Analysis...19
1. Definition of Error Analysis...19
2. Goal of Error Analysis...19
3. Procedures of Error Analysis...20
C. Verb-ing Form... 21
1. Definition ………..…………... 21
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3. Used Like Noun………... 22
CHAPTER III : RESEARCH METHODOLOGY... 38
A. The Objective of the Research... 38
B. The Place and Time of the Research... 38
C. The Population and Sample of the Research………... 38
D. The Method of the Study………38
E. The Instrument of the Study………39
F. The Technique of Data Analysis………..39
CHAPTER IV : RESEARCH FINDINGS………... 40
A. The Description of Data... 40
B. The Analysis of the Data………. 42
C. The Interpretation of the Data………. 44
CHAPTER V : CONCLUSION AND SUGGESTIONS... 45
A. Conclusion ………... 45
B. Suggestions……….………. 45
BIBLIOGRAPHY APPENDICES
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LIST OF TABLES
Table 2.1 A Sample Linguistic Category Taxonomy…... 13
Table 2.2 Errors of Double Marking in L2 Production... 17
Table 2.3 Verb-ing form or infinitive………...……… 29
Table 4.1 Result of Students‘ Answer………... 44
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LIST OF FIGURES
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LIST OF APPENDICES
1. Surat Pengajuan Judul Skripsi ………. 46
2. Surat Permohonan Bimbingan Skripsi ……… 47
3. Surat Permohonan Izin Penelitian ………... 48
4. Surat Keterangan Penelitian ……….49
5. Soal tes verb-ing forms ………...…………...50
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CHAPTER 1
INTRODUCTION
A.
Background of the Study
Language is a human system of communication. It uses arbitrary signals, such as voice sounds, gestures, or written symbols. Not only a language consists of symbols that convey meaning, but also rules for combining those symbols, that can be used to generate an infinite variety of messages. According to Walt
Withman, ―language is not an abstract construction of the learned, or of dictionary
makers, but something arising out of the work, needs, ties, joys, affections, tastes, of long generations of humanity, and has its bases broad and low, close to the ground‖.1
English has been grown rapidly for the past century. English has become the second language for the most people in the world, and become foreign language being taught in school for most countries in the world, including Indonesia.
Moreover, English has begun to be taught in Indonesia as foreign language since Dutch colonial period. But, English formally taught in Indonesia as a subject in curriculum is in 1967‘s curriculum. Since then, teaching English has been changed many times along with the change in politic, the growth of technology and economic, and many other factors.2
One of the important aspects of language is grammar. Like in other languages, in English, grammar is the key of good writing. Using proper grammar can avoid misunderstanding while communicating and expressing an idea. Grammar needs to be taught effectively in school because it is the foundation to support the language. Although grammar alone is not a means to master a
1
Wayne Weiten, Psychology: Themes And Variations, 7th ed. (Thomson Wadsworth, 2007).
2
http://manusiasuper.wordpress.com/2011/06/09/sejarahinggrisindonesia/, retrieved on January, 1st 2013
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language, it is still an integral tenet of language in order to bridge the gap between mere ideas and the actual delivery of the message.3 By having enough knowledge of grammar, students will be able to solve their problems in expressing their ideas into writing and communication activities.
One of many aspects in English grammar that is taught in vocational school and senior high school in Indonesia is verb-ing form. When the writer has been conducting Praktek Profesi Keguruan Terpadu (PPKT) in vocational school, she found that the second year students of vocational school still have problems or make errors in using verb-ing forms. They often made a mistake when they differentiated verb-ing forms as a gerund, and a participle. It usually happened
because they did not know how to identify ‗a noun‘, ‗an adjective‘, or even ‗a
verb‘ in a sentence in which a gerund and a participle can be differentiate with it. They also made mistakes using both in sentences. In bahasa Indonesia, they did not tend to pay attention in identifying a noun, a verb, an adjective, etc in a sentence because they use bahasa Indonesia unconsciously. Here is the example:
Play badminton is very entertain.
This sentence is wrong. The correct one is „playing badminton is very entertaining‟. Most students, when they were asked to which one is gerund and which one is participle between „playing and entertaining‟ did not know which one.
Based on the example, the writer wants to know the causes of their errors.
According to Micheal Swan, ―when –ing forms are used as verbs, adjectives, or
adverbs, they often called ‗present participles‘. When they are used more like nouns, they are often called ‗gerunds‘. In fact, the distinction is not really as
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http://www.bookfresh.com/resources/article/grammar-for-english-language-teachers/, retrieved on January, 1st 2013
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simple as this, and some grammarians prefer to avoid the terms ‗participle‘ and
‗gerund‘‖.4
Based on the statement above, the writer would like to take “An Error
Analysis in Using the Verb-ing Forms”, (A Case Study at the Eleventh Year Students of SMA Darul Muttaqin)as her ‗skripsi‘‘s title.
B.
Identification of the Problem
There are many factors that causing an error in using verb-ing forms. Some of them come from the students themselves, such as lack of knowledge of verb-ing forms, the encouragement in study, and many other factors. While some other factors come from the teacher who taught it, such as the ability to explain the material well, the method and the learning material used in teaching verb-ing forms, etc.
C.
Limitation of the Problem
From so many factors causing the errors in using verb-ing forms, in this research, the writer focuses on analyzing the errors made by the first year students of senior high school in making sentences using the verb-ing forms and causes of the errors. To make a description more focus, the writer limits the problems into: the kinds of errors made by the students in making sentences using verb-ing forms
based on Dullay‘s theory, and the causes of their errors based on Richards‘s
classification.
Based on the description above, the writer formulates the problem of research as follow:
1. What is the common error made by the students of senior high school in using verb-ing forms?
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Michael Swan, Practical English Usage, Second Edition. (oxford: Oxford University Press, 1995), p. 277
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2. What are the causes of error made by the second year students of senior high school in using verb-ing forms?
D.
Objective of the Study
The objective of this study is to analyze the common error made by the students in using the verb-ing forms in order to know its causes. From those analyses, the errors can be decreased by finding the appropriate teaching methods.
E.
Significance of the Study
The findings of this study can provide the useful information for the teachers, the students, and also the further researchers. For the teachers, the findings of this study can be used as resources in finding the best method in teaching by knowing the most error made by the students in using the verb-ing forms. As for the students, this can improve their understanding of verb-ing forms.
For the future researchers who are interested in analyzing the errors in using verb-ing forms at senior high school level can get basic information from this study to do the further research better.
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CHAPTER 2
THEORITICAL FRAMEWORK
This chapter discusses about theoretical frameworks of errors, error analysis, and verb-ing forms.
A.
Error
1. Definition of Error
The difference between spoken and written discourse may cause the difficulty in learning how to write well. Rules of spoken discourse are got through conversation whereas the rules of written discourse are got through instruction and practice.Thus, it is no wonder errors can be done by the students.
Susan and Larry defines that error is systematic. It can occur repeatedly without learner‘s recognition because the learner does not have particular erroneous form in his/her system. According to that fact, this kind of error is only
from teacher‘s view, not from the learner.5
Errors are also all incorrect forms made by the learner that caused by lack of knowledge about the target language (English) or by incorrect assumption about it. It means errors can happen due to limited knowledge of the target language of the students or the false assumptions of the target language systems.
In addition, H. Douglas Brown gives the definition of error as a sign of how competence the native speaker in the written discourse. Thus, a learner‘s competence in target language can be recognized through the errors he/she made.6 So, the more the learner makes errors, the less competence of target language she/he has. An error is a systematic distortion in which a learner has not learnt its part and consistently ‗gets it wrong‘.
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Susan M. Grass and Larry Selinker, Second Language Acquisition: An Introductory Course. (New Jersey: Lawrence Erlbaum Associates, Inc., 2001), p. 78.
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H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Addison Wesley Longman, Inc., 2000), p. 217
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From those definitions of the experts, the writer concludes that an error is a false form made by the learner of target language consistently due to lack of knowledge of the target language or incorrect assumption of target language. An error is an indication of how well the learner understands the target language.
2. Identification of Error
Error happens when the learner has not learnt the correct forms or has wrong assumption about target language system being learnt and consistently ‗gets it wrong‘. It will continue until she/he notices that she/he is wrong. And when the learner has known the right forms and sometimes still gets it wrong, then, we called it ‗mistake‘.
Ifthe teacher is not sure whether one of learners has made an error or a mistake, the crucial test must be: can he correct himself when challenged? If he can, probably it is a mistake; if not, it is an error.
According to Ellis,the difficulty of errors center in some issues, they are:
a. Whether grammaticality (i.e. well-formedness) or acceptability can be a criterion. A sentence can be grammatically correct but pragmatically incorrect. For example, ‗She cooks me‘ is grammatically correct but pragmatically incorrect.
b. Whether errors and mistakes should be distinguished. Error can occur because of the lack of knowledge, whereas mistake can occur because of memory limitations and lack of automaticity. Alongside the problems in identifying error and mistake, it also assumes that competence is homogeneous rather than variable. For example, if the learner, at times, use a correct form of target language, and at another time use the incorrect one, it cannot be assumed that she/he knows the target language structure, and the use of incorrect structure assumed as a mistake. For example, a learner may have no difficulty in using the target-language form in some linguistic context;
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My sisters are older than me.
But produce an error in others:
My three sister are older than me.
c. Whether the error is overt or covert. An overt error is easy to identify because there is a clear irrelevancy as when a learner says:
*She like cooking.
In the other hand, a covert error is usually made in well-formed sentence, in which it does not deliver the real meaning. For example, the sentence „it was done‟ is grammatically correct until it becomes clear that ‗it‘ refers to ‗home work‘.
d. The last issue is whether the inaccuracies of the learner from non-native speaker should be considered erroneous. For example, when a sentence that is correct grammatically but it is not the structure preferred by the native speakers. For example:
One day a Korean man, a popular chef, arrived in Japan. He was coming from Seoul.
The preferred structure is probably ‗had come‘. But, ‗was coming‘ can be considered possible if the speaker wishes to emphasize the duration of the action.7
Based on explanation from the experts, the writer concludes that it is really important to differentiate between error and mistake. Error is a mistake done by the learner repeatedly because of wrong assumption about the rules. In the other hand, mistake is wrong performance from the learner because they are not focus and they can correct it by themselves.Therefore, the four criterions above are needed to avoid mistakes while doing the error analysis.
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Rod Ellis, The Study of Second Language Acquisition, Second Edition, (Oxford: Oxford University Press, 2009), p. 47-49
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3. Causes of Error
According to Lightbown and Spada,error is the result of learners first language transfer. But not all the errors are produced from the first language. Many errors are better to be explained in the term of learners‘ developing knowledge of the target language rather than trying to transfer form of their first language.8
A different type of errors is represented in sentences like did he comed, what you are doing, he coming from India, make him to do it, I can to speak English, etc. These kinds of errors often occur to learners with various language backgrounds. They are called intralingual and developmental errors. Intralingual and developmental errors can reflect the learner‘s competence particularly and also can describe some of language acquisition characteristic.
Intralingual errors consist of faulty generalization, incomplete application of rules, and failure to learn conditions that describe the characteristic of rule learning. In the other hand, developmental error is often made by the learner when she/he tries to make hypothesis about English from her/his limited knowledge of target language.
The causes of intralingual and developmental errors are:
a. Overgeneralization
Overgeneralization includes example of different structure in target language made by the learner based on his knowledge of other structure. In general, it involves the making of one different structure in place of two common structures. Lightbown and Spada define overgeneralization Overgeneralization is an error made by mixing two or more different structure in target language based on the learner knowledge, or using a form
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Patsy M. Lightbown, Nina Spada, How Language are Learned, Third Edition, (New York: Oxford University Press, 2006), p.78-79
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of structure in which it does not belong to, for example the –s ending on the verb in ‗I plays‘.9
b. Ignorance of rule restrictions
Ignorance of rule restriction is an error caused by ignoring the rule restrictions of existing structures. Some rule-restriction errors may be accounted for in terms of analogy; other instances may result from the rote learning of rules.
c. Incomplete application of rules
In incomplete application of rules, the occurrence of structures whose deviancy represents the degree of development of the rules required to produce acceptable utterances. There are two possible causes, first is the use of questions in the classroom, where the learner is encouraged to repeat the question or the part of it in the answer. Second, is the fact that the learner may discover that he can communicate perfectly adequately using deviant forms.
On the other hand, although young children (learners) appear to be able to learn a foreign language quite easily and to reproduce new sounds very effectively, most of older learners experience considerable difficulty. The sound system and the grammar of the first language impose themselves on the new language and this lead to a ‗foreign‘ pronunciation, faulty grammatical patterns, and occasionally, to the wrong choice of vocabulary.
d. False concepts hypothesized
This type of error is encouraged by teaching material or method. These errors are much more difficult to classify except in conjunction with a close study of the materials and teaching techniques to which the learner has been exposed. This is probably why so little is known about them.
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Erdogan, in the other hand, divides ―the cause of errors into two types:
a. Interlingual Transfer
Interlingual transfer is a significant source for language learners. Dictionary of Language Teaching and Applied Linguistic defines it as being the result of language transfer, which is caused by the learner‘s first language.
Interlingual error may occur at different levels such as transfer of phonological, morphological, grammatical, and lexica-semantic elements of the native language into the target language.
b. Intralingual Transfer and Developmental Errors
Intralingual errors result from faulty or partial learning of the target language rather than language transfer. They may be caused by the influence of one target language item upon another. Such as, learners attempt to use two tenses markers at the same time in one sentence since they have not mastered the language yet.‖10
A number of different causes of psycholinguistic errors have been identified. They are:
1) Interference errors occur as a result of ‗the use of elements from one
language while speaking another‘.
2) Intralingual errors‗reflect the general characteristics of rule learning such as faulty generalization, incomplete application of rules and failure to learn conditions under which rules apply‘.
3) Developmental errors occur when the learner attempts to build up hypotheses about the target language on the basis of limited experiences.
Based on some explanations from the experts, the major causes of error are interlingual and intralingual. Interlingual happens because the learner is still influenced by their tongue language. In the other hand, intralingual happens because of lack of knowledge of the language being learned.
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Endorgan, Contribution of Error Analysis to Foreign Language Teaching. Mercin University Journal of the Faculty of Education, Vol.1, Issue 2, December 2005, p.265
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4. Categories of Error
Error can be categorized into mistake and lapse. An error is a systematic deviation, when learner has not learnt something and consequently ‗gets it wrong‘.A mistake is inconsistent deviation, when the learner sometimes ‗get it
right‘ but sometimes he makes a mistake and uses the wrong form.Whereas a
lapse is error that can happen due to lack of concentration, shortness of memory, fatigue, etc.
The most useful and commonly used bases for the descriptive classification of errors are linguistic category, surface strategy, comparative analysis, and communicative effect.
a. Error types based on linguistic category
The linguistic category taxonomies classify errors according to either the language component or the particular linguistic constituent the error affects.
Table 2.1 A Sample Linguistic Category Taxonomy Linguistic Category
and Error Type Example of Learner Error +
A. Morphology
1. Indefinite article incorrect a used for an before vowels an used for a
2. Possesive case incorrect Omission of ‘s
3. Third person singular verb incorrect Failure to attach –s
Wrong attachment of –s 4. Simple past tense incorrect
a. Regular past tense Omisssion of –ed
a ant an little ant
the man feet
The bird help man. The apple fall downs.
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Adding –ed to past already formed
b. Irregular past tense
Regularization by adding –ed Substitution of simple non-past Substitution of past participle 5. Past participle incorrect
Omission of –ed
6. Comparative adjective/adverb incorrect
Use of more + er
He calleded.
He putted the cookie. He fall in the water. I been near to him.
He was call.
He got up more higher.
B. Syntax
1. Noun Phrase a. Determiners
Omission of the article
Substitution of definite articleforpossessive pronoun Use of possesive with the
article
Use of wrong possesive b. Nominalization
Simple verb used instead of – ing
Preposition by ommited c. Number
Substitution of singulars for plurals
Substitution of plurals for singulars
He no go in hole.
He fall down on the head.
He put it in the his room.
The litlle boy hurt its leg.
by to cook it.
The dove helped him putting leaf on the water.
He got some leaf.
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d. Use of Pronouns
Omission of the subject pronoun
Omisiion of the ―dummy‖
pronoun it
Omission of object pronouns Subject pronoun used as a
redundant element
Alternating use of pronouns by number as well as gender Use of me as subject e. Use of Preposition
Omission of preposition
Misuse of prepositions 2. Verb Phrase
a. Omission of verb
Omission of main verb
Omission of to be b. Use of progressive tense
Omission of be
Replacement of –ing by the simple verb form
Substitution of the progressive for the simple past
c. Agrement of subject and verb
Disagrement of subject and verb person
Disagrement of subject and number
Disagrement of subject and
(He) pinch the man.
Is nice to help people.
I don’t know (it) in English
My brother he go to Mexico
So he can eat it (referring to apples)
Me forget it.
He came (to) the water
He fell down (for on, into?) the water
He (fell?) in the water. He in the water.
He going.
The bird was shake his head.
Then the man shooting (shot?) with a gun.
You be friends.
The apples was coming down
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tense
3. Verb-and-Verb Construction
Embedding of a noun-and-verb construction in another noun-and-verb construction
Omssion of to in identical subject construction
Omission of to in the verb-and-verb constuction
Attachment of the past marker to the dependent verb
4. Word Order
Repetition of the object
Adjectival modifiers placed after noun
5. Some Transformations a. Negative transformation
Formation of no or not without the auxiliary do
Multiple negation b. Question transformation
Omission of auxiliary c. There transformation
Use of is instead of are
Omission of there
Use of it was instead of there was
d. Subordinate clause transformation
I go to play. (I go and I play).
I go play
I see a bird got the leaf
He was going to fell
The bird (object) he was gonna shoot it.
He put it inside his house a litlle round.
He not play anymore
They won’t have no fun
How the story helps?
There is these hole. Is one bird.
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Use of for for so that
Use of indicative for conditional
For the ant could get out.
So He don’t kill the bird.
b. Surface category
Surface strategy taxonomy highlights the ways surface structures are altered: Learners may omit necessary items or add unnecessary ones; they may misformitems or misorderthem.
There are four subtypes errors based on surface strategy taxonomy:
1) Omission
Omission errors are characterized by the absence of an item that must appear in a well-formed utterance.Ellis defines ―omission that leaving out an item that is required for an utterance to be considered
grammatical.‖11
Morphological omission: A strange thing happen to me yesterday.
Syntactical omission : Must stay also the names?
2) Additions
―Addition errors are characterized by the presence of an item
which must not appear in a well-formed utterance‖.12 In morphology : The books is here.
In syntax : The London
In lexicon : ―I stayed there during five years ago.‖
3) Double Markings
―Double marking errors are characterized by two items rather than one is marked for the same feature (tense, in these examples).‖13
Table 2.2 Errors of Double Marking in L2 Production
Semantic Feature Error Example of Error
11
Rod Ellis, op.cit., p.18 12
Heidi Dullay. et al., op.cit., p.146-172 13
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Past Tense Past tense is marked in the
auxiliriary and the verb She didn’t went/goed. Present Tense Present tense is marked in
the auxiliary and the verb He doesn‘t eats. Negation
Negation is marked in the auxiliary and the quantifier Negation is marked in the auxiliary and the adverb
She didn’t give him none.* He don’t got no wings.* They don’t hardly eat. Equational Predicate Equation is marked in two
copulapositions Is this is a cow?
Object
The object is both
topicalized and expressed in the object pronoun
That‘s the man who I saw
him.
Past Tense The auxiliary is produced twice
Why didn’t momy don’t make dinner?
4) Regularization (Overgeneralization)
Regularization errors are error that characterized by some members of a class is exceptions to the rule. For example:
My sister eated plain bread for breakfast yesterday.
5) Misformation
Misformation errors are error that characterized by use of the wrong form of the morpheme or structure.Ellis defines the misinformation as ―using one grammatical form in place of another grammatical form.‖14 For example:
The dog eated the chicken.
Moreover he states that ―the three types of misformation have been frequently reported in the literature: (a) regularizations; (b) archi-forms; and (c) altering forms.‖15
14
Rod Ellis, op.cit., p.18 15
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a. Regularization errors that fall under the misformation category are those in which a regular marker is used in place of an irregular one, as in runedfor ran or goosesforgeese.
b. Archi-forms that the selection of one member of a class of forms to represent others in the class, as in
that dog that dogs
c. “Alternating forms that as the learner‘s vocabulary and grammar grow, the use of archi-forms often gives way to apparently fairly free alternation of various members of a class with each other.‖ For example:
thosedog thiscats
6) Misordering
Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in a utterance. Ellis defines ―misorderingas putting the words in an utterance in the wrong order.‖16 For examples:
He is all the time late
c. Comparative analysis
Dullay states that ―the classification of errors in a comparative
taxonomy is based on comparison between the structure of L2 errors and certain other types of construction.‖17
There are four subtypes errors based on comparative taxonomy: 1) Developmental Error
―Developmental error iserrors similar to those made by children
learning the target language as their first language.For example: Dog eatit.
16
Rod Ellis, op.cit., p.18 17
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2) Interlingual Error
Interlingual errors are similar structure to a semantically
equivalent phrase or sentence in the learner‘s native language.For
example:
I drive carI. 3) Ambiguous Error
It is because these errors reflect the learner‘s native language structure, and at the same time, they are of the type found in the speech of children acquiring a first language. For example:
I no have a crown. 4) Other Error
Other errors are errors that do not fit into any other category have been mentioned above, such as developmental, interlingual and ambiguous error. For example:
They does hungry.
d. Communicative effect
A communicative effect taxonomy points out that error may affect the
reader or listener‘s perspective.There are two subtypes errors based on
communicative effect taxonomy:
1) Global error is error that affects the whole sentence structure which would be disturbing the communication.For example:
You will happy until you hard work. (You will happy if you hard work.)
2) Local errorsaffect sentence structure that disturbing the communication significantly. For example:
The solution of that assignment is finished with enthusiasm. (That assignment is finished enthusiastically.)
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B.
Error Analysis
1. Definition of Error Analysis
Error analysis is the process of finding the incidence, nature, causes and consequences of failed language.In addition, an error analysis of language is a procedure which is usually used by language researchers and teachers consist of sample collection, explanation of error and its classification based on evaluation or the level of scoring of the errors.Gass and Selinker also state error analysis is a type of linguistic analysis that focuses on the errors made by the learner.18
Moreover, Erdoǧanexplains thaterror analysis is a part of applied linguistics, became known in the sixties to show that learner‘s errors were not only because of
the learner‘s native language, but also the reflection of some universal learning
strategies.19 Also, a quote by Muriel states that error analysis is the first approach to the study of second language acquisition which focuses on the learners‘ creative ability to construct language.20
Based on some definitions from the experts above, the writer concludesthat error analysis is a way or method to know the performance of second language students in constructing their target language by evaluating their errors. From evaluating their errors, the causes of their errors can also be found.Furthermore, the teacher can find the best way to fix the errorsby considering the causes of their errors.
2. Goal of Error Analysis
Rod Ellis gives―the good reasons for focusing on error as:
a. They are a conspicuous feature of learner language, raising important question of ‗Why do learners make errors?‘
b. It is useful for teachers to know what errors learners make.
18
Susan M. Grass and Larry Selinker, op.cit, p.79 19VehiceErdoǧan,
op.cit, p.262 20
MurielSaville-Troike, Introducing Second Language Acquisition, (New York: Cambridge University Press, 2008), p.37
(34)
c. It is possible that making errors may actually help learners to learn when they self-correct the errors they make.‖21
Moreover, Rod Ellis claims that classifying errors in these ways can help to identify learner‘s learning problem at any level of their development and to draw how changes in error patterns occur repeatedly.22
Error analysis can show a description of the type of difficulty experienced by learners. If it is done in a large such a survey, it can be really useful in developing a curriculum.One of the goals of error analysis is to help build an account of the second-language learners‘ linguistic competence.
Based on some definitions from the experts above, the writer would like to conclude the goal of error analysis is to find the best way to fix the errors made by the students by using the appropriate technique.
3. Procedures of Error Analysis
The procedures of error analysis are detection, locating, describing and classifying error.
a. Error detection is a stage of identification in which the analyst realizes the error happen
b. Error location means to locate the error detected before c. Error description is explaining the error happen
d. Error classification is the step to classify the errors; whether the errors belong to subject and verb agreement, tense, etc.
However, Rod Ellis investigates that identify errors need to compare the sentence produced by the learner with what seem to be the normal or ‗correct‘ sentence in the target language which similar with them.23 For example:
A man and a little boy waswatching him.(= A man and a little boy were watching him.)
21
Rod Ellis, op.cit, p.15 22
Ibid. 23
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Ellis explains that ―by comparing the two sentences we can see that Jean has
used ‗was‘ instead of ‗were‘—an error in subject-verb agreement.‖24
Gas and Selinker also have opinion that ―there are a number of steps taken to conduct error analysis:
a. Data need to be collected. Although this is typically done with written data, oral data can also serve as a base.
b. Identify error. What is the error (e.g., incorrect sequence of tenses, wrong verb form, singular verb form with plural subject)?
c. Clarify error. Does an error of agreement occur? How many irregular verb form errors occur?
d. Analysis of source. See later discussion.
e. Remediation. Based on the kind and frequency of an error type, pedagogical intervention is carried out.‖25
Based on some explanations above, the writer decides to use the procedures of error analysis from Muriel. They are collecting the result of test, identifying the errors from the test, describing the error in category, and explaining the reason why the learner makes some errors.
C.
Verb-ing form
1. Definition
Michael Swan states in his book that ―when verb-ing forms are used as verbs, adjectives, or adverbs, they are often called as present participle. When they are used as nouns, they are often called as gerunds. But, Swan stated that the distinction is not as simple as said. Therefore, some grammarians tend to avoid
the terms ‗participle‘ and ‗gerund‘.‖26
Compare:
You’re smoking too much these days. (part of present progressive verb) There was a smoking cigarette end in the ashtray. (adjective describing cigarette end)
She walked out of the room smoking. (similar to an adverb) Smoking is bad for you. (noun: subject of sentence)
24 Ibid. 25
Susan M. Grass and Larry Selinker, op.cit, p.79 26
(36)
2. Used as Modifier
Swan also defines that ―verb-ing forms can be used as modifier before
nouns. This happen with noun-like verb-ing forms (gerunds) and adjective-like verb-ing forms (participles). The two structures do not have similar meaning.‖27 Compare:
- a waiting room (= a room for waiting – waiting is a gerund, used rather like a noun)
awaiting bus (= a bus that is waiting – waiting is a participle, used rather like an adjective)
- a sleeping pill (sleeping is a gerund) a sleeping child (sleeping is participle) - a working conditions (gerund)
a working men (participle)
3. Used Like Noun
a. Subject, object, or compliment
A verb-ing form can be used as a subject, object, or compliment of a verb as Swan states.28 Example:
Smoking is bad for you. (subject) I hate packing. (object)
My favorite activity is reading. (compliment)
b. Verb-ing form with its own object
Swan also comments ―that the verb-ing form subject, object, and
compliment is still a verb, so it can have its own object.‖29 Example: Smoking cigarette is bad for you.
My favorite activity is reading poetry. I hate packing suitcase.
c. Determiners and possessive with verb-ing forms
27
Ibid., p. 278 28
Ibid. 29
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These determiners(such as the, my, this) can be used with verb–ing form.30 For examples:
The opening of Parliament Does my smoking annoy you?
I don’t mind your going without me. I hate all this useless arguing.
Possessive’s forms are also possible. For examples:
John’s going to sleep during the wedding was rather embarrassing. She was angry at Lina’s trying to lie to her.
Note that possessives and pronouns are not used before verb–ing forms if it is already clear who is being talked about. Example:
Thank you for waiting. (NOT Thank you for your waiting.)
When a verb-ing form is used with an article, it cannot usually have a direct object but an of-structure. Example:
The smoking of cigarettes (NOT the smoking cigarettes)
NO is often used with a verb-ing form to indicate that something is not allowed, or is impossible. The structure often occurs alone in notices; it can also follow there is.For examples:
NO SMOKING NO PARKING NO WAITING
Sorry, there’s no smoking in the waiting room.
She’s made up her mind; there’s no arguing with her.
d. Object pronouns before verb-ing forms
It is more common to use object forms (like me, John) instead of possessives (my, John’s) with verb-ing forms in an informal style, typically when these come after a verb or preposition.31
I don’t mind you going without me. She was angry at Lina trying to lie to her.
Some verbs (e.g. see, hear, watch, feel) are normally followed by
object+verb-ingform.For example:
30 Ibid. 31
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I saw him getting out of the car. (NOT I saw his getting.)
e. It… -ing
It can be used as preparatory subject or object for a verb-ing form. Example:
It’s nice being with you.
I thought itpointless starting before eight o’clock.
This is common with any/no good, any/no use and (not) worth.For examples:
It’s no good talking to him – he never listens. Is it any use expecting them to be on time?
I didn’t think it worth complaining about the meal.
Possessives or object pronouns can be used before the verb-ing forms in these structures. For example:
It’s no use his/him apologizing – I will never forgive him. (NOT It’s
no use he apologizing…)
f. Nouns and verb-ing forms
When there is a noun which has similar meaning to a verb-ing form, the noun is usually preferred.32 Example:
We’re all excited about his arrival. (NOT … about his arriving)
g. After verbs
1. Verb that can be followed by verb-ing forms
After some verbs, verb-ing form can be used, but not usually an infinitive.33 Examples:
I enjoy travelling. (NOT I enjoy to travel.)
He’s finished mending the car. (NOT He’s finished to mend.) She’s given up smoking. (NOT …given up to smoke.)
The doctor suggested taking a long holiday. (NOT The doctor suggested (me) to take…)
32 Ibid. 33
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Some common verbs that are usually followed by verb-ing forms:
admit dislike give up postpone
appropriate endure (can’t help) practice
avoid enjoy imagine put off
burst out escape involve resent
(crying/laughing) excuse keep (on) resist
consider face leave off risk
contemplate fancy mention (can’t) stand
delay feel like mind suggest
deny finish miss understand
detest forgive
2. Verb + object + verb-ing form
Some of the verbs listed above, and some others, can be followed by object + verb-ing form.34Examples:
I dislike people telling me what to think.
I can’t imagine him working in an office. Nobody can stop him doing what he wants to.
Would you rather spend time gardening or spend money paying somebody to do it for you?
Did you see her talking to the postman?
Stop (in informal style) and prevent are often followed by object + from + verb-ing form. Example:
Try to stop/prevent them (from) finding out.
34
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Note that after many verbs possessive + verb-ing form is usually used, instead of object + verb-ing form, especially in a formal style.
3. Verb-ing form with passive meaning
After the verbs ‗deserve, need, and require’, the verb-ing form
has a passive sense. This structure is more common in British English.35 Examples:
I don’t think his article deserves reading. (=…deserves to be read.)
Your hair needs cutting. (=…needs to be cut.)
In informal British English, want can also be used like this:
The car wants servicing. (=…needs to be serviced.) 4. Verb-ing form or infinitive
After some verbs, either a verb-ing form or an infinitive can be used.36 They are:
Advise forbid hear prefer Start allow forget intend propose stop can’t bear go
like regret try begin
go on love remember watch
continue hate permit see
h. After nouns and adjectives
1. Noun/adjective + verb-ing form
A preposition is usually used to connect the nouns/adjectives to the verb-ing form. When the verb-ing forms follow nouns/adjectives, it usually cannot be followed by infinitives.37 For examples:
35 Ibid. 36
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I hate the idea of getting old. (NOT …the idea to get old.) The thought of failing never entered his head. (NOT The thought to fail…)
I’m tired of listening to this. (NOT I’m tired to listen…)
She’s very good at solving problems. (NOT She’s very good to solve…)
2. Purpose
To explain the purpose of an object or material, for + verb-ing form can be used after a noun, or after an indefinite pronoun such as something or anything. For examples:
A strimmer is a machine for cutting grass and weeds. I need something for killing flies.
Have you got any stuff for cleaning silver?
It is important to note that this structure is mostly used to talk about types of object and material generally. An infinitive most likely is used after the noun or pronoun to explain individual‘s purpose in using an object or material. For example:
I must find something to kill that fly. 3. Verb-ing form or infinitive
Verb-ing form and infinitive can be used after some nouns and adjectives. It usually has the same or close meaning. For examples:
We have a good chance of making/to make a profit.
I’m proud ofhaving/to have won.
i. After prepositions
1. After all prepositions
When a verb is put after a preposition, it usually uses a verb-ing form, not an infinitive.38For examples:
37
Ibid., p. 281 38
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You can’t make an omelettewithout breaking eggs. (NOT… without to break eggs.)
Always check the oil before starting the car. (NOT… before to start the car.)
They painted the house instead of going on holiday. (NOT… instead to go…)
I look forward to hearing from you. (NOT… to hear from you.) 2. To as a preposition
Tois actually two different words. It can be an infinitive marker, or a preposition. When to is used as an infinitive marker, it is used to show that the next word is an infinitive (e.g. to talk, to see).Whereas to as a preposition can be followed by the verb-ing form of a verb, but not normally by the infinitive. Some common expressions in which this happen are look forward to, object to, be used to, prefer (doing one thing to doing another), get round to, and in addition to.39
In the examples below, the preposition to can be followed by either a noun or a verb-ingform.
a) I look forward to your next letter. I look forward to hearing from you. b) Do you object to Sunday work?
Do you object to working on Sunday? c) I’m not used to London traffic.
I’m not used to driving in London. d) I prefer the seaside to the mountains.
I prefer swimming to walking.
e) I’ll get round to the washing up sooner or later.
I’ll get round to doing the washing up sooner or later.
39
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A few verbs and adjectives are used with to before nouns, but are followed by the infinitives of verbs. For examples; agree, consent, entitled, inclined, and prone.
She agreed to our plan / Sheagreed to do what we wanted.
He’s inclined to anger / He’s inclined to lose his temper.
Accustomed can be followed by to + verb-ing form or an infinitive.
3. Object + infinitive after for
It is important to note that some verbs are followed by for + object + infinitive. A verb-ing form is not usually possible in these cases.40 For examples:
We’re still waiting for her to arrive. (NOT… waiting for her arriving.)
Can you arrange for us to get tickets? (NOT…for our getting tickets.)
j. Verb-ing form or infinitive?
In some cases, verbs and adjectives can be followed by either a verb-ing form or an infinitive.41 For examples:
I started playing/to play the violin when I was 10. She was proud of having won/to have won.
Here is the explanation given by Raymond Murphy in his book, ―English Grammar in Use”. Raymond said that the difference is often helpful but does not apply to all verbs.
Table 2.3 Verb-ing form or infinitive Verb + ing
They denied stealing the money.
I enjoy going out.
Verb + to (infinitive)
They decided to steal the money.
I want to go out.
40
Ibid. 41
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Often we use verb-ing form for an action that happens before the first verb or at the same time:
Stealng denied Enjoy
Going
Often we used to… for an action that follows the first verb:
Decided to steal Want to go
Here are some verbs that usually followed by verb-ing form and infinitive. Some of them have different meanings. They are:
1. Remember and forget
Remember/forget + verb-ing form refers to things that ever happened. Forget…ingis used mostly in the phrase I’ll never forget… ing, and expressions with similar meanings.42For examples:
I still remember buying my first bicycle.
I’ll never forget meeting the Queen.
Remember/forget + infinitive refers to things that will happen or need to do at the moment of remembering or forgetting.
You must remember to fetch Mr. Lewis from the station tomorrow.
I forgot to buy the soap.
Below are other examples from Raymond Murphy in his book, ―English Grammar in Use”.43
I remember doing something = I did it and now remember this. You remember doing something after you have done it:
- I’m absolutely sure I locked the door. I clearly remember locking it.
42 Ibid. 43
Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press, 1994), p. 110
(45)
(= I locked it, and now I remember this.)
- He could remember driving along the road just before the
accident happened, but he couldn’t remember the accident
itself.
I remember to do something = I remembered that I had to do it, and so I did it.
You remember to do something before you do it:
- I remembered to lock the door when I left but I forgot to shut the windows.
(= I remembered that I had to lock the door and so I locked it.)
- Please remember to post the letter. (= Don‘t forget to post it.)
2. Go on
Go on + verb-ingformmeans ‗continue doing the same thing‘.44 For examples:
She went on talking about her illness until we all went to sleep.
We must change our ways. We can’t go on living like this. Go on + infinitive means ‗a change of activity or do/say
something new‘. For examples:
She stopped talking about her illness and went on tell us about all her other problems.
After discussing the economy, the minister then went on to talk about foreign policy.
3. Regret
Regret + verb-ing form means someone is sorry about doing something.45 For example:
I regret leaving school at 14 – it was a big mistake. I now regret saying what I said. I shouldn’t have said it.
44
op.cit., p. 283
45
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Regret + infinitive is usually used in bad news announcement. For examples:
We regret to inform passengers that the 14.50 train for Cardiff will leave approximately 37 minutes late.
We regret to tell you that we are unable to offer you the job.
4. Advise, allow, permit, and forbid
In active clauses after these verbs ‗advise, allow, permit, and
forbid’, verb-ing form is usually used if there is no object, whereas an infinitive is used if there is an object.46 For examples:
- I wouldn’t advise taking the car –there’s nowhere to park.
I wouldn’t advise you to take the car…
- We don’t allow/permit smoking in the lecture room.
We don’t allow/permit people to smoke in the lecture room. - The headmistress has forbidden singing in the corridors.
The headmistress has forbidden children to sing… In the passive forms:
- Smoking is not allowed/permitted in the lecture room.
People are not allowed/permittedto smoke in the lecture room. - Singing is forbidden.
Children are forbidden to sing. - Early booking is advised.
Passengers are advised to book early.
5. See, watch, and hear
The difference between object + verb-ing form and object + infinitive after the verbs ‗see, watch, and hear‘ is like the differences between progressive and simple tense. Object + verb-ing form
suggests that one pays attention to actions that are already going on.
Object + infinitive usually refers to complete actions which are
46
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seen/heard from beginning to end. It is also important to note that these verbs are followed by infinitive without to.For examples:
- I looked out of the window and saw Mary crossing the road. I saw Mary step off the pavement, cross the road and disappear into the post office.
- As I passed his house I heard him practicing the piano. I heard John play all the Beethoven concertos.
6. Try
Try + verb-ing form is used to talk about making an experiment or doing something to see what will happen.47 For example:
I tried sending her flowers, writing her letters, giving her
presents, but she still wouldn’t speak to me.
To talk about making an effort to do something difficult, either try + infinitive ortry+ verb-ing form can be used. For example:
I tried to change the wheel, but my hands were too cold. (OR I tried changing the wheel…)
7. Mean
Mean + verb-ing form refers to ‗involve‘ or ‗have as a result‘.48
For example:
If you want to pass the exam it will mean studying hard. Mean + infinitive refers to ‗intend‘. For example:
I don’t think she means to get married for the moment.
8. Learn and teach
Learn/teach (or other words with similar meaning)+ verb-ing form refers to lessons or subjects of study.49 For example:
She goes to college twice a week to learn typing.
Mr. Gardlandteaches skiing in the winter and rock-climbing in the summer.
47
Ibid.
48
Ibid.
49
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Learn/teach (or other words with similar meaning)+ infinitive refers to the result of the study – about successfully learning a skill. For examples:
She learnt to read German at school, but she learnt to speak it in Germany.
I taught myself to type.
9. Like, love, hate, and prefer
Both verb-ing form and infinitive can be used after the verbs ‗like, love, hate, and prefer‘ without a huge difference meaning.50 For example:
I hate working/to work at weekends.
I don’t get up on Sundays. I prefer staying/to stay in bed.
In British English, like + verb-ing form is used to talk about enjoyment, and like + infinitive is used to talk about choices and habits. In contrary to British English, in American English, like + verb-ing form and like + infinitive have similar meaning. For example:
I like climbing mountains. (more typically GB) I like to climb mountains. (more typically US)
When I’m pouring tea I like to put the milk in first. (GB/US)
10. Begin and start
Both begin/start + verb-ing form and begin/start + infinitive
can be used with similar meaning.51 For examples:
She began playing/to play badminton when she was six.
He started talking/to talk about golf, but everybody left the room.
It is important to note that after progressive (-ing) forms of begin and start, infinitive is preferred. For example:
It’s starting to rain. (NOT It’sstarting raining.)
50
Ibid., p 285
51
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11. Attempt, intend, continue, can’t bear, be accustomed to, and
be committed to
Either verb-ing form or an infinitive can be used after the words ‗attempt, intend, continue, can’t bear, be accustomed to, and be
committed to’ without much difference meaning.52 For examples: I intended telling/to tell her what I think.
I’m not accustomed to giving/give personal information about myself to strangers.
12. Verb-ing form or infinitive of purpose: stop
The word ‗stop’ is a common example of a verb that can be
followed either by verb-ing form or by infinitive of purpose.53 For example:
I stopped running. (NOT … I stopped to run.) I stopped to rest. (=…in order to rest.)
13. Afraid
Afraid + verb-ing form is used to talk about fear of things that happen accidentally.54 For example:
I don’t like to drive fast because I’m afraid of crashing.
But in other situation, both afraid + verb-ing form and Afraid + infinitive can be used with similar meaning. For example:
I’m not afraid of telling/to tell her the truth.
14. Sorry
Sorry for/about + verb-ing form is used to describe a past things that one regrets. For example:
I’m sorry for/about losing my temper this morning.
Sorry + infinitive is used to apologize for things that one is doing, going to do, or has just done. For examples:
Sorry to disturb you – could I speak to you for a moment?
52
Ibid.
53
Ibid.
54
(50)
I’m sorry to tell you that you fail the exam.
15. Certain and sure
Certain/sure + verb-ing form are usually used to describe the feeling of the person one is talking about.55 For examples:
Before the game she felt certain of winning, but after a few
minutes she realized it wasn’t going to be so easy.
You seem very sure of passing the exam.
Certain/sure + infinitive usually refers to the speaker‘s or
writer‘s own feelings. For examples:
The repairs are certain to cost more than you think. (NOT The repairs are certain of costing…)
16. Interested
Interested + infinitive is usually used to talk about reactions to things one learns.56 For examples:
I was interested to read in the paper that scientists have found out how to talk to whales.
I’m interested to see that Alice and Jake are going out together. I shall be interested to see how long it lasts.
In the other hand, both interested + verb-ing form and Interested + infinitive are commonly used to talk about a wish to find out something. For examples:
I’m interested in finding out/to find out what she did with all that money.
Aren’t you interested in knowing /to know whether I pass the exam?
Interested + verb-ing form is usually used to talk about a wish to do something. For example:
55
Ibid.
56
(51)
I’m interested in working in Switzerland. (NOT I’m interested to work inSwitzerland…)
Dullay in his book proposes problems that usually appear in verb-ing forms based on linguistic category and error type, ―they are:
a. Leaving out the subject
Example: It astonishes me to be here; I thought you were in London. b. Misformations with non-nominative subjects
Example: For me failing the exam would make Mother upset. c. Misformations without subjects
Example: For to catch the bus, go to the next corner. d. Special problems with make, let, have, and find
Example: Taxes make people to be miserable. You must have cheese to make some delicious bread. e. Snatched subject as subject for main clause
Example: Volkswagen buses are impossible to go too fast. f. Snatched subject as object of main clause
Example: A girl was decided to play the piano. g. Misformations of gerunds after prepositions
Example: You must not discourage him from write what he must.”57
57
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38
38
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses and presents the objective of the research, the place and time of the research, the population and sample of the research, the method of the study, the instrument of the study, the technique of data collecting, and the technique of data analysis.
A.
The Objective of the Research
The research is done to analyzeserrorsof students‘ works on verb-ing formfor the second grade of SMA DarulMuttaqinat the second semester 2013/2014 and to know of categories and cause of students‘ error in verb-ing form.
B.
The Place and Time of the Research
The research was conducted at SMA DarulMuttaqin. This is located on, Cibarusah, Bekasi, Jawa Barat. The writer do the research in June 19th2014.
C.
The Population and Sample of the Research
The population of this research is the second grade students of SMA DarulMuttaqin, Bekasi, academic year 2013/2014. The total number of the students is 28 students. The writer took 100% of the total number of the second grade students as a sample.
D.
The Method of the Study
The method of this study is descriptive analysis. First, the writer collects the
students‘ test. Then, she interprets the data about what kinds of errors that mostly
students made. After that, the writer analyzed each students‘ error in student‘s
answer based on Rod Ellis‘ steps, there are Collecting of a sample of learner
language, Identification of errors, Description of errors, then Explanation of errors.
(53)
E.
The Instrument of the Study
The writer uses the written test as her instrument of the research.The test consists of 10 numbers of translating questions which focused on verb-ing forms.
F.
The Technique of Data Analysis
For analyzing the common error made by students, the writer took all the
students‘ answer sheets and used the formula as follows:
P =
X 100% P = Percentage
F = Frequency of false answer
(54)
CHAPTER IV
RESEARCH FINDINGS
A.
The Description of Data
The writer gives 10 numbers of translating test to students about the verb-ing forms. The writer analyzed each students‘ error in student‘s answer based on
Rod Ellis‘ steps, there are collecting of a sample of learner language,
identification of errors, description of errors, then explanation of errors.
By analyzing the students‘ answer sheet, the writer obtained their results as
presented in the following table:
Table 4.1 Result of Students‟ Answer
Students Test Number
T
OT
AL O
F ERRORS
1 2 3 4 5 6 7 8 9 10
1 O O, M O X x M
2 O M, M O x M x O
3 O M M M
4 M O O x M x M x
5 M O O x M x M
6 O O M M M
7 O M M M
8 O,M O x M
9 A O, M O x M
10 O, M O x M
11 M O x M
12 O, M O x M
13 O O x M
14 O O O O O M M
15 O O O
16 A O O x O M
17 A O O M O O
18 A O O x O
19 A O O M x O
20 M O M M
21 A O O M O
22 A O O M O O
23 A O M M O O
24 O M
(55)
41
25 M O M M
26 A O M M M
27 O M
28 O M M, M O x M
Total
O=3 A=9 M=1
M=14 O=13
O=28 M=7 O=5
X=1
O=3 M=4
X=14
M=19 O=8
X=3 M=9 O=3 M=1
X=1
O=63 M=55 A=9
X=19
Notes:
A : Addition O : Omission
M : Misformation X : Blank answer
The table below is the recapitulation of type of error percentage from the students‘ answer.
Table 4.2 The Recapitulation of error‟s type Test
Number
Types of error Total of
Errors Omission Addition Misformation
1 3 - - 3
2 - 9 1 10
3 13 - 14 27
4 28 - - 28
5 5 - 7 13
6 3 - 4 7
7 8 - 19 27
8 - - - -
9 - - 9 9
10 3 - 1 4
Total 63 9 55 127
Percentage
(56)
42
The chart below represents the recapitulation of error‘s type made by students:
Figure 4.1 The Recapitulation of Error‟s Type
B.
The Analysis of the Data
Each student is given 10 numbers of test consist of sentences in Bahasa Indonesia. It means there are 280 total sentences collected from 28 students. From those collected sentences, the writer collects 127 errors.
Based on the errors made by the students, the writer would like to outlines the highest until the lowest percentage of each error‘s type that occured in
students‘ answer and the causes of their errors based on Jack C. Richards and
Erdogan. The causes of error according to Richards and Erdogan is more suitable in this study that are intralingual error, and interlingual transfer.
Based on the error occurences, the writer found the errors that occured into the highest until the lowest percentage:
49.60%
7.08% 43.30%
Percentage of Error's Type
Omission Addition Misformation
(1)
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran
Nilai Budaya & Karakter Bangsa Kewirausahaan/ Ekonomi Kreatif Kegiatan Pembelajaran Indikator
Penca-paian Kompetensi Penilaian
Alokasi Waktu
Sumber Belajar of her basket
and shotthe wolf dead.
8.2 Merespon makna dalam teks monolog sederhana yang menggunaka n ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item respond to narrative texts.
Study the following explanation. Then, listen to your teacher reading another story and complete the table Different writers organise their stories in different ways.
However, they usually give their information about:
the setting (the place, time)
the characters
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Mendengarkan berita/deskri psi/ naratif untuk menemukan berbagai informasi secara klasikal melalui kaset.
Mendiskusikan pembedakan penggunaan bahasa secara lisan dan tertulis secara berkelompok
Mengidentifikasi main idea dari teks yang didengar
Mengidentifikasi tokoh dari cerita yang didengar
Mengidentifikasi kejadian dalam teks yang didengar
Mengidentifikasi ciri-ciri dari benda/orang yang
dideskripsikan
Mengidentifikasi inti berita yang didengar
Mengidentifikasi sumber berita yang didengar Tugas Ulangan tertulis Tugas
1 x 45
1 x 45
Developing English Competenc ies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet
(2)
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran
Nilai Budaya & Karakter Bangsa Kewirausahaan/ Ekonomi Kreatif Kegiatan Pembelajaran Indikator
Penca-paian Kompetensi Penilaian
Alokasi Waktu
Sumber Belajar (the people in
the story)
the events (the conflict in the story)
the outcome (what happened in the end) Berbicara
9 Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
9.1 Mengungkap-kan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisas i) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunaka n ragam bahasa lisan sederhana dalam use expression of happiness Answer thesequestio ns orally.
1. What do you usually say when you are pleased or happy? 2. What do you
usually say when you want to attract someone's
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Secara berpasangan belatih menggunakan tindak tutur dan responnya.
Menggunakan tindak tutur berterima kasih
Merespon tindak tutur berterima kasih
Menggunakan tindak tutur memuji
Merespon tindak tutur memuji
Menggunakan tindak tutur mengucapkan selamat
Merespon tindak tutur
mengucapkan selamat
Tugas
Performans
6 x 45
Developing English Competenc ies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran
(3)
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran
Nilai Budaya & Karakter Bangsa
Kewirausahaan/ Ekonomi Kreatif
Kegiatan Pembelajaran
Indikator
Penca-paian Kompetensi Penilaian
Alokasi Waktu
Sumber Belajar konteks
kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapka n selamat
attention? 3. Do you have
different expressions when showing your happiness in front of your friends and elderly people? If yes, what are the expressi-ons? 4. One of your
friends had an accident. What do you say
to show your sympathy? 5. Your brother
has a
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(4)
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran
Nilai Budaya & Karakter Bangsa
Kewirausahaan/ Ekonomi Kreatif
Kegiatan Pembelajaran
Indikator
Penca-paian Kompetensi Penilaian
Alokasi Waktu
Sumber Belajar problem. He
looks sad. What will you say to show your affection? 9.2
Mengungkap-kan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosiali-sasi) resmi dan tak resmi secara akurat, lancar dan
berterima dengan mengguna-kan ragam bahasa lisan sederhana dalam konteks
use expressi-ons of
sympathy and showing affection;
1. It's really great. I'm so happy. 2. I'm delighted
to hear that. 3. It gives me a
great pleasure. 4. What a nice
news. It makes me happy.
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Bermain peran secara berkelompok
Menggunakan tindak tutur menyatakan rasa terkejut
Merespon tindak tutur menyatakan rasa terkejut
Menggunakan tindak tutur menyatakan rasa tak percaya
Merespon tindak tutur menyatakan rasa tak percaya
Menggunakan tindak tutur menerima undangan
Tugas kelompok
Performans
6 x 45 Developing English Competenc ies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa
(5)
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran
Nilai Budaya & Karakter Bangsa
Kewirausahaan/ Ekonomi Kreatif
Kegiatan Pembelajaran
Indikator
Penca-paian Kompetensi Penilaian
Alokasi Waktu
Sumber Belajar kehidupan
sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan
5. I'm really sorry to hear that! 6. Oh that's
awful. What a shame. 7. Are you
fine? 8. Oh dear. I
know how it feels. 9. Please
accept my condolen-ces ! 10. What a
terrible situation for you.
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