22 Further, Error Analysis provides some steps to discover the studen
ts‟ accuracy. It will show the students‟ gaps and process of producing the target
language as well. Throughout Error Analysis, there are some systems offered. One of them is Surface Strategy Taxo
nomy. It classifies the students‟ errors into surface-structure
categorization: omission,
addition, misformation,
and misordering Dulay, Burt, Krashen, 1982. Since the researcher conducted
Error Analysis based on Surface Strategy Taxonomy, the research refers to assessing writing skill with weak sense. Weak sense is considered on language
features used Weigle, 2002, p. 47. Moreover, Corder 1981 states that it is superficial level to explain their errors to the teacher. Therefore, linguistic level is
also provided by using „Let the Errors Determine the Categories‟ Norrish, 1983. By using such approach, the list of errors can be sorted into smaller groups. To
attempt the linguistic level, the researcher also consulted the reference books and some sources about the errors. In addition, linguistic level helps the researcher to
explain the students‟ weaknesses of producing the target language. Afterwards the errors collected are distinguished between errors and mistakes; interlingual and
intralingual errors in order to figure out how the errors are cited in their target language. At last, the researcher will give suggestions for teaching English as the
last step of error analysis, error evaluation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
CHAPTER III METHODOLOGY
Previous studies whose purpose was finding errors in learner language used content analysis as methodology. The researches did not only use by
qualitative, but also quantitative analysis based on how the former researchers interpreted the findings of their data.
Moreover, the researcher of this study runs an analysis by using Error Analysis as its methodology. Furthermore, this research was conducted as
quantitative research in order that a whole image of the participants‟ language can
be discovered as answering the two research questions mentioned in the first chapter. There are some aspects that will be explained, such as the methods of the
research, research setting, and participants of the research. Technique and procedure for conducting this research will also be explained in this chapter. The
researcher wants to explore how the research was conducted.
A. Research Method
The researcher conducted Error Analysis as quantitative research. Error A
nalysis itself is “a set of procedures for identifying, describing, and explaining learner errors” Ellis Barkhuizen, 2005, p. 51. In this research, Error Analysis
is conducted based on Surface Structure Taxonomy which is divided into four categories: omission, addition, misformation and misordering Dulay, Burt,
Krashen, 1982. Through this method, the documents are analysed to identify the errors, and what part of speech or linguistic units which are incorrect in the each
24 sentence. The following step, the errors found can give enough explanation about
learner language. Error Analysis is proposed in several following steps which have been
explained in the previous chapter. Some requirements are also provided such as the samples as clinical elicited samples which are needed to research in SLA.
B. Research Setting
Before examining the sample data, the researcher had to ask permission to Badan Pembangunan Daerah
BAPPEDA Bantul, Yogyakarta as one of the departments of Bantul region government. The permission was given for three
months May-August 2016, and then expanded to November 2016. By such permission, the researcher was allowed to analyse the documents as the subject of
research. The documents were 7 chosen short stories as learner language samples. All participants were 26 twenty six students of XI IPS 3, SMA Negeri 1
Banguntapan, Bantul. Those samples were analysed during May-September 2016.
C. Research Participant and Document
This research deals with document analysis which was produced by 26 students of XI IPS 3, one of second grade parallel classes in SMA Negeri 1
Banguntapan. The documents were taken from the students while the researcher conducted an Internship Program at the school. At that time, the researcher asked
the students to create a short story in pairs as a final assessment. There were 16 sixteen writing products.
