The problem in sentence pattern of clauses sometimes appears because of the culture differences between Indonesian and English, the misconception in
applying the target language rule, the context of teaching which sometime was not found in student’ real life, and the way the students get the massages across the
listener or the reader. The incorrect sentence structure may cause the sentence not understandable and will make the paragraph even the text in a mess.
Meanwhile, students need to use complex sentences in making a narrative essay efficiently. So, structuring the words to construct complex sentences correctly
plays an important role to make the texts in senses. Referring to the brief explanation before, the writer would like to make a research about students’
problems or difficulties in structuring the words to construct complex sentences correctly. Somehow, hopefully, this research paper be useful and a reference for the
next teacher to evaluate his teaching methods perhaps. Thus, the writer would give the title for her term paper skripsi: “ANALYSIS ON STUDENTS’ STRUCTURE
COMPETENCE IN COMPLEX SENTENCES” A Case Study at 2
nd
Year Class of SMU TRIGUNA UTAMA
B. The Limitation Formulation of Study
In the limitation of the study, the writer would limit the problem on students’ structure in complex sentences. While, for the formulation of the study, the
writer would construct some questions: 1.
How did the students construct the complex sentences?
2. Could the students distinguish between noun, adjective and adverb clauses?
C. The Use of Study
This study will discuss students’ structure competence in constructing complex sentences. Its aim is to know the students’ competence in distinguishing various
kinds of clauses, noun, adjective and adverb. Analyzing the students’ competence in certain skill, in this case is constructing complex sentences, she will get to know
how far the curriculum aim, especially writing skill, has been reached by the teacher. Hopefully, this will give some input for English students, other English
professionals either the teachers or the curriculum developers.
D. The Method of Study
In completing the data, she conducts field research. In the field research, the questions sheets and students answers of some complex sentences are used as a
research instrument, through error analysis they are identified, described and explained.
E. The Organization of Study
This skripsi is divided into five chapters, as follows: The first chapter is an introduction, which consists of five parts. They are: the
background of the study, the limitation the formulation of the study, the use of study, the method of study, and the organization of study.
The second chapter is theoretical framework, which discusses about two parts: first part is error analysis talks about the definitions and types of error analysis, the
goals and sources of error analysis, the procedures of error analysis research; second part is Sentences : Sentences Parts Sentence Types.
The third chapter is the profile of the school, which consists of the books used by the teacher, the teacher’s profile, the teacher’s method of teaching, and the
objective of four language skills. The fourth chapter is research methodology and findings, which consists of two
parts: the first part is research methodology which talks about the research design, research objective, place and time, population and sample, research instrument, and
technique of data analysis; the second part is research findings which talks about data identification, data description and explanation, and data interpretation.
The last chapter is conclusion and suggestion which consists of two parts: conclusion and suggestion.
CHAPTER II THEORETICAL FRAMEWORK
A. Error Analysis
It is unavoidable that the learners make some errors in their language learning process. Although so many efforts the teachers do, students’ errors will
always occur. But through the errors, the students should learn. As the proverb says “Who makes no mistakes, makes nothing.”
Errors have played an important role in the study of language acquisition in general and examining second and foreign language acquisition in particular. When
the students made errors, it doesn’t mean that it is a failure or inadequacy but the teacher can view them as important evidence of strategies or procedures employed.
In other words, errors give a sign to the teachers and researchers how the target language learning is successfully achieved.
As quoted by H. Douglas Brown: “As Corder 1997; 167 noted: A learners errors …… are significant in [that] they provide to the researcher evidence of how
language is learned or acquired, what strategies or procedures the learner is employing in the discovery of language… .”
1
Pit Corder stated: It is on the basis of information the teacher gets from errors
that he varies his teaching procedures and materials, the pace of the progress, and the amount of practice, which he plans
at any moment. For this reason, it is important that the teacher should be able not only to detect and describe errors
linguistically but also understand the psychological reasons for their occurrence.
2
The study of learners’ errors is called error analysis. It is a way of looking at the errors made by the learner of a target language. Since the analysis is based on
factual data of learners’ errors. It is a procedure, which is usually, used by language teachers and researchers, which covers sample collection, identification of the
1
H. Douglas Brown, Principles of Language Learning and Teaching, New Jersey: Prentice Hall, 1980, p. 164
2
S. Pit Corder, Error Analysis and Inter language, London: Oxford University Press, 1981, p.35
