An Error Analysis on Students' Paragraph Develompent of Writing Recount Text. A case Grade X of Dharma Karya Senior High School, Pondok Cabe, 2013/2014 Academic Year.
2013/2014 Academic Year)
“A SKRIPSI”
By Rusmaniar 109014000076
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY 2016
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(A Case Grade X of Dharma Karya Senior High School, Pondok Cabe 2013/2014 Academic Year)
“ A Skripsi ”
Presented to the Faculty Educational Sciences in Partial Fulfillment of the Requirement for the Degree of S.Pd (S-1) in
English Language Education
By Rusmaniar 109014000076
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
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Untuk Bapak
Idris
Terimakasih sudah membesarkan, suatu kebangga menjadi
putri kecil kalian dan terima kasih atas segalanya
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Academic Year 2013/2014. Skripsi. Department of English Education, Faculty Educational Sciences, Syaruf Hidayatullah State Islamic University Jakarta.
Keyword : Error Analysis, Paragraph Development, Writing Recount Text
The purpose of this study is to find error analysis on students’ paragraph development of writing recount text, error mostly made on students’ paragraph development of writing recount text and source of error mostly appear from the students written test. This research was held in the first grade of Dharma Karya UT Senior High School. The research design used in this study was Error Analysis Research. The respondent of this study are 63 pupils. The writer chose 21 pupils. The result of this study showed error mostly made about 20% and 76% source of error, and the average score is 61. In conclusion, the writer found many errors that students’ made in writing recount text paragraph.
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Academic Year 2013/2014. Skripsi. Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Tujuan diadakan penelitian ini untuk mencari kesalahan yang siswa lakukan dalam pembuatan paragraph recount text. Kesalahan apakah yang sering dibuat dalam pembangunan sebuah paragrap recount text, sumber kesalahan yang sering muncul dalam pembangunan sebuah paragrap recount text. Penelitian ini diselenggrakan pada tahun ajar 2013/2014 pada murid tingkat 10 di SMA Dharma Karya UT di Pondok Cabe. Rancangan penelitian digunakan untuk meneliti menganalisa kesalahan. Responden yang mengikuti penelitian adalah sebanyak 63 siswa. Penulis memilih 21 responden untuk penelitiannya. Hasil dari penelitian ini menunjukan sekitar 20% terdapat kesalahan yang sering dilakukan oleh siswa terhadap orientasi paragrap dan 76% sumber kesalahan yang telah di lakukan. Kesimpulannya, penulis menemukan kesalahan-kesalahan dalam membangun dan menulis paragrap recount text.
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All praises be to Allah Lord of the world, who gives affection to people all over the world. Peace and blessing be upon the lovely prophet, his families and his followers.
Alhamdulillah, the writer has finished her “Skripsi” entitled: “An Error Analysis on Students’ Paragraph Development of Writing Recount text.” The primary aim of writing this “Skripsi” is to complete a partial fulfillment for Sarjana Degree in the Faculty Educational Sciencies.
On this great moment, the writer would like to dedicate her thanks to her advisor, Alm. Drs. Zaenuri. Dr. Alek, M.Pd. And Dadan Nugraha, M.Pd for their guidance to complete this “Skripsi”
The writer would like to give her gratitude and appreciate to
1.All lectures and the Staff of English Department who always give motivation, precious knowledges, and guidance during her study at the State Islamic University Syarif Hidayatullah Jakarta
2.Dr. Alek, M.Pd as the Head of Department of English, and also Zahril Annasy, M.Hum, the secretary of Department of English Education.
3.Prof. Dr. Ahmad Thib Raya, M.A as Dean of Faculty Educational Sciences.
4.Dede, S.Pd as the English Teacher of Dharma Karya UT Senior High School, Pondok Cabe.
5.Drs. Wahid as the Headmaster of Dharma Karya UT Senior High School, Pondok
Cabe.
6.Her best friend: Bayu Rafsanjani for the togetherness and sorrow during her study at the State Islamic University Syarif Hidayatullah Jakarta.
7.All Kidea teachers: Tyas Anastasia Kustari, Osi Silka Rainingroom, Rini Sukmawati, Ms.Saidah Ummah, Ella El Buraidah, Sri, and Maria for the support and togetherness, you are awesome partner.
8.All Royal Wells School of Mutiara Indonesia International teachers, especially Brilliant teachers: Ms. Ditta Zenithia Zuhri,amd.ot, S.Pd, Ms. Dewi Setianingsih, S.Psi, M.Psi,
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iv we are special teacher for brilliant student. May Allah bless them All, Aamiin
Finally, the writer realizes that the “Skripsi” is not perfect yet, therefore she would to welcome and accept any constructive suggestion and criticism. However, she hope this “Skripsi” can give a valuable contribution for English Teaching in Indonesia.
Jakarta, January 2016
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TABLE OF CONTENTS
LETTER OF APPROVAL LETTER OF AUTHENTICITY
ABSTRACT……… i
ABSTRACT……… ii
ACKNOWLEDGEMENT ………...….. iii
TABLE OF CONTENTS……….... v
LIST OF TABLES ………. vii
LIST OF CHART……… viii
CHAPTER 1: INTRODUCTION……….. 1
A. The Background of The Study……….. 1
B. The Limitation of the Problems and Formulation of the Problems 5 C. The Objectives of the Study………... 5
D. The Significance of the Study……… 6
CHAPTER II: THEORETICAL FRAMEWORK……… 7
A. Error………. 7
B. Error Analysis……….. 11
C. Writing………. 13
D. Paragraph………...….. 14
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C. Object of the Research………..…. 25
D. Technique of sample taking………..…... 25
E. Instrumental of Research………..….. 26
F. Procedures of the Research……….. 30
G. Data Analysis Technique………. 31
CHAPTER IV: FINDING AND INTERPRETATION………...………. 32
A. Findings……….………. 32
B. Interpretation... .. 71
CHAPTER V: CONCLUSION AND SUGGESTION……… 71
A. Conclusion………. 71
B. Suggestion………. 71
REFERENCES………. 73
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1. Table 4.1 students’ score of written test……… 32
2. Table 4.2 the percentage error mostly made………... 34
3. Table 4.3 the data analysis paragraph………... 37
4. Table 4.4 the data based on Betty Azzar………... 64
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1. Chart 4.1 the percentage error mostly made………... 37
2. Chart 4.2 the data analysis based on Betty Azzar……….. .... 66
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1
CHAPTER 1 INTRODUCTION
A. The Background of Study
English language as a target language is something good at school. One of the reasons is to make students familiar in English environment. The ability of using it can obtain from learning process and acquisition. In education context, the function of language are to communicate each other, and for accessing information in daily life.
In daily life language has function to build interpersonal relationship, switch information to other, and enjoying the language itself, but the problem is, is it possible to apply it in English environment? The opportunity for students to communicate is very few, because they are just using it in English classroom. That is the factor why few students unable or not mastering in English, and improve their language skill.
Talking about skills, we are talk about four skills in the learning language, such as listening, speaking, reading, and writing. Those are basic learning languages, which students or people should master in language learning. Each skill has its purpose. A listening skill makes the students understand the spoken language, while speaking makes students able to communicate and share their feeling orally. A reading skill makes the student understand the passages, while writing makes students express their idea in written form. To support their ability in learning language, we also learn language components itself such as; vocabulary, grammar, and pronoun. Those skills will help them for mastering the language itself.
By having the ability those four skills, and the language component, hopefully one can use the language appropriately. As we can see in the curriculum, there are four skills that should teacher teach, which are listening, speaking, reading, and writing, and the objective English subject in curriculum are
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covering about; 1) Developing the ability to communicate language itself such as listening, speaking, reading, and writing. 2) Developing self-awareness on the nature of language and the important thing about English language as a foreign language to become a prime major for learning. 3) Developing and understanding that linkages between language and culture, and expand the culture. Therefore, the students will have more background knowledge and involve various cultures about English.1
The teacher had already thought a basic skills and component language in every lesson, but the students only face reading and listening, and other component language on National Exam. We are asking why writing cannot be test?. It caused by writing needs time to complete it, and it’s a difficult skill to perform. As we can by Maria Pillar’s book:
Writing is not practice as an end in itself but as a service activity through which learners can solidify their knowledge of vocabulary and other grammatical structures. Conversely, teachers can use writing exercises to evaluate students’ progress in language acquisition. Therefore, the goal of writing is twofold: firstly, it practices the vocabulary and grammar of the lesson, and secondly, it helps develop writing ability that serves communicative purposes.2
From that condition, we know that writing is learning activity, which is needed background knowledge, vocabulary, and other grammatical structure. And the goal of writing are improve vocabulary, structure, and communicative language. That is why writing becomes the difficult skill, because they should master four skills, language component, and more background knowledge to write.
Based on writer experience during PPKT there are many students making an errors or mistakes during writing. It caused by they were not ready to write or lack of knowledge the writing itself such as; What is the component of writing?, vocabulary itself, and they should think about structure also. According to Dictionary of Language Teaching and Applied Linguistics (1992):
1
KTSP English Subject, 2014
2
Maria Pillar Agustin Llach, Lexical Errors and Accuracy in Foreign Language Writing, (Great Britain: MPG groups Book, 2011), p. 43
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A learner makes a mistake when writing or speaking because of lack of attention, fatigue, carelessness, or some other aspects of performance. Mistakes can be self-corrected when attention is call. Whereas, an error is the use of linguistic item in a way that a fluent or native speaker of the language regards it as showing faulty or incomplete learning. In other words, it occurs because the learner does not know what is correct, and thus it cannot be self-corrected.3
From that statement above, making error and mistake is acceptable, because it is a part of language learning, from their error or mistake the teacher could evaluate the students, and the students could improve their skills. Errors provide feedback; they tell the teacher something about the effectiveness of his teaching materials and his teaching techniques.
There are three reasons why students get the difficulty in writing. First, writing needs integrated abilities that involve grammatical structure. Second, writing involves many aspects that should be master by the students; students have a chance to be advantageous with the language. Third, students become involved with the new language, they will effort to express ideas.4
Moreover, before students are ready to write, they should master on structure and culture aspect about target language, because that knowledge will help them to organize their written form. We should understand that writing is the most regarded difficult and complicated skill, no matter its adult or native speaker. Writing is in four levels in language, before they step to writing, people should master on three skills.
Nowadays, there are so many ways to express idea in written form. Talking about write, we cannot separate from paragraph, because paragraph is the element of writing. A good paragraph makes a reader understand what the author means. The problems are, they cannot organize paragraph correctly; they have problems in grammatical structure, the rules of write, and choice the right words. Sometimes people express all they want and communicate in written form, they write letters, short message, and other written. National Council of teachers of
3
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Volume 1, Issues 2, December: 2005, p. 3
4
Anna Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p. 3
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English Commision stated that writing is “an important medium for self -expression, for communication, and for the discovery of meaning…5
. When people want to write, they cannot separate from a paragraph, because paragraph is the element of writing.
When the students have to write sometimes in process of learning students makes an error mistake. Based on Heidi Dullay, “errors are resulted from the lack of the language, while mistake are caused by factors such as fatigue and inattention.6 While James Hendrickson said “errors give feedback, they tell the teacher something about the effectiveness of his teaching techniques and show him what parts of syllabus he has been following have been inadequately learnt or taught and need further attention”7
. Error and mistake are important as teacher parameter in teaching because with know the error and mistake, teacher will do right treatment for students, and for students they get more feedback how they comprehend they written. Error caused from the lack of knowledge of the rules of language when students did not know much about that language and mistake caused by factors of inattention students with their studied, before students have to write, they should comprehend about write itself.
As we know in a foreign language learning, error correction has become one of the important teaching processes, because teacher get feedback from students when they made an error, also the teacher will predict where the students made an error and the teacher will minimalize that error, few teachers know a lot about error analysis and some related theories.
Based on the explanation above, the writer is interested in doing error analysis by students’ writing. Through error analysis, the writer can be identified the most common writing error and the source error can be found. The writer has chose analyzing error in students’ writing because as her experiment during taught the students from Integrated Practice Teaching Profession (PPKT), most of them
5
National Council of Teachers of English Commision on Composition. February 1975.
“Composition: A Position Statement”. Elementary English 52. P 194 by Walter T Petty and Jullie
M Jansen in Develipong Children’s Language
6
Heidi Dullay, Language Two, (New York: Oxford University Press, 1981) p. 139
7
James Hendrickson, Error Analysis and Error Correction in Language Teaching,
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get the difficulty in organizing the idea, how to write in target language, and do not ready to write. When the students ready to write, the writer got some error from students’ written form, which is the reason of writer’s interested in writing.
Based on those facts above. The writer interested in students error in paragraph writing. To make it possible, the writer choose An Error Analysis on Students’ Paragraph Development topic as the title of her Skripsi, so the writer is able to know more about a paragraph development and find other Error that can faced by students in writing a paragraph development.
B. The Limitation of the Problems and Formulation of the Problems
In this paper, it is impossible for the writer to discuss all of the language objects, so it is necessary to limit the topic in order the problems that will study are not very broad. Based on the background of study, the writer will be analysis on the error of students in a recount text paragraph developmen classification covering; paragraph evaluation and composition evaluation. This research will hold 2nd Year students of X class Dharma Karya Senior High School in Pondok Cabe.
In this paper, the writer wants to identify the problem as follows by asking the question:
1. What kind errors mostly made by the in students’ of writing recount text paragraph?
2. What kind source errors mostly appear in students’ recount text paragraph?
C. The Objectives of the Study
Based on the problem statement mentioned above, the writer has the following objectives:
1. To find out what kinds error mostly made by the students in write a recount text paragraph.
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2. To find out what kind source errors mostly appear in students’ recount text paragraph.
D. The Significance of the Study
The writer hopes the result of this study will give some advantageous impact for the students and the reader and who read this paper. The writer’s hope this paper will give motivate the students to make a good narrative paragraph, they will be anticipate making error in their writing, also they will have new information about narrative paragraph concepts. For the reader, the writer hope the result of this study will give more detail and selective to teach a narrative paragraph, and for the writer, she can identifies which part that made students difficult.
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7 A. Error
When talking about language learning process there are errors made by students from their task, and it is natural because it is a part of learning process even it is important for understanding of the language. For the first, the writer will talk about the understanding of error, error analysis, the cause of error, and the source of error.
1. The Understanding of Error
When talking about error, people also talk about mistake, because they always connect. People commonly cannot distinguish between both of them. Based on Longman Dictionary of Language Teaching and Applied Linguistics a differentiates the term error from mistake as follow: A Distinction is sometimes made between errors which result from incomplete knowledge and mistake made by learner when writing or speaking and which is caused by lack of attention, fatigue, carelessness, or some other aspect performance.1
Carl James distinguishes between error and mistake, “if the learner is inclined and able to correct a fault in his/her output, it is assumed that the form he/she selected was not the one intended, and we shall say that the fault is a mistake. On the other hand, the learner is unable or disinclined to make the correction, we assumed that the form the learner used was one intended and that is an error.2
Based on definition from linguists above, the writer adopt the definition of error as a result from incomplete knowledge which reveals a portion of learner’s competence in target language. While a mistake results from performance error that is either a random guess or a “slip”
1
JC Richard. John Platt. and Heidi Platt, Longman Dictionary of Language Teaching and
Applied Linguistics. (London: Longman, 1992) P. 127
2
Carl James, Error in Language Learning and Use: Exploring Error Analysis. (New York: Addison Wesley Longman Limited, 1998) P. 78
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2. The Types of Error
Mohammad S Haded in his book “The Merits of Exploiting Error Analysis in Foreign Language Teaching and Learning” write types of error are devided into five, which is the writer explain ”3
a. The Omission of Auxiliary
The omission of auxiliary is caused by mother tongue interference. The error that figured prominently in the students’ answer, either in the progressive or perfect structures.
b. Incorrect verbs forms
Includes the wrong formation of past tense of infinitive verbs and verb. Phrases that have participle past auxiliary. The error that appeared to be a systematic is the over-generalization of past tense forms. The students sometimes have problem with past participle formation. This fault could be attributed to intra-lingual confusion since in some cases the subjects applied the past tense marked “-ed” of regular forms to irregulars ones.
c. Unmarked third person singular verb
The students sometimes fail to mark the third person singular verb in the simple present tense. Haded thinks that error is not a case of mother tongue interference, but it can be attributing to intra-lingual difficulty. Haded also say it might be a consequence of the influence of teaching technique in the sense that classroom drills of the form do not make sufficient distinction between marked and unmarked forms.
d. Wrong tense sequence
Many students often make wrong tense application. This type of error is not mother tongue interference but mostly due to ignorance of target language restriction on tense sequence.
3
Moh S. Haded, The Merts of Exploitibf Error Analysis in Foreign Language Teaching and
Learning, (RELC Journal, vol 29, Singapore: SEAMEO Regional Language Centre, 1998),
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e. Miscellaneous
Another type of error gathered from the study demonstrate a systematic use, for example the use of “be + infinitive”. Betty Schrampfer Azar in her book Understanding and Using English Grammar gives guidance for correcting writing error. In the book, the types of error are explained more details. The error are classified as” singular-plural, word form, word choice, verb tense, add a word, omit the word, word order, spelling, punctuation, capitalization, article, and meaning not clear, incomplete sentence, and run on sentence.4
f. Error of performance
Performance is what actually occurs in practice. Error of performance are errors that occur in speaker’s performance. This type of error is the result of the mistake in language use and manifest themselves as:
a. Repeats, for example; she should keep to keep room clean.
b. Anticipation, for example; On Monday she always buys two France bread. c. A correlation and repeat, for example; they wanted they said wanted to go.
3. The Cause of Error
According to Jack Richards the causes of error are divide into four categories, they are as follows:5
a. Overgeneralization
It is the use of the previously learnt rules in new situation. It means that the learner makes a rule on the basis of his experience of other rule in the target language.
b. Ignorance of rules restriction
This type of errors are the result of failure to observe the restrictions of existing structure, that is the application rules to context where they do not apply.
4
Betty S. Azar, Understanding and Using English Grammar, (new Jersey: Prantice Hall Inc., 1989), pA29
5
Jack Richard, Error Analysis: Perspective in Second Language Acquisition, (London: Longman, Group Ltd, 1974), p,174
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c. Incomplete application of rules
It is the result of the learner’s high motivation to achieve communicative ability. They do not pay much attention to the rules, therefore they can not produce grammatical in correct form.
d. False concept hypothesized
This type of error is the result of faulty comprehension of distinction in the foreign language, sometimes this error occurs because of the poor graduation of materials of teaching.
4. Sources of Errors
As there are many descriptions for different kinds of errors, it is inevitable to move further and ask for the sources of errors. It has been indicated in the first part of the study that errors were assumed as being the only result of interference of the first language habits to the learning of second language. However, with the field of error analysis, it has been understood that the nature of errors implicates the existence of other reasons for errors to occur.
Brown states four source of errors: a) Interlingual Transfer
In early stages, the native language is the only previous linguistic system that the learner can draw upon: thus the interference is inevitable.
b) Intralingual Transfer
Once a learner has acquired parts the new system, more and more intralingual transfer-generalization within L2---would occur.
c) Context of Learning
Richards “false concept” and Stenson called “induced errors,” including 1) misleading explanation from the teacher, 2) faulty presentation of a structure in a textbook, 3) improperly contextualized pattern, 4) confused vocabulary items because of contiguous presentation, 5) inappropriately formal forms of language.
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d) Communication Strategies
In order to get the message across, a learner may use some techniques like word coinage, circumlocution, false cognates, and prefabricated pattern, which can all be sources of error.6
B. Error Analysis
1. The Understanding of Error Analysis
Error analysis is a process based on analysis of learner’s error in their process of language learning. Many linguists have their own definition about error. H. Douglas Brown writes in his Principles of Language Learning and Teaching that error analysis is defined as observation, analysis, and classification of error that made by learner to reveal something of system operating within the learner.7
David Crystal defines error analysis as a study of unacceptable form. He says, “error analysis in language teaching and learning is the study of the unacceptable forms produced by someone in learning a language, especially a foreign language.8
Different from them, Rod Ellis suggests the steps of learner’s errors analysis methodology as follows:
a. Collection of a sample of learner language. b. Identification of errors.
c. Descriptions of error d. Explaining the errors. e. Evaluation of errors.9
6
Brown
7JC. Richard, et.al. …, p.127
-128
8
David Crystal, Dictionary of Language and Languages, (London: Penguin, 1992) p. 125
9
Rod Ellis, Understanding Second Language Acquisition, (New York: Oxford University Press, 1994), p.48
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2. The Role of Error Analysis
Henry Guntur Tarigan and Djago Tarigan, say that error analysis gives some benefits, they are:
a. To know the causes of the error and to understand the background of errors. b. To correct errors made by the students.
c. To avoid similar errors made by students in the future.10
While, Pit S. Corder states that there are two function of error analysis concerning of the way of language process. The practical aspect of error analysis has function in guiding the remedial action, as it stated that:
Error analysis has two functions. The first is as a theoretical one and the second as practical one. The theoretical aspect of error analysis is part of the methodology of investigating the language learning process. The practical aspect of error analysis is the function guiding the remedial action.11
3. The Goal of Error Analysis
Stig Johanson says, “error analysis aims at systematically describing and explaining errors made by speakers of a foreign language.” 12 He also says, “An
analysis of the learner’s error gives evidence of his competence in the foreign language. Also gain valuable information concerning learner’s difficulties at different stages.”
Jack C. Richard- John Platt- Heidi Platt, claim that error analysis may be carried out in order to:
a. Identify strategies, which learners use in language learning.
10
Henry Guntur Tarigan and Djago Tarigan, Pengajaran Analisa Berbahasa, (Bandung Angkasa, 1988), p.142
11
Harvey M. Taylor, English and Japanese in Contrast, (new York: Regent Company, inc,. 1979), p.11
12
Stig Johnson, The Uses of Error Analysis and Contrastive Analysis (1), ELT Journal Vol. XXIX, No.3, April 1975, p.243
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b. Try to identify the causes of learner’s errors.
c. Obtain information of common difficulties in language learning, as an aid to teach or in the preparation of teaching materials.13
C. Writing
1. The Understanding of writing
There are several opinion about the understanding about writing.
Writing is more like acting on the stage than it is like working a physics problem. It is performance for audience that involves the total person-his thoughts, his feeling, and the conscious techniques he uses to influence.14
Writing is a way of thinking as well as means of communication, and one of the things it can be used to think about is someone and some writing must be impersonal. 15
Writing helps students learn, writing reinforce the grammatical structures, idioms, and vocabulary that we have been teaching our students. Writing involved new language; the effort to express ideas and the constant use of the eye, hand, and brain is unique way to reinforce learning. 16
Based on these definition above, writing kind of activity learning, this activity need background knowledge to support it skill, the skills; grammatical structure, idioms, and vocabulary, and impersonal communication.
13
JC. Richard, ..., p.243
14
Irmscher, William f. Ways of Writing. (United States of America: McGraw-Hill, 1969). Page 16
15
Comley Nancy R, Scholes Robert. The practice of writing second edition. ( New York:
St. Martin’s Press. 1985)
16
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D. Paragraph
1. The Understanding of Paragraph
A paragraph is composed a group of sentence expressing one central idea. A paragraph is complete in itself and also a subdivision or part of something larger such as a composition or a chapter in a book. 17
In other book about paragraph is a group of sentence. The number of sentences in the paragraph depends on its subject. A paragraph is a group sentence that develops logically one subject, because each sentence in the paragraph is about the same general subject, each sentence must be connected tightly to the sentence before it and to the sentence after it. 18
2. Types of Paragraph
In an essay, there are four types of paragraphs—introductory, body, transitional and concluding—and each it has different function. In the simplest terms, introductory paragraphs introduce the thesis, body paragraphs develop it, transitional paragraphs move one aspect of it to another, and concluding paragraphs sum up the development of the thesis and restate it.19
a. Introductory paragraphs
An introductory paragraph supports the thesis in three ways. First, it engages readers; interest with a strong opening sentence. Some writing text advised using a quotation or an anecdote to capture readers’ attention, and this can work well.
An introductory paragraph also supports the thesis by giving relevant background information and context, such as important facts or theory. The third, and perhaps most important function of an introductory paragraph, is to introduce the thesis statement and thereby focus the readers on the central idea of paper.
17
Katheleen E. Sulliva, Paragraph Practice, (New York: MacMillan Publishing Co., Inc, 1967) p.1
18
M. George Rooks, Paragraph Power Communicating Ideas Through Paragraph 2nd
Edition. New York: Prentice Hall Regents.
19
Linda McCloud-Bondoc, Writing Effective Paragraph, (Journal, 2012) 13, September 2012 at 4.22 A.M
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b. Body Paragraph
The topic sentence tells readers how the paragraph’s topic/main idea relates to the essay’s core thesis. In other words, a topic sentence not only gives a fact but makes a point or gives an interpretation about that fact, showing how it is relevant or significant to the essay’s core purpose. It is important to remember, too, that the topic sentence is the idea, based on the interpretation of the sources. c. Transitional Paragraphs
Transitional paragraphs act as signposts that guide readers to the next part of the essay. Because transitional paragraphs serve such a specific function.
d. Concluding Paragraphs
Some students think that the purpose of a conclusion is to restate the thesis and this is partly true. The conclusion should reassert the core idea of paper, but it should also clearly flow from the material have carefully developed in the body paragraphs, it should be more than a mechanical restatement of the thesis.
3. Paragraph Development
All paragraphs have one basic aim: to communicate a single idea clearly and effectively, all paragraphs are not organized in the same way. Consider some of the factors that should be presents in any paragraph.20
a. The paragraph contains one central idea only.
Limit the paragraph because a paragraph with more than one central ideas is usually overworked and tends to break down under the strain. The more deeply into the subject, the more paragraphs must be narrowed down or limited.
20
Kethleen E. Sullivan, Paragraph Practic, (New York: Macmillan Publishing Co., Inc. 1967) p. 3
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b. The paragraph should have unity
Unity means that the paragraph should be of one piece, a distinct unit that has one fundamental purpose. A paragraph should not be a fragment; it should be whole, complete unit, understandable no matter whether it stands alone or is combined with other parts to form a larger whole.
The first characteristic of an effective paragraph is unity, which means that all sentences in the paragraph explain, develop, and support a central idea in some way. In other words, every paragraph must have a purpose within the paper, and all the sentences must somehow advance that purpose.
c. The paragraph should have coherence and continuity
Coherence means that the parts of the paragraph should be logically connected. Continuity means that the connection of the parts should be smooth. To make a comparison, a coherent paragraph is like a motor that is assembled.
A paragraph that is coherent flows because it is arranged according to a definite plan, and as a result, all the sentences are not just about the same main topic, but they also “stick together” and lead readers smoothly from the topic sentence to the concluding one.
d. The paragraph should be clarity
The main ideas shines through the words clearly. For writing to be effective, readers must be able to determine the meaning upon a first reading. Clarity is the end result of knowing the purpose, correctly assessing the audience, connecting ideas, selecting appropriate word, and being complete.
e. The paragraph should have an interesting thing
An effective paragraph is worth reading. The topic significant and the development is interesting. A secret good essay writing is to remember that readers like to be entertain. Try to capture readers; attention and make them eager to continue.
f. The paragraph should be adequately developed.
That is should do fully what it sets out to do. It should not leave the job half done. The degree of development depends upon the aim or purpose of the
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paragraph. Effective paragraphs are not only unified, they are fully developed, which means that they do not leave any significant questions in readers’ minds.
4. Main Idea
Main idea is the writer’s main topic for the each paragraph. Each paragraph has a main idea because main idea is the topic of what paragraph try to explain. The writers uses main idea as a guideline to expand the paragraph. Main idea usually stated in a topic sentence, and every sentence in the paragraph must help the development of the topic sentence.
a. Topic sentence
A topic sentence what the paragraph is about, what it will describe or discuss. It is often the first sentence in the paragraph. Since a topic sentence tells what the paragraph is about, it is a little like the title of a compositions. In fact, because of the topic sentence, paragraph needs no title. In other ways, a topic sentence and a title are different.
b. Supporting Ideas
Supporting idea is a part for the writer to develop the topic in main idea. The writer develops the main idea in some sentence called supporting sentence. A paragraph includes several other sentence which in some way contribute to or support the idea in the topic sentence. In other word, all these sentence must be related to the topic.
5. Problems in Developing a Paragraph
When teacher correction students result in students writing, teacher will find some mistake and error, that is indicate students’ problem in developing paragraph. So many problem in developing paragraph, the most difficulties in paragraph development are organized the paragraph, grammar, world choice, mechanics, and usage.21
21
Jo McDonough and Shaw Christopher, Material and Method in ELT, ( Oxford: Blackwell Publisher. 1993) P.158
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a. Organization in paragraph
The students begin her writing before have something to say, so the students lost the coherence and the unity of a paragraph.
b. Grammar
Most students problem in grammar mistakes, students did not understand how to use the appropriate in sentence or use the wrong pronoun or modals.
c. Word choice
Students do not know or not familiar with the word or do not look up in dictionary.
d. Mechanics (spelling)
Students cannot write perfectly, also cannot indicate where word can be divided between syllables or whether compounds are usually.
e. Usage
Students cannot distinguish word which have general use from those which have by indicating the certain word or certain usage of words have limited currency.
E. Form of Recount Text 1. Recount Text
According to Knapp, Recount Text is written out to make a report about an experience of a series of related event. A recount is written out to inform an event or to entertain people. Recount Text is text function as for telling an incident in the past.
Recount is to tell “what happened”. A recount text has a social function. The purpose of a social function is to retell an event with a purpose to inform or entertain the readers. Recount tells a series of events and evaluate their significance in some way. It is also to give audience a descriptions of what
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occurred and when it occurred. The story recount has expressions of attitude and feeling, usually made by narrator about the events.22
2. Constructing in Written Recount Text
Boardman stated that the steps for constructing of written recount text are23: a. The First paragraph that give background information about who, what,
where and when. It is called on orientation.
b. A record of events usually recounted in chronological order, named; event 1, event 2, event 3.
c. A personal comment and or evaluative remarks, which are interspersed throughout the record of events named evaluation.
d. A reorientation which “rounds off “the sequences of events or retell about what happened in the end.
Boardman the language features usually found in a recount:
a. Use of nouns and pronouns to identify people, animals or things involved. b. Use of past action verbs to refer the events.
c. Use of past tense to located events in relation to speaker`s or researcher`s time.
d. Use conjunctions and time connectives to sequence the event. e. Use of adverb and adverbial phrases to indicate place and time. f. Use of adjectives to describe nouns.
According Boardman in making of functional grammar, the significant common grammatical patterns of recount include:
a. Focus on specific participant.
b. Use of material process or action verb. c. Circumstance of time and place.
22
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 19, Issue 1, Ver. XII (Feb. 2014), PP 56-64 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org
23 Ibid.
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d. Use past tense and focus on temporal sequences.
Below is an example of recount text adapted from: English in Focus for Basic School Grade III
My Basketball Experience
Orientation When I was in Junior High School, I really loved
basketball.
Event 1 Every Saturday afternoon I practiced in school field with
my team and my coach. They were strong and smart players. My coach, Mr. Sentana was a kind person. But, while he was coaching us, he was very discipline. He would grounded anyone who came late and not obeyed the team’s rules.
Event 2 With Mr.Sentana, our team won many tournaments in many
big cities. Our team named after school, 67 Team ( from SMP 67) and we had so many fans too. Now, I still love basketball and have a team too.
Re-Orientation But, my parents warn me to play attention more to study, basketball just for hobby.
The recount text writing can be measured and analyzed using the rubric score as follow:24
The items to be evaluated Score Description
Content Orientation 7 Show the complete parts of orientation that are the
people involved, the time, the places and the situation which make the readers understand and interest to read a story. Well focused idea based on the topic of an activity.
24
Eni Yusnita, Clarry Sada and Dewi Novita. Improving Students’ Recount Text Writing by
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6
5
4
3
Does not show one part of orientation, e.g there is no place. Therefore, the readers has not received the complete information from the story. The writer focuses idea based on the topic of an activity.
Does not show two parts of the orientation, therefore the readers get confused the story given. The writer focuses idea based on the topic of an activity.
Does not show three parts of the orientation, therefore the story is hard to understand for the readers. The writer not focuses idea based on the topic of an activity. Directly explains the events without orientation.
The writer not focuses idea based on the topic of an activity.
Sequent of events 7
6
5
4
3
State two events/more in a logical and has write in each events that makes the story flow in coherence.
Stated two events but has no unity in each event that disturb the coherence of story.
Stated only one event and the story have unity so the story is
easy to understand.
Stated only one event and the story have to unity so the story is not easy to understand.
Show the complete parts of reorientation that are signals the end, summarize the story and leaves his/her comment. Therefore, readers get the idea of story.
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Re-orientation 7
6
5
4
3
The idea of personal opinion about the topic or event is clear. Does not show one part of re-orientation, but the reader still get the idea of the story.
The idea of personal opinion about the topic or event is unclear. Does not show two parts of reorientation, but the reader still get the idea of the story.
The idea of personal opinion about the topic or event is unclear. End the story with short comment but the reader still get the idea of the story.
The idea of personal opinion about the topic or event is unclear. End the story without any comment, signal or summary so the reader do not realized that story is finish.
The idea of personal opinion about the topic or event is unclear.
Vocabulary 20
15
10
5
1
The paragraph shows that the usage of words such as noun,
action, verbs, conjunction and adjectives is used appropriately.
1-3 errors of words form such as noun, action verbs, conjunction and adjective show in the paragraph but the meaning is not obscured.
4-6 errors of words form such as noun, action verbs, conjunction and adjective show in the paragraph and the meaning is not obscured.
7-9 errors of words form such as noun, action verbs, conjunction and adjective show in the paragraph and the meaning is not obscured.
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paragraph does not show that the writer understand the usage of words such as noun action verb and conjunction.
Grammar 15
10
5 3 1
The paragraph contains complete sentences and correct in form of past tense.
Mostly complete sentence, there are 1-3 errors in form of past tense.
There are 4-6 errors in form of past tense. There are 7-9 errors in form of past tense.
More than 9 errors in form of past tense, so the paragraph shows that the writer does not master the grammar or not enough to be evaluated in form of past tense.
Spelling 15
10 5 3 1
The words are correct in writing, so the writer is good in spelling.
Makes 1-3 errors in spelling in the story. Makes 4-6 errors in spelling in the story. Makes 7-9 errors in spelling in the story. More than 9 errors in spelling in the story
Punctuation 15
10
5
3
The paragraph shows that there are no mistakes in punctuation and capitalization so the paragraph is exceptionally easy to read.
The paragraph shows that 1/2 mistakes in using punctuation and capitalization but the paragraph is still easy to read.
The paragraph shows that 3/5 mistakes in using punctuation and capitalization but the paragraph is still easy to read.
The paragraph shows that 5/7 mistakes in using punctuation and capitalization but the paragraph is
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1
still easy to read.
The paragraph shows more than 7 mistakes in using punctuation and capitalization, the writer does not master the usage of punctuation and capitalization.
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25 CHAPTER III
RESEARCH METHODOLOGY
A. Method of the Research
The writer used the descriptive analysis method and used procedures of error analysis itself. The method was intended to analyze problems or cases occurred. Next, it involves identifying, analyzing, and classifying data, and reconstructing the error made commonly by the student. On the final step, the writer had to conclude the result of the research.
B. Place and Time of the Research
The research held at Dharma Karya Senior High School in X class, which is located at JL. Pondok Cabe, Pamulang Tangerang Selatan. This school has seven classes, 2 classes for each grade. The writer held the research on April 22nd, 2013.
C. Object of The Research
The writer took the second grade students of Dharma Karya Senior High School, which consist of three classes, X.1, X.2, and X.3. Total number of students of second year is 63 students. The writer used purposive clustering sample technique. The writer used only 21 students as sample.
D. Technique of sample taking
The research using purposive clustering sampling, because the aim this of this research using for research sample through observatioan and test. Before teacher give the students test, the teacher will observ the students how to develop a paragraph, then students will give writing test how to develop a paragraph, and the writer will give the score as data analysis.
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E. Instrumental of Research 1. Type of Test
Controlled writing
It refers to activities in which are presented with a set of sentences or a written text and given directions regarding ways in which these should be modified. This technique suggest that the teacher presents the writing materials by giving directions of how to do writing activities.
2. Scale of Test
The items to be evaluated Score Description
Content Orientation 7
6
5
4
Show the complete parts of orientation that are the people involved, the time, the places and the situation which make the readers understand and interest to read a story. Well focused idea based on the topic of an activity.
Does not show one part of orientation, e.g there is no place. Therefore, the readers has not received the complete information from the story. The writer focuses idea based on the topic of an activity.
Does not show two parts of the orientation, therefore the readers get confused the story given. The writer focuses idea based on the topic of an activity.
Does not show three parts of the orientation, therefore the story is hard to understand for the readers. The writer not focuses idea based on the
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3
topic of an activity. Directly explains the events without orientation.
The writer not focuses idea based on the topic of an activity.
Sequent of events 7
6
5
4
3
State two events/more in a logical and has write in each events that makes the story flow in coherence.
Stated two events but has no unity in each event that disturb the coherence of story.
Stated only one event and the story have unity so the story is easy to understand.
Stated only one event and the story have to unity so the story is not easy to understand.
Show the complete parts of reorientation that are signals the end, summarize the story and leaves his/her comment. Therefore, readers get the idea of story.
Re-orientation 7
6
The idea of personal opinion about the topic or event is clear. Does not show one part of re-orientation, but the reader still get the idea of the story.
The idea of personal opinion about the topic or event is unclear. Does not show two parts of reorientation, but the reader still get the idea of the
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5
4
3
story.
The idea of personal opinion about the topic or event is unclear. End the story with short comment but the reader still get the idea of the story.
The idea of personal opinion about the topic or event is unclear. End the story without any comment, signal or summary so the reader do not realized that story is finish.
The idea of personal opinion about the topic or event is unclear.
Vocabulary 20
15
10
5
1
The paragraph shows that the usage of words such as noun, action, verbs, conjunction and adjectives is used appropriately.
1-3 errors of words form such as noun, action verbs, conjunction and adjective show in the paragraph but the meaning is not obscured.
4-6 errors of words form such as noun, action verbs, conjunction and adjective show in the paragraph and the meaning is not obscured.
7-9 errors of words form such as noun, action verbs, conjunction and adjective show in the paragraph and the meaning is not obscured.
More than 9 errors of words form, so the paragraph does not show that the writer understand the usage of words such as noun action
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verb and conjunction.
Grammar 15
10
5
3
1
The paragraph contains complete sentences and correct in form of past tense.
Mostly complete sentence, there are 1-3 errors in form of past tense.
There are 4-6 errors in form of past tense.
There are 7-9 errors in form of past tense.
More than 9 errors in form of past tense, so the paragraph shows that the writer does not master the grammar or not enough to be evaluated in form of past tense.
Spelling 15
10
5
3
1
The words are correct in writing, so the writer is good in spelling.
Makes 1-3 errors in spelling in the story.
Makes 4-6 errors in spelling in the story.
Makes 7-9 errors in spelling in the story.
More than 9 errors in spelling in the story
Punctuation 15
10
The paragraph shows that there are no mistakes in punctuation and capitalization so the paragraph is exceptionally easy to read.
The paragraph shows that 1/2 mistakes in using punctuation and capitalization but the paragraph is
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5
3
1
still easy to read.
The paragraph shows that 3/5 mistakes in using punctuation and capitalization but the paragraph is still easy to read.
The paragraph shows that 5/7 mistakes in using punctuation and capitalization but the paragraph is still easy to read.
The paragraph shows more than 7 mistakes in using punctuation and capitalization, the writer does not master the usage of punctuation and capitalization.
F. Procedures of The Research
The first, the writer prepared the instrument of the test. Second, the writer asked permission to the headmaster of Dharma Karya Senior High School to do research. Next, the Writer made a schedule with the English teacher of Dharma Karya Senior High School to administer the test. After the data has collected, the writer analyzed it based on the procedure of error analysis which based on Corder, they are collecting the data from the student’s work, identifying where the error is, then describing the error based on their classification, after explaining error by taking possibility why and how it happen, the last is evaluating. 1
1
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G. Data Analysis Technique
The technique of data analysis used by the writer in this research is qualitative analysis technique which function is to describe and interpret the result of quantitative data. For getting the quantitative data, it will describe in the table percentage and the formula as follows:
P = percentage
F = Number of error classification N= Number of the total error2
2Nurwahid, “Grammatical Error Analysis of Students’ Writing on Recount Text, “ Skripsi
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32 A. Findings
1. Description of Data
Below, the writer analyzes each student’s error of writing in every sentence even word, classifies the into the grammatical error due to the elimination of the paper and includes also the cause of error for each student’s writing.
The writer divides each table into three columns: the first consist of the classification into error types that students made. The second is for the correction of student’s error that was made by the writer and last is the cause of student’s error.
Table 4.1
Students’ Score of Written Test
No The
Guide for Correcting Writing Error
C
ontent Or
ienta
ti
on
S
eque
nt of Eve
nt
Re
-Or
ienta
ti
on
Voc
abular
y
Gr
amm
ar
S
pe
ll
ing
P
unc
tuation Score Students
1 Student 1 3 3 4 10 1 15 5 47,7
2 Student 2 7 5 7 20 3 15 15 83,7
3 Student 3 4 3 7 20 10 5 15 74,4
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5 Student 5 3 4 3 15 1 10 5 47,7
6 Student 6 7 6 7 5 1 15 5 53,5
7 Student 7 3 4 5 20 5 15 3 64
8 Student 8 3 3 3 15 1 15 10 58,1
9 Student 9 3 4 4 15 1 10 5 48,8
10 Student 10 5 5 5 15 10 15 5 69,8
11 Student 11 5 6 5 20 10 15 1 72,1
12 Student 12 3 3 4 20 15 15 1 70,9
13 Student 13 3 4 5 15 10 10 15 72,1
14 Student 14 3 3 3 15 10 15 10 68,6
15 Student 15 3 3 3 15 3 10 10 54,7
16 Student 16 4 5 4 20 15 10 10 79,1
17 Student 17 4 5 4 15 1 10 10 57
18 Student 18 7 7 7 20 5 15 1 72,1
19 Student 19 4 5 4 15 1 15 3 54,7
20 Student 20 3 4 4 1 5 15 1 38,4
21 Student 21 7 7 7 1 5 15 10 60,5
Total 87 92 99 297 114 275 141 1285
N = 21 ∑x = 1285
From the data in the table above, the writer calculated the data using the formula:
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The data in the table above based on the journal. To get the score of writing test the passed score is 65. From 21 students, it only 9 srudents who passed the writing test of recount text paragraph, their score are 83.7, 74.4, 69.8, 72.1, 70.9, 21.1, 68.6, 79.1, and 72.1. The writer use scale to calculate the error, it written on journal the scale of score test about 1-20 points, and each point has different level to assets.
Table 4.2
The Percentage Error Mostly Made
No
The
Guide for Correcting Writing Error
C
ontent Or
ienta
ti
on
S
eque
nt of Eve
nt
Re
-Or
ienta
ti
on
Voc
abular
y
Gr
amm
ar
S
pe
ll
ing
P
unc
tuation
Students
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2 Student 2 7 5 7 1 4 1 1
3 Student 3 4 3 7 1 2 3 1
4 Student 4 3 3 4 4 5 1 5
5 Student 5 3 4 3 2 5 2 3
6 Student 6 7 6 7 4 5 1 3
7 Student 7 3 4 5 1 3 1 4
8 Student 8 3 3 3 2 5 1 2
9 Student 9 3 4 4 2 5 2 3
10 Student 10 5 5 5 2 2 1 3
11 Student 11 5 6 5 1 2 1 5
12 Student 12 3 3 4 1 1 1 5
13 Student 13 3 4 5 2 2 2 1
14 Student 14 3 3 3 2 2 1 2
15 Student 15 3 3 3 2 4 2 2
16 Student 16 4 5 4 1 2 2 2
17 Student 17 4 5 4 2 5 2 2
18 Student 18 7 7 7 1 3 1 5
19 Student 19 4 5 4 2 5 1 4
20 Student 20 3 4 4 1 3 1 5
21 Student 21 7 7 7 1 3 1 10
Total 87 92 99 38 73 29 71
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Percentage 18 19 20 7,8 15 5,9 15
Before we go to the chart we need to know the number of percentage. The writer calculated table above to make easy presented the chart. The numbers of percentage presented are the total errors that students made based on the journal. From the total of error we know that the re-orientation is the most students made about 20%. To present the percentage of error, the writer use different point scale with the score of test.
The Score of Test The Percentage of test
20 1
15 2
10 3
5 4
1 5
When the students get 20 point of score test, it mean they get 1 point in percentage of error. The aim of this, to make easy calculate the error made based on percentage data.
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The chart above shown the most of the students’ error made based on the journal. The chart is presenting the error by the percentage number to know where the most students’ error made. After the writer calculated the table, she make the chart that shown error made, re-orientation is about 20%, sequent of event 19%, content orientation 18%, grammar 15%, Punctuation 15%, vocabulary 7.8%, ans spelling 5.9%.
Table 4.3
The Data Analysis Paragraph The Classification
of Error The correction The Source of Error
1. Add a word
2. Verb tense 3. Verb tense
4. Word choice
5. Capitalization
6. Word choice
My Holiday
During holiday, I -- only stayed in my house. I helped my mother washed, swept, etc. on Monday, I went to school for saman. Not only me, all my friend
1. Interlingual transfer 2. Interlingual transfer 3. Interlingual transfer 4. Context of learning 5. Interlingual transfer 6. Context of learning Content
Orientation 18 %
Sequent of Event 19 %
Re-Orientation 20 % Vocabulary
7.8 % Grammar
15 % Spelling
5.9 %
Punctuation 15 %
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7. Verb tense 8. Verb tense
9. Word choice
10.Word choice 11.Verb tense 12.Verb tense 13.Verb tense 14.Omit a word 15.Capitalization 16.Word order
17.Meaning not
clear 18.Word order 19.Capitalization 20.Verb tense 21.Incomplete
sentence 22.Verb tense 23.Verb tense
24.Meaning not
clear
25.Omit a word 26.Capitalization 27.Word choice 28.Verb tense 29.Verb tense
30.Menaing not
clear 31.Word order 32.Omit a word 33.Capitalization
who join saman also come. We practiced excitedly.
On Wednesday, I also come to school for saman. My friends and I come to school on Thursday. In the weekend, my mother and I went to my aunt house. There ware gather my big family. In my aunt house was very busy. We ware laugh and joke. After family that, my mother and I went to home. I was happy because met my big family. Before weekend, I come to school on Saturday for Taekwondo. I was happy because met my friends in the school.
On Monday, I came to school for Saman again. On Wednesday I come to school for not saman but I come for
preparation competition. On Thursday my
friends and I different follow competition in SMA 2 Tangsel school. Saturday, I come to school for taekwondo again. After taekwondo my friends and I did different work for our homework. That was my holiday.
7. Interlingual transfer 8. Interlingual transfer 9. Context of learning 10.Context of learning 11.Interlingual transfer 12.Interlingual transfer 13.Interlingual transfer 14.Interlingual transfer 15.Interlingual transfer 16.Context of learning 17.Context of learning 18.Context of learning 19.Interlingual transfer 20.Interlingual transfer 21.Context of learning 22.Interlingual transfer 23.Interlingual transfer
24.Communication
strategies
25.Interlingual transfer 26.Interlingual transfer 27.Context of learning 28.Interlingual transfer 29.Interlingual transfer
30.Communication
strategies
31.Context of learning 32.Interlingual transfer 33.Interlingual transfer 34.Context of learning
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34.Word order
35.Meaning not
clear
strategies
The Classification of
Error
The Correction The Source of Error
1. Verb tense 2. Verb tense 3. Verb tense 4. Verb tense 5. Verb tense 6. Verb tense 7. Verb tense 8. Verb tense 9. Verb tense 10.Verb tense 11.Verb tense 12.Verb tense 13.Singular
plural 14.Verb tense
Daily activities in the Holidays
Every morning, I always woke up late every holiday, why? Have to got up early on a holiday that was very difficult for me. Because of laziness holiday spirit has given to me.
Every lunch, if I wanted to have lunch always not on time. Why? Because I was too busy played computer, played computer in the holiday was very satisfied. Because in my day off been allowed to play the computer at will.
And, every night, I always played guitar. Because played the guitar at night, making a good heart and could forgot all of the problems buried in the heart of the simple. And much better if added with a cool breeze at night.
But it always disturbed when I thought of
1. Interlingual transfer 2. Interlingual transfer 3. Interlingual transfer 4. Interlingual transfer 5. Interlingual transfer 6. Interlingual transfer 7. Interlingual transfer 8. Interlingual transfer 9. Interlingual transfer 10.Interlingual transfer 11.Interlingual transfer 12.Interlingual transfer 13.Interlingual transfer 14.Interlingual transfer
(55)
the task and made the holiday a lot to be boring. I have a lot tasks, it feels lazy for a vacation. In mind always said, “go to school better, then holidays but was given the task very much.
The Classification of
Error
The Correction The Source of Error
1. Spelling 2. Spelling 3. Spelling 4. spelling
My whole vacation consisted of
necessary rituals and a whole lot of writing. I didn’t leave the house for extended periods, of time, so there ain’t much to tell other than that I wrote a lot. A lot. Like 160 pages in Word in Constantia 12 pt and 1.5 spacing. Like 60.000 words of a fantasy story with dubious quality written in neck-breaking speed for an event that gives nothing whatsoever. My life is just bursting with valve, man, sarcasm intended.
So I have no idea what to write. I suppose I could write about my story, since it was what I’ve been doing. All night, so Cormac is this backpacker with heart defect and hemophilia who arrived in Fryslan. Netherlands is an attempt to see the north sea from all sorts of places. While serenading the sea, he meets a local named Gilbert: they become fast friends with the fact they both speak English, and since Gilbert loves to
1. Communication
strategies
2. Communication
strategies
3. Communication
strategies
4. Communication
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write, he proceeds to ask about life in Ireland. They part ways but not before Cormac sees the water, who show themselves in the cover of down, to tell him his mother was from the sea.
Fast forward, Gilbert finds a strange, empty notebook, which he brings when he goes to the beach for writing inspiration. The nymphs show up and say that the book he has have an epic name that is the book of False Creation, and that could create weapons to fight being hurting the nymphs and other elements. But those weapons are instead for someone else, and that’s where a help -elemental half-human comes in.
So basically, they group again and starts their roles are 5th generation of warrior and writer combo. Gilbert creates a claymore Murrgen, which Cormac stars to use. They continue training until one day with his presents, he finally gains their hesitant permission. He dreams about his predecessor and finds that his sword, crusading, is on the
bottom of Lough Ramor, county Clare,
Ireland. They, will the help of the elementals, set out to get it.
After somehow getting it, the ghost of Marcellus, the 4th writer, joins them. He’s very helpful. Also there’s a lot of tense shift because I’ve been writing over 100 pages in past tense and wrote this paper in the present
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tense. I like present tense. What a nice tense. So there you go, half page of rambling about a story because I was deprived of a kindred spirit.
The Classification
of Error The Correction The Source of Error
1. Capitalization
2. Word choice
3. Capitalization
4. Word choice
5. Capitalization
6. Word order
7. Omit the word
8. Verb tense 9. Verb tense 10.Word choice 11.Omit a word 12.Word choice 13.Verb tense 14.Verb tense 15.Verb tense 16.Verb tense 17.Word choice 18.Word choice 19.Verb tense 20.Capitalization 21.Word choice 22.Punctuation 23.Capitalization
Boarding School Roommate
Holidays have arrived, as well as high
school students Dharma Karya UT senior
high school with the holiday. I had two weeks off school for senior high school and juniors Dharma Karya for exam junior high school and senior high school. Senior high school success for Dharma Karya.
Fourteenth day of April 2016 I was invited to a family’s friend and I had to go see a friend I felt at the seminary boarding the name of the “roommate” I traveled from home to seventeen hours there, on the way I was so bored, just sat down and playd phone. When in the middle of the phone I was exhausted. I was bored to death when it could just sleep and see the journey that I passed and when I was looking at the way I passed I found the hills, the hills were very beautiful and I just saw a real sight like that. When I was late afternoon and the family finished ate I went on a trip, before the night. And when it
1. Interlingual transfer
2. Communication
strategies
3. Interlingual transfer
4. Communication
strategies
5. Interlingual transfer 6. Context of learning 7. Interlingual transfer 8. Interlingual transfer 9. Interlingual transfer
10.Communication
strategies
11.Interlingual transfer
12.Communication
strategies
13.Interlingual transfer 14.Interlingual transfer 15.Interlingual transfer 16.Interlingual transfer
17.Communication
strategies
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24.Verb tense 25.Omit the word 26.Verb tense 27.Verb tense 28.Word choice 29.Add a word 30.Verb tense 31.Capitalization 32.Word choice 33.Verb tense 34.Capitalization 35.Word order 36.Verb tense 37.Verb tense 38.Omit the word 39.Verb tense
hit me to go to boarding school roommate was passing through the forest. The day before the morning and arrived at boarding school.
I met a friend I have not met, I hugged my
best friend very closely … hehehe, I
surprised him with a different attitude, he was very polite, always smiled and patient, I described the experience of him, and he was not aware to pass from boarding school roommate because after that he will go to college to Egypt I was glad -- I had a different friend with attitude first. And I hope the idea he wanted reached. Amin I was here to learn and holidays. Could learn how to be good to others and my parent. I thought it was very enjoyable holiday and could get a wonderful experience. When five days have I passed this holiday boarding school roommate. I finally got home -- I was very sad friend feel lost and hug and said “I love you friend, we shared a great success later, happy and proud people who love you” I hope this holiday I will be remember
always. Amin
strategies
19.Interlingual transfer 20.Interlingual transfer
21.Communication
strategies
22.Interlingual transfer 23.Interlingual transfer 24.Interlingual transfer 25.Interlingual transfer 26.Interlingual transfer 27.Interlingual transfer
28.Communication
strategies
29.Interlingual transfer 30.Interlingual transfer 31.Interlingual transfer
32.Communication
strategies
33.Interlingual transfer 34.Interlingual transfer 35.Context of learning 36.Interlingual transfer 37.Interlingual transfer 38.Interlingual transfer 39.Interlingual transfer
The Classification
of Error The Correction The Source of Error
1. Verb tense
2. Omit a word
Vacation this time I did not feel happy, because a lot of task that should do school.
1. Interlingual transfer 2. Interlingual transfer
(59)
3. Add a word
4. Word choice
5. Capitalization 6. Verb tense
7. Omit a word
8. Verb tense 9. Verb tense 10.Omit a word 11.Word order
12.Word form
13.Omit a word 14.Verb tense 15.Word order 16.Verb tense 17.Verb tense 18.Verb tense 19.Meaning not
clear
20.Word choice 21.Capitalization 22.Omit a word 23.Verb tense 24.Spelling 25.Verb tense 26.Verb tense 27.Spelling 28.Capitalization 29.Verb tense 30.Verb tense 31.Verb tense
During the holiday I just worked, practiced
saman dance. Monday I practiced saman
danced, I was very tired, after of saman dance workout -- I immediately worked again, but this time I really wanted to cry because I did not understand the physics task, I only answered three question, then the next day I invited classmates to work on a common task. But the great comes just me, Agung, Fatma, Kemal, Biyu and Faris.
Next day I tried to do the work I discussed Japanese, but I still did not understand, finally I taught by my friend, he was very good at all. When I chore Japanese, I immediately cleared the house, because at that time my house was very messy and my mom was working. Thursday I was tutoring in Pamulang, it was very tired holiday.
3. Interlingual transfer
4. Communication
strategies
5. Interlingual transfer 6. Interlingual transfer 7. Interlingual transfer 8. Interlingual transfer 9. Interlingual transfer 10.Interlingual transfer 11.Context of learning 12.Context of learning 13.Interlingual transfer 14.Interlingual transfer 15.Context of learning 16.Interlingual transfer 17.Interlingual transfer 18.Interlingual transfer
19.Communication
strategies
20.Communication
strategies
21.Interlingual transfer 22.Interlingual transfer 23.Interlingual transfer
24.Communication
strategies
25.Interlingual transfer 26.Interlingual transfer
27.Communication
strategies
(60)
29.Interlingual transfer 30.Interlingual transfer 31.Interlingual transfer
The Classification
of Error The Correction The Source of Error
1. Word order
2. Verb tense 3. Verb tense
4. Word choice
5. Word choice
6. Word choice
7. Capitalization 8. Capitalization 9. Verb tense 10.Verb tense 11.Word choice 12.Verb tense 13.Capitalization 14.Word order 15.Capitalization 16.Word order 17.Capitalization 18.Word choice 19.Word order 20.Meaning not
clear
21.Word choice 22.Word choice 23.Omit a word
(G) Holiday moment last week, exact April 18th 2013. I’met my junior high school friend. We planned for fill in our holiday moment. I started from home at 10.00 A.M and I went to Alda home, and we chated a moment.
And then we went to Khadijah house. As usually Khadijah still busy to dress up. Khadijah, Alda and I finish a dress up. While to take in Khadijah home. After it KHadijah, Alda, and I went to Anna house. In our trip, we told about our favorites movie that was India. When we arrived Anna house obvious Anna not there in her house, her mother asked we to sit.
And we sat down while told and heard India song. When we go from Anna house, then it was rain. We did not afraid about sick because of rain but we run under rain. And then we take shelter. And as usually we played one game, the game that usually played, there was told anything become question.
After it we made a decision to go
1. Context of learning 2. Interlingual transfer 3. Interlingual transfer
4. Communication
strategies
5. Communication
strategies
6. Context of learning 7. Interlingual transfer 8. Interlingual transfer 9. Interlingual transfer 10.Interlingual transfer
11.Communication
strategies
12.Interlingual transfer 13.Interlingual transfer 14.Context of learning 15.Interlingual transfer 16.Context of learning 17.Interlingual transfer 18.Context of learning 19.Context of learning
20.Communication
(61)
24.Verb tense 25.Incomplete
sentence 26.Add a word 27.Meaning not
clear 28.Verb tense 29.Verb tense 30.Run on
sentence 31.Word choice 32.Verb tense 33.Verb tense 34.Verb tense 35.Verb tense 36.Capitalization 37.Capitalization 38.Verb tense 39.Word choice 40.Verb tense 41.Add a word 42.Verb tense 43.Meaning not
clear
again visited our junior high school. We met Mr. Maman he was a security and we intimated with him. Although we still wanted talked each other but the day a visit late afternoon and we decided to go home each home.
Although this holiday usual but the day we will never forget about it.
21.Communication
strategies
22.Context of learning 23.Interlingual transfer 24.Interlingual transfer 25.Context of learning 26.Interlingual transfer
27.Communication of
strategies
28.Interlingual transfer 29.Interlingual transfer 30.Context of learning
31.Communication
strategies
32.Interlingual transfer 33.Interlingual transfer 34.Interlingual transfer 35.Interlingual transfer 36.Interlingual transfer 37.Interlingual transfer 38.Interlingual transfer
39.Communication
strategies
40.Interlingual transfer 41.Interlingual transfer 42.Interlingual transfer
43.Communication of
strategies
(62)
of Error 1. Verb tense 2. Verb tense
3. Word order
4. Capitalization 5. Verb tense 6. Verb tense 7. Verb tense 8. Verb tense 9. Verb tense 10.Capitalization 11.Verb tense 12.Capitalization 13.Verb tense 14.Verb tense 15.Capitalization
My vacation was not interesting because I just chores at home, but I also attended gathering with class mates. I also had to stay at grandmother’s home for a few days. I was hanging out with my class mates at Yolanda’s house. I was very happy to be able to get together with friends classes, because they ware good friends and funny. I held a class barbeque with friends, and it was very exciting and fun.
I got together with friends from the class 15.00 to 22.00 P.M. besides hanging out with friends I also took a class to work on assignment given by the teacher. Other than, I worked on assignments with classmates at Suci’s house.
On Friday I went to grandmother’s house. I stayd there, and a lot my cousins there. I was very happy to be able to gather with
family. I stayed there until Saturday
afternoon. When he got home I was back working on unfinished task.
That was my vacation story less interesting.
1. Interlingual transfer 2. Interlingual transfer 3. Context of learning 4. Interlingual transfer 5. Interlingual transfer 6. Interlingual transfer 7. Interlingual transfer 8. Interlingual transfer 9. Interlingual transfer 10.Interlingual transfer 11.Interlingual transfer 12.Interlingual transfer 13.Interlingual transfer 14.Interlingual transfer 15.Interlingual transfer
The Classification
of Error The Correction The Source of Error
1. Verb tense 2. Verb tense
During the holidays, I was doing homework from school. I woke up early for
1. Interlingual transfer 2. Interlingual transfer
(63)
3. Verb tense 4. Verb tense 5. Verb tense 6. Verb tense
7. Word order
8. Verb tense 9. Verb tense 10.Verb tense 11.Word choice 12.Capitalization 13.Verb tense 14.Verb tense 15.Word choice 16.Verb tense 17.Verb tense 18.Verb tense
the morning, prayed, then I sleept again. After woke up, I watched TV and didn’t forget to do homework. But this job a lot, so I worked on a few. In the afternoon, I saw the news about the senior high school national exam. In the news some school have not received the national exam package. As a result, the national exam are not held in some areas that didn’t get the national exam package.
A week later, the junior high school national exam has started. This time the answer paper of the national exam was too thin, so as to remove the existing circle on the paper will be lost on the examinee must be careful when removed them. When I saw the news, to the point that was not doing his job because of preoccupation saw the news on TV. Later that night because forgot to do his job done.
In the last week, I asked sister for a walk to the mall. Before went to the mall, my family and I stopped by sister house. I ate there a little while since I’ve eaten before. My aunt invite us to ride a taxi because the location of pedestrian so far. Once up, we get into the mall, it had broad. There we bought a bag, the price was very cheap and -- good bag so we ware interested to buy it.
3. Interlingual transfer 4. Interlingual transfer 5. Interlingual transfer 6. Interlingual transfer 7. Context of learning 8. Interlingual transfer 9. Interlingual transfer 10.Interlingual transfer
11.Communication
strategies
12.Interlingual transfer 13.Interlingual transfer 14.Interlingual transfer
15.Communication
strategies
16.Interlingual transfer 17.Interlingual transfer 18.Interlingual transfer
(64)
The Classification
of Error The Correction The Source of Error
1. Verb tense
2. Word choice
3. Verb tense
4. Omit a word
5. Verb tense 6. Capitalization 7. Verb tense 8. Verb tense 9. Verb tense 10.Verb tense 11.Verb tense 12.Omit a word 13.Verb tense 14.Word choice 15.Word choice 16.Verb tense 17.Verb tense 18.Verb tense 19.Verb tense 20.Verb tense 21.Verb tense 22.Verb tense 23.Verb tense 24.Capitalization 25.Verb tense 26.Verb tense 27.Verb tense 28.Punctuation 29.Capitalization
Holiday
Midterm was over … it was time for national exam for 3rd grade senior high school. I have day off for two weeks. At the beginning of my holiday with my brother went to the city park to play together. I felt very happy that day. Because previously I got dizzy because of thought of the exam.
Three days have passed… on the
Thursday in the first week, I was back at my brother to take by fishing in a small lake on left city. I wasn’t to reject, and then I rushed
there. Time was passed and day was
afternoon. But I have -- received fish, while my brother has got two big fish. I didn’t know why I didn’t the fish, maybe I out of luck that day. I was home with flavor not sat. The next day, I only did activity with the usual. Like the played, ate, slept, exercised danced, and did my home work. But there was one thing that made me very dizzy at home. Which was the task of the school very much and hard. Many times I felt not able to work on everything. My parents always remind about it. Sometime I felt tired and confused to do it… now the holidays have a finished, tomorrow we have to return to school. I thought I was ready to come back
1. Interlingual transfer
2. Communication
strategies
3. Interlingual transfer 4. Interlingual transfer 5. Interlingual transfer 6. Interlingual transfer 7. Interlingual transfer 8. Interlingual transfer 9. Interlingual transfer 10.Interlingual transfer 11.Interlingual transfer 12.Interlingual transfer 13.Interlingual transfer
14.Communication
strategies
15.Communication
strategies
16.Interlingual transfer 17.Interlingual transfer 18.Interlingual transfer 19.Interlingual transfer 20.Interlingual transfer 21.Interlingual transfer 22.Interlingual transfer 23.Interlingual transfer 24.Interlingual transfer 25.Interlingual transfer 26.Interlingual transfer
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