GRAMMATICAL ERRORS MADE BY THE SIXTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY OF MUHAMMADIYAH MALANG ON THEIR WRITING IV COMPLEX SENTENCES SKILL
GRAMMATICAL ERRORS MADE BY THE SIXTH SEMESTER
STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY
OF MUHAMMADIYAH MALANG ON THEIR WRITING
IV COMPLEX SENTENCES SKILL
THESIS
By:
NILA EKA NOVRIANTI
09360287
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
GRAMMATICAL ERRORS MADE BY THE SIXTH SEMESTER
STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY
OF MUHAMMADIYAH MALANG ON THEIR WRITING
IV COMPLEX SENTENCES SKILL
THESIS
This thesis is submitted to fulfill one of the requirements to
achieve Sarjana Degree in English Education
By:
NILA EKA NOVRIANTI
09360287
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
“Hai anak-anakku, pergilah kamu, maka carilah berita tentang Yusuf
dan saudaranya dan jangan kamu berputus asa dari rahmat Allah.
Sesungguhnya tiada berputus asa dari rahmat Allah, melainkan kaum
yang kafir”.
(Yusuf : 87)
Jangan pernah putus asa
karena yang mudah putus asa tidak pernah sukses
dan
orang sukses tidak pernah putus asa.
DEDICATION:
I dedicate this thesis to :
My beloved father and mother,
My two brothers,
My friends,
And my husband to be
ACKNOWLEDGEMENTS
Alhamdulillahi Rabbil ‘Alamin, Wassholatu Wassalamu ‘Ala Rasulillah.
Praise is to Allah SWT, the main source of strength who always gives strength
and patience to finish this thesis. Shalawat and Salam may always be upon to the
holy prophet, Muhammad SAW.
The researcher would like to express her deepest gratitude to her first
advisor Riza Elfana, M.A and her second advisor Dian Arsitades Wiranegara,
M.Pd for their suggestion, invaluable guidance and advice during the consultation
period, and their comments, valuable time, and correction during the completion
of this thesis.
Her sincere gratitude and appreciation are also extended to Fardini Sabilah
M.Pd, the chairwoman of English Department at University of Muhammadiyah
Malang who has given the opportunity to the researcher in order to conduct the
research.
The last but not the least, a special thank goes to her beloved mother (Mrs.
Dina S. Mulyani) who always gives spirit and motivation, father (Mr. Utomo)
who always gives advice, financial, and everything in her life, her two sweet
brothers (Ilham and Bayu), her Lovely one (Ajif), her lovely family (Yuni, Endah,
Diah, Icha, Novita, Ncy, Sandhy, Uky, Ramly, Ifa, Wiwik, Sabrina, Yuli, Anna,
Rudy, Daru, Hesty, Indra, Wiwid, Rena, Rafika, Rista, Mb Nita, Dino, Tyas, F
99), and for all of her friends who cannot be mentioned one by one for their
encouragement, love, care and pray so that she can finish this thesis.
Malang, August 1, 2013
Nila Eka Novrianti
TABLE OF CONTENTS
APPROVAL ..................................................................................................... i
LEGALIZATION ............................................................................................. ii
MOTTO AND DEDICATION ......................................................................... iii
ABSTRACT .................................................................................................... iv
ACKNOWLEDGEMENTS .............................................................................. v
TABLE OF CONTENTS ................................................................................. vi
CHAPTER I INTRODUCTION
1.1 Background of The Study .................................................................... 1
1.2 Statement of The Problems .................................................................. 4
1.3 The Purposes of The Study .................................................................. 4
1.4 Significance of The Study ................................................................... 4
1.5 Scope And Limitation ......................................................................... 5
1.6 Definition of The Key Terms ............................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Errors and Mistakes ............................................................................ 7
2.2 Error Analysis ..................................................................................... 8
2.3 The Classifications of Errors ............................................................... 9
2.3.1 Linguistic Category .................................................................... 9
2.3.2 Surface Strategy Taxonomy ..................................................... 10
2.3.3 Comparative Taxonomy .............................................................. 11
2.3.4 Communicative Effect Taxonomy ............................................... 12
2.4 Grammar ........................................................................................... 14
2.5 Writing ................................................................................................. 15
2.6 Sentence ............................................................................................... 16
2.6.1 Complex Sentence ..................................................................... 17
2.7 Clause ................................................................................................ 18
2.7.1 Adjective Clause.......................................................................... 18
2.7.2 Adverbial Clause ......................................................................... 18
2.7.3 Noun Clause ................................................................................ 19
2.7.4 Introductory Verbal Modifier ....................................................... 20
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ................................................................................ 21
3.2 Population and sample ....................................................................... 22
3.3 Research Instrument .......................................................................... 23
3.4 Data Collection ................................................................................. 24
3.5 Data Analysis ................................................................................... 24
3.5.1 Identifying Errors ........................................................................ 25
3.5.2 Classifying Errors ........................................................................ 25
3.6 The Frequency of Occurrence ........................................................... 27
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings .............................................................................. 28
4.1.1 Students’ Errors in Producing Complex Sentences........................ 28
4.1.1.1 Identifying the Errors .......................................................... 29
4.1.1.2 Classifying the Errors........................................................... 30
4.1.1.2.1 Errors in Producing Complex Sentences of Adjective Clause . 30
4.1.1.2.2 Errors in Producing Complex Sentences of Adverbial Clause 31
4.1.1.2.3 Errors in Producing Complex Sentences of Noun Clause ....... 32
4.1.1.2.4 Errors in Producing Complex Sentences of Introductory Verbal
Modifier ................................................................................ 33
4.1.2
Frequency of Occurrence toward Each Errors in Producing
Complex Sentences .................................................................... 34
4.2 Discussion ............................................................................................ 36
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ........................................................................................... 38
5.2 Suggestion ............................................................................................ 39
REFERENCES
APPENDIX I
APPENDIX II
APPENDIX III
REFERENCES
Ary, Donald. Lucy Cheser Jacobs. Chris Sorensen. 2010. Introduction to
Research in Education. United States: Wadsworth Cengage Learning.
Azar, Betty Schrampfer. 1999. Understanding and Using English Grammar-third
edition. New York: Longman.
Bogdan, Robert C. And Sari Knopp Biklen. 2003. Qualitative Research for
Education. Syracuse University: Pearson Education Group, Inc.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. San
Fransisco University: Longman.
Creswell, John W. 2012. Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. University of Nebraska–Lincoln: Edwards
Brothers, Inc.
Dulay, Heidi. et.al. 1982. Language Two. New York: Oxford University Press.
Hall, Eugene J. 1993. Grammar for Use. Jakarta Barat: Binarupa Aksara.
Harmer, Jeremy. The Practice of English Language Teaching. England: Pearson
Education Limited.
Oshima, Alice And Ann Hogue. 1999. Writing Academic English. New York:
Addison Wesley Longman.
Thornbury, Scott. 1999. How to Teach Grammar. England: Pearson Education
Limited.
Warriner, John E. And Sheila Y. Laws. 1973. English Grammar and
Composition. New York: Harcourt Brace Jovanovich, Inc.
CHAPTER I
INTRODUCTION
This chapter presents such topics as: background of the study, statement of
the problems, purposes of the study, significance of the study, scope and
limitation, and definition of key terms. Each section is presented as follows.
1.1 Background of the Study
Born as Indonesian is the precious thing God has given to us. It will be a
great thing if Bahasa is able to be an International Language. However, there will
not be a possibility because English has become an International Language.
Jeremy Harmer (2007) points out that English is spoken by at least a quarter of the
world’s population. It means that everyone is forced to be able to speak English in
order to survive in this world.
Recognizing this fact, as a foreign language in Indonesia, English is taught
from kindergarten up to university. Whereas, English is not an easy thing to learn.
Besides English, Indonesian students also learn Bahasa as their national language.
So, most of people who speak English will be influenced by Bahasa itself. It
happened because English has the structure that becomes an essential role in
language. In the one hand, there are four basic skills that must be mastered in
learning English as Foreign Language in Indonesia. They are reading, writing,
speaking, and listening.
1
According to Harmer (2007), four basic skills of English are divided into
two types. Receptive skills is a term used for reading and listening. Productive
skills is the term for speaking and writing. Productive skills means that students
have to produce language themselves. It can be concluded that productive skills
are more difficult than receptive skills.
Alice Oshima in Writing Academic English claims that writing is not easy
(1996:3). In writing, the students have to check the language use such as;
grammar and vocabulary. They should review and revise, and review and revise
their writing again in order to have a good structure. In this case, some Indonesian
students get difficulties in understanding and applying English structure. It can be
seen when Indonesian students construct English sentences, they are often
interfered by the Indonesian grammatical rules. This leads to problems and errors
in constructing sentences. Whereas, sentence is a key to have a good writing. A
writing with only short, simple sentences is boring. Therefore, using complex
sentences in writing can help the students modify their writing skill.
Unfortunately, the students often make some errors in writing complex sentences.
It is usually caused by the grammar itself.
Dulay, et al (1982) states that:
Errors are the flawed side of learner speech or writing. Studying learners’
errors serves two major purposes: (1) it provides data from which
inferences about the nature of the language learning process can be mad;
and (2) it indicates to teachers and curriculum developers which part of the
target language students have most difficulty producing correctly and
which error types detract most from a learner’s ability to communicate
effectively.
2
In addition, analyzing the grammatical errors in writing by using complex
sentences, the students will be rehearsed to correct their writing by avoiding the
errors they have made before to construct better writing.
In the previous study, Chairunnida (2004) found that the students made
some errors in using comma, the plural s/es, to be, a/an, and possessive in their
writing sentences. In the one hand, Purwaningsih (2009) who studied about errors
in complex sentences with noun clause made by the fourth semester students of
writing subject found that the students also made some errors when using noun
clause in complex sentences. In this case, she found that the students often made
some errors in misformation, misordering, omission, and addition. Seeing these
previous studies, it reminds the writer experiences when taking writing IV. Some
of the sixth semester students of English department at University of
Muhammadiyah Malang in this class made some errors due to the lack of
understanding about how to use an adjective clause, a noun clause, an adverbial
clause, and an introductory verbal modifier. These problems relate to the global
errors which belong to communicative effect taxonomy.
Based on the reason above, conducting a research is a way to get accurate
information about student’s grammatical errors in producing complex sentences.
The researcher will analyze the grammatical errors made by the sixth semester
students of English Department at University of Muhammadiyah Malang in
writing IV complex sentences skill.
3
1.2 Statement of the Problems
1. What grammatical errors do the sixth semester students of English
Department at University of Muhammadiyah Malang make in producing
complex sentences on their writing IV skill?
2. What is the most frequent grammatical error from all types made by the
sixth semester students of English Department at University of
Muhammadiyah Malang in producing complex sentences on their writing
IV skill?
1.3 Purposes of the Study
1. To find out the grammatical errors made by the sixth semester students of
English Department at University of Muhammadiyah Malang on their
writing IV complex components skill.
2. To reveal the most frequent error from all types made by the sixth
semester students of English Department at University of Muhammadiyah
Malang on their writing IV complex sentences skill.
1.4 Significance of the Study
The result of this study is expected to give some contributions in teaching
English, especially in writing about complex sentences. Analyzing the students’
errors, the teachers will be able to understand the student’s grammatical errors in
writing complex sentences. It will help the teachers to use the appropriate method
to teach the students. For the students, by analyzing their errors, the students will
4
try to be carefully in writing, especially complex sentences. The students will also
understand how to write complex sentences. The last, the students will not make
any errors in producing complex sentences in the future.
1.5 Scope and Limitation
In this study, to make the thesis more specific, the researcher investigates
the grammatical errors made by the sixth semester students of English Department
at University of Muhammadiyah Malang.
To get an accurate data, the researcher limits on communicative effect
taxonomy related to grammatical errors in producing complex sentences, such as;
adjective clause, adverbial clause, noun clause, and introductory verbal modifier.
1.6 Definition of Key Terms
To get the definitive understanding of the concept in the study, the
following definition is given.
-
Error
:
A noticeable deviation from grammar of the adult native speaker reflecting the
inter language competence of learners (Brown: 2000).
-
Grammar
:
A description of certain organizing aspects of a particular language (Hall,
Eugene: 1993)
5
-
Sentence
:
A group of words that expresses a complete thought (Warriner and Laws:
1973).
-
Complex sentence
:
A dependent clause must be connected to an independent clause in order to
make a complete sentence (Oshima, et al: 1996).
6
STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY
OF MUHAMMADIYAH MALANG ON THEIR WRITING
IV COMPLEX SENTENCES SKILL
THESIS
By:
NILA EKA NOVRIANTI
09360287
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
GRAMMATICAL ERRORS MADE BY THE SIXTH SEMESTER
STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY
OF MUHAMMADIYAH MALANG ON THEIR WRITING
IV COMPLEX SENTENCES SKILL
THESIS
This thesis is submitted to fulfill one of the requirements to
achieve Sarjana Degree in English Education
By:
NILA EKA NOVRIANTI
09360287
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
“Hai anak-anakku, pergilah kamu, maka carilah berita tentang Yusuf
dan saudaranya dan jangan kamu berputus asa dari rahmat Allah.
Sesungguhnya tiada berputus asa dari rahmat Allah, melainkan kaum
yang kafir”.
(Yusuf : 87)
Jangan pernah putus asa
karena yang mudah putus asa tidak pernah sukses
dan
orang sukses tidak pernah putus asa.
DEDICATION:
I dedicate this thesis to :
My beloved father and mother,
My two brothers,
My friends,
And my husband to be
ACKNOWLEDGEMENTS
Alhamdulillahi Rabbil ‘Alamin, Wassholatu Wassalamu ‘Ala Rasulillah.
Praise is to Allah SWT, the main source of strength who always gives strength
and patience to finish this thesis. Shalawat and Salam may always be upon to the
holy prophet, Muhammad SAW.
The researcher would like to express her deepest gratitude to her first
advisor Riza Elfana, M.A and her second advisor Dian Arsitades Wiranegara,
M.Pd for their suggestion, invaluable guidance and advice during the consultation
period, and their comments, valuable time, and correction during the completion
of this thesis.
Her sincere gratitude and appreciation are also extended to Fardini Sabilah
M.Pd, the chairwoman of English Department at University of Muhammadiyah
Malang who has given the opportunity to the researcher in order to conduct the
research.
The last but not the least, a special thank goes to her beloved mother (Mrs.
Dina S. Mulyani) who always gives spirit and motivation, father (Mr. Utomo)
who always gives advice, financial, and everything in her life, her two sweet
brothers (Ilham and Bayu), her Lovely one (Ajif), her lovely family (Yuni, Endah,
Diah, Icha, Novita, Ncy, Sandhy, Uky, Ramly, Ifa, Wiwik, Sabrina, Yuli, Anna,
Rudy, Daru, Hesty, Indra, Wiwid, Rena, Rafika, Rista, Mb Nita, Dino, Tyas, F
99), and for all of her friends who cannot be mentioned one by one for their
encouragement, love, care and pray so that she can finish this thesis.
Malang, August 1, 2013
Nila Eka Novrianti
TABLE OF CONTENTS
APPROVAL ..................................................................................................... i
LEGALIZATION ............................................................................................. ii
MOTTO AND DEDICATION ......................................................................... iii
ABSTRACT .................................................................................................... iv
ACKNOWLEDGEMENTS .............................................................................. v
TABLE OF CONTENTS ................................................................................. vi
CHAPTER I INTRODUCTION
1.1 Background of The Study .................................................................... 1
1.2 Statement of The Problems .................................................................. 4
1.3 The Purposes of The Study .................................................................. 4
1.4 Significance of The Study ................................................................... 4
1.5 Scope And Limitation ......................................................................... 5
1.6 Definition of The Key Terms ............................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Errors and Mistakes ............................................................................ 7
2.2 Error Analysis ..................................................................................... 8
2.3 The Classifications of Errors ............................................................... 9
2.3.1 Linguistic Category .................................................................... 9
2.3.2 Surface Strategy Taxonomy ..................................................... 10
2.3.3 Comparative Taxonomy .............................................................. 11
2.3.4 Communicative Effect Taxonomy ............................................... 12
2.4 Grammar ........................................................................................... 14
2.5 Writing ................................................................................................. 15
2.6 Sentence ............................................................................................... 16
2.6.1 Complex Sentence ..................................................................... 17
2.7 Clause ................................................................................................ 18
2.7.1 Adjective Clause.......................................................................... 18
2.7.2 Adverbial Clause ......................................................................... 18
2.7.3 Noun Clause ................................................................................ 19
2.7.4 Introductory Verbal Modifier ....................................................... 20
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ................................................................................ 21
3.2 Population and sample ....................................................................... 22
3.3 Research Instrument .......................................................................... 23
3.4 Data Collection ................................................................................. 24
3.5 Data Analysis ................................................................................... 24
3.5.1 Identifying Errors ........................................................................ 25
3.5.2 Classifying Errors ........................................................................ 25
3.6 The Frequency of Occurrence ........................................................... 27
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings .............................................................................. 28
4.1.1 Students’ Errors in Producing Complex Sentences........................ 28
4.1.1.1 Identifying the Errors .......................................................... 29
4.1.1.2 Classifying the Errors........................................................... 30
4.1.1.2.1 Errors in Producing Complex Sentences of Adjective Clause . 30
4.1.1.2.2 Errors in Producing Complex Sentences of Adverbial Clause 31
4.1.1.2.3 Errors in Producing Complex Sentences of Noun Clause ....... 32
4.1.1.2.4 Errors in Producing Complex Sentences of Introductory Verbal
Modifier ................................................................................ 33
4.1.2
Frequency of Occurrence toward Each Errors in Producing
Complex Sentences .................................................................... 34
4.2 Discussion ............................................................................................ 36
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ........................................................................................... 38
5.2 Suggestion ............................................................................................ 39
REFERENCES
APPENDIX I
APPENDIX II
APPENDIX III
REFERENCES
Ary, Donald. Lucy Cheser Jacobs. Chris Sorensen. 2010. Introduction to
Research in Education. United States: Wadsworth Cengage Learning.
Azar, Betty Schrampfer. 1999. Understanding and Using English Grammar-third
edition. New York: Longman.
Bogdan, Robert C. And Sari Knopp Biklen. 2003. Qualitative Research for
Education. Syracuse University: Pearson Education Group, Inc.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. San
Fransisco University: Longman.
Creswell, John W. 2012. Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. University of Nebraska–Lincoln: Edwards
Brothers, Inc.
Dulay, Heidi. et.al. 1982. Language Two. New York: Oxford University Press.
Hall, Eugene J. 1993. Grammar for Use. Jakarta Barat: Binarupa Aksara.
Harmer, Jeremy. The Practice of English Language Teaching. England: Pearson
Education Limited.
Oshima, Alice And Ann Hogue. 1999. Writing Academic English. New York:
Addison Wesley Longman.
Thornbury, Scott. 1999. How to Teach Grammar. England: Pearson Education
Limited.
Warriner, John E. And Sheila Y. Laws. 1973. English Grammar and
Composition. New York: Harcourt Brace Jovanovich, Inc.
CHAPTER I
INTRODUCTION
This chapter presents such topics as: background of the study, statement of
the problems, purposes of the study, significance of the study, scope and
limitation, and definition of key terms. Each section is presented as follows.
1.1 Background of the Study
Born as Indonesian is the precious thing God has given to us. It will be a
great thing if Bahasa is able to be an International Language. However, there will
not be a possibility because English has become an International Language.
Jeremy Harmer (2007) points out that English is spoken by at least a quarter of the
world’s population. It means that everyone is forced to be able to speak English in
order to survive in this world.
Recognizing this fact, as a foreign language in Indonesia, English is taught
from kindergarten up to university. Whereas, English is not an easy thing to learn.
Besides English, Indonesian students also learn Bahasa as their national language.
So, most of people who speak English will be influenced by Bahasa itself. It
happened because English has the structure that becomes an essential role in
language. In the one hand, there are four basic skills that must be mastered in
learning English as Foreign Language in Indonesia. They are reading, writing,
speaking, and listening.
1
According to Harmer (2007), four basic skills of English are divided into
two types. Receptive skills is a term used for reading and listening. Productive
skills is the term for speaking and writing. Productive skills means that students
have to produce language themselves. It can be concluded that productive skills
are more difficult than receptive skills.
Alice Oshima in Writing Academic English claims that writing is not easy
(1996:3). In writing, the students have to check the language use such as;
grammar and vocabulary. They should review and revise, and review and revise
their writing again in order to have a good structure. In this case, some Indonesian
students get difficulties in understanding and applying English structure. It can be
seen when Indonesian students construct English sentences, they are often
interfered by the Indonesian grammatical rules. This leads to problems and errors
in constructing sentences. Whereas, sentence is a key to have a good writing. A
writing with only short, simple sentences is boring. Therefore, using complex
sentences in writing can help the students modify their writing skill.
Unfortunately, the students often make some errors in writing complex sentences.
It is usually caused by the grammar itself.
Dulay, et al (1982) states that:
Errors are the flawed side of learner speech or writing. Studying learners’
errors serves two major purposes: (1) it provides data from which
inferences about the nature of the language learning process can be mad;
and (2) it indicates to teachers and curriculum developers which part of the
target language students have most difficulty producing correctly and
which error types detract most from a learner’s ability to communicate
effectively.
2
In addition, analyzing the grammatical errors in writing by using complex
sentences, the students will be rehearsed to correct their writing by avoiding the
errors they have made before to construct better writing.
In the previous study, Chairunnida (2004) found that the students made
some errors in using comma, the plural s/es, to be, a/an, and possessive in their
writing sentences. In the one hand, Purwaningsih (2009) who studied about errors
in complex sentences with noun clause made by the fourth semester students of
writing subject found that the students also made some errors when using noun
clause in complex sentences. In this case, she found that the students often made
some errors in misformation, misordering, omission, and addition. Seeing these
previous studies, it reminds the writer experiences when taking writing IV. Some
of the sixth semester students of English department at University of
Muhammadiyah Malang in this class made some errors due to the lack of
understanding about how to use an adjective clause, a noun clause, an adverbial
clause, and an introductory verbal modifier. These problems relate to the global
errors which belong to communicative effect taxonomy.
Based on the reason above, conducting a research is a way to get accurate
information about student’s grammatical errors in producing complex sentences.
The researcher will analyze the grammatical errors made by the sixth semester
students of English Department at University of Muhammadiyah Malang in
writing IV complex sentences skill.
3
1.2 Statement of the Problems
1. What grammatical errors do the sixth semester students of English
Department at University of Muhammadiyah Malang make in producing
complex sentences on their writing IV skill?
2. What is the most frequent grammatical error from all types made by the
sixth semester students of English Department at University of
Muhammadiyah Malang in producing complex sentences on their writing
IV skill?
1.3 Purposes of the Study
1. To find out the grammatical errors made by the sixth semester students of
English Department at University of Muhammadiyah Malang on their
writing IV complex components skill.
2. To reveal the most frequent error from all types made by the sixth
semester students of English Department at University of Muhammadiyah
Malang on their writing IV complex sentences skill.
1.4 Significance of the Study
The result of this study is expected to give some contributions in teaching
English, especially in writing about complex sentences. Analyzing the students’
errors, the teachers will be able to understand the student’s grammatical errors in
writing complex sentences. It will help the teachers to use the appropriate method
to teach the students. For the students, by analyzing their errors, the students will
4
try to be carefully in writing, especially complex sentences. The students will also
understand how to write complex sentences. The last, the students will not make
any errors in producing complex sentences in the future.
1.5 Scope and Limitation
In this study, to make the thesis more specific, the researcher investigates
the grammatical errors made by the sixth semester students of English Department
at University of Muhammadiyah Malang.
To get an accurate data, the researcher limits on communicative effect
taxonomy related to grammatical errors in producing complex sentences, such as;
adjective clause, adverbial clause, noun clause, and introductory verbal modifier.
1.6 Definition of Key Terms
To get the definitive understanding of the concept in the study, the
following definition is given.
-
Error
:
A noticeable deviation from grammar of the adult native speaker reflecting the
inter language competence of learners (Brown: 2000).
-
Grammar
:
A description of certain organizing aspects of a particular language (Hall,
Eugene: 1993)
5
-
Sentence
:
A group of words that expresses a complete thought (Warriner and Laws:
1973).
-
Complex sentence
:
A dependent clause must be connected to an independent clause in order to
make a complete sentence (Oshima, et al: 1996).
6