115 Based on the data, the researcher made the percentage of the result in this research.
The result of this research shown that the highest percentage of errors is addition 35. The lowest one is omission error 15 while the other types of error were
misordering 34 , and misformation error 16 . To be clearer the table bellows:
Table 4 The Proportion of Students‟ Grammatical Error in Transforming Declarative
into Interrogative Sentences
D. Discussion
The objectives of this research were to describe the kinds of errors that students made in transforming declarative into interrogative sentences based on Surface Strategy
Taxonomy, and to find out the proportions frequency and percentage of errors that
No Kind of Error
Frequency Percentage
1 Omission
161 items 15
2 Addition
367 items 35
3 Misformation
165 items 16
4 Misordering
350 items 34
Total 1043 items
100
116 the students made in transforming declarative into interrogative sentences based on
Surface Strategy Taxonomy. Based on the result of the research, after the researcher identified the errors and
classified them based on surface strategy taxonomy includes : omission, addition, misformation, and misordering. Then the researcher classified the types of errors and
determined the frequency of them. The researcher found that the highest frequency of errors made by students is addition error with 367 items from 1043 errors or 35. As
we know that addition error are characterrized by the presence of item, which must not appear in well-formed utterence.
57
For example :
Does Mrs. Ida teaches Me English
. In the sample, the underlined item is addition. Here is the revised version for the addition error in the example :
Does Mrs. Ida teach Me English
. It is indicated that the students does not understand the use of grammar because the students still
make error in transforming the sentence. The students committed many errors not only in addition, but also misordering errors.
In misordering error, the students made error 34 or 350 items from 1043 items. As we know that misordering error are characterized by incorrect placement of
morphemes or a group of morphemes or words in utterence.
58
For example :
And Lana Doni did not
play football yesterday?
Here is revised version for the misordering error in the example:
Didn’t Doni and Lana play football yesterday? In
57
Heidi Dulay.et.al. Language two. Newyork: Oxford University Press. 1982,p.162
58
Ibid,p.154
117 this case, the students did errors because they do not understand the use of grammar.
Therefore, they misordered the part of the important in structure of the sentence. In misformation error, the students made error 16 or 165 items from 1043 items. As
we know that misformation error are characterized by use of the wrong form of the morpheme or structure.
59
For example:
Did I sent you a letter a month ago?
Here is revised version for the misformation error in the example:
Did I send you a letter a
month ago?
In this case, the students did errors because they do not understand the use of grammar. Therefore, they misformed the part of the important in structure of
the sentence. It is categorized as alternating form in misformation. The last error made by the students was omission errors as the lowest errors made by
the students. In this research, the researcher had found 161 items errors or 15 from 1043 items errors, omission errors are characterized by absence of an item morpheme
or group of morpheme which must appear in a well-formed utterance.
60
For example:
Is not a brave man?
Here is revised version for omission error in the example:
Is not he a brave man?
It is indicated that the students does not understand the use of grammar, because they made errors. they omitted the part of the important in
structure of the sentence.
59
Heidi Dulay.et.al. Language two. Newyork: Oxford University Press. 1982,p.158
60
Ibid,p.154
118
CHAPTER V CONCLUSION AND SUGGESTION
After collecting the data and analyzing the result of the research, the researcher drew some conclusions and suggestions in an analysis of students‟ grammatical errors in
transforming declarative into interrogative sentences base on surface strategy taxonomy.
A. Conclusion
Based on the data analysis of students‟ grammatical errors in transforming interrogative sentences in MTsN 1 Tanggamus which the researcher focused on
organization, the researcher ma de out the conclusions about the students‟ errors in
grammar as follows: 1.
The types of errors that the students made in transforming declarative into interrogative sentences in MTsN 1 Tanggamus are omission, addition,
misformation, and misordering. 2.
The total number of errors commited by the students are 1043 items. The proportions frequency and percentage of the students‟ grammatical errors in
transforming declarative into interrogative sentences based on Surface Strategy Taxonomy as follows:
