The Background of the study

B. The Focus of the Study

The researcher focuses on analyzing the students’ pronouns error. However, the researcher concerns to analyze the students’ error in subject and object pronoun thatis easier to understand at the first grade in SMP Yayasan Miftahul Jannah Ciputat.

C. The Study Questions

Based on the discussion above, the researcher would like to formulate this problem in the following question: 1. What types error do the students make in using personal pronouns? 2. What kinds of personal pronouns error are commonly made by the students?

D. The Objective of the Study

The objective of this study is to analyze students material that easier to understand between subject and object pronoun.According to the statement of the problem above, the objective of the study are as follows: 1. To analyze and to classify the types of errors which students made in using personal pronoun. 2. To identify the kinds of personal pronounserror are commonly made by the students.

E. Significance of the Study

The research finding is expected as a contribution for a the English teachers, b the students, c the further researchers. a. The English teachers The result of this study for the English teachers to get clearly information about the types of errors and the kinds of personal pronouns that the students’ made in using the personal pronouns, so they will know what should they do to decrease the students’ error in using the personal pronouns. b. The students The students will get right treatment in decreasing their errors in using the personal pronouns, so they can use the personal pronouns correctly in a test. c. The further researchers Other researchers who are interested in analyzing on the students’ errors can get basic information from this study, so they can do their research deeper and better than this study. 6

Chapter II Theoretical Framework

A. Error and Error Analysis

In this chapter, the researcher tries to give clear some descriptions of theoretical framework that consist of definition of error, definition of error analysis, definition of pronoun, the kinds of pronoun, and description of personal pronoun.

1. The Definition of Error

Students make a mistake or make an error is normal. It always occurs in process learning. Errors made by the students didn’t mean that the students couldn’t follow the lesson well but there were so many reasons why the students did an error. In order to analyze the student s’ language in a proper perspective, it is important to distinguish between mistakes and errors. Errors and mistakes are two synonyms that have a little bit same meaning, but in language learning, these words have different meaning. There are various definitions of errors and mistakes that have been presented by linguists. According to Corder “Errors are described by the application of linguistic theory to the data of erroneous utterances produced by a learner or a group of learners.” 1 In addition, Brown said that error can look from native adult grammar and reflecting learner interlanguage competence. 2 1 S. P. Corder, Error Analysis and Interlanguage, London: Oxford University Press, 1981, p. 36 2 H. Douglas Brown, Principles of Language Learning and Teaching, London: Prentice-Hall, Inc, 1980, p. 165 Besides error, there is a mistake. Corder said in Fisiak ’s book “mistakes are deviations due to performance factors such as memory limitation, spelling pronu nciations, fatigue, emotional strain, etc.” 3 In addition Brown said in his book that “a mistake refers to aperformance error that is either a random guess or a „slip,’ in that it is failure to utilize a known system correctly.” 4 According to that definition, the researcher concluded that error is when the students make errors but they cannot fix it again, no matter how much they make a mistake, they can not fix it. It can be caused by the learner can’t well understand the material; they only understand a half material or do not understand the whole of the material. On the contrary, a mistake is a fault that students can be self-corrected, because it is only the result of the students’ performance.

2. The Types of Error

According to Corder, error is divided into four categories: error of omission, error of addition, error of selection, and error of ordering. 5 Here are the explanations: 1 The Error of Omission Error of omission characterized is the absence of an item that should appear.The student omits the item that should appear in the good utterance. Omission has two types of morphemes that are omitted more than others. They are content morphemes and grammatical morphemes. 6 3 JacekFisiak, Contrastive Linguistics and the Language Teacher, New York: Pergamon Press, 1981, p. 224 4 Brown, Op Cit., p. 165 5 Corder, Op Cit., p. 36 6 Dulay, Op Cit., p. 154.