An error analysis on students difficulties in learning english pronouns (A case study at the second year class of MTS Jami'yatul kahair kampung Utan Ciputat

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AN ERROR ANALYSIS ON STUDENTS’ DIFFICULTIES IN

LEARNING ENGLISH PRONOUNS

(A Case Study at the Second Year Class of MTs Jami’yatul Khair Kampung Utan Ciputat )

A SKRIPSI

Presented to the Faculty of Tarbiyah and Teachers Training as Partial Fulfillment of the Requirements for the First Strata (S1) Degree

By:

OJI FAHRUROJI 204014003222

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

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AN ERROR ANALYSIS ON STUDENTS’ DIFFICULTIES IN

LEARNING ENGLISH PRONOUNS

(A Case Study at the Second Year Class of MTs Jami’yatul Khair Kampung Utan Ciputat )

A SKRIPSI

Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the First Strata (S1) Degree

By:

OJI FAHRUROJI NIM: 204014003222

APRPROVED BY ADVISOR:

Drs. SYAUKI, M.Pd NIP. 19641212 199103 1 002

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAAYATULLAH

JAKARTA

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ENDORSEMENT SHEET

The examination committee of the Faculty of Tarbiyah and Teachers Training certifies that the ‘skripsi’ (scientific paper) entitled, “An Error Analysis on Students’ Difficulties in Learning English Pronouns (A Case Study at the Second Year Class of MTs Jami’yatul Khair Kampung Utan Ciputat ), written by Oji Fahruroji, Student’s registration number: 204014003222 , was examined by committee on 10th of March, 2010, and was declared to have passed and, therefore, fulfilled on the requirements for the academic title of S.Pd in Department of English Language Education Faculty of Tarbiyah and Teachers Tarining.

Jakarta, March 2010

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd (__________________) NIP. 19641212 199103 1 002

SECRETARY: Neneng Sunengsih, S.Pd (__________________)

NIP. 150 293 236

EXAMINERS: 1. Drs. H. Nasifudin Djalil, M.Ag (__________________)

NIP:19560560199003 1 002

2. Nida Husna, M.Pd., MA, TESOL (__________________)

NIP: 19720705200312 2 002 Acknowledge by:

Dean of Tarbiya and Teachers Training Faculty

Prof. Dr. Dede Rosyada, M.A NIP. 19571005 198703 1 003

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ACKNOWLEDGMENT

In the name of Allah, the beneficent, the merciful. Praise be to Allah, the Lord of the world who has blessed the writer in completing this skripsi. Peace and Blessing be upon the prophet Muhammad, his family, his companions, and his follower.

The writer is absolutely conscious that he could not carry out this work without helping of others either in the material or in the spirituality. The writer would like to say his special gratitude to his beloved parents; Rahidi and Aisyah, his sisters; Tini Sunartini, Yayah Nuryati, Khusufiyah, and Siti Sirojah, his brothers in law, and whole family who gave him huge motivation and moral encouragement to finish this ’skripsi’.

The writer does not forget to say his great thanks to Drs Syauki, M.Pd, his advisor, for his sincerity in guiding the writing of this ‘skripsi’ from the beginning to the end. The writer also wishes to say his acknowledgment to the following persons:

1. Prof. Dr. Dede Rosyada, M.A, the dean of Faculty of Tarbiya and Teachers’ Training.

2. All lecturers of Department of English Education who have taught the writer during the studying State Islamic University Syarif Hidayatullah. 3. Mrs. Neneng Sunengsih, S.Pd, the secretary of Department of English

Education.

4. Drs. Maman Sukirman, the head master of MTs Jami’yyatull Khair, who has allowed the writer to observe there. Mr Huda, the English teacher of Second grade who has given his advise and guidance to the writer in doing the research, the administration staff and all teachers who helped the writer in completing this research.

5. The writer friends; Achyanudin, Muhammad Zulfadli, Siti Robiatul Adawiyah, and all of English Consultant’s teachers who have given him

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motivation and lovely friendship, as well as LSIK community who have accompanied and entertained the writer along this year.

The writer also wishes to thank to his entire friends for their support that can not be mentioned one by one. And may this ‘skripsi’ be useful to the readers, particularly to the writer. Also the writer realized that this ‘skripsi’ is far from being perfect. It is a pleasure for him to receive constructive critics and suggestion from anyone who reads his ‘skripsi’.

Jakarta, December 2009

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TABLE OF CONTENTS

ACKNOWLEDGMENT ... i

TABLE OF CONTENTS... iii

LIST OF TABLES ... v

CHAPTER I: INTRODUCTION A. Background of the Study... 1

B. Limitation and statement of the Study ... 5

C. Objective of the Study ... 5

D. Method of the Study... 6

E. Significance of the Study... 6

CHAPTER II: THEORETICAL FRAMEWORK A. Error and error analysis ... 7

1.Definition ... ... 7

2.Causes of errors... ... 11

3.Types of errors .... ... 14

4.Goal or error analysis ... 19

B. Pronoun ... 20

1. Definition ... 20

2. Kind of Pronoun... 22

CHAPTER III: RESEARCH METHODOLOGY AND RESEARCH FINDINGS A. Research methodology ... 28

1. Place and time of the Study... 28

2. Population and sample of the Study... 28

3. Profile of MTs Jami’yyatul Khair ... 28

4. Instrument of the Study... 29

5. Technique of data collecting ... 30

6. Technique of data analysis ... 30

B. Research finding... 30

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2. The data analysis ... 31 3. The data interpretation ... 35

CHAPTER IV: CONCLUSION AND SUGGESTION

A. Conclusion... 37 B. Suggestion ... 37

BIBLIOGRAPHY ... 39 APPENDIX

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LIST OF TABLES

Table 2.1 (Personal Pronouns) ... 22

Table 2.2 (Possessive adjective and Possessive Pronoun) ... 24

Table 2.3 (Reflexive Pronoun)... 25

Table 2.4 (Demonstration Pronoun)... 26

Table 4.1 (Pronoun kinds and its distribution)... 31

Table 4.2 (Frequency of error of Subject Pronoun) ... 31

Table 4.3 (Frequency of error of Object Pronoun) ... 32

Table 4.4 (Frequency of error of Possessive Adjective) ... 33

Table 4.5 (Frequency of error of Possessive Pronoun) ... 34

Table 4.6 (Data Interpretation)... 35

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CHAPTER I INTRODUCTION

A. Background of the Study

Language is a very important means of communication. Trough languages, we can express whatever in our mind and share all kind of informations with other people. To communicate with other people we should use the suitable and acceptable languages; because, it can keeps us away from misunderstanding when we describe and explain our ideas.

One of the important languages which is used by most people in the world is English. It becomes an international language which is used to communicate in many fields of life such as in trade, diplomacy, tourism, business, music, information, technology, and education. As Morton W. Bloomfield (1969) stated “By about 1800 English was fully ready to assume the international responses and by 1850 it was a world language. Consequently, English has to be used in international communication both oral and written communication, for general as well as specific needs”1

As international language, English gains much popularity in non-English spoken countries like Indonesia. In Indonesia, English is not used as a daily communication language among people, but it is taught at schools. For instance, it becomes a compulsory subject for indonesian students from primary school to universities. As we can see in Indonesian government stipulation NO.19/2005 on National standard of education …”that every student is

Morton W. Bloomfield, The American Heritage Dictionary of the English Language,(New York: American Heritage Publishing and Houghton Mifflin company, 1969) p. xviii

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required to reach the same standards of English competency upon completing her/his secondary school study”.2

For Indonesian students, learning English is not easy. As a foreign language, English is certainly different from Bahasa Indonesia as a native language which becomes their mother tongue; since they have their own definitions and rules. Richards (1992) in his book, Longman dictionary of Language Teaching and Apply Linguistics,” stated …” in British usage a foreign language is a language which is taught as a school subject but which is not used as a medium of instruction in schools nor as a language of communication within country…”.3 In addition, the native language, so called first language, is gained from human beeing birth. The native language refers to “…the language a human being learns from birth…”.4

Native language and foreign language are known by L1 and L2. For Indonesian, Bahasa Indonesia as a national language (L1) and English as a foreign language (L2) are different in structure, morphology, phonology as well as syntaxes. That is why, Indonesian students are often confused in learning English. Furthemore, they are frequently influenced by Bahasa Indonesia structure when they learn English. They tend to transfer the forms and the meanings from their native language to construct their foreign language. This reason leads Indonesian students to encounter many problems or difficulties in mastering English. Such as, the problems in structure, spelling, pronunciation, vocabulary, word formation and so on. Because of these problems, Indonesian students often make error and mistake when they try to produce the new language like in their English writing and speaking.

The discussion of error in learning foreign language (L2) has been done since behaviorist introduced Contrastive Analysis theory (CA).5 In behaviorist view ..”the errors are unwanted. Since the errors were result of non-learning

TEFFLIN: Journal, A Publication on the Teaching and Learning of English,

(Surabaya: TEFLIN, 2005), p. 210

Jack Richards, et al., Longman dictionary of Language Teaching and Apply Linguistics, (Longman, Essex, 1992),p.143

http://en.wikipedia.org/wiki/Native_Language (it is accessed on tuesday, April 25, 2010)

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than wrong learning, there was a denger of errors becoming habits if they were tolerated, so like sin, errors should be avoided.”6 Learner errors here are considered something wrong and undesirable. And, when learners do an error it means they do a very fatal mistake in their language learning.

Meanwhile, Douglas Brown (2000) stated an other perspective about error. He said “Human learning is fundamentally a process that involves the making of mistakes”.7 He believes that error and mistake are something normal in language learning process. Error should not be viewed as something undesirable or something to be avoided. Because, by this error, a language researcher and a language teacher will get a feedback. It is a key to correct students error when they construct a sentence in their new language system.

To know why error happened, we should recognize a process on how students acquired and learn language. Borrowed from Tarigan’s term that the language which is acquired by students directly from their mother is called first language acquisition (L1) and the second language they learn is called second language acquisition (/L2).8 Tarigan explains that the first language acquisition process is running informal and unstructured plan. Students directly learn it from their family, friends, and environment. This learning process is going beyond their consciousness and they do not recognize what motivation forces them to learn it. On the contrarily, the process of the second language acquisition (L2) is running formally and it is tutored based on syllabus or school program. And also, the students are conscious and recognized what motivation do they have to learn it. On the other term, The first process is named by language acquisition and the second process is called by language learning.

The language problems happened when the language learners have already known their language (L1) ”…a child that is in the process of

Fahriettin sannal’s article. Error analysis Based Second Language Teaching Strategies….p.597

H. Douglas Brown, Principle of Language Learning and Teaching, 4th ed, (Longman, New York, 2000), p.216

Henrri Guntur Tarigan, Pengajaran Analysis Kesalahan Berbahasa, (Angkasa, Bandung, 1988), p.4

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acquiring a second language will subscounsciously invents structures influenced by knowledge he already possesses…”.9 And, they was used to be in their old language system habit. Then, he learned new language or foreign language (L2) system and tried to produce it in both oral and written language. Certainly, the old habit will interfere the new one. As what Jeremy Harmer (2001) explained in his book Practice of English Language Teaching that “students who learn English as a second language already have a deep knowledge of at least one other language, and where L1 and English come into contact with each other there are often confusions which provoke errors in a learner’s use of English”.10

As mentioned above that first language (L1) and foreign language (L2) will contact each other. It means that L1 will transfer its rules to L2. This transference will influence students’ new language. This is what we call language interference from bahasa into English. According to Richard (1992), “interference is the use of a language pattern or rule which leads to an error or inappropriate form in the target language”.11 There are two kinds of laguage interferences. First, positive trnasfer. It is “when first language habits are helful to acquiring second language habits”. Second, negative transfer. It is the differences between the two languages.12 Language interference occurs as the result of the first language’s influence to the target language or it may occur from L2 to L1. This influence can be named by positive transfer when the language system used by the speaker in L1 is the same pattern with the language system in L2. And it can be named by negative transfer if the language system used from both of them is different. The Negative transfer is also known as interference. Language interference is not only make students in difficulties in understanding English but also can cause them in error when

Maria Karra, Second Language Acquisition: Learner’s Error Correction in Language Teaching (this article is published on 03/29/2006 and acceessed on Mei 31, 2009 from http://www.proz.com/doc/633

Jeremy Harmer, The Practice of English Language Teaching, 3rd ed,(Essex: Pearson Education Limited 2001), p.99

Jack Richard, et.al, Longman Dictionary…, p. 205

William Littlewood, foreign and Second language Learning, (New York: Cambridge University Press), p.17

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they produce English as their foreign language. So, we can say that student English error is resulted by interference.

We can see that the difficulty of English learning process comes from Indonesian language interference. The status of Bahasa Indonesia (L1) has contributed some errors and mistakes to the Indoneisan students when they learn English as their foreign language. Bahasa Indonesia as a language indeed has its own rules and structures. Its rule certainly is different from other language such English with its own structure and grammar.

For example;

1) Dia memukulku. He strikes me 2) Ini bukuku.

This book my.* (incorrect sentence) This is my book. (Correct sentence)

In Indonesian language the pronoun -ku can function as object in memukulku (1), and as possessive in bukuku (2). That it is the correct one. The word -ku does not change its form and position as object and possessive pronoun in word order. Meanwhile, in English object and possessive pronoun -ku comes with different form and position, that is me and my. This change of form and position of pronoun sometimes is not realized by students in Indonesia. Therefore, the writer often finds some errors in using pronouns. Such as in the sentence

(3) Can you take me bag?* (incorrect sentence)

This sentence is taken from the student utterance for the correct English sentence can you take my bag? This error is caused by the interference, is the use of a native language pattern or rule which leads to an error or in appropriate form in the target language,13 of Indonesian pronoun –ku that does not distinguish between object and possessive pronoun. Therefore, it could be

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understood that the differences of both Indonesian and English grammar make some difficulties and errors for the learners.

Based on the description above, the writer has an intention to find out what kinds of pronoun that students mostly make error and how far they can apply the rules in their English. Therefore,the writer takes An Error Analysis on Students’ Difficulties in Learning English Pronoun as the title of this “skripsi”.

B. Limitation and statement of the study

To make the study easy to understand, the writer tries to limit the problem as follow:

1. The discussion is on the error made by students in learning English pronouns.

2. The pronouns that will be discussed are limited. Those are personal pronoun (subject and object pronoun), possessive pronoun, reflexive pronoun, demonstrative pronoun, and interrogative pronoun.

3. The subject of the research is second year students of MTs Jam’iyyatul Khair, Kampung Utan, Ciputat.

The statement of problem in this “skripsi” is what kind of errors do the students make in learning English Pronoun mostly.

C. Method of the study

In doing this study, the writer does library and field research. In the field research he teaching pronoun to the 50 students. They are grouped in one class, due to the school limited classroom. Then, he gives them a test and he does an interview to get valid information and nature responses from students and teacher. The data here is presented trough descriptive method.

D. Objective of the Study

In line with what has been stated in the statement of the study, the purpose of this study is to analyze and to find out the kind of pronouns that most students make error on it.

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Hopefully, this study will contribute many advantages to both English teacher and students in their teaching learning process. And also, this study can assist students to find out their error in learning “pronoun”.

E. Significance of the study

The result of this study is expected to be useful for the learners and the teachers as well as the writer.

- To the learners: they can learn from these errors in order to perform their English correctly.

- To the teachers: they know the learners’ weakness and get the input how to correct the error to show theirs progress in learning English pronouns - To the writer: he meets some kinds of errors did by the learners in their

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CHAPTER II

THEORITICAL FRAMEWORK

A. Error and Error analysis 1. Definition

Errors made by learners can give us a better understanding to know the process of language learning. Due to this, errors are now regarded as a very important tool to find out the purposes in second language acquisition. As we know, “before 1960s, in the behaviorist’s viewpoint errors were regarded as something that should be avoided and making an error was considered to be fatal to proper language learning processes”1. It is because in behaviorist’s perspectives, people acquire language as a response to the external stimuli, then, they get proper reinforcement. To know more other perspective of errors, the writer presents some definitions of them.

According to Corder, error can be distinguished into systematic and non-systematic errors. A systematic error occurs in a second language or target language. Meanwhile, unsystematic errors occur in one’s native language or he called these kinds of errors as “mistakes". And they are not significant to the process of language learning. He notified in his book Error Analysis and Interlanguage as follows.

We must therefore make a distinction between those errors which are those products of such a chance circumstances and those which reveal his underlying knowledge of the language to date, or as we may call it his transitional competence, the

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error performance will characteristically be unsystematic and the error of competence, systematic.2

Based on the statement above there are two kinds of errors here; competence error and performance error. Competence error often refers to the idea speaker or hearer and it happens because of the lack of knowledge. While performance error refers to performance factors such as fatigue, lack of attention, and nervousness.

Naturally, the learner has mistakes and weaknesses in learning language process. As the matter of fact, we can see how the children produced their language when they were in growth. Heidi Dulay’s view (1982) errors are “the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance”.3

Teacher and learner have to realize that making error, mistake and deviation in language learning cannot be avoided because they are a part of it. It was a wrong argumentation made by students when they were asked, why you cannot speech English even you have studied it for 3 or 6 years at your school. “I am afraid of making mistakes”, they replied.

Meanwhile Corder (1981) distinguished error as performance and competence, John Norris distinguishes the different types in responding error made by learner; there are error, mistake and lapse. First occurs when a learner of English as a second or foreign language makes an error systematically, it is because he did not learn the correct form of sentence yet. It is called by a systematic deviation. The second can occurs when the learner sometimes gets a correct sentence and sometimes makes a mistake and uses wrong form of the sentence. It is categorized as the inconsistence deviation or called mistake. The last type is neither error nor mistakes. This is the type of

Corder, Error Analysis and Interlanguage, (New York, Oxford University Press, 1981), p. 10

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wrong usage. It can happen to any one at any time. It is a lapse, which may be due to lack of concentration, shortness of memory, and fatigue.4

Another view of error comes from William T. Littlewood in his book

Foreign as Second language Learning, he stated with other notion.

Until the late 1960s, most people probably regarded that error as a faultversion of the target language. The notion of interference reinforces this view:existing habit prevent correct speech from becoming established; errors are viewedas signs of learning failure and, as such, not to be willingly tolerated.

However, He continued, that error in second language learning can be viewed as actively constructing rule of data they encounter and gradually adapting these rules in the target a language system. This mean s that learners’ error need not to be seen as signs of failure. On the contrary, they are the clearest evidence for the learner’s developing systems.5

As what Dulay stated above at paragraph 4 that error is something natural as a part of language learning process. It is not to be seen as signs of failure, Littlewood said. However, it must be understood as a language learning process in how they (children or learners) initiate all the sound of the word they hear from their mother or teacher without understanding it. Then, step by step they can make sentence even it may not be correct by target language rule standard. And finally, they produce sentence in a correct form.

Moreover, Jack Richard (1992) in Language Teaching and Applied

Linguistic dictionary defined error as a result from incomplete knowledge. He said… …

(in the speech or writing of second language or foreign language learner), the use of linguistic item (e.g. a word, a grammatical item, a speech, act, ect.) in a way which a fluent or native speaker of the language regards as showing faulty or incomplete learning. A distinction is sometime made an error, which results from incomplete knowledge, and mistake made by learner writing and speaking and which is caused by lack of attention, fatigue, carelessness or some other aspects of performance…,.6

The distinction between error and mistake is very clear. An error occurs when the language learners show the fault in the language because of incomplete knowledge such in linguistic and grammar or they do not learn it

John Norris, Language Learner and Their Errors, (London and Basingstoke, Macmillan Press Ltd, 1983), p.7

William T. Littlewood, Foreign as Second Language Learning, (New York, Cambridge

Jack C Richard. John P. et.al, Language Teaching and Applied Linguistic (Essex, Longman Group Limited 1992), second edition, P. 127

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yet. And, the mistake occurs in their writing and speaking because of the performance aspect.

In correlation with error definiton, Hendry Guntur Tarigan and Djago Tarigan (1998) said: ”…kesalahan terjadi karena faktor kompetensi. Artinya siswa memang belum memahami system linguistic bahasa yang digunakan. Kesalahan biasanya terjadi secara konsisten…” (…error happens because of competence factor. It means that student does not comprehend the use of linguistic system yet. Usually, error happens consistently…).7

According to Douglas Brown (2000), he defined error as “a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner”.8 Error definition, in this sense, is not the same as the mistake. Error reflects a clear difference from what is expected and accepted in language knowledge.

The Teacher, in his or her classroom, always faces students’ mistake in their learning process. “One of the things that puzzle many teachers is why students go on making the same mistakes even when such mistakes have been repeatedly pointed out to them”9. For example, in one occasion, an English learner says “it is my bag (itu buku ku)”, and in other occasion he says “that bag is my (tas itu miliku)” instead of “that is my bag”. Also the use of he for

she, him for his, and her for hers.

For this case, Jeremy Harmer (2001) quoted from Julian Edge in his book on mistakes and correction, he said

“we can divide mistake into three broad categories: ‘slips’ (that is mistakes which students can correct themselves once the mistake has been pointed out them), ‘error’ (mistakes which they can not correct themselves-and which therefore need explanation) and “attempts” (that is when the students tries to say something but does not yet know the correct way of saying it.).”10

Henry Guntur Tarigan and Djago Tarigan, Pengajaran Analisis Kesalahan Berbahasa. (Bandung: Angkasa, 1998 cet.ke 10),p.75-76

H.Douglas Brown, Principle of Language and Teaching, 4th ed, (White Plain, Longman Inc.2000), p.217

H.Douglas Brown, Principle of Language and Teaching,…

Jeremy Harmer, The Practice of English Language Teaching, (Essex, Pearson Education Limited 2001), Third edition, P.99

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There are three categories here. First, if the language learners make a mistake and it has been corrected by the teacher then they can correct it by themselves, so this mistake is kind of slips. Second is error. That is when the language learners make a mistake and they repeatedly did it. Because they believe it is the correct one. Therefore, they need further xplanation. And thelast is attempts. The language learners try to say something but they do not know yet how to say it well, even they do not care whether their utterance is grammatically and acceptable or not.

As what have been mentioned above, Error is usually compared with

mistake. For the writer, it is important to distinguish between error and

mistake, because technically both of them are different.

According to H. Douglas Brown (2000) mistake refers to performance error that is either a random guess or “a slip” tongue, in that it is a failure to

utilize a known system correctly”.11 Based on the Brown statement above

mistake is performance error that happens because of a random guess or a slip tongue. This mistake can happen to anybody, anytime and anywhere whether in native or second language situation. But normally, native speaker are able to recognize and to correct it. This mistaken is not the result of deficiency in competence but result of some sort of breakdown or imperfection in the process of producing speech. Other distinction between error and mistake is given by Jack Richard in Language Teaching and Applied Linguistic. He said

that error is the results of incomplete knowledge and a mistake is made by a learner when writing or speaking and which is caused by lack of attention, fatigue, carelessness.12 And also, John Norris has the same view to distinguish error and mistake. He stated…

…”mistake is the inconsistent deviation. Other researchers said mistake is errors caused by factors such as fatigue, and in attention (what Chomsky, 1965, called performance factors). Performance error has been called “mistaken’ while the

H. Douglas Brown, Principle of Language and Teaching,… P217

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term“error” was reserved for the systematic deviations due to the learner is still developing knowledge of the second language rule system…”.13

From the definition above, it can be said that errors happened as a result of lack of knowledge about linguistic system, and it need an explanation (competence factor). So it can not be self corrected by the learner. While mistakes commonly happen because of performance factors such as lack of attention, fatigue, carelessness or some other aspects of performance and it is something can be corrected by the learner.

The previous paragraph told us the definition of language learner error. It is something possible to be analyzed. The study of learner’s error or the

analysis of the errors made by second language learner is called error

analysis. It is a way of looking at errors made by the learners of the target language.

Error analysis is an invaluable source of information to teachers. It provides information on students’ errors. Which is in turn helps teachers to correct students’ errors, and also improve the effectiveness of their teaching. In other words, errors give signs to teachers and researchers whether the learning process is success or not. As what H. Douglas Brown quoted from

Corder in his book Principle of language and Teaching, …“a learners

error…are significant in [that] they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language...”.14 This means to analyze and to find student’s error can be done by error analysis process.

2. The Causes of Errors

Learner’s error in the target language becomes one of the topics to be discussed among researchers. They talked about why error in the target language occurs. And also, maybe, a language teachers asked what the error causes are. As mentioned above, on chapter one, when learners language study

Dullay. et.al, Language Two, … p.139

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new language the old one (their first language) influences the new one (their target language). According to John Norrish in his book language Learner and their Errors, He classified the causes of errors in to three classifications:

a. Carelessness: Why some of students are careless? Are they always careless or just sometimes? What are they careless about? Carelessness is often closely related to lack of motivation. Many teachers will admit that it is not always the student’s fault if he loses interest; perhaps the materials and/ or the style of presentation do not suit him. b. Firstlanguageinterference: Skinner’s definite statement of the behaviorist theory of language learning held that if language is essentially asset of habit, then when we try to learn new habits the old one will interfere with the new one.

c. Translation: Let us consider the possible reasons why may try to translate a familiar expression in his first language into the language in his learning. One of the most typical situations is when the learner has been asked to communicate something but he does not know the appropriate expression or structure. He may even be unaware that an appropriate on exists. Naturally, as he wishes to communicate ideas, he will fall back on the language system with which he is familiar, namely that of mother tongue.15

One of John Norrish’s statements above is first language interference. His statement shows as if an error comes only from one aspect of language. It comes from mother language. In this case, he used the behaviorist’s view that the mother language as the source of error.

On the contrary, the other view said that the mother language is not the only one factor of learner language error. It occurred because of error which eflects common marking of studied method. According to Henry Guntur

Tarigan and Djago Tarigan in their book Pengajaran Analisis Kesalahan

Berbahasa said that,

secara garis besar, kesalahan itu dapat dibedakan atas:

a. Kesalahan antar bahasa (interlanguage error), yaitu kesalahan yang disebabkan oleh interferensi bahasa ibu sang siswa terhadap B2 yang dipelajari.

b. Kesalahan intrabahasa (intralingual errors), yaitu kesalahan yang merefleksikan ciri-ciri umum kaidah yang dipelajari seperti kesalahan generalisasi, aplikasi yang tidak sempurna terhadap kaidah-kaidah, dan kegagalan mempelajari kondisi-kondisi penerapan kaidah.16

(In general, error can be differentiated to;

a. Interlanguage errors, which is error caused by mother tongue interfierence to target language.

b. Intralingual errors, that is error which reflect common marking of studied method such as generalization error, incomplete application to the method, and false in applying the method).

John Norris, Language Learner and Their Error,… p.21-27

Henry G. Tarigan and Djago Tarigan, Pengajaran Analisis Kesalahan Berbahasa, …p.85

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It is clear that errors may come from both mother language (first language interference) and target language (intralingual error).

Moreover, Douglas Brown also stated that the student’s error is influenced by the classroom condition. The situation, where teacher and learner are bad communication, bad teaching strategy in their teaching learning process, may cause error. Clearly, He distinguished the causes as follows:

a. Interlingual transfer, it is a significant source of error for all learner. In the early stages, before the system of the second language is familiar, the native language is the only previous linguistic system upon which the learner can draw. interlanguage errors happened because of the interference of mother tongue into the target language.

b. Intralingual transfer (Over generalization), it is a major factor in second language learning. Once the learner has begun to acquire parts of the new system, more and more Intralingual transfer generalization_ within the target language- is manifested. c. Context of learning. “Context” refers to the classroom with its teacher and its

materials in the case of school learning or the social situation in the case of untutored second language learning. In a classroom context the teacher or the text book can lead the learner to make faulty hypothesis about the language as what Richard called “false concept”.

d. Communication strategy, actually it includes the former three causes as a leaner tries to get a massage across to a hearers or readers.17

Language error is a part of language learning process that can be avoided by the learners but should be recognized by the teachers. When they teach language in their classroom there are some cases happen beyond their

prediction. Some of students used do as a verb for every subject in the

sentence. For example, Arman do his homework instead of Arman does his

homework. As we know that verb do is used for subject I, you, they, and we in a positive sentence. This kind of error is named as an overgeneralization.

In correlation with this, Jack Richards divided the cause of error into four kinds, they are:

a. Overgeneralization. it is the use of previously learned rules in a new situation. Over generalization includes instances where the learner creates a deviant structure on the basis on his experience of other rule s in the target language. For example, the addition and the omission of “s” in sentences below: it is occurs, and he can sings, he come from.

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b. Ignorance of rule restriction. This cause of error is the result of the failure to observe the restriction of existing structures, that is, the application of rules to context where they do not apply. c. Incomplete application of rules. This causes of error is arises as the result of the learner’s high motivation to achieve communicative ability. In achieving this, the learner may produce grammatically incorrect sentence.

c. False concept hypothesized. It arises as the result of faulty comprehension of distinction in the foreign language. Sometimes it is also because of the poor gradation of the material of the teaching.18

3. The Types of Error

After giving the error definition and finding the causes of it the writer tries to classify error into classification. As mentioned on the paragraph above, language learner error are caused by so many factors that so we called by performance error (mistake) and competence error (error). Of course, to analyze which errors as one of performance deviation or competence deviation is very hard. It needs the deep analysis to give the distinction to both error and mistake.

To know an error type needs a process of analysis. There are so many types of error based on how the linguist’s view. Some classify error based on

error taxonomy and other based on error sources.

Those who classify error based on error taxonomy distinguish it into four classifications. (a) Linguistic category classification, (b) The surface strategy taxonomy, (c) Comparative taxonomy, and (d) Communicative effect taxonomy.

But in this part the writer tries to introduce the two of type error based on error taxonomy. There are:

a. Error types based on linguistic category

This type of taxonomy carries out specification of errors in term of linguistic categories. Dulay proposed this type of error and explained that many error taxonomies have been based on linguistic item which is affected by an error. This linguistic category indicates on what level (in

16 Jack Richard, Error Analysis: Perspective on Second Language Acquisition, (LongmanGroup Ltd.), p.174

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which component) of the language the error is located. We have known that language component here includes phonology (pronunciation), syntax, morphology (grammar), semantic and lexicon (meaning and vocabulary), and discourse (style). And also, this error type explains where the error occurs. If it is in grammar level, what particular grammar is it? It is possible occurs in auxiliary, adjective, pronoun and other grammar elements. As what Dulay quoted from Politzer and Ramirez (1973):

“The errors were categorized as an aid in presenting the data rather than to create a basis for extensive speculation concerning the sources for the errors. For this reason they were categorized along fairly traditional lines into errors in morphology, syntax, and vocabulary...the three main categories were further subdivided according to different part of the sentence…”19

We always find this kind of errors in language learner’s writing and utterance. For example, the second grade student of MTs Jamiyyatul Khairiyyah, Marisa Dwi. When she is asked to translate the sentence of Bahasa “Guru kami sedang berada di kantor” into English language, she wrote “We teacher in the office” in stead of “Our teacher is in the office”.

b. The surface strategy taxonomy

This is the second type of descriptive taxonomy proposed by Dulay. He explained that this error type explains on how the surface structure changes. It is possible for the language learners to omit and to distort sentence item they create. Or may be they add unnecessary sentence item in the sentence. Generally, this type of error can be classified as follows:

1) Omission;

Omission errors are characterized by the absence of an item that must appear in a well-formed utterance (Dulay et al, 1982).2018 For instance, “Faiz is a new English teacher at my school” the words,

Faiz, new, English, teacher, school are the content morphemes that

carry the burden of meaning. If one heard, “Faiz new English,

Dullay. et.al, language two,… p.147

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teacher”, he/ she could deduce a meaningful sentence. And, is, a, at,

my, are grammatical morphemes that play a minor role in the

sentence meaning.

2) Additions

Addition errors are the opposite of omissions. They are characterized by the presence of an item must not appear in a well-formed utterance(Dulay et al, 1998).21 Based on his explanation, for this error type there are subtypes. First double marking, it is defined as failure to delete certain items which are required in some linguistic constructions. Here is in example: he does not knows me

contains a third redundant s on the main verb know, redundant

because the auxiliary do already carries that marker. Second is

Regularization; this occurs when a learner uses one role in linguistic item and applies it for other one. He or she knows that the past form of regular verb is added by ed. Then, he/ she uses it for irregular past form. Example: runed for run or eated for eat. And the The last,

Simple addition; If an addition error is not a double marking or regularization, it is called a simple addition. No a particular features characterize simple additions.

3) Misformation

Dulay defined misformation as “use of the wrong form of a

structure or morpheme”.22 For example: I seen her yesterday. It is indeed clear that seen instead of saw is wrong form to be used in that sentence. That why it is named by misformation. Then, Dulay gave subtypes for this kind of error. Those are regularization error, archi- forms, and alternating form.

Dullay. et.al, language two,… p.156

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On the other view, other linguist makes error classification based on the sources of error. It could be interlanguage or intralanguage. This type of error as follows:

a. Errors caused by negative transfer

This error occurs if a foreign language learner makes some mistakes in the target language by the effect of his/ her mother language structure. That is called by interlanguage errors.

b. Errors caused by the target language

Learners may make mistakes in the target language, since they don’t know the target language very well. They have difficulties in using it. For example, they may say “mans” instead of saying “men” as the plural form of “man”. In that way the learner overgeneralize the use of plural suffixes. This second type of error is called ‘developmental error’. Richards stated that “developmental errors illustrate the learner attempting to build up hypotheses about the English language from his limited experience of it in the classroom

or textbook”.23 In this sense, Richards subtypes this error as follows;

overgeneralization, ignorance of rule restriction, incomplete application of rule, and false concepts hypothesized.

1) Overgeneralization

Richard (1985) explained that this type of error can be regarded as a blend of two structures in the ‘standard version’ of the language. The error might be made as a result blending structures learnt early in the learning sequences. For example; (a) We are visit the zoo, and (b) She must goes. In general, overgeneralization involves the creation of one deviant structure in place of two regular structures.

2) Ignorance of rule restriction

This second type is closely same meaning with first one. It is the failure to observe the restriction of existing structures, that is, the

Jack C Richards, Error Analysis perspectives on Second Language acquisition,…p.174

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application of rules to context where they do not apply (Richards [ed] 1985). For example, (a) The man who I saw him, (b) this is not good to drink it. We can see on the two examples above the omitted object or may be included object unnecessarily.

3) Incomplete application of rule

Most teachers will be familiar with this error types. Richards suggests two possible causes here. One is the use of questions in the classroom, where the learner is encouraged to repeat the question or the part of it in the answer, for example;

Teacher : Do you read much? Students : Yes, I read much.

The other possible causes are the fact that the learner may discover that he can communicate perfectly using deviant form.

4) False concepts hypothesized

These are sometimes due to poor gradation of teaching items

(Richards [ed] 1985). Example: the form was can be recognized by the learner as a marker of the past tense. So it is possible for him /her to create sentence like ‘I was saw that movie’.

4. The Goal of Error Analysis

May be, we have a question. Why should error analysis be undertaken? Of course, it has so many benefits for the teacher. Errors provide feedback; they tell the teacher something about the effectiveness of his teaching materials and his teaching techniques. Errors also can be very useful device of a foreign language teaching program. When someone does a research for an error analysis, he/ she must have at least one goal to achieve. As Rebecca M.Vallete (1997)said:

“One of the goals of error analysis is to reveal learners’ strategies and to help in the preparation of more effective learning materials. Another goal is to classify the types of error and identify those which hinder communication, as well as those which native speaker find difficult to tolerate”.24

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It is clear that the goal of error analysis is to help teachers to prepare more effective material for their students. The teacher also will be helped to know how to present the target item of a textbook, to arrange the materials from the easy material item to the difficult one. In correlation with this error

analysis’ goal, Jack Fisiak (1981), in Contrastive Linguistics and the

Language Teacher, stated that

…”an identification of the learner error areas or recognizing the students’ difficulties in learning language could help teachers and learner in:

(i) Determining the sequence of presentation of target item of textbook and classroom with the difficult items following the easer one; (ii) deciding the relative degree of emphasis, explanation and practice required in putting across various item in the target language; (iii) devising remedial lesson and exercises; (iv) Selecting items for testing the learner proficiency”.25

In addition, Dulay stated that the study of the learners’ errors serve two majors purposes;

a. It provides data from which interferences bout the nature of the language learning process can be made.

b. It indicates to teachers and curriculum developers, which part of the target language students have most difficulty producing correctly and which errors type detract most from learners’ ability to communicate effectively.26

We can say that the result of error analysis will be highly rewarding for the teachers. They will know the area of English, where their students go wrong for various reasons. They will have a keener view into various mechanisms that lead English learner errors and they may have good understanding of how the learner’ native language system interferes with their learning English. All the information (from learner’s error) will help and equip the teacher much better to devise remedial measure to make their teaching and learner’s learning more effective.

Jack Fisiak, Contrastive Linguistics and the Language Teacher, (England: Pentagon Press Ltd, 1981), p.221-222

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A. Pronoun 1. Definition.

Generally, pronouns stand for (pro + noun) or refer to a noun, an

individual or ndividuals or thing or things (the pronoun's antecedent).

Antecedent is a word or a sentence part that located before pronoun.27

According to William Morries in “the American heritage Dictionary Of

English Language” stated that “word “pronoun” is originally derived from Latin “prōnōmen; prō-, in place of + nōmen, name. He defined it as one of words that function as substitutes for nouns or noun phrases and denotes person or things asked for, previously specified, or understood from the context”. 28

The same definition is also given by Richard V and Evans Eston (2000) in Analyzing the Grammar of English, they said

“The word pronoun is derived from “Pro”+”noun” typically means ‘in place of, in stead of’ a noun or a noun phrase. Pronouns, then replace nouns (“Joe was tired, so he [Joe] went home”), but pronoun can also refers back to nouns as well. In addition, pronouns can stands for a referent that actually lacks a noun antecedent: will somebody please help me?.”29

The pronoun he in the sentence “Joe was tired, so he [Joe] went home”, is very clear refers to Joe as the subject of the sentence or pronoun antecedent. However, the word somebody in “will somebody please help me?” has no antecedent. So, it can be understood that not all pronouns has antecedent.

The other pronoun definition is given by As Hornby in “Oxford

Advanced Dictionary”, he defined pronoun as “word used in place of a noun or noun phrase”. 30

http://grammar.ccc.commnet.edu/grammar/pronouns1.htm ( it is accessed on Mei 3, 2010)

Morries William, The American Heritage Dictionary of the English Language,…p.1047

Richard V Teschener and Evans Eston, Analyzing the Grammar of English, (Washington DC, Georgetown University Press, 2000), p.12

AS Hornby, Oxford Advanced Learners Dictionary of current English (London; Oxford University Press, 1995),p..670

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In addition, Dony Harioyono and Rudy Haryono stated in their book

“English grammar for general application” that pronoun as

”kata yang digunakan untuk menggantikan kata benda atau sesuatu yang dibendakan dalam sebuah kalimat. Fungsinya agar tidak terjadi pengulangan kata yang bersifat monoton”. (A word used to replace noun or something considered as a noun in a sentence. The function is to avoid word repetition that makes it monotonous). 31

One of pronoun function is to avoid the word repetition in sentence. For example: “ Andi and Rahman are student at MTs Jam’iyyatul Kahir Ciputat. Andi and Rahman are the second grade’s students”. The subject in the first sentence is Andi and Rahman. In second sentence the subject is repeated. the repetition “Andi and Rahman ” in the second sentence is just a wasting word and unnecessary. And what does the text look like when it (subject repetition) occurs in a long paragraph.

In correlation with this case, John Langan (2003) in his book “Sentence skill, form A” introduced pronoun as … “word that take a place of noun (words for persons, places, or things). In fact, the word pronoun means for noun. Pronouns are shortcuts that keep you from unnecessarily repeating words in writing”.32

By definitions above we can say that pronoun is a word that is used in place of noun, thing, person and place. It refers to an individual or group ofpersons and things. It may has antecedent or may not.

2. Kind of pronoun

a. Personal pronoun (Subject and Object Pronouns)

Pronouns change their form depending on the place they occupy in a sentence. Here is the list of subject and object pronouns:

Dony hariyanto and Rudi Hariyono, English Grammar for General Application, (Surabaya, Gitamedia press,2003).cet.1, p.144

John Langan,Sentence skill, form A, (New Yor; Mc Grow Hill Press, 2003) Seventh eddition, p.197

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Table. 2.I

Subject Pronouns Object Pronouns

I, You We, They He, She It

Me, You (no change) Us, Them

Him, His It (no change)

Subject and object Pronouns are named as personal pronouns due to it function on a sentence. John S. Hartanto et.al.(2003) in his book “ Accurate, Brief, and Clear English Grammar” classified personal pronouns into “nominative case (Kasus Subjektif) and Objective case (Kasus Objektif)”.33

1. Subject pronoun

Subject pronouns (I, you, he, she, it, we, and they) are subject of verbs. Here are some examples:

- They are getting tired. (They is the subject of the verb are getting) - He is starving now. (He is the subject of the verb is starving) - I will see you tomorrow. (I is the subject of the verb see)

The subject pronouns above; They, He, and I have a function as the subject of the verb “are getting, is starving and see”.

2. Object pronoun

Object pronouns (Me, you, him, his, it, us, them) are the objects of verb and prepositions. Prepositions here are connecting words like for, at, about, to, before, by, with, and of.

Points to remember about subject pronouns:

Point 1 Use pronoun in a sentence with a compound (more than one) subject.

John S Hartanto at.al in his book “accurate, brief, and clear English Grammar (Surabaya, Penerbit Indah Surabaya, 2003), p.62

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Example: Azam and me went shopping. (Incorrect)

Azam and I went shopping. (Correct)

Point 2 Use subject pronoun after form of the verb be. Form of be Include to am, are, is, was, were, has been, have been, and others.

Example: It was me who telephoned. (Incorrect )* It was I who telephoned. (Correct)

Point 3 Use a subject pronoun after than or as when a verb is understood after the pronoun.

Example: You read faster than I (read). (The verb read is understood after I).

Tom is as stubborn as I (am). (The verb am is understood after I).

b. Possessive Pronoun

According to Dony hariyanto in his book “English grammar for General” he defined possessive Pronoun “adalah kata ganti yang menujnukan kepunyaan atau kepemilikan yang berasal dari personal

pronoun”.34 (…”Possessive Pronouns are pronouns that show ownership

and possessive that coming from Personal Pronoun…”).

John Langan in “sentence skill” stated that Possessive Pronoun

shows ownership or possession.35 In this case there are two parts, what is called as possessive adjective and possessive pronouns. Here is a list of possessive pronouns, followed by examples:

* the sentence above may be strange and stilted to you. Since this rule is seldom actually followed in conversation. When we speak with one another, forms such as “it was me” is widely accepted. In for mal writing, however, the grammatically correct form is still preferred. You can avoid having to use a subject pronoun after be simply by rewording a sentence above by “It was the one who telephoned”.

Dony hariyanto, English Grammar for General, ... p 146

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Table. 2.2 Possessive adjective

My, Our, Your, Their, His, Her, Its.

Possessive adjectives are followed immediately by a noun; they do not stand alone. Example: (My book is here. Yourbooks are over there.) Possessive pronouns

Mine, Ours, Yours, Theirs, His, Hers, Its

Possessive Pronouns are followed immediately by a noun; they stand alone. Example: (That book is mine. Those books are yoursover there.)36

Points to remember about possessive pronouns:37

Point 1 A possessive pronoun never uses an apostrophe.

Example: That coat is hers. (Incorrect) The card table is theirs’. (Incorrect)

That coat is her. (Correct)

The card table is theirs. (Correct)

Point 2 Do not use any of following nonstandard forms to show possession.

Example: I met a friend of him. Incorrect

Can I use you car? Incorrect

That magazine is mines. Incorrect

I met a friend of his. Correct

Can I use your car? Correct

Hat magazine is mine. Correct c. Reflexive pronoun

Kata ganti refleksif (reflexive pronoun) adalah kata ganti yang menunjukan perbuatan yang di tujukan pada dirinya sendiri.38 (a reflexive pronoun is a pronoun that shows subject’s deed and refers to the subject

Azar Betty Schramfer, Understanding and Using English Grammar, (United state of America, Prentice hall, inc, 1989) p. a6.appendix1

John Langan, Sentence Skill, Form A, …p.214

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itself). Wren and Martin said they are called reflexif pronouns when the action done by the subject turns back (reflects) upon the subject.39

The reflexif pronouns are myself, yourself, herself, himself, itself, ourself, yourselves, and themselves. We can see the addition of self for singgular and selves for plural. The following table clearly shows its different.

Table. 2.3

Person Singular Plural

First myself ourselves

Second yourself yourselves

Third him/her/itself themselves

Points to remember about Reflexive Pronoun;

Point 1 A reflexive pronoun usually refers to the subject of a sentence.

Example: He looked at himself in the mirror.

Word “he” and “himself” refer to the same person.

Point 2 Sometimes reflexive pronouns are used for emphasis.

Example: He himself answered the phone, not his secretary.

He answered the phone himself.

Point 3 The expression by+ a reflexive pronoun usually means “alone”.

Example: She lives by herself. 40

d. Demonstrative pronouns

Demonstrative pronouns point to or single out a person or thing41. There are four demonstrative pronouns:

Wren And Martin, High School English Grammar and Composition, (New Delhi; S.Chan and Company ltd.2000), p.42

Azar Betty Schramfer, Understanding and using English Grammar, … P. 229

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Table..2. 4 Demonstrative pronouns

Singular Plural

This These That Those

Points to remember about possessive pronouns:

Point 1 : Generally speaking, this and these refer to things close by at hand; that and those refer to things farther away.

Example : is anyone using this spoon?

Pick up those toys in the corner.

Point 2 : Do not use them, this here, that there, or these here or

Those, there point out. Use only this, that, these and those.

Example: This here book looks hard to read. Incorrect

This book looks hard to read. Correct That there candy is delicious Incorrect

That candy is delicious. Correct

e. Interrogative pronoun

“Interrogative pronoun( kata ganti tanya) adlah kata ganti yang

digunakan untuk mengajukan atau mengaeali suatu pertanyaan”.42

(Interrogative pronoun is pronoun used to raise or to start a question). The pronouns are:

-Who is used to ask people as a subject. e.g. who teaches you English?

-Whom is used to ask people as an object. e.g. Whom can you invite to the party? -Whose is used to ask ownership.

John S Hartanto at.al in his book “accurate, brief, and clear English Grammar,… p.75

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e.g. whose car is that?

-What is used to ask name, thing or occupation. e.g. what is your name?

-Which is used to ask choices from some option.

e.g which pens do you like, the blue pen or the red one? -Where is used to ask place.

e.g. where is my money? -When is used to ask time.

e.g. when will you come to my hometown? -How is used to ask situation or way of it.

e.g. how do you go to the office? -Why is used to ask the reason.

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CHAPTER III

RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology

1. Place and Time of the Study

The writer decided to do research at MTs Jamiyyatul Khair which is located at Kampung Utan, Tanggerang Selatan. He began this research on March 4th up to June 12nd 2009. the test was held on June 12nd 2009.

2. Population and Sample of the Study

The population and sample of the study taken is the second year of MTs Jami’yatul Khair Kampung Utan Tanggerang Selatan. It has only one class with 50 students. But unfortunately, when the writer gives the test to take the sample they were only 43 students who attended class. Some of them were absent because of their class meeting time they had.

3. Profile of MTs Jam’iyyatul Khair

Jama’iyatul Khair is an old Islamic foundation that has function as an institution formal education. It was established on March 31, 1988 on the authority of K.H. Zainal Arifin SH at Kampung Utan, Ciputat, Tanggerang on 1160m2 area. There are two institutions there. Islamic Elementary School (Madrasah Ibtidaiyah), and Islamic Junior High School (Madrasah Tsanawiyah).

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MTs Jamiyyatul Khair is legalized based on operational letter issued by Kantor Wilayah Departemen Agama Provinsi Jawa Barat no: Wi/Bg.010.1.3/205/1987 on July 20 1987. So, with this legalization Mts Jam’yatul khair can hold and apply the teaching learning process as well.

In line with the school role among people and added with its prestige, the school organizers tried to provide and added a good program continuously to get a higher gradually accreditation from the government. Fortunately, their effort was not in fail, based on the decision letter of Kepala Kantor Wilayah Departemen Agama Propinsi Jawa Barat Nomor Wi/I/PP.03.2/212/1999 dated on Juni 17, 1999 MTs Jam’iyyatul khair is certified as “Diakui”.

MTs Jam’iyyatul Khair’s staff comprised with: 5 State Official Teachers, 10 honorary teachers that come from both state and private universities in Indonesia, 4 administrator staffs, 2 securities, cleaner staf. Most of the students come from around South Tanggerang and South Jakarta. Now, the number of the students in 2008/2009 is 155 persons from the first class to the third class. There are 62 students for first class, 50 students for second class and 43 students for third class.

MTs Jami’yyatul Khair has not complete facilitation to support teaching learning process. There is only an office room for headmaster and teacher room, a small hall for computer room and library room with a few books, tree classrooms in large class, a bathroom with tree doors and a small yard. There is not any language Laboratory, biology laboratory, as well as student organization room. Even so, this school had ever gotten the trophy as the third winner in speech contest on 62nd year Indonesian Anniversary in 2008 for Junior high School level of Ciputat Region.

4. Instrument of the Study

The instrument of the research used by writer is a test given to the students to get the data and find out their difficulties in using pronouns as subject, object, adjective and possessive. He made the test that covers fours kinds of pronoun. It consists of 30 items divided into three parts. The first part is dialogue test form

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with 3 points for each item, the second part is translation test form with 4 point for each item and the last is multiple choice test with 3 point for each item.

From this test, the writer hopes can identify which kinds of pronouns that students fails mostly.

5. Technique of Data Collection

In collecting data, the writer uses test score and interview.

a. Test score is given to know the student’s difficulties in learning pronouns.

b. An interview is done to get the real, accurate and natural responses from students and teacher.

6. Technique of Data Analysis

The technique of the data analysis used by the writer in this research is descriptive analysis technique (percentage) which is described in the table percentage. The writer uses the relative frequency distributions. The formula is:

P = F x 100% N

P = Percentage

F = Frequency of error occurred

N = Number of sample which is observed

B. Research Finding 1. Data Description

As the writer has mentioned before, that this “skripsi“ discussed about the errors done by the second grade of MTs Jam’iyyatul Khair on pronoun test. To get the data, he made the pronoun test that consists of 30 questions. The following table is the classification of each kind of pronoun that had been tested.

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Table 4.1

Pronoun kinds and its distribution

N o

Pronoun kinds Items Number

of item 1 2 3 4 Subject Pronouns Object Pronouns Possessive Adjective Possessive Pronouns

1, 3, 7, 8, 9 2, 4, 5, 20

6, 12, 13, 14, 15, 16, 18, 19, 21, 24, 26

10,11, 17, 23, 25, 27, 28, 29, 30

5 4 11 10

Total 30

2. Data Analysis

After classifying the items into the area, the writer then analyzed the data. The result of the data analysis will be described as follows.

a subject Pronoun

Table 4.2

Frequency of Error

No Kinds of pronouns Item Number Frequency of Error Percentage

1 Subject 1

3 7 8 9 2 19 9 18 17 4.65% 44.18% 20.93% 41.86% 39.53% Total 5 65 - Average 30. 23%

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This table is about subject pronoun. It can be seen from the table above that there are 2 students (4.65%) made error in item number 1. There are 19 students (44.18%) made error in item number 3. There are 9 students (20.93%) made error in item number 7. There are 18 students (41.86%) made error in item number 8. and the last There are 17 students (39.53%) made error in number 9. On the average, they are 30.23% of 43 students chosen the wrong answer.

b. Object Pronoun

Table 4.3

Frequency of Error

No Kinds of pronouns

Item Number

Frequency of Error

Percentage

1 Object 2

4 5 20

2 19

6 10

4.65% 44.18% 13.95% 23.25% Total 4 37 -

Average 21. 50%

These items discuss about Object pronoun. The table above shows us that 2 students (4. 65%) made error in item number 2. There are 19 students (44.18%) made error in item number 4. There are 6 students (13.95%) made error in item number 5. And the last, 10 students (23.25%) made error in item number 20. On average, they are 21.50% of 43 students chosen the wrong answer.

Based on the table 4.2 and 4.3, the writer finds that some of students did not understand well how to use pronouns as a subject and an object in a short sentence.

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c. Possessive Adjective Pronoun

Table 4.4 Frequency of Error No Kinds of

pronouns Item Number Frequency of Error Percentage 1 Possessive Adjective 6 12 13 14 15 16 18 19 21 24 26 16 8 23 10 19 25 18 33 34 35 22 37.20% 18.60% 53.34% 23.25% 44.18% 58.13% 41.86% 76.74% 79.06% 81.39% 51.16% Total 11 242 - Average 51.35%

These items are about Possessive adjective pronouns. The table above explains us that 16 students (37.20%) made error in number 6. There are 8 students (18.60%) made error in number 12. There are 23 students (53.34%) made error in number 13. There are 10 students (23.25%) made error in number 14. There are 19 students (44.18) made error in number 15. There are 25 students (41.86%) made error in number 16. There are 18 students (76.74%) made error in number 18. There are 33 students (76.74%) made error in item number19. There are 34 students (79.06%) made error in number 21. There are 35 students (81. 39%) made error in number 24. And the last 22 students (51.16%) made error in number 26. So, the students who make wrong answer here is 51.35 % of the 43 students.

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d. Possessive Pronoun

Table 4.5 Frequency of Error No Kinds of

pronouns Item Number Frequency of Error Percentage 1 Possessive Pronoun 10 11 17 22 23 25 27 28 29 30 25 16 17 8 22 16 17 15 37 18 58.13 37.20 39.53 18.60 51.16 37.20 39.53 34.88 86.04 41.18 Total 10 183 - Average 44.32

The last part is about possessive pronoun. The table clarifies that 25 students (58.13%) made error in item number 10. There are 16 students (37.20%) made error in item number 11. There are 17 students (39.53%) made error in number 17. There are 8 students (18.60%) made error in number 22. There are 22 students (51.16%) made error in number 23. There are 16 students (37.20%) made error in number 25. There are 17 students (39.53%) made error in number 27. There are 28 students (34.88%) made error in number 15. There are 37 students (86.04%) made error in item 29. And the last 18 students (41.18%) made error in item 30. It is clear here, that 44.32 % of the 43 students have weaknesses in understanding and using possessive pronoun.

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3. Data Interpretation.

After classifying the items into four kinds of pronouns area and explaining the frequency of error in each item, the writer tries to interpret the data. The following table (4.6) describes the problem area along with the frequency of error, arranged from the highest to the lowest.

Table 4.6 Data Interpretation

No Kinds of pronoun Frequency of error Percentage 1

2 3 4

Possessive Adjective Possessive Pronoun Subject Pronoun Object Pronoun

242 183 65 37

51.35% 44.32% 30.23% 21.50%

This is the sequence of Pronouns as a Subject, Object, Possessive Adjective and Possessive Pronoun. The highest frequency of errors occurs in Possessive adjective. The average of error percentage is 51.35% of students made error in this type of pronouns. The type of pronouns test in this item is translation. The students should translate a short sentence from Bahasa (L1) into English language (L2). For instant, in Part B, item number 16.

Question (16): Mereka bukan teman-teman kita. Student’s answer: They are not friends us.

Correct answer: They are not our friends.

Such this error could happen because of Interlingual. It is an error which results from language transfer, that it, which is caused by the learner’s native language (mother language). Or when students try to learn new habit the old one will interfere the new one.

The second item on the table 4.6 is about possessive pronoun. Its average of error percentage is 44.32% students made error on it. The form of test here is multiple choice tests. The students should choose the appropriate answer available to fill the blank on the sentence.

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Based on the table above the writer can conclude that some students do not understand how to differentiate the use of possessive pronoun and possessive adjective in a sentence yet. Why did it happen? It is because of the false concept hypotized. It is the difficulties in understanding the linguistic system of the first and second language. For instance, in Part C Item 29, the student’s answer “He is a friend of she” in stead of “He is a friend of hers”.

The rest are about personal pronoun. It consists of 10 test items. The result is very clear. Subject Pronoun with 30.23% and Object Pronoun 21.50% of students made error. Based on this fact the writer would like to say that students are having weaknesses in using a personal pronoun that has function as a subject or an object. For instant, in Part A Item 10, the students answer “So, we will hand our on this Friday” instead of “So, we will hand ours on this Friday”. This kind of error is called false concept hypotized because students feel difficult to understand the linguistic system of language.

Based on my interview result, it shows that the factor of the students errors does not only comes from interlingual and false concept hypotized but also comes from so many factors:

1. According to teacher

• Pronouns materials are taught implicitly by a teacher. Because it is stated implicitly on the text book and the teacher does not explain it in detail because he/ she pays more his/ her attention only on types of the text (genre) than pronoun itself. And Pronoun subject may often or never be appearing in students’ test. So, they think it was not necessary for them. 2. According to students

• Most of students are lack of motivation to read pronoun or carelessness as what John Norries said. And besides it, they do not have any other book references only their LKS text book.

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And some of other factors are Context of learning that refers to the classroom and its teachers and its material in the case of school learning, Interlanguage (mother language) or first language interference, here when learner try to learn new habit the old one will interfere the new one, Misformation is the use of the wrong form of the morpheme or structure. Here, student supplies something although it is incorrect. It can be alternating form such as the use of masculine for feminine or he for she and Omission is characterized by the absence of an item that must appear in a well formed. The examples of students’ sentence erroneous are listed on appendix III.

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40 CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Afterfinding out the result of the test and analyzing it, that is, the students made error on the subject of pronoun items 21.30 %, 30.23% on the object of pronoun, 44.32% on the possessive pronoun and 51.35% on the possessive adjective.

The writer can take conclusion that the second year students’ difficulties at MTs Jami’yyatul Khair occur in their learning English pronouns. The most difficulty pronouns for them are possessive adjective with 51.35% of error percentage and possessive pronoun with 44.32% of error percentage. The errors in those items may happen because of the students, the teacher and the language itself. The students are still lack of knowledge, confused and can not distinguish the use of pronouns. The teacher has poor gradation and he/ she has not given detail information yet in teaching English pronouns. And language factor such as

interlingual transfer, intralingal transfer, and developmental error has a great influence in students’ language error.

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B. Suggestion

Here are some suggestions that can be given in relation to writer’s conclusion and hopefully can take benefit to anyone who read this skripsi. Here are some suggestions:

1. It is necessary to do more exercise in pronouns test in order to improve student’s English proficiency.

2. The teacher should pay attention to possessive pronouns as well as he/ she does to the other material of English.

3. The teacher should explain the English material in every single detail related to the pronouns to his/ her students. Especially, in explaining possessive adjective and possessive pronoun.

4. The students should focus on what their teacher’s explanation and make reviewing to sharpen their understanding of English.

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BIBLIOGRAPHY

Azar, Betty Schramfer. Understanding and Using English Grammar. New Jersy: Prentice hall, inc, 1989.

Brown, H. Douglas. Principle of language and Teaching: Fourth edition . White Plains: Longman, Inc.2000.

Corder, Sp. Error analysis and Interlanguage. London: Oxford Unversity Press. 1981.

Dulay, Heidi. et al., Language Two. New York: Oxford University Press, 1982. Fisiak, Jack. Contrastive Linguistics and the Language Teacher. England:

Pentagon Press Ltd, 1981.

Garner, Mark. Grammar: Worth and All [from Latin Gramatica]. Melbourne: River Science Publication. 1983.

Hornby, A. S. Oxford Advanced Leraner Dictionary of Current English. London: Oxford University Press 1997.

Hartanto, John S. et.al. Accurate, Brief, and Clear English Grammar. Surabaya: Penerbit Indah Surabaya, 2003.

Hariyanto, Dony and Hariyono, Rudi. English Grammar for General application: first edition. Surabaya: Gitamedia Press, 2003.

Harmer, Jeremy. The Practice of English Language Teaching: Third edition. Essex: Pearson Education Limited 2001.

Jame, Carl, Error in Language Learning and Use: New York, Longman, 1998. Karra, Maria, Second Language Acquisition: Learner’s Error and Error Correction

in Language Teaching. _________ 2006 (it is accessed on September 5, 2009 from http://wwww.proz.com/doc/633

Littlewood, William, Foreign and Second language Learning. New York: Cambridge University Press, 1984.

Larsen, Dian and Fereeman. Technique and principle in language Teaching: Second Edition. New York: Oxford University Press, 2000.

(1)

Based on the table above the writer can conclude that some students do not understand how to differentiate the use of possessive pronoun and possessive adjective in a sentence yet. Why did it happen? It is because of the false concept hypotized. It is the difficulties in understanding the linguistic system of the first and second language. For instance, in Part C Item 29, the student’s answer “He is a friend of she” in stead of “He is a friend of hers”.

The rest are about personal pronoun. It consists of 10 test items. The result is very clear. Subject Pronoun with 30.23% and Object Pronoun 21.50% of students made error. Based on this fact the writer would like to say that students are having weaknesses in using a personal pronoun that has function as a subject or an object. For instant, in Part A Item 10, the students answer “So, we will hand our on this Friday” instead of “So, we will hand ours on this Friday”. This kind of error is called false concept hypotized because students feel difficult to understand the linguistic system of language.

Based on my interview result, it shows that the factor of the students errors does not only comes from interlingual and false concept hypotized but also comes from so many factors:

1. According to teacher

• Most of students are lack of motivation to read pronoun or carelessness as what John Norries said. And besides it, they do not have any other book references only their LKS text book.

(2)

And some of other factors are Context of learning that refers to the classroom and its teachers and its material in the case of school learning, Interlanguage (mother language) or first language interference, here when learner try to learn new habit the old one will interfere the new one, Misformation is the use of the wrong form of the morpheme or structure. Here, student supplies something although it is incorrect. It can be alternating form such as the use of masculine for feminine or he for she and Omission is characterized by the absence of an item that must appear in a well formed. The examples of students’ sentence erroneous are listed on appendix III.

(3)

CHAPTER IV