Data Analysis RESEARCH FINDING AND INTERPRETATION

Ɵ an student 22,27 Ɵ black hair Ɵ is playing student 23 Ɵ a student no 24,26,28,29,30 she Ɵ elegantis student 27 Addition dad and mom doing Ɵ student 1 he is likehe likes student 5 he is havehe has sudent 7 someone idolan idol he is havehe has 3 student 10 a idolan idol because student 11 a black black he is was bownhe was born student 17 his tallhis height student 19 the finallyfinally student 20 he is born on 24 years oldhe is 24 years old. student 21 his tall his height student 25 the Ɵ student 29 Selection he’she is student 7 abelityability student 10 tinthin body student 13 sourthshort student 22 hihe student 23 tinthin student 24 teenthin student 30 his born he was born student 1 havehas student 2 becauseand student 4,6 playplaying student 5 her beautifulshe is beautiful student 9 call mecalled a abelityhis ability student 10 the secondand then play footballplaying football the fourthand the last student 11 he havehe has student 12 he is sport playinghe plays football he havehe has student 13 he is he has student 14,15 she haveshe has 4 playingplays she likelikes dancedancing student 16 he is his hehis colour eyes he ishe has he likehe likes playplaying student 17 nationalnationality he hashis height vocalvoice student 9 abelitymultitalent ed student 10 he smart in playing footballhe is good in playing football student 11 smartgood he bodyhis height student 18 foodeating student 23 acting personactor student 26 his he 20 thishim student 1 hisher student 2 she isher height is student 3 a idolan idol he is namehis name he ishis student 7 itshis student 8 he namehis name student 11 aan idol 12,16 hehis name student 12 a idolan idol student 13 he hairhis hair student 14,15 hershe student 16 aan idol hehis name myhis hishe is he clubhis club student 18 thea aan idol hehis name he nosehis nose student 19 aan student 21,22 hehis student 20 ishis he ishe has student 21 hishe is playplays student 22 he havehas2 he like dancinghe likes dancing student 23 hehis havehas student 24 he havehas he playhe plays student 25 seriouusly personserious person humorhumorous student 26 havehas student 27 nationalnationality he has tallhis height student 29 hasI have he expertexperts playplaying he likelikes wearwearing student 30 thehis student 20 aan student 24 aan hehis student 25 himhis student 26 hershe student 27 luislouise student 28 aan hehis student 29,30 Ordering season ACmilanac milan season student 20 I like album Justin Bieber I like Justin Bieber ’s album student 7 body talltall After identifying the data, the writer analyzed the errors and classified them based on the Surface Taxonomy Categories to know whether these errors involve in omission, addition, selection, or ordering. This calculation used the formula of descriptive analysis technique as can be seen as below: P = Note: P: Percentage; body student 8 hair longlong hair hair brownbrown hair student 10 dance goodgood dancerstudent 16 he is a short to mehe is shorter than me. he is a idola cilik 2013 runner uphe is a runner up in idola cilik 2013 student 17 his short body tall body 169 cmhis height is 169cm student 22 she has name is beautufulshe has a beautiful name student 27 f: Frequency of a type of error; n: Number of total errors occur. Furthermore, to make it easier to read, she presents it in the following table below: Table 4.3 The Recapitulation of Error Types, Frequency and its Percentage No. Level Modification Substance Text Discourse Total Of Error Grammar Lexis 1. Omission 51=29.8 51= 29.8 2. Addition 13=7.6 13= 7.6 3. Selection 7= 4.1 47=27.5 7= 4.1 38= 22.2 99= 57.9 4. Ordering 2= 1.2 6= 3.5 8= 4.7 TOTAL 171 = 100 Based on the calculation above, it can be concluded that the total errors of omission are 51 errors or 29,8 error of omission in grammar text levelis 51 errors or 29,8, the addition are 13 errors or 7,6 in grammar text level.the error of selection are 99 errors or 57.9 error in substance level are 7 errors or 4.1, in grammar text level are 47 errors or 27.5, in lexis text level are 7 errors or 4,1, and in discourse level is 38 errors or 22,2, while the error of ordering is 8 errors or 4,7 in substance level level are 2 errors or 1,2 and in discourse level are 6 errors or 3,5 . From the calculation of the data, error of selection is the most frequent errors done by the second grade students of SMP 3 Tangsel with the percentage 57,9. Moreover, it is followed by error of omission with percentage 29,8, and error in addition and ordering fewer than 8. To be more clearly the writer explains each of the error below: 1 Ommision The total error of ommision is 51 errors or 29,8. Ommision error occurs when the learner ommitted a necessary element of word. Omission errors fell both in the substance and in the grammar level. Most students committed errors by omitting a letter which must exist within a morpheme. For examples:he has black hair. While he is supposed to write, he has a black hair.he taller than me.While he is supposed to write, he istaller than me. From the example above it is clear that the students did not use an article and a verb. The reason they made this error is in Indonesian writing, they do not use the article and verb. The source of this error comes from interlingual transfer. The students did not use the rule of their target language well. 2 Addition The total errors of addition is 13 or 7,6 in grammar text level. On the writer’s opinion, these errors occurred because the students had not clearly understood of the structure of the sentence. So the source of this error comes from the interlingual transfer. They add the unnecessary word that does not needed in their sentence. For example, his parents is Scott dad and Lisa mom . The word „dad and mom’ there must be ommited because it is not needed. As we know that without the word „dad’ and „mom’ we know that Scott is hisher father and Lisa is hisher mom. So that the right answer is supposed to be his parents are Scott and Lisa. Or another example is his body tall. While the student is supposed to write his height. So that the word body it is not needed in that sentence. 3 Selection The total error of selection that the writer found is 99 errors or 57.9 the error in the substance level are 7 errors or 4.1, in grammar text level are 47 errors or 27.5, in lexis text level are 7 errors or 4,1, and in discourse level is 38 errors or 22,2. And this is the highest error that the students do. These errors happened because the students having lack of vocabulary and its use. The students were confused in choosing the appropriate class of words. In this case, the example: I like Sule because he is have ability. While the answer is supposed to be I like Sule because he is multitalented. From this sentence it can be seen that the student is wrong to choose vocabulary so they misselection about it. 4 Missordering While the error of ordering that the writer found is 8 errors or 4,7 in substance level are 2 errors or 1,2 and in discourse level are 6 errors or 3,5. This error is sometimes as the result from interlingual transfer. The students got the influence of the structure or order of their native language which is Indonesian language. “I like album Justin Bieber.” The correct one is, “I like Justin Bieber album. 2. The Explanation Of Error In this step, the writer would like to classify the errors based on their source of error. she wanted to analyze these errors based on the differences between Indonesian language system and English, and the target language system itself intralingual. So that the writer would not use the sources of error base on context learning and communication strategies. a. Interlingual Transfer Interlingual transfer is an error which is caused by the students use their own native language as a source. It means what they do are translate Bahasa Indonesia into English directly. In fact, both Indonesian and English have different structure. For exampe, I have someone idol his name “Entis Sutisna” the correct one is “I have an idol, his name is Entis Sutisna. The other example is I have a idol, he smart play foot ball. the correct one is I have an idol, he is smart in playing football. I like him because handsome and elegant and he is a idola cilik 2013 runner up. While he is supposed to write I like him because he is handsome and elegant and he is a runner up in Idola Cilik 2013. These errors are happen because the pattern of Both Bahasa – which is their mother tongue- and English are totally different. The students ommited the verb, -is, -ing. And the students misselection and ommited the article. As the writer compares to the result of interview, the students did not really understand about the rules which is mean the grammar and also they did not really understand of structure of the sentence. And the teacher did not explain it clearly. So that the source comes from interlingual transfer because they still influenced by their own mother tongue. b. Intralingual Transfer This errors occur because the students are overgeneralization the rules in wrong concepts. So that intralingual transfer is happen because of partial learning. For example, he is was born in Medan. In this sentences the student only know to put the verb after the subject but he does not know the correct one. So he uses the verb –is and –was at the same time. While he is supposed to write “He was born in Medan.”The source of this error is intralingual transfer because they overgenerates the rules in wrong concept. 3. The Evaluation of Error If the purpose of the error analysis is to help students to study second language, it is important to evaluate the errors. Some errors can be considered more serious than others because they could hinder the message of the communication. In this research, the writer considered that the errors which are caused by partial learning, this error could hinder the message to be understood because partial learning tends to have an impact for the students such as they do not have deep understanding or misconception from he materials given.

C. The Interpretation of The Data

The result of the error analysis process showed that students committed error into four types: omission, addition, selection, and ordering. From the frequency of each error types, selection was the error which most frequently produced by the students. It took 57.9 of the total errors. Moreover, 29.8 errors fell into omission and 7.6 errors fell into addition; whereas, for Misordering, it only took 4.7. These errors were conducted because most of the students did not understand about the rules of target language as well, so that the students generalized the rule and applied it incompletely. Besides, errors occured because their mother tongue and their Indonesian logical thinking. To sum up, it showed that the usage of the grammar in writing descriptive paragraph is difficult for students. Therefore, They are still lack of understanding the English Grammar in term of tenses because in the Indonesian does not have the tense system that show the time of the event unlike English. Therefore, they tended to make errors in writing. The most frequent errors that done by the second grade of SMPN 3 Tangerang Selatan is in error of selection. Like Brown said in his book, the early stage of language is characterized by a predominance of intra-lingual transfer, but once the learner has begun to acquire part of the new system, more and more interlingual generalization within the target language manifested, and his previous experience begin to include structure within the target language itself. 1 For example, In this case, the students commonly made errors in selection when they choose the wrong item in the right place. For example; she have black hair while it is supposed to be she has black hair. 1 H. Douglas Brown, Principles of Language Learning and Teaching, fourth edition, New York: Longman, 2000, p. 223-227. 45

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

Based on the explanation in the previous chapters, This research was carried out to analyze and classify the types of student s’ grammatical errors in writing descriptive. The error collected was classified based on Corder’s theory. The writer concluded that the types of error that were made by the students of the second year of SMPN 3 Tangerang Selatan in their writing from the highest percentage to the lowest are error of selection, error of omission, addition and error of ordering. The result of the error analysis process showed that students committed error into four types: omission, addition, selection, and ordering. From the frequency of each error types, selection was the error which most frequently produced by the students. It took 57.9 of the total errors. Moreover, 29.8 errors fell into error of omission and 7.6 errors fell into addition; whereas, for Misordering, it only took 4.7. To sum up, it showed that the usage of the grammar in writing is difficult for the students. So that, the analysis of the students ’ grammatical errors in writing is very important because the teachers can know the factual condition of the stud ent’s ability in writing and what kinds of error that the students probably do in their writing for the next time. Theoretically, error is acceptable in learning process and it is as a part of learning itself. That is why some errors happened when the writer conducted the research. Her research found that the commonest error which most the students made is in errors of selection are 99 errors or 57.9. Its include error in substance level are 7 errors or 4.1, in grammar text level are 47 errors or 27.5, in lexis text level are 7 errors or 4,1, and in discourse level is 38 errors or 22,2.

B. Suggestion

Error is something unavoidable in teaching and learning process of foreign language. Therefore, it can be improved by learn more about both enhance vocabularies and grammatical function. Here are some suggestions that hopefully can be applied in teaching and learning process. 1. The teachers have to give interesting topics which are familiar for the students for they can enjoy and motivate them to keep writing. After that, the topic can be expanded to the difficult ones to give challenges in order to enhance the students ’ vocabularies. 2. The teachers should give exercises regularly. It is started from the simple topic to the hard one. Because it can improve the students’ vocabularies and their skill in writing. 3. The teachers should explain more about the grammar for the students can write grammatically correct. 4. The teachers have t o pay attention to the students’ errors and make them aware about their errors so they can make a correction by themselves and will not do the same error. 47 BIBLIOGRAPHY Anderson, Mark and Kathy. Anderson. Text Type in English. Melbourne: Macmillan Education Australia Ltd, 1998. Azar, Bety. Understanding and Using English Grammar, 2nd Edition, New Jersey: Prentice Hall, 1992, p. A29. Bluman, Allan G. Elementary Statistics: A Step by Step Approach, 5th edition, New York: The McGraw-Hill Companies, Inc., 2004. Bogdan, Robert C. and Sari Knopp Biklen. Qualitative Research for Education: an Introduction to Theories and Methods, Boston: Pearson, 2007. Brookes, Arthur and Peter Grundy, Beginning to Write; Writing Activities for Elementary and Intermediate Learners, New York: Cambridge University Press, 1991. Brown, H. Douglas. Principle of Language Learning and Teaching, 5 th Edition. New York: Pearson Education, Inc., 2007. Celce- Murcia, Marrianne and Elite Olshtain. Discourse and Context in Language Teaching. New York: Cambridge University Press, 2000. Corder, S. P. Error Analysis and Interlanguage, New York: Oxford University Press, 1982. Crystal, David. An Encyclopedic Dictionary Of Languages, Oxford:Blackwell, 1992. Dulay, Heidi, et al. Language Two. New York: Oxford University Press, 1982. Ellis, Rod. The Study of Second Language Acquisition, 2 nd Ed, New York: Oxford University Press, 2008. Fisiak, Jacek. Contrastive Linguistics and The Language Teacher, New York: Pergamon Press Ltd., 1981 Gass, Susan M. and Larry, Selingker. Second Language Acquisition: An Introductory Course. 3 rd Edition. New York: Routledge, 2008 Harmer, Jeremy. Principle of Language Learning and Teaching, New York: Prentice Hall Regents, 1987