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.