ERROR ANALYSIS IN WRITING NARRATIVE TEXT WRITTEN BY GRADE EIGHT STUDENTS OF JUNIOR HIGH SCHOOL.
ERROR ANALYSIS IN WRITING NARRATIVE TEXT
WRITTEN BY GRADE EIGHT STUDENTS OF JUNIOR HIGH
SCHOOL
A THESIS
Submitted-in Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
NURUL HIDAYANTI
Registration Number: 2122121028
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Hidayanti, Nurul. 2016. Registration Number: 2122121028. Error Analysis in
Writing Narrative Text Written by Grade Eight Students of Junior High
School. A Thesis. English Educational Program, State University of Medan,
2016
This study aims at analyzing the errors usage on students’ narrative writing. It was
conducted by using qualitative descriptive. The subject of this research was grade
eighth (VIII) students of SMP Negeri 35 Medan. The number of subjects was
taken from one class. It is VIII-7 which consist of 36 students. The instrument for
collecting data was writing narrative text. The result of the study showed that
there are so many errors found on students’ narrative writing. The analysis
showed that the most common type of errors made by the students is omission
(41,8%). From the data analysis was found that the main causes of errors is
Intralingual transfer (56%)
Keywords : Error, Narrative Writing Text
i
ACKNOWLEDGEMENTS
All praise be to the Almighty Allah SWT, the Most Gracious and Most
Merciful who always guides and protects the researcher in every step in life.
Because of His guidance, blessing, love, strength, and patience to the researcher
so the researcher can accomplish this thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of
Faculty of Languages and Arts, State University of Medan (UNIMED). For which
the researcher would like to express her extremely grateful to the following:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, States University of Medan and Vice Dean I, II, and III and all
administrative staffs..
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, and also as her Thesis Examiners for his kindness,
knowledge, support and information to improve her writing.
Dra. Meisuri, M.A., Secretary of English and Literature Department
Nora Ronita Dewi, S.S., M.Hum., the Head of English Educational Study
Program.
Dr. Rahmad Husein, M.Ed., her First Thesis Advisor, for his valuable
advice, precious time, patient, suggestion and support as long as the
process of finishing thesis.
Tiarnita Maria Sarjani Siregar, S.Pd., M.Hum., her Second Thesis
Advisor and also as her Academis Adviser she would like also
acknowledge with gratitude the time and effort extended on the
thesis by the respective and amazing advisers, for their
understanding, efforts and willingness to share their valuable time
especially for comments, advice, corrections, and suggestions as long as
the process of finishing thesis.
Rita Suswati, S.Pd., M.Hum., her Thesis Examiners for her kindness,
suggestion, and information to improve her writing.
All the Lecturers of English Department who have taught and guided
her throughout the academic years.
Euis Sriwahyuningsih, M.Pd and Sir Pantes, the Administration Staff of
English and Literature Department for giving information in completing
her thesis.
Juniati, S.Pd., the Headmaster of SMP Negeri 35 Medan for allowing her
to do the research there.
ii
Nurbaini, S.Pd., one of the English Teacher of SMP Negeri 35 Medan for
her support and guidance along the research.
Indra Jaya and Nismawati Sitorus, her lovely parents for the support,
pray, love, struggle and every other things they have given that can make
the researcher finished her study program. The researcher’s sincere
gratitude also goes to her beloved brothers Muhammad Irfan, S.Pd and
Muhammad Irwan, Amk for the supports and noises.
Her best friends, Mariani, Putri, Dwi, Juan, Ryan, Rinaldi, Jovie, Adi,
Siti, Rani, Ria also her friends in Kost Gg Tertib.
All PPL friends, for unforgettable experience while being an apprentice
teacher in SMP Negeri 2, Perbaungan.
My beloved class Reg.A 2012 who regularly or suddenly had interaction
and helped the researcher in finishing all requirements for achieving
Bachelor Degree in English Education Program.
The last, but no the least, the researcher hopes this thesis will be useful and
give positive impact for those who read it. Especially for the students of State
University of Medan.
Medan, Agustus 2016
The Researcher
Nurul Hidayanti
iii
TABLE OF CONTENTS
Pages
ABSTRACT ………………………………………………………… ..
i
ACKNOWLEDGEMENTS…………………………………………..
ii
TABLE OF CONTENTS......................................................................
iv
LIST OF TABLES……………………………………………………
vi
LIST OF CHARTS………………………………………………… ...
vii
LIST OF APPENDICES……………………………………………. .
viii
CHAPTER I INTRODUCTION..........................................................
1
A. The Background of the Study .......................................
1
B. The Problems of the Study ............................................
5
C. The Objectives of the Study ..........................................
5
D. The Scope of the Study .................................................
6
E. The Significance of the Study .......................................
6
CHAPTER II REVIEW OF RELATEDLITERATURE ..................
8
A. Theoretical Framework .................................................
8
1. Errors And Mistakes .................................................
8
2. Types of Errors...........................................................
10
3. Causes of Errors ........................................................
13
4. Writing Skill ..............................................................
14
a. The Nature of Writing................................... .......
14
b. The Problems of Writing.......................................
16
c. The Steps of Writing.............................................. 17
5. Types of Text ............................................................
19
6. Narrative Text ...........................................................
21
7. Folktale......................................................................
22
B. Relevant Studies …………... ........................................
23
iv
C. Conceptual Framework .................................................
26
CHAPTER III RESEARCH METHODOLOGY ..............................
27
A.The Research Design .....................................................
27
B. The Subject of the Study ...............................................
28
C. The Technique of Data Collection ................................
29
D. The Technique of Analyzing Data ................................
29
CHAPTER IV THE DATA AND DATA ANALYSIS..................... ..
33
A. Data....................................................................... ........
33
B. Data Analysis .................................................................
35
C. The Research Findings...................................................
45
D. Discussion .....................................................................
46
CHAPTER V CONCLUSIONS AND SUGGESTIONS...................
48
A. Conclusions....................................................................
48
B. Suggestion.....................................................................
49
REFERENCES ......................................................................................
50
APPENDICES......................................................................................
52
v
LIST OF TABLES
Pages
Table 2.1 Genre of Texts ......................................................................................19
Table 3.1 Analysis of Errors’ Classification ........................................................30
Table 3.2 Analysis of Errors’ Causes ...................................................................31
Table 4.1 Total of Errors in the students’ text .....................................................34
Table 4.2 The Percentage of Data Analysis of the Errors’ Causes ......................42
vi
LIST OF PICTURES
Pages
Picture 4.1 Types of Error ....................................................................................41
Picture 4.2 Percentage Causes of Errors ...............................................................45
vii
LIST OF APPENDICES
Appendix A. Students’ Writing Test........................................................
52
Appendix B. Students’ Work Sheet.........................................................
53
Appendix C. Number of Students’ Errors in Writing Narrative Text......
62
Appendix D. Research Documentation....................................................
64
viii
CHAPTER I
INTRODUCTION
A. Background of the Study
As the international language English is one of the media of interaction
and communication among people from different parts of the world, it is very
important to be learned in order to improve social relation and knowledge. In
Indonesia, English is a foreign language. In learning a foreign language it is not
easy, because Indonesian language has different in terms of spelling, sounds and
pronounciations, vocabulary and grammar. For example pronunciation of most
English words are not spelled the way they are pronounced, while in Indonesian
language the students will never find difficulty in pronouncing or writing down
Indonesian words because it correspondences between sounds (phonic) and letters
(graphic symbols). The grammatical rules such as adding –s to pluralize a noun of
English words never occurs in Indonesian grammar. Such differences will make
the Indonesian students unable to comprehend easily the language being learned.
They have to be trained both in written and oral exercise.
In curriculum unit level education (KTSP) and also in prepious curricula
English is one of the objects of the study, which should be learned in formal
school. In this curriculum, learning English is emphasized on four language
skills, they are listening, speaking, reading, and writing. In the learning process,
the students are expected to master these four language skills because these skills
are very necessary to build the students’ achievement in English.
1
2
Writing is one of the forms of communication; people can express their
idea, opinion, experience and information through writing. Brown (2006:218)
states ability to write has become an indispensable skill in this global literate
community. It takes part in many parts in our lives such as social, academic and
professional fields.
According to Pardiyono (2007), writing is a linguistic competence that is
expressed in written form. Writing is one of the ways for human to express and
share their ideas, thoughts, or experiences with the others in the form of written
language, so people may write for many different purposes. Similarity or
differences of texts determined by the socio-cultural purposes they are intended to
serve and the way they are structured to achieve is called gendre
There are many kinds of texts that should be learned by the students of
junior high school in learning the writing skill. In grade eighth of junior high
school the basic competence that should be achieved in learning writing skill is
that the students are expected to be able to express the meaning of a short
functional text and essay in form of narrative text, descriptive text, and procedure
text. Based on the explanation above, narrative text is one of the genre that must
be mastered by the students in learning English.
Errors are normal, necessary and needed in the process of learning. A
learner should make errors first to find out how they can improve to turn it to a
better acquisition. In English, there is a proverb: ‘practice makes perfect’. The
more a learner practices his writing, the more understanding he gets. Learners’
processes of learning involve the making of errors and mistakes. For instance,
3
they are more likely found to make a sentence of “there was a beautiful girl”. But
they write as “there is a beautiful girl” and the other example like “she lived in a
village”. But they write as “she lives in a village. The word in the sentence is
included to errors in lexical grammatical function and also in generic structure.
We can see from the sentence that they made an errors. By making errors in their
practice of learning, they will later find out what errors they have made and are
expected to improve the errors itself.
Research about Error Analysis (EA) itself is actually quite popular in the
education field, particularly in countries where English is as the second or foreign
language. In other words, as Corder (1988 in Heydari, 2012) defined, EA is a
procedure used by both researchers and teachers which involves collecting
samples of learner language, identifying the errors in the sample, describing these
errors, classifying them according to their nature and causes, and evaluating their
seriousness.
As stated by Crystal, (2008:173) says that ‘ errors are assumed to reflect,
in a systematic way, the level of competence achieved by a learner; they are
contrasted with “mistakes”, which are performance limitations that a learner
would be able to correct’.
Hourani (2008) choosed EA particularly in the analysis of common
grammatical errors found in 3rd secondary male students’ writings in Dubai as his
dissertation. Zawahreh (2012) conducted a research of EA that analyzed the
applied error made by tenth grade students in Jordan. So, In Indonesia, there are
still not many researchers that conduct the research of Error Analysis, when
4
actually it is a useful research to see the development of the students in learning
English.
The basic task of error analysis is to describe how learning occurs by
examining the learner’s output and this includes his/her correct and incorrect
utterances. Corder indicates that errors are significant in three different ways. First
to the teachers, in that they tell them how far towards the goal the learners have
advanced and consequently, what remains for them to learn. Secondly, they
provide to the researchers evidence of how language is learnt or acquired, what
strategies or procedures the learners are employing in their discovery of the
language. Thirdly, they are indispensable to the learners themselves, because we
can regard the making of errors as a device the learners use in order to learn.
Those errors can be caused by the students’ negligent using good
structure or thet may write the sentences carelessly because they are in a rush.
This should be one of our interest, because teachers can not let it is happened
over.
Based on the data above, it can be seen that the students’ ability in
writing narrative text is poor. They made some errors when they write narrative
text.
The fact which has shown before and this observation lead the researcher
to the further research of errors in students’ writing of narrative text, so that from
the errors analyzed, teachers can find ways to improve it in the future. The
researcher assumes this research will be useful in showing students’ errors
reference to social function, generic structure and lexical grammatical features
5
appear in students’ writing and the factors of errors in students’ writing of
narrative text.
There are several studies related to errors which are useful as their
existences as data for supporting the researcher’s study. Thesis is related not to
have same form but those can give contribution in explaining about errors which
are often occured in students’ writing. Those former study can give more
information and knowledge about the errors in writing narrative text through their
findings. This research will be different from those related studies which can be
seen from the source of data itself.
B. The Problems of the Study
The problems discuss in this study are as the following.
1. What are the types of students’ errors are made in writing narrative text?
2. What are the causes of the students’ errors in their writing of narrative text?
C. The Objectives of the Study
In line with this problem, the objective of the study are
1. to describe errors in writing of narrative text made by grade eight students of
junior high school and
2. to explain why the students make those errors in writing narrative text made
by grade eight students of junior high school.
6
D. The Scope of the Study
This research will only focus on errors found in students’ writing
especially in writing narrative text. There are three kinds of narrative text.
According to Djatmika and Wulandari (2013) narrative text is divided into three
types. They are a true story, a fable and a folk tale.
The scope of this study is the product in a text written by grade eight
students of junior high school. The study is limited to know errors in students’
writing narrative text for the grade eight students and the researcher focused on
one of the types of narrative text namely folk tale.
E. The Significant of the Study
Findings of this study are expected not only to be the merely data
aggregation but something more advantageous theoritically and practically.
Theoritically, the findings of this study potentially enrich theories of
language learning in addition the findings can be a reference for those who are
interested in error analysis of students’ writing in narrative text.
Practically, the researcher expects this study will be useful for:
1. The students; hopefully this study can help students in realizing
errors in writing narrative text and increase their awareness about
errors in their text to avoid other errors in future.
2. The teacher; this study is aimed to help teachers find advantegous
information based on the contents and findings of this study, which
7
related to the errors in writing narrative text mostly made by the
students and the solution for the problem.
3. To the researcher; this study is intended to be one of their resources
to make another errors in the text, and give additional inform for the
next related study.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
After the researcher conducted the research and found some various
findings, in this chapter the researcher will be draw the conclusion and suggestion
for English teacher, students and other researchers.
A. Conclusion
Based on the data analysis it was found that the students made many errors
in their narrative writing. The total types of errors and the causes of errors showed
that most of the students made errors in their writing.
Omission is the mostly common error on students’ narrative text with the
total is 140 (41.8%). It caused Students did not how to write the word in English,
they always omitted the letter when they wrote the text, they just apply what they
have known and learned without checked in dictionary carefully, and the
Intralingual and interlingual transfers contributed in causing errors occured.
Intralingual transfer (56%) dominantly caused the error occured because students’
lack of ability in forming a good structured of sentence by using English and the
limited knowledge of students in applying what they have learned. The transfer of
native language or Indonesian language (interlingual) also took part in causing
errors occured (44%) because students’ overgeneralization in writing by using
English as they write in Indonesian language.
48 32
49
B. Suggestion
After the researcher carried out the research, she would like to give
suggestion related to the result of this research. Hopefully it can be applied easily
in teaching and learning activity and decrease the errors.
1) The teachers should keep teaching and explaining more to the students
how to write the word in English especially on writing narrative text
because we know that the ability of the students in writing are still low, to
write the word in English has many role is not same with Bahasa.
2) Writing is a skill which needs process and practice. Therefore, the students
should practice writing not only in the simplest one such as writing daily
activity but also in scientific writing such as narrative text, because
narrative text is one of the genre that must be mastered for the students in
Junior High School. Then, they must learn more about applying how to
write word in english on their writing.
3) This research is not too complete yet and needs additional explanation. It
still need elaboration from other researchers who are interested on
studying errors in writing text because writing is one of the component in
Language, so it is very important to know the types of errors were occured
in writing. But of course in the different genre of writing and source of the
data.
REFERENCES
Ackley, E. 2006. MacMillan English. New York: MacMillan Publishing
Company.
Al-Sa’idat, E. M. 2012. Acquisition of the Inflectional Morphology of English as
A Foreign Language: An Error Analysis Approach. The Buckingham
Journal of Language and Linguistic, V (5) pp 19-37
Ary, D. & Jacobs, L.C.,& Razavieh, A. 2002. Introduction to Research in
Education. Australia: Wadsworth Thomson Learning.
Brown, H. Douglas. 2000. Teaching by An Interactive Approach to Language
Pedadogy. Second Edition. California: Pearson Education.
Coulmays, F. 2005. Writing Systems: An Introduction to their Linguistic Analysis.
Cambridge: Cambridge University Press.
Corder, S.P. 1988. Error analysis and Interlanguage. Great Britain: Oxford
University Press Walton Street.
Crystal, D. 2008. A Dictionary of Lingusitics and Phonetics. Colorado: Westview
Press.
Dulay, H. 2005.Language Two. Oxford: Oxford University Press.
Fang, X., Xue-mai, J. 2007. Error Analysis and the EFL Classroom Teaching. A
journal Article. China: University of Chili.
Farmer, M. 2005 Composition and Grammar: Steps in the Writing Process.
Chicago: Laidlaw Brothers.
Fraenkel & Wallen. 2009. How to Design and Evaluate Research in Education.
New York: The McGraw-Hill Companies.
Gass, S.M. & Selinker. 2008. Second Language Acquisition: An Introductory
Course. New Jersey: Lawrence Erlbaum Associates.
Harmer, J. 2007. How To Teach Writing. New York: Longman.
Hedriwanto and Sugeng, B. 2013. An Analysis of the Grammatical Errors in the
Narrative Writing of the First Grade Students of SMA 6 Yogyakarta.
Ajournal Article. Yogyakarta: State University of Yogyakarta.
Hyland, K. 2002. Teaching and Researching Writing : Applied Linguistics in
Action Series. Pearson Education: Longman.
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51
Katamba, F. 2005. English Words. Oxford: Taylor & Francis e-Library
Msanjila, Y. P. 2005. Problems of Writing in Kiswahili: A Case Study of
Kigurunyembe and Morogoro Secondary Schools in Tanzania. Nordic
Journal of African Studies, Vol 14(1) , 15–25
Nura, A. 2003. Problematik pengajaran keterampilan menulis lanjut: Upaya
menumbuh kembangkan minat menulis di usia dini. Komposisi, Vol. 4 No 1,
69-80. Padang: FBSS UNP Press.
Nursisto. 2002. Penuntun Mengarang. Yogyakarta: Adicita Karya Nusa.
Nystrand. 2005. Writing English Language Test. New York: Longman
Pardiyono, 2007. Pasti Bisa: Teaching Genre- Based Writing. Yogyakarta: C.V
Andi.
Randal, H. 2004. Literacy an Introduction. Edinburgh: Edinburgh University
Ramirez, A. G. 2005. Creating Context for Second Language Acquisition. New
York: Longman.
Riddel, D. 2003. Teaching English as a Second Language. London: Hodder
Headline.
Sudaryanto. 2001. Peningkatan keterampilan menyusun wacana narasi melalui
penerapan pendekatan ekletik. Cakrawala Pendidikan. Th XX, No 1, 61-69.
Wati, H. 2011. Errors Analysis in the Students’ Writing Narrative Paragraph at
MTs Pajajaran Pamulang. Unpublished Thesis. Jakarta: State Islamic
University Syarif Hidayatullah Jakarta.
www.englishdirection.com
WRITTEN BY GRADE EIGHT STUDENTS OF JUNIOR HIGH
SCHOOL
A THESIS
Submitted-in Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
NURUL HIDAYANTI
Registration Number: 2122121028
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Hidayanti, Nurul. 2016. Registration Number: 2122121028. Error Analysis in
Writing Narrative Text Written by Grade Eight Students of Junior High
School. A Thesis. English Educational Program, State University of Medan,
2016
This study aims at analyzing the errors usage on students’ narrative writing. It was
conducted by using qualitative descriptive. The subject of this research was grade
eighth (VIII) students of SMP Negeri 35 Medan. The number of subjects was
taken from one class. It is VIII-7 which consist of 36 students. The instrument for
collecting data was writing narrative text. The result of the study showed that
there are so many errors found on students’ narrative writing. The analysis
showed that the most common type of errors made by the students is omission
(41,8%). From the data analysis was found that the main causes of errors is
Intralingual transfer (56%)
Keywords : Error, Narrative Writing Text
i
ACKNOWLEDGEMENTS
All praise be to the Almighty Allah SWT, the Most Gracious and Most
Merciful who always guides and protects the researcher in every step in life.
Because of His guidance, blessing, love, strength, and patience to the researcher
so the researcher can accomplish this thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of
Faculty of Languages and Arts, State University of Medan (UNIMED). For which
the researcher would like to express her extremely grateful to the following:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, States University of Medan and Vice Dean I, II, and III and all
administrative staffs..
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, and also as her Thesis Examiners for his kindness,
knowledge, support and information to improve her writing.
Dra. Meisuri, M.A., Secretary of English and Literature Department
Nora Ronita Dewi, S.S., M.Hum., the Head of English Educational Study
Program.
Dr. Rahmad Husein, M.Ed., her First Thesis Advisor, for his valuable
advice, precious time, patient, suggestion and support as long as the
process of finishing thesis.
Tiarnita Maria Sarjani Siregar, S.Pd., M.Hum., her Second Thesis
Advisor and also as her Academis Adviser she would like also
acknowledge with gratitude the time and effort extended on the
thesis by the respective and amazing advisers, for their
understanding, efforts and willingness to share their valuable time
especially for comments, advice, corrections, and suggestions as long as
the process of finishing thesis.
Rita Suswati, S.Pd., M.Hum., her Thesis Examiners for her kindness,
suggestion, and information to improve her writing.
All the Lecturers of English Department who have taught and guided
her throughout the academic years.
Euis Sriwahyuningsih, M.Pd and Sir Pantes, the Administration Staff of
English and Literature Department for giving information in completing
her thesis.
Juniati, S.Pd., the Headmaster of SMP Negeri 35 Medan for allowing her
to do the research there.
ii
Nurbaini, S.Pd., one of the English Teacher of SMP Negeri 35 Medan for
her support and guidance along the research.
Indra Jaya and Nismawati Sitorus, her lovely parents for the support,
pray, love, struggle and every other things they have given that can make
the researcher finished her study program. The researcher’s sincere
gratitude also goes to her beloved brothers Muhammad Irfan, S.Pd and
Muhammad Irwan, Amk for the supports and noises.
Her best friends, Mariani, Putri, Dwi, Juan, Ryan, Rinaldi, Jovie, Adi,
Siti, Rani, Ria also her friends in Kost Gg Tertib.
All PPL friends, for unforgettable experience while being an apprentice
teacher in SMP Negeri 2, Perbaungan.
My beloved class Reg.A 2012 who regularly or suddenly had interaction
and helped the researcher in finishing all requirements for achieving
Bachelor Degree in English Education Program.
The last, but no the least, the researcher hopes this thesis will be useful and
give positive impact for those who read it. Especially for the students of State
University of Medan.
Medan, Agustus 2016
The Researcher
Nurul Hidayanti
iii
TABLE OF CONTENTS
Pages
ABSTRACT ………………………………………………………… ..
i
ACKNOWLEDGEMENTS…………………………………………..
ii
TABLE OF CONTENTS......................................................................
iv
LIST OF TABLES……………………………………………………
vi
LIST OF CHARTS………………………………………………… ...
vii
LIST OF APPENDICES……………………………………………. .
viii
CHAPTER I INTRODUCTION..........................................................
1
A. The Background of the Study .......................................
1
B. The Problems of the Study ............................................
5
C. The Objectives of the Study ..........................................
5
D. The Scope of the Study .................................................
6
E. The Significance of the Study .......................................
6
CHAPTER II REVIEW OF RELATEDLITERATURE ..................
8
A. Theoretical Framework .................................................
8
1. Errors And Mistakes .................................................
8
2. Types of Errors...........................................................
10
3. Causes of Errors ........................................................
13
4. Writing Skill ..............................................................
14
a. The Nature of Writing................................... .......
14
b. The Problems of Writing.......................................
16
c. The Steps of Writing.............................................. 17
5. Types of Text ............................................................
19
6. Narrative Text ...........................................................
21
7. Folktale......................................................................
22
B. Relevant Studies …………... ........................................
23
iv
C. Conceptual Framework .................................................
26
CHAPTER III RESEARCH METHODOLOGY ..............................
27
A.The Research Design .....................................................
27
B. The Subject of the Study ...............................................
28
C. The Technique of Data Collection ................................
29
D. The Technique of Analyzing Data ................................
29
CHAPTER IV THE DATA AND DATA ANALYSIS..................... ..
33
A. Data....................................................................... ........
33
B. Data Analysis .................................................................
35
C. The Research Findings...................................................
45
D. Discussion .....................................................................
46
CHAPTER V CONCLUSIONS AND SUGGESTIONS...................
48
A. Conclusions....................................................................
48
B. Suggestion.....................................................................
49
REFERENCES ......................................................................................
50
APPENDICES......................................................................................
52
v
LIST OF TABLES
Pages
Table 2.1 Genre of Texts ......................................................................................19
Table 3.1 Analysis of Errors’ Classification ........................................................30
Table 3.2 Analysis of Errors’ Causes ...................................................................31
Table 4.1 Total of Errors in the students’ text .....................................................34
Table 4.2 The Percentage of Data Analysis of the Errors’ Causes ......................42
vi
LIST OF PICTURES
Pages
Picture 4.1 Types of Error ....................................................................................41
Picture 4.2 Percentage Causes of Errors ...............................................................45
vii
LIST OF APPENDICES
Appendix A. Students’ Writing Test........................................................
52
Appendix B. Students’ Work Sheet.........................................................
53
Appendix C. Number of Students’ Errors in Writing Narrative Text......
62
Appendix D. Research Documentation....................................................
64
viii
CHAPTER I
INTRODUCTION
A. Background of the Study
As the international language English is one of the media of interaction
and communication among people from different parts of the world, it is very
important to be learned in order to improve social relation and knowledge. In
Indonesia, English is a foreign language. In learning a foreign language it is not
easy, because Indonesian language has different in terms of spelling, sounds and
pronounciations, vocabulary and grammar. For example pronunciation of most
English words are not spelled the way they are pronounced, while in Indonesian
language the students will never find difficulty in pronouncing or writing down
Indonesian words because it correspondences between sounds (phonic) and letters
(graphic symbols). The grammatical rules such as adding –s to pluralize a noun of
English words never occurs in Indonesian grammar. Such differences will make
the Indonesian students unable to comprehend easily the language being learned.
They have to be trained both in written and oral exercise.
In curriculum unit level education (KTSP) and also in prepious curricula
English is one of the objects of the study, which should be learned in formal
school. In this curriculum, learning English is emphasized on four language
skills, they are listening, speaking, reading, and writing. In the learning process,
the students are expected to master these four language skills because these skills
are very necessary to build the students’ achievement in English.
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Writing is one of the forms of communication; people can express their
idea, opinion, experience and information through writing. Brown (2006:218)
states ability to write has become an indispensable skill in this global literate
community. It takes part in many parts in our lives such as social, academic and
professional fields.
According to Pardiyono (2007), writing is a linguistic competence that is
expressed in written form. Writing is one of the ways for human to express and
share their ideas, thoughts, or experiences with the others in the form of written
language, so people may write for many different purposes. Similarity or
differences of texts determined by the socio-cultural purposes they are intended to
serve and the way they are structured to achieve is called gendre
There are many kinds of texts that should be learned by the students of
junior high school in learning the writing skill. In grade eighth of junior high
school the basic competence that should be achieved in learning writing skill is
that the students are expected to be able to express the meaning of a short
functional text and essay in form of narrative text, descriptive text, and procedure
text. Based on the explanation above, narrative text is one of the genre that must
be mastered by the students in learning English.
Errors are normal, necessary and needed in the process of learning. A
learner should make errors first to find out how they can improve to turn it to a
better acquisition. In English, there is a proverb: ‘practice makes perfect’. The
more a learner practices his writing, the more understanding he gets. Learners’
processes of learning involve the making of errors and mistakes. For instance,
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they are more likely found to make a sentence of “there was a beautiful girl”. But
they write as “there is a beautiful girl” and the other example like “she lived in a
village”. But they write as “she lives in a village. The word in the sentence is
included to errors in lexical grammatical function and also in generic structure.
We can see from the sentence that they made an errors. By making errors in their
practice of learning, they will later find out what errors they have made and are
expected to improve the errors itself.
Research about Error Analysis (EA) itself is actually quite popular in the
education field, particularly in countries where English is as the second or foreign
language. In other words, as Corder (1988 in Heydari, 2012) defined, EA is a
procedure used by both researchers and teachers which involves collecting
samples of learner language, identifying the errors in the sample, describing these
errors, classifying them according to their nature and causes, and evaluating their
seriousness.
As stated by Crystal, (2008:173) says that ‘ errors are assumed to reflect,
in a systematic way, the level of competence achieved by a learner; they are
contrasted with “mistakes”, which are performance limitations that a learner
would be able to correct’.
Hourani (2008) choosed EA particularly in the analysis of common
grammatical errors found in 3rd secondary male students’ writings in Dubai as his
dissertation. Zawahreh (2012) conducted a research of EA that analyzed the
applied error made by tenth grade students in Jordan. So, In Indonesia, there are
still not many researchers that conduct the research of Error Analysis, when
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actually it is a useful research to see the development of the students in learning
English.
The basic task of error analysis is to describe how learning occurs by
examining the learner’s output and this includes his/her correct and incorrect
utterances. Corder indicates that errors are significant in three different ways. First
to the teachers, in that they tell them how far towards the goal the learners have
advanced and consequently, what remains for them to learn. Secondly, they
provide to the researchers evidence of how language is learnt or acquired, what
strategies or procedures the learners are employing in their discovery of the
language. Thirdly, they are indispensable to the learners themselves, because we
can regard the making of errors as a device the learners use in order to learn.
Those errors can be caused by the students’ negligent using good
structure or thet may write the sentences carelessly because they are in a rush.
This should be one of our interest, because teachers can not let it is happened
over.
Based on the data above, it can be seen that the students’ ability in
writing narrative text is poor. They made some errors when they write narrative
text.
The fact which has shown before and this observation lead the researcher
to the further research of errors in students’ writing of narrative text, so that from
the errors analyzed, teachers can find ways to improve it in the future. The
researcher assumes this research will be useful in showing students’ errors
reference to social function, generic structure and lexical grammatical features
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appear in students’ writing and the factors of errors in students’ writing of
narrative text.
There are several studies related to errors which are useful as their
existences as data for supporting the researcher’s study. Thesis is related not to
have same form but those can give contribution in explaining about errors which
are often occured in students’ writing. Those former study can give more
information and knowledge about the errors in writing narrative text through their
findings. This research will be different from those related studies which can be
seen from the source of data itself.
B. The Problems of the Study
The problems discuss in this study are as the following.
1. What are the types of students’ errors are made in writing narrative text?
2. What are the causes of the students’ errors in their writing of narrative text?
C. The Objectives of the Study
In line with this problem, the objective of the study are
1. to describe errors in writing of narrative text made by grade eight students of
junior high school and
2. to explain why the students make those errors in writing narrative text made
by grade eight students of junior high school.
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D. The Scope of the Study
This research will only focus on errors found in students’ writing
especially in writing narrative text. There are three kinds of narrative text.
According to Djatmika and Wulandari (2013) narrative text is divided into three
types. They are a true story, a fable and a folk tale.
The scope of this study is the product in a text written by grade eight
students of junior high school. The study is limited to know errors in students’
writing narrative text for the grade eight students and the researcher focused on
one of the types of narrative text namely folk tale.
E. The Significant of the Study
Findings of this study are expected not only to be the merely data
aggregation but something more advantageous theoritically and practically.
Theoritically, the findings of this study potentially enrich theories of
language learning in addition the findings can be a reference for those who are
interested in error analysis of students’ writing in narrative text.
Practically, the researcher expects this study will be useful for:
1. The students; hopefully this study can help students in realizing
errors in writing narrative text and increase their awareness about
errors in their text to avoid other errors in future.
2. The teacher; this study is aimed to help teachers find advantegous
information based on the contents and findings of this study, which
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related to the errors in writing narrative text mostly made by the
students and the solution for the problem.
3. To the researcher; this study is intended to be one of their resources
to make another errors in the text, and give additional inform for the
next related study.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
After the researcher conducted the research and found some various
findings, in this chapter the researcher will be draw the conclusion and suggestion
for English teacher, students and other researchers.
A. Conclusion
Based on the data analysis it was found that the students made many errors
in their narrative writing. The total types of errors and the causes of errors showed
that most of the students made errors in their writing.
Omission is the mostly common error on students’ narrative text with the
total is 140 (41.8%). It caused Students did not how to write the word in English,
they always omitted the letter when they wrote the text, they just apply what they
have known and learned without checked in dictionary carefully, and the
Intralingual and interlingual transfers contributed in causing errors occured.
Intralingual transfer (56%) dominantly caused the error occured because students’
lack of ability in forming a good structured of sentence by using English and the
limited knowledge of students in applying what they have learned. The transfer of
native language or Indonesian language (interlingual) also took part in causing
errors occured (44%) because students’ overgeneralization in writing by using
English as they write in Indonesian language.
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B. Suggestion
After the researcher carried out the research, she would like to give
suggestion related to the result of this research. Hopefully it can be applied easily
in teaching and learning activity and decrease the errors.
1) The teachers should keep teaching and explaining more to the students
how to write the word in English especially on writing narrative text
because we know that the ability of the students in writing are still low, to
write the word in English has many role is not same with Bahasa.
2) Writing is a skill which needs process and practice. Therefore, the students
should practice writing not only in the simplest one such as writing daily
activity but also in scientific writing such as narrative text, because
narrative text is one of the genre that must be mastered for the students in
Junior High School. Then, they must learn more about applying how to
write word in english on their writing.
3) This research is not too complete yet and needs additional explanation. It
still need elaboration from other researchers who are interested on
studying errors in writing text because writing is one of the component in
Language, so it is very important to know the types of errors were occured
in writing. But of course in the different genre of writing and source of the
data.
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