42 was the result of negligence. As the solution, the students should have more
exposure to tenses implicitly. It should be an activity facilitating the subject to notice the gap in order to raise their awareness. Amid, another activity could be
derived from the communicative context to reinforce their knowledge. Despite the solution, the students
‟ motivation should also be considered as the challenge to raise their awareness.
The last chosen category is preposition which contained to errors. Those errors shot up in simple addition as to-infinitive Appendix F. However, to-
infinitive was not used properly because of playing a predicate. It also came up as interlingual errors because the students transferred the predicate from dictionary
which was in form of to-infinitive. It is noted that the students did not have an adequate instruction on how to use a bilingual dictionary. Therefore, there is a
need of assistance in using a bilingual dictionary. Regarding those chosen linguistic level and the solution, the students did
need a remedy to in an attempt at dealing those difficulties. Even though the students used to have long experience in using English as a foreign language, they
should be given regular exercises to use their understanding of the structures in the natural communication. Consequently, the students would not face any
difficulty in performing their language skills. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This last chapter, the researcher draws this research’s conclusions based
on the major findings which has been analysed and discussed in the previous chapter. Next, the researcher gives some recommendations for future research
and some particular parties which are involved in this research and have similar problem.
A. Conclusions
Two conclusions have been drawn based on the research results in the previous chapter. The first conclusion summarises the answer of the first research
question: the surface structure errors in students’ short stories. The second conclusions summarises the answer of the second research questions: the
implications of the errors for teaching. Regarding the first conclusion, there were 457 errors occurring in the seven
short stories. It is found that at superficial errors omission made up 34 of the error numbers, addition made up 22, misformation made up 39 and
misordering was 5. Otherwise, at linguistic level the categories were discussed in top 10 categories. Article stood at 21, verb inflection at 11, diction at 9,
tense at 7, copula at 6, conjunction at 5, phrasal verb at 5, pronoun at 5, adverbial at 4 and preposition at 4, so the total percentage of these top 10
categories brought to 77. Besides, interlingual errors were found at 19 and intralingual at 81 Appendix F.
44 It can be confirmed that misformation at superficial level and article at
linguistic level are identified as the highest number of occurrence. It is also proved from the number of article occurrence in misformation which has found 60
errors. Otherwise, omission is on the second place whose major causes have been verb inflection and tense. Addition stands on the third place whose major error has
been from preposition. The last position is misordering whose errors have come in various categories. Besides describing errors, at source level intralingual errors is
the highest number of occurrence. Then, interlingual comes after. As the conclusion, the total errors i.e. 457 errors are an enormous amount for 7 short
stories. Indeed, a remedy was needed for the subjects. Next, the researcher has drawn the second conclusion based on the second
research problem. Concerning the answer of second research problem, the researcher decided to evaluate only irritable categories of linguistic level between
top 10 categories. There were 3 irritable categories which the researcher had decided on; they were article, verb inflection which contained past-tense verb
errors, and preposition which contained to errors. Those three irritable categories were chosen for the purpose of discovering the students
’ difficulties in dealing English as a foreign language towards their language performances.
Article and verb inflection which contained past-tense verbs were chosen because of its high-frequent occurrence. Each of the categories has its own
implication. It can be concluded that article errors were the results of ignorance i.e. the subjects were difficult to define the correct usage of article. Besides the
verb inflection especially past-tense verb errors was the result of negligence i.e. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
