employees often have to depend on each other. When a single employee loafs
, others will have to compensate for hisher workload in addition to their own tasks.
Students will learn from their working experience the importance of cooperation and
why every individual should effectively carry out hisher own work .
Another point is that these working possibilities
enable the students to understand the value of money
and that “Money does not grow on trees”. After the student sees how hard heshe has to work to earn money
, heshe will also be more
reasonable while spending it
. Thus, working helps lead to responsible spending.
In conclusion, when one has a job as a student
, heshe will benefit
significantly from the experience . This way,
students will be more responsible when
they graduate . Furthermore, they will be more cooperative and better able to work as
part of a team. Finally, since they‟ll be cautious about spending their money
, they
will be less likely to get into trouble due to excessive spending . All in all,
having jobs
as students is a terrific idea and I think every student should have a working
experience before graduating and starting their professional careers
.
34
G. Previous Related Studies
Some researchers have conducted the studies of error analysis and the study of identifying independent clause and dependent clause in the previous time. The
writer used some of those relevant previous studies in order to support her study and it also used for positioning and comparing with her study to avoid plagiarism from
some aspects such as the problem, variable, methodology, and so forth. There are three relevant studies which outlined by the writer.
First one, a previous study by Fahru Rijal 2010, he reported study of The Students‟ Ability in Identifying Independent Clause and Dependent Clause in a
34
Retrieved on August 28
th
, 2014, at 8.10 PM,
http:www.antiessays.comfree- essaysIn-Some-Countries-Teenagers-Have-Jobs-307777.html
Sentence in fifth semester of English Education Program of the Faculty of Teacher Training and Education Science of Ibn Khaldun University Bogor. The population of
the study was 90 students consisting of three classes of semester V 20092010 of English Education Program, and total of the samples were 21 students which taken
only one class that is V-B. Moreover, the researcher used three instruments on his study: written test,
observation, and interview. The test consists of multiple choices and essay test. Then, the result shows that error happen in identifying independent clause and dependent
clause, but most of students are in able category in identifying independent clause and dependent clause in a sentence. It can be shown that 85 students are in able
category, 14,5 students are in unable category. It can be concluded that less error appear in fifth semester of English Education Program of the Faculty of Teacher
Training and Education Science of Ibn Khaldun University Bogor. Another research had been done by Bena Florita 2010, she reported a study
of An Error Analysis on the Translation of English Noun Phrases into Indonesian in fifith semester students of English Department of Teacher Training and Education
Faculty of Sebelas Maret University of Surakarta. The sample of her study was 30 students. The researcher used only one intrusment that is an essay test. After
counting of errors, the result can be shown that 355 errors 39.44 made by the students. There are four types of errors made by the students in translating English
noun phrases into Indonesian. They are omission errors 175 or 49.30 of the total number of errors, misformation errors 144 or 40.56 of the total of errors,
misordering errors 27 or 7.61 of the total number of errors, and addition errors 9 or 2.53 of the total number of errors. From all types of error, omission errors have
the highest number of errors. The last previous study was An Error Analysis on Stud
ents‟ Using Passive Voice of Future Tense in the second year of Islamic High School Sirojul Munir
Bekasi that had been done by Nur Rif‟atul Izzah 2013. The sample of her study was 30 students. The researcher used three instruments in her study: test, observation, and
interview. The researcher gave written test, it consist of 30 questions. 10 questions were changing the active sentences into passive sentences in passive voice of future
tense, 10 questions were changing the positive of active sentences into passive in negative sentences, and the last 10 questions were changing the interrogative of
active sentence into passive one. The result showed that 60.72 for usage of passive voice in future tense and 39.27 for usage of passive voice in future perfect tense.
The classifying of error were omission error, misformation error, and addition error. The highest frequency of error is in omission error 77.30, the next is
misformation error 26.43, and the lowest frequency of error is addition error 26.17.
Based on the finding of those previous studies, it can be concluded that many students still do errors whether in speaking skill or writing skill. Furthermore, those
previous studies have some similar and different aspects with the writer‟s study. The similar aspect was from the study of error analysis in written test writing skill,
while the purpose, sample, research metholody of the study are different aspects that distinguish the studies.
30
CHAPTER III RESEARCH METHODOLOGY
A.
Time and Place
This research was conducted at Department of English Education of Faculty Tarbiyah and Teachers
‟ Training of Syarif Hidayatullah State Islamic University Jakarta in the academic year 20142015 which is located on Jl. Ir. H. Juanda No. 95
Ciputat, South Tangerang. It was carried out on Wednesday, September 3
rd
, Tuesday, September 16
th
, and Tuesday, November 4
th
, 2014.
B.
Population and Sample
The population of this research was all of students in the seventh semester of Department of English Education of Faculty Tarbiyah and Teachers
‟ Training of Syarif Hidayatullah State Islamic University Jakarta. The sampling techniques that
the writer used was simple random sampling. It was used to represent the population in which every member of the population has equal opportunities of being selected.
1
There are three classes: VII-A, VII-B, and VII-C. Each class has different total number of students, in class A consist of 24 students, class B consist of 33 students,
and class C consist of 28 students, and the all of students were 85 students and the writer took 50 43 students of the population as a sample that is chosen randomly.
The writer used a fishbowl technique as a method in simple random sampling.
2
The stages are as follows:
a. Making the list of individuals. b. Writing down each student number on a small piece of paper.
c. Enrolling the papers. d. Putting the rolled paper into a container.
e. Shaking the container well.
1
Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education
, 3
rd
edition, New York: McGraw-Hill, 2003, p. 99.
2
Alimuddin Tuwu, Pengantar Metode Penenlitian, Jakarta: Universitas Indonesia Press, 1993, p. 164.
