AN ANALYSIS OF INFLECTIONAL MORPHEMES ERRORS IN THE TEXT WRITTEN BY SECOND-YEAR STUDENTS OF SMA NEGERI 1 STABAT.
AN ANALYSIS OF INFLECTIONAL MORPHEMES ERRORS
IN THE TEXT WRITTEN BY SECOND-YEAR STUDENTS
OF SMA NEGERI 1 STABAT
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
DIAZ PRADYA AZMI
Registration Number: 2112121005
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
The deep thankfulness to the Almighty God, Allah SWT for blessing,
strength, and patience to the writer so that she can accomplish this thesis as a
partial fulfillment of the requirements for the degree of Sarjana Pendidikan at the
English Department of Faculty Languages and Arts, State University of Medan.
The historical and meaningful process of realizing this thesis, surprisingly
has created the relationship and involvement between the writer and a great
number of people who have contribution for which the writer would like to give
special thanks to:
-
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
-
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
-
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and her Academic Advisor.
-
Nora Ronita Dewi, S.S, M.Hum., the Head of English Educational Study
Program.
-
Prof. Dr. Busmin Gurning, M.Pd and Dr. Sri Minda Murni M.S., her
Thesis Supervisors.
-
Dr. Rahmad Husein, M.Pd., and Tiarnita Siregar, S.Pd, M.Hum., her
Thesis Reviewers.
i
-
All the Lecturers of English Department who have taught and guided
her throughout the academic years.
-
Maulana Muhammad and Patmawati, her lovely parents for the support,
pray, love, struggle and every other things they have given that can make
the writer finished her study program. The writer’s sincere gratitude also
goes to her beloved brothers Muhammad Wahyu and Muhammad
Farid, for the supports and noises.
-
Euis Sri Wahyuningsih, M.Pd for all helps and advices to finish this
study program.
-
The Barbies Gombor; Fany, Liza, Kempeng (Tina), Apud, Weny, also
my lovely Annisa Fadillah, Ammi Penarik, Lia Munthe for
togetherness, fights, laughter, time and helps that they experienced in class
and outside the campus in achieving Bachelor Degree.
-
Dany Hardiansyah for love, time, supports both in material and spiritual,
laughter and happiness while finishing this thesis.
-
All Students of English Education and Literature 2011 who regularly
or suddenly had interaction and helped the writer in finishing all
requirements for achieving Bachelor Degree.
-
Headmaster, Vice Headmasters and English teachers in SMA Negeri 1
Stabat, for time, chance and cooperation. Thank you.
Medan, September 2015
The Writer
Diaz Pradya Azmi
ii
LIST OF TABLES
Pages
Table 1.1 Students’ Achievement in Writing ..........................................................3
Table 3.1 Data Analysis .........................................................................................31
Table 3.2 Analysis of Errors’ Classification .........................................................32
Table 3.3 Analysis of Errors’ Causes.....................................................................33
Table 4.1 The Percentage of Data Analysis of the Inflectional Errors in Texts ....35
Table 4.1 The Percentage of Data Analysis of the Errors’ Causes in Texts ..........43
vi
LIST OF FIGURES
Pages
Figure 2.1 Errors Based on Surface Strategy Taxonomy .......................................14
Figure 2.2 The Causes of Errors ...........................................................................16
Figure 2.3 Errors Found in Inflectional Morphemes ............................................20
Figure 4.1 The Classification of Inflectional Morphemes Errors .........................42
Figure 4.2 The Causes of Inflectional Morphemes Errors ....................................45
vii
LIST OF APPENDICES
Pages
Appendix A. Writing Test ......................................................................................54
Appendix B. Students’ Work Sheets......................................................................55
Appendix C. The Classification of Errors (I) .........................................................67
Appendix D. The Classification of Errors (II) .......................................................72
viii
33
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the study’s results that has been
discussed in previous chapter and also suggestions for English teacher, students
and other researchers.
A.
CONCLUSIONS
Based on the data analysis of research at XI-Mia 1, XI-Mia 2 and XI-Mia 3
of SMA Negeri 1 Stabat, the conclusions will be served as the following:
1. The types of inflectional morphemes errors in the text written by secondyear students of SMA Negeri 1 Stabat are omission, addition and
misformation. Omission got the highest percentage of error (80.7%),
followed by errors of misformation (14%) and errors of addition (5.3%).
2. In omission, errors dominantly occured because the absence of inflectional
morphemes –s to form plural. In addition, the errors only occured because
the presence of inflectional morpheme –ing to form progressive verb
which should be in the form of present tense. In misformation, the
dominant error that occured is the misformation of irregular verb in the
form of past tense.
3. Intralingual and interlingual transfers contributed in causing errors
occured. Intralingual transfer (59.6%) dominantly caused the error occured
because students’ lack of ability in forming a good structured of sentence
34
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 (40.4%) because
students’ overgeneralization in writing by using English as they write in
Indonesian language.
B. SUGGESTIONS
As discussed in previous chapter, this study is intended to give
advantageous information both theoretically and practically.
1) For the teachers
a. The teachers are expected to give more information about
inflectional morphemes to students.
b. The teachers are expected to discuss and keep reminding the
students about the inflectional morphemes related to the English
topics that they learn. Hopefully by this way of learning, the
students will be more aware about morphemes, especially
inflectional morphemes.
c. The teachers are expected to give more writing exercises
continuously to the students and discuss it if the errors in
morphemes especially in inflectional occur. This not only will give
students more information about inflectional morphemes, but also
get them accustomed with writing task.
2) For the students
35
a. The students are expected to learn more about inflectional
morphemes.
b. The students are expected to be more aware about inflectional
morphemes rules for their mastery in writing text using English.
c. The students are expected to comprehend about how to form words
into a good sentence using inflectional morphemes in English
language.
d. Students should do more practices in writing by using inflectional
morphemes in English language to get them accustomed in using
inflectional morphemes.
3) For other researchers
Other researchers should conduct varied researches about
morphemes both inflectional and derivational in other kinds of genre
which are considered important for students’ needs in learning English.
51
REFERENCES
Al-Sa’idat, Emad 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
Aronoff, M. and Fudeman K. 2011. What is Morphology? Oxford: Blackwell
Publishing
Ary, D. et al. 2002. Introduction to Research in Education. Stanford:
Wadsworth/Thomson Learning
Beard, R. 1995. Lexeme-Morpheme Base Morphology. New York: State
University of New York Press
Clark, H. and Clark, E. 1977. Psychology and Language. New York: Harcourt
Brace Jovanovich
Coulmas, Florian. 2005. Writing Systems: An Introduction to their Linguistic
Analysis. Cambridge: Cambridge University Press
Crystal, David. 2008. A Dictionary of Lingusitics and Phonetics. Colorado:
Westview Press
Dulay, H. et al. 1982. Language Two. Oxford: Oxford University Press
Fang, Xie and Xue-mai, Jiang. 2007. Error Analysis and the EFL Classroom
Teaching. US-China Education Review, V (4) pp 10-14
Fraenkel &Wallen. (2009). How to Design and Evaluate Research in Education.
New York: The McGraw-Hill Companies
Hendriwanto and Sugeng, B. 2013. An Analysis of The Grammatical Errors in
The Narrative Writing of The First Grade Students of SMA 6 Yogyakarta.
Journal of Education, V (6) No. 1
Katamba, F. 2005. English Words. Oxford: Taylor & Francis e-Library
Nasution, S.I.T. 2015. Error Analysis of Affixation on Eleventh Grade Students in
Writing Analytical Exposition Text. Unpublished Thesis. Medan: State
University of Medan
Palaguna, Indriawan. 2013. The Error Analysis of Students’ in Writing Narrative
Text at The Eleventh Grade of SMA Negeri 1 Palimanan. Unpublished
Thesis. Cirebon: Swadaya Gunung Djati University
52
Pilar, M. and Llach, A. 2011. Lexical Errors and Accuracy in Foreign Language
Writing. Bristol: Multilingual Matters
Ringbom, Haykan. 1987. The Role of the First Language in Foreign Language
Learning. Philadelphia: Short Run Press
Sinaga, Hanna. 2013. Graduate Students’ Syntactical Errors in Writing Thesis.
Unpublished Thesis. Medan: State University of Medan
Stump, G.T. 2003. Inflectional Morphology. Cambridge: Cambridge University
Press
Verawati. 2002. Error Analysis of the Inflection Morphemes Produced by
Speaking I Student of the English Department of Petra Christian University.
Medan: State University of Medan
IN THE TEXT WRITTEN BY SECOND-YEAR STUDENTS
OF SMA NEGERI 1 STABAT
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
DIAZ PRADYA AZMI
Registration Number: 2112121005
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
The deep thankfulness to the Almighty God, Allah SWT for blessing,
strength, and patience to the writer so that she can accomplish this thesis as a
partial fulfillment of the requirements for the degree of Sarjana Pendidikan at the
English Department of Faculty Languages and Arts, State University of Medan.
The historical and meaningful process of realizing this thesis, surprisingly
has created the relationship and involvement between the writer and a great
number of people who have contribution for which the writer would like to give
special thanks to:
-
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
-
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
-
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and her Academic Advisor.
-
Nora Ronita Dewi, S.S, M.Hum., the Head of English Educational Study
Program.
-
Prof. Dr. Busmin Gurning, M.Pd and Dr. Sri Minda Murni M.S., her
Thesis Supervisors.
-
Dr. Rahmad Husein, M.Pd., and Tiarnita Siregar, S.Pd, M.Hum., her
Thesis Reviewers.
i
-
All the Lecturers of English Department who have taught and guided
her throughout the academic years.
-
Maulana Muhammad and Patmawati, her lovely parents for the support,
pray, love, struggle and every other things they have given that can make
the writer finished her study program. The writer’s sincere gratitude also
goes to her beloved brothers Muhammad Wahyu and Muhammad
Farid, for the supports and noises.
-
Euis Sri Wahyuningsih, M.Pd for all helps and advices to finish this
study program.
-
The Barbies Gombor; Fany, Liza, Kempeng (Tina), Apud, Weny, also
my lovely Annisa Fadillah, Ammi Penarik, Lia Munthe for
togetherness, fights, laughter, time and helps that they experienced in class
and outside the campus in achieving Bachelor Degree.
-
Dany Hardiansyah for love, time, supports both in material and spiritual,
laughter and happiness while finishing this thesis.
-
All Students of English Education and Literature 2011 who regularly
or suddenly had interaction and helped the writer in finishing all
requirements for achieving Bachelor Degree.
-
Headmaster, Vice Headmasters and English teachers in SMA Negeri 1
Stabat, for time, chance and cooperation. Thank you.
Medan, September 2015
The Writer
Diaz Pradya Azmi
ii
LIST OF TABLES
Pages
Table 1.1 Students’ Achievement in Writing ..........................................................3
Table 3.1 Data Analysis .........................................................................................31
Table 3.2 Analysis of Errors’ Classification .........................................................32
Table 3.3 Analysis of Errors’ Causes.....................................................................33
Table 4.1 The Percentage of Data Analysis of the Inflectional Errors in Texts ....35
Table 4.1 The Percentage of Data Analysis of the Errors’ Causes in Texts ..........43
vi
LIST OF FIGURES
Pages
Figure 2.1 Errors Based on Surface Strategy Taxonomy .......................................14
Figure 2.2 The Causes of Errors ...........................................................................16
Figure 2.3 Errors Found in Inflectional Morphemes ............................................20
Figure 4.1 The Classification of Inflectional Morphemes Errors .........................42
Figure 4.2 The Causes of Inflectional Morphemes Errors ....................................45
vii
LIST OF APPENDICES
Pages
Appendix A. Writing Test ......................................................................................54
Appendix B. Students’ Work Sheets......................................................................55
Appendix C. The Classification of Errors (I) .........................................................67
Appendix D. The Classification of Errors (II) .......................................................72
viii
33
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the study’s results that has been
discussed in previous chapter and also suggestions for English teacher, students
and other researchers.
A.
CONCLUSIONS
Based on the data analysis of research at XI-Mia 1, XI-Mia 2 and XI-Mia 3
of SMA Negeri 1 Stabat, the conclusions will be served as the following:
1. The types of inflectional morphemes errors in the text written by secondyear students of SMA Negeri 1 Stabat are omission, addition and
misformation. Omission got the highest percentage of error (80.7%),
followed by errors of misformation (14%) and errors of addition (5.3%).
2. In omission, errors dominantly occured because the absence of inflectional
morphemes –s to form plural. In addition, the errors only occured because
the presence of inflectional morpheme –ing to form progressive verb
which should be in the form of present tense. In misformation, the
dominant error that occured is the misformation of irregular verb in the
form of past tense.
3. Intralingual and interlingual transfers contributed in causing errors
occured. Intralingual transfer (59.6%) dominantly caused the error occured
because students’ lack of ability in forming a good structured of sentence
34
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 (40.4%) because
students’ overgeneralization in writing by using English as they write in
Indonesian language.
B. SUGGESTIONS
As discussed in previous chapter, this study is intended to give
advantageous information both theoretically and practically.
1) For the teachers
a. The teachers are expected to give more information about
inflectional morphemes to students.
b. The teachers are expected to discuss and keep reminding the
students about the inflectional morphemes related to the English
topics that they learn. Hopefully by this way of learning, the
students will be more aware about morphemes, especially
inflectional morphemes.
c. The teachers are expected to give more writing exercises
continuously to the students and discuss it if the errors in
morphemes especially in inflectional occur. This not only will give
students more information about inflectional morphemes, but also
get them accustomed with writing task.
2) For the students
35
a. The students are expected to learn more about inflectional
morphemes.
b. The students are expected to be more aware about inflectional
morphemes rules for their mastery in writing text using English.
c. The students are expected to comprehend about how to form words
into a good sentence using inflectional morphemes in English
language.
d. Students should do more practices in writing by using inflectional
morphemes in English language to get them accustomed in using
inflectional morphemes.
3) For other researchers
Other researchers should conduct varied researches about
morphemes both inflectional and derivational in other kinds of genre
which are considered important for students’ needs in learning English.
51
REFERENCES
Al-Sa’idat, Emad 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
Aronoff, M. and Fudeman K. 2011. What is Morphology? Oxford: Blackwell
Publishing
Ary, D. et al. 2002. Introduction to Research in Education. Stanford:
Wadsworth/Thomson Learning
Beard, R. 1995. Lexeme-Morpheme Base Morphology. New York: State
University of New York Press
Clark, H. and Clark, E. 1977. Psychology and Language. New York: Harcourt
Brace Jovanovich
Coulmas, Florian. 2005. Writing Systems: An Introduction to their Linguistic
Analysis. Cambridge: Cambridge University Press
Crystal, David. 2008. A Dictionary of Lingusitics and Phonetics. Colorado:
Westview Press
Dulay, H. et al. 1982. Language Two. Oxford: Oxford University Press
Fang, Xie and Xue-mai, Jiang. 2007. Error Analysis and the EFL Classroom
Teaching. US-China Education Review, V (4) pp 10-14
Fraenkel &Wallen. (2009). How to Design and Evaluate Research in Education.
New York: The McGraw-Hill Companies
Hendriwanto and Sugeng, B. 2013. An Analysis of The Grammatical Errors in
The Narrative Writing of The First Grade Students of SMA 6 Yogyakarta.
Journal of Education, V (6) No. 1
Katamba, F. 2005. English Words. Oxford: Taylor & Francis e-Library
Nasution, S.I.T. 2015. Error Analysis of Affixation on Eleventh Grade Students in
Writing Analytical Exposition Text. Unpublished Thesis. Medan: State
University of Medan
Palaguna, Indriawan. 2013. The Error Analysis of Students’ in Writing Narrative
Text at The Eleventh Grade of SMA Negeri 1 Palimanan. Unpublished
Thesis. Cirebon: Swadaya Gunung Djati University
52
Pilar, M. and Llach, A. 2011. Lexical Errors and Accuracy in Foreign Language
Writing. Bristol: Multilingual Matters
Ringbom, Haykan. 1987. The Role of the First Language in Foreign Language
Learning. Philadelphia: Short Run Press
Sinaga, Hanna. 2013. Graduate Students’ Syntactical Errors in Writing Thesis.
Unpublished Thesis. Medan: State University of Medan
Stump, G.T. 2003. Inflectional Morphology. Cambridge: Cambridge University
Press
Verawati. 2002. Error Analysis of the Inflection Morphemes Produced by
Speaking I Student of the English Department of Petra Christian University.
Medan: State University of Medan