An Error Analysis Of The Use Of Simple Sentence Made By The Ninth Grade Students Of SMP Negeri 2 Pancur Batu

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AN ERROR ANALYSIS OF THE USE OF SIMPLE SENTENCE MADE BY THE NINTH GRADE STUDENTS OF SMP NEGERI 2 PANCUR BATU

A THESIS

BY

ASFANI DJAYANTI

REG. NO 080705029

DEPARTMENT OF ENGLISH

FACULTY OF CULTURAL STUDIES

UNIVERSITY OF SUMATERA UTARA MEDAN 2012


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Approved by the Department of English, Faculty of Cultural Studies University of Sumatera Utara (USU) Medan as thesis for The Sarjana Sastra Examination.

Head, Secretary,


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ACKNOWLEDGEMENT

First of all, the writer of this thesis would like to thank to Ilahi Rabbi, Allah Subhanahu Wata’ala for His blessing and guidance so she can accomplish this thesis in order to fulfill the requirement to get S1 Degree in English Literature program at Faculty of Cultural Studies, University of Sumatera Utara, Medan.

Secondly, the writer of this thesis would like to express her gratitude to Dr. H. Syahron Lubis, MA as the Dean of Faculty of Cultural Studies of University of Sumatera Utara, Dr. H. Muhizar Muchtar, MS as the Chairman and Dr. Hj. Nurlela, M. Hum as the Secretary of English Department. Thirdly, she would like to thank to her Supervisor, Drs. H. Chairul Husni, M. Ed. TESOL and her Co-Supervisor Drs. M. Syafie Siregar, MA for their precious time during the process of the accomplishment of her thesis. Thank you for willingness sharing times and patience in guiding, correcting, and supervising her thesis. She also would like to express her gratitude to all lecturers of English Department who have given great contribution of knowledge that can improve her intellectuality during these academic years. She also thanks to Drs. H. Syamsiah siregar as the headmaster of SMP Negeri 2 Pancur Batu for permitting her to conduct a study towards the ninth grade students.

Furthermore, the writer of this thesis wants to dedicate her deepest gratitude to her wonderful family, to her beloved parents, Suwandi and Ummi Kalsum, thank you for the great spirit, pray and endless love you always share with her. Thank you to her beloved brothers S. Kelana and M. Agung Haviz and to her beloved sisters Ayu Lestari and the late Dinda Zahra, she loves you all very much.


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Finally, the writer of this thesis would like to thank to her classmates Lia Agustina Damanik, Siti Fattimah, Ayu Wahyuni Idrus, Ira Annisa Rachman, all friends of 2008 of English Department, and all friends the writer cannot mention including Bang Amran who has helped her very much. Thank you for your friendship.

The writer of this thesis realizes that this thesis is still far from being perfect. Therefore, she welcomes constructive criticisms and suggestions. She hopes this thesis will be useful for the readers.

Medan, 2012

The Writer,

ASFANI DJAYANTI


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AUTHOR’S DECLARATION

I ASFANI DJAYANTI DECLARES THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGEMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.

Signed : Date :


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COPYRIGHT DECLARATION

NAME : ASFANI DJAYANTI

TITLE OF THESIS :AN ERROR ANALYSIS OF THE USE OF SIMPLE SENTENCE MADE BY THE NINTH GRADE STUDENTS OF SMP NEGERI 2 PANCUR BATU

QUALIFICATION : S-1/SARJANA SASTRA DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTEMENT OF English, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDINGTHAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF REPUBLIC OF INDONESIA.

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ABSTRAK

Skripsi yang berjudul “An Error Analysis Of The Use Of Simple Sentence Made By The Ninth Grade Students Of SMP Negeri 2 Pancur Batu” berisi tentang analysis kesalahan (error analysis) yang dibuat oleh siswa/i kelas IX. Penelitian ini bertujuan untuk menemukan masalah-masalah tata bahasa dalam penggunaan kalimat sederhana (simple sentence). Penelitian ini dilakukan di SMP Negeri 2 Pancur Batu. Metode yang digunakan adalah kualitatif. Subjek penelitian ini adalah 32 murid kelas IX1. Instrumen yang digunakan sebagai data adalah kalimat-kalimat sederhana dalam bentuk karangan jenis laporan tentang “kegiatan sehari-hari” yang dibuat oleh siswa/i. Kesalahan-kesalahan dalam penggunaan kalimat sederhana tersebut diklasifikasikan berdasarkan surface strategy taxonomy, teori oleh Dulay, Burt, dan Krashen yang meliputi kesalahan pengurangan, kesalahan penambahan, kesalahan formasi, dan kesalahan susunan. Penelitian ini menemukan bahwa kesalahan tata bahasa dalam penggunaan kalimat sederhana (simple sentence) bervariasi. Kesalahan formasi merupakan kesalahan yang paling sering muncul dengan persentase sebesar (48,52%) yang meliputi verb, preposition, conjunction, noun, adverb, adjective, gerund, modal, be, article, pronoun, dan determiner. Kesalahan susunan muncul dengan persentase sebesar (19,95%) yang meliputi misordering of verb phrase dan misordering of noun phrase. Kesalahan pengurangan muncul dengan persentase sebesar (25,15%) yang meliputi -ing, article, verb, preposition, reflexive pronoun, pronoun, determiner, 3rd person singular verb, possessive marker (‘/’s), dan be. Kesalahan penambahan muncul dengan persentase sebesar ( 11,39%) yang meliputi determiner, plural marker (s/es), –ing, modal, be, possessive marker (‘/’s), verb, preposition, pronoun, adjective, article, noun, dan 3rd person singular verb marker (s/es). Kesimpulan bahwa kemampuan penggunaan kalimat sederhana (simple sentence) oleh siswa/i di SMP Negeri 2 Pancur Batu khususnya kelas IX1 masih kurang baik.


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TABLE OF CONTENTS

Acknowledgement

Abstract

Table of Contents

I INTRODUCTION

1.1 Background of the Study 1

1.2 Problems of the Study 3

1.3 Objectives of the Study 4

1.4 Scopes of the Study 4

1.5 Significances of the study 4

II RIVEW OF LITERATURE

2.1 Error 5

2.1.1 The Sources of Error Occurrence 5

2.2 Error Analysis 6

2.3 English Grammar 9

2.4 Writing 11

2.5 Sentence 12

2.5.1 Sentence Classification 12

2.5.2 Parts of the Sentences 14

2.6 Paragraph 14


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III RESEARCH METHOD

3.1 The Research Design 17

3.2 Location and Time 17

3.3 Sources of Data 17

3.3.1 Background of Teachers and Students 18

3.4 Data Collection Procedure 18

3.5 Step of the Research 18

IV ANALYSIS AND FINDING

4.1 Data Analysis 20

4.2 Finding 20

4.2.1 The Errors of Misformation 20

4.2.2 The Errors of Omission 27

4.2.3 The Errors of Misordering 34

4.2.4 The Errors of Addition 35

4.2.5 The Tables of Errors 43

V CONCLUSION AND SUGGESTION

5.1 Conclusion 49

5.2 Suggestion 51

REFERENCES APPEDINCES


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ABSTRAK

Skripsi yang berjudul “An Error Analysis Of The Use Of Simple Sentence Made By The Ninth Grade Students Of SMP Negeri 2 Pancur Batu” berisi tentang analysis kesalahan (error analysis) yang dibuat oleh siswa/i kelas IX. Penelitian ini bertujuan untuk menemukan masalah-masalah tata bahasa dalam penggunaan kalimat sederhana (simple sentence). Penelitian ini dilakukan di SMP Negeri 2 Pancur Batu. Metode yang digunakan adalah kualitatif. Subjek penelitian ini adalah 32 murid kelas IX1. Instrumen yang digunakan sebagai data adalah kalimat-kalimat sederhana dalam bentuk karangan jenis laporan tentang “kegiatan sehari-hari” yang dibuat oleh siswa/i. Kesalahan-kesalahan dalam penggunaan kalimat sederhana tersebut diklasifikasikan berdasarkan surface strategy taxonomy, teori oleh Dulay, Burt, dan Krashen yang meliputi kesalahan pengurangan, kesalahan penambahan, kesalahan formasi, dan kesalahan susunan. Penelitian ini menemukan bahwa kesalahan tata bahasa dalam penggunaan kalimat sederhana (simple sentence) bervariasi. Kesalahan formasi merupakan kesalahan yang paling sering muncul dengan persentase sebesar (48,52%) yang meliputi verb, preposition, conjunction, noun, adverb, adjective, gerund, modal, be, article, pronoun, dan determiner. Kesalahan susunan muncul dengan persentase sebesar (19,95%) yang meliputi misordering of verb phrase dan misordering of noun phrase. Kesalahan pengurangan muncul dengan persentase sebesar (25,15%) yang meliputi -ing, article, verb, preposition, reflexive pronoun, pronoun, determiner, 3rd person singular verb, possessive marker (‘/’s), dan be. Kesalahan penambahan muncul dengan persentase sebesar ( 11,39%) yang meliputi determiner, plural marker (s/es), –ing, modal, be, possessive marker (‘/’s), verb, preposition, pronoun, adjective, article, noun, dan 3rd person singular verb marker (s/es). Kesimpulan bahwa kemampuan penggunaan kalimat sederhana (simple sentence) oleh siswa/i di SMP Negeri 2 Pancur Batu khususnya kelas IX1 masih kurang baik.


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I. INTRODUCTION

1.1 The Background of the Study.

English is formally taught to the students of primary school, junior and senior high school and university. In Indonesia, the primary school students study English for six years and the junior high school students study English for three years. It means that every graduates of junior high school have studied English for nine years. The main focus of teaching and learning process in junior high school is to develop the students’ ability in communicating, to give knowledge about the language both spoken and written, and to increase students’ awareness about how important is the English to be learnt.

In learning English there are four language skills; listening, speaking, reading, and writing skills. Writing especially in using simple sentence is chosen as the topic in this thesis since it has not got a maximum portion in learning activity in which the research held. Writing itself is a communicative, productive, and expressive activity by using written material as its medium. The activity is meant to deliver a message from writer to the reader. In writing activity, a writer should be able to utilize graphology, grammatical structure, and vocabulary. Writing skill does not come automatically, but must be through a regularly training and practice (Tarigan1982:3-4). Simple sentence is chosen since the sentence is the most simplest and general structure that is used when making utterances. Besides that, since the subject of the research are still in junior high school, so the researcher considers to choose simple sentence in oreder to make the students easier in writing the paragraph.


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Like other languages competences, in writing the learners are commonly faced with some problems too such as making errors when uttering their ideas. Errors, according to behaviorists’ theory, are the result of non-learning, rather than wrong learning (in Ellis 1995:22). Ellis explains that errors reflect gaps in a learner’s knowledge; they occur because the learner does not know what is correct one (Ellis 1997:17). By learning error, the learners can overcome the problems occur in language transfer process. Ellis says by comparing the learner’s native language with the target language, differences could be identified and used to predict areas of potential error (Ellis 1995: 23).

On this occasion, for the researcher, the analysis of students’ writing error seems as an interesting thing. The analysis is based on the sentences made by the ninth grade students of SMP Negeri 2 Pancur Batu. The result which is achieved from the research will be used to know the lacks which occur in teaching writing such as: a material that is given to the students, the teachers who teach, the teaching method, the students themselves, and others supporting things related to the activity.

The analysis is focused on the errors of the use of simple sentence made by the students of SMP Negeri 2 Pancur Batu since until now there has never a special research about the topic before. SMP Negeri 2 Pancur Batu is chosen as the place for the research since the researcher is a graduate of the school and the location is near to the researcher’s home so it is easier for the researcher in the process of research.

In this thesis the researcher uses sentences made by the ninth grade students of SMP Negeri 2 Pancur Batu as the data. The ninth grade has seven classes, but the researcher only takes one class which is the class X1. From the total number of the students, the researcher takes 32 students as the participant since eleven of the students


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are absent. The students are asked to write a short report paragraph using simple sentence in 100-150 words within 60 minutes. From the found data, the researcher finds many errors such as “My class nine one”. The correct structure should be “I study in the ninth grade”. This error is commonly occurs because the students think both English and Bahasa Indonesia have similar structure or form. In addition, students also do other errors such as omitting or adding items that must or must not appear in a well-formed utterance, and using a wrong placement of the morpheme or structure.

Finally, the researcher hopes that the result of this research can be used as a new input for the readers and especially for the school in making a new policy in teaching English in SMP Negeri 2 Pancur Batu, especially for the writing subject. This research is meant to get the data and the information about language competency, particularly writing competency of ninth grade students in SMP Negeri 2 Pancur Batu. The result can be used as a comparison with other research and also can be used for further improvement of the teaching of English as a whole.

1.2 The Problems of the Study

In relation to the background of the study that has been presented before, the problems of this study are formulated as follows:

a. What errors are commonly made by the ninth grade students of SMP Negeri 2 Pancur Batu in using simple sentence?

b. What problems are experienced by the ninth grade students of SMP Negeri 2 Pancur Batu in using simple sentence?


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1.3 The Objectives of the Study

The objectives of the study are:

a. To analyze the errors in using simple sentence made by ninth grade students of SMP Negeri 2 Pancur Batu.

b. To find out the problems experienced by the ninth grade students of SMP Negeri 2 Pancur Batu in using simple sentence.

1.4 The Scopes of the Study.

It is necessary to scope the topic in order to avoid the confusion in this thesis, so the researcher of this thesis makes some scopes, they are:

a. The research is focused on the error analysis of the use of simple sentence made by the ninth grade students in SMP Negeri 2 Pancur Batu.

b. The research will also describe the failure of the students in writing a report paragraph using simple sentence.

1.5. The Significances of the study.

The significances of the study are:

a. The result of the research will give an input for English teachers in the ninth grade in SMP Negeri 2 Pancur Batu in improving and enhancing their English teaching process especially in writing section.

b. The result of the research will give the solution to the ninth grade students in overcoming their difficulties with regard to use simple sentence.

c. This analysis could be used as guidelines and could enrich the scientific research.


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II. REVIEW OF LITERATURE

In order to communicate well both written and speech, learners should learn the rules of a language. A learner cannot avoid errors because errors mostly and naturally occur in learning process. It happens because the learner uses different forms to deliver their ideas, feeling, or messages. Vildomec ( in Richard 1974: 8) observes that interference between the bilingual’s languages is generally on the productive rather than receptive side. It is important that students know how to identify an error in order to avoid it in the future.

2.1 Error

According to behaviorist, error were the result of non-learning, rather than wrong learning (in Ellis 1995:22). Corder (in Ellis 1995:47) explains that language learners make errors in order to test out certain hypothesis about the nature of the language they are learning. Corder sees the making of errors as a strategy, evidence of learner-internal processing. George (in Ellis 1995:53) argues that errors derive from the learner’s need to exploit the redundancy of language by omitting elements that are not essential for the communication of meaning.

2.1.1 The Sources of Error Occurrence.

In language learning, making errors is a predictable part that cannot be avoided. Dulay and Burt say that you cannot learn without goofing (in Richard 1974:95). Brook (in Ellis 1995:28) gives four causes of learner error: (1) the learner does not know the structural pattern and so make random response. (2) the correct model has been


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insufficiently practiced. (3) distortion may be induced by the first language, and (4) the student may follow a general rule which is not applicable in a particular instance.

Richard and Sampson (1974) indentify seven factors characterizing second-language learner system, namely: (1) second-language transfer, (2) intralingual interference, (3) sociolinguistic situation, (4) modality, (5) age, (6) succession of approximate system, and (7) universal hierarchy of difficulty (Richards 1974: 5-12)

2.2 Error Analysis

Error analysis is a study in linguistics focusing on error made by learners established by Corder and colleagues in 1970. Corder (in Richard 1974:169), divides error analysis into two objects: theoretical and applied object. The theoretical object is to understand what and how a learner learns when he studies a second language. The applied object is to enable the learner to learn more efficiently by using the knowledge of his dialect for education purposes.

Why is error analysis useful? Corder mentions error significant in three different ways: (1) to the teacher; they show a student’s progress, (2) to the researcher; they show how a language is acquired and what strategies the learner uses, and (3) to the learner himself; he can learn from these errors. (Richards 1974: 25).

A good written communication should be correct in grammar and spelling. Error analysis will ensure your writing clear, precise, and comprehensible. Correct grammar and spelling make a positive impression on readers. In identifying errors, a researcher must understand what the errors are and must be sensitive about the language being analyzed. Rod Ellis explains four steps in analyzing learner’s errors, namely: (1) Identify errors, (2) Describing errors, (3) Explaining errors, and (4) Error evaluation (Ellis 1997: 15-19).


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Corder (in Ellis 1995: 51-52 ) explains the procedure of error analysis: (1) A corpus of language is selected, (2) The errors in the corpus are identified, (3) The errors are classified, (4) The errors are explained, and (5) The errors are evaluated. Error evaluation is necessary only if the purpose of the error analysis is pedagogic.

Dulay, Burt, and Krashen (1982:138) mention four descriptive taxonomies to analyze errors, namely:

1. Linguistic Category Taxonomy.

Linguistic category taxonomies classify errors according to either or both the language component (phonology, syntax and morphology, semantics and lexicon, and style) and other particular linguistic constituent.

2. Surface Strategy Taxonomy.

Surface strategy taxonomy deals with how the surface structures are changed by the learner. Among the common errors are:

a. Omission Errors.

Omission errors are the absence of an item that must appear in a well-formed utterance.

e.g

There is a doll in my room. There is doll in my room.


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b. Addition Errors.

Addition errors are the presence of an item which must not appear in a well-formed utterance. Three types of addition errors are:

1) Double markings: *

2) Regularization: *

She didn’t went back.

eated for ate, childs for children

3) Simple additions: *

.

c. Misformation Errors.

The fishes doesn’t live in the water.

Misformation errors are characterized by the use of the wrong form of the morphemes or structure. The types of errors are:

1) Regularization errors: *

2) Archi-forms : *

The dog eated the chicken.

I see her yesterday. *

3) Alternating forms : *

Her dance with my brother.

I seen her yesterday

d. Misordering Errors.

.

Misordering errors are the incorrect placement of a morpheme or group of morphemes in an utterance.


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3. Comparative Taxonomy.

Comparative taxonomies classify errors based on comparison between the structure used by learner and certain other types of construction. The errors are classified into developmental errors, interlingual errors, ambiguous errors, and unique errors.

4. Communicative Effect Taxonomy.

Communicative effect taxonomy deals with errors from the perspective of their effect on the listener or reader. This taxonomy classifies errors into global errors and local errors.

2.3 English Grammar

Whenever people read, write, speak, or listen, they are using their knowledge of grammar. Grammar is very important key in order to make a good communication both in writing and speech. Grammar deals with the form and the structure of a language. Dictionaries define grammar as the rules in a language for changing the form of word and joining them into sentences (Hornby 2003: 586).

It would be impossible to learn language effectively without knowing the grammar, because grammar helps learners to identify grammatical forms. Studying grammar will help someone to talk and learn how to communicate more effective and more persuasive and how to correct mistakes that commonly occur while doing a communication.

English has hundreds of words; every word can be placed into at least one of eight groups, the classification is based on their function known as the parts of speech. Traditionally, English words are classified into eight parts of speech, namely:


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Noun is used to name of a person, place, or thing, a quality or an activity (Hornby 2003: 904). Classification of nouns in English: (1) Proper nouns and common nouns, (2) Agent nouns, (3) Countable and uncountable nouns, (4) Collective nouns, (5) Concrete nouns and abstract nouns, (6) Noun phrases, (7) Pronouns, and (8) Subject.

Pronoun is a word that is used instead of a noun or noun phrase (Hornby 2003: 1057). There are several kinds of pronoun, including: (1) personal pronoun (I, you, he, etc.), (2) possessive pronoun (my, mine, etc.), (3) reflexive pronoun (myself, etc.), (4) relative pronoun (who, which, that, etc.), and (5) demonstrative pronoun (this, that, etc).

Verb is a word or group of words that expresses an action ‘walk’, ‘learn’, an event ‘happen’, or a state ‘exist’ (Hornby 2003: 1498).

Adjective is a word describes a person or thing, such as red wine, a clever idea (Hornby 2003: 16). Most adjectives can be used either attributively (the green hat) or predicatively (the hat is green).

Adverb is a word that adds more information about place, time, manner, cause or degree to a verb, an adjective, a phrase, or another adverb: speak kindly, just in time (Hornby 2003: 20).

Preposition is a word or group of words such as ‘in’, ‘from’, ‘to’, ‘on’, etc used before noun or pronoun, to show place, position, time, or method (Hornby 2003: 1037).

Conjunction is a word that joins words, phrases, or sentences for example ‘and’, ‘but’, ‘or’, (Hornby 2003: 274). Conjunction can be either simple or compound. Conjunction can be coordinating also called as coordinator that join two or more items of equal syntactic form, such as words, main clauses, or sentences using ‘and’, ‘but’, ‘or’, ‘for’, ‘nor’, and subordinating (if, although, because, that, when, so that). Conjunction


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also can be subordinating, also called subordinator, that join an independent clause using ‘after’, ‘although’, ‘as if’, ‘because’, ‘when’, etc. Other types of conjunction is correlative conjunction that join words or group of words with equal weight in sentence, such as ‘either…or’, ‘not only…but also’, ‘both…and’, etc.

Interjection is a short sound, word, or phrase spoken suddenly to express an emotion: ‘Oh!’, ‘Look out!’, ‘Ow!’, etc. (Hornby 2003: 710). Interjection is also called as an exclamation

2.4 Writing.

Writing is the representation of language in meaningful signs or symbols. Writing is a tool for communication and learning that allows us to document, collect, and widely circulate detailed information. Writing also provides a means of expressing oneself and persuading others. In order to make a good writing, a writer should have clear purposes. The writing also should consist of specific information connected and arranged orderly using appropriate word or sentence.

and (http://www.adlit.org/article/27894/)

Writing is also a communicative act, is a way of sharing observations, information, thoughts, or ideas with others. In other words, writing can be defined as a way of communication by transforming observations, information, thought, or ideas into language, so it can be shared with others.

Akhaidah (1994:1-2) states that there are some functions of writing for students. Through writing students will recognize themselves more and their potential. Writing also helps students to develop their ideas and information, trains the students to organize


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the ideas systematically and express it consciously and helps students to think and speak orderly.

How to make students enjoy in writing:

1. Start this activity by modeling the first journal entry as a class.

2. Ask students to write a journal based on various themes they like (hobbies, work-related themes, observations of family and friends, etc.).

3. Helps the students while the writing process happened. Direct correction will help students more understand their mistake and give them more chance to make better writing.

2.5 Sentences

Sentence is often defined as a grammatical unit consists of one or more words and consist a syntactic relation to the words that precede or follow it. In dictionary, sentence is a set of words expressing a statement, a question or an order, usually containing a subject and a verb. In written English sentences begin with a capital letter and end with full stop (.), a question mark (?), or an exclamation mark (!) (Hornby 2003: 1212).

2.5.1 Sentence Classification. 1. By structure

- A simple sentence contains of one subject and predicate (Frank 1972: 1). “He lives in New York”

- A compound sentence contains two or more sentences join into one by: punctuation only, punctuation and a coordinate conjunction such as ‘and’, ‘or’, ‘but’, ‘yet’, ‘so’, and ‘for’ (Frank 1972: 1).


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“The weather was very bad, so all classes were cancelled”

- A complex sentence contains one or more dependent (subordinate) clauses. A dependent clause containing a full subject and predicate beginning with a word that attaches the clause to an independent clause (called the main clause) (Frank 1972: 1).

“All classes were cancelled because the weather was bad”

- A compound-complex sentence contains two or more independent clauses and one or more dependent clause (Frank 1972: 1).

“All classes were cancelled because the weather was bad, and students were told to listen to the radio to find out when classes would begin again”

2. By purpose.

In Wikipedia website sentences can also be classified based on their purpose: - A declarative sentence or declaration is commonly used to make a statement.

Declarative sentences can be either positive or negative. A declarative sentences ends with a period (.) : "I have to go to work."

- An interrogative sentence or question is commonly used to request information. The interrogative form ends with a question mark (?): "Do I have to go to work?"

- An exclamatory sentence or exclamation is generally a more emphatic form of statement expressing emotion. The exclamatory form ends with a exclamation point (!): "I have to go to work!"

- An imperative sentence or command tells someone to do something (and if done strongly may be considered both imperative and exclamatory). The imperative form ends with either a period (.) or an exclamation point (!): "Go to work." or "Go to work!"


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2.5.2 Parts of the sentences.

Sentence is traditionally divided into subject and predicate.

a. The subject is the agent of the sentence in active voice; it is the person or thing that performs or is responsible for the action of the sentence, and it normally precedes the verbs. The subject may be a single noun, a noun phrase, a pronoun, etc (Pyle and Page 2005: 40).

“Coffee is delicious”. “coffee” is the subject.

b. The predicate contains all parts of the sentence other than the subject. It provides information about the subject, such as what the subject is, what the subject is doing, or what the subject is like.

"Bobby kicked the ball". "kicked" is the action

2.6 Paragraph.

A paragraph is a basic unit of organization in writing in which a group of related sentences develops one main idea (Persadanta et.al: 4). The start of a paragraph is indicated by beginning on a new line and sometimes the first line is indented. There is no standard for the length of a paragraph; it is based on the writer.

A paragraph has three major structural parts:

- Topic sentence.

A good paragraph should have a clear topic sentence explains the main idea of the paragraph. The topic sentence should be a complete sentence, contains both a topic and a controlling idea, and it is the most general statement in the paragraph. It is usually


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the first or the last sentence in the paragraph. Topic sentence briefly indicates what the paragraph is going to discuss and limits the discussion (Persadanta et.al: 43).

- Supporting sentence.

Supporting sentence functions to develop the topic sentence by giving reasons, examples, facts, statistics, and quotations (Persadanta et.al: 42). A topic sentence may be developed using more than one supporting sentences in order to clear the idea.

- Concluding sentence.

Concluding sentence is not absolutely necessary. In longer paragraph concluding sentence helps the reader because it signals the end of the paragraph and leaves the reader with important points to remember. Concluding sentence is positioned in the last sentence of paragraph and uses some common signal such as: finally, in conclusion, in summary, as a result, in short, etc (Persadanta et.al: 49).

Other element that is needed in order to make a good writing is unity means the writer only discuss one main idea in the paragraph and coherence means the paragraph should be easy to read and understand because the supporting sentences are written in logical order and the ideas are connected using the most appropriate transition signal (Persadanta et.al: 42). In order to have coherence in writing, the sentences must be logical and flow smoothly from one sentence into the next one. There are some ways to achieve coherence: repeating key of nouns and using pronouns, using transition signal, and arrange the sentence in logical order.

The most important factor in writing exercises is that students need to be personally involved so that the learning process will be more effective. The teacher also


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should have a good competency in teaching and managing the class in order to get the best result.

2.6.1 Report Paragraph

Basically, there are four types of paragraph: (1) an exposition paragraph or explanation paragraph that purposes to explain or telling about something, (2) an argumentative paragraph that purposes to convince others, (3) descriptive paragraph that purposes to describe something physically and mentally, and (4) a narrative paragraph that purposes to tell a story. The fourth of them basically are related one another because they try to communicate something to the reader clearly and systematically.

A report presents factual information about news, activity, event, research, etc. Structure of report paragraph is:

• Opening statement; Lead in sentence to state the topic and capture interest, May include a short description of the subject and definition, and also may include classification or categorization of types.

• Paragraphs; each paragraph is about a different aspect of the subject. It begins with a topic or a preview sentence and focuses is on facts not opinion.

• Conclusion; summarizes the information presented and does not include any new information


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III. METHOD OF RESEARCH

3.1 Research Design

This thesis conducts field research. In field research, the researcher collects the data by asking the students to write a short report paragraph about their daily activity.

This research uses a qualitative descriptive method. Qualitative methodology is a procedure generates data in the form of descriptive words in written or spoken from people and observed behavior (Moleong 2006: 3). According to Straus and Corbin (in Syamsudin 2007: 73), qualitative research is a research which the discovery is not obtained through statistic procedure or any other calculation form.

3.2 Location and Time

The location of the study is in SMP Negeri 2 Pancur Batu. The study did in the even semester of 2012. The subjects of the study are the ninth grade student with total number 43 students taken from one class only. The objects of the study are all writings made by the students as additional task special for data of the study that analyze using qualitative descriptive approaches. This study aims to explain errors that made by the ninth grade students in SMP Negeri 2 Pancur Batu and some phenomenon that students face while writing process.

3.3 Sources of Data

The sources of the data are sentences in simple sentence form made by the ninth grade students of SMP Negeri 2 Pancur Batu.


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3.3.1 Background of Teachers and Students

There are altogether 76 teachers in the school where 7 of them are teaching English subject. All the teachers hold diploma up to master degree in both in education and non education field. There are also 5 honorary teachers who teach in this school. There is about 930 students study in the school.

3.4 Data Collection Procedure

In collecting the data, the researcher asks the students to compose a short report paragraph entitled “My daily activities’ within a period of 60 minutes and a minimum of 100-150 words. All the papers are hand written and they are allowed to consult their dictionary when writing the report.

3.5 Step of the Research

The data will be classified based on one of Dulay, Burt, and Krashen classification of error; surface strategy taxonomy. The data will be analyzed using Ellis’ steps in analyzing errors:

a. Identifying errors.

The researcher compares the learners’ produce with what seems to be normal or “correct” sentence in the target language.

 A man and a little boy was watching him.

 A man and a little boy were watching him (Ellis 1997:16). b. Describing errors.

Once all the errors have been identified, they can be described and classified into types such as, grammatical categories or based on the learners’ utterance to the target


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language form. Related to the last example, the error type is “misinformation”, the use of “was watching” instead of “were watching” (Ellis 1997:18).

c. Explaining errors.

In this step, the researcher tries to explain how and why an error occurs. Based on the example above, the learner has constructed some kind of rule, a different rule from the target language (Ellis 1997:19).

d. Explaining errors.

Error evaluating is needed to help learners learn a target language well. By evaluating the learners could avoid some interferences such as global errors that violate the overall structure of the sentence (Ellis 1997 : 20)

The researcher uses general frequency of distribution theory to identify the percentages of the errors.

n = x 100 notes :

n = percentage of errors

fx = total of frequency of the sub categories error N = total error of all categories


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IV. ANALYSIS AND FINDING

4.1 Data Analysis

In this section, the researcher wants to analyze the errors made by the ninth grade students of SMP Negeri 2 Pancur Batu especially the class IX-1. From the research the researcher finds that there are 32 report paragraphs from 32 respondents. From 511 sentences there are 843 errors namely: 409 errors of misformation, 212 errors of omission, 126 errors of misordering, and 96 errors of addition.

4.2 Finding

4.2.1 The Errors of Misformation

There are 409 errors of misformation which consist of: misformation of verb, misformation of preposition, misformation of conjunction, misformation of noun, misformation of adverb, misformation of adjective, misformation of gerund, misformation of modal, misformation of be, misformation of article, misformation of pronoun, and misformation of determiner.

(a) Misformation of verb.

This table shows the samples for the misformation of verb.

Samples Correction

* *

I dinner with my family then I bath

*

*

after I afternoon sleep

I have dinner with my family.

After study, I always clen my hause

Then I take a bath. After that I take a nap.


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04.30 am *

at 04:30 pm. I got up at 06.00 I get up at 06:00.

Related to the samples above, the error type is misformation of verb. The students use “dinner”, “bath”, “afternoon sleep”, “clen”, and “got up” instead of “have dinner”, “take a bath”, “take a nap”, “clean”, and “get up”.

Based on the samples, the students have constructed some kind of rule. This happen because the students get interference from the first language. These error are also caused by the lack of knowledge of the students.

(b) Misformation of preposition.

This table shows the samples for the misformation of preposition.

Samples Correction

*go to school at 07.00 a.m with minibus *

that my daily aktivities at the morning

* *

I go to sleep oclok 16.00 pm then a study arrive 12.30 p.m *

I go to school at 07:00 am by minibus.

I am to get up hour six o’clock

That is my daily activities in the morning.

I take a nap at 16:00 pm.

And then I study until 12:30 pm. I get up at six o’clock.

Related to the samples above, the error type is misformation of preposition. The students use “with”, “at”, “oclock”, “arrive”, and “hour” instead of “by”, “in”, “at”, “arrive”, and “at”.

Based on the samples, the errors occur because the students do not practice the correct form of preposition itself. In these samples, the students also still get interference from the first language can be seen from the first samples “go to school at 07.00 a.m with


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minibus” rather than “by minibus”. The students use word for word translation in transferring his mind.

(c) Misformation of conjunction.

This table shows the samples for the misformation of conjunction.

Samples Correction

* *

after I go to school

after than batle o’clock 06.30 *

when I bath

After that I go to the school.

After that I take a bath. And then I take a bath.

Related to the samples above, the error type is misformation of conjunction. The students use “after than”, and “when” instead of “after that”, and “and then”.

Based on the samples, not only the lack of knowledge, but also the errors occur because the students do not practice the correct model of conjunction.

(d) Misformation of noun.

This table shows the samples for the misformation of noun.

Samples Correction

*

*

after my get up my to clean palce to sleep

*I

my cooked fash morning

*

clean my hause 06.00. o’clock Next I wear shirt school and I breakfast *

.

After getting up, I clean my bed.

that my daily aktivities at the morning

I cook for breakfast.

I clean my house at 06.00 o’clock. Next I wear my school uniform and have a breakfast.

That is my daily activities in the morning.


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Related to the samples above, the error type is misformation of noun. The students use “palce to sleep”, “fash morning”, “hause”, “shirt school”, and “aktivities” instead of “bed”, “breakfast”, “house”, “school uniform”, and “activities”.

Based on the samples, the students get interference from their first language. The students use a word which is right in the native language, but not acceptable in formal English grammar.

(e) Misformation of adverb.

This table shows the samples of the data for the misformation of adverb.

Samples Correction

* *

Every morning, I get up 05:00 a’clock

*

In the 00.30 p.m we are to go back to my house.

After bath, I wear my school clothes so neat.

*

After my direct tidy up a bed.

Every morning, I get up at 05:00 am.

At 12:30 pm we are going home.

I wear my school uniform neatly.

After that I directly tidy up my bed.

Related to the samples above, the error type is misformation of adverb. the students use “a’clock”, “00.30”, “neat”, and “direct” instead of “am”, “12:30”, “neatly”, and “directly”.

Based on the samples, the students do not practice the correct model of adverb. The students also make random response because they do not know how to use the correct pattern.

(f) Misformation of adjective


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Samples Correction *My Daily Activities is activities which

become abitual action *

*

After play football I feel fantique

*

it is my finnally activities

Daily Activity is an action that becomes a habitual action.

Eeveri evening I playing football with my Friends with my ball

After playing football I feel fatigue. That is my last activity.

Every evening I play football with my friends using my ball.

Related to the samples above, the error type is misformation of adjective. The students use “abitual”, “fantique”, “finally”, and “eeveri” instead of “habitual”, “fatigue”, “last”, and “every”.

Based on the samples, the errors occur because the students make a random response from what they heard without knowing the correct spelling. The lack of knowledge also causes the error made by the students.

(g) Misformation of gerund.

This table shows the samples for the misformation of gerund.

Samples Correction

* *

Play football is my hobby

*

Then, I’am go to my bed room for sleep.

Playing footbal is my hobby.

And then I go to kitchen room for dinner 07.00 p.m

Then, I go to my bed room for sleeping.

And then I go to the dining room for having dinner at 07.00 pm.

Related to the samples above, the error type is misformation of gerund. The students use “play”, “sleep”, and “dinner” instead of “playing”, “sleeping”, and “having dinner”.


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Based on the samples, the errors occur because the students do not know the structural pattern of gerund. Gerund is always in –ing form and has a special signal such as preposition “for” and also when functions as a subject, the verb should be in –ing form.

(h) Misformation of modal.

This table shows the sample for the misformation of modal.

Sample Correction

*we can not leave we cannot leave.

Related to the sample above, the error type is misformation of modal. The student uses “can not” instead of “cannot”.

Based on the sample, the error occurs because student follows a general rule which is not applicable in a particular instance. The student uses a modal by modeling other common structure of modal. Negation form of modal is mostly written separately from the modal such as “does not”, “is not”, “are not” so the student tries to do the same rule to the “cannot” by separating the negation also into “can not”.

(i) Misformation of be.

This table shows the samples for the misformation of be.

Samples Correction

* *

All activities is very important All activities are very important. I is fourteen years I am fourteen years old.

Related to the samples above, the error type is misformation of be. The students use “is” instead of “are”, and “am”.

Based on the samples, the errors occur because the students do not practice the pattern of be as well. To be “is” always followed by singular noun or pronoun. In the


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first sample the subject refers to plural so it also requires a plural be and in the second sample, pronoun “I” is always followed by “am” when making an utterance in present form.

(j) Misformation of article.

This table shows the samples for the misformation of article.

Sample Correction

*

*

In the 00.30 p.m we are to go back to my house.

At 12.30 pm we go home.

That my daily aktivities at the night. That is my daily activities in the night. Related to the samples above, the error type is misformation of article. The students use “in the”, and “at”, instead of “at”, and “in”.

Based on the samples, the errors occur because the students do not practice the correct model of article. The students also make a random response because of the lack of knowledge.

(k) Misformation of pronoun.

This table shows the samples for the misformation of pronoun.

Samples Correction

*

*

06.15-06.45 am My breakfast together family

*

After my direct tidy up a bed

At 06.15-06.45 am I have breakfast with my family.

after finish the clean home, my direct bath.

After that I directly tidy up my bed. After finishing, I directly take a bath.

Related to the samples above, the error type is misformation of pronoun. The students use “my” instead of “I”.


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Based on the samples, the errors occur because the students do not practice the using of pronoun in a sentence. The errors also occur because the interference from first language. For instance, in Bahasa “my book” is translated into “buku saya”. The students follow this rule and determine “my” as “saya” which is actually used to explain possessive not “pronoun”.

(l) Misformation of determiner.

This table shows the sample for the misformation of determiner.

Sample Correction

*direct tidy up a bed I directly tidy up my bed.

Related to the sample above, the error type is misformation of determiner. The students use “a” instead of “my”.

Based on the sample, the error occurs because the student does not know the structural pattern in using article. This is happen because of the lack of knowledge.

4.2.2 The Errors of Omission.

There are 212 errors of omission which consist of : omission of -ing, omission of article, omission of verb, omission of preposition, omission of reflexive pronoun, omission of pronoun, omission of determiner, omission of 3rd person singular verb, omission of possessive marker (‘/’s), and omission of be.

(a) Omission of –ing.

This table shows the samples for the omission of –ing.


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*

*

After study, I always clen my hause 04.30 am

*

While I breakfast, I and my family watch Television

After studying, I always clean my house at 04.30 pm.

before sleep day I lunch together my family

While having breakfast, I and my family are watching television.

Before sleeping I have lunch with my family.

Related to the samples above, the error type is omission of -ing. The students use “pray”, “study”, “breakfast”, and “sleep” instead of “praying”, “studying”, “having breakfast”, and “sleeping”.

Based on the samples, the errors occur because the students do not know the correct structure. For instance the preposition “after” is followed by –ing form of verb. The using of “while” also always followed by –ing form of verb if there are two actions which happen in the same time.

(b) Omission of article.

This table shows the samples for the omission of article.

Samples Correction

*After that I go to kitchen to wash plate

* *

school began at 07.30 my to clean house

After that I go to the kitchen to wash the plate.

The school begins at 07:30. I clean the house.

Related to the samples above, the error type is omission of -ing. The students use “pray”, “study”, “breakfast”, and “sleep” instead of “praying”, “studying”, “having breakfast”, and “sleeping”.


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Based on the samples, the errors occur because of the first language interference. The students omit article that is needed to form a noun phrase because in Bahasa, a noun can stand alone without any article or other explanation so the students follow the rule. In formal English article “the” must be added to refer something.

(c) Omission of verb.

This table shows the samples for the omission of verb.

Samples Correction

*Then, I SMS my friends *

*

I want English Course start 14.00 p.m. until 15.30 p.m.

*

I to my house 13.00 p.m

Then, I send messages to my friends.

after to study I sleep

I want to go to the English Course start from 14:00 p.m. until 15:30 pm.

I go home at 13:00 pm. After studying I go to sleep.

Related to the samples above, the error type is omission of verb. The students omit verb that is needed in the sentence such as “send” and “go”.

Based on the samples, the errors occur because the students get interference from their first language when transferring their mind by using word for word translation. In Bahasa, the function of “SMS” has changed into verb. Even the word “SMS” is acceptable in the native users, it is not applicable in the formal English grammar. In dictionary there is no any explanation for “SMS” so the students should use “send message” rather than “SMS”.

(d) Omission of preposition.

This table shows the samples for the omission of preposition.

Samples Correction


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* *

next 04.00 pm. I to do work home I get up 05.00 a.m

*

Next at 04:00 pm I do my homework.

arrive at home to lunch

I get up at 05:00 am.

After arriving at home I directly have a lunch.

Related to the samples above, the error type is omission of preposition. The students omit preposition “at” and “after” that are needed to form a preposition phrase. Preposition “at” must be added after the noun “house” to refer a place. Preposition “at” also must be added to show time such as “at 04:00”, and “at 05:00”. “After” is needed to show that an action is followed by other action in a time.

Based on the samples, the errors occur because the students do not how to use preposition. The students also do not practice the use of preposition enough.

(e) Omission of reflexive pronoun.

This table shows the samples for the omission of reflexive pronoun.

Samples Correction

*I prepare goto my school 06.31

*At 06.30 AM I prepare for go to my school

I prepare myself to go to my school at 06:31.

At 06:30 am I prepare myself to go to my school.

Related to the samples above, the error type is omission of reflexive pronoun. The students omit “myself” that is needed to form the correct grammar. Pronoun/reflexive pronoun “myself” is used when the speaker is also the person affected by the action.

Based on the samples, the errors occur because of the lack of knowledge experienced by the students. The errors also occur because of their first language


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interference. The reflexive pronoun “myself” that is translated into “diri saya sendiri” is never used in Bahasa. So, the students follow this rule influenced by their first language.

(f) Omission of pronoun

This table shows the samples for the omission of pronoun.

Samples Correction

* *

The finish bath, 06.30 am get up 13:40

*

*

arrive in school 07.25 am

I finish taking a bath at 06:30 pm.

to back home 12.30 pm

I get up at 13:40.

I arrive at school at 07:25 am. I go home at 12:30 pm.

Related to the samples above, the error type is omission of pronoun. The students omit “I” that is needed to form the correct grammar. Pronoun “I” in the samples above functions as subject.

Based on the samples, the errors occur because of the lack of knowledge in forming a good sentence. A good sentence consists of at least one subject and one predicate or complement. In the samples above show that the sentences are incomplete so it becomes error.

(g) Omission of determiner

This table shows the samples for the omission of determiner.

Samples Correction

*after that I and family dinner *

*

next 04.00 pm. I to do work home

After that I and my family have dinner.

I straith change uniform and lunch

Next at 04:00 pm I do my homework. I directly change my uniform and have lunch.


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Related to the samples above, the error type is omission of determiner. The students omit “my” that is needed to form the correct grammar. Determiner “my” is used when the speaker mentions something that belongs to him.

Based on the samples, the errors occur because the students get interference from first language. Determiner “my” in Bahasa is rarely used when the speakers try to explain an action followed by an object. For instance, “I directly change my school uniform” is translated into “Saya langsung mengganti seragam sekolah saya”, but for Bahasa users, it is enough to say “Saya langsung mengganti seragam sekolah” rather than adding “saya” after the noun as belonging.

(h) Omission of 3rd person singular verb.

This table shows the sample for the omission of 3rd person singular verb.

Samples Correction

* I usually watch comedy program at

14:20 because it makes me fun. I usually watching TV to watch comedy

because it make me fun at 14:20

Related to the sample above, the error type is omission of 3rd person singular verb. The students omit “-s” after the verb. “it” refers to singular subject and the verb “make” should be added with “-s”.

Based on the sample, the error occurs because the students do not know the structural pattern or the correct model has been insufficiently practiced by the students. Subject “it” is a singular subject so the students need to add “-s” after the verb that follows the subject.

(i) Omission of possessive marker (‘/’s).


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Sample Correction

* After that I have lunch with my mother

in my grandma's house. after that I lunch with my mother in My

Grandma house

Related to the sample above, the error type is omission of possessive marker (‘/’s). The students omit possessive marker“(‘/’s)” that is needed to form a word that expresses the fact that something belongs to somebody/something.

Based on the sample, the error occurs because the students get distortion from their first language or it happen when the students do not know the correct structure in using possessive marker (‘/’s). Possessive marker “(‘/’s) is needed to add to nouns to refer belonging to somebody/something such as “peter’s hat”, children’s clothes, etc.

(j) Omission of be.

This table shows the samples for the omission of be.

Samples Correction

* *

I fourteen years

that my daily aktivities at the morning

*

I am fourteen years old.

My school not far from my house

That is my daily activities in the morning.

My school is not far from my house.

Related to the samples above, the error type is omission of be. The students omit “is” and “am” that should be used in the sentences.

Based on the samples, the errors occur because of the lack of knowledge about the use of “be”. The students also commit the error because of the first language interference. “Be” in some sentences have no meaning if it is translated into Bahasa. The students follow his native grammar to construct the sentence which is not applicable in the formal English.


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4.2.3 The Errors of Misordering.

There are 126 errors of misordering which consist of : misordering of verb phrase, and misordering of noun phrase.

(a) Misordering of verb phrase

This table shows the samples for the misordering of verb phrase.

Samples Correction

*

*

eat afternoon finis I to assist my mother clean house

*

pass I take a bath, I with my blouse school

*

time 07.00 I to arrive school

After having lunch I help my mother to clean the house.

pass eat afternoon I rest

After taking a bath, I wear my school uniform.

I arrive at school at 07:00. I take a rest after having lunch.

Related to the samples above, the error type is called misordering of verb phrase. The students misplace the word in the sentence.

Based on the samples, the errors occur because the students get interference from their first language. The students follow their native structure in transferring their mind into English. The students often make a sentence that reflects the native structure which is not found or not applicable in the formal English.

(b) Misordering of noun phrase.

This table shows the samples for the misordering of noun phrase.

Samples Correction

* *

That is my activities everyday That is my daily activities


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*My activities every day starting at my daily activities start in the morning Morning

Related to the samples above, the error type is called misordering of noun phrase. The students fail to put some words into a good structure based on its function.

Based on the samples, the errors occur because the students also get interference from the native language. The students think that both Bahasa and English have the same structure so he generalizes it.

4.2.4 The Errors of Addition.

There are 96 errors of addition which consist of : addition of determiner, addition of plural marker (s/es), addition of –ing, addition of modal, addition of be, addition of possessive marker (‘/’s), addition of verb, addition of preposition, addition of pronoun, addition of adjective, addition of article, addition of noun, and addition of 3rd person singular verb marker (s/es).

(a) Addition of Determiner.

This table shows the sample for the addition of determiner.

Sample Correction

* Daily activity is a habitual action except

Sunday. My daily activities is abitual action

except Sunday

Related to the sample above, the error type is called addition of determiner. The students add “my” in the sentence that is not necessary.

Based on the sample, the error occurs because of the lack of knowledge. When trying to give an explanation, the student repeats the title “My daily activity”. The


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sentence “my daily activities is abitual action axcept Sunday” is ambiguous. “Daily activity” should be used rather than “my daily activity”.

(b) Addition of Plural Marker (s/es).

This table shows the samples for the addition of plural maker (s/es).

Samples Correction

*

*

So, daily activities is activity we do every day

So, daily activity is the activity we do every day.

peoples have Activities that is : Eat, Cook, study and many more

People have activities such as : eating, cooking, studying and many more.

Related to the samples above, the error type is called addition of plural marker (s/es). In the first samples the students add “-s” in the noun that is actually a singular form. “people” refers to plural form so it is not require “–s” anymore. “people” should be used rather than “peoples”.

Based on the samples, the errors occur because the students follow a general rule which is not acceptable in English formal structure. In English, almost every plural noun is formed by adding “-s/es” after the noun, but this rule cannot apply to every noun. Some nouns has its special plural form such as “goose-geese”, “mouse-mice”, “person-people”, etc.

(c) Addition of –ing.

This table shows the samples for the addition of -ing.

Samples Correction

*I watching television *

*

after that cleaning the classroom

I watch the television.

Every evening I playing football with

After that I clean the classroom.


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Related to the samples above, the error type is called addition of -ing. The students add “-ing” form in the sentence that is not acceptable in English grammar. “watch”, “clean”, and “play” should be used rather than “watching”, “cleaning”, and “playing”.

Based on the samples, the errors occur because the students do not know the use of “-ing” form in a sentence. “-ing” form cannot stand alone without any “to be” before it that indicates as a continuous form. Not only as “continuous” form, “-ing” form also functions as a gerund if it is followed by a special preposition. In the sentences above there are no any “to be” or other thing that indicates as a continuous or gerund form.

(d) Addition of modal.

This table shows the sample for the addition of modal.

Sample Correction

* Daily activity is an action that becomes a

habitual action. Daily Activivities is an action where

will become a Habitual action.

Related to the sample above, the error type is called addition of modal. The students add “will” in the sentence that is not acceptable in English grammar. Based on the sample, the error occurs because the student gets interference from the native language. In transferring his mind, student uses native structure rather than English structure.

(e) Addition of be

This table shows the samples for the addition of be

Samples Correction

*I’m arrive at school 07.03 a.m I arrive at school at 07:03 am. my friends with my ball friends with my ball.


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*I’m get up time 06.00 *

*

next I am study 07.20-08.00 p.m

I get up at 06:00.

I am and Rasta are to clean the house.

Next I study at 07:00-08:00 pm. I and Rasta clean the house.

Related to the samples above, the error type is called addition of be. The students add “am” and “are” in the sentence that is not acceptable in English grammatical. “To be” is used as a verb in a noun phrase, but in verb phrase, “to be” is commonly followed by “verb+ing” to form continuous pattern or followed by participle to form a passive voice.

Based on the samples, the errors occur because the students do not know the structural pattern of “to be”. The errors also occurs when the students do not practice the using of “to be” enough.

(f) Addition of Possessive Marker (‘/’s).

This table shows the sample for the addition of possessive marker (‘/’s).

Sample Correction

*in there I to come along student’s. I go to school with the other students. Related to the sample above, the error type is called addition of possessive marker(‘/’s). The student adds “(‘/’s)” in the sentence that is not acceptable in English grammatical. Possessive marker (‘/’s) is used to express belonging of something. In a sentence possessive marker is followed by noun.

Based on the sample, the error occurs because the student cannot differentiate between “plural marker” and “possessive marker”. The error also occurs because of the lack of knowledge that makes the student fails to use plural form of noun.


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(g) Addition of Verb

This table shows the samples for the addition of verb.

Samples Correction

*In the 05.40 a.m . I am go to cook for breakfast

*

I get up at 05.40 am before my sister get up

*

*

I take a playing 04.30 until 06.00 p.m

at 05:40 a.m . I cook for breakfast.

I teaching to do homework in the kitchen

I get up at 05:40 am before my sister.

I play from 04:30 until 06:00 p.m. I do my homework in the kitchen.

Related to the samples above, the error type is called addition of verb. The students add “go”, “get up”, “take”, and “teaching” in the sentence. The addition of verb should be deleted to form a good sentence.

Based on the samples, the errors occur because the students get interference from the native language. The students also develop his knowledge by adding a verb before the other verb. “take a playing” is not acceptable in English, but the student makes this error because he thinks that the word “take a playing” has the same structure with “take a bath”. The lack of the knowledge also influences the errors in these sentences.

(h) Addition of Preposition.

This table shows the samples for the addition of preposition.

Samples Correction

*Than, I clean the house Until at 06.00 Then, I clean the house until 06.00 am. a.m


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*

*

After wear my Uniform I’m ready for to go to school

After wearing my uniform I’m ready to go to school.

I am and Rasta are to clean the house. I and Rasta clean the house.

Related to the samples above, the error type is called addition of preposition. The students add “at”, “for”, and “to” in the sentence which is not applicable in a particular instance. “Until 06.00 am”, “ready to go to school”, and “clean the house” should be used rather than “until at 06.00”, “ready for to go to school”, and “to clean the house”

Based on the samples, the errors occur because the students follow a general rule of verb. For instance, in some dictionary the researcher found that verb is written as “to infinitive”.

(i) Addition of Pronoun.

This table shows the samples for the addition of pronoun.

Samples Correction

*

*

And then I back to course and I help my mother

Next I wear shirt school and I breakfast.

*

And then I back from course and help my mother.

While I breakfast, I and my family watch Television

Next I wear my school uniform and have breakfast.

While having breakfast, I and my family are watching television.

Related to the samples above, the error type is called addition of pronoun. The students add pronoun “I” in every sentence which is not applicable in the target language structure. The action is done by the same person as the subject, so pronoun “I” should not be repeated again.


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Based on the samples, the errors occur because the correct model is not practiced enough. The errors also occur because the students follow a general rule in which a sentence must consists at least one subject and one predicate, so students apply this rule to their sentences.

(j) Addition of Adjective.

This table shows the sample for the addition of adjective.

Sample Correction

*That is a report about my daily activities every day

That is a report about my daily activities.

Related to the sample above, the error type is called addition of adjective. The students add “every day” in his sentence which is not found in the target language structure.

Based on the sample, the error occurs because of the of lack knowledge of about adjective. “daily” has a meaning as something done or produced every day. So, the word “every day” in this sentence should be deleted in order to form a good sentence.

(k) Addition of Article.

This table shows the samples for the addition of article.

Samples Correction

* *

at eight o’clock. my direct a study At eight o’clock I directly study. my direct the clean my home I directly clean my house.

Related to the samples above, the error type is called addition of article. The students add “a” and “the” in the sentence that have no any function at all.

Based on the samples, the errors occur because the students do not know the structural pattern so they make a random response. All these sentences have ambiguous


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samples. These errors also happen because the students try to develop his grammar using his own knowledge.

(l) Addition of Noun.

This table shows the sample for the addition of noun.

Sample Correction

*I to get up morning at 05:15 am I get up at 05:15 am.

Related to the sample above, the error type is called addition of noun. The students add “morning” that is not acceptable in English grammatical.

Based on the sample, the error occurs because the student gets interference from native language. When transferring the word, the student uses his native structure. “get up at 05:15 am” means “bangun pagi pukul 05:15” so the word “morning” is not necessary anymore. The student should use English structure when transferring the word rather than his native structure.

(m) Addition of 3rd Person Singular Verb Marker (s/es).

This table shows the samples for the addition of 3rd person singular verb marker (s/es).

Samples Correction

* *

After that, I watches television After that, I watch television. o’clock 07.30 arrive 12.30 I studies I study from 07:30 until 12:30.

Related to the samples above, the error type is called addition of 3rd person singular verb (s/es). The students add “(s/es)” behind the verb that is not acceptable in English grammar. Pronoun “I” refers to first person and not require 3rd person singular


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verb marker (s/es). The students should use “watch” and ‘study” rather than “watches” and “studies”.

Based on the samples, the errors occur because the students do not practice the correct model of subject classification and its rule well so they make a random response to the verb.

4.2.5 The Tables of Errors

Table 1. Kinds of Errors

No. Kinds of Errors Frequency Percentage

(1) Misformation 409 48,52%

(2) Omission 212 25,15%

(3) Misordering 126 19,95%

(4) Addition 96 11,39%

TOTAL 843 100%

From Table. 1 it could be seen that the most dominant error that ninth grade of SMP N 2 Pancur Batu made is the error of “misformation” with 48,52%. It means most of students made errors in using grammatical form in their sentences.

Table 2. The Errors of Misformation

No. Kinds of Errors Frequency Percentage

(1) Misformation of Verb 155 37,90%

(2) Misformation of preposition 76 18,58% (3) Misformation of conjunction 49 11,98%

(4) Misformation of noun 33 8,06%


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(6) Misformation of adjective 12 2,93%

(7) Misformation of gerund 13 3,18%

(8) Misformation of modal 1 0,24%

(9) Misformation of be 2 0,49%

(10) Misformation of article 4 0,98%

(11) Misformation of pronoun 27 6,60%

(12) Misformation of determiner 1 0,24%

TOTAL 409 100%

From Table.2 it could be seen that the highest error that students of ninth grade of SMPN 2 Pancur Batu made is the misformation of verb with 37,90%. It means that most students made error in using grammatical form of verb.

Table 3. The Errors of Omission

No. Kinds of Errors Frequency Percentage

(1) omission of -ing 31 14,62%

(2) omission of article 51 24,06%

(3) omission of verb 7 3,30%

(4) omission of preposition 55 25,94% (5) omission of reflexive pronoun 2 0,94%

(6) omission of pronoun 44 20,75%

(7) omission of determiner 12 5,66%

(8) omission of 3rd person singular verb 2 0,94% (9) omission of possessive marker (‘/’s) 1 0,47%

(10) omission of be 7 3,30%


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From Table.3 it could be seen that the highest error that students of ninth grade of SMPN 2 Pancur Batu made is the ommision of preposition with 25,94%. It means that most students omitted “preposition” in their sentences.

Table 4. The Errors of Misordering

No. Kinds of Errors Frequency Percentage (1) Misordering of verb phrase 111 88,8% (2) Misordering of noun phrase 14 11,2%

TOTAL 125 100%

From Table.4 it could be seen that the highest error that students of ninth grade of SMPN 2 Pancur Batu made is the misordering of verb phrase with 88,8%. It means that most students made error in placing the part of speech based on its function.

Table 5. The Errors of Addition

No. Kinds of Errors Frequency Percentage

(1) addition of determiner 4 4,17%

(2) addition of plural marker (s/es) 8 8,33%

(3) addition of –ing 11 11,46%

(4) addition of modal 2 2,08%

(5) addition of be 31 32,29%

(6) addition of possessive marker (‘/’s) 1 1,04%

(7) addition of verb 12 12,5%

(8) addition of preposition 14 14,58%

(9) addition of pronoun 5 5,21%

(10) addition of adjective 2 2,08%


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(12) addition of noun 1 1,04% (13) addition of 3rd person singular verb

marker (s/es)

2 2,08%

TOTAL 96 100%

From Table.2 it could be seen that the highest error that students of ninth grade of SMPN 2 Pancur Batu made is the addition of “be” with 32,29%. It means that most students add “be” in their sentences.

Table 6. General Errors

No. Kinds of Errors Frequency Percentage

(1) Misformation of Verb 155 18,39%

(2) Misformation of preposition 76 9,02% (3) Misformation of conjunction 49 5,81%

(4) Misformation of noun 33 3,91%

(5) Misformation of adverb 36 4,27%

(6) Misformation of adjective 12 1,42%

(7) Misformation of gerund 13 1,54%

(8) Misformation of modal 1 0,12%

(10) Misformation of be 2 0,24%

(11) Misformation of article 4 0,47%

(12) Misformation of pronoun 27 3,20% (13) Misformation of determiner 1 0,12%

(14) omission of -ing 31 3,68%

(15) omission of article 51 6,05%


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(17) omission of preposition 55 6,52% (18) omission of reflexive pronoun 2 0,24%

(19) omission of pronoun 44 5,22%

(20) omission of determiner 12 1,42%

(21) omission of 3rd person singular verb 2 0,24% (22) omission of possessive marker (‘/’s) 1 0,12%

(23) omission of be 7 0,83%

(26) Misordering of verb phrase 111 13,17% (27) Misordering of noun phrase 14 1,66%

(28) addition of determiner 4 0,47%

(29) addition of plural marker (s/es) 8 0,95%

(30) addition of –ing 11 1,30%

(31) addition of modal 2 0,24%

(32) addition of be 31 3,68%

(33) addition of possessive marker (‘/’s) 1 0,12%

(34) addition of verb 12 1,42%

(35) addition of preposition 14 1,66%

(36) addition of pronoun 5 0,59%

(37) addition of adjective 2 0,24%

(38) addition of article 3 0,36%

(40) addition of noun 1 0,12%

(42) addition of 3rd person singular verb marker (s/es)

2 0,24%


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From Table.6 it could be seen that the highest error t students of ninth grade of SMPN 2 Pancur Batu made is the misformation of verb with 18,39%. It means that most students made error in using grammatical form of verb.


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V. CONCLUSION AND SUGGESTION 5.1 Conclusion

After analyzing the data the researcher of this thesis now comes to draw some conclusions.

a. There are four kinds of error based on Dulay, Burt, and Krashe’s theory: misformation, omission, misordering, and addition of errors.

• There are 409 errors of misformation which consist of: 155 misformation of verbs, 76 misformation of prepositions, 49 misformation of conjunctions, 33 misformation of nouns, 36 misformation of adverbs, 12 misformation of adjectives, 13 misformation of gerunds, 1 misformation of modal, 2 misformation of be, 4 misformation of articles, 27 misformation of pronouns, and 1 misformation of determiner.

• There are 212 errors of omission which consist of: 31 omission of -ing, 51 omission of article, 7 omission of verb, 55 omission of preposition, 2 omission of reflexive pronoun, 44 omission of pronoun, 12 omission of determiner, 2 omission of 3rd person singular verb, 1 omission of possessive marker (‘/’s), and 7 omission of be.

• There are 126 errors of misordering which consist of: 111 misordering of verb phrase and 14 misordering of noun phrase.

• There are 96 errors of addition which consist of: 4 addition of determiner, 8 addition of plural marker (s/es), 11 addition of –ing, 2 addition of modal, 31 addition of be, 1 addition of possessive marker (‘/’s), 12 addition of verb, 14 addition of preposition, 5 addition of pronoun, 2addition of adjective,


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3addition of article, 1 addition of noun, and 2 addition of 3rd person singular verb marker (s/es).

b. The percentage of the kinds of errors based on the tables are:

Misformation error is the highest error which is 48,52%, omission error with 25,15%, misordering error with 19,95%, and the lowest error is addition error with 11,39%.

• From error of misformation the researcher found that misformation of verbs is the highest error with 37,90%.

• From error of omission the researcher found that omission of preposition is the highest error with 25,94%.

• From error of misordering the researcher found that misordering of verb phrase is the highest error with 88,8%.

• From error of addition the researcher found that addition of be is the highest error with 32,29%.

• From the total errors of all the part of speech, the researcher found that the dominant error is misformation of verb with 18,39%.

c. Based on the data, the most general factors that cause the errors are come from internal and external factors. These factors cause different aspect and numbers of errors among students. External factors such as portion of exercise, teaching system, situation of study, and the material influence student’s ability in studying. The student’s ability is not only influence by external factor but also from internal factor such as the lack of knowledge about the material given, and the less of passion in


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learning English personally because students think that English is too difficult to learn.

From the data analysis above it can be conclude that generally there is still so many problems that made by the ninth grade students SMP Negeri 2 Pancur Batu especially in writing a report paragraph.

5.2 Suggestion

Related to the data analysis it is needed a special observation from the English teacher in order to increase the student’s ability in understanding grammar, not only the grammatical rules but also how to apply the rules itself in making utterances. Besides that, students also can help themselves by practicing English diligently.


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Name : Sri Ayu Grade : IX1

My Daily Activity.

Daily activity is work do everyday according to repeat and increase tradition.

Every day I get up after my mother hour 06.00 am and straith put in order bedroom, Then I help my mother cook in the kitchen. After that, I take a bath 06.30 am. 06.45 am breakfast together my family. finish all, I go to school on food. My school not far from my house. I distance school from from 07.40 am to 17.40 am. I to my house 13.00 p.m. I straith change uniform and lunch. Next, I go to sleep to 15.00 p.m. Get up and to clean house with washing plate, wip off a yard, cook rice, and washing blouse. Hour 17.00 am. I take a bath. And then watching television to 18.00. when white, I act of devotion. After that, I study until 21.00. 21.30 I go to sleep in my bedroom.

Name : Rizky andini Grade : IX1

My Daily Activity.

Every morning my get up at five o’clock. then, my direct tidy up a bed. enough at six o’clock wake up my sister. after that, my direct clean home. the like : wipe off a yard, washing plate. after finish the clean home, my direct bath.

The finish bath, 06.30 am. my direct a lunch at 16.00 pm, my direct the clean my home. finish at six o’clock. my direct bath. at eight o’clock. my direct a study. after finish my direct sleep.


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Name : Wahyu Aderian Grade : IX1

My Daily Activity.

My Daily Activities is activities which become abitual action All activities is matter which very important. My daily activities is.

Every morning, I wake up before my sister wake up at 05.00 wib. after which I pray at 05.30 WIB. and clean. the house around 06.00.WIB. and then showered and dressed at 06.30 WIB and then breakfast, my breakfast is cooked rice and milk or tea at 06:45 WIB and go to school at 07.30 WIB and start to study at 07.35.WIB, usually in the school student study which hard , and back to home at 12:30 and lunch at 13:20 WIB, and watching TV, I usually watching TV to watch comedy because it make me fun at 14:20,, Than sleep at 14.30 WIB, after that I am take a bath 16.05 WIB, after that I go to training center to taekwondo 16.20 WIB after than I am back to home 20.00 WIB, After than I am study 21.00 wib, and then go to bedroom.

It my daily activities every day which become abitual action.

Name : Ranti Ramayani Grade : IX1

My Daily Activity.

My aktivities everyday is every my get up o’clok 05.00 pm after get up my help me my mother for to prepare breakfast and direct tidy up a bed o’clok 05.30 bathie. 06.25 my breakfast. O’clok 06.30 my go to school. 12.30 I back to home. unting to home I last


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Name : Kimeike Sembiring Grade : IX1

My Daily Activity.

I am got up vlow 05.30. I broom hause finish I platet was He finisH I go to inn I table clean and ti pile up food for the trade in I to bat do I go to school I to go home blow 12.30 I substitute to pun on I eat Afternoon finish I go to inn.

Blow 03.00 I go to hause make do cause vage table finish I go to inn buy shampo I to go rood and yaonger brother blow 06.00 wi aat late Afternoon blow 07.30 wi chorges sleep.

Name : Mila Feronika Grade : IX1

My Daily Activity.

My Active every day before go to school and to do work home.

I get up 05.00 a.m then I pray, and to clean bed room. I former more get up than my younger. after that I go to school 07.00 am arrive in school 07.25 am. then a study arrive 12.30 p.m arrive in home. I to lunch while watching.

next 04.00 pm. I to do work home then finish I to bath after that I and family dinner then I study 07.30 p.m to arrive 08.30 then finish I waching then I go to sleep 10.00 pm. It is my activities as a student.


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Name : Egi Regina Grade : IX1

My Daily Activity.

Daily activity is activity always does be repeated use simple present tense.

I get up at 06.00 every morning and I also cleaner bed. After that I go to kitchen to wash plate and cook rice. Afer finish, I also always bathe in batheroom. After that, I always wear uniform school shirt and put in order hair. Befor I go to school, especially previous I breakfast together my family in eat table. While I breakfast, I and my family watch Television. at 06.30 am I also say goodbye together my parents and I also go to school. At 07.00 I also to arrive school also sound, and I also to come in classroom dgn orderly and to greet my teacher. After finish my teacher also teach fitting department of study. At 10.30 p.m I together friends go to out class to rest. And I also play togetherfriends in yerd school.

At 01.00 pm I also to return home and do homework. At 02.10 pm I sleep day together my family but before sleep day I lunch together my family.


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Name : Aditya Dwi Yulian Nainggo lan Grade : IX1

My Daily Activity.

My name is Aditya school in SMP N 2 Pancur Batu. my class IX1 how old is Fourteen years

My Activities every day o’clock 06.15. I get up to sleep after than bathe after o’clock 06.30 breakfast after o’clock I go to school. o’clock 07.15 air walk in school o’clock 07.30 arrive 12.30 I studies o’clock 12.30 we back in house.

Play football is my hobby. Every evening I playing football with my friends with my ball. After play football I feel fantique and batle to home and take a bath and study after that I go to sleep and it is finnally activities

Name : Aprianta Feredi Surbakti Grade : IX1

My Daily Activity.

My name is aprianta school SMP N 2 Pancur batu my class IX1 how old is fourteen years my activities every day o’clock 06.19. I get up to school steep after than batle after o’clock 06.30 arrive 12.30 I studied o’clock 12.30 we bail in house.

Play football is my hobby. Every I playing football with my friends with friends with my ball. After play football I feel fantique and batle to home and tak a bath and study after that I go to sleep and it is finna lly activities


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Name : Frans Arnold W Barus Grade : IX1

My Daily Activity.

My name is Frans Arnold school SMP N 2 P. batu my class nine one <IX1> how old is fourteen years

My activities every day, o’clock 06.19. I get up to sleep after than bathe after o’clock 06.40 I breakfast after o’clock 07.00 I go to school. o’clock 07.15 I arrive in school o’clock 07.30 arrive 12.30 I study. o’clock 12.30 we back house. after arrive house I breakfast oclock 13.45-17.00 we les. O’clock 17.15 I arrive house. oclock 18.00 I bathe. Oclock 19.00 I breakfast after break fast I study arrive o clock 21.00.

It is my activities every day

Name : Rinaldy Setiawan Grade : IX1

My Daily Activity.

My name is Aldy, my school in SMP N 2 P. Batu my class ninety one. How old in fourteen years

My activities everyday o’clock 06.15. I get up to sleep After than Bathe after o’clock 06.30 breakfast after o’clock I go to school. o’clock 07.15 airwalk in school o’clock 07.30 arrive 12.30 I studied. o’clock 12.30 we bath in house.