An Error Analysis On Students' Grammar : A Case Study at First Year of SMAN 6 Pandeglang Banten
AN ERROR ANALYSIS ON STUDENTS’ GRAMMAR
(A Case Study at First Year of SMAN 6 Pandeglang Banten)
A “Skripsi”
Presented to The Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements For Degree of S.Pd
in English Language Education
By:
Eka Wahyu Setianingsih NIM: 103 014 027 037
ENGLISH DEPARTMENT
TARBIYAH AND TEACHERS’ TRAINING FACULTY
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
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ENDORSEMENT BY THE EXAMINATION COMMITTEE
The “Skripsi” entitled: An Error Analysis on Students’ Grammar, written by Eka Wahyu Setianingsih, student’s registration number 103 014 027 037 was examined in the examination session of the Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta on 26th of March 2008. The “Skripsi” has been accepted and declared to have fullfilled ane of the requirements for the degree of S.Pd. in English Language Education in the department of English Education.
Jakarta, 26th of March 2008
Examination Committee
CHAIRMAN : Drs. Nasrun Mahmud, M.Pd ( )
NIP : 150 041 070
SECRETARY : Dra. Nida Husna, M.Pd ( )
NIP : 150 326 910
EXAMINER.I : Prof. Dr. Muldjanto Sunardi ( )
NIP : 150 016 367
EXAMINER.II : Drs. Nasrun Mahmud, M.Pd ( )
NIP : 150 041 070
ACKNOWLEDGED BY :
Dean of Tarbiyah and Teachers Training Faculty
Prof. Dr. Dede Rosyada, M.A NIP : 150 231 256
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CHAPTER I INTRODUCTION
A. Background of The Study
Language as the tool of spoken and written communication over the nations is responded by every country in the world. In Indonesia, English has become the most widely studied foreign language and it becomes the international language. In responding this phenomenon, Indonesian government in the Competence Based Curriculum determines English as obligatory subject to learn in elementary school, junior high school, senior high school and university. The purpose is to develop science, technology and culture in every aspect.
English also has many purposes for the education in Indonesia.
Mata Pelajaran bahasa inggris memiliki tujuan sebagai berikut :
1. Mengembangkan kemampuan berkomunikasi dalam bahasa tersebut, dalam bahasa lisan dan tulis. Kemampuan berkomunikasi meliputi mendengarkan (listening), berbicara (speaking), membaca (reading), dan menulis (writing).
2. Menumbuhkan kesadaran tentang hakikat dan pentingnya bahasa inggris sebagai salah satu bahasa asing untuk menjadi alat utama belajar.
3. Mengembangkan pemahaman tentang saling keterkaitan antar bahasa dan budaya serta memperluas cakrawala budaya. Dengan demikian siswa memiliki wawasan lintas budaya dan melibatkan diri dalam keragaman budaya. (According to the Competency Based Curriculum the main purposes of Teaching English to SMA, are :
1. Developing the communicative competence of spoken and written English. It skills includes listening, speaking, reading, and writing.
2. Constructing the awareness of the importance of English as a foreign language and primary tool to study.
3. Developing the students’ comprehension about the relation between culture and language. So that they have a broad
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cross-cultural understanding).1
For SMA students, English covers language skills, sub-competency, and positive attitude as explained by the Competency Based curriculum below :
Ruang lingkup mata pelajaran Bahasa Ingris meliputi:
1. Keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis.
2. Sub-kompetensi yang meliputi kompetensi tindak bahasa, linguistik (kebahasaan), sosiokultural, strategi, dan kompetensi wacana.
3. Pengembangan sikap yang positif terhadap bahasa inggris sebagai alat komunikasi. (the English scopes, are :
1. Language skills including : listening, speaking, reading, and writing; 2. Sub-competency including : actional competence, linguistic
competence, socio-cultural competence, strategic competence, and discourse competence.
3. Developing the positive attitude to English as a tool of communication).2
Sub-competency refers to apply competency, understanding structure (grammar), vocabulary, pronunciation, and spelling in the text well.
English is different from Indonesian language. Every language has its own rules and its own skills, and grammar has a great role on one’s acquisition in English. Widson as quoted by Broughton et al says, “Grammar is a component language enables us to make our message clear and precise”.3
Grammar is no longer the core of study of a language since the communicative and functional approach has replaced it. However grammar is still crucial thing to learn especially by learners of Senior High School even English teacher. By having the knowledge of grammar learners are capable of putting across the sense of how grammar interacts with the lexicon as a communicative system.
In Senior High School, linguistic competence refers to clause/sentence, morphology, vocabulary, phonology, spelling and punctuation. If every learner learns these competences well, they will master enough and will not have any
1
DEPDIKBUD RI, Kurikulum 2004 Bahasa Inggris (SMA), (Depdikbud RI, Jakarta, 2004), p.310
2
Ibid
3
Geofrey Broughton et.al, Teaching English as Foreign Language, (London: Tj Press Ltd, 1980), p.116
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problems in communication. In fact these components especially sub-component have not been achieved yet by the most SMA students including SMAN 6 Pandeglang.
Many students of SMAN 6 Pandeglang do the mistakes even errors in sub-competency especially in understanding structure (grammar), for example on using concord :
e.g. * Every student and teacher have a locker. Every student and teacherhas a locker. e.g. * Mathematics are also thought at school.
Mathematics is also thought at school.
In English, a verb agrees with its subject in person and number. If the subject is the first person, the verb must be the first person (am); if the subject is plural (they), the verb must be plural (are). The rules is simple enough in theory, but in practice, occasionally, there are concord or agreement errors for a number of reasons.4
One of the causes of concord errors is the verb which does not go straight forward after the subject. It needs efforts to match the verb with its subject and sometimes the result can be false. Other reason is because there are numbers of words semantically plural but stand in the form of singular word. Those cases can bring out complication in learning concord.
Based on the information above, the writer intends to make an analysis of grammar on using grammar tests. In doing the research the writer chooses the first year of SMAN 6 Pandeglang.
B. Limitation and Formulation of the Study
Grammar covers a lot of language elements. Therefore the writer intends to know the error in grammar from first year until third year of Junior high school specifically in grammar subject. The research question are:
1. What kinds of error are commonly made by the students in grammar material?
4
Merriem-Werbster, Inc., Dictionary of English Usage: the Complete Guide to Problems of Confused or Dispute Usage, (Massachusetts: Merriem-Werbster, Inc., 1994), p.51
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C. Objective of the Research
The objective of the study is to know the types of grammar errors made by students, the writer hopes, she can able to decide whether his or her students need remedial teaching for this material.
D. Research Methodology
The research employs a descriptive method by which the writer elaborates the errors and their causes made by the students.
Its data are obtained through a grammar test consisting at grammatical areas which existing the syllabus. Then the data are analyzed qualitatively by comparing the students’ responses with the standards of English grammar.
E. Organization of the Study
This Thesis consists of three chapters. The first chapter is introduction. Part A. is he background of the study, Part B. is limitation and formulation of the problem, Part C. is objective of the research, Part D. is research methodology, Part E. is organization of the thesis.
Second chapter is theoretical framework. It consists of three subchapters. Part A, error, Part B, grammar, and Part C, grammar test.
Third chapter covers the research methodology and research finding. Research methodology includes Time and Location of Research, the Technique of Sample Taking, the Technique of Data collecting, the Instrument of Research.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Error
1. Definition of Error
Learning the second language is a process which involves the making of mistakes, even errors as in this new system of language a learner will directly connect with such a new vocabulary, a new grammatical pattern and a foreign pronunciation which differ from the learner’s native language. According to Jeremy Harmer, errors are part of the learner inter language that is the version of the language which a learner has at any one stage of development and which is continually reshaped as he/she aims toward full mastery.5
According to Brown, “An error is a noticeable deviation from the adult grammar of a native speaker, reflecting the interlanguage competence of the learner”.
Dullay defines error as “The flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance”6. Meanwhile, Douglas Brown defines error as “a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner”.7
Error is usually compared with mistake, but there is distinction between them. Stephen Pit Corder distinguishes error from mistake: a mistake is random performance slip caused by fatigue, excitement, etc.; mistake can be readily self- corrected, whereas an error is systematic deviation made by learners who have not yet mastered the rule of L2. Error can not be self-corrected because it is a product reflective of the learner’s current stage of L2
5
Jeremy Harmer, The Practice of English Language Teaching, (Pearson Education Limited, 2001), p.34
6
Dullay et.al., Language Two, (New York: Oxford University Press, 1982), p.138
7
H Douglas Brown, Principle of Language and Teaching, Fourth Edition, (Addison Wesley Longman.Inc, 2000), p.217
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development or underlying competence. Errors are not something to be prevented, but errors are sign that learners are actively engaged in hypothesis testing which would be the result in the acquisition of target language rules.8
2. Causes of Error
Errors are caused by some factors. Pit Corded identifies three major sources of error: transfer error, analogical error, and teaching-induced error.9 Meanwhile, Hubbard et.al. mentions that causes of error are mother tongue interference, overgeneralization, and error encouraged by teaching material and method.10 For Brown, sources of error consist of inter lingual transfer, intra lingual transfer, context of learning, and communication strategies.11
The terminologies “transfer error, inter lingual transfer”, and “mother tongue interference” have the same meaning as well as analogical error, intra lingual transfer, and overgeneralization. Teaching induced error, errors encouraged by teaching material and method, and context of learning also have the same meaning. However, Brown adds communication strategies as the fourth sources of error.
As mentioned previously, Brown claims that there are four sources of error in learning language.
a. Inter lingual error
Inter lingual error means errors attributed to the native language (L1). There are inter lingual errors when the learners first get language habits (pattern, system, or rules) which interfere or prevent the learners from acquiring the pattern and rules of the second language manifest some degree of different form and some degree of similarity with the equivalent item in learning the first language.
8
Diane-Larsen Freeman and Michael H Long, An Introduction to Second Language AcquisitionResearch, (New York: Longman, 1999), p.60-61
9
http://abisamra03.tripod.com/nada/languagecq-erroranalysis.html#theo
10
Peter Hubbard, Hywel Jones, Barbara Thontorn, Rod Wheeler, A Training Course for TEFL (New York: Oxford University Press, 1983), p.140-143
11
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b. Intra lingual error
Intra lingual errors are errors due to the misunderstanding of the language being learned (L2), independent of the native language. The errors proceeded by the learner which reflects not the structure of the mother tongue, but generalization based on partial exposure to the target language.12
The learner tries to derive the rules behind the data to which he or she has been exposed, and may develop hypotheses that corresponds neither to the mother tongue nor the target language.
c. Context of learning
Context refers to the classroom situation that is built by both teacher and material. This situation can urge the learners to make faulty hypotheses about the language. The teacher’s explanation also pushes the learners to make errors because sometimes the teacher provides incorrect information by way of a misleading definition, word, or grammatical generalization. However, according to Stephen Pit Corder the idiosyncratic dialect applies well through social context. For example, a Japanese immigrant who lived in Mexican-American has produced a learner language that was an interesting blend of Mexican-American English and the Standard English colored by his Japanese accent.
d. Communication strategies
According to Brown, “learners obviously use production strategy in order to enhance getting their message across. But at the same time these techniques can themselves become a source of error”. For example, an ESL learner said, “Let us work for the well done of our country.” The sentence above had wrong approximation of the word
welfare.
In 1970, Richards also exposed four types and causes for intra lingual error: a. Overgeneralization: it is associated with redundancy reduction. It
12
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covers instances where the learner creates a deviant structure on the basis of his experience of other structure in the target language.
b. Ignorance of rules: i.e. applying rules to context to which they do not apply.
c. Incomplete application rule.
d. Semantic error such as building false concept/system. i.e. faulty comprehension of distinction in the target language.13
Hubbard et al state the cause of error are: a. Mother-tongue interference
Although young children appear to be to learn a foreign language quite easily and effectively, but mostly older learners experience considerable difficulty.
b. Overgeneralization
The mentalist theory claims that errors are inevitable because they reflect various stages in the language development of the learner. It claims that the learner processes new language data in his mind and produces rules for its production, based on the evidence.
c. Errors encouraged by teaching material method
Having related mentalism to overgeneralization, we can relate behaviorism to those errors which appear to be induced by the teaching process itself. Those who support the behaviorist theory, at least in its more extreme form, would deny that errors have any positive contribution to make to the learning of any skill, such as language. To them, error is evidence of failure, of ineffective teaching or lack of control. If material is well chosen, grade, and presented with meticulous care, there should never be any error. It is fairly easy to accept this in the early stages of language learning when controls are applied in the shape of substitution tables, conversion, exercises of a mechanical nature and guided sentence patterns, but more difficult at later stages. However, it might salutary for us to bear in mind the possibility of some off our students’ error being due to our
13
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own teaching.14
Other causes of errors are also expressed by Norrish.15 a. Carelessness
Carelessness is often closely related to lack motivation. Many teacher will admit that is not always the students’ fault if he loses interest; perhaps the material or the presentation do not suit him.
One way of reducing the number of ‘careless’ errors in written work is to get students to check each other’s work. This will involve students in active search for error and English can be used for a genuine communication while discussing these errors in class.
b. First Language Interference
Skinner’s definitive statement of the behaviorist theory of language learning held that if language is essentially a set of habits, then when we try to learn new habits the old ones will interference the new ones. In the classroom, the old habits must be drilled out and a new set of responses must be learnt. The notion of mother tongue interference as a main contributor to error in learner’s use of foreign languages is related strongly to this particular view of how human beings learn language. c. Translation
One of the most typical situations is when a learner has been asked to communicate something, let us say in writing, but is aware that he does not know the appropriate expression or structure. He may even be unaware that an appropriate one exist. Naturally, ad he wishes to communicate his ideas, he will fall back on the language system with which he is familiar, namely that of his mother tongue.
3. Classification of Error
Error can be classified into some types. Dullay, in the book
14
Peter Hubbard et al., A Training Course for TEFL, 10th print., (Oxford: Oxford University Press, 1993), p.131
15
John Norrish, Language Learner and Their Errors, (London: Macmillan Press Ltd., 1983), p. 21-27
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Language Two, classifies error into four types ; error based on linguistics category, error based on surface strategy taxonomy, error based on comparative taxonomy, and error based on communicative effect taxonomy.16
a. Error based on linguistic category
This linguistic category is classified according to either or both of the language component and the particular linguistic constituent the error effect. Language components include phonology, syntax and morphology, semantics and lexicon, and discourse. Constituents include the elements that comprise each language components. For instance, in syntax the errors can be in the main or subordinate clause, of which constituent is affected, e.g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverb, and the adjective.
b. Error based on surface strategy taxonomy
This classification highlights the way surface structures are altered. This classification is sub classified into some parts, are: omission, addition, misformation, and misordering.
1). Omission
Omission error is characterized by the absence of an item that must appear in a well-formed utterance, e.g. “Mary president new company.”
2). Addition
This error is contradictive to the previous one. The error is known by the presence of an item, which must not appear in a well-formed utterance. This error usually appears in the later stages of L2 acquisition, when the learner has already acquired some target language rules. E.g. “The train is gonna broke it”.
3). Double-marking
“Learner who have acquired the tensed from both auxiliary and
16
Heidi Dullay, Marina Burt, Stephen Krashen, Language two, (New York: Oxford University Press, 1982), p. 146-189
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verb often place the marker on both, as in:
“We didn’t went there.”
4). Over-regularization
“This fall under the misinformation category are those in which a regular marker is used in place of an irregular one, as in : runned for
ran or gooses for geese.”
5). Over-generalization
These errors, according to them, refers to as an ‘archi-form’. The selection of one member of a class of forms to represent others in the class is a common characteristic of all stages of second language acquisition. We have called the form selected by the learner an ‘archi- form’.
e.g. That dogs
6). Misordering
The incorrect placement of a morpheme or group of morpheme in an utterance is the character of this error. E.g. “I don’t know what is that”.
c. Error based on comparative taxonomy
The classification is made based on the comparisons between the structure of L2 errors and certain other types of construction. To this classification of error, there are four types of error.
1). Developmental error
Developmental error is error similar to those made by children learning the target language as their first language. E.g. “Mary eat pineapple”.
2). Inter lingual error
Inter lingual is an error similar to in structure to a semantically equivalent phrase or sentence in the learner’s native language. 3). Ambiguous error
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Error that reflects the learners’ native language structure is called ambiguous error. This error could be classified equally as
developmental or inter lingual error. E.g. “I no go to school”. 4). Other error
Other error is error caused by the learners’ native language since the learners used it on their second language form.
E.g. “She do hungry”.
d. Error based on communication effect taxonomy Instead of focusing on aspect of the error themselves, the communicative effect taxonomy concerns with error from the
perspective of their effect on the listener or reader . The focuses are on distinguishing errors that seem to cause miscommunication from those that don’t. Error based on communicative effect taxonomy is divided into two parts.
1). Global error
Global error binders communication; it prevents the learner from comprehending some aspects of the message. For instance, “We amused that movie very much”.
2). Local error
Local error itself does not interfere with understanding of an utterance, usually because there is only a minor violation of one segment of a s sentence. “I angry” will be local error since the meaning is apparent.17
b. Error Analysis
Error analysis is the process based on analysis of learners’ error in their process of second language learning. Sharma also wrote in an article in
English Teaching Forum that, “error analysis is defined as a process based on
17
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analysis of learners’ error with one clear objective, evolving a suuitable and effective teaching learning strategy and remedial measures necessary in certain clearly marked out areas of the foreign language.”18
According to Crystal, “Error analysis in language teaching and learning , the study of the unacceptable forms produced by someone learning in a language, especially is meant to determine errors which are made by learners which are considered as indicators learners’ problems in learning a second language.”19
Before conducting error analysis procedure, there are some advantages. According to Brown, error analysis stands for two major purposes they are: (a) provides data from which interference about the nature of language learning process can be made, (b) indicates to teacher and curriculum developers, which part of the target language students have most difficulty producing correctly and which error types destract most from learners ability to sommunicate effectively.20
Corder (1974) suggests the following steps in error analysis research: (1) collection of a sample of learner language, (2) identification of errors, (3) description of errors, (4) explanation of errors, and (5) evaluation of errors.21
c. Grammar
If we talks about languages, so we talks about its systems, rules and all about its systematic forms. In English language there is grammar as rules and systems underlying principle that describe the structure of language. Grammar is the branch of linguistics that deals with syntax and morphology (and sometimes
18
S.K. Sharma, “Error Analysis: why and how?’, English Teaching Forum. April 1982, Vol. xxx
19
Nuril Huda, Language Learning and Teaching: Issues and Trends, (Malang: IKIP Malang Publisher, 1999), p. 6
20
H. Douglas. Brown, Principles of Language Learning and Teaching, 4th Ed., (New York: Longman, 2000), p. 215
21
Rod Ellis, The Study of Second Language Acquisition, (Oxford: Oxford University Press, 1994), p. 48
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also deals with semantics or morphology). Other expert says that grammar is the way morphemes are joined together to make larger units-words, phrases, clauses, and finally a whole sentence.
Grammar is the study of the rules governing the use of language. The set of those rules is also called the grammar of language, and each language has its own distinct grammar. Grammar is part of the general study of language called linguistic.
Since the arousal of communicative language teaching in 1960’s, grammar is no longer becoming the core of language study. This approach focuses on oral proficiency in foreign language rather than mastery of structures it doesn’t mean that grammar has become the second priority of language study, however the students of junior and senior high school must have good understanding of grammar because it is one of the linguistics aspect of the curriculum.
Studying grammar helps someone learn more the language. A grammar should serve as a reference by helping correct deviation from standard usage and by improving clarity and style.
Finally, the writer concludes that grammar is a study of the rules governing the use of a language includes the term of syntax, morphology, phonology, even semantic for forming admissible sentences and for producing acceptable writing and speaking.
d. Grammar Test
1. Definition of Grammar Test
To understand grammar test, someone has to know the meaning of test. Test is examination or trial of something to find its quality , value, composition, knowledge, etc. Other expert says that test is defined as a systematic procedure for observing and describing one or more characteristic of a person with the aid of either a numerical scale or category system.
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denote only those formal modes of assessment that are officially scheduled, with clearly delimited time on task and strict limitations on available guidance.
Grammar test are designed to measure student proficiency in matters ranging from inflections (bottles-bottles, bake-baked) to syntax. Syntax involves the relationship of words in a sentence, including matters such a word order, use of negative, question forms, and connectives.22
Test of grammar and usage are intended to measure the respondent’s ability to recognize grammatical forms and manipulate the structures through objectives tests and subjective tests.23
2. Kinds of Grammar Test
Grammar test on the high school and college levels have usually concentrated on matters of style and diction appropriate for rather formal written English. There are ten types of grammar test, here they are :
a. Multiple-choice items
The type of multiple-choice item favored by many constructors of grammar tests is the incomplete statement type, with a choice of four or five options.
E.g. Tom ought not to ……… me your secret, but he did. A. tell B. having told
C. be telling D. have told b. Error-recognition items
Each sentence contains four words or phrases underlined, marked A, B, C, and D. select the underlined word or phrase which is incorrect or unacceptable.
E.g. 1. I’m worried that you’ll be angry to me. A B C D
22
Harold S Madsen, Techniques in Testing, (Hongkong; Oxford University Press, 1983)
23
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c. Rearrangement items
Rearrangement items can take several forms, the first of which to consider here will be the multiple-choice type.
E.g. 1. ‘Won’t I need a coat?’
Well, You know how ….
A. it B. today C. warm D. is d. Completion items
E.g. Put a, the, or some in each blank only where necessary. If You think that no word should be placed in the blank, put a cross (x) there.
1. Can You see …… sun shining through the clouds? 2. I saw your uncle ….. day before yesterday.
3. What have you been doing since I saw you …. last summer? e. Transformation items
The transformation items is extremely useful for testing ability to produce structures in the target language and helps to provide a balance when included in tests containing multiple-choice items.
E.g. Rewrite each of the following sentences in another way, beginning each new sentence with the words given. Make any changes that are necessary but do not change the general meaning of sentence.
1. I haven’t written to you for a long time
it’s a long time ………. 2. In sunny weather I often go for walk
When the weather ……… f. Items involving the changing of words.
This type of item is useful for testing the student’s ability to use correct tenses and verb forms.
1. Verb : tenses, etc
Researchers (1) to convince that a drug (1) …………. They (2) to test can improve the memory (2) …………. and that it (3) to be the forerunner (3) ………….
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of other drugs which eventually (4) …………. (4) to improve mental ability.
g. ‘Broken sentence’ items
This type is the item of tests the student’s ability to write full sentences from a series of words and phrases, and thus does not allow the test writer to concentrate exclusively on testing those particular grammatical features which may have just been practiced in class.
E.g. Take / drugs and stimulants / keep awake / while revise
examination / often be very harmful. / It be far better / lead / balanced life / and get enough sleep / every night. / There / be / limit / degree and span / concentration / which you be capable / exert. / Brain /need rest / as much body. / Indeed, / it be quality / than quantity work / that be important. h. Pairing and matching items
This type of item usually consists of a short conversation e.g. a stimulus in the form of a statement or question followed by a response often in the form of a statement.
Column 1 Letter Column 2
Going to see film tonight? …B… A. No, I didn’t. How was the film? ……. B. Yes, I will. I can’t stand war film, can you? ……. C. Not really, I quite
like them. So you went to the cinema ……. D. So do I. i. Combination items
Students are instructed to join each pair of sentences. Using the word in brackets.
(a) You finish the paper. Then check your answers carefully. (AFTER) (b) Some questions may be very difficult. They should be left until later. (WHICH)
j. Addition items
Students are instructed to insert the word in capitals in the most appropriate place in each sentence.
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(a) YET Have you answered all the questions?
(b) STILL Some students had not mastered the correct techniques for answering examination questions.24
3. Characteristics of a good test
All good tests posses three qualities : validity, reliability, and practically. 1. Validity
The “validity” of a test concerns whether it is measuring what we think and say it is measuring : for example, is a reading comprehension test item testing reading comprehension ability or something else, such as knowledge of grammar without reference to the reading text?25
In the selection of any test, two questions must always be considered: (1) What precisely does the test measure? And (2) How well
does the test measure? If the test is found to be based upon a sound analysis of the skills we wish to measure, and if there is sufficient evidence that test scores correlate fairly highly with actual ability in the skill area being tested, then we may feel reasonably safe in assuming that the test is valid for our purposes.
2. Reliability
By reliability is meant the stability of test scores. A test cannot measure anything well unless it measures consistently. The “reliability” of a test concerns the accuracy and trustworthiness of its results: if we could erase the test from students’ memories and then repeat it, how similar would the result be? Reliable test results will accurately reflect each student’s understanding of whatever is being tested; items on which students are guessing more or less randomly are therefore going to be low in reliability.
24
Ibid., p. 34-50
25
Desmond Allison, Language Testing and Evaluation “An Introductory Course”, (Singapore: Singapore University Press, 1999), p.85
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Test reliability may be estimated in a number of ways. Obviously, the simplest technique would be to retest the same individuals with the same test. If the results of the two administrations were highly correlated, we could assume that he test had temporal stability-one of the concepts of reliability. A second method of computing reliability is with the use of alternate or parallel forms-that is, with different versions of the same test which are equivalent in length, difficulty, time limits, format, and all other such aspects. A third method for estimating the reliability of a test consists in giving a single administration of one form of the test and then, by dividing the items into two halves (usually by separating odd-and even-numbered items), obtaining two scores for each individual.26
3. Practicality
A third characteristic of a good test is its practicality or usability. A test may be a ighly reliable and valid instrument but still be beyond our means or facilities. Thus in the preparation of a new test or the adoption of an existing one, we must keep in mind a number of very practical consideration.
a. Economy
Testing can be expensive, we must take into account the cost per copy, and whether or not the test books are reusable. That is why the administrator should have be economist and well prepared for the testing. b. Ease of administration and scoring
Other consideration of test usability involve the ease with which the test can be administered. Are full, clear directions provided so that the test administrator can perform his tasks quickly and efficiently? Scoring procedures too, can have significant effect on the practicality of a given instrument. Particularly when large number of examinees are involved, we need to know whether the test must be scored subjectively or objectively.
26
David P Harris, Testing English as a Second Language, (Georgetown: Georgetown University Press), p.14-16
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CAHAPTER III
RESEARCH METHODOLOGY AND FINDINGS
A. RESEARCH METHODOLOGY
1. Place and Time
This research took place at SMAN 6 Pandeglang located at Jl. Pendidikan No.2 Ciekek Karaton Pandeglang. The writer began the research on 4th June 2007 until 20th September 2007.
2. Method of the Study
The writer uses the descriptive qualitative method. Which focuses on elaborating the grammatical errors made by students. Mainly, it concerns with types of errors and errors’ resources.
4. Technique of Data Analysis
For the technique of data analysis, the writer uses descriptive analysis technique (percentage). Its formula is as follow:
P = F x 100 % N
P = Percentage
F = Frequency of wrong answer N = Number of sample
5. The Instrument of The Study
To get the data, in this research,the writer do the observation on February, by seeing a process learning and giving some test to the first year of SMAN 6 Pandeglang.
After the writer do the observation, she interviewed the English teacher by asking some questions related to the research. (see appendix).
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B. RESEARCH FINDING
1. Data Description
It has been stated that the study discussed the errors that made by
the first year students of SMAN 6 Pandeglang Banten. The writer uses the types of errors based on surface strategy taxonomy (Dullay, Burt and Kiparsky) to classify the students’ errors on grammar. From the data below, it can be described that 40 students made 701 errors with the highest frequency of error on Future Continuous Tense with 36 students (90 %) and Omission with 72 %, the lowest frequency of errors is about Expressing Ability ‘can’
with 1 student (2,5 %) and Over-generalization with 0,3 %.
Table I
Total of Students’ Errors
No Name Total of Error
1 Student no. 1 10
2 Student no. 2 20
3 Student no. 3 12
4 Student no. 4 24
5 Student no. 5 14
6 Student no. 6 21
7 Student no. 7 11
8 Student no. 8 10
9 Student no. 9 23
10 Student no. 10 15
11 Student no. 11 17
12 Student no. 12 12
13 Student no. 13 27
14 Student no. 14 9
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16 Student no. 16 16
17 Student no. 17 19
18 Student no. 18 18
19 Student no. 19 17
20 Student no. 20 13
21 Student no. 21 15
22 Student no. 22 22
23 Student no. 23 8
24 Student no. 24 24
25 Student no. 25 16
26 Student no. 26 24
27 Student no. 27 20
28 Student no. 28 21
29 Student no. 29 19
30 Student no. 30 17
31 Student no. 31 18
32 Student no. 32 23
33 Student no. 33 27
34 Student no. 34 20
35 Student no. 35 17
36 Student no. 36 12
37 Student no. 37 23
38 Student no. 38 14
39 Student no. 39 24
40 Student no. 40 13
Total 701
2. Data Analysis
The collected data are qualitatively analyzed through several types, such as reconstructing the errors, classifying the error based on surface
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strategy taxonomy including omission, addition, double-marking, Over-regularization, , and misordering, and then analyzing errors’ sources. Here is the description of students’ errors and their reconstruction (right answer). (see appendix I)
Table II
Recapitulation of the Students’ Grammar Error
No Item Number Grammar Problem Area Percentage
1 47 Future Continuous Tense 36 (90%)
2 39 Agreeing Expression 31 (77,5 %)
3 1 Agreement; concord 30 (75 %)
4 49 Past Continuous Tense 29 (72,5 %)
5 5 Possessive Pronoun 27 (67,5 %)
6 23 Would rather …than 27 (67,5 %)
7 11 Adjectives with -ing 26 (65 %)
8 36 Elliptical Sentences 26 (65 %)
9 45 Simple Present Perfect Tense 26 (65 %) 10 43 Past Continuous Tense 23 (57,5 %)
11 50 Simple Past Tense 21 (52,5 %)
12 6 Possessive Pronoun 20 (50 %)
13 46 Simple Future Tense 19 (47,5 %)
14 40 Present Continuous Tense 17 (42,5 %) 15 15 Expressing ability ‘can’ 16 (40 %) 16 29 Superlative Adjectives 16 (40 %) 17 32 Using’ can” to ask permission 16 (40 %) 18 26 Simple Present ‘usually’ 14 (35 %) 19 31 Past Continuous Tense 14 (35 %)
20 38 Possessive Pronoun 14 (35 %)
21 30 Perfect Perfect with ‘since’ 13 (32,5 %)
22 7 Comparative Adjective 12 (30 %)
23 25 Present Passive 11 (27,5 %)
24 13 Adverbs of Manner 10 (25 %)
25 22 Simple Past Tense 10 (25 %)
26 27 Simple Present ‘never’ 10 (25 %) 27 28 Comparative Adjective 10 (25 %) 28 33 Using ‘may’ to ask permission 10 (25 %)
29 24 Present Passive 8 (20 %)
30 41 Simple Present Tense 8 (20 %)
31 17 Positive Sentence 7 (17,5 %)
32 19 Both… and 7 (17,5 %)
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34 44 Simple Present Perfect Tense 7 (17,5 %)
35 2 Agreement; Concord 6 (15 %)
36 10 Modal ‘must’ 6 (15 %)
37 35 Elliptical Sentences 6 (15 %)
38 4 Countable Noun 5 (12,5 %)
39 34 Conditional Type 1 5 (12,5 %)
40 37 Possessive Pronoun 5 (12,5 %)
41 48 Simple Past Tense 5 (12,5 %)
42 12 Adjective with -ed 4 (10 %)
43 18 Negative Sentence 4 (10 %)
44 3 Uncountable Noun 3 (7,5 %)
45 8 Adjective Clause for Describing
Place 3 (7,5 %)
46 14 Adverbs of Manner 3 (7,5 %)
47 20 Expressing ‘so do I’ 3 (7,5 %)
48 9 Expressing Purpose ‘To
infinitive’ 2 (5 %)
49 21 Question Sentence using ‘are
going to’ 2 (5 %)
50 16 Expressing ability ‘can’ 1 (2,5 %)
Total 701 (100 %)
Table III
Recapitulation of the Students’ errors Error Classifications No Name
O A DM O-R O-G M
Total of Errors
1 Student no. 1 16 1 - - 5 2 24
2 Student no. 2 13 - - - 4 - 17
3 Student no. 3 15 2 - 3 3 1 24
4 Student no. 4 11 2 - - 7 3 23
5 Student no. 5 15 - - - 2 - 17
6 Student no. 6 15 1 - 3 6 2 27
7 Student no. 7 15 1 - 3 6 2 27
8 Student no. 8 13 - - - 1 - 14
9 Student no. 9 15 - - - 15
10 Student no. 10 13 - - 2 1 - 16
11 Student no. 11 14 - - - 2 1 17
12 Student no. 12 15 1 - 3 3 2 24
13 Student no. 13 15 - - 2 2 - 19
14 Student no. 14 12 1 - - 4 3 20
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16 Student no. 16 12 - - 2 1 1 16
17 Student no. 17 12 - - - 12
18 Student no. 18 14 1 - 2 2 1 20
19 Student no. 19 10 - - - - 1 11
20 Student no. 20 15 - - - 1 - 16
21 Student no. 21 13 - - - - 2 15
22 Student no. 22 10 - - - 10
23 Student no. 23 15 - - - 3 - 18
24 Student no. 24 10 - - - 2 - 12
25 Student no. 25 12 1 - 2 4 3 22
26 Student no. 26 10 2 - 5 5 2 24
27 Student no. 27 14 - - 2 3 - 19
28 Student no. 28 9 - - 2 2 - 13
29 Student no. 29 14 - - 1 3 - 17
30 Student no. 30 13 1 - 5 2 2 23
31 Student no. 31 16 - - 3 2 - 21
32 Student no. 32 13 1 - 5 2 - 21
33 Student no. 33 7 - - 1 - - 8
34 Student no. 34 6 - - 2 3 1 12
35 Student no. 35 15 3 - 1 3 1 23
36 Student no. 36 15 - - 1 3 - 18
37 Student no. 37 8 - - 1 - - 9
38 Student no. 38 9 - - 3 2 - 14
39 Student no. 39 10 - - 2 - 1 13
40 Student no. 40 14 2 - 1 2 1 20
Total 503 20 - 56 91 31 701
Percentage 72% 0,3% - 11% 14% 0,6% 100%
3. Data Interpretation
After analyzing the students’ error on grammar, the writer found that the highest frequency students’ error committed by the first year students of SMAN 6 Pandeglang Banten is omission, followed by Over-generalization, Over-regularization, misordering and addition.
a. Omission
Omission, is the highest frequency with 503 errors (72 %). Here is the example:
Yesterday I join a cycling contest Yesterday I joined a cycling contest.
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the students’ first language, because they are not familiar with verb II form. They usually use the same form of verb for any types of sentence. In addition, this error is also caused by the students’ carelessness. They do not pay attention to the adverb of time
“yesterday”.
b. Over-Generalization
Over-generalization, contains 91 errors or 14 % of the total errors made by the students. Here is the example:
Both Rossa and Lia is going to Library Both Rossa and Lia are going to Library
From the error, it is understood that such errors is caused by the students’ first language because they are not familiar with concord with coordinated subject, they made mistake in agreeing the subject with the verb “both Rossa and Lia… is”, the reconstruction is “both Rossa and Lia are”. Beside that, this error is also caused by overgeneralization.
c. Over-regularization
Over-regularization errors contains 56 errors or 11 %. Here is the example:
My father old and my grand father is more old than my father (wrong)
My father old and my grand father is older than my father (right) From the error, it is understood that such error is caused by teaching material method and students’ translation, because they do not pay attention with the appropriate word in the comparative sentence “My father old and my grand-father isolder than my father”,
most of them made mistake with ” more older than…”. In addition, this error is also caused by the students’ translation that they are confused with the same meaning in “older more older”
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d. Misordering
Misordering contains 31 errors or 0,6 %. Here is the example:
What time you are going to be home? (wrong)
What time are you going to be home? (right)
From the error, it is understood that such errors is caused by the students’ first language and carelessness, because they put the word
“are going to” in incorrect placement. In addition to this error, students have made written misordering error based their habitual speaking of their first language.
e. Addition
Addition contains 16 errors or 0,3 %. Here is the example:
I usually walks to school on foot. Diane she has goes to library every Monday and Tuesday. (wrong)
I usually walks to school on foot. Diane goes to library every Monday and Tuesday. (right)
From the error, it is understood that such errors is caused by students’carelessness, because some of students put the word Diane he ‘has goes’ ….. the right is Diane ‘goes’ …. Without adding the word
‘she has’ again (simple present tense).
f. Double-Marking
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
By accomplishing this research, it can be concluded that the highest frequency of errors on students’ grammar is Future Continous Tense with 36 or 90%, and the lowest frequency of error is Expressing ability ‘can’ with 1 student or 2,5%.
The writer also concluded the most typical errors on students’ grammar are in omission with 503 errors or 72%, and it caused by the students’ first language and carelesness. It is followed by errors on over-generalization; there are 91 errors or 14 % which are caused by students’ first languageand overgeneralization. Next is errors in over-regularization with 56 errors or 11% are caused by teaching material method and studenys’ translation. Then, in misordering is about 31 errors with 0,6% that caused by students’ carelessness and their first language. There is errors in addition that caused by students’ carelesness with 16 errors or 0,3%. The last, there is nno errors on double-marking with zero result or 0%.
B. Suggestion
From the result of the research, the writer would like to offer some suggestions for the teacher, are:
1. The teacher have to know if the students have masteries the Grammar Material in general, so the teacher should do the error
analysis on grammar material from first until third grade of junior high school, it can be easily to know in what material that students’ do the errors, and then the teacher should do the remedial with other method.
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explanation means the teacher must be aware of its negative impacts. The teacher needs to give some notes if there are some exceptions of rues that seems to be opposite with each other. The teacher also must be able to make the atmosphere of the class more conducive as to make the teaching-learning process is more alive, full of fun for the students. Therefore the students’ interest to grammar material is increased and their comprehension becomes better.
Finally, the conclusion and suggestion that the writer gives to this research is that competency of First grade of SMAN 6 pandeglang on grammar is still in adequate. Therefore the students must be encourage to improve their comprehension in grammar material.
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BIBLIOGRAPHY
Allison, Desmond. Language Testing and Evaluation “An Introductory Course”. Singapore: Singapore University Press. 1999
Azar, Betty Schramfer. Understanding and Using English Grammar 2nd ed. New Jersey: Prentice Hall regents. 1989.
Brown, H. Douglas. Principles of Language Learning and Teaching. 3rd ed. New Jersey: Prentice Hall Inc. 1994.
Depdiknas RI. Kurikulum 2004 Bahasa Inggris 2004: Sekolah Menengah Atas (SMA). Jakarta: Depdiknas RI. 2004
Dulay, Heidi, et al. Language Two. New York: Oxford University Press. 1982. Ellis, Rod. The Study of Second Language Acquisition, Oxford: Oxford University
Press. 1994.
Freeman Diane-Larsen., and Michael H. Long. An Introduction to Second LanguageAcquisition Research. New York: Longman. 1999.
Geofrey, Broughton, et al. Dictionary of English Language Teaching. London: Tj Press Ltd. 1980.
Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman Inc. 1983.
Heaton, J.B. Writing English Test. London: Longman. 1975
Hornby, A.S. Oxford Advanced Learner’s Dictionary of Current English. 5th ed. Oxford.: Oxford University Press. 1993.
Hubbard, Peter, Hywel Jones, Barbara Thontorn, Rod Wheeler. A Training Course forTEFL. New York: Oxford University Press. 1983.
Merriem-Werbster Inc. Dictionary of English Language Usage: The Complete Guide toProblems of Confused or Disputed Usage. Massachusetts:
Merriem-Werbster Inc. 1994.
Mukarto. English on Sky for Junior High School Students book 1, 2, and 3, Curriculum 2004 Competency Based. Erlangga. 2004.
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Ltd. 1983.
Pyles Thomas and John Algeo. Writing Invention Form and Style. New York: Harcourt Brace Jovanovich Inc. 1968.
http://abisamra03.tripod.com/nada/languagecq-erroranalysis.html#theo. http://www.startlearningnow.com/second%20language%20acquisition.htm. http://www.wordnet.princeton.edu/perl/web.
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ACKNOWLEDGEMENT
In the name of Allah the Beneficent and the Merciful. To the Almighty all praise to Thee for showering the writer with knowledge and comprehension. Peace may be upon to the Prophet Muhammad, the man who had brought us from the darkness to the lightness.
First of all the writer would like to express her greatest appreciation to her beloved parents, Uhat Subhat and Enjuh Djuhariah, for their irreplaceable encouragement with all of their support, motivation, patience, compassion and advice. I Love You!
The writer also would like to give her gratitude to Dr. Farkhan, M.Pd her advisor in finishing this ‘skripsi’, for his wonderful guidance, dedication, and support.
Her gratitudes also go to:
1. Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiyah.
2. Drs. Nasrun Mahmud, M.Pd, the Chief of English Education Department. 3. Dra. Nida Husna, M.Pd, the Secretary of English Education Department. 4. All inspiring lecturers in English Education Department, who have shared and
given their ideas of life.
5. All staffs and officers of English Education Department, Faculty of Tarbiyah, State Islamic University Syarif Hidayatullah.
6. Drs. H. Neno Suseno, M.Pd, the Headmaster of SMAN 6 Pandeglang Banten. 7. All teachers and staffs of SMAN 6 Pandeglang.
8. All of her friends in English Education Department Class ‘C’, her best friends Suci Handayani, Sri Duryati, Ertin, S.Pd (who have built many wonderful moments), and for Imawan Azis -Debow- (God blessed You).
9. All persons who have given their help in finishing this ‘skripsi’ that writer could not mention that are too numerous to name.
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The writer realizes that this ‘skripsi’ is still far from being perfect. Constructive criticism and suggestion would be acceptable to make this ‘skripsi’ better.
Jakarta, March 2008
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TABLE OF CONTENTS
ACKNOWLEDGEMENT ………... i TABLE OF CONTENTS …..………iii LIST OF TABLES ………. v
CHAPTER I : INTRODUCTION ………1 A. Background of the Study ……….………1 B. The Limitation and Formulation of the Study ………3 C. The Objective of Research ………4 D. The Research Methodology ………4 E. The Organization of the Study ………4
CHAPTER II : THEORETICAL FRAMEWORK ………5 A. Error ……… ………….5 1. Definition of Error ……….5 2. Causes of Error ……….6 3. Classifications of Error ………10 B. Error Analysis ………..13 C. Grammar ……….14 D. Grammar Test ………....15
1. Definition of Grammar Test ………... 15 2. Kinds of Grammar Test………16 3. Characteristics of Good Test ………...19
CHAPTER III : RESEARCH METHODOLOGY AND FINDINGS. …….21
A. Research Methodology ……….21
1.Place and Time ………...21 2. Method of Study ………...21
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3.Technique of Data Analysis ………..21 4. Instrument of the Study ………...22
B. Research Finding ……….22
1.The Data Description ………...22 2.The Data Analysis ………24 3.The Data Interpretation……….27
CHAPTER IV: CONCLUSION AND SUGGESTION ………..30
A. Conclusion ……….30
B. Suggestion ……….30
BIBLIOGRAPHY APPENDIXES
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LIST OF TABLES
1. Table I. Total of Students’ Errors……… 22 2. Table II. Recapitulation of the Students’ Grammar errors …………...24 3. Table III. Recapitulation of the Students’ Errors………..26
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Classification of Students’ Grammar Errors
Name Item
Nu
m
b
er
Errors Types of Error Reconstructions
1 b. have Over-generalization a. has
6 a. their/them Over-regularization b. their/theirs
7 c. loudly Omission b. louder
12 boring Omission bored
30 when Over-generalization since
36 And Over-regularization but
39 --- Omission I agree completely
43 I am walking Over-generalization I was walking
44 moved Omission have moved
St u d ent n o .1
47 I will study Omission I will be studying 1 b. have Over-generalization a. has
6 a. their/them Over-regularization b. their/theirs 8 b. that Over-generalization a. where
12 boring Omission bored
24 is made Over-regularization are made
29 long Over-regularization old
30 about Over-generalization since
31 about Omission for
36 and Over-generalization but
37 the Over-generalization my
38 the cat Omission mine
St
u
d
ent no.
2
39 --- Omission I agree completely
40 going Omission is going
41 going Addition goes
St u de nt no .2
(40)
45 being Over-generalization have been
46 comed Omission will come
47 studying Omission will be studying
49 being Over-generalization was
50 doesn’t Omission did not
1 b. have Over-generalization a. has
6 a. their/them Over-generalization b. their/theirs 8 b. that Over-regularization a. where
12 boring Omission boring
24 is made Omission are made
29 old Omission older
31 about Omission for
36 so Omission but
39 No, I don’t think
so Over-generalization I agree completely 44 moved Over-generalization have moved
47 will study Omission will be studying
St u de nt n o .3
49 is Over-generalization was
1 b. have Over-generalization a. has
5 d. mines/your Omission b. mine/yours 6 a. their/them Omission b. their/theirs
7 c. loudly Omission b. louder
8 b. that Addition a. where
9 c. is reporting Omission a. to report
St u d e nt n o .4
12 boring Omission bored
14 careful Omission carefully
16 do You Over-generalization can You
20 so did I Omission so do I
23 should…than Omission would rather…than
24 is made Omission are made
St u de nt n o .4
(41)
28 cleverer Over-generalization cleverest
30 when Omission since
31 at Over-regularization for
36 and Omission but
39 --- Misordering I agree completely
43 walking Omission was walking
44 moved Over-generalization have moved
45 been Omission have been
47 studied Omission will be studying
49 has been Addition was
50 don’t Omission did not
1 b. have Over-generalization a. has
6 a. their/them Omission b. their/theirs
8 b. that Addition a. where
12 boring Omission bored
16 Do You Over-generalization can You
24 is made Omission are made
26 also Omission usually
31 when Omission for
36 and Omission but
39 I don’t even
believe You! Misordering I agree completely
St
u
d
e
nt
n
o
.5
44 moved Over-generalization have moved
47 I will Omission will be studying
49 were Addition was
50 do not Omission did not
1 b. have Over-generalization a. has
5 d. mines/your Omission b. mine/yours 6 a. their/them Omission b. their/theirs
Stu
d
en
t no.
6
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8 b. that Addition a. where
12 boring Omission bored
16 do You Over-generalization can You
20 so did I Omission so do I
24 is made Omission are made
27 not Omission never
29 more old Over-regularization older
30 for Omission since
31 at Omission for
32 could Omission can
33 have Omission may
36 and Omission but
39
I don’t know about that
Misordering I agree completely
44 --- Over-generalization have moved
45 were Omission have been
47 I will Omission will be studying
49 is Addition was
6 d. theirs/their Omission b. their/theirs
8 b. that Addition a. where
12 boring Omission bored
24 is made Omission are made
31 about Omission for
36 and Omission but
43 walking Omission was walking
44 moves Over-generalization have moved 47 will study Omission will be studying
49 is Addition was
St
udent no.
7
50 does not Omission did not
(43)
7 c. loudly Omission b. louder
8 b. that Omission a. where
12 boring Omission bored
16 do You Over-generalization can You
24 is made Omission are made
32 may Omission can
33 can Omission may
44 moves Over-generalization have moved 47 will study Omission will be studying
1 b. have Omission a. has
6 a. their/them Omission b. their/theirs
7 c. loudly Omission b. louder
8 b. that Omission a. where
9 c. is reporting Omission a. to report
10 b. have Omission c. must
12 boring Omission bored
St
u
d
ent n
o
.9
16 do You Over-generalization can You
24 is made Omission are made
25 are printed Omission is printed
27 don’t Omission never
30 about Omission since
31 when Omission for
32 could Omission can
33 can Omission may
36 and Omission but
39 --- Misordering I agree completely
43 walks Omission was walking
44 moved Over-generalization have moved
45 been Omission have been
Stu
d
en
t no.
9
(44)
49 is Addition was
50 does not Omission did not
1 b. have Over-generalization a. has
3 d. little Omission a. much
4 a. much Omission b. many
8 b. that Omission a. where
12 boring Omission bored
20 so did I Omission so do I
26 after Omission usually
30 for Omission since
31 when Omission for
36 and Omission but
43 walks Omission was walking
Stu
d
en
t no.
10
44 --- Over-generalization have moved 47 will study Omission will be studying
49 is Omission was
50 does not Omission did not
6 d. have had Omission a. has
18 yes, it did Omission no, it didn’t 19 neither,…or Over-generalization both … and
24 is made Omission are made
27 not Omission never
32 would Omission can
34 can Over-regularization will
36 neither Omission but
38 not Omission mine
39 I do too Misordering I agree completely
43 walking Omission was walking
44 moved Over-generalization have moved
Stu
d
en
t no.
11
(45)
46 coming Omission will come
47 studies Omission will be studying
49 been Omission was
50 not Omission did not
1 d. have had Over-generalization a. has
6 d. theirs/their Omission b. their/theirs
13 beautiful Omission beautifully
16 do You Over-generalization can You
24 is made Omission are made
29 more old Over-regularization older
Stud
entt n
o
.12
31 while Omission for
36 and Omission but
43 walked Omission was walking
44 moved Over-generalization have moved 47 will study Omission will be studying
St
udent no.
12
49 is Omission was
1 b. have Over-generalization a. has
7 c. loudly Omission b. louder
8 b. that Addition a. where
12 boring Omission bored
14 careful Omission carefully
16 do You Over-generalization can You
20 so did I Omission so do I
24 is made Omission are made
27 don’t Omission never
30 when Omission since
31 --- Omission for
32 have Omission can
33 can Omission may
Stud
ent n
o.
13
(46)
37 it’s a cat Omission my
38 not Omission mine
39 --- Misordering I agree completely
41 going Addition goes
42 walks Over-generalization walked
43 walking Omission was walking
44 moved Over-generalization have moved
45 being Omission have been
46 comes Omission will come
47 studying Omission will be studying
48 joint Over-regularization joined
49 is Omission was
St u d en t n o .1 3
50 does not Omission did not
1 b. have Over-generalization a. has
7 c. loudly Omission b. louder
8 b. that Addition a. where
12 boring Omission bored
24 is made Omission are made
31 about Omission for
36 and Omission but
44 moved Over-generalization have moved
St
udent n
o
.14
47 will study Omission will be studying 6 a. their/them Omission b. their/theirs
12 boring Omission bored
24 is made Omission are made
26 I am Omission usually
27 --- Omission never
29 old Over-regularization older
32 may Omission can
St u de nt n o .1 5
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39 --- Misordering I agree completely
40 go Addition is going to
42 walks Over-generalization walked
43 walking Omission was walking
44 moved Over-generalization have moved
45 been Omission have been
47 will study Omission will be studying
49 were Omission was
1 b. have Over-generalization a. has
4 d. little Omission b. many
7 c. loudly Omission b. louder
12 boring Omission bored
15 cans Over-regularization can
23 should…than Omission would rather…than
31 about Omission for
32 --- Omission can
36 and also Omission but
41 gone Addition goes
43 walks Omission was walking
44 moved Over-generalization have moved
45 were Omission have been
47 will study Omission will be studying
49 is Omission was
St
u
d
e
n
t n
o
.1
6
50 do not Omission did not
1 b. have Over-generalization a. has 2 a. is Over-generalization b. are
6 a. their/them Omission b. their/theirs
12 boring Omission bored
18 yes, it did Omission no, it didn’t
St
u
d
e
n
t n
o
.1
7
(48)
23 should …than Omission would rather…than
24 is made Omission are made
27 has not Omission never
29 more old Over-regularization older
32 --- Omission can
34 better Over-regularization will
37 the Omission my
38 --- Omission mine
39 --- Misordering I agree completely
43 walks Omission was walking
45 was Omission have been
47 will study Omission will be studying
Stud
ent n
o.
17
49 is Omission was
1 b. have Over-generalization a. has
6 a. their/them Omission b. their/theirs
11 interested Omission interesting
13 beautiful Omission beautifully
16 cans Over-generalization can
21 is …to Over-regularization are…going to
28 cleverer Omission cleverest
33 can Omission may
35 also Omission and
36 and Omission but
38 --- Omission mine
39 --- Misordering I agree completely
40 gone Over-regularization is going to 43 I am walking Omission was walking 44 moved Over-generalization have moved
St
udent n
o
.18
45 were Omission have been
(49)
47 will study Omission will be studying 1 d. have had Over-generalization a. has
4 d. little Omission b. many
6 a. their/them Omission b. their/theirs
11 interested Omission interesting
13 beautiful Omission beautifully
23 should… than Omission would rather… than
26 --- Omission usually
28 cleverer Omission cleverest
29 more old Over-regularization older 34 should Over-regularization will
35 but also Omission and
38 --- Omission mine
39 --- Misordering I agree completely
43 walked Omission was walking
44 moved Over-generalization have moved
45 were Omission have been
S
tud
ent no
.19
47 will study Omission will be studying 6 a. their/them Omission b. their/theirs
7 d. raise Omission b. louder
23 should…than Omission would rather…than
24 is made Omission are made
30 when Omission since
32 should Omission can
33 can Omission may
St
udent n
o
.20
38 --- Omission mine
39 I do too Misordering I agree completely 40 goes Over-regularization is going to
45 were Omission have been
S
tuden
t no.
20
(50)
49 is Omission was 1 b. have Over-generalization a. has
4 d. little Omission b. many
5 d. mines/your Omission b. mine/yours
11 interested Omission interesting
13 beautiful Omission beautifully
16 can You Over-generalization do You
21 is …to Misordering are… going to
23 should… than Omission would rather…than
26 --- Omission usually
28 more cleverer Omission cleverest
40 goes Addition is going to
44 moved Over-generalization have moved
45 --- Omission have been
46 comes Omission will come
S
tud
ent no
.21
47 will study Omission will be studying 1 b. have Over-generalization a. has
6 d. theirs/their Omission b. their/theirs
7 d. raise Omission b. louder
12 boring Omission bored
15 cans Over-regularization can
19 either… or Over-generalization both… and
S
tud
ent no
.22
23 should… than Omission would rather… than
24 is made Omission are made
25 are printed Omission is printed
27 have not Omission never
29 more old Over-regularization older
32 may Omission can
33 can Omission may
St
udent n
o
.22
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39 You believe, so
did I Misordering I agree completely 40 goes Over-generalization is going to
44 moved Over-generalization have moved
45 have being Omission have been
46 comes Omission will come
47 will study Omission will be studying
49 is Omission was
50 does not Omission did not
12 boring Omission bored
17 no, it won’t Omission yes, it will
24 is made Omission are made
39 I don’t have any
idea Misordering I agree completely
43 walks Addition was walking
44 moves Over-generalization have moved 47 will study Omission will be studying
St
udent n
o
.23
50 does not Omission did not
1 b. have Over-generalization a. has
3 d. little Omission a. much
6 d. theirs/their Omission b. their/theirs
St
udent n
o
.24
7 d. raise Omission a. louder
12 boring Omission bored
15 cans Over-regularization can 19 either… or Over-generalization both…and
24 is made Omission are made
25 are printed Omission is printed
26 do Omission usually
27 can not Omission never
29 old again Over-regularization older
St
udent n
o
.24
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37 a cat Omission my
38 not Omission mine
39 I don’t know Misordering I agree completely 40 goes Over-generalization is going to
43 walking Omission was walking
44 moves Over-generalization have moved
45 --- Omission have been
46 comes Omission will come
47 will study Omission will be studying
49 is Omission was
50 does not Omission did not
1 b. have Over-generalization a. has
12 boring Omission bored
14 careful Omission carefully
24 is made Omission are made
27 will not Omission never
28 cleverer Omission cleverest
St
udent n
o
.25
29 olderer Over-regularization older
32 --- Omission can
39 --- Misordering was
40 goes Addition is going to
44 moved Over-generalization have been
45 have being Omission have been
46 came Omission will come
47 will study Omission will be studying
48 have joined Omission joined
S
tuden
t no.
25
49 --- Omission will be studying
1 b. have Over-generalization a. has
6 d. theirs/their Omission b. their/theirs
St
u
d
ent
n
o.26
(53)
11 interested Omission interesting
14 careful Omission carefully
16 do You Over-generalization can you
20 so did I Omission so do I
21 is… to Misordering are…going to
22 are going to Over-regularization is
23 should… than Omission would rather…than
26 ever Omission usually
27 must not Omission never
28 clever Omission cleverest
29 olderer Over-regularization older 34 can Over-regularization will
35 so Omission and
36 and also Omission but
39 --- Misordering I agree completely
40 goes Addition is going to
44 moved Over-generalization have moved
45 being Omission have been
46 comes Omission will come
47 studying Omission will be studying
Stu
d
en
t no.
26
49 is Omission was
1 b. have Over-generalization a. has 2 d. were Over-generalization b. are
6 a. their/them Omission b. their/theirs
7 c. loudly Omission b. louder
12 boring Omission bored
24 is made Omission are made
26 everyday Omission usually
30 when Omission since
St
udent n
o
.27
(54)
32 would Omission can
35 but Omission and
39 I do too Misordering I agree completely 40 going Over-regularization is going to
41 going Omission goes
44 moved Over-generalization have moved
45 coming Omission have been
46 Omission will come
47 studies Omission will be studying
49 been Omission was
50 not Omission sis not
1 b. have Over-generalization a. has
4 --- Omission b. many
6 --- Omission b. their/theirs
7 c. loudly Omission b. louder
11 interested Omission interesting
14 careful Omission carefully
16 Do You Over-generalization can You 18 Yes, it did Omission No, it didn’t
26 had Omission usually
28 diligent Omission cleverest
29 oldest Over-regularization older
35 --- Omission and
36 --- Omission but
39 --- Omission I agree completely
40 going Addition is going to
43 walking Omission was walking
44 moved Over-generalization have moved
45 been Omission have been
St
udent n
o
.28
(55)
47 studies Omission will be studying
49 been Omission was
1 b. have Over-generalization a. has
3 d. little Omission a. much
6 a. their/them Omission a. their/theirs
7 c. loudly Omission b. louder
13 beautiful Omission beautifully
14 careful Omission carefully
St
udent n
o
.29
24 is made Omission are made
25 are printed Omission is printed
27 --- Omission never
32 --- Omission can
39 --- Omission I agree completely
40 goes Addition is going to
43 walks Omission was walking
44 moves Over-generalization have moved
45 being Omission have been
46 come Omission will come
47 will study Omission will be studying
49 is Omission was
S
tud
en
t no.29
50 does not Omission did not
1 d. have had Over-generalization a. has 2 d. were Over-generalization b. are
6 d. theirs/their Omission b. their/theirs
11 interested Omission interesting
16 do You Over-generalization can You
20 so did I Omission so do I
25 are printed Omission is printed
38 --- Omission mine
St
udent n
o
.30
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40 gone Addition is going to
43 walked Omission was walking
44 moved Over-generalization have moved
45 been Omission have been
46 comes Omission will come
47 will study Omission will be studying
48 have joint Omission joined
50 does not Omission did not
1 d. have had Over-generalization a. has
3 d. little Omission a. much
6 d. theirs/their Omission b. their/theirs
7 d. raise Omission b. louder
9 c. is reporting Omission a. to report
12 boring Omission bored
13 beautiful Omission beautifully
23 should… than Omission would rather… than
27 must not Omission never
30 when Omission since
36 and Omission but
38 --- Omission mine
39 --- Omission I agree completely
40 go Addition goes
44 moved Over-generalization have moved
47 --- Omission will be studying
49 is Omission was
S
tuden
t no.
31
50 does not Omission did not
1 d. have had Over-generalization a. has
6 d. theirs/their Omission b. their/theirs
8 b. that Addition a. where
S
tuden
t no.
32
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14 careful Omission carefully 16 do You Over-generalization can You 18 yes, it did Omission no, it didn’t 22 are going to Misordering is
24 is made Omission are made
25 are printed Omission is printed
28 clever Omission cleverest
30 when Omission since
32 should Omission can
33 could Omission may
36 and also Omission but
38 --- Omission mine
39 --- Misordering I agree completely
40 goes Addition is going to
42 walking Over-generalization walked 44 --- Over-generalization have moved 45 have joining Omission have been
47 is Omission will be studying
St
udent n
o
.32
49 --- Omission was
1 b. have Over-generalization a. has 2 d. were Over-generalization b. are
3 d. little Omission a. much
7 c. loudly Omission b. louder
10 b. have Omission c. must
12 boring Omission bored
16 do You Over-generalization can You
24 is made Omission are made
26 everyday Omission usually
28 clever Omission cleverest
St
udent no.
33
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48. Yesterday, I (join) …. A cycling contest.
49. When I joined the contest, my Dad (be) … going to Canada for a week 50. I am very sad because my Dad (do, not) …. see my playing.
APPENDIX IV
Answer key of SMAN 6 Pandeglang students’ questionnaire
1. a. has 2. b. are 3. a. much 4. b. many 5. b. mine/yours 6. b. their/theirs 7. b. louder 8. a. where 9. a. to report 10. c. must 11. interesting 12. bored 13. beautifully 14. carefully 15. can 16. can You 17. yes, it will 18. no, it didn’t 19. both … and 20. so do I
21. are …. going to 22. is
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23. would rather …. Than 24. are made
25. is printed 26. usually 27. never 28. cleverest 29. older 30. since 31. for 32. can 33. may 34. will 35. and 36. but 37. my 38. mine
39. I agree completely (conditionally) 40. is going to
41. goes 42. walked 43. was walking 44. have moved 45. have been 46. will come 47. will be studying 48. joined
49. was 50. did not
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APPENDIX V
INTERVIEW
Interviewee : Eka Wahyu Setianingsih Interviewer : E. Laela Komala S, S.Pd Date : 8th Of June 2007
Place : SMAN 6 Pandeglang
Questions
1. Kurikulum apakah yang digunakan oleh SMAN 6 Pandeglang (khususnya SMA kelas 1?
2. Menurut Ibu, apakah Kurikulum yang kini dipakai oleh SMAN 6 Pandeglang sudah benar-benar direalisasikan dengan baik?
3. Adakah kendala yang Ibu hadapi ketika mengajar Bahasa Inggris menggunakan Kurikulum KTSP?
4. Bagaimanakah antusisme siswa terhadap Bahasa Inggris?
5. Fasilitas penunjang kebahasaan apakah yang ada di SMAN 6 Pandeglang (khusus Bahasa Inggris)?
6. Metode apakah yang Ibu pakai ketika Proses belajar-mengajar didalam kelas?
7. Apakah yang Ibu tekankan dalam proses KBM dalam mengajarkan Bahasa Inggris? (Apakah, Ibu lebih menekankan kepada 4 skill bahasa yaitu Listening, Speaking, Reading, Writing, atau lebih menekankan kepada komponen bahasa yaitu Grammar,Vvocabulary, Pronunciation, dll)
8. Bagaimanakah Ibu menyampaikan materi Grammar kepada Siswa/siswi kelas 1 SMAN 6 Pandeglang?
9. Adakah kendala yang siswa/siswi hadapi dalam mempelajari materi Grammar?
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materi grammar SMP dengan materi grammar SMA?
11. Apakah siswa/siswi kelas 1 SMAN 6 Pandeglang sudah menguasai materi Grammar tingkat SMP secara keseluruhan?
11. Menurut Ibu, apakah penyebab siswa/siswi kurang menguasainya materi grammar tingkat SMP?
12. Adakah antisipasi dalam menanggulangi hal diatas?
13. Menurut Ibu, seberapa pentingkah Ibu mengetahui kesalahan siswa/siswi dalam grammar? Jelaskan.
Answer
1. SMAN 6 Pandeglang sudah menggunakan Kurikulum Tingkat Satuan Pendidikan (KTSP)
2. Kami sudah dan sedang merealisasikannya sebaik mungkin.
3. Sejauh ini tidak ada, karena fasilitas di Sekolah kami sudah memadai. Hanya, ketika saya mengajar di kelas khusus laki-laki (sesuai dengan Perda, laki-laki dan perempuan harus berada pada kelas yang berbeda) antusiasme mereka agak kurang karena mereka menganggap Bahasa Inggris itu sangat sulit dipelajari.
4. Untuk kelas khusus wanita tidak ada masalah mereka rajin-rajin dan selalu mengikuti pelajaran saya, berbeda dengan kelas laki-laki yang sedikit lebih cuek dan terkadang mereka tidak mengikuti kelas saya (bagi beberapa siswa yang kurang apresiatif terhadap pelajaran saya)
5. Saya lebih menggunakan metode 2 arah, bukan hanya saya saja yang aktif tetapi siswa/siswi saya juga aktif dalam proses KBM.
6. Saya tentu lebih mendahulukan ke empat skil bahasa, baru setelah itu komponen bahasa khususnya Grammar.
7. Saya menggunakan buku paket dan LKS, lalu setiap minggunya saya memberikan latihan-latihan yang harus mereka kerjakan dirumah.
8. Ada, Grammar itukan teori, dan anak-anak cenderung bosan dalam belajar grammar yang isinya rumus-rumus bahasa juga mereka kan belajar bahasa asing, jadi terkadang mereka kurang apresiatif dengan grammar, belajar
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bahasa Indonesia saja mereka masih kurang menguasai apalagi belajar bahasa asing.
9. Tentu sangat berpengaruh.
10.Secara keseluruhan saya belum menganalisa, tetapi pada beberapa materi grammar SMP mereka sudah cukup menguasai materi grammar SMP, ini dapat dilihat dari setiap test mingguan yang saya berikan 60% dari siswa/siswi saya menguasai grammar dasar.
11.Tentu saja karena mereka sendiri, karena saya yakin setiap guru pasti akan memberikan yang terbaik kepada anak didiknya. Biasanya, justru anak-anaknya itu sendiri yang malas belajar dan kerjaannya hanya mencontek temannya ketika ada test atau kuis. Kalau sudah begini guru deh yang selalu disalahkan.
12.Disamping latihan yang intensif, juga cara mengajar grammar itu sendiri harus diperbaharui. Bagi guru yang masih menggunakan metode tradisional ‘text book’, mulailah menggunakan metode yang lebih menyenangkan juga menarik agar siswa/siswi kita lebih interes terhadap materi ajar yang kita ajarkan.
13.Penting sekali, karena guru bukan hanya saja bertugas mengajar dikelas tetapi mendidik juga. Kalau ada yang salah, maka harus juga diperbaik, makanya, guru juga harus tahu kenapa anak-anak melakukan kesalahan pada materi grammar misalnya, dan apa penyebabnya sehingga dapat diminimalisir atau diperbaiki samapai siswa/siswi tersebut benar-benar menguasai dan paham akan materi yang kita ajarkan.
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