Error analysis on student test results on relative pronoun
ERROR ANALYSIS ON STUDENT' TEST RESULTS ON RELATIVE
PRONOUN
(A Case Study at the Second Grade Students ofSMK Muhammadiyah Parung)
A' Skripsi '
Presented to the Faculty of Tarbiyah and Teachers'Training
In Partial Fulfillment of Requirement for the Degree of Strata -1 (S-I)
RAFIKA
101014020853
ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2006
ERROR ANALYSIS ON STUDENT' TEST RESULTS ON RELATIVES
PRONOUN
(A Case Study at the Second Grade Stndents of SMK Muhammadiyah Parnng)
A' Skripsi'
Presented to the Faculty of Tarbiyah and Teacher's Training
In Partial Fulfillment of the Reqnirements for the Degree of Strata -1 ( SI)
By
RAFIKA
101014020853
Approved By
Advisor
Drs. Nasrun Mahmud, M.Pd
150041070
ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARlF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2006
LEGALIZATON OF EXAMINATION COMMITTEE
A "Skripsi" titled "ERROR ANALYSIS ON STUDENT' TEST RESULTS
ON RELATIVE PRONOUN ( A Case Study at the Second Grade Students of
SMK Muhammadiyah Parung ) was examined at examination session of the
Faculty of Tarbiyah and Teachers Training Syarif Hidayatullah Jakarta on July,17th
2006. This Skripsi has fulfilled the requirements for the degree of Strata ( SI) at
English Department
Jakarta July, I i
h
2006
Examination Committee
The Head of crc:ittee
The Secretary of Committee
\.
os ada MA
1356
/
ｾ
Examiner I
Examiner II
" ,
I
,....I..
•
Drs. H. Sunardi K. Dipl.Ed
NIP. 150 022 779
Prof. DR. H. Mulianto SUlllardi
NIP. 150 016 367
ACKNOLEDGMENT
In the name of Allah, the most beneficent the most Merciful. Praise be to
Allah for the blessing given to the writer until she can finish and complete her
Skripsi. Peace and blessing be upon to the best people in the world the big prophet
Muhammad SAW, his family, his relatives and his followers.
In this special moment the writer would like say thank to
1. Her family, Ema, Bapak, Teteh, Aa and Youngers
2. Dr. Dede Rosyada MA, the Dean of Tarbiyah and Teacher's Training Faculty
3. Drs. Nasrun Mahmud M. Pd, the Head of English Department and writer's
advisor
4. All her lectures Tarbiyah and Teacher's Training as inspiring of spirit and
Inspiring of motivation
5. Mr. Madra; M.!'d and Drs. Zaenudin The Head Master and English Teacher at
SMK Muhammadiyah I Parung
6. All her best friends Bonita, Cacay, Manieza, Ina, Sopiah, Dj, Azis, Aa, and
all her friend In class A and B '2001'
7. Renaldo as writel:, close friend
Writer hopes somes suggestion and criticsm because this skripsi is far from being
perfect
Jakmia, July 2006
The Writer
'TABLE OF CONTENTS
Acknowledgment
i
Table of Contents
.ii
List of Table
.iv
CHAPTER I: INTRODUCTION
.1
A. Background Study
1
B. Objective of Study
.3
C. Limitation of Study
.3
D. Organization of Writing
3
CHAPTER II : THEORITICAL FRAMEWORK
A. Test.
..
5
I. Df'finition of Test..
5
2. Type of Test
6
3. Type of Test Items
9
4. Criteria of Good Test..
.13
B. Error
I. Meaning ofError
15
2. Causes of Error
.15
3. Type of Error
.16
C. Relative Pronoun
17
I. Meaning of Relative
\\ \
17
2. Kinds of Relative
19
CHAPTER III : RESEARCH METHODOLOGY AND FINDING
A. Research Methodology
20
I.
Time and Location
20
2.
Instrument of Research
20
3.
Technique of Sample Taking
20
4.
Technique of Data Collecting
21
5.
Technique of Data Analysis
21
B. Research Finding
22
I. Data Description
22
2. Data Analysis
23
3. Data Interpretation
28
CHAPTER IV : CONCLUSION AND SUGGESTION
A. Conclusion
29
B. Suggestion
29
BIBLIOGRAFY
.
APPENDIXES
.
LIST OF TABLES
Page
1. Table 1. Area tested of Relative Pronoun
22
2. Table 2. Percentage ElTor on ' Who'
23
3. Table 3. Percentage ElTor on ' Which'
24
4. Table 4. Percentage ElTor on ' Whom'
25
5. Table 5. Percentage ElTor on' Whose'
27
6. Table 6. Sequence of Relative Pronouns Area Based on its High Frequency of
Error.
28
CHAPTER I
INTRODUCTION
A. Background Study
ＨＭｾ｜ｅｮ Ａｩｳｨ
as international language has been widely used ,and studied all over
the world, In Indonesia English has been taught from basic level to university.
Learning a foreign language, especially English is different from learning
one's mother tongue. The learner of English is mattlre, has already acquired a
language and has probably developed strategies for leaming in gelleral.
As we know that teaching leaming English is not as e'lsy as teaching other
subjects, because in Indonesia English is not used as a second language, so the
students have difficulties in learning English.
Learning English in Indonesia often becomes problem for most high school
students although they have studied English since elemrl1tary school. Most of them
eventually are not interested in English anymore and English is likely to become
something too hard to learn.
We realize that evaluation plays an impOl1ant role in schools and it is an
integral pmt of teaching. It gives results to the teacher and students. It is used to know
the effectiveness of school's progrmn instruction and to lmow how much progress
the pupil have made in achieving the materials that have been studied in other word
good evaluation of our tests can help us to measures student skill more accurately. It
also shows that we are concerned about those we teach.
2
Evaluation may be defined as a systematic process of determining the extent
to which instructional objective are achieve by pupil. l There are two important
aspects of this definition. First, note that evaluation implies a systematic process,
which omits casual, uncontrolled observation of pupils. Second, evaluation assumes
that instructional objectives have been previously identified.
Test is the most obvious way to measure learner's competent and to provide
some indication of his or her ability. For teachers, testing is an important diagnostic
instrument. Not only does it allow them
to keep track of the progress of their
students, but it enables them to measure their own success and failures in classroom
and lets them know when lesson plans must be modified to meet the students
unforeseen problem?
An Error in language is the use of a language form, which differs in some
way. It is based on the rules which is either not fully analyzed or is only imagined.
And mistake is one of slip of the tongue or the finger ( Another case in the keyboard).
A mistake refers to a performance error that is either a random guess 'slip', in that it
is failure to utilize a known system correctly.3
David Nunan, Research Method in Language Learning,( Cambridge University Press) , p.184
Rebecca M Vallete and David Allen,Classroom Technique :Fol'eign language and englishas a
second language (New York: HE Javamovich) pA8
3 Pit Corder, Language Learner and Theil' Errol', ( New York: Oxford University Press, 1982, p.
18
I
2
3
By using error analysis, the teacher tries to identifY, to describe and to explain
the errors made by students in the test. It can help the teachers to minimize the
student en'or in their learning.
Based on that explanation above, the writer would like to identify a problem
under the tittles 'Error Analysis on the Students' Test Results on Relative Pronouns'
B. Objective Study
I. The objective of this "Skripsi" is to find out the student relative
pronouns error
2. To measure how well the students answer the question on Relative
pronouns.
C. Limitation of Study.
The writer limiHhis "Skripsi" on using Relative Pronouns and the errors made
by student in relative pronouns
D. Organization of Writing
To give more explanation about this paper the writer divides it into four
chapters.
Chapters One is Introduction:
In this chapter the writer describes the background of study, objective of
study, Limitation of study and organization of writing.
Chapter Two explains the Theoretical Framework
In this chapter the writer divides it into three items, first item she describes
about Test: definition of test, type of test, type of test Item criteria of good test. The
4
second she describes about elTor analysis: the meaning of error, causes of error. and
the last describes about relative pronouns
: the meaning and kinds of relative
pronouns.
Chapter Three Explains Research Methodology and l{esearch
Finding s
Research methodology describes about time and location, method of study,
population and sample, research instrument and data collecting. recearch findings
describe about description of data, data analysis and interpretation data.
Chapter Four, Conclusion and suggestion
CHAPTER II
THEORETICAL FRAMEWORK
A.TEST
1. Definition of Test
Test may be defined as an activity whose main purpose is to convey (Usually
to the testee) How well the testee or can do something. This is in contrast to practice,
whose main purpose is sheer learning4 It is often conventionally assumed that tests
are mostly used for assessment: the tests gives a score which is assumed to define the
level of knowledge of the testee. This may be in order to decide the whether he or she
is suitable for a certain job or admission to an institution, has passed a course, can
enter a certain class. But in fact testing and assessment overiap only paliially : there
are other way of assessing student and there are certainly other reason
he main reason
These are
why the test in the classroom - not necessarily in order of
impoliance 5
I. Give the students information about what they know, so that they also have an
awareness of what they need to learn or review;
2. Asses for some purpose external to CutTent teaching ( a final grade for the
course, selection
3. Motivate students to learn or review specific material;
4. Get a noisy class to keep quite and concentrate;
4 Peny Ur,A Course in Language Teaching: Practice and Theory, ( Cambridge University Press)
5Ibid,p.34
6
5. Provide a clear indication that the class has reached a station in learning;
6. Get the student to make effort;
7. Give the students tasks which themselves may actually provide useful review
or practice as well as testing
8. Provide the students with a sense of achievement and progress in their learning
2. Type of Test
There are many kinds of test, each with a specific purpose, a particular
criterion to be measured. The appropriateness of a test depends on the purpose, why a
test is needed at a certain stage or level in the student learning and what use will be
made of results 6
1. Placement Test
Placement test is design to sort new students into teaching groups, so that they
can start a course at approxim'ltely the same level as the other students in the class. It
is concerned with the student" s present and standing and so relates to general ability
rather than specific points of learning.
Placing new student in the right class in a school is facilitated with the use of
placement test usually base on syllabus and material the student will follow and use
once their level has been decided on these test grammar and vocabulary knowledge
6 Dra Tomasow & Dra AlbeItine MA, Pengelolaan Pengajaran SlJhasa Inggris II : Modul - 5
(Jakarta: Universitas Terbuka, Depdikbud. 1999), p.5.2
7
and asses the student' productive and receptive skilC
2. Diagnostic Test
A diagnostic test, which is sometimes called formative or progress test, check
on the students progress in learning particular element of the course. While placement
test are design to show how a good a students' English is in relation to a previously
agreed system of level, diagnostic test can be use to expose learner difficulties, gap in
their knowledge, and skill deficiencies during a course.
3. Achievement Test
This test are designed to measure leamer's language and skill progress in
relation to the syllabus. They have been following. Achievement test only work if
the contain item types which the student are familiar with. Achievement tests at the
end of term ( like progress test is a test like the end of unit a fortnight, etc) should
reflect progress not failures. This test is intended to show the standard which the
student have rich.
4. Proficiency Test
Proficiency test is a test to asses the student ability te. apply in achial situation
what he was learnt.
Proficiency test give a general picture of a student's knowledge and ability (
rather than measure progress). Proficiency test have a profound backwash effect
since, where here are external exanlS, the students obviously want to pass them, and
the teacher's reputation sometimes depend (probably unfairly) upon how many of the
7
Jeremy Harmer, The practice ofEnglish Language Teaching(London : Longman,2001)p
8
succeedS. proficiency tests are designed to measure people's ability in language,
regardless of any trainir.g they may have had in that language9
5. The Fonnative Test
Formative Test is given during the course of instruction; is to show which
aspects of the chapter the student has mastered and where remedial work is necessary.
6.The Summative Test
This test Usually given at the end of a marking period and measures the sum
total of material covered. on this type of test the student are usually ranked and
graded.
7. The Nonn - Referenced Test
This test compare a student's performance against performance of the other
students.
8. The Criterion - Referenced Test
This test indicates whether the student has met predetermined objective or
criteria.
9. The discrete Point Test
This test measures whether or not has mastered specific element of language.
10. Global Language Test
This test measure student's ability to understand and use language in context.
the dictation test based on unfamiliar material.
, ibid.p.320
9 Arthur Huges, Testing for language Teacher, Second Edition( Cambridge University Press
2003) 0.11
9
11. Cloze Test
In this test the student presented with a reading selection in which certain
word have been delecte in a mechanical or objectives ways.
3 Type of Test Item
Test in the classroom may be the conventional type of exemplified in the
previous unit, where the teatees are told in advance what they need to know what
criteria are for suc:cess, and so on. The search for objective testing method is the
direct outcome of dissatisfaction with the unreliability of the marking of the
traditional examination. Tests are set up so eliminate any differences in results due to
variation between markers or due variation in the judgment of one marker in different
times. There are basically formal test item 10;
1. Question - Answer
This can be uses to test almost anything. The more 'closed' the question is
(that is, the fewer the possible option for correct answers), the easier the item will be
to mark. It is fairly easy to compose and grade close-ended question ; more open,
thought - provoking ones are more difficult, but may actually test better. For example
what is the ( family) relationship between David Copperfield and Mr. Murdstone.
2. True / False
10 Peny Ur, A Course language Teaching: Practice and TheOlY (Cambridge University
Press, 1996) p.39
10
This does not directly test writing or speaking abilities : only listening or
reading: it may be used to test aspect of language. A statement is given which is to be
marked true or false in which case the answer is yes or no. for example:
Addis Ababa is capital of Egypt.
Is Addis Ababa is capital of Egypt?
3. Multiple - Choice
This may be used to the same testing purposes as true / false item; it does test
rather more thoroughly since it offers more optional answers and obviously very easy
to mark. The question consists of a stem and a number of options ( usually four) from
which he testee has to select the right one. For example
A person who writes books is called
a. a Booker
b. an Editor
c. an Author
d. a Pnblisher
4. Gap - Filling and Completion
This Usually tests
grammar or vocabulary. The testee has to complete a
sentence by filling a gap or adding something. A gap mayor may not be signaled by
blank or dash the word to be inserted mayor may not give or hinted at. For example
to Australia in 1980 ( go )
They
5. Matching
This usually tests vocabulary and is rather awkward to administer orally: thus
it is best presented written on the board or on paper, though responses may be either
oral or writing. This testee faced with two groups of words, sentences or phrase: each
item in first group has to be linked to a different item in the second.
11
Large
Small
Unhappy
Many
A lot
Big
Little
Sad
6. Dictation
The tester dictates a passage or set of word : testee writes them down. This
mainly test spelling, perhaps punctuation and perhaps surprisingly on the face of it.
7. Cloze
Word are omitted from a passage at regular interval. This tests ( intensive)
reading, spelling and some to extent knowledge of vocabulary and grammar. For
example. The family are all fine. Thought Leo had a bad about of flu iast week. He
spent most of it lying on safe. watching
when he was not sleeping!
his exams ....
Into weeks, so he is about mis3.i ng school but has managed to
quite a lot in spite
.
feeling ill.
8. Transfonnation
This item is relatively easy to design, administer and mark but its validity may
be suspect. It tests the ability of the testee to transform grammatical structure, which
is not the same as testing grammar. A sentence is given; the testee has to change it
According to some given instruction. For example
Put it into past tense
I go to school by bus.
12
9. Rewriting
This test the same sort of thing as transformation, but is likely to reflect more
thorough knowledge of the target items, since it involves paraphrasing the entire
meaning of a sentence rather than transfoffiling a particular item. The sentence is
given the testee \rewrites it. Incorporating a given change of expression but
preserving the basic meaning. For example : He came to the meeting in spite of his
illness.
Although
..
10. Translation
The testee is asked to translate expressions, sentences or entire passages to or
from the target language.
II. Essay
The testee is given a topic, such as ' childhood IDlOmories' and asked to write
an essay a specific length
12. Monologue
The testee is given a topic or question and asked to speak about it for a minute
or two.
13
4. Criteria of a Good Test
When the teacher considering to make a test he or she has to recognize the
various test of each case depend on purpose, time, subject and characteristic of a good
test.!!
1. Validity
A test is valid if it test what it supposed to test. A particular kind of validity
that concerns most test designer is face validity this means that the test should look.
on the face of it as if it is valid!2.The validity of the test related to how well the test
does what it is supposed to do, namely to inform us about the examinee's progress
toward some goal in a cUr!'iculum or courses of study or to differentiate level of
ability among various examinee on some task. Validity question is about what a test
actually measures in relation to what supposed measure!3 According Arthur Hughes
A test is said to have content validity if its test content constitutes a representative
sample oflanguage skill, structure, etc!4
There are three basic aspect of validity namely!5 :
Content Validity - the extent the items on a test are representative of the
domain or universe that they are suppose to represent
11 Mary finochiaro and Sidney Sako.Foreign Language Test A Practical Approach (New York
Regents Pnblishing Company Inc, 1983) p.24
12 Jeremy Harmer, The Practice ofEnglish Language Teaching ( London: Longman, 2001), p. I 79
13 Jhon. W Oller, Language Test at School: Pragmatic and Approach (London,1979) p. 179
14 Arthur Hnghes, Testlngfor language Teacher,( Cambridge University Press, 2003) p. 26
15 Anthony J. Nitko, Educational Tests and Measurement an Introduction (Harcourt Brace
Javanovich, New York: 1983)p. 413
14
Construct Validity - The extent a test measures the trait, attribute, or mental
process it should measure and whether description of persons in terms of such
constructs can follow using the sores from that test.
Criterion - Related Validity - The extent scores on a test can be used to infer
an individual's standing on some other test or variable called criterion
2. Reliability
A good test should give consistent results. In practice reliability is enhanced by
making the test instruction absolutely clear, restricting the scope for variety in the
answer, and making sure that the test conditions remain constant.
A reliable test is one that produce essentially the same results consistently on
different occasion when the condition of the test remain the same 16. Reliability is
also depends on the people who mark the test - the score clearly. The test is
unreliable if the results depends on any large extent on who is marking it. Much
thought has gone into marking the scoring of the test as reliable as possible. Question
of reliability have to do how consistently a test does what it snpposed to do and thus
can not be strictly separated £i'om validity question. Moreover, a test can not be any
more valid than it is reliable.
3. Practically
16
Jhon W. Oller, Language Test al School: Pragmatic and Approach (London, 1979) p. 179
15
Practically must be determined in relation to the cost in terms of material, time
and effort that is requires. This must include the preparation, administration, scoring
and interpretation of the test.
4. Instructional Value
Instructional value of the test pertains to how easily it can be fitted into an
educational program, whether the letter involves teaching a foreign language,
teaching language ali to native speakers, or verbally imparting subject matter in
monolingual or multilingual school setting.
B.ERROR
1. Definition of Error
Error is defined as a process based on analysis of learner error with one clear
objective, evolving, a suitable and effective teaching - learning strategy and remedial
measures necessary in certain clearly marked out areas of the foreign language l ?
H. D. Brown defines error as ' noticeable deviation ' from the adults grammar
of native speaker, reflecting the inter language competence of the learner. 18 As
someone learn a foreign language, the error that she! he makes indicates her! his level
of proficiency.
J7
SK Sharma, Error analysis: Why and How? English Teaching Forum, ( April 1982), vol.xxx p.
21
1
8 H. Douglas Brown, Principle oflanguage and teaching, Fourth Edition (Addison Wisley,
longman inc.2000) p.217
16
2. Causes of Error
Error can not always be easily identified, we must analyze the causes of errors
that happen the students, there are three major causes of error namely mother tongue
interference, over generalization
and error encourage by teaching material or
method l9
1. Mother Tongue Interference
The sound system ( phonology) and the grammar of the first language impose
themselves on the new language and his leads to a foreign pronunciation, faulty
grammatical pattern and occasionally wrong choice of vocabulary.
2. Overgeneralization
The mentalist claims that error are inevitable because they reflect various
stages in the language devebpment ofihe learner. It claims that the learner processes
new language data in his mind and produces rules for it,> production, based on
evidence.
3. Error Encouraged by Teaching Material Method
Having related mentalism to overgeneralization, we can relate behaviorism to error
which appear to be induced by teaching process.
3.Type of Error
There are four type of Error20
1. En-or Types Based on Linguistic Category
19
20
Peter Hubbard, ef ai, A Training Course for Tefl ( New York: OXfJrd University Press) p. 141
Heidy Dullay, et ai, Language Two (New York: Oxford University PresR) p.146
17
Many error taxonomy have been based on linguistic item, which is affected by
an error according to either or both of the language component and the particular
linguistic constituent the error effect.
2. Surface Strategy Taxonomy
Surface strategy taxonomy highlight the ways surface structures are altered:
learner may omit necessary item ( omission) or add unnecessary ones ( addition) they
may misform items ( selection) and misorder them ( misordering )
3. Error Type Based on Comparative Taxonomy
The classification of error in comparative taxonomy is based on comparison between
structure of second language error and certain other type of construction.
4. Error Based on Communicative Effect Taxonomy
Communicative effect focuses on distinguish between error that seem to cause
Miscommunication. Error that effect the overall organization of he sentence hinder
successful communication, while error that effect a single element of the sentence
usually do not hinder communication.
C. RELATIVE PRONOUN
1. Meaning of Relative Pronoun
Relative Pronoun ( Kata ganti Penghubung)
adalah kata ganti yang
menghubungkan dua kalimat menjadi satu kalimat21
( Relative Pronoun is pronoun that is used to combine two sentence and cut
the same parts on it become one sentence)
21
Jhan Hartanla, Dkk, English Grammar (Surabay.: Indab, 1996) p. 77
18
Relative Pronoun is pronoun that mark a relative clause and corenferential to
the word modified by the relative clause. A relative pronoun relates a subordinate
clause to the rest of sentence. It may be found in adjective and noun clause.
Pronoun that Include in Relative Pronoun
- Who
: Used for show the people
Example
: I thanked the women who helped me
- Which
: Used for things, animal, plant etc
Example
: The book which is on the table is mine
- That
: Used for people and things
Example
: This is the book that I bought last night
- Whom
: Used to replace people as subject, 'Whom' is generally used
only in very formal English
Example
: The man whom I met teaches biology
- Whose
: used to show possession. It carries the same meaning as other
possessive pronouns used as adj ective
Example
: The student whose composition I read writes well
- What
: what is used for antecedent
Example
: I do not understand what you mean
19
2. Kinds of Error
Relative are usually introduced by the pronouns, Who, Which, Whose, Whom
and That22 • there are three kinds of relatives, Defining Relatives, Non Defining
Relative, and COlmective Relative. 23
1. Defining Relatives
These describe the preceding noun in such way as to distinguish it from other
nouns of the same class, A class of this kinds is essential to the clear understanding
of the noun. The relatives clause is essential to the meaning because it define the
subject.
2. Non Defining Relatives
The relatives adds to our information but is no necessary; the main clause is
perfectly clear without it, non defining relative are placed after nouns which are
definite already. They do not therefore define the noun but merely add something to it
by giving some more information about it.
3. COlli1ective Relative
It has the same form as non defining relatives clause. They are usually placed
after the object of main verb.
22
23
W. Stannard Allen, Living Engiishfor Schoois (Longman: 1977) p. 43
Thomson n.a.v.m arlinet, A practical Engiish Grammar (Oxford University: 1980) p. 43
CHAPTER III
RESEARCH METHODOLOGY AND RESEARCH FINDING
A. Research Methodology
l.The Time and Location
This research took place at SMK Muhamadiyah Parung which located on
Jalan H. Mawi no. 292 Parung Bogor. The Writer began this research on April 10,
and it ended on may 10,2006. the field research consist of two activities:
1. Observation
Before doing the research the writer first of all observed the location, the
situation population where the research is carried out
2. Test
The test was given to the students on Wednesday May 10, 2006. The test
multiple choice related with Relative Pronouns
2. Instrument of Research
To collect the data, the writer gives a multiple choice test to the second grade
student of SMK Muhammadiyah Parung consisting of 20 items
3. Technique of Sampling Taking
The number of population is 93 taken from 3 classes namely : Akuntansi,
Penjualan I, Penjualan II the sample taken is only 54 students, the writer used a
purposive random sampling to get representative data.
21
4. The Technique of Data Collecting
The Writer gives a multiple choice test to the second grade of SMK
Muhammadiyah parung. The test was about grammar which is focused on Relative
Pronouns
5. The Technique Data Analysis
The technique of data analysis that the writer uses is descriptive analysis
technique( Percentage) . The Formula:
F
P= - - , - - - XIOO%
N
Notes
P = Percentage
F = Frequency of Wrong Answer
N = Nwtlber of Sample
22
B. Research Finding
1. Data Description
As stated in preceding in the preceding chapter, that this skripsi is focused on
the error done by student the second years student ofSMK Muhamadiyah on Relative
Pronouns. To get the data the writer gives Multiple - Choice test which is focused on
Relative Pronoun.
The test consist of 20 items which is divided into four item ( 5 items for'
Who'), (5 Items for' Which' ), (5 Items for 'Whom') and (5 items for 'Whose' ).
Table 1 : Area Tested of Relative Pronoun
No
Area Tested
Items
1
Who
1,7, 12, 15, 19
2
Which
2,5 ,9, 13, 18
0
J
Whom
4, 8, 11, 16, 20
4
Whose
3,6,10,14,17
_.
23
2. Data Analysis
In this part, the data was analyzed and the description is as follows:
Table 2 : Percentage Enol' on ' Who'
No
Item Numbers
Frequency of Error
1
1
2
3,70 %
2
7
34
62,96%
3
12
16
29,62%
4
15
20
37,03%
5
19
7
12,96%
79
29,25%
Total
-
Percentage of Enol'
The first Item IS about' Who' from table above we can see that:
-
I. 2 student from 54 samples made error in item I ; the percentage from of
enor in this item is 3, 70 %
2. 34 student from 54 samples made error in item 7 ; the percentage from of
error in this item is 62, 96 %
3. 16 student from 54 samples made enor in item 13 ; the percentage from of
error in this item is 29,62 %
4. 20 student from 54 samples made error in item 15 ; the percentage from of
error in this item is 37, 03 %
5. 7 student fi'om 54 samples made en'Ol" in item 19 ; the percentage from of
error in this item is 12, 96 %
24
After analyzing Relative Pronoun' Who' the next analysis is on ' Which'
Table 3 : Percentage on ' Which'
No
Item Numbers
Percentage of
Frequency of Error
Error
1
2
3
3,70%
2
5
14
25,92%
3
9
12
22,22%
4
13
16
29,62%
5
18
10
18,51%
54
J9,99%
'------
Total
I
l
The second item is about' Which' from the table we can see that:
1. 2 students from 54 samples made error in item 2 ; the percentage of error
in this item 3 , 70 %
2. 14 students from 54 samples made error in item 5 ; the percentage of error
in this item 25 , 92 %
3. 12 students from 54 samples made elTor in item 9 ; the percentage of error
in this item 22, 22 %
4. 16 students from 54 samples made error in item 13 ; the percentage of
error in this item 29 , 62 %
25
5. 10 students from 54 samples made error in item 18 ; the percentage of
error in this item 18 , 51 %
From the results above, it is shown that the total percentage of the
student' s error on ' Which' is 19. 99 %. The highest frequency of error is
made in item number 13, with 29,62 %
After analyzing relative pronoun' Which' the next analysis is on ' Whom'
Table 4: Percentage on' Whom'
Item
Frequency
Percentage
Numbe,'s
of Error
of Error
1
3
8
14, 81 %
2
6
14
25,92%
"ｾ
10
38
70,37 %
4
14
49
90,74 %
5
17
49
90,74 %
158
58,51 %
No
Total
The third item is about relative pronoun part' Whom'
1. 8 students from 54 samples made error in item 3 ; the percentage of
error III
this items is 14 , 81 %
26
2. 14 students from 54 samples made error in item 6 ; the percentage of
en-or m
this items is 25 , 92 %
3. 38 students from 54 samples made elTor in item 10 ; the percentage of
elTor m
this items is 70 , 37 %
4. 49 students from 54 samples made elTor in item 14 ; the percentage of
error In
this items is 90 , 74%
5. 49 students from 54 samples made elTor in item 17 ; the percentage of
error In
this items is 90 , 74 %
From the results above, it is shown that the total percentage of the
student' error on ' Whom' is 58 , 51 % the highest frequency of error s made
in items number i 4 and 17 with 90 , 74 %
27
Table 5 : Percentage on 'Whose'
Item
Frequency of
Percentage
Numbers
Error
of Error
1
4
11
20,37%
2
8
45
83,33%
3
11
52
96,29%
4
16
22
40,74%
5
20
51
94,44%
181
67,03%
No
r-
Total
------
--
The last item is about relative pronoun on 'Whose' and we can see
from table that there:
1. 11 students from 54 samples made error in item 4 ; the percentage of error
in this items is 20,37%
2. 45 students from 54 samples made error ill item 8 ; the percentage of etTOr
in this items is 83,33%
3. 52 students from 54 samples made error in item 11 ; the percentage of
error in this items is 96,29%
4. 22 students from 54 samples made error in item 16 ; the percentage of
error in this items is 40,74%
28
5. 51 students from 54 samples made error in item 20 ; the percentage of
en"Of in this items is 94,44%
3. The Interpretation Data
Finally the sequence of relative pronoun based on it is high frequency of error
is presented. The frequency of error could be seen at the following table:
Table 6 : The sequence of relative pronoun a!'ea
based on it is high f"equency error
No
Relative Pronoun A"ea
Frequency of Error
Percentage
1
Who
79
29,25%
2
Which
54
19,99%
3
Whom
158
58,51%
4
Whose
171
67,03%
From the table we can see, the first most of students make error in relative
pronoun on ' Whose' with frequency 67,03% with those frequencies the teacher must
pay attention more in relative pronoun on ' Whose', the second level is about relative
pronoun on ' Whom' with frequencies
58,51%, the third level s about relative
pronoun on 'Who' frequency of error n this item is 29,25% and the last level is about
relative pronoun on 'Which' the frequency of error n this item is 19.99%
CHAPTER IV
CONCLUSION AND SUGGESTION
I. Conclusion
After finding out the results of the test and analyzing it. The Writer can take
conclusion that most of student made errors in pronoun' Whose' or 67, 03% ( made
it elTor in it) . According to the writer it could happen because the students have not
understoorl about the rules of relative pronoun especially part' Whose' so the
frequency of correction is 32,97 %. It means that 'Whose' is the most difficult item
in relatives pronoun for the students and it needs more attention in teaching- learning
Process.
2. Suggestion
Ir. this section, writer would like to give some suggestion to improve English
proficiency:
The teacher must pay attention to the material of rdative pronoun more
than any other pronoun
It is necessary to do more exercise in English pronoun in order to improve
student's English proficiency.
BIBLIOGRAPY
lIen. W. Stannard, Living English Structure for Schools, Longman, 1997
,own Douglas H, Principle of language and Teaching, fourth edition, Longman
2000
zar, Betty Scrampher, Understanding and Using: English Grammar, New Jersey:
Pretince Hall Regent, 1997
order, S. Pit. Language Learner and Their Error, New York: Oxford University
press 1982
armer, Jeremy, The Practice English Teaching, London: Longman 2001
Hubbard, Peter, et ai, A Training Course for TEFL, New York
Oxford
niversity Press, 1983
ughes, Arthur, Testing for Language Teacher, Second Edition, Cambridge
University Press, 2003
lon, Hartanto Drs, dkk, English Grammar, Surabaya: lndah, 1996
itko. J. Anthony, Educational Test and Measurement an introduction, New York:
Harcourt Brace Javanovich, 1993
lunan, David, Research Method in Language Learning, Cambridge University Press,
1992
Iller. W. Jhon, Language Test at School: Pragmatic Approach, London: Longman
1979
;/
homson AJ. Martinet, a Practical English Grammar, Fourth Edition, New York:
Oxford University Press, 1980
im Penyusun UIN, Pedoman Penulisan Slo'ipsi, Tesis dan Desertasi, Jakarta: UIN
Jakarta Press, 2002
ommasow, Dra and Albertine, Dra, MA. Pengajaran Bahasa Inggris 11 : Modul - 5
Jakarta: Universitas Terbuka, Depdikbud, 1999
Ir, penny, A Course Language Teaching : Practice and Theory, Cambridge
University Press, 1996
'allete, Rebecca M., Modern Language Testing New York
Harcourt brace
Jovanovich Publisher, 1997
Vardojo, MSD, English Through Practice, Bandung : Pustaka Buana, 1987
\.ppendix I
The Question of Relatives Pronoun
1. The Boy
( Who - Which - Whom - Whose) broke the window lives next door
2. The Music (Who - Which - Whom - Whose) we listened to last night was good
3. The man (Who - Which- Whom- Whose) I saw was Mr. Rahmad
4. My,.Chail:ro£( Who - Which - Whom - Whose) one leg is broken need
repairing
5. The book ( Who - Which - Whom - Whose) is on the table is Bahasa Indonesia
6. She is the women about ( Who - Which - Whom - Whose) 1 told
7. I Thanked the women ( Who - Which - Whom - Whose) Helped me
8. There are t!1e man ( ( Who - Which - Whom - Whose) son has passed his
examination
9. Flies, ( Who - Which - Whom - Whose)
PRONOUN
(A Case Study at the Second Grade Students ofSMK Muhammadiyah Parung)
A' Skripsi '
Presented to the Faculty of Tarbiyah and Teachers'Training
In Partial Fulfillment of Requirement for the Degree of Strata -1 (S-I)
RAFIKA
101014020853
ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2006
ERROR ANALYSIS ON STUDENT' TEST RESULTS ON RELATIVES
PRONOUN
(A Case Study at the Second Grade Stndents of SMK Muhammadiyah Parnng)
A' Skripsi'
Presented to the Faculty of Tarbiyah and Teacher's Training
In Partial Fulfillment of the Reqnirements for the Degree of Strata -1 ( SI)
By
RAFIKA
101014020853
Approved By
Advisor
Drs. Nasrun Mahmud, M.Pd
150041070
ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARlF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2006
LEGALIZATON OF EXAMINATION COMMITTEE
A "Skripsi" titled "ERROR ANALYSIS ON STUDENT' TEST RESULTS
ON RELATIVE PRONOUN ( A Case Study at the Second Grade Students of
SMK Muhammadiyah Parung ) was examined at examination session of the
Faculty of Tarbiyah and Teachers Training Syarif Hidayatullah Jakarta on July,17th
2006. This Skripsi has fulfilled the requirements for the degree of Strata ( SI) at
English Department
Jakarta July, I i
h
2006
Examination Committee
The Head of crc:ittee
The Secretary of Committee
\.
os ada MA
1356
/
ｾ
Examiner I
Examiner II
" ,
I
,....I..
•
Drs. H. Sunardi K. Dipl.Ed
NIP. 150 022 779
Prof. DR. H. Mulianto SUlllardi
NIP. 150 016 367
ACKNOLEDGMENT
In the name of Allah, the most beneficent the most Merciful. Praise be to
Allah for the blessing given to the writer until she can finish and complete her
Skripsi. Peace and blessing be upon to the best people in the world the big prophet
Muhammad SAW, his family, his relatives and his followers.
In this special moment the writer would like say thank to
1. Her family, Ema, Bapak, Teteh, Aa and Youngers
2. Dr. Dede Rosyada MA, the Dean of Tarbiyah and Teacher's Training Faculty
3. Drs. Nasrun Mahmud M. Pd, the Head of English Department and writer's
advisor
4. All her lectures Tarbiyah and Teacher's Training as inspiring of spirit and
Inspiring of motivation
5. Mr. Madra; M.!'d and Drs. Zaenudin The Head Master and English Teacher at
SMK Muhammadiyah I Parung
6. All her best friends Bonita, Cacay, Manieza, Ina, Sopiah, Dj, Azis, Aa, and
all her friend In class A and B '2001'
7. Renaldo as writel:, close friend
Writer hopes somes suggestion and criticsm because this skripsi is far from being
perfect
Jakmia, July 2006
The Writer
'TABLE OF CONTENTS
Acknowledgment
i
Table of Contents
.ii
List of Table
.iv
CHAPTER I: INTRODUCTION
.1
A. Background Study
1
B. Objective of Study
.3
C. Limitation of Study
.3
D. Organization of Writing
3
CHAPTER II : THEORITICAL FRAMEWORK
A. Test.
..
5
I. Df'finition of Test..
5
2. Type of Test
6
3. Type of Test Items
9
4. Criteria of Good Test..
.13
B. Error
I. Meaning ofError
15
2. Causes of Error
.15
3. Type of Error
.16
C. Relative Pronoun
17
I. Meaning of Relative
\\ \
17
2. Kinds of Relative
19
CHAPTER III : RESEARCH METHODOLOGY AND FINDING
A. Research Methodology
20
I.
Time and Location
20
2.
Instrument of Research
20
3.
Technique of Sample Taking
20
4.
Technique of Data Collecting
21
5.
Technique of Data Analysis
21
B. Research Finding
22
I. Data Description
22
2. Data Analysis
23
3. Data Interpretation
28
CHAPTER IV : CONCLUSION AND SUGGESTION
A. Conclusion
29
B. Suggestion
29
BIBLIOGRAFY
.
APPENDIXES
.
LIST OF TABLES
Page
1. Table 1. Area tested of Relative Pronoun
22
2. Table 2. Percentage ElTor on ' Who'
23
3. Table 3. Percentage ElTor on ' Which'
24
4. Table 4. Percentage ElTor on ' Whom'
25
5. Table 5. Percentage ElTor on' Whose'
27
6. Table 6. Sequence of Relative Pronouns Area Based on its High Frequency of
Error.
28
CHAPTER I
INTRODUCTION
A. Background Study
ＨＭｾ｜ｅｮ Ａｩｳｨ
as international language has been widely used ,and studied all over
the world, In Indonesia English has been taught from basic level to university.
Learning a foreign language, especially English is different from learning
one's mother tongue. The learner of English is mattlre, has already acquired a
language and has probably developed strategies for leaming in gelleral.
As we know that teaching leaming English is not as e'lsy as teaching other
subjects, because in Indonesia English is not used as a second language, so the
students have difficulties in learning English.
Learning English in Indonesia often becomes problem for most high school
students although they have studied English since elemrl1tary school. Most of them
eventually are not interested in English anymore and English is likely to become
something too hard to learn.
We realize that evaluation plays an impOl1ant role in schools and it is an
integral pmt of teaching. It gives results to the teacher and students. It is used to know
the effectiveness of school's progrmn instruction and to lmow how much progress
the pupil have made in achieving the materials that have been studied in other word
good evaluation of our tests can help us to measures student skill more accurately. It
also shows that we are concerned about those we teach.
2
Evaluation may be defined as a systematic process of determining the extent
to which instructional objective are achieve by pupil. l There are two important
aspects of this definition. First, note that evaluation implies a systematic process,
which omits casual, uncontrolled observation of pupils. Second, evaluation assumes
that instructional objectives have been previously identified.
Test is the most obvious way to measure learner's competent and to provide
some indication of his or her ability. For teachers, testing is an important diagnostic
instrument. Not only does it allow them
to keep track of the progress of their
students, but it enables them to measure their own success and failures in classroom
and lets them know when lesson plans must be modified to meet the students
unforeseen problem?
An Error in language is the use of a language form, which differs in some
way. It is based on the rules which is either not fully analyzed or is only imagined.
And mistake is one of slip of the tongue or the finger ( Another case in the keyboard).
A mistake refers to a performance error that is either a random guess 'slip', in that it
is failure to utilize a known system correctly.3
David Nunan, Research Method in Language Learning,( Cambridge University Press) , p.184
Rebecca M Vallete and David Allen,Classroom Technique :Fol'eign language and englishas a
second language (New York: HE Javamovich) pA8
3 Pit Corder, Language Learner and Theil' Errol', ( New York: Oxford University Press, 1982, p.
18
I
2
3
By using error analysis, the teacher tries to identifY, to describe and to explain
the errors made by students in the test. It can help the teachers to minimize the
student en'or in their learning.
Based on that explanation above, the writer would like to identify a problem
under the tittles 'Error Analysis on the Students' Test Results on Relative Pronouns'
B. Objective Study
I. The objective of this "Skripsi" is to find out the student relative
pronouns error
2. To measure how well the students answer the question on Relative
pronouns.
C. Limitation of Study.
The writer limiHhis "Skripsi" on using Relative Pronouns and the errors made
by student in relative pronouns
D. Organization of Writing
To give more explanation about this paper the writer divides it into four
chapters.
Chapters One is Introduction:
In this chapter the writer describes the background of study, objective of
study, Limitation of study and organization of writing.
Chapter Two explains the Theoretical Framework
In this chapter the writer divides it into three items, first item she describes
about Test: definition of test, type of test, type of test Item criteria of good test. The
4
second she describes about elTor analysis: the meaning of error, causes of error. and
the last describes about relative pronouns
: the meaning and kinds of relative
pronouns.
Chapter Three Explains Research Methodology and l{esearch
Finding s
Research methodology describes about time and location, method of study,
population and sample, research instrument and data collecting. recearch findings
describe about description of data, data analysis and interpretation data.
Chapter Four, Conclusion and suggestion
CHAPTER II
THEORETICAL FRAMEWORK
A.TEST
1. Definition of Test
Test may be defined as an activity whose main purpose is to convey (Usually
to the testee) How well the testee or can do something. This is in contrast to practice,
whose main purpose is sheer learning4 It is often conventionally assumed that tests
are mostly used for assessment: the tests gives a score which is assumed to define the
level of knowledge of the testee. This may be in order to decide the whether he or she
is suitable for a certain job or admission to an institution, has passed a course, can
enter a certain class. But in fact testing and assessment overiap only paliially : there
are other way of assessing student and there are certainly other reason
he main reason
These are
why the test in the classroom - not necessarily in order of
impoliance 5
I. Give the students information about what they know, so that they also have an
awareness of what they need to learn or review;
2. Asses for some purpose external to CutTent teaching ( a final grade for the
course, selection
3. Motivate students to learn or review specific material;
4. Get a noisy class to keep quite and concentrate;
4 Peny Ur,A Course in Language Teaching: Practice and Theory, ( Cambridge University Press)
5Ibid,p.34
6
5. Provide a clear indication that the class has reached a station in learning;
6. Get the student to make effort;
7. Give the students tasks which themselves may actually provide useful review
or practice as well as testing
8. Provide the students with a sense of achievement and progress in their learning
2. Type of Test
There are many kinds of test, each with a specific purpose, a particular
criterion to be measured. The appropriateness of a test depends on the purpose, why a
test is needed at a certain stage or level in the student learning and what use will be
made of results 6
1. Placement Test
Placement test is design to sort new students into teaching groups, so that they
can start a course at approxim'ltely the same level as the other students in the class. It
is concerned with the student" s present and standing and so relates to general ability
rather than specific points of learning.
Placing new student in the right class in a school is facilitated with the use of
placement test usually base on syllabus and material the student will follow and use
once their level has been decided on these test grammar and vocabulary knowledge
6 Dra Tomasow & Dra AlbeItine MA, Pengelolaan Pengajaran SlJhasa Inggris II : Modul - 5
(Jakarta: Universitas Terbuka, Depdikbud. 1999), p.5.2
7
and asses the student' productive and receptive skilC
2. Diagnostic Test
A diagnostic test, which is sometimes called formative or progress test, check
on the students progress in learning particular element of the course. While placement
test are design to show how a good a students' English is in relation to a previously
agreed system of level, diagnostic test can be use to expose learner difficulties, gap in
their knowledge, and skill deficiencies during a course.
3. Achievement Test
This test are designed to measure leamer's language and skill progress in
relation to the syllabus. They have been following. Achievement test only work if
the contain item types which the student are familiar with. Achievement tests at the
end of term ( like progress test is a test like the end of unit a fortnight, etc) should
reflect progress not failures. This test is intended to show the standard which the
student have rich.
4. Proficiency Test
Proficiency test is a test to asses the student ability te. apply in achial situation
what he was learnt.
Proficiency test give a general picture of a student's knowledge and ability (
rather than measure progress). Proficiency test have a profound backwash effect
since, where here are external exanlS, the students obviously want to pass them, and
the teacher's reputation sometimes depend (probably unfairly) upon how many of the
7
Jeremy Harmer, The practice ofEnglish Language Teaching(London : Longman,2001)p
8
succeedS. proficiency tests are designed to measure people's ability in language,
regardless of any trainir.g they may have had in that language9
5. The Fonnative Test
Formative Test is given during the course of instruction; is to show which
aspects of the chapter the student has mastered and where remedial work is necessary.
6.The Summative Test
This test Usually given at the end of a marking period and measures the sum
total of material covered. on this type of test the student are usually ranked and
graded.
7. The Nonn - Referenced Test
This test compare a student's performance against performance of the other
students.
8. The Criterion - Referenced Test
This test indicates whether the student has met predetermined objective or
criteria.
9. The discrete Point Test
This test measures whether or not has mastered specific element of language.
10. Global Language Test
This test measure student's ability to understand and use language in context.
the dictation test based on unfamiliar material.
, ibid.p.320
9 Arthur Huges, Testing for language Teacher, Second Edition( Cambridge University Press
2003) 0.11
9
11. Cloze Test
In this test the student presented with a reading selection in which certain
word have been delecte in a mechanical or objectives ways.
3 Type of Test Item
Test in the classroom may be the conventional type of exemplified in the
previous unit, where the teatees are told in advance what they need to know what
criteria are for suc:cess, and so on. The search for objective testing method is the
direct outcome of dissatisfaction with the unreliability of the marking of the
traditional examination. Tests are set up so eliminate any differences in results due to
variation between markers or due variation in the judgment of one marker in different
times. There are basically formal test item 10;
1. Question - Answer
This can be uses to test almost anything. The more 'closed' the question is
(that is, the fewer the possible option for correct answers), the easier the item will be
to mark. It is fairly easy to compose and grade close-ended question ; more open,
thought - provoking ones are more difficult, but may actually test better. For example
what is the ( family) relationship between David Copperfield and Mr. Murdstone.
2. True / False
10 Peny Ur, A Course language Teaching: Practice and TheOlY (Cambridge University
Press, 1996) p.39
10
This does not directly test writing or speaking abilities : only listening or
reading: it may be used to test aspect of language. A statement is given which is to be
marked true or false in which case the answer is yes or no. for example:
Addis Ababa is capital of Egypt.
Is Addis Ababa is capital of Egypt?
3. Multiple - Choice
This may be used to the same testing purposes as true / false item; it does test
rather more thoroughly since it offers more optional answers and obviously very easy
to mark. The question consists of a stem and a number of options ( usually four) from
which he testee has to select the right one. For example
A person who writes books is called
a. a Booker
b. an Editor
c. an Author
d. a Pnblisher
4. Gap - Filling and Completion
This Usually tests
grammar or vocabulary. The testee has to complete a
sentence by filling a gap or adding something. A gap mayor may not be signaled by
blank or dash the word to be inserted mayor may not give or hinted at. For example
to Australia in 1980 ( go )
They
5. Matching
This usually tests vocabulary and is rather awkward to administer orally: thus
it is best presented written on the board or on paper, though responses may be either
oral or writing. This testee faced with two groups of words, sentences or phrase: each
item in first group has to be linked to a different item in the second.
11
Large
Small
Unhappy
Many
A lot
Big
Little
Sad
6. Dictation
The tester dictates a passage or set of word : testee writes them down. This
mainly test spelling, perhaps punctuation and perhaps surprisingly on the face of it.
7. Cloze
Word are omitted from a passage at regular interval. This tests ( intensive)
reading, spelling and some to extent knowledge of vocabulary and grammar. For
example. The family are all fine. Thought Leo had a bad about of flu iast week. He
spent most of it lying on safe. watching
when he was not sleeping!
his exams ....
Into weeks, so he is about mis3.i ng school but has managed to
quite a lot in spite
.
feeling ill.
8. Transfonnation
This item is relatively easy to design, administer and mark but its validity may
be suspect. It tests the ability of the testee to transform grammatical structure, which
is not the same as testing grammar. A sentence is given; the testee has to change it
According to some given instruction. For example
Put it into past tense
I go to school by bus.
12
9. Rewriting
This test the same sort of thing as transformation, but is likely to reflect more
thorough knowledge of the target items, since it involves paraphrasing the entire
meaning of a sentence rather than transfoffiling a particular item. The sentence is
given the testee \rewrites it. Incorporating a given change of expression but
preserving the basic meaning. For example : He came to the meeting in spite of his
illness.
Although
..
10. Translation
The testee is asked to translate expressions, sentences or entire passages to or
from the target language.
II. Essay
The testee is given a topic, such as ' childhood IDlOmories' and asked to write
an essay a specific length
12. Monologue
The testee is given a topic or question and asked to speak about it for a minute
or two.
13
4. Criteria of a Good Test
When the teacher considering to make a test he or she has to recognize the
various test of each case depend on purpose, time, subject and characteristic of a good
test.!!
1. Validity
A test is valid if it test what it supposed to test. A particular kind of validity
that concerns most test designer is face validity this means that the test should look.
on the face of it as if it is valid!2.The validity of the test related to how well the test
does what it is supposed to do, namely to inform us about the examinee's progress
toward some goal in a cUr!'iculum or courses of study or to differentiate level of
ability among various examinee on some task. Validity question is about what a test
actually measures in relation to what supposed measure!3 According Arthur Hughes
A test is said to have content validity if its test content constitutes a representative
sample oflanguage skill, structure, etc!4
There are three basic aspect of validity namely!5 :
Content Validity - the extent the items on a test are representative of the
domain or universe that they are suppose to represent
11 Mary finochiaro and Sidney Sako.Foreign Language Test A Practical Approach (New York
Regents Pnblishing Company Inc, 1983) p.24
12 Jeremy Harmer, The Practice ofEnglish Language Teaching ( London: Longman, 2001), p. I 79
13 Jhon. W Oller, Language Test at School: Pragmatic and Approach (London,1979) p. 179
14 Arthur Hnghes, Testlngfor language Teacher,( Cambridge University Press, 2003) p. 26
15 Anthony J. Nitko, Educational Tests and Measurement an Introduction (Harcourt Brace
Javanovich, New York: 1983)p. 413
14
Construct Validity - The extent a test measures the trait, attribute, or mental
process it should measure and whether description of persons in terms of such
constructs can follow using the sores from that test.
Criterion - Related Validity - The extent scores on a test can be used to infer
an individual's standing on some other test or variable called criterion
2. Reliability
A good test should give consistent results. In practice reliability is enhanced by
making the test instruction absolutely clear, restricting the scope for variety in the
answer, and making sure that the test conditions remain constant.
A reliable test is one that produce essentially the same results consistently on
different occasion when the condition of the test remain the same 16. Reliability is
also depends on the people who mark the test - the score clearly. The test is
unreliable if the results depends on any large extent on who is marking it. Much
thought has gone into marking the scoring of the test as reliable as possible. Question
of reliability have to do how consistently a test does what it snpposed to do and thus
can not be strictly separated £i'om validity question. Moreover, a test can not be any
more valid than it is reliable.
3. Practically
16
Jhon W. Oller, Language Test al School: Pragmatic and Approach (London, 1979) p. 179
15
Practically must be determined in relation to the cost in terms of material, time
and effort that is requires. This must include the preparation, administration, scoring
and interpretation of the test.
4. Instructional Value
Instructional value of the test pertains to how easily it can be fitted into an
educational program, whether the letter involves teaching a foreign language,
teaching language ali to native speakers, or verbally imparting subject matter in
monolingual or multilingual school setting.
B.ERROR
1. Definition of Error
Error is defined as a process based on analysis of learner error with one clear
objective, evolving, a suitable and effective teaching - learning strategy and remedial
measures necessary in certain clearly marked out areas of the foreign language l ?
H. D. Brown defines error as ' noticeable deviation ' from the adults grammar
of native speaker, reflecting the inter language competence of the learner. 18 As
someone learn a foreign language, the error that she! he makes indicates her! his level
of proficiency.
J7
SK Sharma, Error analysis: Why and How? English Teaching Forum, ( April 1982), vol.xxx p.
21
1
8 H. Douglas Brown, Principle oflanguage and teaching, Fourth Edition (Addison Wisley,
longman inc.2000) p.217
16
2. Causes of Error
Error can not always be easily identified, we must analyze the causes of errors
that happen the students, there are three major causes of error namely mother tongue
interference, over generalization
and error encourage by teaching material or
method l9
1. Mother Tongue Interference
The sound system ( phonology) and the grammar of the first language impose
themselves on the new language and his leads to a foreign pronunciation, faulty
grammatical pattern and occasionally wrong choice of vocabulary.
2. Overgeneralization
The mentalist claims that error are inevitable because they reflect various
stages in the language devebpment ofihe learner. It claims that the learner processes
new language data in his mind and produces rules for it,> production, based on
evidence.
3. Error Encouraged by Teaching Material Method
Having related mentalism to overgeneralization, we can relate behaviorism to error
which appear to be induced by teaching process.
3.Type of Error
There are four type of Error20
1. En-or Types Based on Linguistic Category
19
20
Peter Hubbard, ef ai, A Training Course for Tefl ( New York: OXfJrd University Press) p. 141
Heidy Dullay, et ai, Language Two (New York: Oxford University PresR) p.146
17
Many error taxonomy have been based on linguistic item, which is affected by
an error according to either or both of the language component and the particular
linguistic constituent the error effect.
2. Surface Strategy Taxonomy
Surface strategy taxonomy highlight the ways surface structures are altered:
learner may omit necessary item ( omission) or add unnecessary ones ( addition) they
may misform items ( selection) and misorder them ( misordering )
3. Error Type Based on Comparative Taxonomy
The classification of error in comparative taxonomy is based on comparison between
structure of second language error and certain other type of construction.
4. Error Based on Communicative Effect Taxonomy
Communicative effect focuses on distinguish between error that seem to cause
Miscommunication. Error that effect the overall organization of he sentence hinder
successful communication, while error that effect a single element of the sentence
usually do not hinder communication.
C. RELATIVE PRONOUN
1. Meaning of Relative Pronoun
Relative Pronoun ( Kata ganti Penghubung)
adalah kata ganti yang
menghubungkan dua kalimat menjadi satu kalimat21
( Relative Pronoun is pronoun that is used to combine two sentence and cut
the same parts on it become one sentence)
21
Jhan Hartanla, Dkk, English Grammar (Surabay.: Indab, 1996) p. 77
18
Relative Pronoun is pronoun that mark a relative clause and corenferential to
the word modified by the relative clause. A relative pronoun relates a subordinate
clause to the rest of sentence. It may be found in adjective and noun clause.
Pronoun that Include in Relative Pronoun
- Who
: Used for show the people
Example
: I thanked the women who helped me
- Which
: Used for things, animal, plant etc
Example
: The book which is on the table is mine
- That
: Used for people and things
Example
: This is the book that I bought last night
- Whom
: Used to replace people as subject, 'Whom' is generally used
only in very formal English
Example
: The man whom I met teaches biology
- Whose
: used to show possession. It carries the same meaning as other
possessive pronouns used as adj ective
Example
: The student whose composition I read writes well
- What
: what is used for antecedent
Example
: I do not understand what you mean
19
2. Kinds of Error
Relative are usually introduced by the pronouns, Who, Which, Whose, Whom
and That22 • there are three kinds of relatives, Defining Relatives, Non Defining
Relative, and COlmective Relative. 23
1. Defining Relatives
These describe the preceding noun in such way as to distinguish it from other
nouns of the same class, A class of this kinds is essential to the clear understanding
of the noun. The relatives clause is essential to the meaning because it define the
subject.
2. Non Defining Relatives
The relatives adds to our information but is no necessary; the main clause is
perfectly clear without it, non defining relative are placed after nouns which are
definite already. They do not therefore define the noun but merely add something to it
by giving some more information about it.
3. COlli1ective Relative
It has the same form as non defining relatives clause. They are usually placed
after the object of main verb.
22
23
W. Stannard Allen, Living Engiishfor Schoois (Longman: 1977) p. 43
Thomson n.a.v.m arlinet, A practical Engiish Grammar (Oxford University: 1980) p. 43
CHAPTER III
RESEARCH METHODOLOGY AND RESEARCH FINDING
A. Research Methodology
l.The Time and Location
This research took place at SMK Muhamadiyah Parung which located on
Jalan H. Mawi no. 292 Parung Bogor. The Writer began this research on April 10,
and it ended on may 10,2006. the field research consist of two activities:
1. Observation
Before doing the research the writer first of all observed the location, the
situation population where the research is carried out
2. Test
The test was given to the students on Wednesday May 10, 2006. The test
multiple choice related with Relative Pronouns
2. Instrument of Research
To collect the data, the writer gives a multiple choice test to the second grade
student of SMK Muhammadiyah Parung consisting of 20 items
3. Technique of Sampling Taking
The number of population is 93 taken from 3 classes namely : Akuntansi,
Penjualan I, Penjualan II the sample taken is only 54 students, the writer used a
purposive random sampling to get representative data.
21
4. The Technique of Data Collecting
The Writer gives a multiple choice test to the second grade of SMK
Muhammadiyah parung. The test was about grammar which is focused on Relative
Pronouns
5. The Technique Data Analysis
The technique of data analysis that the writer uses is descriptive analysis
technique( Percentage) . The Formula:
F
P= - - , - - - XIOO%
N
Notes
P = Percentage
F = Frequency of Wrong Answer
N = Nwtlber of Sample
22
B. Research Finding
1. Data Description
As stated in preceding in the preceding chapter, that this skripsi is focused on
the error done by student the second years student ofSMK Muhamadiyah on Relative
Pronouns. To get the data the writer gives Multiple - Choice test which is focused on
Relative Pronoun.
The test consist of 20 items which is divided into four item ( 5 items for'
Who'), (5 Items for' Which' ), (5 Items for 'Whom') and (5 items for 'Whose' ).
Table 1 : Area Tested of Relative Pronoun
No
Area Tested
Items
1
Who
1,7, 12, 15, 19
2
Which
2,5 ,9, 13, 18
0
J
Whom
4, 8, 11, 16, 20
4
Whose
3,6,10,14,17
_.
23
2. Data Analysis
In this part, the data was analyzed and the description is as follows:
Table 2 : Percentage Enol' on ' Who'
No
Item Numbers
Frequency of Error
1
1
2
3,70 %
2
7
34
62,96%
3
12
16
29,62%
4
15
20
37,03%
5
19
7
12,96%
79
29,25%
Total
-
Percentage of Enol'
The first Item IS about' Who' from table above we can see that:
-
I. 2 student from 54 samples made error in item I ; the percentage from of
enor in this item is 3, 70 %
2. 34 student from 54 samples made error in item 7 ; the percentage from of
error in this item is 62, 96 %
3. 16 student from 54 samples made enor in item 13 ; the percentage from of
error in this item is 29,62 %
4. 20 student from 54 samples made error in item 15 ; the percentage from of
error in this item is 37, 03 %
5. 7 student fi'om 54 samples made en'Ol" in item 19 ; the percentage from of
error in this item is 12, 96 %
24
After analyzing Relative Pronoun' Who' the next analysis is on ' Which'
Table 3 : Percentage on ' Which'
No
Item Numbers
Percentage of
Frequency of Error
Error
1
2
3
3,70%
2
5
14
25,92%
3
9
12
22,22%
4
13
16
29,62%
5
18
10
18,51%
54
J9,99%
'------
Total
I
l
The second item is about' Which' from the table we can see that:
1. 2 students from 54 samples made error in item 2 ; the percentage of error
in this item 3 , 70 %
2. 14 students from 54 samples made error in item 5 ; the percentage of error
in this item 25 , 92 %
3. 12 students from 54 samples made elTor in item 9 ; the percentage of error
in this item 22, 22 %
4. 16 students from 54 samples made error in item 13 ; the percentage of
error in this item 29 , 62 %
25
5. 10 students from 54 samples made error in item 18 ; the percentage of
error in this item 18 , 51 %
From the results above, it is shown that the total percentage of the
student' s error on ' Which' is 19. 99 %. The highest frequency of error is
made in item number 13, with 29,62 %
After analyzing relative pronoun' Which' the next analysis is on ' Whom'
Table 4: Percentage on' Whom'
Item
Frequency
Percentage
Numbe,'s
of Error
of Error
1
3
8
14, 81 %
2
6
14
25,92%
"ｾ
10
38
70,37 %
4
14
49
90,74 %
5
17
49
90,74 %
158
58,51 %
No
Total
The third item is about relative pronoun part' Whom'
1. 8 students from 54 samples made error in item 3 ; the percentage of
error III
this items is 14 , 81 %
26
2. 14 students from 54 samples made error in item 6 ; the percentage of
en-or m
this items is 25 , 92 %
3. 38 students from 54 samples made elTor in item 10 ; the percentage of
elTor m
this items is 70 , 37 %
4. 49 students from 54 samples made elTor in item 14 ; the percentage of
error In
this items is 90 , 74%
5. 49 students from 54 samples made elTor in item 17 ; the percentage of
error In
this items is 90 , 74 %
From the results above, it is shown that the total percentage of the
student' error on ' Whom' is 58 , 51 % the highest frequency of error s made
in items number i 4 and 17 with 90 , 74 %
27
Table 5 : Percentage on 'Whose'
Item
Frequency of
Percentage
Numbers
Error
of Error
1
4
11
20,37%
2
8
45
83,33%
3
11
52
96,29%
4
16
22
40,74%
5
20
51
94,44%
181
67,03%
No
r-
Total
------
--
The last item is about relative pronoun on 'Whose' and we can see
from table that there:
1. 11 students from 54 samples made error in item 4 ; the percentage of error
in this items is 20,37%
2. 45 students from 54 samples made error ill item 8 ; the percentage of etTOr
in this items is 83,33%
3. 52 students from 54 samples made error in item 11 ; the percentage of
error in this items is 96,29%
4. 22 students from 54 samples made error in item 16 ; the percentage of
error in this items is 40,74%
28
5. 51 students from 54 samples made error in item 20 ; the percentage of
en"Of in this items is 94,44%
3. The Interpretation Data
Finally the sequence of relative pronoun based on it is high frequency of error
is presented. The frequency of error could be seen at the following table:
Table 6 : The sequence of relative pronoun a!'ea
based on it is high f"equency error
No
Relative Pronoun A"ea
Frequency of Error
Percentage
1
Who
79
29,25%
2
Which
54
19,99%
3
Whom
158
58,51%
4
Whose
171
67,03%
From the table we can see, the first most of students make error in relative
pronoun on ' Whose' with frequency 67,03% with those frequencies the teacher must
pay attention more in relative pronoun on ' Whose', the second level is about relative
pronoun on ' Whom' with frequencies
58,51%, the third level s about relative
pronoun on 'Who' frequency of error n this item is 29,25% and the last level is about
relative pronoun on 'Which' the frequency of error n this item is 19.99%
CHAPTER IV
CONCLUSION AND SUGGESTION
I. Conclusion
After finding out the results of the test and analyzing it. The Writer can take
conclusion that most of student made errors in pronoun' Whose' or 67, 03% ( made
it elTor in it) . According to the writer it could happen because the students have not
understoorl about the rules of relative pronoun especially part' Whose' so the
frequency of correction is 32,97 %. It means that 'Whose' is the most difficult item
in relatives pronoun for the students and it needs more attention in teaching- learning
Process.
2. Suggestion
Ir. this section, writer would like to give some suggestion to improve English
proficiency:
The teacher must pay attention to the material of rdative pronoun more
than any other pronoun
It is necessary to do more exercise in English pronoun in order to improve
student's English proficiency.
BIBLIOGRAPY
lIen. W. Stannard, Living English Structure for Schools, Longman, 1997
,own Douglas H, Principle of language and Teaching, fourth edition, Longman
2000
zar, Betty Scrampher, Understanding and Using: English Grammar, New Jersey:
Pretince Hall Regent, 1997
order, S. Pit. Language Learner and Their Error, New York: Oxford University
press 1982
armer, Jeremy, The Practice English Teaching, London: Longman 2001
Hubbard, Peter, et ai, A Training Course for TEFL, New York
Oxford
niversity Press, 1983
ughes, Arthur, Testing for Language Teacher, Second Edition, Cambridge
University Press, 2003
lon, Hartanto Drs, dkk, English Grammar, Surabaya: lndah, 1996
itko. J. Anthony, Educational Test and Measurement an introduction, New York:
Harcourt Brace Javanovich, 1993
lunan, David, Research Method in Language Learning, Cambridge University Press,
1992
Iller. W. Jhon, Language Test at School: Pragmatic Approach, London: Longman
1979
;/
homson AJ. Martinet, a Practical English Grammar, Fourth Edition, New York:
Oxford University Press, 1980
im Penyusun UIN, Pedoman Penulisan Slo'ipsi, Tesis dan Desertasi, Jakarta: UIN
Jakarta Press, 2002
ommasow, Dra and Albertine, Dra, MA. Pengajaran Bahasa Inggris 11 : Modul - 5
Jakarta: Universitas Terbuka, Depdikbud, 1999
Ir, penny, A Course Language Teaching : Practice and Theory, Cambridge
University Press, 1996
'allete, Rebecca M., Modern Language Testing New York
Harcourt brace
Jovanovich Publisher, 1997
Vardojo, MSD, English Through Practice, Bandung : Pustaka Buana, 1987
\.ppendix I
The Question of Relatives Pronoun
1. The Boy
( Who - Which - Whom - Whose) broke the window lives next door
2. The Music (Who - Which - Whom - Whose) we listened to last night was good
3. The man (Who - Which- Whom- Whose) I saw was Mr. Rahmad
4. My,.Chail:ro£( Who - Which - Whom - Whose) one leg is broken need
repairing
5. The book ( Who - Which - Whom - Whose) is on the table is Bahasa Indonesia
6. She is the women about ( Who - Which - Whom - Whose) 1 told
7. I Thanked the women ( Who - Which - Whom - Whose) Helped me
8. There are t!1e man ( ( Who - Which - Whom - Whose) son has passed his
examination
9. Flies, ( Who - Which - Whom - Whose)