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statements. Secondly, if a form of be or an auxiliary e.g. can, has, does occurs in
the statement part, it is repeated in the tag. Thirdly, if there is no auxiliary in the
first part, do or does or do not or does not appears in the tag p. 267. For examples John is here, isn’t it? and Mary isn’t here, is she? and the response are
Yes, he is and No, he isn’t Krohn, 1971, p. 267.
2.1.4.10 Preposition
Burton 1982 states that preposition means “placed before” p. 135. He mentions that it is used with noun or pronoun to show relationship between
persons or things or actions p. 135. He further mentions preposition to be followed by noun or pronoun as accusative or objective case p. 135. For
example The mayor sent a letter to him and me. It, indeed, can be followed by
personal pronoun, e.g. He sent a message to me. 2.1.4.11
Expletive ‘There’ The expletive there is different from the adverb there, which is used to
indicate place Krohn, 1971, p. 148. For example There’s a book there. There at the beginning functions as expletive, while there at the end functions as an
adverbial of place Krohn, 1971, p. 148.
2.2 Theoretical Framework
In this part, the researcher elaborated some theories underlying this research. Norrish 1983 cited “anomalous language behavior” includes error,
mistake, or lapse pp. 7-9. It helped the researcher to understand the underlying
30 principle of errors and to select the proper term for the deviancy. The researcher
selected the term error to be the representatives of any anomalous behavior as
proposed by Norrish 1983 though the researcher did not strive to know whether or not the respondents have learnt the information of morphological and syntactic
rules. Research analysis involved classification of errors. In order to help
researcher organize the findings, the theory of linguistic category taxonomy
proposed by Dulay et al. 1982 was employed in the process of classifying errors according to its categories before analysis. This theory allowed for unrestricted
categorization of errors, and therefore the categorization was chosen based on the existence of errors that the respondent’s made.
Another theory that corresponds to errors was Richards’ 1974 theory which underlined intralingual errors; they are overgeneralization, incomplete
application of rules, ignorance of rules restrictions, and false hypothesized concept. This became the underlying theory to design checklist. Its function was
to help the researcher classify errors into those four categories in the checklist. Apart from the theory of errors, the researcher provided some theories
related to grammar. Since the areas of research are in the field on morphology and syntax, the researcher provided theories about morphological phenomena as
proposed by O’Grady 1997. There are many types of morphological phenomena mentioned by O’Grady; they are affixation, internal change, compounding, and so
forth. However, the researcher provided a huge portion to talk about the theory of one phenomenon i.e. affixation because this research emphasized on English
31 inflectional affixation and English derivational affixation as the most commonly
occurred morphological phenomenon. Another theory corresponding to grammar is syntax, such as definition of
syntax as proposed by Finch 2005, and some other theories within syntax by multiple authors such as transformation by O’Grady 1997, complement options
by Warriner 1982, the auxiliary systems by Radford 1997a, phrase structure by Roberts 1964, and still many others. Since there are various types of syntactic
phenomena, the theories mentioned in theoretical descriptions were selected based on the most commonly occurred syntactic errors occurred in speaking. The
researcher then added other theories based on the findings of syntactic errors during the process data classification. These elaborated morphological and
syntactic theories were functional in 1 limiting the area of analysis in the field of morphology and syntax and 2 providing a clear reference and guidance to make
the analysis accurate.
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents detailed discussion about the methodology employed in this research. The discussion consists of six subdivisions, namely research
method, research setting, research participant, research instrument and data gathering technique, data analysis technique, and research procedure.
3.1 Research Method
This research employed a descriptive research. Through a descriptive research, the researcher described and interpreted the data. It was a non-
experimental research and the researcher had no role in controlling the variables or manipulating the data. Descriptive research is also called as qualitative
research. Best 1977 states that descriptive research involves the description, recording, analysis, or interpretations toward a particular condition that are
already occurred even though without any observation or analysis and that are related to the present condition p. 25. Larsen-Freeman and Long 1991
elaborate the definition of qualitative method as below: The prototypical qualitative methodology is an ethnographic study in which
the researchers do not set out to test hypotheses, but rather to observe what is present with their focus, and consequently the data, free to vary during the
course of the observation p. 11.
In order to answer the two problems stated in the first chapter, the researcher employed document analysis. Document analysis, sometimes known as, content
analysis deals with the systematic examination of current records or documents as
