“Pengaruh Penggunaan Media Komik Terhadap Hasil Belajar IPA Pada Materi Pembuatan Makanan Pada Tumbuhan Hijau

By

HIDAYATULLOH 108014000038

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND

TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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Advisor I : Dr. Fahriany, M.Pd.

Advisor II : Neneng Sunengsih, M.Pd.

Keywords : Error Analysis, Degrees of Comparison.

The objective of this research was to know the students’ error in types and sources of error. The data sources of this research are 30 students of VIII A of second grade students at MTs Al-Islamiyah, Kebon Jeruk.

The method in this research used qualitative was supported by quantitative data. The data collection take the form of words based on statement of Bogdan. Technique of data collecting was done by giving a test, and organizing data into categories, and identifying patterns. The test consisted of two types: fill in the blank and essay. This test consisted of 30 items and each number of degrees of comparison was put in random. Besides a test, it used questionnaire sheets to know why the students made the errors in using degrees of comparison. In this research, errors which are analyzed about types of error and sources of error. Types of error consist of omission, addition, misformation, and misorder. Besides that, Sources of error consist of interlingual, intralingual, contextual learning, and communication strategies.

The result of the research are 455 total errors, from types of error there are 247 (54.28%) errors of Misformation, 89 (19.56%) errors of Omission, 87 (19.12%) errors of Misorder and 33 (7.25%) errors of Addition. From sources of error there are 194 (42.63%) errors of Communication strategies, 96 (21.09%) errors of Interlingual, 94 (20.65%) errors of Intralingual, and 71 (15.60%) errors of Contextual learning. It can be concluded that the most of types of errors made by students of MTs Al-Islamiyah is misformation 54.28%, and the most of sources of error made by students of MTs Al-Islamiyah is communication strategies 42.63%. The students’ error of MTs Al-Islamiyah based on the result of interpretation was from misformation and communication strategies that students do not understand in using one or more syllable in comparative and superlative with the reasons are less of reading grammar and low motivation.

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Advisor II : Neneng Sunengsih, M.Pd.

Keywords : Error Analysis, Degrees of Comparison.

Tujuan penelitian ini adalah untuk mengetahui kesalahan siswa dalam tipe dan sumber kesalahan itu. Sumber data dalam penelitian ini adalah sebanyak 30 siswa dari kelas VIII A MTs Al-Islamiyah, Kebon Jeruk.

Metode dalam penelitian ini menggunakan kualitatif yang didukung data kuantitatif. Pengumpulan data mengambil pola kata-kata berdasarkan pernyataan Bogdan. Pengumpulan data dilakukan dengan memberikan instrument berupa test, dan mengkordinasikan data pada kategori, dan mengidentifikasikan pada pola-pola. Adapun test yang diberikan berjumlah 30 soal dan disusun dalam dua bentuk, yaitu: Isian singkat (fill in the blank) dan Essai (Essay). Selain test, penelitian menggunakan kuisioner untuk mengetahui mengapa siswa membuat kesalahan dalam menggunakan degrees of comparison. Dalam penelitian ini, kesalahan-kesalahn yang di analisis adalah tentang types of error dan source of error. Types of error terdiri atas omission, addition, misformation, dan misorder. Sedangkan sources of error terdiri atas interlingual, intralingual, contextual learning, dan communication strategies.

Hasil dalam penelitian ini yaitu 455 kesalahan, Pada types of error ada 247 (54.28%) kesalahan misformation, 89 (19.56%) kesalahan omission, 87 (19.12%) kesalahan misorder, dan 33 (7.25%) kesalahan addition. Sedangkan pada sources of error ada 194 (42.63%) kesalahan communication strategies, 96 (21.09%) kesalahan interlingual, 94 (20.65%) kesalahan intralingual, dan 71 (15.60%) kesalahan contextual learning. Ini bisa disimpulkan bahwa types of error yang paling banyak dilakukan siswa adalah misformation sebesar 54.28%, sedangkan sources of error yang paling banyak dilakukan siswa adalah 42.63%. Kesalahan siswa-siswa MTs Al-Islamiyah berdasarkan hasil interpretasi berasal dari misformation dan communication strategies yang mana siswa tidak mengerti dalam penggunaan satu atau lebih pengucapan dalam comparative dan superlative dengan alasan – alasan kurang membaca buku grammar dan rendahnya motivasi.

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the world who has blessed the writer in completing this ‘research paper’. Peace and Blessing be upon the Prophet Muhammad SAW, his family, his companion, and his followers.

In this opportunity, the writer would like to express his greatest honor to his beloved family; his parents, his wife and his son who always give their support and moral encouragement in finishing his study. Also, he would like to address his greatest thanks to his advisors Dr. Fahriany, M.Pd. and Neneng Sunengsih, M.Pd. who have spent her time, guidance, valuable helps, correction and suggestion during completing this ‘research paper’.

The writer realized that without support and motivation from people around him, he could not finish this ‘research paper’, Therefore, he would like to give his deepest appreciation for:

1. All lecturers in Department of English Education who always give their motivation and valuable knowledge and also unforgettable experience during

his study at State Islamic University ‘Syarif Hidayatullah’ Jakarta.

2. Drs. Syauki, M.Pd. the chairman of Department of English Education and Zahril Anasy, M.Hum. the secretary of Department of English Education. 3. Prof, Dr. Ahmad Thib Raya, M.A. the Dean of Faculty of Tarbiyah and

Teachers Training of State Islamic University ‘Syarif Hidayatullah’ Jakarta. 4. Fadli Hz, S.Kom. The headmaster of MTs Al-Islamiyah who has allowed the

writer to do the research there.

5. Leni Masfufah, S.Pd. as the English teacher of second grade who has guided the writer in doing the research.

6. The second grade students of VIII A of MTs Al-Islamiyah who helped the writer by doing the test given.

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writer. Also, the writer realized that this ‘research paper’ is far from being perfect. It is a pleasure for him to receive constructive critics and suggestion from anyone who read his ‘research paper.’

Jakarta, 19th March 2015

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ACKNOWLEDGEMENT………..………. v

TABLE OF CONTENTS ………..………... vii

LIST OF TABLES………..………... xi

LIST OF APPENDICES ... xiii

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study... 1

B. Identification of the Problem ... 3

C. Limitation of the Problem and Research Question ... 3

1. Limitation of the Problem ... 3

2. Research Question ... 3

D. Objectives of the Study and Significance of the Study ... 4

1. Objective of the Study ... 4

2. Significance of the Study ... 4

CHAPTER II. REVIEW OF RELATED LITERATURE ... 5

A. Error Analysis ... 5

1. The definition of Error ... 5

2. Errors versus Mistakes ... 7

3. The definition of Error Analysis ... 8

4. The steps of Error Analysis ... 8

a. Identifying Errors ... 9

b. Describing Errors ... 9

c. Explaining Errors ... 10

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c. Incomplete Application of Rules ... 11

d. False Concept Hypothesized ... 11

6. Sources of Errors ... 11

a. Interlingual Transfer ... 12

b. Intralingual Transfer ... 12

c. Context of Learning ... 12

d. Communication Strategies ... 13

7. Types of Errors ... 13

a. Omission ... 13

b. Addition ... 14

c. Misinformation ... 14

d. Misorder ... 14

B. Degrees of Comparison ... 14

1. Adjectives ... 14

a. Definition of Adjectives ... 14

b. Kinds of Adjectives ... 15

2. Adverbs ... 16

a. Definition of Adverbs ... 16

ix

1. Positive ... 17

2. Comparative ... 17

3. Superlative ... 17

c. The form of Adjective Comparison ... 17

1. Positive Form ... 18

2. Comparative Form ... 18

3. Superlative Form ... 18

d. The objectives of Degrees of Comparison ... 20

e. Types of Degrees of Comparison ... 20

C. Previous of Related Studies ... 22

CHAPTER III. RESEARCH METHODOLOGY ... 24

A. Time and Location ... 24

B. Method of Study ... 24

C. Data and Data Source ... 24

D. The Technique of Data Collection ... 25

1. Test ... 25

2. Interview ... 25

E. Instrument ... 25

F. The Technique of Data Analysis ... 26

1. Test ... 28

x

B. Data Interpretation ... 43

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 46

A. Conclusions ... 46

B. Suggestions ... 46

REFERENCES ... 47

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Chart 2.1 Psycholinguistic Sources of Errors ... 10

Table 2.2 The Examples of Attributive and Predicative of Adjectives... 15

Table 2.3 The Examples of Postpositive and External Modifiers of Adjectives... 15

Table 2.7 Irregular Adjectives... 18

Table 2.8 Irregular Adverbs... 19

Table 3.1 Tested Area and Test Item Distribution ... 26

Table 3.2 Percentage of Errors Based on Types of Errors... 27

Table 3.3 Percentage of Errors Based on Source of Errors) ... 27

Table 4.1 Tested Area and Test Item Distribution of Degrees of Comparison... 29

Table 4.2 Asked Area and Question Item Distribution... 30

Table 4.3 Recapitulation Based on Types of Errors... 31

Table 4.4 Recapitulation Based on Source of Errors... 32

Table 4.5 Recapitulation Based on Types of Errors on Comparative Degree... 33

Table 4.6 Recapitulation Based on Types of Errors on Superlative Degree... 34

Table 4.7 Recapitulation Based on Source of Errors on Comparative Degree... 35

Table 4.8 Recapitulation Based on Source of Errors on Superlative Degree... 36

Chart 4.9 Percentage Based on Types of Errors... 37

Chart 4.10 Percentage Based on Source of Errors... 38

Chart 4.11 Percentage Based on Comparative of Types of Errors... 39

Chart 4.12 Percentage Based on Superlative of Types of Errors... 40

Chart 4.13 Percentage Based on Comparative of Source of Errors... 41

Chart 4.14 Percentage Based on Superlative of Source of Errors... 42

Table4.15 Percentage of Errors Based on the Highest to the Lowest of Types Errors... 43

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Chart4.18 Percentage of Errors based on the Highest to the Lowest of Sources Errors... 45

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Appendix 1. The Patterns of Degrees of Comparison... 49

Appendix 2. Some Ending Adjectives of Comparison ... 50

Appendix 3. Test ... 51

Appendix 4. Answer Key ... 53

Appendix 5. Rekapitulasi Nilai ... 54

Appendix 6. Rekapitulasi Kesalahan Siswa ... 55

Appendix 7. Hasil Wawancara Siswa ... 83

Appendix 8. Hasil Wawancara Guru ... 88

Appendix 9. Surat Pengesahan proposal ... 91

Appendix 10. Surat Bimbingan Skripsi ... 92

Appendix 11. Surat Izin Penelitian ... 93

Appendix 12. Surat Keterangan Telah Melakukan Penelitian ... 94

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INTRODUCTION

A. Background of the Study

English is a foreign language in Indonesia and becomes a compulsory subject that must be taught officially at school. It is taught from elementary school up to University. As the goals of teaching English in Indonesia based on the 2013 Curriculum is to enable students to get ideas from other country as globalisation and politeness in using language. Therefore, they must learn and master four basic skills such as listening, speaking, reading and writing.

The students not only learn about those four basic skills, but also language components which support communication. Grammar is an important component language. It is in line with Larsen’s argument that “Grammar is a body of explication code in the system of language.”1 It is the basic knowledge and has important role in learning English because it uses of the rules how words change the forms and combine with the other words to make a good sentence by some codes.

One of the component grammars is Degrees of Comparison. According the 2013 curriculum goal is to force the SKL (Standar Kompetensi Lulusan). Based on the 2013 curriculum aims that “it has 9 aims such as beriman, bertakwa, berilmu, bertanggung jawab, sehat, cakap, kreatif, mandiri and demokratis.”2 One of the aims in the 2013 curriculum is mandiri. The students should be independent in their future life. So, they should learn or study some material in the school. In English material has many subjects. One of them is degrees of comparison. It is also said that “Degrees of Comparison are used when we compare one person or

1

Nunan, David. Teaching English to Speakers of Other Languages, (Cambridge:Cambridge University Press 2001), p. 34.

2

Departemen Pendidikan Nasional. Permendikbud Kurikulum 2013, (Jakarta:Departemen Pendidikan Nasional, 2013).

one thing with another by using adjective and adverb.”3 Such as “A Mosque is bigger than my house” (Comparative Degree) and “KPK building is the biggest building in this street” (Superlative Degree). “Lina is more beautiful than Dina” (Comparative degree) and “Annisa is the most beautiful girl in Class VIII B” (Superlative degree).

But Indonesian students have difficulties in using degrees of comparison.

Based on writer’s experience that the students have some problems in using degrees of comparison. Firstly, the students use same pattern in Comparative degree during its Superlative degree. For example, Bolt runs faster in the Olympic athletic (Superlative degree). In this case, the adjective “faster“ in the sentence Bolt runs faster in the Olympic athletic should be “the fastest“.

Secondly, the students also confuse how to differentiate pattern when the adjective is one or more syllables. For example, Sport is interestinger than politic (three syllables). In this case, the adjective “interestinger“ in the sentence Sport is interestinger than politicshould be “more interesting“.

Thirdly, the students have problem how to differentiate pattern when the adjective is three syllables in comparative degree or superlative degree. For example, Annisa is the more beautiful girl in Class VIII B (Superlative degree). In this case, the adjective “the more beautiful” in the sentence Annisa is the more beautiful girl in Class VIII Bshould be “the most beautiful“.

Finally, the students still confuse that the adjective has irregular change in comparative and superlative degree. For example, My score is gooder than Anton

(Comparative degree). In this case, the adjective “gooder“ in the sentence My score is gooder than Antonshould be “better“.

Therefore, the writer is interested in analyzing the errors related to degrees of comparison which are made by Indonesian students, entitled “An Analysis of Students’ Grammatical Errors In Using Degrees of Comparison” (A Case Study at the Second Grade Of Students MTs Al-Islamiyah, Kebon Jeruk). By knowing

3

Michael Swan. Basic English Usage, (Oxford New York:Oxford University Press 1984). pp. 84—87.

these errors, the writer will find out some good solutions to minimize errors which are made by the students in using degrees of comparison.

B. Identification of the Problem

Based on the background of the study above, there are some problems that can be identified in this research.

1. the students use same pattern in Comparative degree during its Superlative degree.

2. the students also confuse how to differentiate pattern when the adjective is one or more syllables.

3. the students still confuse that the adjective has irregular change in comparative and superlative degree.

They are the students’ error made by the Second Grade students of MTs Al-Islamiyah in using degrees of comparison.

C. Limitation of the Problem and Research Question

1. Limitation of the Problem

In a research, it is important to make the scope of problem to get the specific data. In this research, the writer limits his research to analyze the errors of using degrees of comparison in comparative and superlative degree (one or more syllables and irregular adjective) by the second grade students of MTs Al-Islamiyah.

2. Research Question

The research question is made by the limitation of the problem’s students

in comparative and superlative degree by using degrees of comparison, the study attempts:

1. What error types were made by the students of MTs Al-Islamiyah in using degrees of comparison?

2. What are the percentages of grammatical errors made by the students of MTs Al-Islamiyah in using degrees of comparison?

3. What were causes made by the students of MTs Al-Islamiyah in using degress of comparison?

D. Objectives of the Study and Significance of the Study

1. Objectives of the Study

The objectives of the study were:

1. To know what error types were made by the students of MTs Al-Islamiyah in using degrees of comparison.

2. To know the percentages of grammatical errors made by the students of MTs Al-Islamiyah in using degress of comparison.

3. To know causes of errors made by students of MTs Al-Islamiyah in using degrees of comparison.

2. Significance of the Study

This research will give useful information for students at Junior High School, Senior High School and University, they will know some common errors made by the students in using degrees of comparison, and they will learn more about it. For English teachers, by knowing some common errors that are faced by the students in using degrees of comparison, they will find out a better strategy to teach it in order that the students can solve their errors. This research also can be used as a reference for other researchers who are interested in doing a further linguistic research which relates to degrees of comparison.

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A. Error Analysis

Learning a foreign language cannot be separated from conducting the errors. Error is a natural process that often happens when the students learn a new language because language learning is actually a process of trials and errors. In English learning process; first, the students commit some errors, and then they can learn from their own errors.

In language learning process, the learners receive input from the teacher. However, not all inputs that are given can be received because there are some factors that influence the learner’s condition in receiving input such as motivation and anxiety. If the students have low motivation, they will not receive all inputs that the teacher gives. Beside that, the students’ condition is anxiety. They cannot involve themselves in language learning process well.1 Therefore, low motivation and anxiety will cause the errors occur. According to theory of language learning, psycholinguistic and cognitive process involve in language learning process.

Errors in language learning are not only caused by learner’s condition, but also the type of input itself. According to Corder too that ―It might be supposed that they have some knowledge of what the input has been, since this is largely within the control of the teacher.‖2 In this case, input is syllabus that the teacher should control and make easy to undertand for students’ thinking. However, if learner’s condition is not good or input that is given is not interesting, errors will occur.

1. The Definition of Error

According Corder, He argued that ―Errors are when the students get examination it becomes clear that these obvious differences imply nothing about the processes that take place in the learning the first and second

1 S. Pit Corder, Error Analysis and Interlanguage, (New York:Oxford University Press,1981), pp. 6—10.

2

language.‖3 It actually helps the teacher to know how far towards the goal the learner has progressed and what remains for him to learn of a second language. By knowing some errors which are made by students, the teacher will know whether his teaching is success or not.

In addition, Erdogen also said that ―Errors are the use of linguistic item in a way that a fluent or native speaker of the language regards it as showing faulty or incomplete learning.‖4 It occurs because the learner doesn’t know what is correct, and thus it cannot be self-corrected. Error can show what the learner has learnt whether they understand material that teacher gives or not. Meanwhile, Dulay also stated that ―errors are 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.‖5

In this case, they learn English as foreign language, and it is natural phenomenon if they commit error. Based on behaviorist thinking, language is a new set of habit formation, so they still bring L1 In learning new language. Besides that, there is a negative transfer that causes error. Learners bring or apply language rule in L1 to L2 meanwhile they have different language rule. It becomes problem in their language learning process because L1 still influences them in using some rules in L2.

Actually, Errors can be useful for the teacher and syllabus designer. According to Corder that ― the next step would be to determine whether the students-generated sequence, it is called built-in syllabus.‖6 Errors tell the teacher how far towards the goal the learner has progressed and what remains for him to learn. Errors also are significant data as they show what items are important to be included or which items needs to be recycled in the syllabus.

From the explanations above, errors cannot be avoided in language learning because it is natural when students learn a new language because learning is process where they make errors first to improve their ability. Although errors are bad, errors can bring some benefits for some aspects. For

3Ibid, p. 6.

4 Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Journal of

the faculty of Education 1st (New York:2005), pp. 261—270.

5 Heidi Dulay, et all., Language two, (New York:Oxford University Press,1982), p. 138. 6 Corder, op.cit, p. 9.

example errors can useful for students, teacher and syllabus designer to make a good education in the future.

2. Errors versus Mistakes

At this point, Corder introduces an important distinction between ―errors‖ and ―mistakes‖.

Mistakes are deviations due to performance factors such as memory limitations (eg mistakes in the sequence of tenses and agreement in long sentences), spelling pronunciation, fatigue, emotional strain, etc. On the other hand, Errors are systematic, consistent deviances characteristics of the learner’s linguistic system at a given stage of learning. 7

According to James that ―if the students is inlined and able to correct a fault in his or her output, it is assumed that the form he or she selected was not the one intended, and it shall say that the fault is a mistake. On the other hand, if the students is unable or in any way disinclined to make the correction, it assume the form the students used was the one intended, and that it is an error.‖8

From explanation above, it is clear that error and mistake are exactly different. When students make error, they do not know what is correct and occurs repeatedly. Meanwhile, mistake can occur because of slips of the tongue, and students can correct by themselves because they know what is correct.

For examples of the errors, My brother is more smarter than My sister, My brother is more smart than My sister, exectera. It is called error because it occurs repeatedly when the students do exercises. However, the teacher has taught the students. The students still do incorrect in their exercise. In other side, for examples of the mistakes, My brother is smarter My sister, My brother is smarter than My sister. It is called mistake because the students only do incorrect sentence in the first statement. But in the next statement, the students have known to make correct sentence.

7Jacek Fisiak. Contrastive Linguistics and Language Teacher, (New York:Oxford Pergamon Press,1981), p. 224.

8 Carl James, Errors in Language Learning and Use, (New York:Wesley Longman,1998), pp. 77—78.

3. The Definition of Error Analysis

To know errors which are made by students, the teachers must do error analysis. Brown stated that ―Error analysis is a branch of applied linguistics where the teacher can observe, analyze and classify errors that students made to reveal something of the system operating within the learner, led to a surge of study of learners’ errors.‖9

Then, Ellis also argued that ―Error Analysis (EA) was one of the first method used to investigate learner language. It achieved considerable popularity in the 1970s, replacing contrastive analysis.‖10

Based on the statements above, when a teacher wants to know students’ error in language learning, he or she must do an analysis. This analysis can be useful for the teacher what errors which are made by students. By knowing errors, the teachers can improve their teaching quality in order that the errors can be minimized.

4. The Steps of Error Analysis

When the teachers know some errors is made by their students, Error analysis should be realized to know what is a problem. Therefore, the teachers should know some steps in error analysis. Based on Fisiak, he said that ―the steps of error analysis are collection of data, identification of errors, classification into error types, statement of relative frequency of error types, identification of the areas of difficulty in the target language, therapy or remedial.‖11

Collection of data by students from examination answers which the teachers give the exercise. Then, identification of errors which is labeling with varying degrees of precision depending on the linguistic sophistication brought to bear on the tasks by respecting to the exact nature of the deviation, dangling preposition, sequencing of tenses.

9H. Douglas Brown, Principles of Language Learning and Teaching, (New York:Pearson Longman, 2007), p. 259.

10Rod Ellis, The Study of Second Language Acquisition, (New York:Oxford University Press, 1994), p. 68.

After that, classification into error types. It belongs to article, verb forms etc. Moreover, statement of relative frequency of error types by accounting them. In addition, the teachers should identify of the areas of difficulty in the target language. Finally, when the teachers have known some errors are made by the students, they make theraphy or remedial drills for the students.

When the teachers want to know students’ error, they should do analysis error. Ellis introduces four steps of error analysis; they are identifying errors, describing errors, explaining errors, and evaluating errors.12 Here are the explanation about them.

a. Identifying errors

The first step that must be done is identifying errors. On this step, a writer identifies all errors which are made by students. An error can be defined by four questions.13 Firstly, there is the question regarding which variety of the target language should serve as the norm. Then, a second question concerns the distinction between errors and mistakes.

Third, a question concerns whether the error is overt or covert; overt error is easy to identify because there is a clear deviation form, covert error is superficially well-formed but which do not mean what the learner intended them to mean. Finally, a question concern whether the analysis should examine only deviations in correctness or also deviation in appropratness.

b. Describing Errors

After all errors have been identified, the teachers should do describing errors of the students involves a comparison of the students’ idiosyncratic utterances with a reconstruction of those utterances in the target language. According Dulay, Burt and Krashen said that focus describing errors is in observable, surface and explanation of errors.14 Based on the statement above that when the the teachers observe the

12 Rod Ellis, Second Language Acquisition, (New York:Oxford University Press, 2003), pp. 50—63.

13

Ibid, pp. 50—52. 14

students’ errors, they should describe the surface errors are made by students.

c. Explaining Errors

On this step, a writer explains why students make errors. He finds our sources of error based on error types which are found. According Abbot, He said that the aim of any EA (Error of Analysis) is to provide a psychological explanation.Here is the picture of psycholinguistic sources of errors.15

Chart 2.1

Psycholinguistic sources of errors Transfer

Competence Intralingual (overgeneralization )

( errors) Unique

Errors

Performance Processing problems

( Mistake ) Communication strategies

d. Evaluating Errors

After knowing the sources the students error, the teachers should do evaluation. According to Ellis that ―error evaluation onvolves a consideration of the affect that errors have on the persons addressed.‖16 The purpose of the error analysis is to help the students learn L2. There is a need to evaluate global errors to minimize errors which are made by the students.

Burt defined that ―global errors as errors that affect overall sentence organization. Examples are wrong word order, missing or wrongly placed sentence connectors, and syntactic overgeneralization.‖17

15Ibid, p. 58. 16Ibid, p. 63. 17Ibid, p. 64.

5. The Causes of Errors

As usually, to know the students’ errors, the teachers should find the causes of students’ errors. It is important because to make easy and to divide some characteristic errors. Richards divided causes of error into four areas. They are overgeneralization, ignorance of rule restriction, incomplete application of rules, and false concept hypothesized.18

a. Overgeneralization

Learners make overgeneralization of rules that they are learning which cause errors occur. According to Ellis that ―the students think that second language is simple, short of experience, and partial learning.‖19 Based on the statement above that the students in mother tongue think that the second language is easy because it is the same as their language, and they study in a few time.

b. Ignorance of rule restriction

This is the application of rule to contexts where they do not apply. Learners sometimes ignore the rule restriction that must be applied.

c. Incomplete application of rules

This is the occurrences of structures whose deviant represents the degree of development if the rule required to produce acceptable utterances.

d. False concept hypothesized

This is a faulty rule learning at various levels, there is a class of developmental error, which derived from faulty comprehension of distraction in the target language.

6. Sources of Error

When the students do error, the teachers must know what are sources of students error. This is important to know about them because the teacher will know how they will do after getting sources of students error. There are some

18Ibid, p. 59.

sources of students error, They are interlingual transfer, intralingual transfer, context of learning, and communication strategies.20

a. Interlingual Transfer

Interlingual transfer is a significant source of error for all students. The beginning stages of learning a second language are especially vulnerable to interlingual transfer from the native language, or interference.21 In English language learning process, students still bring L1 to L2 because they are learned by the same habit formation process. Therefore, either positive or negative transfer occurs. Positive transfer is similar structures facilitate learning. L1 habit can successfully be used in L2. Negative transfer is interference from the L1. L1 habits will cause errors in the L2. Negative transfer is often become source of error because it causes errors in language learning process.

b. Intralingual Transfer

Intralingual transfer (within the target language itself) is a major factor in second language learning.22 One of examples is overgeneralization, which is the negative counterpart of intralingual transfer.

c. Context of Learning

A third major source of error is context of learning. Context refers to the classroom with its teacher and its materials in the case of school learning or the social situation in the case of untutored second language learning. In a classroom context the teacher or the text book can lead the learner to make faulty hypothesis about the language.23 Students often make errors because of a misleading explanation from the teacher, faulty presentation of a structure or word in a textbook, or even because of a pattern that was memorized in a drill but improperly contextualized.

20H.Douglas Brown, Principles of Language Learning and Teaching, (New York:Longman, 2007), pp. 263—266.

21Ibid, p. 263. 22Ibid, p.264. 23Ibid, p.266.

d. Communication Strategies

Communication strategies were defined and related to learning styles. Learners obviously use production strategies in order to enhance getting their messages across, but at times these techniques can themselves become a source of error.24

Based on the statement above, the some sources errors is made by students from inter lingual transfer, the students think that between in mother tongue and second language has same constructions. In other hand, intralingual transfer, the students think that they make in second language by overgeneralization. Then, in context of learning that the students make errors because of misleading of teacher’s explanation. Finally, in communication strategies that the students make errors because of their message across about foreign language.

7. The types of errors

According to Dulay, He introdeced about types of students errors in The Surface Structure Taxonomy. He said that ― It is based on the ways in which the learner’s erroneous version is different from the presumed target version.‖ There are four steps of students errors; They are Ommission, Addition, Misinformation, and Misorder.25

a. Omission

Ommision occurs when the learner ommitted a necessary element of word.26 Here are some examples of omission errors which commited by the students:

1) Roni is fater than Agus. 2) Lili is tallst girl in her class. 3) Bicycle is cheap than motorcycle.

24Ibid, p. 266.

25 James, op.cit, pp. 106—110. 26Ibid, p. 106.

b. Addition

Addition occurs when learners presented unnecessary element to their sentences.27 Here are some examples of omission errors which commited by the students:

1. My new bicycle is more cheaper than new motorcycle. 2. Raisa is more fattest of all.

3. Tedi is more older than Amy.

c. Misformation

Misformation error occurs when the students chose the wrong form of structure or morpheme.28 such as the following sentences:

1.A pencil is more cheap than pen 2.Sally’s score is gooder than Ani. d. Misorder

Misorder errors occur when the learner put an utterence in wrong order.29 Such as in the following sentence:

1.My father is the buisest person. 2.Pensil is than cheaper a pen.

B. Degrees of Comparison

In this part, the writer explains about the adjective, the adverb, and the degrees of comparison.

1. Adjective

a. Definition of Adjective

Adjective is a part of Grammar, It includes in the part of speech which is functioned to know the condition of a language. It is an important element and it is needed to know about grammar and syntax. It is also as modifier of noun.

27Ibid, p. 107. 28Ibid, p. 108. 29Ibid, p. 110.

b. Kinds of Adjective

In many languages, adjectives can be compared. In English, for example, it can be said that a car is big, that it is bigger than another is, or that it is is the biggest car of all. There are three kinds of adjective. They are Attributive, Postpositive, and Predicative. They are where an adjectives can be placed, such as before a noun, after a noun, or in the predicate.

According to Pullum and Huddleston, they said that Attributive adjectives function as internal pre-head modifier to a following noun, and Predicative adjectives function mainly as predicative complement in clause structure.30 Here are some examples:

Table 2.2

The Examples of Attributive and Predicative of Adjectives Atributive use An old car, black hair, good news.

Predicative use The car is old, Her hair is black, The news is good

However, Not only adjectives functions such as attributive and predicative, but also there are two minor adjectives functions. They are Postpositive and External modifiers. Postpositive adjectives function as post–head internal modifier becaude the adjective has its own post-head dependents.On the other hand, external modifiers form of Adjective Phrase at the beginning of the Noun Phrase, before the indefinite article.31 Here are some example:

Table 2.3

The Examples of Postpositive and External Modifiers of Adjectives Postpositive use children keen on sport, a report full of errors External modifiers It seemed such a bargain, What a fool I was

30 Huddleston Rodney & Pullum Geoffrey K, A Student’s Introduction to English Grammar, (Cambridge:Cambridge University Press,2005), pp. 112—122.

2. Adverbs

a. The Definitions of Adverb

Adverb is the last part of speech in the language. So, it is important that the students to know about it. Adverbs are adjectives which are given by –ly in the last word of adjective and it is also as modifier of verbs.32 For example, A happy family (adjective), They lived happily ever after (adverb).

As the first example is adjective can be modifier of noun, adjective is happy, and it will modify noun which is family. As the last example is adverb can be modifier of verb. Because adverb is happily, and it will modify verb which is lived. Not all adjectives –ly are adverbs, but there are some adjectives have formed –ly in the last word. For example, beastly, cowardly, deathly, fatherly, friendly, princely, womanly.33

b. The Types of Adverb

These adverbs consist of several types: 1. Adverbs of manner. Example hard, fast

One group of manner adverbs has two forms, one with ending –ly

such as slow – slowly, quick – quickly, cheap – cheaply, dear – dearly, loud – loudly, clear – clearly. and one without ending –ly

are less formal ; they generally appear only directly after the verb such as Please drive slower ( or more slowly ).

2. Adverb of distance and direction. Example close, far, near,

straight, low, high. The –ly adverbs of manner are compared by the use of more – than, the most. Less – than, the least are also used in the comparison of manner adverbs.

3. Degrees of Comparison

a. The Definitions of Degrees of Comparison

A general definition of degree of comparison can be given along the following lines. Leech argued that ―Degrees of Comparison are used when compare one person or one thing with another by using adjective and

32Ibid. p. 122. 33Ibid. p. 124.

adverb.‖34 Based on above statement that Degrees of comparison consist of adjective and adverb. They also have special forms. Both have same forms by the addition of –er and -est or more and the most based on the one or more syllable.

b. Kinds and The Usage of Degrees of Comparison

Adjectives and Adverbs have three degrees of comparison. Such as: positive, comparative and superlative.35

1. Positive

Positive expresses a quality without comparison; it is called positive because it does not relate to any superior or inferior qualities of other things in speech. For example, Joe is tall. In this case that Joe does not have person’s comparing. On the hand, it can use as .... as for comparing two persons or things that have similarity of quality or quantity. For example, The girl is as clever as that one. In this case that the girl is compared by the other girl which is same quality or quantity. 2. Comparative

Comparative expresses a higher or lower degree than the positive two persons or things are compared. The comparative degree denotes a greater amount of a quality relative to something else. For example, John is taller than Ricky. Andini is more beautiful than Anita. In this case that two persons which is compared each other has position as higher or lower degree.

3. Superlative

Superlative is the highest or lowest degree when more than two persons or things are compared. For example, John is the tallest boy in the club basketball. Andini is the most beautiful girl in her class.

34 Rozakis Laurie. English Grammar for the Utterly Confused, (New York:The McGraw Hill Companies, 2003), pp. 49—52.

c. The Form of Adjective Comparison

To make the degrees of comparison is not easy. According to Parrot that ―It depends on the length of the adjective words such as short or long and also depends on the syllable of the adjective itself.‖36 Syllable is a small part of a sentence or discourse; anything concise or short; a particle and it is a unit of spoken language.37

As stated by the writer above, the comparison that is used in this form is about the adjective or adverb comparison.38 Here are the pattern:

1. Positive form

There are two ways to make the positive comparison, such as: a. The simplest form that only use a single adjective after be or

article ( a, an, the ).

b. Adding as before and as after the adjective. 2. Comparative form

The way to compare two things, persons or places use the comparative form of adjective as follows:

a. Adjective + -er + than b. More + adjective + than 3. Superlative form

The way to compare more two things, persons or places use the superlative form of adjective as follows:

a. Using The + adjective + -est b. Using The most adjective

c. The Differences form Adjective and Adverb Degrees of Comparison.

There are patterns of them in the appendixes. In other hand, The rules for adjectives of two syllables are more complicated. Some endings of adjectives have more complicated. There are some ending of adjectives of comparison in appendixes.

36 Martin Parrot, Grammar for English Language Teachers, (Cambridge:Cambridge University Press,2010), pp. 79—87.

37http;//www.weblearn.in/degrees_of_comparison/

38 Azar Betty Schrampher, Fundamental English Grammar, (New York:Prentice Hall. Inc, 1992), p. 331.

There are some irregular adjectives in degrees of comparison. Here are irregular adjectives:

Table 2.7 Irregular Adjectives

Positive Degree Comparative Degree Superlative Degree

Good Bad Far

Little Much Many Old

Better Worse Farther Further Less More

Elder

Best Worst Farthest Furthest

Least Most

Eldest

The rules for contructing the comparative and superlative degrees of adverb are the adverb has an inflectional form only for comparison. Short adverbs ( mostly one-syllable adverbs ) that have the same form as adjectives are compared by the addition of –er, -est. As usual, only adverb of manner and adverb of distance and direction.39

A few short adverbs have an irregular comparison:40

Table 2.8 Irregular Adverbs

Positive Comparative Superlative

Well Better Best

Badly Worse Worst

Far Farther Farthest

Further Furthest

Much More Most

Little Less Least

39 Ibid, p. 157. 40 Ibid, p. 157.

d. The Objectives of Degrees of Comparison

1. To know different levels of quality, quantity or relation from adjectives or adverb words.

2. To identify of features similarity.

3. To act the process of comparing persons, things or places. e. Types of Degrees of Comparison

There are two types of Degrees of Comparison:41 1. Adjectives comparison

2. Adverbs comparison

However, in this research, the writer will focus on the explanation of adjectives and adverbs comparison in comparative and superlative degree.

From theories above, the writer takes one of theories which are proposed by some linguists. He takes the definition of error according to Vacide Erdogan. Error is the use of linguistic item in a way that a fluent or native speaker of the language regards it as showing faulty or incomplete learning. It occurs because the learner doesn’t know what is correct, and thus it cannot be self-corrected.42 Error can show what the learner has learnt whether they understand material that teacher gives or not.

To know errors which are made by the students, the teacher must do error analysis. According to Dulay, error analysis is a branch of applied linguistics where teacher can observe, analyze and classify errors that students made to reveal something of the system operating within the learner, led to a surge of study of learners’ errors.43

In doing error analysis, a researcher uses steps of error analysis. There are some steps of error analysis according to Fisiak. They are collection of data, identification of errors, classification into error types, statement of relative frequency of error types, identification of the areas of difficulty in the target language, and therapyh or remedial.44

41

Parrot, op.cit, p. 79. 42

Erdogan, op. cit, p. 263. 43

Brown, op. cit, p. 259. 44

After finding the result what types of errors which are made by students, the writer wants to know why students make errors. In analyzing causes of students’ error, the writer took a theory of causes of error from Peter Hubbard, et.al. There are three major causes of error according to Hubbard, et all. They are mother-tongue interference, over-generalization, and errors are encouraged by teaching material or method.45

In this research, the writer wants to know what kinds of errors which are made by students in comparative and superlative degree. Therefore, the writer will explain about degrees of comparison itself.

According to Frank and Parrot, Degrees of comparison consist of two types. They are made by adjective and adverb.46 In English, a lot of important meanings are expressed by changes in the adjective and adverb itself. For example add –er and –est or more and most.

In determining kinds of tests which are used as instrument, the writer has to consider them based on theory of language testing. Because the writer will measure students’ ability in grammar, there is a hint or guide how to construct test of grammar and usage in language testing book.

There are some of the most common types of objective items used to test awareness of the grammatical features of the language, such as: multiple choices items, error recognition items, rearrangement items, completion items, transformation items, items involving the changing of words, ‗broken sentence’ items, pairing and matching items, combination items, and addition items.

From explanation above, the writer can choose some of types of objective items to construct test of grammar. In this research, the writer makes two types of tests. They are fill in the blank and essay, and interview.

45 Hubbard, et all. A Training Course for TEFL, (Walton Street:Oxford University Press, 1983), pp. 140—142.

46

C. Previous of Related Studies

There are two previous studies that the writer takes about error analysis. They are The Analysis on Students’ Difficulties in Learning Degrees of Comparison and An Analysis on Students’ Mastery of Degrees of Comparison.

The first previous study is about The Analysis on Students’ Difficulties in Learning Degrees of Comparison, a case study in second grade of SMP Dua Mei Ciputat Tangerang Selatan ( Lulus Fatmawati, 2010). The study focused on what difficulties is made by the students in learning Degrees of Comparison especially in comparative and superlative degrees. The subjects of this research are the second grade students of SMP Dua Mei Ciputat Tangerang Selatan which consists of 0ne class which is 36 students and it is located on Jl.H. Abdul Gani No. 135 Cempaka Putih Kecamatan Ciputat Timur Kota Tangerang Selatan.

The technique of data collecting was done by giving a test and conducting an observation. The type of test that the writer used is multiple choices and it consists of 30 items which is 10 questions for comparative degrees, 10 questions for superlative degrees, and 10 questions for comparative and superlative degrees. In this research, errors which are analyzed are about comparative degrees, Superlative degrees, comparative and superlative degrees. From the result of analysis, the percentage of error is in using comparative degrees (76.11%), and the percentage of error is in using superlative degrees (65%). And the percentage of error in using comparative and superlative degrees (87.77%). Finally, the students have highest difficulty is in using comparative and superlative degrees. So, the students still confuse to diffirentiate comparative and superlative degrees.

The second previous study is about An Analysis on Students’ Mastery of Degrees of Comparison, a case study in second grade of SMPN 03 South of Tangerang Ciputat (Methania Aris Shusantie, 2011). The study focused on what difficulties the students in learning Degrees of Comparison especially in comparative and superlative degrees. The subjects of this research are the second grade students of SMPN 03 South of Tangerang consists of one class which is 36 students and it is located on Jl.Ir.H. Juanda Ciputat Tangerang Selatan.

The technique of data collecting was done by giving a test and conducting an observation. The type of test that the writer used is multiple choices and it consists of 20 items which is 5 questions for comparative degrees, 5 questions for superlative degrees, and 10 questions for essay (translate to english) comparative and superlative degrees. In this research, errors which are analyzed are about comparative degrees, Superlative degrees, comparative and superlative degrees. From the result of analysis, the percentage of error is in using comparative degrees (16.66%), and the percentage of error is in using superlative degrees (33.77%). And the percentage of error in using comparative and superlative degrees (49.57%). Finally, the students have highest difficulty in using comparative and superlative degrees.

The writer concluded that there are 5 reasons that the students find difficulties in mastering degrees of comparison; they are confused to put suffix-er for comparative and –st/-est for superlative or prefix more for comparative and most for superlative, they forgot to add the article in the superlative form and confused to omit or misplaced the use of be, they forgot to add then after adjective for comparative form, they do not know that is ended in –y to –i and add –er/-est, and some students confused to differentiate the usage of comparative and superlative degrees.

24

CHAPTER III

RESEARCH METHODOLOGY

A.

Time and Location

This research took place at MTs Al-Islamiyah which is located on Jl. Kebayoran Lama 242 Kp. Kecil Kebon Jeruk, West of Jakarta. This research started from March 27th until April 24th ,2014.

B. Method of Study

The writer used the qualitative as the method in this research because he presented the data collected focus on pictures rather than numbers. Based on Bogdan said that In a case study design is the data collected take the form of words or pictures rather than numbers. The written results of the research contain quotations from the data to illustrate and substantiate the presentation. The data include interview transcript, fieldnotes, photgraphs, videotapes, personal documents, memos, and other official records.1

The writer also used qualitative data analysis. Bogdan also said that Qualitative data is descriptive, Descriptive data are particularly important because qualitative methods enable researchers to study what people take for granted.2 Therefore, The writer makes organizing data into categories and identifying patterns in types of error and sources of error. Types of error are Addition, omission, misformation, and misorder. In other hand, sources of error are interlingual, intralingual, contextual learning, and communication strategies.

C. Data and Data Source

The writer came to the school to get the data. The writer also did the observation to the class which class is taken the research. After that, the writer choosed and made the test for students. The data of the research were

1 Bogdan. Robert C & Biklen Sari K , Qualitative Research for Education An Introduction to

Theory and Methods Fifth Edition, (New York:Pearson Education, 2006), pp. 3—7.

the students’ error in using degrees of comparison (comparative and superlative degrees); the data sources were taken from test and interview. The data from test were used to know kinds of errors made by students of MTs Al-Islamiyah in using degrees of comparison. The data from interview were used to know why students made errors in using degrees of comparison.

D. The Technique of Data Collection

To collect data, the writer gave the test and interview to students of MTs Al-Islamiyah West of Jakarta.

1. Test

This test was used to know kinds of errors made by students of MTs Al-Islamiyah in using degrees of comparison. The writer gave a test which focused on the use of comparative and superlative degrees, and this test consists of 20 items are fill in the blank questions, and 10 items are essay. Throughout 20 items about degrees of comparison asking about 10 items comparative degrees and 10 items asking about superlative degrees in fill in the blank, and 5 items asking about comparative degrees and 5 items asking about superlative degrees in essay. The writer put the items at random. The distribution of the test items is described in table 3.1 of this chapter.

2. Interview

Interview was used to know why students of MTs Al-Islamiyah in using degrees of comparison. The writer did an interview which focused on why students of MTs Al-Islamiyah make errors in using degrees of comparison (comparative and superlative degrees), and it consists of 4 items. The instrument sheet can be seen in appendix.

E. Instrument

The writer did the abservation into the class. Then, the writer saw what did the students have the difficult to do the exercise about degrees of comparison. Therefore, the writer could take the conclusion about the class from abservation. The conclusion is about how far did the student study about

grammar espesially about degrees of comparison. So, the writer gave the test and interview to students of MTs Al-Islamiyah, West of Jakarta to get the data. This test consists of 20 items of fill in the blank and 10 items of essay with the tested areas which are put in random throughout the items.

Table 3.1

Tested Area and Test Item Distribution

No Degrees of Comparison Item Number

1.

Fill in the blank

Comparative

degree 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Superlative

degree

11, 12, 13, 14, 15, 16, 17, 18, 19, 20 2.

Essay

Comparative

degree 21, 22, 23, 24, 25 Superlative

Degree 26, 27, 28, 29, 30

F. The Technique of Data Analysis

After collecting the data, the writer analyzed according to objectives of the research, i.e. finding out the kinds and causes of error. Since each objective is analyzed by using different instrument, the data analysis also presented differently based on each instrument.

1. Test

After collecting the data, the writer analyzed the students’ errors by focusing on their errors in using degrees of comparison from the students’ answer sheets. For data analysis procedure, the writer used descriptive analysis technique (percentage).

Besides, the writer used some procedures in doing the analysis of data. Firstly, collecting the data which will be analyzed. Secondly, identifying and analyzing the errors made by the students by circling the errors. Thirdly, classifying the errors are produced from types of error and sources of errors, whether they are the error of types of error in comparative and superlative

degrees (Omission, Addition, Misformation and Misorder), and sources of error in comparative and superlative degree (Interlingual, Intralingual, Contextual Learnong, and Communication Strategies). Finally, tabulating the errors by counting the errors, putting the errors into the tables based on the classification of errors, and counting the percentage of the errors. It will be described in the table of percentage obtained by using the formula as follows:3

P= x 100% P= Percentage

F= Frequency of wrong answer N= Number of sample

Having count the percentage of errors, the writer analyzed sources of error to know why students make errors. Finally, by looking up the results of the analysis, the next step is drawing some conclusions.

After testing the students and identifying students’ errors. The third step in the procedure is classifying the errors. The students’ errors are classified based on the kind degrees of comparison, as seen in table:

Table 3.2

Percentage of Errors Based on Types of Errors

No. Kinds Degrees of

Comparison

Types of error Frequency

of Error

Percentage

1 Comparative degrees Omission Addition Misformation

Misorder 2. Superlative degrees Omission

Addition Misformation

Misorder

3

Allan G. Bluman. Elementary Statistics:A Step by Step Approach 5th edition, (New York:the McGraw-Hill Companies, Inc, 2004), p. 68.

Table 3.3

Percentage of Errors Based on Source of Errors

No. Kinds Degrees of

Comparison Sources of error

Frequency

of Error Percentage

1 Comparative degrees Interlingual Intralingual Contextual Learning Communication

Strategies 2. Superlative degrees Interlingual

Intralingual Contextual Learning Communication

Strategies 2. Interview

The writer did an interview which focused on why students of MTs Al-Islamiyah make errors in using degrees of comparison (comparative and superlative degrees), and it consists of 4 items.

29

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

A. Research Findings

The writer gave a test which focused on the use of degrees of comparison, those are comparative and superlative degree. This test consists of 30 items. 10 items comparative and 10 items superlative degree are fill in the blank questions, 5 items comparative and 5 items superlative degree are Essay. Throughout the 30 items, the writer put the items at random as seen below:

Table 4.1

Tested Area and Test Item Distribution

No Degrees of Comparison Item Number

1.

Fill in the blank

Comparative

degree 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Superlative

degree

11, 12, 13, 14, 15, 16, 17, 18, 19, 20 2.

Essay

Comparative

degree 21, 22, 23, 24, 25 Superlative

The writer also gave a questionnaire which focused on the understanding of degress of comparison (comparative and superlative degrees). This questionnaire consists of 4 items as seen below:

Table 4.2

Asked Area and Question Item Distribution

No The Understanding of Degrees of Comparison Item Number

1 Comparative degree

1, 2, 3, 4

2 Superlative degree

To find types of error and sources of error, the writer uses the classification both of them by corecction one by one students’ work. After that, the writer has the nominal of error and writes in the recapitulation types and sources of error. Moreover, the questionere from students and teacher as supporting the reason why students make errors.

Table 4.3

Recapitulation Based on Types of Errors

Name Omission Addition Misformation Misorder Total of Errors

Student 1 - - 11 4 15

Students 2 - 2 13 3 18

Stuedent 3 - - 3 - 3

Student 4 5 - 9 3 17

Student 5 - - 4 4 8

Student 6 - - 11 3 14

Student 7 - - 9 4 13

Student 8 2 - 14 3 19

Student 9 1 - 1 5 7

Student 10 1 2 15 1 19

Student 11 2 - 14 4 20

Student 12 3 2 6 2 13

Student 13 2 - 10 4 16

Student 14 10 - 9 1 20

Student 15 6 - 4 1 11

Student 16 - 2 14 1 17

Student 17 3 - 4 - 7

Student 18 - 8 13 3 24

Student 19 3 2 15 3 23

Student 20 - - 3 4 7

Student 21 - 1 1 5 7

Student 22 7 1 2 7 17

Student 23 - - 1 4 5

Student 24 2 - 10 4 16

Student 25 7 - 9 5 21

Student 26 6 - 11 4 21

Student 27 8 6 1 1 16

Student 28 3 2 16 - 21

Student 29 10 - 8 1 19

Student 30 12 - 6 3 21

TOTAL 89 33 247 87 455

From the highest recapitulation based on types of error is Misformation, there are 247 errors in this case. The students did not understand about degrees of comparison because of misformation.

Table 4.4

Recapitulation Based on Source of Errors

Name Interlingual Intralingual Contextual Learning Communication Strategies Total

Student 1 2 - 5 8 15

Student 2 4 1 1 12 18

Student 3 1 2 - - 3

Student 4 2 3 2 10 17

Student 5 - 1 4 3 8

Student 6 3 1 4 6 14

Student 7 8 1 4 - 13

Student 8 2 - 2 15 19

Student 9 - 2 5 - 7

Student10 - 10 3 6 19

Student11 - 2 3 15 20

Student12 1 4 3 5 13

Student13 9 3 4 - 16

Student14 9 5 1 5 20

Student15 4 6 1 - 11

Student16 7 1 1 8 17

Student17 4 3 - - 7

Student18 4 9 2 9 24

Student19 1 5 2 15 23

Student20 2 1 4 - 7

Student21 - 2 5 - 7

Student22 - 3 1 13 17

Student23 - 1 4 - 5

Student24 5 3 2 6 16

Student25 6 5 2 8 21

Student26 3 6 2 10 21

Student27 - 5 - 11 16

Student28 5 1 - 15 21

Student29 7 6 1 5 19

Student30 7 2 3 9 21

TOTAL 96 94 71 194 455

From the highest recapitulation based on sources of error is Communication strategies, there are 194 errors in this case. The students did not understand about degrees of comparison because of communication strategies.

Table 4.5

Recapitulation Based on Types of Errors on Comparative Degree

Name Omission Addition Misformation Misorder Total of Errors

Student 1 - - 2 1 3

Student 2 - - 2 1 3

Student 3 - - - - -

Student 4 1 - 2 2 5

Student 5 - - 4 1 5

Student 6 - - 3 1 4

Student 7 - - 3 2 5

Student 8 - - 3 1 4

Student 9 1 - 1 2 4

Student 10 - 2 5 - 7

Student 11 - - 3 2 5

Student 12 2 2 6 1 11

Student 13 - - 2 2 4

Student 14 1 - 3 1 5

Student 15 2 - 2 1 5

Student 16 - 2 4 - 6

Student 17 - - 3 - 3

Student 18 - 5 5 2 12

Student 19 - 2 8 2 12

Student 20 - - 2 2 4

Student 21 - - 1 2 3

Student 22 3 - 1 1 5

Student 23 - - 1 2 3

Student 24 - - 2 2 4

Student 25 4 - 2 1 7

Student 26 2 - 2 2 6

Student 27 1 6 1 1 9

Student 28 1 - 5 - 6

Student 29 - - 3 1 4

Student 30 6 - 2 2 10

TOTAL 24 19 83 38 164

From the highest recapitulation based on types of error on comparative degrees is Misformation, there are 83 errors in this case. The students did not understand about degrees of comparison because of misformation.

Table 4.6

Recapitulation Based on Types of Errors on Superlative Degree

Name Omission Addition Misformation Misorder Total of Errors

Student 1 - - 9 3 12

Student 2 - 2 11 2 15

Student 3 - - 3 - 3

Student 4 4 - 7 1 12

Student 5 - - - 3 3

Student 6 - - 8 2 10

Student 7 - - 6 2 8

Student 8 2 - 11 2 15

Student 9 - - - 3 3

Student 10 1 - 10 1 12

Student 11 2 - 11 2 15

Student 12 1 - - 1 2

Student 13 2 - 8 2 12

Student 14 9 - 6 - 15

Student 15 4 - 2 - 6

Student 16 - - 10 1 11

Student 17 3 - 1 - 4

Student 18 - 3 8 1 12

Student 19 3 - 7 1 11

Student 20 - - 1 2 3

Student 21 - 1 - 3 4

Student 22 4 1 1 6 12

Student 23 - - - 2 2

Student 24 2 - 8 2 12

Student 25 3 - 7 4 14

Student 26 4 - 9 2 15

Student 27 7 - - - 7

Student 28 2 2 11 - 15

Student 29 10 - 5 - 15

Student 30 6 - 4 1 11

TOTAL 69 9 164 49 291

From the highest recapitulation based on Types of error on superlative degree is Misformation, there are 164 errors in this case. The students did not understand about degrees of comparison because of misformation.

Table 4.7

Recapitulation Based on Source of Errors on Comparative Degree

Name Interlingual Intralingual Contextual Learning Communication Strategies Total

Student 1 1 - 2 - 3

Student 2 1 1 1 - 3

Student 3 1 2 - - 3

Student 4 1 2 1 - 4

Student 5 - 1 1 3 5

Student 6 2 1 1 - 4

Student 7 2 1 2 - 5

Student 8 2 - 2 - 4

Student 9 - 2 2 - 4

Student10 - 7 - - 7

Student11 - 2 3 - 5

Student12 - 4 2 5 11

Student13 1 1 2 - 4

Student14 2 2 1 - 5

Student15 1 3 1 - 5

Student16 5 1 - - 6

Student17 3 - - - 3

Student18 - 7 1 4 12

Student19 - 2 1 9 12

Student20 1 1 2 - 4

Student21 - 1 2 - 3

Student22 - 1 1 3 5

Student23 - 1 2 - 3

Student24 1 1 2 - 4

Student25 - 1 2 4 7

Student26 1 4 1 - 6

Student27 - 5 - 4 9

Student28 5 1 - - 6

Student29 2 1 1 - 4

Student30 2 1 2 5 10

TOTAL 34 57 38 37 166

From the highest recapitulation based on sources of error on comparative degree is intralingual, there are 57 errors in this case. The students did not understand about degrees of comparison because of intralingual.

Table 4.8

Recapitulation Based on Source of Errors on Superlative Degree

Name Interlingual Intralingual Contextual Learning Communication Strategies Total

Student 1 1 - 3 8 12

Student 2 3 - - 12 15

Student 3 - - - - -

Student 4 1 1 1 10 13

Student 5 - - 3 - 3

Student 6 1 - 3 6 10

Student 7 6 - 2 - 8

Student 8 - - - 15 15

Student 9 - - 3 - 3

Student10 - 3 3 6 12

Student11 - - - 15 15

Student12 1 - 1 - 2

Student13 8 2 2 - 12

Student14 7 3 - 5 15

Student15 3 3 - - 6

Student16 2 - 1 8 11

Student17 1 3 - - 4

Student18 4 2 1 5 12

Student19 1 3 1 6 11

Student20 1 - 2 - 3

Student21 - 1 3 - 4

Student22 - 2 - 10 12

Student23 - - 2 - 2

Student24 4 2 - 6 12

Student25 6 4 - 4 14

Student26 2 2 1 10 15

Student27 - - - 7 7

Student28 - - - 15 15

Student29 5 5 - 5 15

Student30 5 1 1 4 11

TOTAL 62 37 33 157 289

From the highest recapitulation based on sources of error is communication strategies, there are 157 errors in this case. The students did not understand about degrees of comparison because of communication strategies.

1.

Data Analysis

After the writer did the research, he got the description of students’ error which consist of two categories. They are types of error and sources of error the frequency and percentage of students’ error in using degrees of comparison (comparative and superlative).

The writer makes some charts based on Table 4.4, 4.5, 4.6, 4.7, 4.8, and 4.9 to explain the recapitulation of percentage based on the total errors of using degrees of comparison based on types of error and sources of error as seen below:

0 10 20 30 40 50 60

Omission Addition Misformation Misorder

types of error

Chart 4.9

Percentage Based on Types of Errors

The Chart above shows that there are four type of errors (omission, addition, misformation, and misorder) which are analyzed. The highest frequency of error is in using misformation with 54.28%, and the lowest one is the frequency of error in using addition with 7.25% . Most students make errors in using misformation because they still have not understood about the usage of comparative and superlative by choosing the wrong form of structure or morpheme. Besides that, they are still confused about changing the adjectives or adverbs on comparative and superlative form with one or more syllables.

0 10 20 30 40 50

Interlingual Intralingual Contextual Learning

Commmunication Strategies

Sources of error

Chart 4.10

Percentage Based on Source of Errors

The Chart above shows that there are four source of errors (interlingual, intralingual, contextual learning, and communication strategies) which are analyzed. The highest frequency of error is in using communication strategies with 42.63%, and the lowest one is the frequency of error in using contextual learning with 15.60% . Most students make errors in using communication strategies because they still have not understood about the usage of comparative and superlative by thinking that between in mother tongue and second language has same constructions. Besides that, they are still confused about changing the adjectives or adverbs on comparative and superlative form with one or more syllables. So, they think to make same constructions to make answer easy.

0 5 10 15 20

Omission Addition Misformation Misorder

types of error

Chart 4.11

Percentage Based on Comparative of Types of Errors

The Chart above shows that there are four type of errors on comparative degree (omission, addition, misformation, and misorder) which are analyzed. The highest frequency of error is in using misformation with 18.24%, and the lowest one is the frequency of error in using addition with 4.17%. Most students make errors in using misformation because they still have not understood about the usage of comparative by choosing the wrong form of structure or morpheme. Besides that, they are still confused about changing the adjectives or adverbs on comparative form with one or more syllables.

0 5 10 15 20 25 30 35 40

Omission Addition Misformation Misorder

types of error

Chart 4.12

Percentage Based on Superlative of Types of Errors

The Chart above shows that there are four type of errors on Superlative degree (omission, addition, misformation, and misorder) which are analyzed. The highest frequency of error is in using misformation with 36.04%, and the lowest one is the frequency of error in using addition with 1.97%. Most students make errors in using misformation because they still have not understood about the usage of superlative by choosing the wrong form of structure or morpheme. Besides that, they are still confused about changing the adjectives or adverbs on superlative form with one or more syllables.

0 2 4 6 8 10 12 14

Interlingual Intralingual Contextual Learning

Commmunication Strategies

Sources of error

Chart 4.13

Percentage Based on Comparative of Source of Errors

The Chart above shows that there are four source of errors on comparative degree (interlingual, intralingual, contextual learning, and communication strategies) which are analyzed. The highest frequency of error is in using intralingual with 12.52%, and the lowest one is the frequency of error in using interlingual with 7.47%. Most students make errors in using intralingual because they still have not understood about the usage of comparative by overgeneralization, which is the negative counterpart of intralingual transfer. Besides that, they are still confused about changing the adjectives or adverbs on comparative form with one or more syllables. So, they think partial study.

0 5 10 15 20 25 30 35

Interlingual Intralingual Contextual Learning

Commmunication Strategies

Sources of error

Chart 4.14

Percentage Based on Superlative of Source of Errors

The Chart above shows that there are four source of errors on superlative degree (interlingual, intralingual, contextual learning, and communication strategies) which are analyzed. The highest frequency of error is in using communication strategies with 34.50%, and the lowest one is the frequency of error in using contextual learning with 7.25%. Most students make errors in using communication strategies because they still have not understood about the usage of superlative by thinking that between in mother tongue and second language has same constructions. Besides that, they are still confused about changing the adjectives or adverbs on superlative form with one or more syllables. So, they think to make same constructions to make answer easy.

Having made percentage the errors produced, the next procedure is analyzing types and sources of error to know why students of MTs Al-Islamiyah make errors in using degrees of comparison. This research did not only focus on what kinds of errors made by students, but also the causes of error. The writer gave questionnaire to students to know the causes of error, and there will be discussed why the students make errors in using degrees of comparison.

After the writer finished giving some questioners for 30 students of MTs Al-Islamiyah, the writer found the reasons why students got errors in using degrees of comparison about the one or more syllable in comparative and superlative degree. The reasons why students did the errors are less of reading grammar and low motivation.

B. Data Interpretation

Based on the analysis of the results above, it can be shown from the Table below:

Table 4.15

Percentage of Errors Based on the Highest to the Lowest of Total Errors

No. Kinds Degrees of Comparison

Types of error Frequency of Error

Percentage

1 Comparative and Superlative degree

Misformation 247 54.28%

Omission 89 19.56%

Misorder 87 19.12%

Addition 33 7.25%

The Table above shows that the highest frequency of types of errors is misformation (247 errors), and the lowest one is addition (33 errors). However, it does not mean that the most errors that the students made are in using misformation. The writer does not use the highest frequency of errors as a criterion to count the most errors which are made by students because there are two types of error in comparative and superlative degree. Therefore, he uses the average to count the percentage of errors which are made by students, and the result shows that the most errors which are made by students on second grade of MTs Al-Islamiyah is in misformation with percentage 54.28%. With those percentages, teachers must pay more attention to this misformation. Moreover, students have not understood the usage of misformation, and they still think that when the students chose the wrong form of structure or morpheme.The second is omission with percentage 19.56%, and the third is misorder with percentage 19.12%,and the last is addition with percentage 7.25%. For clearer understanding, the distribution of those percentages can be described by using graphic in form of histogram as follow:

0 10 20 30 40 50 60

Misformation Omission Misorder Addition

types of error

Chart 4.16

Percentage of Errors based on the Highest to the Lowest of Total Errors

Table 4.17

Percentage of Errors Based on the Highest to the Lowest of Total Errors

No. Kinds Degrees of Comparison

Sources of error

Frequency of Error

Percentage

1 Comparative and Superlative degree

Communication

Strategies 194 42.63%

Interlingual 96 21.09%

Intralingual 94 20.65%

Contextual

Learning 71 15.60%

The Table above shows that the highest frequency of types of errors is communication strategies (194 errors), and the lowest one is contextual learning (71 errors). However, it does not mean that the most errors that the students made are in using communication strategies. The writer does not use the highest frequency of errors as a criterion to count the most errors which are made by students because there are two types of error in comparative and superlative degree. Therefore, he uses the average to count the percentage of errors which are made by students, and the result shows that the most errors which are made by students on second grade of MTs Al-Islamiyah is in communication strategies

96

PROFIL SEKOLAH

Nama Sekolah : Madrasah Tsanawiyah Al-Islamiyah Kp.Kecil Kepala Madrasah : Fadli Zulkarnain, S,Kom

Wakil Kesiswaan Madrasah : Drs. Dzul Jamal Wakil Kurikulum Madrasah : Drs. Achmad Zawawi

Alamat : Jalan Al-Islamiyah kp. Kecil no. 242 Sukabumi Selatan Kebon Jeruk Jakarta Barat DKI JAKARTA

No. Telp : 021 – 5320379 Berdiri : Tahun 1935

Jumlah Guru dan Karyawan : 40 guru dan 5 karyawan

Fasilitas - fasilitas : 10 kelas, 1 laboratorium komputer, 1 laboratorium bahasa, 1 perpustakaan, 1 ruang Tata Usaha, 2 ruang kepala dan wakil madrasah, 1 ruang guru, koperasi, kantin dan lapangan.

Kegiatan Ekstrakurikuler : 1. Pramuka 5. Marching Band 2. Paskibra 6. Palang Merah Remaja 3. Futsal 7. Silat

BIOGRAPHY

Hidayatulloh was born on the 3rd of May 1989 in Jakarta. He is the fifth child from married couple of H. Rohmat (Alm) and Hj. Asenah (Almh), and he has married, his wife is Reni. He has a son, his name Muhammad Raihan Ramadhan.

He had been a student of English Department Faculty of Tarbiyah State Islamic University Syarif Hidayatullah Jakarta from 2008. He was graduated from Senior High School Al-Islmiyah Jakarta in 2008. Formerly, he began his study at SDI Al-Falah 1 Pg at Sukabumi Selatan Kebon Jeruk, West Jakarta. After that, he continued in Junior high School Al-Islamiyah. Then, he continued Senior high school in boarding school Daar- el Qolam Gintung Jayanti Tangerang only for two years. And he finished 1 year in Senior High School Al-Islamiyah. When he was at the school, he was active in many extracurricular such as Scout and OSIS. He was also the chief of OSIS period 2007-2008. While, when he was a student of English Education Department of “Syarif Hidayatullah” State Islamic University Jakarta, he actived in teaching for private and also the staff of library in the school.

His motto is “Be confident so you can do your best”. He believes that self-confidence is the power of everything. So that, everyone who has big self-confidence can do his or her best.