Omission Types of Errors in the Research

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B. Findings

Based on the research results, the researcher discussed the findings as follow.

1. Types of Errors in the Research

In this part, the researcher will describe the data presented in the Table 4.1 to answer the first research question; what the errors are usually done by semester seven students in writing their Chapter I of Research Proposal of Thesis Writing. Based on the data presented, there are five errors types that occur in the students’ writing products. These errors are classified based on Dulay, Burt, and Krashen’s 1998 surface structure taxonomy theory. Beside those five error types, the researcher also found the other errors in the research. Those errors are categorized as other findings because they cannot be included in the error classification based on Dulay, Burt, and Krashen’s surface structure taxonomy theory. The researcher will discuss the errors one by one in the following parts.

a. Omission

The error that is mostly done by students in this research is omission. From the research, the researcher found 73 or 42.94 errors of omission. Omission error is the error resulted from the wrongly omitting the language features which do not have contribution to the meaning of words or sentences. Table 4. 2 presents the examples of omission error found in this research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 33 Table 4.2 Omission Error Based on Table 4.2, the first and second sentences are the examples of the omission of suffix –s in plural countable noun. Many students produced this error in their writing. In the first example, teacher is a countable noun. It means that when word some followed by noun teacher, there must be suffix –s in teacher. It is because word some indicates plural. Acording to Azar 1992 a speaker often uses some with a plural count noun. The same case also happens in the second example. Word many is indicating plural. Azar 1992 stated that the word many is usually used with countable nouns. So, in word passage should be added by suffix –s. It is because passage is a countable noun. The sentences become: 1 Some teachers... 2 There are many reading passages in the... The third example in Table 4.2 is error in omitting to be. In the example above, the student is error to use to be is after subject. In English, an adverb is always preceded by to be when the adverb is used after subject. The sentence becomes: 3 ...so it is successfully done. No Error 1 2 3 4 5 6 Some teacher ... There are many reading passage in the ... ...so it successfully done. The writer put certain target ... The researcher believe that ... Langan 2002 explain that... PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 34 There are also some errors dealing with subject-verb agreement. The forth and fifth examples are the examples of errors dealing with subject-verb agreement. In those two examples in Table 4.2, the time of the sentences that students mean is in the present time. It is because the students say about the fact, as Azar 1992 said that the simple present expresses general statements or facts. It means that the sentences must be based on the simple present tense pattern. The pattern is Subject + Verb of simple form ess I-You-We-They + Verb of simple form He-She-It + Verb of simple form + ess When the subject is singular, the verb used is Verb of simple form + ess, while for the plural subject the following verb must be Verb of simple form. In the forth and fifth sentences, the subjects are singular; the writer and the researcher. It means that the following Verb used must be added by ess. So, the sentences become: 4 The writer puts certain target.... 5 The researcher believes that... The error dealing with subject-verb agreement also happens in the simple past tense sentence. It is seen in the sixth example in Table 4.2. It happens because of the verb that the student used is not in the past form. Student does not follow the simple past tense pattern; that is: Subject + Verb IIed + Object. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 35 Based on that pattern, the example number six is containing error in using verb, whether the context of the sentence is in the past or the present. Based on the simple past tense form, the verb must be explained, and the sentence becomes: 6 Langan 2002 explained that... While, based on simple present tense form, the verb must be explains because the subject is singular, and the sentence becomes: 6 Langan 2002 explains that... b. Addition Addition is the error that happens when the presence of a form that does not appear in a well-formed utterance. Based on Dulay, Burt, and Krashen, the addition is divided into three: regularization, double-marking, and simple addition. In this research, the researcher found 22 cases of errors or 12.94 . Table 4.3 presents the examples of addition errors found in this research. Table 4.3 Addition Error No Error 1 2 3 4 5 …readers are invited to follow Santiagos’s journey to fulfill his wish. Some companies surrounds us... ...map to helps learners ... It will discuss about the... ...and deeply embeds into peoples’ minds. The first example in Table 4.3 happens because of the error in adding -s after apostrophe ’. It is included in the double marking addition. Based on Azar 1992, the apostrophe ’ and –s are used with nouns to show possession. There PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 36 are different patterns to show possession for the plural nouns, singular nouns, and irregular nouns. The patterns are: Singular Possessive Noun : noun + apostrophe ’ + -s Plural Possessive Noun : noun + -s + apostrophe ’ Irregular Plural Possessive Noun : noun + apostrophe ’ + -s Based on the patterns above, the first example should be: 1…readers are invited to follow Santiagos’ journey to fulfill his wish. It is because noun Santiagos is ended by –s letter, so it follows the pattern of plural possessive noun. Another example of this case is: I know the students’ names. The other examples of addition error are seen in the second, third, and forth examples in Table 4.3. Those three examples are included in the simple addition errors. The second example contains an error in adding suffix –s to verb surround. This error also relates to subject verb agreement. When the subject is plural, the verb does not need to be added by suffix –s. In this sentence the subject is plural because it uses article some, whereas the article some often uses with a plural count noun. The plural count noun in this sentence is companies. So, the sentence must be: 2 Some companies surround us... The third example contains an error in adding suffix –s to verb help. This error relates to infinitive. As stated by Azar 1992 that infinitive is to + the simple form of a verb. So, the second sentence must be: 3 ...map to help learners... PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 37 The forth example contains an error in adding preposition about after verb discuss. This error relates to phrasal verb. In this sentence, the student wanted to form a phrasal verb discuss about to indicate the discussion of something. It becomes an error because about is a preposition. Discuss about in this sentence is prepositional verb. It does not have meaning when discuss followed by about. To form the phrasal verb, the verb discuss can be followed by particle the. So, the sentence becomes: 4 It will discuss the... Discuss the in this sentence means talking about. Another example of addition error is seen in the fifth example. The fifth example in Table 4.3 is included in the regularization addition error. It is a kind of error where the addition of a word or a morpheme makes the word or sentence does not have meaning. This error also relates to the discussion of possessive noun; that is irregular plural possessive noun. Irregular plural possessive noun is a plural noun that does not end in –s, for example: children, men, people, and women. In this example, the student wrote peoples’ minds. Readers might be knowing what the student means, but it is error in grammar. So, the sentence must be: 5 ...and deeply embeds into people’s minds. c. Misinformation Misinformation is the error that happens when the sentence uses wrong form of the morpheme or structure. There are three types of misinformation error; regularization, archi-forms, and alternating forms. In this research, only two types PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 38 of misinformation error done by the students, they are regularization and alternating forms. The researcher found 45 cases of errors or 26.47 misinformation errors in this research. Table 4.4 and 4.5 present the examples of misinformation errors found in this research. Table 4.4 Regularization of Misinformation Error No Error 1 2 3 4 5 ...is by show it... By summarize the learner... Their listening abilities was little bit poor, ... ...this study are going to ... The material will be implement in the reading class. The examples in Table 4.4 are the examples of regularization of the misinformation error. Regularization error here is different from the previous one regularization of addition. The error here happens because of the using of wrong form of the morpheme or structure, for example: Do they be happy? This sentence has an error because it uses Do followed by a subject and to be. Do in interrogative sentence must be followed by a subject then a verb. For example: Do you feel happy? When the subject is followed by an adjective, the interrogative sentence should use to be. For example: Are you happy? The first example contains an error in using verb show after by. It relates to the pattern of using by. Based on Azar 1992, by + a gerund is used to express how something is done. In the first example, the student wanted to tell how something is done, that is by showing it. While in the second example, the student wanted to tell how something done is by summarizing. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 39 So, the sentences must be: 1 ...is by showing it. 2 By summarizing the learner... The third example contains an error dealing with the use of verb be following the plural subject. Be was is used when the subject is singular, and be were is used when the subject is plural. In the third example, the subject is Their listening abilities. Ability can be used as countable or uncountable noun. In that sentence, the students used abilities to show that the subject is plural. Verb be that is used in the sentence should be were. So, the sentence becomes: 3 Their listening abilities were little bit poor,... The forth example in Table 4.4 has the similar error to the previous example. The different is in time. The sentence in the forth example uses simple present progressive tense. The auxiliary verbs be use here are: is and are. Be is uses when the subject is singular, and be are uses when the subject is plural. In the forth example, the subject is this study, which means the singular subject, so the sentence must be: 4 ...this study is going to... The fifth example of regularization misinformation error is dealing with passive form sentence. From the context of the sentence, the readers can guess that the student wanted to say something in the passive form. But, the fifth example in Table 4.4 is not included as a passive sentence. Based on Azar 1992 the form of all passive verbs is: Be + Past Participle PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 40 In the fifth example, the student uses simple form of verb after be. Based on the explanation, the sentence should be: 5 The material will be implemented in the reading class. Table 4.5 Alternating forms of Misinformation Error No Error 1 2 3 4 5 ...teacher no only teaches... ...the situation to study and learning... ...how they motivate the students, giving compliments for their effort, and helping not torturing... ...education is conscious and planned... To help make the study... Those examples in Table 4.5 are included in the alternating forms of the misinformation error. The error of the first example is dealing with negative sentence of simple present tense. The pattern is: Subject + doesdo + Verb simple form + Object From the pattern above, the first example is containing error because it does not use does or do, and the verb teaches is not a simple form of verb. The sentence should be: 1 ...teacher does not only teach... The second example is dealing with the parallel verbs. Parallel verbs mean the use of two or more verbs in a sentence. The verbs are usually connected by and. In this case, the verbs must be in the same form. For example: Jim makes his bed and cleans up his room every morning. The verbs makes and cleans are in the same form. Those verbs are called as parallel verbs. Based on the explanation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 41 above, the sentence of the second example contains an alternating form error because the verbs are not parallel. The first verb is study and the second verb is learning. The sentence should use the same form of verbs. It becomes: 2 ...the situation to study and learn... The third example has the same error with the previous example; that is parallel verbs. In that sentence, the student used simple form of verb and verb-ing. The sentence should use simple form verbs because the subject is not followed by the auxiliary verb be. It becomes: 3 ...how they motivate the students, give compliments for their effort, and help not torturing... or, if the student still wants to use verb-ing, the subject must be added by auxiliary verb be are or is. It becomes: 3 ...how they are motivating the students, giving compliments for their effort, and helping not torturing... The forth sentence is almost the same as the two previous examples. The different is because the error deals with parallel construction. This sentence does not use two verbs, but it uses adjective conscious and verb planned. It should use the same word class; for example an adjective and an adjective or a verb and a verb. The fifth sentence is containing error in using verb. There are two verbs appear in that sentence. Those two verbs have the similar meaning in the sentence. In order to correct the error, the student can choose one verb to be used in the sentence. So, the sentences can be: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 42 To make the study... or To help the study… d. Misordering Misordering is an error that is characterized by the incorrect placement of a morpheme or group of morphemes. In the research, the researcher only found three errors of misordering or 1.76 . They are presented in Table 4.6. Table 4.6. Misordering Error No Error 1 2 3 Do the exercise written... ...with the formulation problems,... It also is applied... The first example in Table 4.6 has an error in placing the adjective written and noun exercise. Those two words form an adjective phrase. In adjective phrase, a noun is preceded by an adjective. So, the sentence should be 1 Do the written exercise... The second example has an error in placing noun formulation. It should be placed after the noun problems. So, the sentence becomes: 2 ...with the problems formulation... The third example has an error in placing to be is. To be in this sentence must be placed after the subject, so the sentence becomes: 3 It is also applied... f. Other Findings Beside the errors found based on the Dulay, Burt, and Krashen’s error classification, the researcher also found other errors in this research. The other PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 43 errors here are varied and they cannot be categorized in the Dulay, Burt, and Krashen’s surface structure error taxonomy. Here are the examples of the other finding errors in this research presented in Table 4.7. Table 4.7 Other Findings No Error 1 2 And the book which is used in school sometimes does not give enough what students needs. ...to analyze the sentence latter on. The first example is error in punctuation; that is missing apostrophe ’. This sentence contains the plural possessive noun. Based on the previous discussion of possessive noun; plural possessive noun needs apostrophe ’ after noun + -s. It is because this sentence has meaning the needs of the students. So, the sentence becomes: 1 And the book which is used in school sometimes does not give enough what students’ needs. The second example has an error in spelling the word latter. The readers will know the meaning of this sentence that is analyzing the sentence in the next time. So, the word latter here should be later. The sentence becomes: 2 ...to analyze the sentence later on. The errors discussed in this chapter are just the samples. All errors are listed in Appendix 1. 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2. Source of Errors